July 15th, Notes from an Ongoing Man Last was not, to be fair, a great year for Laura Kipnis — or, from another perspective, it was an elegantly apt year for the author of How to Become a Scandal: Adventures in Bad Behavior Northwestern University in Chicago, her employer, created a new rule that stated that student-faculty relationships were not permitted, regardless of any other factors. In response, Kipnis wrote a piece article for The Chronicle of Higher Education suggesting that part of the college experience is relations between faculty and students.
Abstract A shift in focus from supporting or opposing vertical, grand narratives to the horizontal, the ordinary and the everyday, can lead educators to transformative developments. Educators find themselves in a false dichotomy of being restricted to supporting or opposing competing vertical utopian visions of education.
In a radical move, Epstein argues that commodification represents resistance to totalitarian controls and impulses; he urges educators to embrace commodification as a strategy for regaining some of what has been lost to corporatist influence in education.
When educators shift their focus and perspective from the vertical to the horizontal, they create a space for interference, which involves using difference creatively and can lead to the creation of entirely new culture.
In the classroom, educators can undertake qualitative experimentation to develop and apply transcultural pedagogy; there is no underlying defined epistemology of education to accompany such The origin and evolution of twerking essay. The current situation in education, and the larger culture, may thus be seen as proto- i.
Transculture offers educators a maybe world that allows exploration of the lacunae and lack in every field. They know, or at least think they know, what education ought to be, how exciting and wonderful it is to learn and teach.
Many of them do not understand the baffling present moment in education, with its competing claims and counterclaims, its ceaseless calls for reform that are thinly veiled attacks on their professionalism and integrity from people with questionable motives. Where education is going and what it will become, the after, remains frustratingly opaque: All too often, educators voices are not heard.
Educators could develop an experimental pedagogy for these new times by shifting their perspectives and efforts from struggling for or against the vertical, grand narratives and strategies designed to transform society, to focusing on the horizontal, the ordinary and everyday, including objects and artifacts of popular culture.
The basic structure of transculture is elegant in its simplicity: Socialism and capitalism, modernism and postmodernism, represent vertical movements of the twentieth-century. There is often, if not always, a utopian strain in vertical ideas, initiatives, and promises. In contrast, the horizontal east-west axis represents the ordinary and the everyday, the realm where most educators live and work.
Classroom dynamics occur on the horizontal level, as does the busyness of everyday life.
To claim the horizontal as ordinary and everyday is not to deny its power: Educators who shift their attention and effort from supporting or opposing vertical movements to the ordinary and the everyday of the horizontal can help their students learn how to create new culture.
Individual creativity and freedom reside in the horizontal. How can we provide a better education to more people for less money? The grand vertical vision driving Gates and his allies seems to be creating a system of education in which educators are no longer necessary; the provision of job-related credentials useful to corporatists is to become the sole purpose and function of education.
LeBlanc, President of Southern New Hampshire University and recipient of funding from the Gates Foundation, explains that education is to be delivered free of educators: Jameson offers opposition as the sole legitimate response to market-driven ideology while offering his own vertical prescription for curing our ailing culture and society: All that remains is for educators to join others working to implement this utopian vision while waiting patiently, and with apologies to Francis Fukiyama, for the end of history.
Jameson always remains convinced that in the battle of utopian visions, socialism will defeat capitalism, and all shall be well. It is profitable, however, to explore what might occur if educators were to embrace and explore a pedagogical approach based in a shift away from grand narratives and vertical domination of culture, from both the right and the left, to the creation of new culture through a focus on the ordinary and the everyday.
Those involved in the early days of this creation of new culture had no vertical ambitions whatsoever. They simply wanted to sell as many records as possible.
Those in positions of power and control tried to eliminate this new, dangerous commodity while the youth kept listening to, dancing to, and buying it.
Thus it is that, sometimes, the embrace of commodity choice on the horizontal can rise to the creation of entirely new culture, influencing an entire society and introducing an entirely new world view. Epstein is a philosopher and cultural theorist who was educated and came of age in the late period of the Soviet Union.
Even before the Soviet Union fell, he had begun to look beyond socialism in an effort to imagine what might come next. Educators might follow his lead as they try to imagine what future education might evolve out of the present climate.
Given the power, influence, and reach of those promulgating vertical corporatist visions of education, there may seem little left to contest.
There may seem to be no mechanism to halt commodification of who educators are and what they do. However, in what implies a truly radical shift in perspective, Epstein suggests that educators embrace commodification and focus entirely on the agency available in the ordinary and the everyday.
Through his qualitative experimentation, Epstein discovered that a focus on the horizontal, the ordinary and the everyday, can lead educators, and others, to interesting new places, even to the creation of entirely new culture.
He finds freedom in the horizontal, not in the vertical, though much energy is expended to make us believe otherwise. While educators may feel powerless in the face of the corporatist movement in education, on the horizontal level, transculture offers a stance to promote individual freedom through even such simple acts as choice in commodity culture.
Development and application of a pedagogy rooted in transculture would replace any focus on grand narratives or overarching vertical strategies developed to guide and mold an entire society along ideological grounds to the horizontal vision guiding an individual who must develop agency in things as they are.The Twerking Robot.
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