This article explores the themes of exile, memory, and how a community can heal through collective art-making. Since 2018 the project Bordando por la memoria- Embroidering Memory has been working on textiles that memorialize the lives of the men, women, and children killed in the Chilean dictatorship. It is a patchwork of personal testimonies and gives historical context to the use of making textiles in Chile as a way of collective resistance. Written from the perspective of a second-generation Chilean it fills the gap of always being the subject and not the expert. It aims to discuss the importance of making art for people collectively whilst speaking to the needs of a group as well as the need to keep memory alive.
这篇文章探讨了流亡、记忆的主题，以及一个社区如何通过集体艺术创作来治愈。自2018年以来，Bordando por la memoria(刺绣记忆)项目一直致力于制作纺织品，以纪念在智利独裁统治中丧生的男人、女人和儿童的生命。它是个人证词的拼凑，并提供了智利使用纺织品作为集体抵抗方式的历史背景。从第二代智利人的角度出发，它填补了永远是主体而不是专家的空白。它旨在讨论为人们集体创作艺术的重要性，同时讲述一个群体的需求以及保持记忆的需要。
{"title":"(Re)Building a Community through collective art","authors":"Jimena Pardo","doi":"10.59745/st.v1i1.15","DOIUrl":"https://doi.org/10.59745/st.v1i1.15","url":null,"abstract":"This article explores the themes of exile, memory, and how a community can heal through collective art-making. Since 2018 the project Bordando por la memoria- Embroidering Memory has been working on textiles that memorialize the lives of the men, women, and children killed in the Chilean dictatorship. It is a patchwork of personal testimonies and gives historical context to the use of making textiles in Chile as a way of collective resistance. Written from the perspective of a second-generation Chilean it fills the gap of always being the subject and not the expert. It aims to discuss the importance of making art for people collectively whilst speaking to the needs of a group as well as the need to keep memory alive. ","PeriodicalId":295347,"journal":{"name":"Stolen Tools","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131441174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-21DOI: 10.1017/9781108334945.007
Sohail Jannesari
This article introduces the Stolen Tools journal. It begins by telling the story of how the journal was founded and the literature that we were inspired by. I focus on Audre Lorde's essay 'The Master's Tools Will Never Dismantle the Master's House'. The article then describe how Stolen Tools works, exploring the positives and negatives of our mentoring model, author submission procedure, decolonial ambitions and organising structure. I end by introducing the seven articles that form our first issue, and explain how they fit under the issue's theme: what does anti-racist knowledge look like?
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This paper discusses the value of non-traditional forms of knowledge production, through an exploration of Nigeria’s feminist history and the Abeokuta Women’s Union.
本文通过对尼日利亚女权主义历史和阿贝奥库塔妇女联盟的探讨，探讨了非传统知识生产形式的价值。
{"title":"Between the classroom and the marketplace","authors":"Michelle Udoh","doi":"10.59745/st.v1i1.22","DOIUrl":"https://doi.org/10.59745/st.v1i1.22","url":null,"abstract":"This paper discusses the value of non-traditional forms of knowledge production, through an exploration of Nigeria’s feminist history and the Abeokuta Women’s Union.","PeriodicalId":295347,"journal":{"name":"Stolen Tools","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114222084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Practices of acknowledgement are presented as ways of connecting human knowledges of mind and body with readings of essence, affect and ecology in ways that hold potential to actively respond to perceived limitations and barriers to interdependence and healing. Yet the ways in which time and space have been constructed within a European imperial lens has created a conjoined knowledge system which elevates itself above all other ways of knowing. This elitism has taken effect primarily through repeated acts of violence upon bodies, minds and consciousness across the period named the Anthropocene. As a result, there is a need to resort to the wisdom of our somas, through sensing beyond vision and speech to do the work of liberating us from the hold of the partial and limited forms of colonial knowledge systems. We strongly advocate that we call in a new dispensation of being human in which we invite in approaches towards acknowledgement which can open us to processing the pain held within our minds and bodies. By doing so, we feel it will allow access to a pluriverse - a reality of many worlds co-operating within a single planet - of redemptive knowledges. This, we feel will entail acts of reparative justice which have the potential to heal the wounds of a violet and toxic colonial order. Yet as part of sensing well, in deeply embodied ways, we will also realise that we are all victim to a particularly human, yet also very limited lack of recognition, as a result of ongoing and collective traumas. Such traumas threaten to undermine potentials for admitting the need for reparative healing at the level of both the personal and collective. Sometimes, as we are discovering, breath itself and recollections of connection which embody older knowledges and their deeper meanings, might lead the way towards self and collective reclamation. This, we assert will be a necessary precursor to any movement in the direction of a persistent and reparative justice. We feel access to this will be realised through profound and meaningful acknowledgements across the worlds which exist beyond the modern idea of a unitary world.
