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• W2212961528 abstract "Despite our diminishing faith in public sphere that can function independent of corporate and commercial frames of reference and serve as site for engaged informed opinion, and oppositional activity, we need, as Andrew Ross suggests, to remember that world of academy, populated as it is with millions of citizens, constitutes public in its own right. In spite of powerful . . . influence of private sector within higher education, he argues, internal conflicts [within academy] can easily be defined as issues of public concern (1994, 260). In this paper, I want to open up questions about how ethically responsible work of public concern can emerge from an institution whose frames of reference are so massively determined by goals and logic of business and industry. The text for my paper will be classroom itself: specifically, class replete with its own internal conflicts, which I taught in 1995-96 academic year and which forced me to confront this very question and to recognize urgency with which commitment to ethical value of our teaching practices needs to be seen as vital part of our struggle for what Henry Giroux calls the democratization, pluralization, and reconstruction of public life (1993, 52). Recent scholarship in range of adjacent-and often overlapping-areas of study (pedagogy, postcolonialism, cultural studies, rhetoric and composition studies) points compellingly to need for reinvigorated understanding of our sense of purpose as teachers and scholars in humanities. Indeed, if, with Mary Louise Pratt, we agree (as I do) that historical processes . . . transforming way literature and culture are conceived and studied in academy are globalization, democratization, and decolonization (1995, 59), then we need, in light of these processes and their institutional consequences, to think anew about what we do in classroom, and, perhaps more suggestively, about how and why we do it. Pratt, in fact, points out that these three salient historical processes have facilitated, in academy, a broadening of subject matter which calls for shifts, among other things, in priorities and modes of accountability (61). At issue here, it seems to me, is what Bruce Robbins calls a new framing of whole which revalues both unfamiliar and long-accepted genres, produces new concepts and criteria of judgment, and affects even those critics [and, by implication, teachers] who never 'do' world literature or colonial discourse at all-affects all critics, that is, by shifting criticism's whole sense of intellectual enterprise (1992, 170). R. Radhakrishnan, similarly, urges us to think of as everyone's concern, its matter of general concern and awareness and not mere resentment of ghetto (1996, 178). And Amitava Kumar, too, suggests that postcoloniality needs to move beyond its scholarly affiliations with other fields of study into more purposeful engagements with groups, organizations, or peoples united in struggles outside walls of academy (1995, 232). The project underlying postcolonial pedagogy, these critics are suggesting, needs to be understood in context of social processes and institutional practices which frame (and are shaping) production of knowledge both inside and outside academy, its emancipatory aspirations and ethicopolitical authority reconfigured as part of broader critical model of public discourse.1 Now, lest I seem overwhelmingly (and unrealistically) optimistic about potential for postcolonial pedagogy to facilitate debate, reflection, action, and moral-political transformation (Benhabib 1992,113) in public arena, let me say few words here both about institutional and hegemonic constraints that have been impeding our ability to ethicize classroom, and, more generally, about some of factors that, in my mind, have necessitated re-emergence of ethically-valenced models of inquiry in context of pedagogy and critical practice in literary studies. …" @default.
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• W2212961528 date "2016-04-15" @default.
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• W2212961528 title "Re-ethicizing the Classroom" @default.
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• W2212961528 doi "https://doi.org/10.1002/9781119118589.ch17" @default.
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