Praxis of the undercommons: rupturing university conviviality and coded formations of diversity

References

• Ahmed, Sara. 2012. On Being Included: Racism and Diversity in Institutional Life. Durham: Duke University Press.
   Google Scholar
• Alexander, M. Jacqui. 2005. Pedagogies of Crossing: Meditations on Feminism, Sexual Politics, Memory, and the Sacred. Durham: Duke University Press.
   Google Scholar
• Ares, Pablo, and Julia Reisler. 2016. Manual of Collective Mapping. Critical Cartographic Resources for Territorial Processes of Collaborative Creation. Buenos Aires: Iconoclasistas.
   Google Scholar
• Ben-Eliyahu, Adar, and Matthew L. Bernacki. 2015. “Addressing Complexities in Self-Regulated Learning: A Focus on Contextual Factors, Contingencies, and Dynamic Relations.” Metacognition and Learning 10: 1–13. doi:10.1007/s11409-015-9134-6.
   Web of Science ®Google Scholar
• Bruce, La Marr. 2021. How to Go Mad without Losing Your Mind: Madness and Black Radical Creativity. Duke University Press. doi: 10.2307/j.ctv1ks0hp4.
   Google Scholar
• Butler, Octavia E. 1993. The Parable of the Sower. New York: Grand Central Publishing.
   Google Scholar
• Carter, Cee. 2022. “Maroon Choreography by fahima ife.” Comparative Education Review 66 (2): 372–374. doi:10.1086/718957.
   Web of Science ®Google Scholar
• Carter, Cee, and Korina M. Jocson. 2022a. “Untaming/Untameable Tongues: Methodological Openings and Critical Strategies for Tracing Raciality.” International Journal of Research & Method in Education 45 (3): 232–245. doi:10.1080/1743727X.2022.2043843.
   Web of Science ®Google Scholar
• Carter, Cee, and Korina M. Jocson. 2022b. “Where the Repetition Fades: Black Feminist Lessons and (Sonic) Critiques Beyond Critical Whiteness Studies.” International Journal of Qualitative Studies in Education 35 (7): 744–754. doi:10.1080/09518398.2022.2061729.
   Web of Science ®Google Scholar
• Carter, Cee, and Kimberly McIntee. 2021. “Pausing for Answerability: A Critical Investigation of U.S. Assessment and Accountability Decisions Amidst the COVID-19 Pandemic.” Beijing International Review of Education 3 (2): 234–267. doi:10.1163/25902539-03020006.
   Google Scholar
• Combahee River Collective. 1977. A Black Feminist Statement. https://we.riseup.net/assets/43875/combahee%20river.pdf.
   Google Scholar
• Crawley, Ashon. 2016. “Otherwise, Ferguson.” Interfictions Online: A Journal of Interstitial Arts 7: 1–7. https://interfictions.com/otherwise-fergusonashon-crawley.
   Google Scholar
• Espada, Martín. 2004. Alabanza: New & Selected Poems (1982–2002). New York: W.W. Norton and Company.
   Google Scholar
• Gilmore, Ruth W. 2017. “Abolition Geography and the Problem of Innocence.” In Futures of Black Radicalism, edited by G. T. Johnson and A. Lubin, 225–240. New York: Verso.
   Google Scholar
• Gilmore, Ruth W. 2018. “Making Abolition Geography in California’s Central Valley.” The Funambulist, December 20. https://thefunambulist.net/magazine/21-space-activism/interview-making-abolition-geography-california-central-valley-ruth-wilson-gilmore.
   Google Scholar
• Givens, Jarvis R. 2021. Fugitive Pedagogy: Carter G. Woodson and the Art of Black Teaching. Cambridge: Harvard University Press.
   Google Scholar
• Grande, Sandy. 2010. “Chapter 21: Red Pedagogy.” Counterpoints 356: 199–207. doi:10.4135/9781483385686.
