10 Matching Annotations
  1. Sep 2021
  2. drive.google.com drive.google.com
    1. The very choice of what facts or events are relevant is amatter of pure arbitration.

      Reminiscent of the sort of determination or discernment that Cooper talks about.

  3. static1.squarespace.com static1.squarespace.com
    1. Finally, rhetorical situations come into existence, then eithermature or decay or mature and persist—conceivably some persistindefinitely.

      I'm anticipating Boyle's "Rhetoric as a Posthuman Practice" having something to say about rhetorical situations outliving the people having them

    2. None, to my knowledge, has asked the nature ofrhetorical situation.

      I'm having trouble distinguishing between the rhetorical situation that's failing to be sought after and the parts-- audience, subject, speaker, occasion, etc.-- that seem to collectively comprise that situation. It seems that a rhetorical situation is the interplay of those parts, perhaps in a manner similar to the Bakhtinian chronotope? I.e., a sort of contextual intersection?

    1. Since the world's big bullies and bulletproof forms of power thrive on this oscillation between loop and binary, it is as if there is nothing to counter them -only more ways of fighting and being right and providing the rancor that nourishes their violence.

      This smacks of Cooper's, Deleuze's, and Whitehead's departures from Hegelian dialectic.

    1. "hidden transcript.

      The hidden transcript is reminiscent of the the "hidden curriculum" that Jessica McCrory Calarco aims to shed light on in her A Field Guide to Grad School. Although McCrory Calarco's binary is more about those with access to knowledge of the ins and outs of academia vs those who don't, the dynamic for Scott is similar in its separating those for whom the system works and those for whom it outwardly seems an obstacle to education.

    2. with, not for

      I think these prepositions are important because, otherwise, the dynamic that puts the professor lording over the student similar to the banking model could just be perpetuated in a new guise.

    3. One reason that Freire's pedagogy has so much appeal is that it comes armed with a rhetoric that overwhelms and neutralizes any effort to point out this tension between the Freirian insistence on a collaborative methodology, where people are taught not what to think but how, and a practice that, almost magically, produces peo- ple who know exactly what to think about injustice and how it should be redressed

      I think Cooper goes along with this as well. That is, like Freire, she holds the overwhelmingly positive belief that if teachers just show students how to learn, then they will "know exactly what to think" about an issue. Such a philosophy is partially troubling because it implies that there is only one "correct" way of thinking, and that it is relatively easy to convince students to accept it.

    4. Freire

      Nearly all our readings are responding to Freire's claim that the "banking concept" of education is extremely wrong and ineffective. In her book, Cooper provided ways for teachers to divorce themselves from tradititional pedagogy teaching practices. One of the biggest ways is through classroom discussion, where everyone, not just the teacher, has a chance to talk and voice their opinions. This overrides the assumption that the teacher is the only person with knowledge and intellect in the class.

  4. Feb 2019