Reginald's essay collection, Orpheus in the Bronx: Essays on Identity, Politics, and the Freedom of Poetry, has just been named as a finalist for the award in criticism by the National Book Critics Circle. Although I'm obviously saddened by the fact that he didn't live to see this, I'm pleased to see the positive attention his work has received.
Follow this link for more details.
Showing posts with label identity. Show all posts
Showing posts with label identity. Show all posts
Tuesday, January 27, 2009
Saturday, February 16, 2008
Identity Politics and Faculty-Graduate Student Relationships
A short while back (a couple months ago if memory serves correctly – which it may or may not), there was a nice section of essays written by anthropology graduate students on the topic of graduate student – faculty relationships published in Anthropology News.
There was one sentence in one of the essays that particularly struck me. (I won’t say which essay, in part because as is typically the case, once I had finished reading the issue, I left it in my department for someone else to pick up and read, and as a result I don’t have it in front of me, and in part because it seems nasty to me to single out a graduate student as if for attack – not really my intent anyway – on the basis of one sentence out of an otherwise nice essay – and in any case, my reactions are more to the sentiment expressed there, which I’ve encountered among other students, too, while the rest of the essay seemed more original or unique in its content.) The sentence basically argued that faculty can’t really understand or fully relate to graduate students because they’re not in the structural position of being graduate students.
Even though I discarded the copy of the issue, I’ve kept mentally coming back to that statement since. I have three sorts of reactions to the sentiment expressed in it.
1. My initial and immediate reaction (and one I still hold, though it’s no longer my sole reaction) was to think something along the lines of, “That’s ridiculous. Of course, faculty can relate to graduate students.” One thing virtually all faculty have in common is that we’ve been graduate students. Many, if not most, faculty can relate to the experiences of current graduate students because we had similar experiences when we were graduate students. And if (a big “if”) understanding or relateability derive from experience of a structural position, faculty are in an ideal position to understand graduate students, even if the reverse is not true, at least not most of the time (I add this last qualification, because part of the experience of graduate school is often the gaining of things like “teaching experience” by partially occupying the position of “faculty member” – the division between graduate student and faculty is more of a graded continuum than a clear and absolute line).
2. My second reaction is that this is a strange position for an anthropologist to take. If direct experience in occupying a particular social position or structural position is a prerequisite for understanding or relating, then the discipline is in serious trouble (and there are many who think it is for many reasons, with a long line going back at least several decades at this point of worrying [or anticipating] that the discipline of anthropology is immanently going to fly apart, implode, disintegrate, deteriorate, or otherwise have big troubles).
If we take the sentiment that faculty can’t relate to or understand graduate students and extend it logically at all, we might wonder how graduate students might relate to one another – they don’t occupy the same exact positions and have the same exact experiences, or indeed how we might really understand anyone at all – a longstanding and still significant philosophical question. If we take philosophy and psychoanalysis at all seriously (and I do – at least much of the time), we might, even must, conclude that we don’t really understand or relate to our selves.
All of this is true, though in a sense operationally and pragmatically false – no one who functions in the world operates as if it is true. Put another way, this is to confuse total understanding with understanding at all, total relateability with ability to relate at all. In pragmatic terms at least, most of us relate to ourselves at least tolerably well; we relate to and understand those around us not absolutely but well enough to function almost as if we did; ethnographers understand something, even much, about their research subjects’ lives without, and without need of, total understanding.
3. I think what the student might have meant was that faculty members might not be able to relate to students in the here and now because being a grad student here and now is different from faculty member’s past and usually spatially/institutionally different experiences.
I often can relate quite well to my students, but it might be provisionally wise to proceed as if my first reaction is not true, and to attempt to relate to graduate students in the same way that anthropologists attempt to relate to research subjects – to stop, look and listen carefully.
