Pub Date : 2020-01-07DOI: 10.5422/fordham/9780823286591.003.0006
Ramsey Mcglazer
This chapter centers on Glauber Rocha’s Claro (1975). Shot in Rome during the director’s exile from Brazil, Claro aspires, like Salò, to the condition of “ritual fact.” Like Pasolini, Rocha asks viewers to repeat the past in the interest of working through it. In order to displace “democratic imperialism,” Claro teaches, we must first return to the dead center of empire and instruction. That is, we must return to—in order to reckon with—Rome. In this way, Rocha revises his own early liberationist position and offers a corrective or key supplement to the more familiar understandings of education and emancipation found in the progressive educational writings of Paulo Freire. In Claro, Rocha makes the surprising case for an anticolonial old school. With onscreen history lessons, voiceover lectures, actors’ rote movements, and the camera’s pans, which compel returns, Claro turns its own opacity to pedagogical profit. The film complicates, rather than clarifies, easier narratives that treat emancipation as a matter of linear progress. But at the same time Rocha insists that a return to the past can enable, rather than thwart, radical change, even revolution.
{"title":"Schooling in Ruins","authors":"Ramsey Mcglazer","doi":"10.5422/fordham/9780823286591.003.0006","DOIUrl":"https://doi.org/10.5422/fordham/9780823286591.003.0006","url":null,"abstract":"This chapter centers on Glauber Rocha’s Claro (1975). Shot in Rome during the director’s exile from Brazil, Claro aspires, like Salò, to the condition of “ritual fact.” Like Pasolini, Rocha asks viewers to repeat the past in the interest of working through it. In order to displace “democratic imperialism,” Claro teaches, we must first return to the dead center of empire and instruction. That is, we must return to—in order to reckon with—Rome. In this way, Rocha revises his own early liberationist position and offers a corrective or key supplement to the more familiar understandings of education and emancipation found in the progressive educational writings of Paulo Freire. In Claro, Rocha makes the surprising case for an anticolonial old school. With onscreen history lessons, voiceover lectures, actors’ rote movements, and the camera’s pans, which compel returns, Claro turns its own opacity to pedagogical profit. The film complicates, rather than clarifies, easier narratives that treat emancipation as a matter of linear progress. But at the same time Rocha insists that a return to the past can enable, rather than thwart, radical change, even revolution.","PeriodicalId":364649,"journal":{"name":"Old Schools","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122821400","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 : 2020-01-07DOI: 10.5422/fordham/9780823286591.003.0004
Ramsey Mcglazer
This chapter argues that James Joyce’s Ulysses seeks to counter the labor-saving and “liberating” discourse of progressive education, a discourse that begins with Jean-Jacques Rousseau and culminates with John Dewey. Joyce reimagines the pensum, or the punitive copying-out of text, as a model for both his own creative practice and his readers’ experience. This becomes especially vivid in Ulysses’ fourteenth episode, “Oxen of the Sun.” Here, copying the styles of others in a series of painstaking prose pastiches, Joyce also sends his readers back to school, administering a version of the labor-intensive instruction that he thematizes even while he also considers the labor that takes place in the maternity ward in which “Oxen” is set. Against Dewey’s demand that teachers do away with wastes of time for the sake of students’ freedom, Joyce sets these very wastes to work. As he makes the past palpable as dead weight that is not for all that dispensable, Joyce challenges the reproductive heteronormativity, as well as what Elizabeth Freeman would call the “chrononormativity,” that marks progressive educational theories from Émile through Dewey’s Democracy and Education. Joyce suggests strikingly that it is the old school, not the new, that shelters queer forms of life.
