...Thus, while Hans Robert Jauss (1970: 28) writes that “things which occur at the same time are not really simultaneous,” this essay argues for the simultaneity of things that occur at different times. In fact, it proposes multiple simultaneous temporalities as a constitutive feature of global modernism.
As we close out this series of reports on the Humanities Core (HumCore) Workshops, it is worth returning to the two questions that have driven every session so far: 1. Can we conceptualize the Global Humanities at all? 2. How have our ideas created teaching structures in California, Karachi, and Singapore?
In the past three HumCore workshops, we have not shied away from asking big questions. What are the global humanities? How does a new institution teach them? What kinds of students do we attract, lose, and produce as a result? Where do the global humanities sit within the educational landscape of...
I do not at all see why we must make an either-or choice between reading Beckett or reading Aimé Césaire, between calling out and into question “cultural desires, drives, anxieties, or prejudices” or analyzing metonymy, chiasmus, sprung rhythm, lineation, anaphora, parataxis, trochees, and so forth.
Khaled Furani’s Silencing the Sea (2012) and Michael Dowdy’s Broken Souths (2013) bring a global perspective to post-1945 and contemporary traditions of Palestinian and Latina/o poetry.
On Language Study
This piece, "The Real Reasons to Support Language Study," published July 27, 2009 in The Chronicle of Higher Education, is particularly relevant given the recent announcement by UCLA to issue lay-off letters to its state-funded, "post-six" lecturers.