A Neocolonial Warp of Outmoded Hierarchies, Curricula and Disciplinary Technologies in Trinidad’s Educational System

I re-appropriate the image of a space-time warp and its notion of disorientation to argue that colonialism created a warp in Trinidad’s educational system. Through an analysis of school violence and the wider network of structural violence in which it is steeped, I focus on three outmoded aspects as evidence of this warp--hierarchies, curricula and disciplinary technologies--by using data (interviews, documents and observations) from a longitudinal case study at a secondary school in Trinidad. Colonialism was about exclusion, alienation, violence, control and order, and this functionalism persists today; I therefore contend that hierarchies, curricula and disciplinary technologies are all enforcers of these tenets of (neo)colonialism in Trinidad’s schools. I conclude with some nascent thoughts on a Systemic Restorative Praxis (SRP) model as a way of de-stabilizing the warp, by stitching together literature/approaches from systems thinking, restorative justice and Freirean notions of praxis. SRP implies that colonialism (and this modern-day warp) has rendered much psychic and material damage, and that any intervention to address structural violence has to be systemic and iterative in scope and process, include healing, be participatory, and foster an ethic of horizontalization in human relations

Fighting a Resurgent Hyper-Positivism in Education is Music to My Ears

In this article, I argue that one of the gifts of the Age of Enlightenment, the ability to measure, to experiment, to predict—turned rancid by hyper-positivism—is re-asserting itself globally in the field of education (including music education). I see a neoliberal, neocolonial connection—in terms of the ideologies that fuel them—between some of the homogenizing, epistemologically/culturally imperialist aspects of globalization and this resurgent hyper-positivism that has been accompanied by a corporatization of education. I posit that critical education, including critical music education, is an essential component of a necessary—if rancorous—dialogue in maintaining a definition of education that is as varied and diverse as those students we wish to educate. In essence, I argue that critical education is one of many tools to help us fight a ‘re-colonization’ by this resurgent hyper-positivism in education

Fearless: Professor Hakim Williams

With his consistently energetic and enthusiastic personality, his progressive teaching methods using discussion and debate in the classroom, and his desire for his students to develop more comprehensive understandings of the problems facing education in a global context, Dr. Hakim Williams fearlessly uses his passion for change and justice in education to enlighten his students, sharpen their critical thinking skills, and change their outlooks on the future. [excerpt

Teachers’ Nascent Praxes of Care: Potentially Decolonizing Approaches to School Violence in Trinidad

Zero tolerance, punitive and more negative peace-oriented approaches dominate school violence interventions, despite research indicating that comprehensive approaches are more sustainable. In this article, I use data from a longitudinal case study at a Trinidadian secondary school to focus on the role of teachers and their impact on school violence; I show that institutional constraints are not fully deterministic, as teachers sometimes deploy their agency to efficacious ends. In combining Noddings’ postulations on care and Freire’s notions of praxis as a symbiosis of reflection and action, I explicate the nascent praxes of care of six teachers at this school, as they strive for more positive peace-oriented approaches to school violence. I characterize these praxes as nascent because they are not fully interrogative of the structural violence of the entire system. However, I do argue that these nascent praxes possess decolonizing and transgressive potentiality in the face of a logic of coloniality that reinforces hierarchy, exclusion, and marginalization in the Trinidadian educational system. I conclude by contending that these nascent praxes must be scaled-up to more mature, radical praxes, including the cultivation of a systemic praxis of care; in other words, a deeper and broader postcolonial peace education

Lingering Colonialities as Blockades to Peace Education: School Violence in Trinidad

Book Summary: Bringing together the voices of scholars and practitioners on challenges and possibilities of implementing peace education in diverse global sites, this book addresses key questions for students seeking to deepen their understanding of the field. The book not only highlights ground-breaking and rich qualitative studies from around the globe, but also analyses the limits and possibilities of peace education in diverse contexts of conflict and post-conflict societies. Contributing authors address how educators and learners can make meaning of international peace education efforts, how various forms of peace and violence interact in and around schools, and how the field of peace education has evolved and grown over the past four decades. Chapter Summary: By using data on school violence from field research in Trinidad and Tobago (TT), I argue that in the knowledge production of \u27school violence,\u27 \u27school\u27 is subtracted as a descriptive [term], and in its place is hoisted the category of \u27youth,\u27 inscribed as the \u27Other,\u27 the predominant signifier of violence. In so doing, the predominating discourse about what constitutes school violence itself, and its drivers/\u27causes,\u27 takes on a limiting and individualizing nature. As a result, the principal interventions that emanate from such a discourse are correspondingly narrow and therefore fail to reveal the structural violence in which youth violence in school is embedded. I posit this discursive violence as a lingering coloniality, and thus, as a blockade to the implementation of sustainable peace education in TT\u27s schools. [excerpt

