chocolate chip pedagogy - part 2

i emerged from the cultural studies conference drenched in questions, several of them circulating around where different research finds an intellectual (theoretical?) home; still more having to do with the remarks that cameron mccarthy made near the conclusion of the conference in his talk on "art and the postcolonial imagination." among them, i wondered: whose art is postcolonial? that is, does one have to participate willingly in postcolonial discourses, with the intent to disrupt prevailing "dominant" sentiments, in order to participate in the broad scope of the postcolonial imagination?

in particular, i was thinking about the ways in which the young men and women with whom i have worked, learned, and imagined have created aesthetic representations that "do work" similar to that of basquiat (whom mccarthy noted) in that they offer commentary on the current social realities while presenting multiple perspectives of the often "othered" realities.

i think i just lost myself in that observation... needless to say the conference raised some questions for me about research, our explorations of culture and cultural forms, and the significance of cultural in/for/of education (this latter point better articulated by john broughton, who concluded the conference with some - as i like to call it - thread-pulling).

and finally, re: chocolate chip pedagogy - a phrase that emerged from a conversation with my sister, that has since come to mean several things (in its short 4 day-old life). approaches an interesting commentary on how educational notions (i.e. pedagogy) are situated amongst and in broader and more commonly known realities (i.e. chocolate chip cookies)...

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