   Google Scholar
• Grande, Sandy, Stefano Harney, Fred Moten, Jasbir Puar, and Dylan Rodriguez. 2021. Fred Moten Contribution 1:52:30 – 1:52:39. In N. Dhillon (Moderator), Strike MOMA Working Group of International Imagination of Anti-National Anti-Imperialist Feelings (IIAAF) Presents: A Conversation with Sandy Grande, Stefano Harney, Fred Moten, Jasbir Puar, and Dylan Rodriguez [Week 8 conversation] Strike MoMA @ MoMA: 10 Weeks of Conversation, Art, Action, New York/London/Palestine. May 27. https://www.strikemoma.org/week-8/https://www.youtube.com/watch?v=V2vzhwnjy4s.
   Google Scholar
• Halberstam, Jack. 2013. “The Wild Beyond: With and for the Undercommons.” In The Undercommons: Fugitive Planning and Black Study, edited by S. Harney and F. Moten, 5–12. New York: Minor Compositions.
   Google Scholar
• Harney, Stefano, and Fred Moten. 2013. The Undercommons: Fugitive Planning and Black Study. New York: Minor Compositions.
   Google Scholar
• Holland, Sharon P. 2012. The Erotic of Life of Racism. Durham: Duke University Press.
   Google Scholar
• Illich, Ivan. 1973. Tools for Conviviality. New York: Harper & Row.
   Google Scholar
• Jean-Denis, Alisha Smith. 2020. Performative Witnessing as an Act of Agency: What We Can Learn from Black Gen Z Disruptors. Journal of Language and Literacy Education. https://jolle.coe.uga.edu/wp-content/uploads/2020/12/Sso_December_2020.pdf.
   Google Scholar
• Jean-Denis, Alisha Smith, and Korina M. Jocson. 2021. ‘Because I Won’t Ever Forget’: Toward Livingness in Youth Poetry. Journal of Juvenilia Studies 4 (1): 41–50. doi:10.29173/jjs75
   Google Scholar
• Jocson, Korina M., Cee Carter, Olga Correa, Kimberly McIntee, Mariam Rashid, and Benjamin D. Scherrer. 2022. Plateaus, Puzzles, and PhDs: Un/Making Knowledge Differently Through Digital Storytelling. Educational Studies 58 (2): 141–162. doi:10.1080/00131946.2021.2010081.
   Web of Science ®Google Scholar
• John Hope Franklin Humanities Institute. 2016. Fred Moten and Saidiya Hartman at Duke University | The Black Outdoors. October 5. https://www.youtube.com/watch?v=t_tUZ6dybrc&list=PLwpIhcP1Fqo7xGpfonZKh_71qF6_zGUKx&index=24.
   Google Scholar
• Jules, Tavis D., and Benjamin D. Scherrer. 2021. “Black Lives Matter in Our Syllabi: Another World is Possible.” Comparative Education Review 65 (1): 166–178. doi:10.1086/712782.
   Web of Science ®Google Scholar
• Kelley, Robin D. G. 2020. “Why Black Marxism Now?” In The Making of a Black Radical Tradition, edited by Cedric Robinson, xi–xxxiii. Durham: The University of North Carolina Press.
   Google Scholar
• King, Tiffany L., Jenell Navarro, and Andrea Smith. 2020. “INTRODUCTION. Beyond Incommensurability: Toward an Otherwise Stance on Black and Indigenous Relationality.” In Otherwise Worlds, edited by T. L. King King, J. Navarro, and A. Smith, 1–24. Durham: Duke University Press.
   Google Scholar
• Mbembe, Achille. 2001. On the Postcolony. Berkeley: University of California Press.
   Google Scholar
• McIntee, Kimberly. 2022. “Black Lives Matter at School: An Uprising for Educational Justice by Denisha Jones and Jesse Hagopian.” Comparative Education Review 66 (1): 173–175. doi:10.1086/717782.
   Google Scholar
• McKittick, Katherine, and Clyde Woods, eds. 2007. Black Geographies and the Politics of Place. Boston: South End Press.
