Brad Nelson

Concordia University (Canada), Classics, Modern Languages And Linguistics, Faculty Member

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My current research focuses on the aesthetic representation and exploration of the cultural and political upheaval that accompanied developments in the sciences in early modern Spain and Europe. Titled ‘Estranged Epistemologies: Science and Culture in the Baroque and neoBaroque,’ and funded by a 3-year Insight grant from SSHRC, this project seeks to stage a number of theoretical and discursive encounters between contemporary and Baroque manifestations of Science Fiction. The primary goal is to understand the ways in which science and technology structure our cognitive and artistic relationship with the worlds around us. Primary sources include baroque authors such as Cervantes, Calderón de la Barca, and Zayas as well as contemporary figures such as Neal Stephenson, William Gibson, and Philip K. Dick.
Address: Montréal, Québec, Canada

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Galen Strawson

The University of Texas at Austin

Sebastiaan Faber

Oberlin College

Na'ama Pat-El

The University of Texas at Austin

Javier Díaz Noci

Pompeu Fabra University

Shaun Gallagher

University of Memphis

Louis de Saussure

University of Neuchâtel

Armando Marques-Guedes

UNL - New University of Lisbon

Giulia Sissa

Ucla

Enrico Cirelli

Università di Bologna

Martin Haspelmath

Max Planck Institute for Evolutionary Anthropology

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Modern Scenes/Modern Sceneries

Introduction to the Hispanic Issues Volume: Spectacle and Topophilia: Reading Early Modern and Po... more

Social Pedagogy in the Information Age: Creating Reflexive Inclusivity to Combat Social Media-Fueled Narcissism and Solipsism

Anti-Disinformation Pedagogy: Tackling the Power of Manipulative Media Hispanic Issues On Line 32 (2024), 2024

Let's cut to the chase: recent and ongoing attempts to "disappear" critical race theory, basicall... more Let's cut to the chase: recent and ongoing attempts to "disappear" critical race theory, basically, the history of race relations in the United States, through political misinformation campaigns, legislative action, disinformation news commentary, and social media blitzes demonstrate that the crisis of othering is at its nadir. 1 It is not enough to respond to the resultant polarization with virtue signaling-at worst-and activism-at best-that more often than not fail to preach outside of one's own choir. This is not to suggest that one must cease to protest hegemonic, institutionalized, and systemic forms of inequality and injustice. We say this as a first step in making the case for a pedagogical approach that reframes, rejigs, and trains proponents of social justice paradigms to remain supple and agile so that they might cease othering those with whom they disagree. For not only should one not turn a deaf ear to those whose opinions are different from our own, but importantly, one must seek to understand the rationale for such divergences in opinion. We must learn to sustainably progress beyond reductive binary debates, so often steeped in identity politics and personal agendas, by critically framing social justice issues that persist in spite of those who espouse their lofty ideals. We advocate for a social pedagogy to imbibe and supplant the hierarchical notions of knowledge production, exchange, and transfer-both within and without socio-political institutionalized structures, especially in the digitized and connected social media landscape. First, though, let's lay some groundwork for our arguments. Our passion is directed against the propagation of hate, specifically as an instantiation and even reification of the concept of the "other." Hate speech, that is, the purposeful use of gestures, text, images, or multimedia to disparage and malign an individual or group based on identifiable characteristics, including-but

Brad Nelson

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