What can we learn from reading Levinas alongside postcolonial theories of difference? With that question in view, Drabinski undertakes readings of Gayatri Spivak, Homi Bhabha, Edouard Glissant, and Subcommandante Marcos in order to rethink ideas of difference, language, subjectivity, ethics, and politics. Through these philosophical readings, he gives a new perspective on the work of these important postcolonial theorists and helps make Levinas relevant to other disciplines concerned with postcolonialism and ethics.

A major influence on civil rights, anti-colonial, and black consciousness movements around the world, Black Skin, White Masks is the unsurpassed study of the black psyche in a white world. Hailed for its scientific analysis and poetic grace when it was first published in 1952, the book remains a vital force today. “[Fanon] demonstrates how insidiously the problem of race, of color, connects with a whole range of words and images.” — Robert Coles, The New York Times Book Review.

The essays collected here provide English-speaking readers with a lucid and accessible introduction to the world of France's leading contemporary philosopher. A classic student textbook.

One of the most talked-about scholarly works of the past fifty years, Judith Butler’s _Gender Trouble_ is as celebrated as it is controversial. Arguing that traditional feminism is wrong to look to a natural, 'essential' notion of the female, or indeed of sex or gender, Butler starts by questioning the category 'woman' and continues in this vein with examinations of 'the masculine' and 'the feminine'. Best known however, but also most often misinterpreted, is Butler's concept of gender as a reiterated (...) social _performance _rather than the expression of a prior reality. Thrilling and provocative, few other academic works have roused passions to the same extent. (shrink)

One of the most talked-about scholarly works of the past fifty years, Judith Butler’s _Gender Trouble_ is as celebrated as it is controversial. Arguing that traditional feminism is wrong to look to a natural, 'essential' notion of the female, or indeed of sex or gender, Butler starts by questioning the category 'woman' and continues in this vein with examinations of 'the masculine' and 'the feminine'. Best known however, but also most often misinterpreted, is Butler's concept of gender as a reiterated (...) social _performance _rather than the expression of a prior reality. Thrilling and provocative, few other academic works have roused passions to the same extent. (shrink)

First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

In an effort to deny the ongoing effect of colonialism and imperialism on contemporary political life, the death knell for a multicultural society has been sounded from all sides. That's the provocative argument Paul Gilroy makes in this unorthodox defense of the multiculture. Gilroy's searing analyses of race, politics, and culture have always remained attentive to the material conditions of black people and the ways in which blacks have defaced the "clean edifice of white supremacy." In _Postcolonial Melancholia_, he continues (...) the conversation he began in the landmark study of race and nation _'There Ain't No Black in the Union Jack'_ by once again departing from conventional wisdom to examine--and defend--multiculturalism within the context of the post-9/11 "politics of security." This book adapts the concept of melancholia from its Freudian origins and applies it not to individual grief but to the social pathology of neoimperialist politics. The melancholic reactions that have obstructed the process of working through the legacy of colonialism are implicated not only in hostility and violence directed at blacks, immigrants, and aliens but in an inability to value the ordinary, unruly multiculture that has evolved organically and unnoticed in urban centers. Drawing on the seminal discussions of race begun by Frantz Fanon, W. E. B. DuBois, and George Orwell, Gilroy crafts a nuanced argument with far-reaching implications. Ultimately, _Postcolonial Melancholia_ goes beyond the idea of mere tolerance to propose that it is possible to celebrate the multiculture and live with otherness without becoming anxious, fearful, or violent. (shrink)