{"title":"Moving Through Acknowledgement","authors":"Mama D. Ujuaje","doi":"10.59745/st.v1i1.23","DOIUrl":"https://doi.org/10.59745/st.v1i1.23","url":null,"abstract":"Practices of acknowledgement are presented as ways of connecting human knowledges of mind and body with readings of essence, affect and ecology in ways that hold potential to actively respond to perceived limitations and barriers to interdependence and healing. Yet the ways in which time and space have been constructed within a European imperial lens has created a conjoined knowledge system which elevates itself above all other ways of knowing. This elitism has taken effect primarily through repeated acts of violence upon bodies, minds and consciousness across the period named the Anthropocene. As a result, there is a need to resort to the wisdom of our somas, through sensing beyond vision and speech to do the work of liberating us from the hold of the partial and limited forms of colonial knowledge systems. We strongly advocate that we call in a new dispensation of being human in which we invite in approaches towards acknowledgement which can open us to processing the pain held within our minds and bodies. By doing so, we feel it will allow access to a pluriverse - a reality of many worlds co-operating within a single planet - of redemptive knowledges. This, we feel will entail acts of reparative justice which have the potential to heal the wounds of a violet and toxic colonial order. Yet as part of sensing well, in deeply embodied ways, we will also realise that we are all victim to a particularly human, yet also very limited lack of recognition, as a result of ongoing and collective traumas. Such traumas threaten to undermine potentials for admitting the need for reparative healing at the level of both the personal and collective. Sometimes, as we are discovering, breath itself and recollections of connection which embody older knowledges and their deeper meanings, might lead the way towards self and collective reclamation. This, we assert will be a necessary precursor to any movement in the direction of a persistent and reparative justice. We feel access to this will be realised through profound and meaningful acknowledgements across the worlds which exist beyond the modern idea of a unitary world.","PeriodicalId":295347,"journal":{"name":"Stolen Tools","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132028637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The traditional approach to academic authorship; listing individuals by their level of contribution and putting the most senior author at the end can lack transparency, introduce unfairness, and reinforces traditional power dynamics in academic seniority. This paper proposes we do away with the traditional approach to academic authorship and author order and replace it with a system of contributors or ‘credits’ with clearly acknowledged (often multiple) roles, which provides a more detailed and comprehensive way of recognising the different types of contributions that authors make to a publication. The idea behind including this contributors list inspired by the system used in movie credits. However, merely listing each contributor as an author is overly simplistic and reinforces unequal power dynamics within academia. This paper aims to contribute to the debate surrounding the role of authorship, power and contribution within academic work. And the role that radical journals like Stolen Tools Tools (a journal that aims to give voice to the marginalised and unrepresented) have in decolonising the traditional conventions that we have adopted in academia which support the privileged at the expense of diverse individuals who tend to wield less power. Opening CRediT on papers may be a tool in building a fairer and more transparent approach to authorship by providing more transparency and standardisation in recognition of contributions.