Spectral Analysis of Non-Ideal MRI Modes: The effect of Hall diffusion

The effect of magnetic field diffusion on the stability of accretion disks is a problem that has attracted considerable interest of late. In particular, the Hall effect has the potential to bring about remarkable changes in the dynamical behavior of disks that are without parallel. In this paper, we conduct a systematic examination of the linear eigenmodes in a weakly magnetized differentially rotating gas with special focus on Hall diffusion. We first develop a geometrical representation of the eigenmodes and provide a detailed quantitative description of the polarization properties of the oscillatory modes under the combined influence of the Coriolis and Hall effects. We also analyze the effects of magnetic diffusion on the structure of the unstable modes and derive analytical expressions for the kinetic and magnetic stresses and energy densities associated with the non-ideal MRI. Our analysis explicitly demonstrates that, if the dissipative effects are relatively weak, the kinetic stresses and energies make up the dominant contribution to the total stress and energy density when the equilibrium angular momentum and magnetic field vectors are anti-parallel. This is in sharp contrast to what is observed in the case of the ideal or dissipative MRI. We conduct shearing box simulations and find very good agreement with the results derived from linear analysis. As the modes in consideration are also exact solutions of the non-linear equations, the unconventional nature of the kinetic and magnetic stresses may have significant implications for the non-linear evolution in some regions of protoplanetary disks.Comment: 16 pages, 11 figures, accepted by Ap

Sampling India: examining cultural appropriation, intercultural exchange, and the Othering of Indian music in hip-hop and reggaeton

Since Edward Said’s Orientalism (1978), scholars have continued to expound upon Said’s binary analysis of ‘Orient and Occident’. In popular music studies, India is primarily explored through its influence on psychedelic rock (Lavezzoli, 2007; Bakrania, 2013), or the impact of bhangra in shaping diasporic South Asian identities (Sharma, 1996; Dudrah, 2002). However, the role of digital sampling in the Othering of Indian culture is relatively undertheorized. In order to provide a fresh perspective, this thesis examines the sonic Othering of Indian music in hip-hop and reggaeton, with a key focus on cultural appropriation discourse and Orientalism in a globalised age. These genres make for an ideal study not only due to a proclivity for sampling and interpolations (the reuse of portions of existing musical works), but also the increased interest of American producers in Indian sounds through the 2000s. In addition to drawing from academic theory, music industry journalism, copyright law, and original interviews, this thesis comprises case studies examining 2000s hip-hop and reggaeton works through concepts of cultural exchange, exploitation, dominance, and transculturation. My goal in this process is to explore the scope for cultural appropriation whilst acknowledging the possibility for both exploitation and exchange, thereby driving the debate forward. Through these studies, I observe both overt and inferred forms of appropriation. Moreover, certain works exhibit a paradoxical duality, demonstrating elements of appropriation and exchange through hybridised identities. These findings enhance our understanding of not only the scope for intercultural exchange amongst postcolonial cultures, but also the role of sampling and interpolations in lending or denying subordinated cultures agency. Additionally, I identify new mediums of appropriation such as ‘brownfishing’ (the South Asian equivalent of blackfishing) as well as resistance (such as versioning and signifying politics by Indian artists), and examine the role of self-exoticisation in reclaiming sonic agency

Hakim Mohandas Amani Williams, Assistant Professor of Africana Studies

In this new Next Page column, Hakim Mohandas Amani Williams, Assistant Professor of Africana Studies, shares with us highlights from a recent trip to Trinidad he took with students, where he gets his daily dose of news, and which book gives him fire after each reading

Solitons on intersecting 3-branes

We consider a system consisting of a pair of D3 branes intersecting each other along a line such that half of the 16 supersymmetries are preserved. We then study the existence of magnetic monopole solutions corresponding to a D1-brane suspended between these D3 branes. We consider this problem in the zero slope limit where the tilt of the D3-branes is encoded in the uniform gradient of the adjoint scalar field. Such a system is closely related to the non-abelian flux background considered originally by van Baal. We provide three arguments supporting the existence of a single magnetic monopole solution. We also comment on the relation between our construction and a recent work by Mintun, Polchinski, and Sun.Comment: 16 pages, 1 figure, minor typos fixed. Reference adde