He is editor of numerous journal issues and several other books, including The Truth of Žižek (20... more He is editor of numerous journal issues and several other books, including The Truth of Žižek (2006), also co-edited with Richard Stamp and published by Continuum. Samuel A. Chambers teaches political theory at Johns Hopkins University. He has recently published The Queer Politics of Television (IB Tauris 2009). His previous publications include the monographs Untimely Politics (NYU 2003) and Judith Butler and Political Theory (with Terrell Carver, Routledge 2008), edited volumes on William Connolly and Judith Butler, respectively, and numerous journal articles. His current teaching and research revolves around intersections between queer theory and contemporary political thought and is oriented to the task of rethinking democracy outside the terms of contemporary liberalism. He is currently writing a book on the politics of social orders in which he tries to link Althusser's understanding of ideology and Rancière's conception of police with the American political thought of Madison and Bentley. Rey Chow is Anne Firor Scott Professor of Literature at Duke University. She has published extensively on literature, film and cultural theory, with a focus on the discursive encounters among modernity, sexuality, postcoloniality and ethnicity. Before Duke, Chow was Andrew W. Mellon Professor of the Humanities at Brown University. The books she has authored Notes on Contributors VIII NOTES ON CONTRIBUTORS include Woman and Chinese Modernity, Writing Diaspora, Ethics after Idealism, The Protestant Ethnic and the Spirit of Capitalism and Sentimental Fabulations, Contemporary Chinese Films. Her current work includes a co-edited special issue, 'The Sense of Sound' , for the journal differences, and an essay collection in progress, Entanglements: Trans-medial Thinking about Capture. The Rey Chow Reader, ed.
Abstract This article argues that the concept and practice of ‘self-organized learning’, as pione... more Abstract This article argues that the concept and practice of ‘self-organized learning’, as pioneered by Sugata Mitra (and his team) in the ‘Hole-in-the-Wall’ experiments (1999–2005) that inspired the novel Q & A (2006) and the resulting movie, Slumdog millionaire (2008) bear direct, but not uncritical comparison with Jacques Rancière’s account of ‘universal teaching’ discovered by maverick nineteenth century French pedagogue Joseph Jacotot. In both cases, it is argued, there is a deliberate dissociation of two functions of ‘teaching’ that are often conflated: knowledge and mastery. Mitra’s development of computer-mediated learning among the supposedly ‘ignorant’ of India’s slums, and Rancière’s insistence on equality as a presupposition rather than a goal, both emphasize the agency of the student at the centre of learning, but in ways that displace both established pedagogical methods of ‘explication’ and the neoliberal ideology of ‘schooling’ as the harmonizing of individual and social functions of education.
In this thesis I argue that friendship holds a unique and unusual place in the work of Maurice Bl... more In this thesis I argue that friendship holds a unique and unusual place in the work of Maurice Blanchot (1907-). It traces the appearance of this relation in his essays during the period from 1946 to 1962. Key to his work at this time, j argue, is the work of his friend Georges ...
This paper intervenes in the contemporary re-evaluation of the work of Michel Foucault and Jacque... more This paper intervenes in the contemporary re-evaluation of the work of Michel Foucault and Jacques Derrida and in queer theories and historiographies of friendship particularly in the influential work of the late Alan Bray by arguing that Jacques Rancière's conceptualisation of ...
More recently, Rancie`re has explicitly elevated 'disagreement' to the status of the pr... more More recently, Rancie`re has explicitly elevated 'disagreement' to the status of the primary political category. His sense of the political character of disagreement has several dimensions. For firstly, there is the problem of recognition and of mutual intelligibility. This is not only the ...
This article examines the potentially productive parallels between Jacques Rancière’s account (in... more This article examines the potentially productive parallels between Jacques Rancière’s account (in The Ignorant Schoolmaster (1987/1991)) of the experiments in ‘universal teaching’ of 19th century French pedagogue Joseph Jacotot and the more recent yet equally radical ‘Hole-in-the-Wall’ experiments (1999–) led by education technologist, Sugata Mitra. The fact that Mitra’s work is cited as one of the inspirations for Vikas Swarup’s popular novel, Q & A (2005), and thus also for its adaptation into the film, Slumdog Millionaire (2008), provides a way of linking the practical concerns of Mitra’s research (such as the shortage of good qualified teachers in poorer rural locations) with the political and philosophical implications of equality, intelligence and emancipation that Rancière draws from his 19th century predecessor. Both philosopher and technologist arrive at a strikingly similar conclusion: that education is most effective – which, for Rancière, also mean emancipatory – when it happens without pedagogical instruction or explication.
