In this essay, I respond to Carrie Nolan and Sarah M. Stitzlein’s article “Meaningful Hope for Teachers in a Time of High Anxiety and Low Morale” and support their argument for meaningful hope grounded in pragmatist philosophy. I agree that while hope is routinely called for in the educational literature, it is often done so in superficial and vacuous ways. Moreover, hope is often conflated with wishful thinking or naive optimism. A pragmatist vision of hope is different. It is a (...) hope that compels us to act thoughtfully and creatively in the present so as to open up yet unimagined possibilities for the future—a hope that is generative, resourceful, engaged, and communal. To complement Nolan and Stitzlein’s vision, I argue that pragmatist hope also requires of us habits of community building and social and political activism to challenge unjust systems. Only when we act on both individual and systemic levels can we sustain the kind of pragmatist hope that is so necessary in schools. (shrink)

In Occasional Deconstructions, Julian Wolfreys challenges the notion that deconstruction is a critical methodology, offering instead a number of reintroductions or reorientations to the texts of Jacques Derrida and the idea or possibility of deconstructions. Proceeding from specific readings of various texts (both film and literary), as well as mobilizing a number of issues from Derrida's recent work surrounding questions of ethics, politics, and identity, Wolfreys considers the role of deconstruction in broader academic and institutional contexts, and questions whether, in (...) fact, deconstruction can be called upon to function as theory at all. In this book, Wolfreys suggests that the patient, necessary work of reading, in which response and responsibility to the other has a chance to manifest itself, is necessary to the always political and ethical tracing of the material and the historical. He also contends that reading should be an encounter that gives place to an acknowledgment of the other, and that this singular act by which one is introduced to the other can never be programmed. (shrink)

This essay participates in a feminist postcohnial critical historiographyfepistemol’ ogy by providing a critique of The Post-Colonial Critic: Interviews, Strategies, Dialogues. The essay considers Spivak's success in interrogating her own position as a leading postcohnial critic as she engages in dialogues with various people. Spivak's commitment to cross-cultural exchanges is undeniable. However, at times the resurgence of her authoritative subject position deflects productive tensions generated by careful scrutiny of the category postcohnial.

This essay participates in a feminist postcolonial critical historiography/epistemology by providing a critique of The Post - Colonial Critic: Interviews, Strategies, Dialogues. The essay considers Spivak's success in interrogating her own position as a leading postcolonial critic as she engages in dialogues with various people. Spivak's commitment to cross-cultural exchanges is undeniable. However, at times the resurgence of her authoritative subject position deflects productive tensions generated by careful scrutiny of the category postcolonial.