Christopher W Morris

Bio: Christopher W Morris is an academic researcher. The author has contributed to research in topics: Nationalism. The author has an hindex of 1, co-authored 1 publications receiving 13241 citations.

A pedagogy of Multiliteracies Designing Social Futures

Abstract: THE NEW LONDON GROUP 1 In this article, the New London Group presents a theoretical overoiew of the connec­ tions between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies. " The authors argue that the multiplicity of communications channels and increasing cultural and lin­ guistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how ne­ gotiating the multiple lingustic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment. If it were possible to define generally the mission of education, one could say that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, and economic life. Literacy pedagogy is expected to play a particularly important role in ful­ filling this mission. Pedagogy is a teaching and learning relationship that creates the potential for building learning conditions leading to full and equitable social participation. Literacy pedagogy has traditionally meant teaching and learning

Cultural identity and diaspora

Abstract: A new cinema of the Caribbean is emerging, joining the company of the other 'Third Cinemas' It is related to, but different from the vibrant film and other forms of visual representation of the Afro-Caribbean (and Asian) 'blacks' of the diasporas of the West – the new post-colonial subjects There are at least two different ways of thinking about 'cultural identity' The first position defines 'cultural identity' in terms of one, shared culture, a sort of collective 'one true self, hiding inside the many other, more superficial or artificially imposed 'selves', which people with a shared history and ancestry hold in common Cultural identity is a matter of 'becoming' as well as of 'being' It belongs to the future as much as to the past It is not something which already exists, transcending place, time, history and culture Cultural identities come from somewhere, have histories But, like everything which is historical, they undergo constant transformation

The New York Review of Books

Abstract: It comes as something ofa surprise to reflect that the New York Review ofBooks is now over twenty years old. Even people of my generation (that is, old enough to remember the revolutionary 196os but not young enough to have taken a very exciting part in them) think of the paper as eternally youthful. In fact, it has gone through years of relatively quiet life, yet, as always in a competitive journalistic market, it is the controversies that attract the interest of the reader and to which the history (especially an admittedly impressionistic survey that tries to include something of the intellectual context in which a journal has operated) must give some attention. Not all the attacks which the New York Review has attracted, both early in its career and more recently, are worth more than a brief summary. What do we now make, for example, of Richard Kostelanetz's forthright accusation that 'The New York Review was from its origins destined to publicize Random House's (and especially [Jason] Epstein's) books and writers'?1 Well, simply that, even if the statistics bear out the charge (and Kostelanetz provides some suggestive evidence to support it, at least with respect to some early issues), there is nothing surprising in a market economy about a publisher trying to push his books through the pages of a journal edited by his friends. True, the New York Review has not had room to review more than around fifteen books in each issue and there could be a bias in the selection of

Information revelation and privacy in online social networks

Abstract: Participation in social networking sites has dramatically increased in recent years. Services such as Friendster, Tribe, or the Facebook allow millions of individuals to create online profiles and share personal information with vast networks of friends - and, often, unknown numbers of strangers. In this paper we study patterns of information revelation in online social networks and their privacy implications. We analyze the online behavior of more than 4,000 Carnegie Mellon University students who have joined a popular social networking site catered to colleges. We evaluate the amount of information they disclose and study their usage of the site's privacy settings. We highlight potential attacks on various aspects of their privacy, and we show that only a minimal percentage of users changes the highly permeable privacy preferences.

Decolonization is not a metaphor

Abstract: Our goal in this article is to remind readers what is unsettling about decolonization. Decolonization brings about the repatriation of Indigenous land and life; it is not a metaphor for other things we want to do to improve our societies and schools. The easy adoption of decolonizing discourse by educational advocacy and scholarship, evidenced by the increasing number of calls to “decolonize our schools,” or use “decolonizing methods,” or, “decolonize student thinking”, turns decolonization into a metaphor. As important as their goals may be, social justice, critical methodologies, or approaches that decenter settler perspectives have objectives that may be incommensurable with decolonization. Because settler colonialism is built upon an entangled triad structure of settler-native-slave, the decolonial desires of white, non-white, immigrant, postcolonial, and oppressed people, can similarly be entangled in resettlement, reoccupation, and reinhabitation that actually further settler colonialism. The metaphorization of decolonization makes possible a set of evasions, or “settler moves to innocence”, that problematically attempt to reconcile settler guilt and complicity, and rescue settler futurity. In this article, we analyze multiple settler moves towards innocence in order to forward “an ethic of incommensurability” that recognizes what is distinct and what is sovereign for project(s) of decolonization in relation to human and civil rights based social justice projects. We also point to unsettling themes within transnational/Third World decolonizations, abolition, and critical space-place pedagogies, which challenge the coalescence of social justice endeavors, making room for more meaningful potential alliances.