Education

i've been avoiding this.

where you were when we began this 360° process, where you are now, and what’s been happening in between. How-and-what have you been learning? Where do you think that the edges of your learning now lie? In what ways has your understanding been expanded, challenged, or complexified in this 360°? Be sure to include reflections on the degree of your critical, active engagement with the portion of the cluster devoted to the creation of our exhibit. 

“Funny All Her Life”:

Race, Place, and the Coming-Out Narrative in Getting Mother’s Body

* Note: I use “he/him/his” pronouns to refer to Dill, as prompted by his interest in being referred to as “Mr. Dill Smiles.”

what are groups doing?

group 1: ere ibeji (yoruban)
group 2: nikisi nkondi (congo)
group 3: edan ogboni (yoruban, nigeria)
group 4: door (yoruban, nigeria) and housepost (yoruban, nigeria)
group 5: fertility figure (yoruban) and ritual spoon (dom region, liberia)

themes of the objects?

group 4: boundaries between public and private, with a focus on the home and its deconstruction/reconstruction through museum exhibitions

Our visit with SLP made me smile. I felt so humbled in her presence, having just read one a work of hers I that found very compelling and then hearing her glowing introduction that was so notable because she is simply noteworthy. It was so strange that we got to speak with this accomplished person in such a relaxed setting. And on the flip side, I was not intimadated by her as I usually am with other accomplished artists because she welcomed us so genuinely to engage with her. She didn't come in with any air of 'let me tell you something you don't know,' just a desire to make converastion and talk about creation. Today when Anne asked us why we were so quiet I was surprised at first, and then I realized that as a group we didn't ask many questions.

Due to my absence in last week's class Jody and I agree to me posting about my thoughts to the readings y'all covered. I am warming up to the idea of serendip for it "accessibility" to the people in our class cluster (and beyond in some cases. @ Sula) but am still struggling with bringing in my full self on serendip for other reasons. Nevertheless, here we go! 

"Such events have provoked a sense of urgency in the search for new mindsets capable of moving away from the strict binary discourses of self/ other, real/virtual, reason/ emotion, mind/body, natural/artificial, inside/ outside, thinking/feeling, irony/humor. " -Ellsworth 3

my whole life i have existed in majority white spaces. i went to a white school in a white town where i lived with my white family. i spent my summers at a white summer camp run by a white religious organization. i'm used to these kinds of spaces, and feel pretty comfortable in them. i know the right things to say at the right times. i know so well how to opperate in these spaces that i am so frequently told that i'm not really black, that i'm different than other black people. even though i know these messages are bullshit, they're hard not to internalize.   

“Reading, writing, arithmetic

Are the branches of the learning tree

But without the roots of love everyday girl

Your education ain't complete”

-The Jackson 5, “ABC”

       This paper relates, contextualizes, and explains three terms used in Race Frameworks: A Multidimensional Theory of Racism and Education by Zeus Leonardo: hermeneutics of empathy, hermeneutics of suspicion, and racial realism. The terms are purposely separated to tell different racial and educational stories. These terms can be used as a form of empowerment and offer new truths. These terms, by providing a new vision of the racial predicament, can offer intellectual projects a means to question societal norms.