{"title":"Opening CRediT: A new approach to authorship and attribution within academia","authors":"Ricardo Twumasi","doi":"10.59745/st.v1i1.13","DOIUrl":"https://doi.org/10.59745/st.v1i1.13","url":null,"abstract":"The traditional approach to academic authorship; listing individuals by their level of contribution and putting the most senior author at the end can lack transparency, introduce unfairness, and reinforces traditional power dynamics in academic seniority. This paper proposes we do away with the traditional approach to academic authorship and author order and replace it with a system of contributors or ‘credits’ with clearly acknowledged (often multiple) roles, which provides a more detailed and comprehensive way of recognising the different types of contributions that authors make to a publication. The idea behind including this contributors list inspired by the system used in movie credits. However, merely listing each contributor as an author is overly simplistic and reinforces unequal power dynamics within academia. This paper aims to contribute to the debate surrounding the role of authorship, power and contribution within academic work. And the role that radical journals like Stolen Tools Tools (a journal that aims to give voice to the marginalised and unrepresented) have in decolonising the traditional conventions that we have adopted in academia which support the privileged at the expense of diverse individuals who tend to wield less power. Opening CRediT on papers may be a tool in building a fairer and more transparent approach to authorship by providing more transparency and standardisation in recognition of contributions. ","PeriodicalId":295347,"journal":{"name":"Stolen Tools","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128757070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
What exactly do we mean by ‘academic’? Often academic institutions are considered the key intellectual sites for knowledge production and exchange, in understanding the realities and facets of human and social life. In the same vein, there is a common claim that academic institutions exist as an “ivory tower” divorced from the real world. However, the claim of the ivory tower does not hold up in reality – academic institutions across the Global North hold considerable power in society, particularly in privileging dominant worldviews and sustaining inequality in society. Equally, the ‘sharp white background’ of academia – whereby White, middle-class, and male scholars hold a prominent position of social and cultural capital in academic institutions – results in epistemic patterns of whiteness in the academic modes of production, such as west-centrism. The challenge of west-centrism and normative whiteness can be seen widely across the social sciences, and in particular fields such as global health, yet the academic discourse is starkly uncritical of European modernity, colonialism and racism. As the knowledge produced in academic institutions reflects a certain power, privilege and dominant ideologies, there is an important question at hand: who has the capital on knowledge production? By drawing on Bourdieu’s concept of cultural capital, I explore and reflect on how academic modes of knowledge production reinforce whiteness and racism within and beyond the university. Confronted with the challenges of normative whiteness in academic modes of knowledge production, this article also questions whether it is possible to go beyond the “master’s tools” and conduct meaningful, anti-racist scholarship as racialised academics.
{"title":"Who has the capital on knowledge production? Reflections on the sharp white background of academia and anti-racist scholarship","authors":"Aida Hassan","doi":"10.59745/st.v1i1.18","DOIUrl":"https://doi.org/10.59745/st.v1i1.18","url":null,"abstract":"What exactly do we mean by ‘academic’? Often academic institutions are considered the key intellectual sites for knowledge production and exchange, in understanding the realities and facets of human and social life. In the same vein, there is a common claim that academic institutions exist as an “ivory tower” divorced from the real world. However, the claim of the ivory tower does not hold up in reality – academic institutions across the Global North hold considerable power in society, particularly in privileging dominant worldviews and sustaining inequality in society. Equally, the ‘sharp white background’ of academia – whereby White, middle-class, and male scholars hold a prominent position of social and cultural capital in academic institutions – results in epistemic patterns of whiteness in the academic modes of production, such as west-centrism. The challenge of west-centrism and normative whiteness can be seen widely across the social sciences, and in particular fields such as global health, yet the academic discourse is starkly uncritical of European modernity, colonialism and racism. As the knowledge produced in academic institutions reflects a certain power, privilege and dominant ideologies, there is an important question at hand: who has the capital on knowledge production? By drawing on Bourdieu’s concept of cultural capital, I explore and reflect on how academic modes of knowledge production reinforce whiteness and racism within and beyond the university. Confronted with the challenges of normative whiteness in academic modes of knowledge production, this article also questions whether it is possible to go beyond the “master’s tools” and conduct meaningful, anti-racist scholarship as racialised academics.","PeriodicalId":295347,"journal":{"name":"Stolen Tools","volume":"42 5-7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116504986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
COVID-19 and the associated changes in patterns and approaches to hybrid and remote work, have highlighted inequalities between workers in many industries. Trevor Brooks from College London’s Audio-Visual Services met with Dr Ricardo Twumasi, Lecturer & Organisational Psychologist from King’s College London to discuss the lack of equality between academia and professional services: The two pillars that support teaching and research within Higher Education. This paper is the recorded conversation between them transcribed using Microsoft words transcription tool.
{"title":"Two pillars of higher education and the lack of equality between them","authors":"Trevor Brooks","doi":"10.59745/st.v1i1.17","DOIUrl":"https://doi.org/10.59745/st.v1i1.17","url":null,"abstract":"COVID-19 and the associated changes in patterns and approaches to hybrid and remote work, have highlighted inequalities between workers in many industries. Trevor Brooks from College London’s Audio-Visual Services met with Dr Ricardo Twumasi, Lecturer & Organisational Psychologist from King’s College London to discuss the lack of equality between academia and professional services: The two pillars that support teaching and research within Higher Education. This paper is the recorded conversation between them transcribed using Microsoft words transcription tool.","PeriodicalId":295347,"journal":{"name":"Stolen Tools","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123430938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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