Structural positioning doesn’t determine consciousness, experience, or actions deterministically, but it does matter, and my students don’t have the same experiences as I did as a student. Like a lot of scholars, I had experience in more than one graduate institution, in my case earning degrees from one quite large state university (the University of Georgia) and one medium-to-large private institution with lots of money (Cornell University). In some ways, my grad student experiences parallel those of the students I now work with – there are certain commonalities to the grad student experience the characterize most institutions of higher education – but teaching at a mid-size regional state university (the University of West Florida) with much less student funding available than at the graduate institutions I attended (just to identify one, albeit an important, variable – student funding), the students I work with in some ways have very different experiences and concerns than I did as a student.
That is, just as I do think the student writer was incorrect in arguing that faculty can’t relate to or understand graduate students (understanding or relating doesn’t depend on experience of the same exact structural positioning, and in fact in any case faculty have had structural experience as graduate students), having occupied a social structural position or having had experience of a particular identity category (in this case “faculty” or “student,” but the point could apply to identity categories and politics generally) doesn’t translate into automatic or necessarily easy understanding of others occupying the category.
There was one sentence in one of the essays that particularly struck me. (I won’t say which essay, in part because as is typically the case, once I had finished reading the issue, I left it in my department for someone else to pick up and read, and as a result I don’t have it in front of me, and in part because it seems nasty to me to single out a graduate student as if for attack – not really my intent anyway – on the basis of one sentence out of an otherwise nice essay – and in any case, my reactions are more to the sentiment expressed there, which I’ve encountered among other students, too, while the rest of the essay seemed more original or unique in its content.) The sentence basically argued that faculty can’t really understand or fully relate to graduate students because they’re not in the structural position of being graduate students.
Even though I discarded the copy of the issue, I’ve kept mentally coming back to that statement since. I have three sorts of reactions to the sentiment expressed in it.
1. My initial and immediate reaction (and one I still hold, though it’s no longer my sole reaction) was to think something along the lines of, “That’s ridiculous. Of course, faculty can relate to graduate students.” One thing virtually all faculty have in common is that we’ve been graduate students. Many, if not most, faculty can relate to the experiences of current graduate students because we had similar experiences when we were graduate students. And if (a big “if”) understanding or relateability derive from experience of a structural position, faculty are in an ideal position to understand graduate students, even if the reverse is not true, at least not most of the time (I add this last qualification, because part of the experience of graduate school is often the gaining of things like “teaching experience” by partially occupying the position of “faculty member” – the division between graduate student and faculty is more of a graded continuum than a clear and absolute line).
2. My second reaction is that this is a strange position for an anthropologist to take. If direct experience in occupying a particular social position or structural position is a prerequisite for understanding or relating, then the discipline is in serious trouble (and there are many who think it is for many reasons, with a long line going back at least several decades at this point of worrying [or anticipating] that the discipline of anthropology is immanently going to fly apart, implode, disintegrate, deteriorate, or otherwise have big troubles).
If we take the sentiment that faculty can’t relate to or understand graduate students and extend it logically at all, we might wonder how graduate students might relate to one another – they don’t occupy the same exact positions and have the same exact experiences, or indeed how we might really understand anyone at all – a longstanding and still significant philosophical question. If we take philosophy and psychoanalysis at all seriously (and I do – at least much of the time), we might, even must, conclude that we don’t really understand or relate to our selves.
All of this is true, though in a sense operationally and pragmatically false – no one who functions in the world operates as if it is true. Put another way, this is to confuse total understanding with understanding at all, total relateability with ability to relate at all. In pragmatic terms at least, most of us relate to ourselves at least tolerably well; we relate to and understand those around us not absolutely but well enough to function almost as if we did; ethnographers understand something, even much, about their research subjects’ lives without, and without need of, total understanding.
3. I think what the student might have meant was that faculty members might not be able to relate to students in the here and now because being a grad student here and now is different from faculty member’s past and usually spatially/institutionally different experiences.
I often can relate quite well to my students, but it might be provisionally wise to proceed as if my first reaction is not true, and to attempt to relate to graduate students in the same way that anthropologists attempt to relate to research subjects – to stop, look and listen carefully.