{"title":"“Copied Out Big”","authors":"Ramsey Mcglazer","doi":"10.5422/fordham/9780823286591.003.0004","DOIUrl":"https://doi.org/10.5422/fordham/9780823286591.003.0004","url":null,"abstract":"This chapter argues that James Joyce’s Ulysses seeks to counter the labor-saving and “liberating” discourse of progressive education, a discourse that begins with Jean-Jacques Rousseau and culminates with John Dewey. Joyce reimagines the pensum, or the punitive copying-out of text, as a model for both his own creative practice and his readers’ experience. This becomes especially vivid in Ulysses’ fourteenth episode, “Oxen of the Sun.” Here, copying the styles of others in a series of painstaking prose pastiches, Joyce also sends his readers back to school, administering a version of the labor-intensive instruction that he thematizes even while he also considers the labor that takes place in the maternity ward in which “Oxen” is set. Against Dewey’s demand that teachers do away with wastes of time for the sake of students’ freedom, Joyce sets these very wastes to work. As he makes the past palpable as dead weight that is not for all that dispensable, Joyce challenges the reproductive heteronormativity, as well as what Elizabeth Freeman would call the “chrononormativity,” that marks progressive educational theories from Émile through Dewey’s Democracy and Education. Joyce suggests strikingly that it is the old school, not the new, that shelters queer forms of life.","PeriodicalId":364649,"journal":{"name":"Old Schools","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121613015","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}
{"title":"Schooling in Ruins:","authors":"","doi":"10.2307/j.ctvsf1qs1.8","DOIUrl":"https://doi.org/10.2307/j.ctvsf1qs1.8","url":null,"abstract":"","PeriodicalId":364649,"journal":{"name":"Old Schools","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121482219","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}
{"title":"“Copied Out Big”:","authors":"","doi":"10.2307/j.ctvsf1qs1.6","DOIUrl":"https://doi.org/10.2307/j.ctvsf1qs1.6","url":null,"abstract":"","PeriodicalId":364649,"journal":{"name":"Old Schools","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128771100","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 : 2020-01-07DOI: 10.5422/fordham/9780823286591.003.0002
Ramsey Mcglazer
This chapter considers Walter Pater’s late-career engagements with the old school and “mechanical exercise.” The chapter argues that these engagements index a refusal of the liberalism that Pater’s earlier work embraced. Whereas Pater’s readers have tended to understand this refusal as a “retreat,” this chapter reads Pater’s turn to mechanical and pedagogical—as well as ritual—forms as critical rather than reactionary or nostalgic. As he challenges what he sees as an impoverishment of thought, imagination, and memory in the present—a loss of contact with the past’s “complications of influence”—Pater returns repeatedly to “the older method” of instruction in his late essays, lectures, and fiction. Through their engagement with this method and other “survivals” from the past, these texts, including Marius the Epicurean, indirectly make the case for the old school. Pater shows that such a school produces or enforces a sociality that is at once temporal and spatial and thus contrasts starkly with the new school advocated by reformers, which isolates the individual student whom it privileges. Pater instead teaches us to affirm the relations that progressive education denies, relations that sustain a “reserve” that is also a minimal resistance.
{"title":"Surviving Marius","authors":"Ramsey Mcglazer","doi":"10.5422/fordham/9780823286591.003.0002","DOIUrl":"https://doi.org/10.5422/fordham/9780823286591.003.0002","url":null,"abstract":"This chapter considers Walter Pater’s late-career engagements with the old school and “mechanical exercise.” The chapter argues that these engagements index a refusal of the liberalism that Pater’s earlier work embraced. Whereas Pater’s readers have tended to understand this refusal as a “retreat,” this chapter reads Pater’s turn to mechanical and pedagogical—as well as ritual—forms as critical rather than reactionary or nostalgic. As he challenges what he sees as an impoverishment of thought, imagination, and memory in the present—a loss of contact with the past’s “complications of influence”—Pater returns repeatedly to “the older method” of instruction in his late essays, lectures, and fiction. Through their engagement with this method and other “survivals” from the past, these texts, including Marius the Epicurean, indirectly make the case for the old school. Pater shows that such a school produces or enforces a sociality that is at once temporal and spatial and thus contrasts starkly with the new school advocated by reformers, which isolates the individual student whom it privileges. Pater instead teaches us to affirm the relations that progressive education denies, relations that sustain a “reserve” that is also a minimal resistance.","PeriodicalId":364649,"journal":{"name":"Old Schools","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126745172","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：