By Natasha Barnes
Natasha Barnes strains using cultural arguments within the making of Caribbean modernity, taking a look at the cultural performances of the Anglophone Caribbean—cricket, carnival, dancehall, calypso, and sweetness pageants—and their significant literary portrayals. Barnes historicizes the problematical linkage of tradition and kingdom to argue that Caribbean anticolonialism has given expressive tradition a serious position within the region’s identification politics. Her provocative readings of foundational thinkers C. L. R. James and Sylvia Winters will engender dialogue and debate one of the Caribbean highbrow group. This impressively interdisciplinary examine will make vital contributions to the fields of Afro-diaspora experiences, postcolonial reports, literary experiences, functionality reviews, and sociology.
--Simon Gikandi, Princeton University
Natasha Barnes is affiliate Professor of African American reviews and English on the college of Illinois at Chicago.
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Additional resources for Cultural Conundrums: Gender, Race, Nation, and the Making of Caribbean Cultural Politics
Delegation, the ability to act at a distance through things, is one way that power circulates through a network. How A way to intervene, not a theory of what to think 19 fast these immutable mobiles move, their fidelity or how immutable they really are as they move through diverse networks, and what barriers they encounter or damage they sustain to their internal network relations, are questions worthy of exploration in different educational interests. Scale is another important area for consideration.
Agency is directly related to the heterogeneity of actors in networked relations. McGregor (2004: 367) concludes from her study of teachers in Science education, ‘knowing is a relational effect where pedagogy is a collective accomplishment and learning a situated activity’. Within such a view, it no longer makes sense to focus educational 22 Actor–Network Theory in Education reform upon (re)training the individual teacher and her practices alone. Instead, researchers can attempt to disentangle the network(s) of connections and other relations that together produce particular effects in classroom activity or children’s engagement and learning.
In these assoications, knowledge standards are performed alongside competing local knowledges enacting the same thing. g. g. indigenous and scientific knowledges, or even different professional department cultures). In the field of inter-professional education and practice, the problem of knowledge difference has long been identified. ANT-oriented approaches can help make visible the processes and complexities of these different simultaneous ontologies and the potential of network relations enacted within them.