APPENDIX. SELECTED DATA
The Special Reading Assignment
Again, you are on target, Vanessa
Wed, 10/08/2008 - 10:29 — Joe Kincheloe
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
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
We're critically cookin'
Joe L. Kincheloe Canada Research Chair in Critical Pedagogy Faculty of Education
Joe’s Bricolage Instructions
Vanessa, you're getting it
Wed, 10/29/2008 - 14:38 — Joe Kincheloe
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
Keep on keepin' on,
Thanks as always,
Joe L. Kincheloe Canada Research
Chair in Critical Pedagogy Faculty of Education McGill University
Joe’s Perpetual Revolution
A permanent revolution
Thu, 11/06/2008 - 09:55 — Vanessa Paradis
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.
The perpetual revolution
- 11:07 — Joe Kincheloe
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.
Joe L. Kincheloe Canada Research Chair in Critical Pedagogy Faculty of Education
And I forgot to say....
11/12/2008 - 22:18 — Vanessa Paradis
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....
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.
As James Brown put it, I don't mind
Wed, 11/12/2008 - 23:03 — Joe Kincheloe
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.
L. Kincheloe Canada Research Chair in Critical Pedagogy Faculty of Education McGill University
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