Glissant and the Middle Passage: Philosophy, Beginning, Abyss

Kripp, Jacob

doi:10.5840/pga20211226

Cited by 6 publications

(3 citation statements)

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“…A significant body of decolonial studies have also emerged from the ‘archipelagic’ tradition of Caribbean poetics and thought, including the work of Césaire (1956/2023), Brathwaite (1975), and Glissant (1991, 1997). Throughout this work, the elemental milieus of earth, air, fire, and sea converge in a ‘shoreline thinking’ constitutive of creolised places and identity formations wrought from the submerged histories of the Middle Passage between Africa and the colonies (Drabinski 2019). Elemental readings of colonial trauma become constitutive of an archipelagic subjectivity that is multi‐rooted and multi‐grounded, like the mangroves that thrive in the contact zones between salty and freshwater shorelines (Glissant 1991).…”

Section: Incorporeal Materialism and Decolonial Theorymentioning

confidence: 99%

Intersectional and Decolonial Perspectives on an Incorporeal Materialism: Towards an Elemental Philosophy of Art Education

Rousell,

Hickey‐Moody,

Aleksic

2024

Int J Art Design Ed

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Considering art and its educative potentials as a living experiment with the body's elemental constitution and modes of organisation, this article engages water, earth, air, and fire as milieus through which a body learns to sense, move, and act in the world differently. This leads to a series of propositions for an elemental philosophy of arts education, which recognises the intersectional and decolonial potentials of bodies, and strives to amplify and proliferate these potentials through creative pedagogic practices. If, as Elizabeth Grosz (2017) proposes, “the chain of evolutionary emergence is unbroken not only materially but also conceptually” (p. 250), then arts education offers an expression of the body's incorporeal and material potentials as they change and evolve through time. Further to this position, we argue that arts education has the potential to radically reframe relationships with water, earth, air, and fire in ways that resist their co‐option as tools of colonialism and intersecting categories of oppression.

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Section: Incorporeal Materialism and Decolonial Theorymentioning

confidence: 99%

Intersectional and Decolonial Perspectives on an Incorporeal Materialism: Towards an Elemental Philosophy of Art Education

Rousell,

Hickey‐Moody,

Aleksic

2024

Int J Art Design Ed

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“…They connect us to who we are even when they phase in and out of existence. They are rootless and in constant flux (Drabinski, 2019). They are phantoms that haunt us as much as we haunt them (Johnson, 2021).…”

Section: Case Studiesmentioning

confidence: 99%

Renewing the purpose of geography education: Eco‐anxiety, powerful knowledge, and pathways for transformation

Davidson

Jones

Johnson

et al. 2023

Geographical Research

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Concerns about the decline in uptake of secondary geography education continue despite arguments supporting the value of geography education, the power of geographical thinking, and geography’s critical role in preparing students to deal with complex challenges. Already constrained by neoliberal politics of disadvantage, young people must plan and prepare for chaotic futures. Consequently, young people are becoming distressed and worried about their futures and feeling powerless as society fails to adequately address these issues. In this article, we ask what schools and universities can do as place‐based public institutions to serve young people to effectively respond to eco‐anxiety and build capacities to surf the unrelenting waves of change. We draw on journeys that brought three young doctoral candidates to study geography. From their stories, we sketch what a geographical education could offer in terms of relevance, practicality, and engagement with transformative system change. We think that under current world conditions, this is a moment to revive geography education and give it renewed purpose to encourage young people to develop skills and competences to tackle wicked problems.

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“…Thus, our framing of the abyssal subject has a very different emphasis from that of John Drabinski's relational ontology of an ‘abyssal subject’ caught in the midst of agential ‘rhizomic’ processes of becoming: ‘Rhizome, then, performs the conceptual labour of ontology. That is rhizome describes the being of subjectivity …’ (Drabinski, 2019: 115).…”

mentioning

confidence: 99%

Abyssal geography^†

Chandler

Pugh

2023

Singap J Trop Geogr

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Today, we are held to live in the Anthropocene, bringing to an end modern binary imaginaries, such as the separation between Human and Nature, and with them Western assumptions of progress, linear causality and human exceptionalism. Much Western critical theory, from new or vital materialism to post‐ and more‐than‐human thinking, unsurprisingly reflects this internal crisis of faith in Eurocentric or Enlightenment reasoning. At the same time, a radically different critique of modernity has gained prominence in recent years, emerging from critical Black studies, which places the Caribbean at the centre of the development of a new and distinct mode of critical thought. In attempting to grasp the ways in which Caribbean thought and practice have been seen to enable a distinctive alternative non‐Eurocentric imaginary, this paper heuristically sets out a paradigmatic framing of ‘abyssal geography’. We emphasize two key points. The first is that abyssal thought is not grounded in abstract and timeless philosophical assumptions but figuratively draws upon aspects of Caribbean practices of resistance and survival, for example, from the Middle Passage, Plantation, carnival, creolization, dance forms and speculative fiction. The second is that abyssal work engages the legacies of modernity and coloniality by explicitly seeking to question the lure of ontology: seeking to disrupt, suspend and to problematize the modern project of the human and the world.

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Glissant and the Middle Passage: Philosophy, Beginning, Abyss

Cited by 6 publications

References 0 publications

Intersectional and Decolonial Perspectives on an Incorporeal Materialism: Towards an Elemental Philosophy of Art Education

Intersectional and Decolonial Perspectives on an Incorporeal Materialism: Towards an Elemental Philosophy of Art Education

Renewing the purpose of geography education: Eco‐anxiety, powerful knowledge, and pathways for transformation

Abyssal geography^†

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Glissant and the Middle Passage: Philosophy, Beginning, Abyss

Cited by 6 publications

References 0 publications

Intersectional and Decolonial Perspectives on an Incorporeal Materialism: Towards an Elemental Philosophy of Art Education

Intersectional and Decolonial Perspectives on an Incorporeal Materialism: Towards an Elemental Philosophy of Art Education

Renewing the purpose of geography education: Eco‐anxiety, powerful knowledge, and pathways for transformation

Abyssal geography†

Contact Info

Product

Resources

About

Abyssal geography^†