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Blogs

C. L. R. James’s Black Spartacus and the Mediterranean

by Christian Hogsbjerg | 05.23.2022

Ever since the publication of Paul Gilroy’s The Black Atlantic almost thirty years ago in 1993, C.L.R. James has been seen as a paradigmatic black Atlantic intellectual, and his work – including his classic history of the Haitian Revolution, The Black Jacobins (1938) - has often been interpreted through that frame.

A History of the Humanities at Stanford (5 of 6)

by Chiara Giovanni | 07.11.2022

As readers of the previous reports on the HumCore workshop series will have noted, the first quarter of discussions started with a bang. We discussed questions relating to the global humanities at an international, national, and disciplinary scale. In the second quarter, with some of the major large-scale questions already established, we now had the opportunity to turn inwards to the level of the institution and the individual classroom. On April 19, 2022, Profs.

Decentering the Canon through Cultural and Material Perspectives (4 of 6)

by Chiara Giovanni | 07.11.2022

In the past three HumCore workshops, we have not shied away from asking big questions. What are the global humanities? How does a new institution teach them? What kinds of students do we attract, lose, and produce as a result? Where do the global humanities sit within the educational landscape of the United States? How does Pakistan’s colonial history intersect with contemporary pedagogy?

Great Books and Global Brutalities (3 of 6)

by Chiara Giovanni | 05.09.2022

As long as these debates about the value of humanistic teaching continue to be held within an U.S. frame, we will necessarily privilege certain arguments, certain narratives.

Pedagogy or Catastrophe (2 of 6)

by Chiara Giovanni | 05.09.2022

Tailoring our pedagogy to our specific lived conditions is a lesson from our colleagues in Karachi and Singapore that will shape the future of our teaching here at Stanford.

Between Karachi and California: Is Rigor Enough? (1 of 6)

by Chiara Giovanni | 05.09.2022

By focusing on the possible intellectual and affective connections between us and Plato, Seneca, and Du Bois we keep cultures and their art alive.

Reflections on Norming in the Neoliberal Global University: A Conversation with Rey Chow

by Rey Chow | 02.01.2022

Thinking identity politics, Marxism, and the neoliberal university together, Rey Chow reflects on her new book.

Adventures with Husserl

by Carrie Noland | 12.13.2021

Nineteenth-century concepts of kinaesthesia influenced the evolution of Edmund Husserl's work, truly transforming the discipline of philosophy and setting an agenda for poststructuralism. In this piece, Noland argues that a sense category central to dance impacted what we now call "critical theory," as though the dancing body ghosted a discourse that has typically ignored it.

'English Learners': Hispanics, Title III Funding, Vocational Schools, and the Return of Separate but Equal

by Jorge Cañizares-Esguerra | 11.08.2021

I am a professor at the University of Texas who happens to be Latino with a son in Travis Heights Elementary (hereafter THES, Austin, Texas). In 2017, I enrolled my 9-year old son in kindergarten at THES and without my knowledge, he (who was born in Austin and is a native English speaker), was enrolled as an English Learner. Children born in the USA whose households have more than just English as the language of everyday communication are by default considered inherently deficient all over the USA.