Book•
The Politics of Postmodernism
01 Jan 1989-
TL;DR: In this article, the postmodernist representation is de-naturalized the natural, Photographic discourse, Telling Stories: fiction and history, Re-presenting the past: 'total history' de-totalized, Knowing the past in the present, The archive as text.
Abstract: General editor's preface. Acknowledgements. 1. Representing the postmodern: What is postmodernism? Representation and its politics, Whose postmodernism? Postmodernity, postmodernism, and modernism. 2. Postmodernist representation: De-naturalizing the natural, Photographic discourse, Telling Stories: fiction and history. 3. Re-presenting the past: 'Total history' de-totalized, Knowing the past in the present, The archive as text. 4. The politics of parody: Parodic postmodern representation, Double-coded politics, Postmodern film? 5. Text/image border tensions: The paradoxes of photography, The ideological arena of photo-graphy, The politics of address 6. Postmodernism and feminisms: Politicizing desire, Feminist postmodernist parody, The private and the public. Concluding note: some directed reading. Bibliography. Index.
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Dissertation•
01 Nov 2012
16 citations
TL;DR: White Noise as discussed by the authors is a novel in which simulations exploit real catastrophes, and in which tourists visit the “most photographed barn in America” not to see the barn but to see photographs of the barn.
Abstract: T he simulacrum, “a copy without an original,” 1 is the most salient metaphor of White Noise, a novel in which simulations exploit real catastrophes, and in which tourists visit the “most photographed barn in America” not to see the barn but to see photographs of the barn. Further emphasizing the distance between experience and expression is the novelʼs emphasis on the ineluctably representative nature of language. The disconnection between signifi er and signifi ed, pointedly demonstrated in conversations between the narrator, Jack Gladney, and his son, Heinrich, and the collapse of etymologically sound meaning (such as the absence of Germans in Germantown) suggest that words, too, are copies without originals. Deja vu, one of the many shifting symptoms of contamination from the airborne toxic event, renders memory itself suspect, suggesting that the earlier experiences upon which recollections seem to depend may not exist. The lack of originating moments results in a persistent conversation with the past, an overwhelming nostalgia for a more stable moment in history. Academics and housewives routinely seek distraction in news of James Dean and Marilyn Monroe because, as Murray Siskind, a visiting lecturer on Elvis Presley, aptly notes, “‘[h]elpless and fearful people are drawn to magical fi gures, mythic fi guresʼ”; and the nar
16 citations
TL;DR: The pages kept falling. […] And the resplendent products, how the dazzle of a Packard car is repeated in the feature story about the art treasures of the Prado as mentioned in this paper.
Abstract: The pages kept falling. Baby food, instant coffee, encyclopedias and cars, waffle irons and shampoos and blended whiskeys. […] And the resplendent products, how the dazzle of a Packard car is repeated in the feature story about the art treasures of the Prado. It is all part of the same thing.
16 citations
TL;DR: The good ecologist will listen with empathy as a naturalist to what is being said, giving Nature the respect she deserves, and some of the ethical implications in the very doing of ecology.
Abstract: One context for the papers arising from INTECOL VII in this special issue is the debate over the social construction of science. Some fear that advocates for the social or cultural construction of ecology will undermine attempts to defend nature. But resources are made available in a mediating position of social ‘construal’, particularly alerting ecologists to the social and ethical dimensions of the conducting of their work. When speaking, ecologists will use living and dead metaphors and these carry connotations which in turn raise ethical questions. Different political interest groups may use a word like biodiversity for different ethical purposes. The position of any one speaker is limited, and so greater knowledge is achieved if scientists listen to the situated knowledges of other, diverse people. Even Nature herself, or creatures, may have aspects of personhood. The good ecologist will listen with empathy as a naturalist to what is being said, giving Nature the respect she deserves. These are some of the ethical implications in the very doing of ecology.
16 citations
Additional excerpts
...“Even nature, postmodernism might point out, doesn’t grow on trees” (Hutcheon 1989: 2)....
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TL;DR: In this paper, Walkerdine and Steedman interpolate passages from their own educational autobiography in their own critique, thus illustrating how deconstructivist materialist feminist pedagogy works in classroom situa- tions.
Abstract: This article offers a materialist feminist critique of commonly held, although naturalizing assumptions, about the appropriateness of “nurturant” pedagogy in feminist university classrooms. Using, yet interrupting, the theoretical autobio- graphical accounts of British feminist educators Valerie Walkerdine and Carolyn Steedman and American literary critic bell hooks, I interpolate passages from my own educational autobiography in my own critique, thus illustrating how what I call a “deconstructivist materialist feminist” pedagogy works in classroom situa- tions. Cet article fait appel au feminisme materialiste pour critiquer des hypotheses courantes, quoique naturalistes, sur la pertinence d’une pedagogie “nurturante” dans les salles de cours feministes des universites. Utilisant tout en les question- nant les comptes rendus autobiographiques theoriques des educatrices feministes britanniques Valerie Walkerdine et Carolyn Steedman et de la critique litteraire americaine bell hooks, l’auteure interpole des passages de sa propre autobiogra- phie d’educatrice dans sa critique, illustrant ainsi comment la pedagogie “femini- ste materialiste deconstructiviste” fonctionne dans les salles de cours.
16 citations
Cites background from "The Politics of Postmodernism"
...As an educator, my personal history is one of “complicitous critique” (Hutcheon, 1989) with the...
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...As an educator, my personal history is one of “complicitous critique” (Hutcheon, 1989) with the accent on both words....
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