IDENTITY

IDENTITY

1. ·

   • What cultural knowledge is necessary?
     • From the knowledge of cultures to the recognition of otherness
       • " The understanding of other people requires that one work on oneself in order to avoid lapsing into a projection and a game of mirrors or into a form of experimental tautology" (p. 477)
     • From cultures to the notion of culturality: towards a generative anthropology
       • " The notion of culturality, however, allows us to understand cultural phenomena based on dynamics, transformations, fusion and manipulations. The notion of ‘culturality’ refers to the fact that cultures are increasingly changing, fluent, striped and alveolate. These are the fragments that one should learn to pinpoint and analyse." (p. 479)
       • "Anthropology, which is often confused with ethnology, is primarily interested in humans in their entirety and their diversity according to the principle of variation. It corresponds with the reasoning that consists of departing from the particular in order to construct a theory of man. (p. 479)
     • Interculturalism is pragmatic
       • "comprehending a form of cultural pragmatics, understanding how the culture is created in complex situations" (p. 480)
       • "Cultural practices, attitudes and behaviours are therefore approached through a subjective personal experience, as a symptom in the relationship between the individual and the environment. " p. 480
     • Interculturalism is hermeneutic
       • "The educator does not deal with ‘all’ of the other person’s culture but relies on a partial and limited the knowledge that is itself dependent on the context and the parts played by the actors." (p. 481)
       • " The intercultural approach, which does not have a predictive nature, allows complex situations to be understood and modeled based on a manner of intelligibility. The intercultural approach is in this sense hermeneutic." (p. 481)
     • From cultures to an anthropology of relationship and communication
       • "All these notions which reduplicate the ideology of the society from which they are extracted, are only in fact ‘symbolic forms’ allowing the union of certain human groups under the banner of an imaginary community of blood or race, and notably in the framework of States." (p. 482)

2. ·

   • Construction of identity
     • "identities come, first, with labels and ideas about why and to whom they should be applied. Second, your identity shapes your thoughts about how you should behave; and, third, it affects the way other people treat you. Finally, all these dimensions of identity are contestable, always up for dispute: who’s in, what they’re like, how they should behave and be treated." (p. 20 TLTB)
     • Mutation of identity
       • "You have to work with others inside and outside the labeled group in order to reframe them so they fit you better, and you can do that collective work only if you recognize that the results must serve others as well." (p. 194 TLTB)
   • Normalization
     • "Once identities exist, people tend to form a picture of a typical member of the group. Stereotypes develop." (p. 19 TLTB)
     • "A vision of culture not as a loose assemblage of disparate fragments but as an organic unity, each component, like the organs in a body, carefully adapted to occupy a particular place, each part essential to the functioning of the whole." (p. 185 TLTB)
   • Appropriation
     • " Usually, where there’s a problem worth noticing, it involves forms of disrespect compounded by power inequities; cultural appropriation is simply the wrong diagnosis." (p. 188 TLTB)
     • "Those who parse these transgressions in terms of ownership have accepted a commercial system that’s alien to the traditions they aim to protect. They have allowed one modern regime of property to appropriate them." (p. 188 TLTB)

3. ·

   • "Liberal education, an education adequate to serve the life of a free and equal citizen in any modern democracy, requires far more than the reading of great books, although great books are an indispensable aid. We also need to read and think about books, and therefore to teach them, in a spirit of free and open inquiry, the spirit of both democratic citizenship and individual freedom." (p. 14)
     • Critical pedagogy
       • "Books do more than inspire. They also unite us in a community, or communities, of learning. They teach us about our intellectual heritage, our culture, as well as about foreign cultures." (p. 17)
     • Critical Thinking
     • Amy Gutman
   • "Being true to myself means being true to my own originality, which is something only I can articulate and discover." (p. 31)
     • "recognition and identity, where this latter term designates something like a person’s understanding of who they are, of their fundamental defining characteristics as a human being." (p. 25)
       • Charles Taylor
     • identity
     • Where do you belong to?
       • "the background that explained what people recognized as important to themselves was to a great extent determined by their place in society, and whatever roles or activities attached to this position." (p. 31)
     • Communication
       • "This crucial feature of human life is its fundamentally dialogical character. We become full human agents, capable of understanding ourselves, and hence of defining our identity, through our acquisition of rich human languages of expression." (p. 32)
   • Jurgen Habermas
     • Identity
       • "Each person’s individual identity is seen as having two major dimensions. There is a collective dimension, the intersection of their collective identities, and there is a personal dimension, consisting of other socially or morally important features—intelligence, charm, wit, cupidity—that are not themselves the basis of forms of collective identity." (p.151)
     • normalization
       • "These “false” classifications lead to “normalizing” interventions into the way people lead their lives, with the result that the intended compensations turn into new forms of discrimination, and instead of liberties being guaranteed people are deprived of freedom." (p. 115)
       • democralization
         • "the democratic elaboration of a system of rights has to incorporate not only general political goals but also the collective goals that are articulated in struggles for recognition. For in distinction to the moral norms that regulate possible interactions between speaking and acting subjects in general, legal norms refer to the network of interactions in a specific society." (p. 124)

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