Citing Futurities, Refusing Epistemic Erasure: Challenging the Hegemony of Intellectual Knowledge Production in the Academy

Session Type: Paper Session

Abstract

While citing the works of others are an integral aspect of knowledge production in the academy, rarely do we attenuate to the politics of citation. Our practices of citation make and remake our fields, centralizing some forms of knowledge, while making Others peripheral. We often cite those who are more famous, even if their contributions appropriate subaltern ways of knowing. We also often cite those who frame problems in ways that speak against us. This session presents the results of a year-long collaborative project between a hundred and thirty scholars to critically attenuate to the hegemony of intellectual genealogies and intervene with the erasure of Indigenous, Black, brown, trans*, disabled POC, QT*POC, feminist, activist, and disability/crip presence from academic futurities.

Sub Unit

• Division B - Curriculum Studies

Chair

• Julie Gorlewski, SUNY - College at New Paltz

Papers

• Critical Pedagogy to Cease Being Colonies: Simón Rodríguez and Latin America - Raúl Olmo Bailón, The University of Texas - Austin

• Pugilists, Diggers, and Choreographers: Public Activists for Black History Education in Schools - Abdul Mohamud, Justice to History; Robin Whitburn, Institute of Education - London

• The Citation Practices Challenge: Disrupting the Hegemony of Intellectual Genealogies and Reimagining Bodies of Belonging in the Academy - Eve Tuck, University of Toronto; Rubén Gaztambide-Fernández, University of Toronto - Ontario Institute for Studies in Education; Fiona Cheuk, University of Toronto

• Complicating the Politics of Evidence - Marc T. Spooner, University of Regina