The philosophy of Hitler is simplistic [primaire]. But the primitive powers that burn within it burst open its wretched phraseology under the pressure of an elementary force. They awaken the secret nostalgia within the German soul. Hitlerism is more than a contagion or a madness; it is an awakening of elementary feelings.But from this point on, this frighteningly dangerous phenomenon becomes philosophically interesting. For these elementary feelings harbor a philosophy. They express a soul's principal attitude towards the whole of reality (...) and its own destiny. They predetermine or prefigure the meaning of the adventure that the soul will face in the world.The philosophy of Hitlerism therefore goes beyond the philosophy of Hitlerians. It questions the very principles of a civilization. The conflict is played out not only between liberalism and Hitlerism. Christianity itself is threatened in spite of the careful attentions or Concordats that the Christian churches took advantage of when Hitler's regime came to power.But it is not enough to follow certain journalists in distinguishing between Christian universalism and racist particularism: a logical contradiction cannot judge a concrete event. The meaning of a logical contradiction that opposes two forms of ideas only shows up fully if we go back to their source, to intuition, to the original decision that makes them possible. It is in this spirit that we are going to set forth the following reflections. Emmanuel Levinas has been professor of philosophy at the Ecole Normale Superieure Israelite de Paris and at the University of Paris I . Among his books that have been translated into English are Totality and Infinity, Ethics and Infinity, Otherwise Than Being or Beyond Essence, and The Levinas Reader. His essay "As If Consenting to Horror" appeared in the Winter 1989 issue of Critical Inquiry. Sean Hand is lecturer in French at the University College of Wales, Aberystwyth. He is the editor of The Levinas Reader and the translator of Levinas's Difficult Freedom . He is currently completing a book on Michel Leiris. (shrink)

A sequel to Levinas' Totality and Infinity.

'The Levinas Reader' collects, often for the first time in English, essays by Levinas encompassing every aspect of his thought: the early phenomenological studies written under the guidance and inspiration of Husserl and Heidegger; the fully developed ethical critique of such totalizing philosophies; the pioneering texts on the moral dimension to aesthetics; the rich and subtle readings of the Talmud which are an exemplary model of an ethical, transcendental philosophy at work; the admirable meditations on current political issues.

In his 1934 essay, “Reflections on the Philosophy of Hitlerism,” Levinas raises important questions about the subject’s relation to nature and to history. His account of the ethical significance of paternity, maternity, and fraternity in texts such as Totality and Infinity and Otherwise Than Being suggest powerful new ways to understand the meaning of kinship, beyond the abstractions of Western liberalism. How does this analysis of race and kinship translate into the context of the Transatlantic slave trade, which not only (...) stole Africans from their families and communities, but also imposed upon them a single “fictive” kinship relation to the master? What if the problem of racialization is not only a matter of being “chained” to one’s identity through (presumed) blood ties, but also being violently separated from one’s kin? What does it mean for the concepts of ethical and political fraternity if the only father recognized by law and society as legitimate is the slave master? Or if the bodies of slave women are exploited, not only for productive labor, but also for the reproductive labor that makes more slaves for the master? If kinship is a way of making sense of the relation between past, present and future generations, then what does a radical disruption of existing kinship relations, and the imposition of one fictive, absolute and unilateral kinship relation, do to the social meaning of time and of history in a particular community? In this paper, I reflect on the significance of fecundity and kinship in the context of US slavery, both in order in order to situate my analysis in the particular history of my own present community, and as a way of demonstrating the significance of a more determinate social analysis for Levinas’ ethics of singularity and politics of universal justice. (shrink)

Education has long been charged with the taskof forming and shaping subjectivity andidentity. However, the prevailing view ofeducation as a project of producing rationalautonomous subjects has been challenged bypostmodern and poststructuralist critiques ofsubstantial subjectivity. In a similar vein,Emmanuel Levinas inverts the traditionalconception of subjectivity, claiming that weare constituted as subjects only in respondingto the other. In other words, subjectivity isderivative of an existentially priorresponsibility to and for the other. Hisconception of ethical responsibility is thusalso a radical departure from the prevailingview (...) of what it means to be a responsible moralagent. In this paper, I use jazz improvisationas a metaphor to focus on three interrelatedaspects of ethical responsibility on Levinas'saccount: passivity, heteronomy, andinescapability. I then point toward some waysin which reframing responsibility andsubjectivity along this line might offer newpossibilities for conceiving subjectivity andmoral agency in education. (shrink)

INTRODUCTION Ever since the beginning of the modern phenomenological movement disciplined attention has been paid to various patterns of human experience as ...

A masterful series of interviews with Levinas, conducted by French philosopher Philippe Nemo, which provides a succinct presentation of Levinas's philosophy.

