Queer of Color Space-Making in and beyond the Academic Industrial Complex

Bacchetta, Paola; El-Tayeb, Fatima; Haritaworn, Jin; Hernandez, Jillian; Smythe, SA; Thompson, Vanessa E.; Willoughby-Herard, Tiffany

doi:10.5749/jcritethnstud.4.1.0044

Cited by 15 publications

(10 citation statements)

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“…If we can bring radically critical subjects inside to constitute a critical mass, we could implode the university and recreate it differently. My thinking on this is deeply indebted to collective conversations (Bacchetta 2017(Bacchetta , 2018. I have with others considered how we might create spaces of freedom inside the University, as sites of convergence to resist co-optation, to de-alienate ourselves, to invent a sociality and politics of transformation.…”

Section: E C O L O N I a L S E X U A L I T I E S : P A O L A B A C mentioning

confidence: 98%

“…These polylogues are unfolding around questions and practices of decolonizing the university and of ongoing critiques of eurocentrism but also of US-centrism. Several of us within and outside the Decolonizing Sexualities Network have written collectively about our work as queers of colour to decolonize the university (Bacchetta 2017(Bacchetta , 2018. Decolonial queerness/sexualities as an area of critical analysis and political practice informs many other issues, theorizations, and both oppositional and non-oppositional resistance against the colonialism and coloniality that currently characterize the planet: settler, administrative, military, commercial, internal, external, and combinations of all of these.…”

Section: E C O L O N I a L S E X U A L I T I E S : P A O L A B A C mentioning

confidence: 99%

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Decolonial Sexualities: Paola Bacchetta in conversation with Suhraiya Jivraj and Sandeep Bakshi

2020

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Section: E C O L O N I a L S E X U A L I T I E S : P A O L A B A C mentioning

confidence: 98%

Section: E C O L O N I a L S E X U A L I T I E S : P A O L A B A C mentioning

confidence: 99%

Decolonial Sexualities: Paola Bacchetta in conversation with Suhraiya Jivraj and Sandeep Bakshi

2020

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“…Sometimes we persist and insist on being here (and being queer) and doing our work on our own terms. Either way, it always means that we have to do double work (Skadegård Thorsen, 2019) both in terms of unlearning and self-learning another canon as part of our counter-archive, as well as through the extra emotional labor that we disproportionately perform in the AIC (Bacchetta et al, 2018;Pearce, 2020). Various forms of emotional labor are constantly demanded from us by co-workers and students.…”

Section: Creating a Counter-archivementioning

confidence: 99%

“…Our theorizing on and work in and against the AIC is shaped by our engagements with disability justice, anti-colonial, Black, queer and trans epistemologies that fight the colonial, white supremacist, ableist, cis-heteronormative 4 structures that govern universities as (well as other) state institutions. The decolonial, feminist collective Marronage (2019) reminds us, that colonialism is also a paradigmatic project and that the university as an institution is central to continuing the colonial project -including who has access 5 (Bacchetta et al, 2018;Ohito, 2019;Kilomba, 2010;Harney & Moten, 2013;hooks, 1989. We understand anthropology as having a particularly central role in this both historically and today (Bolles, 2013;Wekker, 2016;Allen & Jobson, 2016;Mullings, 2005;Essed, 1991).…”

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confidence: 99%

Subverting the white cis gaze: Towards a pedagogy of discomfort, accountability and care in the anthropology classroom

Diallo¹,

Friborg

2021

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We write from the starting point of teaching an anthropology course together consisting of predominantly white, middle class cis students. The course collaborated with a local NGO, and the students were given the task to study issues of discrimination and exclusion within youth, leisure activities. This gave us the opportunity to examine, and therefore challenge, what we and our students were taught in terms of ‘the other’, positionality and accountability in anthropological research. We share our journey of creating a norm-critical classroom, which was built on our counter-archive (Haritaworn, Moussa & Ware, 2018) of anti-oppressive, queer, trans, BIPOC1 knowledge. We discuss how we made the students investigate their own positionalities and research interests, through our pedagogy of provoking discomfort by decentering whiteness and cisnormativity. We meditate on what it means to be teachers of anthropology that learn and work from differently marginalized positions within the Academic Industrial Complex (AIC). We honor the treasures we find in anti-oppression knowledge from the margins by joining a collective discussion on how to end epistemic violence within the classroom, the discipline and the broader AIC, while navigating the deeply colonial, cis- and heteronormative fabric of what is considered canon.

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“…One of the ways we want to counter the neoliberal system of academia and the discipline of Anthropology, where the number of citations is how universities are ranked and research is valued (over teaching), is by actually writing together. We consider writing collaboratively as a form of healing from these individuating structures and economies of authorship that we are forced to work in, i.e., individually authored articles have more prestige than collaborative articles in humanities, especially when our starting point is marginalization (Harney & Moten, 2013;Bacchetta et al, 2018). This healing happens in different ways.…”

Section: Writing Together and Writing Apartmentioning

confidence: 99%

The Fires Within Us and the Rivers We Form

Collective¹,

Pattathu²,

Barnett-Naghshineh³

et al. 2021

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This paper is a creative, poetic and experimental intervention in the form of collective reflections and writings on Anthropology, as the discipline we have experienced and/or been a part of within the University. It is also a reflection on the process of how the authors came together to form the River and Fire Collective. As a collective we have studied, worked and taught in more than 15 universities, and the aspects we point to here are fragments of our experiences and observations of the emotionality of the discipline. These are experiences from different forms of Anthropology from Northern Europe and settler-colonial contexts including Great Turtle Island Canada and Aotearoa New Zealand. In a metaphorical manner we invite the reader to our collective fireside dialogues and reflections, to be inspired, to disagree or agree and to continue a process of transformation. The paper sets out to provocatively question whether Anthropology is salvageable or whether one should ‘let it burn’ (Jobson, 2020). Exploring this question is done by way of discussing decolonial potentialities within the discipline(s), the classroom and exploring fire and water as a radical potential to think through the tensions between abolition and transformation. The reflections engage with concepts of decolonization, whiteness/white innocence, knowledge creation and -sharing, the anthropological self, ethics and accountability and language. The paper emphasizes Anthropology’s embeddedness in colonial narratives, structures and legacies and draws attention to how these colonial, able-bodied realities are being continuously reaffirmed through multiple educational practices and methodologies. It suggests that collectivity in writing, thinking and being is part of a healing process for those of us feeling our way through colonial continuities and prospective potentialities of Anthropology.

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Queer of Color Space-Making in and beyond the Academic Industrial Complex

Cited by 15 publications

References 0 publications

Decolonial Sexualities: Paola Bacchetta in conversation with Suhraiya Jivraj and Sandeep Bakshi

Decolonial Sexualities: Paola Bacchetta in conversation with Suhraiya Jivraj and Sandeep Bakshi

Subverting the white cis gaze: Towards a pedagogy of discomfort, accountability and care in the anthropology classroom

The Fires Within Us and the Rivers We Form

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