“Ahmed emphasizes the necessity of ‘disorientation,’ a challenge to normative ways of seeing, thinking, being, and feeling in the world that destabilizes commonsensical assumptions and in so doing enables the world to be moved in a different direction.”
Discussing the way reading black feminist and feminist of color scholarship in graduate school impressed upon her, she writes:
“I decided then: theoretical work that is in touch with a world is the kind of theoretical work I wanted to do. Even when I have written texts organized around the history of ideas, I have tried to write from my own experiences: the everyday as animation. In writing this book, I wanted to stay even closer to the everyday than I had before. This book is personal. The personal is theoretical. Theory itself is often assumed to be abstract: something is more theoretical the more abstract it is, the more it is abstracted from everyday life. To abstract is to drag away, detach, pull away, or divert. We might then have to drag theory back, to bring theory back to life.”
SOURCE: McMahon, John. “Sara Ahmed and the Cultural Politics of Emotion.” Do the Lap.
“As an academic discipline, postcolonial theology questions and critiques structures of power, dominant systems, and embedded ideologies in order to suggest social transformations that recognize and validate the perspectives of marginalized peoples, cultures, and identities.”
“The primary goal of postcolonial theology is to critique hegemonic ideological constructions that make absolutist or totalitarian claims and to provide legitimacy for alternative theological views. We can look at postcolonial thought as a form of liberation/communal theology that serves as a catalyst to destroy the inequalities of class, race, gender, and other deplorable acts.”
SOURCE: Ranawana, Anupama. “Postcolonial Liberation Theology.” Global Social Theory.
“In Selected Subaltern Studies (1985) Spivak writes ‘it is correctly suggested that the sophisticated vocabulary of much contemporary historiography successfully shields this cognitive failure and that this success-in-failure, this sanctioned ignorance, is inseparable from colonial domination.’ Ignorance is therefore rationalised, and by such means sanctioned. Spivak’s charge of sanctioned ignorance is most often directed at the Western study of the ‘third-world,’ ‘oriental’ or ‘subaltern,’ a gaze filtered through a selective lens.”
“The charge of ‘sanctioned ignorance’ is not merely the suggestion of an omission, an angle on analysis as yet unexplored by chance. It gives agency to the omitter. Indeed, to the collective academy. It is a purposeful silencing through the dismissing of a particular context as being irrelevant. This is not necessarily an issue of individual malice but an institutionalized way of thinking about the world which operates to foreclose particular types of analysis or considerations from entering into the debate.”
SOURCE: Mayblin, Lucy. “Sanctioned Ignorance.” Global Social Theory.