A Quote by Susan Sontag

I think part of the success which Structuralist or post-Structuralist thought in critical theory has had in literary studies in American universities is due to a theoretical vacuum.
I am certainly influenced by certain post-structuralist traditions but also a number of other theoretical archives as well - including the brilliant work of Paulo Freire, Zygmunt Bauman, Loic Wacquant, Nancy Fraser, Tony Judt, and others.
What if The Odyssey has no more validity or authenticity than one of the other stories that you hear Odysseus telling? Whoever created The Odyssey was incredibly hip to stuff that we think, in our post-modernist, post-structuralist era, we're uncovering for the first time; but we aren't.
The (post) structuralist temper requires too great a depersonalization of the writing/speaking subject. Writing becomes plagiarism; speaking becomes quoting. Meanwhile, we do write, we do speak.
I think literary theory has not been terribly good for English studies in a while. It's not that theory isn't interesting, but it isn't about books, or the idiosyncrasies and complexities of putting language together.
The methodologies of examining hip hop are borrowed from sociology, politics, religion, economics, urban studies, journalism, communications theory, American studies, transatlantic studies, black studies, history, musicology, comparative literature, English, linguistics, and other disciplines.
As soon as science has emerged from its initial stages, theoretical advances are no longer achieved merely by a process of arrangement. Guided by empirical data, the investigator rather develops a system of thought which, in general, is built up logically from a small number of fundamental assumptions, the so-called axioms. We call such a system of thought a theory. The theory finds the justification for its existence in the fact that it correlates a large number of single observations, and it is just here that the 'truth' of the theory lies.
If we want to identify the great success of American research universities, and that success goes far beyond Harvard, we have to come back to the question of governance. Excellence requires a firewall between trusteeship, or government ministries, and the academic decision-making process. This American concept of shared governance wherein the faculty are engaged in running the university as part of a collaboration with the other stakeholders.
At the age of 10, I had my first piece published in what was known as the 'Junior Post,' which was part of the 'Yorkshire Post,' and it was just for kids. I read it every week. And I got paid for it. So I thought... 'I can actually do this. I can get paid to write, and this is going to be fine.' I wrote several pieces for them.
It is probably safe to say that all the changes of factual knowledge which have led to the relativity theory, resulting in a very great theoretical development, are completely trivial from any point of view except their relevance to the structure of a theoretical system.
I use African-American, because I teach African Studies as well as African-American Studies, so it's easy, neat and convenient. But sometimes, when you're in a barber shop, somebody'll say, "Did you see what that Negro did?" A lot of people slip in and out of different terms effortlessly, and I don't think the thought police should be on patrol.
I wonder what it means about American literary culture and its transmission when I consider the number of American poets who earn their living teaching creative writing in universities. I've ended up doing that myself.
I hope any poem I've ever written could stand on its own and not need to be a part of biography, critical theory or cultural studies. I don't want to give a poetry reading and have to provide the story behind the poem in order for it to make sense to an audience. I certainly don't want the poem to require a critical intermediary - a "spokescritic." I want my poems to be independently meaningful moments of power for a good reader. And that's the expectation I initially bring to other poets' writing.
I have taught Philosophy, Religious Studies, English Literature, Cultural Studies, Writing and Publishing Studies, Critical Thinking.
I think we're vastly over-invested in universities. Universities should be relatively small and provide excellent education and research in a number of specialized areas. I think the vast majority of young people should be going through non-university, post-secondary training.
In fact it is remarkable that this theory has had progressively greater influence on the spirit of researchers, following a series of discoveries in different scholarly disciplines. The convergence in the results of these independent studies—which was neither planned nor sought—constitutes in itself a significant argument in favor of the theory.
The areas in which I teach are working-class history and African-American Studies and at its best the critical study of whiteness often grows out of those areas. The critical examination of whiteness, academic and not, simply involves the effort to break through the illusion that whiteness is natural, biological, normal, and not crying out for explanation.
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