Discussion Notes 3/25
- What do you mean by practice as opposed to theory?
Quotes: Ortega 68 theorizing w/out checking and questioning
-some theorizing feels like its actually making sense of the everyday but often not, doesn’t address impact. What are the ramifications/impact of actually trying to practice that which we theorize?
-Are there ways that talking is practice? Need more theorizing that comes from systems
example? How much this reading impacts teaching; K-12 education- non-teachers create the ways of teaching. Rather, need pragmatic, collaborative approach
-Is this partly a function of bad theory, rather than an attribute of theory generally? What is the definition of theory that we are relying on?
-99% of K12 educators have never heard of Audre Lorde
-everyday theorization-trying to understand and explain what we encounter – vs. theorization that gets labeled as expert and is therefore published/ shared/ communicated (whereas most everyday theorization is not shared)
-Limitations on what you can talk about in the K12 classroom, different types/degrees of gatekeeping
-possible distinction between bad theory that doesn’t adequately engage vs theory that is intentionally ignorant; tension within Segrest between theory and practice- memoir (flesh and blood practices), then history/ theory. How to do this better may start with thinking about this tension
-Meaning of “intersectional work”? Across queer/gender/race; Segrest 47, creating generative change contra gatekeeping; Segrest 34 “magnitude of the task” & Ortega 71 white feminists as gatekeepers. Inevitability of intersectional analysis- impossibility of ever considering a single identity factor in isolation, need to reject as “bad theory” work that fails to recognize the intersectionality of identity
Access: How do we get this work to move & connect? How does this work get sustained? How do we not become cynical/ stay resilient? Segrest talks about getting sick, moving from activism to education- coping. Isn’t education necessarily activist?
-Segrest quoting Walker: Take what you can use and let the rest rot; Lugones 81 not interested in assigning responsibility but in understanding the phenomenon
-Getting sick vs getting shot in your own home, being imprisoned; different kinds of danger in troublemaking; taking on risk as function of privilege (which is what makes it dangerous) & cycling through forms of activism/levels of commitment that are appropriate for her (Segrest) at that time.