In this paper I discuss some conditions forunderstanding teaching as an act ofresponsibility towards an other, rather than asan instrumental act identified throughepistemology. I first put the latter intocontext through a critical reading of teachingas it is inscribed in humanistic discourses oneducation. Within these discourses, I explorehow students are treated as objects ofknowledge that reinforce the teacher's ego. Icontend that the taking up of this positionmakes not only an ethical relation to thestudent impossible, but also disqualifies anytype of meaningful social (...) relation. Therefore Iargue that teachers have to give up theirposition on the safe side of knowledge andparticipate in the time of risk when meetingthe other means to take responsibility for thatother from a position of vulnerability.Moreover, it is precisely because of this riskthat teaching as an ethical relation becomespossible and where it begins to resound withpoetry. (shrink)

Education has a responsibility to respond to the threat of deteriorating democracies. The post-truth era is marked by an erosion of trust in public institutions and extreme polarisation. This paper begins with an examination of the ways by which current literacy and media literacy education is not simply outmoded, but also limited by a grounding in neoliberal conceptions of rationality and individualism. Offering a counterpoint to the status quo, and foregrounding the significance of affect, I work with Levinas’s conception of (...) ethics to illustrate the tensions between affective reactionism and non-intentional affectivity, enjoyment and its disruption as a premise for intersubjectivity, and contrasting manifestations of anger. I conclude the paper with a proposal for literacy education that comprises intentional focus on relationality, responsibility, and affect. (shrink)

How does our understanding of the reality (or lack thereof ) of race as a category of being affect our understanding of racism as a social phenomenon, and vice versa? How should we envision the aims and methods of our struggles against racism? Traditionally, the Western political and philosophical tradition held that true social justice points toward a raceless future--that racial categories are themselves inherently racist, and a sincere advocacy for social justice requires a commitment to the elimination or abolition (...) of race altogether. This book focuses on the underlying assumptions that inform this view of race and racism, arguing that it is ultimately bound up in a "politics of purity"--an understanding of human agency, and reality itself, as requiring all-or-nothing categories with clear and unambiguous boundaries. Racism, being organized around a conception of whiteness as the purest manifestation of the human, thus demands a constant policing of the boundaries among racial categories. Drawing upon a close engagement with historical treatments of the development of racial categories and identities, the book argues that races should be understood not as clear and distinct categories of being but rather as ambiguous and indeterminate (yet importantly real) processes of social negotiation. As one of its central examples, it lays out the case of the Irish in seventeenth-century Barbados, who occasionally united with black slaves to fight white supremacy--and did so as white people, not as nonwhites who later became white when they capitulated to white supremacy. Against the politics of purity, Monahan calls for the emergence of a "creolizing subjectivity" that would place such ambiguity at the center of our understanding of race. The Creolizing Subject takes seriously the way in which racial categories, in all of their variety and ambiguity, situate and condition our identity, while emphasizing our capacity, as agents, to engage in the ongoing contestation and negotiation of the meaning and significance of those very categories. (shrink)

In this article I claim that service-learning experiences, wherein students work directly with individuals in need—individuals from whom studentscan learn what they cannot learn elsewhere—are invaluable, and perhaps necessary, for any curriculum with an aim toward the development of ethical understanding, personal moral character and commitment, and/or conscientious citizenship, both local and global. My argument rests on Emmanuel Levinas’s philosophical ethical theory that re-envisions the ethical relation as arising out of revelation from the unique and precious Other, rather than reason (...) and the rational determinations and conceptions of the ethical agent. (shrink)

In this article I claim that service-learning experiences, wherein students work directly with individuals in need—individuals from whom studentscan learn what they cannot learn elsewhere—are invaluable, and perhaps necessary, for any curriculum with an aim toward the development of ethical understanding, personal moral character and commitment, and/or conscientious citizenship, both local and global. My argument rests on Emmanuel Levinas’s philosophical ethical theory that re-envisions the ethical relation as arising out of revelation from the unique and precious Other, rather than reason (...) and the rational determinations and conceptions of the ethical agent. (shrink)

This article approaches contemporary European debates on the subject of realism through the lenses offered by two decolonial thinkers: Fanon and Dussel. Whereas both share with realism a fundamental emphasis on reality as the starting point for theory – an assumption shared by much decolonial thought – they nevertheless provide another layer of specificity in their consideration of the colonial condition, diagnosing a fundamental absence of reciprocity that dictates the course of decolonization as a transformation of reality. Reconsidering the debates (...) on realism in light of these insights therefore provides a powerful basis for both formulating a specifically decolonial realism and for engaging in comparative political theorizing more generally. (shrink)

Levinas ahead of his time--and himself--on politics, postcolonialism and globalization, animals and the environment, and science and technology.