Cultural and Pedagogical Inquiry (Journal)
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Who is being taught? Weaving academic spaces and teaching bodies
No full textThe notion of embodiment, arising out of Body studies and complex ecological theories, situate the body as central to all social action, experience, learning, and research. Spatiality duly problematizes “space” and “place” suggesting that the sites which our bodies inhabit are culturally constructed and constructing. In light of the above, I show how the “teaching” body, as a particular kind of “institutional” body, is enacted, defined, viewed, and treated by others in specific sites. Furthermore, how is the teaching body--at once rendered racialized and gendered--inscribed, marked, bureaucratized, and regulated in institutional settings
A comment on Keith Hammond, “Universities in opposition to Israel’s military occupation and the de-development of the West Bank and Gaza”
No full textA comment on Keith Hammond, “Universities in opposition to Israel’s military occupation and the de-development of the West Bank and Gaza
Dangerous Dissent?: Critical Pedagogy and the Case of Israeli Apartheid Week
No full textThis paper constitutes an examination of what is perceived to be a backlash with respect to Israeli Apartheid Week (IAW) and similar educational campaigns. In it we review recent writings which relate to the importance of critical pedagogical spaces, and which problematize the emerging pushback against popular and political educational efforts to critique the occupation of Palestine. We also examine the history of IAW and chronicle attempts (within the Canadian context) to silence organizers and teachers associated with IAW. Finally we discuss the implications of this for further organizing and teaching about Palestine. Some of the questions at the heart of this paper are, “Why is this form of social justice education perceived to be so dangerous?”, “Where is the impetus coming from to silence this form of popular education” and “What are the implications of these types of surveillance and silencing.
Academic Freedom In These Times: Three Lessons From York University
No full textAcademic freedom faces formidable challenges in the current political and social climate, from external political forces as well as state pressures reshaping the university in the corporate-image. Three recent events at York University in Toronto relating to Palestine/Israel conflict demonstrate the fragility of academic freedom and freedom of expression. As the university is transformed by a competitive, corporate mentality, administrators concerned with their public image become more vulnerable to intimidation from the outside, in these cases pro Israel groups. Campus dissent is suppressed under the guise of seeking restraint. In these times academic staff must come forward to defend academic freedom
Academic and Artistic Freedom and the Israel-Palestine Conflict: Towards a Canadian Pedagogy of the Suppressed
No full textIn this essay I argue that the suppression and discouragement of teaching and discussion relating to the Israel-Palestine conflict can and should be countered by a pedagogy rooted in the most robust traditions of academic freedom and inspired by the most challenging practices and products of artistic freedom. Freedom of inquiry, imagination, and exchange are essential to the analysis of current realities and the capacity to envisage them otherwise. This is especially true in the current chilly climate where the asymmetries of power, resources, and communicative clout are most pronounced--or, to put it more colloquially, in situations where the playing field is least level and where academic and artistic freedom are most needed and most at risk. Such asymmetrical power relations are especially evident (as well as subtly coded) in the playing out and playing off of the Israel-Palestine conflict in the United States and Canada, thanks to the intimidation, amnesia, and gross simplifications that have strengthened their hold on public discourse in both countries since 9/11 2001. The unconditional support extended to Israel by the George W. Bush administration as a key part of the so-called “war on terror” has been eagerly imitated by Stephen Harper’s government and disappointingly reinforced in November 2010 in the so-called Ottawa Protocol on Combating Anti-Semitism (O’Malley, 2010)
Universities in Opposition to Israel’s Military Occupation and the De-development of the West Bank and Gaza
No full textThis paper argues that the violation of justice in Palestine began in 1948 and was deepened in 1967 with the further occupation and de-development of Palestine which continues to this day. For forty two years, international law has been defied by Israel with one excuse after another that few people accept. Israel has persistently built more and more settlements and separations that make the basic human right to education and health near impossible for the Palestinians. Whilst international aid has been necessary, it has been politically ineffective in halting the capture and annexing of more and more Palestinian land. More Palestinians are removed from Jerusalem every day as violence upon violence is piled on the people of Palestine. This paper argues that this is unacceptable for the international family of higher education. It argues that universities around the world should take a political lead in response to the call from Palestinian and other peace workers to build the Boycott, Disinvestment and Sanctions movement in global civil society. This paper moves the position that history has built up to a point where justice for Palestine is now an undeniable global issue for people of conscience everywhere. The situation is such that universities cannot step back and leave it to politicians. Academics and students must speak out and take a lead in ending the day to day abuse of basic Palestinian rights
Israel-Palestine: The pedagogical challenge
No full textThe Israeli-Palestinian conflict began in a critical sense in 1948 and continues to this day. An understanding of this continuing dispute requires knowledge of its historical, political, religious, demographic, emotional and geopolitical dimensions, and of the way anti-semitism figures in how people engage in discussions of the Middle-East. After sketching out these realities, we consider how disagreement over the framing of the past generates disagreement over visions of the future. Drawing on the work of Jakob Feldt and Ilan Gur-ze’ev, among others, we highlight the challenges posed to educators in regard to how each of the two major narratives, Israeli and Palestinian, compete with the Other’s account of their shared and fractured history. Using an incident involving the British Columbia Ministry of Education as a reference point, we explore the way special interest groups engage with the realm of public education, as well as the challenge of deconstructing conflicting historical interpretations. The paper suggests some pedagogical approaches for moving beyond the contesting of histories and for the development of better-grounded student involvement with this complex issue
Responding to Hammond’s Call to Action for Universities
No full textA response to Hammond\u27s article: Universities in Opposition to Israel’s Military Occupation and the De-development of the West Bank and Gaza