Structural positioning doesn’t determine consciousness, experience, or actions deterministically, but it does matter, and my students don’t have the same experiences as I did as a student. Like a lot of scholars, I had experience in more than one graduate institution, in my case earning degrees from one quite large state university (the University of Georgia) and one medium-to-large private institution with lots of money (Cornell University). In some ways, my grad student experiences parallel those of the students I now work with – there are certain commonalities to the grad student experience the characterize most institutions of higher education – but teaching at a mid-size regional state university (the University of West Florida) with much less student funding available than at the graduate institutions I attended (just to identify one, albeit an important, variable – student funding), the students I work with in some ways have very different experiences and concerns than I did as a student.
That is, just as I do think the student writer was incorrect in arguing that faculty can’t relate to or understand graduate students (understanding or relating doesn’t depend on experience of the same exact structural positioning, and in fact in any case faculty have had structural experience as graduate students), having occupied a social structural position or having had experience of a particular identity category (in this case “faculty” or “student,” but the point could apply to identity categories and politics generally) doesn’t translate into automatic or necessarily easy understanding of others occupying the category.
Tuesday, December 4, 2007
Amartya Sen on a "Clash of Civilizations"
Asia Times has published an interesting interview with economist Amartya Sen, “A language for the World,” conducted by Sanjay Suri of Inter Press Service.
The following is an excerpt from the interview, specifically Sen’s response to a question about the now popular notion of a “clash of civilizations”:
IPS: So is the idea of a clash of civilizations misplaced?
AS: It's a wholly wrong expression. For at least three different reasons.
One, that these divisions of civilization are done on grounds of religion. But we don't have only religious and civilizational identity. When I talk with a Muslim friend, I happen to come from a Hindu background ... whether in India or in Pakistan or in Bangladesh, or for that matter in Egypt or Britain, it's not a relation between a Hindu civilization and a Muslim civilization. It could be two Indians chatting, or two sub-continentals chatting. Or two South Asians chatting, or it could be two people from developing countries chatting. There are all kinds of ways in which we have things in common. So the civilizational division is a very impoverished way of understanding human beings. In fact, classifying the world population into civilization and seeing them in that form is a very quick and efficient way of misunderstanding absolutely everybody in the world.
Second, as these cultures have grown, they have had huge connections with each other. Indian food drew the use of chilli from the Portuguese conquerors. British food is deeply influenced by Indian cooking today. Similarly maths and science and architecture travel between regions. So does literature. So, civilizations have not grown into self-contained little boxes.
The third mistake is to assume that somehow they must be at loggerheads with each other. It is just one division among many. And there are others; there are men and there are women. The gender division. Now if that leads to hostility between them, that will be a different thing. And then one has to see what kind of rhetoric has made that possible. And if there is lack of justice to women, how both men and women may have a joint commitment in overcoming that quality.
It's the totality of neglect of these issues; the multiplicity of identities, the non-insular interactive emergence of world civilization which is increasingly a united one, and the absence of the reason for a battle just when a classification exists, these are the ways in which the rhetoric of a clash of civilizations is not only mistaken, but is doing an enormous amount of harm today.
The following is an excerpt from the interview, specifically Sen’s response to a question about the now popular notion of a “clash of civilizations”:
IPS: So is the idea of a clash of civilizations misplaced?
AS: It's a wholly wrong expression. For at least three different reasons.
One, that these divisions of civilization are done on grounds of religion. But we don't have only religious and civilizational identity. When I talk with a Muslim friend, I happen to come from a Hindu background ... whether in India or in Pakistan or in Bangladesh, or for that matter in Egypt or Britain, it's not a relation between a Hindu civilization and a Muslim civilization. It could be two Indians chatting, or two sub-continentals chatting. Or two South Asians chatting, or it could be two people from developing countries chatting. There are all kinds of ways in which we have things in common. So the civilizational division is a very impoverished way of understanding human beings. In fact, classifying the world population into civilization and seeing them in that form is a very quick and efficient way of misunderstanding absolutely everybody in the world.
