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Humanities 2016, 5(3), 66;

Of Pomo Academicus, Reconsidered

Humanities and Teacher Education, College of Mount Saint Vincent, 6301 Riverdale Avenue, Bronx, NY 10741, USA
Academic Editor: Myra Mendible
Received: 20 June 2016 / Revised: 27 July 2016 / Accepted: 28 July 2016 / Published: 2 August 2016
(This article belongs to the Special Issue Race, Politics, and the Humanities in an Age of 'Posts')
Full-Text   |   PDF [189 KB, uploaded 2 August 2016]


This article considers the relationship between what would generally be viewed as a postmodern perspective and the rise and multiple use of the prefix “post” by those arguing that we are finally beyond certain oppressive political, cultural and social issues, and dynamics, such as the racist and sexist ideologies that have historically permeated and plagued our nation’s institutions, including higher education. Many of those who champion the prefix “post” assert that they offer us a narrative, description and framework of a post-racial and post-feminist era that they want us to acknowledge and embrace. I, however, claim that such a utilization and imposition (as opposed to the more generous sounding “offer”) of the various “posts” that we have been presented with are, more often than not, precisely little more than reactionary moves to reestablish and reaffirm the very type of thinking and structure that we have allegedly moved beyond. View Full-Text
Keywords: postmodernism; humanities; thinking otherwise; cultural left; social conservatives; teaching postmodernism; humanities; thinking otherwise; cultural left; social conservatives; teaching
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Scapp, R. Of Pomo Academicus, Reconsidered. Humanities 2016, 5, 66.

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