   Google Scholar
• McKittrick, Katherine. 2006. Demonic Grounds: Black Women and the Cartographies of Struggle. Minneapolis: University of Minnesota Press.
   Google Scholar
• McKittrick, Katherine. 2021. Dear Science and Other Stories. Durham: Duke University Press.
   Google Scholar
• Moten, Fred. 2003. In The Break: The Aesthetics of the Black Radical Tradition. Minneapolis: University of Minnesota Press.
   Google Scholar
• Nagar, Richa. 2019. “Hungry Translations: The World Through Radical Vulnerability.” Antipode 51 (1): 3–24. doi:10.1111/anti.12399.
   Web of Science ®Google Scholar
• Ortiz, Lebrón. 2019. “Maroon Logics as Flight from the Euromodern.” Transmodernity: Journal of Peripheral Cultural Production of the Luso-Hispanic World 9 (2): 1–20. doi:10.5070/T492046321.
   Google Scholar
• Patel, Leigh. 2021. No Study Without Struggle: Confronting Settler Colonialism in Higher Education. Boston: Beacon.
   Google Scholar
• Rashid, Mariam, and Korina M. Jocson. 2021. “Postcolonial M/Othering: Poetics of Remembering and Writing as an Invitation to Rememory.” Cultural Studies & Critical Methodologies 21 (5): 401–409. doi:10.1177/15327086211028675.
   Web of Science ®Google Scholar
• Robinson, Cedric. 1983. Black Marxism: The Making of the Black Radical Tradition. Durham: University of North Carolina Press.
   Google Scholar
• Scherrer, Benjamin D. 2022. “‘Like You Can Tell a River Where to Go’: Floods, Ecological Formations, and Storied Pedagogies of Place.” Curriculum Inquiry 52 (2): 187–204. doi:10.1080/03626784.2022.2041977.
   Web of Science ®Google Scholar
• Silva, Denise F. D. 2007. Toward a Global Idea of Race. Minneapolis: University of Minnesota Press.
   Google Scholar
• Silva, Denise F. D. 2016. “On Difference Without Separability.” In 4 Waters: Deep Implicancy [Accompanying Reading], edited by D. Ferreira da Silva and A. Neuman, 4. Waters: Deep Implicancy Art Exhibition, Toronto, ON, Canada. April 18. https://canadianart.ca/reviews/denise-ferreira-da-silva-and-arjuna-neuman/.
   Google Scholar
• Snaza, Nathan, and Julietta Singh. 2021. “Introduction: Dehumanist Education and the Colonial University.” Social Text 39 (1): 1–19. doi:10.1215/01642472-8750064
   Web of Science ®Google Scholar
• Stein, Sharon. 2020. “A Colonial History of the Higher Education Present: Rethinking Land-Grant Institutions Through Processes of Accumulation and Relations of Conquest.” Critical Studies in Education 61 (2): 212–228. doi:10.1080/17508487.2017.1409646.
   Web of Science ®Google Scholar
• Tachine, Amanda. 2022. Native Presence and Sovereignty in College: Sustaining Indigenous Weapons to Defeat Systemic Monsters. New York: Teachers College Press.
   Google Scholar
• Walcott, Rinaldo. 2021. The Long Emancipation: Moving Toward Black Freedom. Durham: Duke University Press.
   Google Scholar
• Weheliye, Alexander G. 2014. Habeas Viscus: Racializing Assemblages, Biopolitics, and Black Feminist Theories of the Human. Durham: Duke University Press. doi:10.1215/9780822376491
   Google Scholar
• Wright, Willy J. 2019. “The Morphology of Marronage.” Annals of the American Association of Geographers 110 (4): 1134–1149. doi:10.1080/24694452.2019.1664890.
   Web of Science ®Google Scholar
• Wynter, Sylvia. 2003. “Unsettling the Coloniality of Being/Power/Truth/Freedom: Towards the Human, After Man, Its Overrepresentation--An Argument.” CR: The New Centennial Review 3 (3): 257–337. doi:10.1353/ncr.2004.0015.
   Web of Science ®Google Scholar