Second, as these cultures have grown, they have had huge connections with each other. Indian food drew the use of chilli from the Portuguese conquerors. British food is deeply influenced by Indian cooking today. Similarly maths and science and architecture travel between regions. So does literature. So, civilizations have not grown into self-contained little boxes.
The third mistake is to assume that somehow they must be at loggerheads with each other. It is just one division among many. And there are others; there are men and there are women. The gender division. Now if that leads to hostility between them, that will be a different thing. And then one has to see what kind of rhetoric has made that possible. And if there is lack of justice to women, how both men and women may have a joint commitment in overcoming that quality.
It's the totality of neglect of these issues; the multiplicity of identities, the non-insular interactive emergence of world civilization which is increasingly a united one, and the absence of the reason for a battle just when a classification exists, these are the ways in which the rhetoric of a clash of civilizations is not only mistaken, but is doing an enormous amount of harm today.
Wednesday, February 21, 2007
Identity Politics and the Prepositions of Speaking
There is a way of thinking about identity in which identity categories (race, gender, age, ability, sexual orientation, class, ethnicity, caste, nationality, etc.) are taken to explain the individual’s subjectivity and actions. It is the case that in complex societies a variety of identity categories shape individuals’ self-consciousness and interactions between individuals. So, while I would never suggest that identity and identity categories are unimportant, as I tried to make clear in my post “Charlie Parker and Shostakovich: Art, the Artist, and Culture,” the individual is neither reducible to nor determined by identity categories and cultural context.
Much writing and thinking about identity politics is motivated by the desire to mitigate the effects of racism, sexism, homophobia, classism, ageism, ableism, or other prejudices and discriminatory practices. It often does so through the celebration of works and deeds of individuals of a particular identity category, e.g. the celebrations of black history month or women’s history month, or the commemoration of works by women composers, black poets, gay playwrights, etc. There’s nothing wrong with the celebration of anyone’s creative expressions or good deeds, and a lot right with calling attention to worthy creations of individuals often overlooked simply because of prejudice. At the same time, at its most extreme, identity politics involves a logic that minimizes the possibilities for critical dialogue and unwittingly recapitulates some of the effects of the very prejudices it desires to affect.
Identity politics goes awry when notions of authenticity are linked to authority to speak, when only those with authenticity are seen as having authority to speak about a topic or category and when those with authenticity are prescribed to speak or express themselves only in authentic ways. For example, when the work of black poets or musicians is called into question as not “black” enough, this doesn’t fight racism but recapitulates it by assuming that there is a particular domain of content and form which is “black,” that black individuals should limit themselves to such domains, and that the only reason why they might want to do otherwise is through internalized racism and/or inauthenticity. Further, when the perceived right to speak is linked to notions of authentic categorical membership, this in no way reduces prejudice or discrimination but places new boundaries in the way of open and critical dialogue.
Aside from the important problems with authority and authenticity, there is also here a confusion about prepositions, about the difference between speaking for, speaking as, speaking about, and speaking to.
Speaking For and Speaking As
Simply put, I can’t speak for anyone but myself and shouldn’t try to. Not being someone else, and not having others’ subjective experience, I can’t place myself in someone else’s subject position and refer to myself as “I” for them. As someone who takes the insights of Lacanian psychoanalysis seriously, I can’t even speak for myself in all contexts, times, and places. The same is true for anyone else, and it’s farcical for anyone to attempt to speak not just for another person but for an entire category or type of person.
What’s not so often recognized is that this is just as true for those within a particular category as those without. It may be more blatantly sexist for a man to try to speak for women, but no woman can speak for women other than herself.