He is editor of numerous journal issues and several other books, including The Truth of Žižek (20... more He is editor of numerous journal issues and several other books, including The Truth of Žižek (2006), also co-edited with Richard Stamp and published by Continuum. Samuel A. Chambers teaches political theory at Johns Hopkins University. He has recently published The Queer Politics of Television (IB Tauris 2009). His previous publications include the monographs Untimely Politics (NYU 2003) and Judith Butler and Political Theory (with Terrell Carver, Routledge 2008), edited volumes on William Connolly and Judith Butler, respectively, and numerous journal articles. His current teaching and research revolves around intersections between queer theory and contemporary political thought and is oriented to the task of rethinking democracy outside the terms of contemporary liberalism. He is currently writing a book on the politics of social orders in which he tries to link Althusser's understanding of ideology and Rancière's conception of police with the American political thought of Madison and Bentley. Rey Chow is Anne Firor Scott Professor of Literature at Duke University. She has published extensively on literature, film and cultural theory, with a focus on the discursive encounters among modernity, sexuality, postcoloniality and ethnicity. Before Duke, Chow was Andrew W. Mellon Professor of the Humanities at Brown University. The books she has authored Notes on Contributors VIII NOTES ON CONTRIBUTORS include Woman and Chinese Modernity, Writing Diaspora, Ethics after Idealism, The Protestant Ethnic and the Spirit of Capitalism and Sentimental Fabulations, Contemporary Chinese Films. Her current work includes a co-edited special issue, 'The Sense of Sound' , for the journal differences, and an essay collection in progress, Entanglements: Trans-medial Thinking about Capture. The Rey Chow Reader, ed.
Abstract This article argues that the concept and practice of ‘self-organized learning’, as pione... more Abstract This article argues that the concept and practice of ‘self-organized learning’, as pioneered by Sugata Mitra (and his team) in the ‘Hole-in-the-Wall’ experiments (1999–2005) that inspired the novel Q & A (2006) and the resulting movie, Slumdog millionaire (2008) bear direct, but not uncritical comparison with Jacques Rancière’s account of ‘universal teaching’ discovered by maverick nineteenth century French pedagogue Joseph Jacotot. In both cases, it is argued, there is a deliberate dissociation of two functions of ‘teaching’ that are often conflated: knowledge and mastery. Mitra’s development of computer-mediated learning among the supposedly ‘ignorant’ of India’s slums, and Rancière’s insistence on equality as a presupposition rather than a goal, both emphasize the agency of the student at the centre of learning, but in ways that displace both established pedagogical methods of ‘explication’ and the neoliberal ideology of ‘schooling’ as the harmonizing of individual and social functions of education.
In this thesis I argue that friendship holds a unique and unusual place in the work of Maurice Bl... more In this thesis I argue that friendship holds a unique and unusual place in the work of Maurice Blanchot (1907-). It traces the appearance of this relation in his essays during the period from 1946 to 1962. Key to his work at this time, j argue, is the work of his friend Georges ...
This paper intervenes in the contemporary re-evaluation of the work of Michel Foucault and Jacque... more This paper intervenes in the contemporary re-evaluation of the work of Michel Foucault and Jacques Derrida and in queer theories and historiographies of friendship particularly in the influential work of the late Alan Bray by arguing that Jacques Rancière's conceptualisation of ...
More recently, Rancie`re has explicitly elevated 'disagreement' to the status of the pr... more More recently, Rancie`re has explicitly elevated 'disagreement' to the status of the primary political category. His sense of the political character of disagreement has several dimensions. For firstly, there is the problem of recognition and of mutual intelligibility. This is not only the ...
This article examines the potentially productive parallels between Jacques Rancière’s account (in... more This article examines the potentially productive parallels between Jacques Rancière’s account (in The Ignorant Schoolmaster (1987/1991)) of the experiments in ‘universal teaching’ of 19th century French pedagogue Joseph Jacotot and the more recent yet equally radical ‘Hole-in-the-Wall’ experiments (1999–) led by education technologist, Sugata Mitra. The fact that Mitra’s work is cited as one of the inspirations for Vikas Swarup’s popular novel, Q & A (2005), and thus also for its adaptation into the film, Slumdog Millionaire (2008), provides a way of linking the practical concerns of Mitra’s research (such as the shortage of good qualified teachers in poorer rural locations) with the political and philosophical implications of equality, intelligence and emancipation that Rancière draws from his 19th century predecessor. Both philosopher and technologist arrive at a strikingly similar conclusion: that education is most effective – which, for Rancière, also mean emancipatory – when it happens without pedagogical instruction or explication.
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