Race and the Habits of Scholarship of Critical Social Thought: Probing the Archaeology of Nancy Fraser's Justice Interruptus

By Grace Livingston.

Published by The Humanities Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

By recruiting Nancy Fraser's work on two "classical" meta-categories of the political, "redistribution" and "recognition", this paper interrogates the status of race as a valid problematic in critical social thought.

Keywords: Critical Social Theory, Race, Philosophy, Political Thought

The International Journal of the Humanities, Volume 3, Issue 10, pp.15-30. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.936MB).

Prof. Grace Livingston

I am a broadly trained interdisciplinary humanist and social scientist across the disciplines of education, comparative literature, history, sociology and theology, with specific expertise in Curriculum Research and Theory and Social Theory. My major research interest is in "knowledge production", particularly, the production of political knowledge. This research interest in political knowledge production indicates that I study the historical, conceptual, discursive, material, and symbolic structures or conditions through which understandings of what comes to count as the salient and urgent considerations and problematics about power relations and the horizon available for social action are formed. Culling from historical-archaeological, archival, philosophical, case study and oral/life history modes of inquiry, I investigate the structure of knowledge production relationships between curriculum knowledge and social movements; and across race, class and the historical foundations of social theory. My interest in the production of political knowledge also fuels my attention to the area of comparative Black Diaspora or Atlantic social thought and practices, with specific reference to the post-plantation Americas, namely the United States and the Caribbean. My most recently completed research project is a historical and case study investigation of two historical iterations of popular or community education activity in Jamaica in the times of decolonizing and independent nationhood, paying attention to the relationship of race to their terms or conditions of emergence. The research project also draws a comparison with the popular education or community education work of the Highlander Folk School and affiliated citizenship schools in the United States South during the momentum towards desegregation.

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