Speaking as a member of a category is less problematic. Since social categories are perceived by others and shape interactions between individuals, identity categories do shape the experiences of individuals, and we can speak of experiences that tend to be common or statistically typical for members of a class. In that sense, a woman can speak as a woman, or a gay man as gay, insofar as their subjectivity reflects experiences often common to others sharing the same identity. But even speaking as cries out for caution, as it is easy to shift from speaking as someone whose subjectivity reflects experiences often typical of the group to speaking of oneself as the representative of the group. Speaking as easily slips into speaking for.
Speaking About and Speaking To
While I can’t speak for anyone other than myself (and can only problematically speak for myself by performing as if my subjectivity is more unitary than it is), I can speak about all sorts of things, including other people, and I can speak to anyone. Ideally I should do so with knowledge and with respect, but there’s no reason why anyone shouldn’t be able and free to speak about whatever they want and to whomever they wish. Approaches to identity politics that attempt to tie authority to speak to authentic membership in an identity group or possession of an authentic viewpoint inherently limit the development of human consciousness and communication.
Much writing and thinking about identity politics is motivated by the desire to mitigate the effects of racism, sexism, homophobia, classism, ageism, ableism, or other prejudices and discriminatory practices. It often does so through the celebration of works and deeds of individuals of a particular identity category, e.g. the celebrations of black history month or women’s history month, or the commemoration of works by women composers, black poets, gay playwrights, etc. There’s nothing wrong with the celebration of anyone’s creative expressions or good deeds, and a lot right with calling attention to worthy creations of individuals often overlooked simply because of prejudice. At the same time, at its most extreme, identity politics involves a logic that minimizes the possibilities for critical dialogue and unwittingly recapitulates some of the effects of the very prejudices it desires to affect.
Identity politics goes awry when notions of authenticity are linked to authority to speak, when only those with authenticity are seen as having authority to speak about a topic or category and when those with authenticity are prescribed to speak or express themselves only in authentic ways. For example, when the work of black poets or musicians is called into question as not “black” enough, this doesn’t fight racism but recapitulates it by assuming that there is a particular domain of content and form which is “black,” that black individuals should limit themselves to such domains, and that the only reason why they might want to do otherwise is through internalized racism and/or inauthenticity. Further, when the perceived right to speak is linked to notions of authentic categorical membership, this in no way reduces prejudice or discrimination but places new boundaries in the way of open and critical dialogue.
Aside from the important problems with authority and authenticity, there is also here a confusion about prepositions, about the difference between speaking for, speaking as, speaking about, and speaking to.
Speaking For and Speaking As
Simply put, I can’t speak for anyone but myself and shouldn’t try to. Not being someone else, and not having others’ subjective experience, I can’t place myself in someone else’s subject position and refer to myself as “I” for them. As someone who takes the insights of Lacanian psychoanalysis seriously, I can’t even speak for myself in all contexts, times, and places. The same is true for anyone else, and it’s farcical for anyone to attempt to speak not just for another person but for an entire category or type of person.
What’s not so often recognized is that this is just as true for those within a particular category as those without. It may be more blatantly sexist for a man to try to speak for women, but no woman can speak for women other than herself.
Speaking as a member of a category is less problematic. Since social categories are perceived by others and shape interactions between individuals, identity categories do shape the experiences of individuals, and we can speak of experiences that tend to be common or statistically typical for members of a class. In that sense, a woman can speak as a woman, or a gay man as gay, insofar as their subjectivity reflects experiences often common to others sharing the same identity. But even speaking as cries out for caution, as it is easy to shift from speaking as someone whose subjectivity reflects experiences often typical of the group to speaking of oneself as the representative of the group. Speaking as easily slips into speaking for.
Speaking About and Speaking To
While I can’t speak for anyone other than myself (and can only problematically speak for myself by performing as if my subjectivity is more unitary than it is), I can speak about all sorts of things, including other people, and I can speak to anyone. Ideally I should do so with knowledge and with respect, but there’s no reason why anyone shouldn’t be able and free to speak about whatever they want and to whomever they wish. Approaches to identity politics that attempt to tie authority to speak to authentic membership in an identity group or possession of an authentic viewpoint inherently limit the development of human consciousness and communication.
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