nate writes:
>I would not read "positive" so much as in a binary of good and bad, but
>an attempt to analyze power utilized at various sites. The way I used it
>was similar to practice or "lived experience" in that dominant Discourse
>does not merely repress but produce.
>
>In rereading your discussion of ideology I think it points toward the
>positive element of power as when you state,
>
>"we are discussing it in an ideological context of "academic meanings,"
>meaning that ideology is "out there" but not "in here" where we are
>practicing and reproducing the very structures that
>are relied upon for maintaining the kinds of shared dominance that makes
>ideology ideological in the first place - a paradox of activity, indeed."
>
and judy writes:
>Right on about the 'out there'-ness of ideology/ critical discourse theory
>for academics. As if it had nothing to do with who we are _here_... Now.
>I'm
>not w/ you, though, re: ideology as a paradox of activity. Is this from
>nate's previous message? Or is yr notion of activity in fact in
>contradiction to a notion of ideology??
i think ideology is a shared belief system that operates to suppress
difference by representing only the desired Dominant belief system -
producing it as the Normal way for humans to be acting in the world ...
- I recall struggling with Marx's suggestion that any method is
ideological, because it must refuse an other method in order to prove or
substantiate its effectivity - i think the contradiction is in the
the Discourses of Activity, in that these seem to be located in a site
that observes
alongside of power, rather than acknowledging the essentialized position
of power from which to observe the
activities of others - it is the position of power from which we speak
as authors of Discourse (producers of theory) that enables a certain
dominance
in observing the activity of Others. i think this is where the paradox
simmers.
diane
**********************************************************************
:point where everything listens.
and i slow down, learning how to
enter - implicate and unspoken (still) heart-of-the-world.
(Daphne Marlatt, "Coming to you")
***********************************************************************
diane celia hodges
university of british columbia, centre for the study of curriculum and
instruction
==================== ==================== =======================
university of colorado, denver, school of education
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