"Repressive societies always seemed to understand the danger of ‘wrong’ ideas." Octavia E. Butler, Kindred
Most of our thinking and writing about higher education has happened in a context of “white logic” which Bonilla-Silva and Zuberi define as a context in which “white supremacy has defined the techniques and processes of reasoning about social facts.” Often, this means that faculty, staff, and students are asked to leave behind racial, ethnic, and cultural ways of knowing. But what if we don’t? What might we learn about our humanity and existence if multiple ways of knowing were embedded in our individual practices? In our social and institutional structures? What could our schools look like? Our classrooms? Our lives?
In Borderlands/La Frontera Gloria Anzaldúa writes, “La facultad is the capacity to see in surface phenomena the meaning of deeper realities, to see the deep structure beneath the surface.” La facultad and other ways of knowing, seeing, and being have long been marginalized and devalued in institutions privileging white-codified notions of “rationality and reason.” This track centers historically repressed ways of knowing—la facultad, double-consciousness, intuition, magic, imagination, ceremony, story, counterstory, play, and more—and invites us to engage with liberatory possibility and multiple futures in our teaching and learning practices.
This track is ideal for:
- Gloria Anzaldúa, Borderlands/La Frontera: The New Mestiza
- W.E.B. Du Bois, The Souls of Black Folk
- Octavia E. Butler, Kindred
- Greg Sarris, Keeping Slug Woman Alive: A Holistic Approach to American Indian Texts
- Robin Wall Kimmerer, Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants
- Trinh T. Minh-ha, “The Walk of Multiplicity”
- Amy Tan, “Where Does Creativity Hide?”