Joe Kincheloe's Critical Complex Epistemology/Pedagogy & Multidimensional Critical Complex Bricolage

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Paradis, V. J. (2013). Did Joe Lyons Kincheloe Discover the Golden Chalice for Knowledge Production? The Application of Critical Complex Epistemology and the Multidimensional Critical Complex Bricolage. (Doctoral Dissertation)

APPENDIX. SELECTED DATA

 

The Special Reading Assignment from Joe

 

Again, you are on target, Vanessa

Wed, 10/08/2008 - 10:29 — Joe Kincheloe

Joe Kincheloe

Vanessa,

Forgive my repeatedly saying you're on target, Vanessa--but you are. First it might be important to read Kathy Berry's and my "Rigour and complexity in educational research: Conceptualizing the bricolage." The parts on hermeneutics may be particularly helpful to you, especially pp. 62-67 on critical symbiotic hermeneutics. The point here is that with multiple perspectives we begin to see driving forces at work in shaping human history but that those driving forces are different, they have different effects in differing situations. For example, the notion of colonialism has dramatically different effects depending on whether you grow up in Algeria or in Alabama.

A history that is informed by critical hermeneutics takes this "colonial difference" into account in its effort to understand the forces that shape us and shape the future. Often times the disjunctions and fissures that Foucault references occur in these situations. Dominant culture erases perspectives that are outside its immediate cultural, class, racial, gender, etc... experience. Your example of the erasure of Islamic science in the standard Western history of science is a great example. Sometimes the point is not to force linear sequence when it doesn't exist. Thus, the point of multiple histories that are disjunctive and in some ways separate. At other times, relational dynamics can be constructed that provide profound insight into the macro-phenomenon in question. Critical complex historians are constantly forced to determine when to indicate linearity and when not too. It's always a tough call. Just because we don't discern linearity doesn't mean we don't find meaning or insight into the present and future in our historical research. Certain forms of non-linearity may be quite insightful as we develop our critical praxis. More on this matter to come.

We're critically cookin'

Many regards,

Joe

Joe L. Kincheloe Canada Research Chair in Critical Pedagogy Faculty of Education McGill University

 

Joe’s Bricolage Instructions

Vanessa, you're getting it

Wed, 10/29/2008 - 14:38 — Joe Kincheloe

Joe Kincheloe

Vanessa,

This is a typical response to employing the bricolage. My students and other scholars who use it have sometimes encountered exactly the same response. You have it right, we start more broadly looking at various perpectives to give us a "cubist consciousness" on a phenomenon/a. Then we begin to narrow our, by this time, informed perspective. There are many who once a scholar begins to talk about gaining diverse theoretical, methodological, disciplinary, and cultural perspectives think that she is taking on an impractical task that will yield only superficial, broad information. They don't seem to get that this is merely the first part of the research project. Yes, eventually we will sharpen our focus, but not until we're ready. In your case it's important to let your professor know that you'll get to the place he wants you to be but after you've done the preliminary work of gaining multiple perspectives.

As we've both said before, it just doesn't seem to be that difficult of a concept to grasp.

Keep on keepin' on,

Thanks as always,

Joe

Joe L. Kincheloe Canada Research Chair in Critical Pedagogy Faculty of Education McGill University

 

 

 

 

 

 

Joe’s Perpetual Revolution

A permanent revolution

Vanessa Paradis

Vanessa Paradis 

Paul Carr,

Very inspiring blog and article. It reminds me of a lecture I watched from Peter McLaren's website in which he stated that we need a "permanent revolutionary critical pedagogy." The teaching, learning, activism, and action should never end. I think many people realize this now, and if it is remembered, we are not likely to find ourselves in this current  sort of situation again.

in solidarity,

vanessa

The perpetual revolution

Joe Kincheloe

Joe Kincheloe 

Vanessa,

Great insight. Now we enter into a different Zeitgeist. An evolving criticality meets an evolving socio-cultural setting. Again, we have to rethink who we are and what we do.

Evolvingly yours,

Joe

Joe L. Kincheloe Canada Research Chair in Critical Pedagogy Faculty of Education McGill University

 

 

 

 

 

And I forgot to say....

Wed, 11/12/2008 - 22:18 — Vanessa Paradis

Vanessa Paradis

Joe,

I wondered what misinformation is and how it works....ok, now I have seen several examples...thanks for pointing it out. I don't see the purpose, I guess. (I know I have led a sheltered life). Definitely no purpose in pursuing this article any further. The logic of this type writing escapes me as I cannot relate to why anyone would get some sort of satisfaction out of putting out such nonsense. Besides, it just makes them look....well, you know....

the end

***************************************************************************************************************************

when is your next book - or books - coming out...what is the title (or titles)? I've been wanting to ask you this. I hope you dont mind.

 

Vanessa

 

As James Brown put it, I don't mind

Wed, 11/12/2008 - 23:03 — Joe Kincheloe

Joe Kincheloe

Vanessa,

To answer your question: the next book out will be Christotainment with Shirley--out in couple of weeks. Then in a few months Writing and Publishing also with Shirley. Sometime soon the second edition of Doing Educational Research with Ken Tobin. Those are the immediate ones. I'm working on several others but they won't be out for a while. Busy, busy, busy. No obfuscation here. Thanks for asking, Vanessa.

Many regards,

Joe

 

Joe L. Kincheloe Canada Research Chair in Critical Pedagogy Faculty of Education McGill University

 

 

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Big Deal-Catch Up 
“As a child I wanted so desperately for magic to be real. I would work for hours collecting what I hoped were just the right combination of ingredients to make some type of magic potion that would provide me with special powers….I found such magic in words viewed in a postformal matrix and I observe and practice that magic everyday.” (Kincheloe, 2006, Reading, Writing, Thinking, p. 13)
 
 
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