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Week 12 Notes

by: Halsey Hazzard

Week 12 Notes CORE-UA 400 - 080

Halsey Hazzard
GPA 4.0

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About this Document

These notes cover Hannah Arendt's "On Violence" and Frantz Fanon's The Wretched of the Earth
Texts and Ideas: On Liberation
Jini Watson
Class Notes
texts, ideas, violence, comparative, Literature, complit, english, postcolonialism, fanon, arendt
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This 4 page Class Notes was uploaded by Halsey Hazzard on Monday April 18, 2016. The Class Notes belongs to CORE-UA 400 - 080 at New York University taught by Jini Watson in Winter 2016. Since its upload, it has received 16 views. For similar materials see Texts and Ideas: On Liberation in Education and Teacher Studies at New York University.

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Date Created: 04/18/16
Lecture Notes April 11 2016 Hannah Arendt’s On Violence (1970) Today: - Power and Violence - War Cultures - Student Movements - Black Power/Black Lives Matter Hannah Arendt (1906 -1975) - Born to secular Jewish family in Germany - Moved to France then America in 1941 – became US Citizen 1951 - Taught at many universities, died 1975 “On Violence” - Actually written long before publication - Inspired by her concern over student rebellions and Sartre/Fanon’s “glorification” of violence o Troublesome equation of violence with power on both the left and right - Arendt’s distinctions o Power always relies on numbers; violence relies on supplements o Extreme form of power is all against one, extreme violence is one against all o power reigns by persuasion, violence destroys power o TERROR: government that occurs when violence destroys power and remains in control War Cultures - Radical Evil: as in WWII – makes humans superfluous - Totalitarianism as separate from/beyond tyranny Postwar Culture - WWII  Cold War  military-industrial complex – NOT peace - Cold War, Vietnam  Latino oppression under war  Chicano revolutions - Global War on Terror (2001-present) o Blurring of wartime and everyday life o Smoke and mirrors, misinformation, official vs. unofficial narratives o Social/historical fragmentation, alienation Student Movements October 2, 1968 – Massacre in Tlatelolco - 1 students protested 1 party government - 325 official killed, many missing, final death toll unknown - 10 days before 1968 Olympics Spring 1968 – Barnard and Columbia - Protesting Columbia’s involvement in pro-war research and building of segregated gym May 15, 1969 – People’s Park, Berkeley, California - Fence built around public park because of its unfavorable condition - Thousands of Berkeley students descended on the park to reclaim it - 2k National Guard troops sent in, attacked and killed protestors - Berkeley essentially occupied until June – dozens injured - Marvin Gaye – What’s Goin On? o Discusses issues such as Vietnam, police brutality, cycle of violence o Writers had been present o Gaye had to threaten Motown to release the song, which would be a number one hit o Song is call for peaceful discourse and reunification of family bonds May 4, 1970 – Kent State / May 14 1970 – Jackson State - Police killed 4 / 2 student protesters, national outcry (more for former) On Violence Continued - Student Movements have been radicalized by police violence - Arendt mostly supported anti-war/civil rights causes, but was troubled by Black Power - Epistemic Violence: The violence of knowledge production (lying, omission, etc.) Black Power Movement (1968-1980) - Symbol shown at Olympics ten days after Tlelalco Massacre Black Lives Matter - Nonviolent, no leaders, aims to show diversity of black lives Lecture Notes April 13 2016 Frantz Fanon’s “Concerning Violence” (The Wretched of the Earth) TODAY: - Background to Fanon and Algerian War of Independence - The logic of decolonization - Violence and the psychoaffective realm Les Damnes de la Terre / The Wretched of the Earth (1960) - English trans. (1965) subtitile: “theh handbook for the black revolution that is changing the world” - Read by everyone, influenced many political movements Frantz Fanon (1925-1961) - Born in Martinique (black French colony), middle class, educated - Enlisted in French army during WWII, trained in Algeria o First experiences of racism were in French army – realized he was not considered French o Wounded, returned decorated veteran in 1946 - Returns to France on a veteran scholarship to study psychology - Ends up in Algeria again in 1952. Becomes involved in their war - Dies of cancer before Algeria achieves independence, just after les Damnes is completed - Black Skin, White Masks (1952) o Psychopathology of racism – racism’s effects on the psyche o Saw racism as the universalization of white culture Algeria History - Algiers captured 1830 – population decimated by 1/3, replaced by French settlers - Resource colony, one of France’s oldest/most valuable (after Haiti) - Protests began in 1950s after WWII – angered and emboldened o 1954 – French empire weakened by conflict with Vietnam o Algerians massacred by French - FLN begins guerrilla attacks on French military - “War without a name” – not acknowledged by French o French govt. granted powers of arbitrary detention and torture o 1957 appeal by Algeria to UN denied bc they were considered part of France - War continued until 1962 – one of bloodiest wars on independence in 20 th century - France split- intellectuals like Sartre and Simone de Beauvoir supported Algeria The Wretched of the Earth  Manifesto of decolonization – addressed the third world o **Third World: coined 1952 – refers to newly decolonized, non- alligned nations (as opposed to US first and USSR second) “ignored, exploited, despised” o 1955 – 3 world leaders met to discuss solidarity (peace, helping, non- alliance)  Rational analysis of colonial society  Method: rewriting Marx, influenced by Sartre and psychoanalysis  Transnational awareness: Africa, US Black radicalism, Indochina, Cold War  Theorist of spontaneity, revolution, neo-colonialism, national culture Video: Frantz Fanon (dir. Julien) - Broke link between Black Martinique / France - Wanted to be Algerian – less interested in “decolonization” – wanted to seize independence Post WWI – new nation-states being created but increasing questions surrounding validity of the nation-state raised in postcolonial scholarship Back to Fanon rd - **Manicheanism : from 3 century Persian religion – metaphysical dualism o Page 38 – colonizer vs colonized dwellings represents binary logic of colonialism - Logic of decolonization o “the last shall become the first” p 37 o Colonies shall become independent nations - Decolonization  new humanism o Requires agency thus creates new subjectivity o Responsibility of action is on colonized - Relationship to Marx o Marx didn’t acknowledge race but Fanon emphasizes it o Marxism supplied translatable politics applicable to different situations  i.e. Europe as bourgeoisie, colonies as global proletariat o Violence:  P 35 – “decolonization is always a violent phenomenon”  Colonialism as psychological, physical, emotional domination  “psycho-affective realm”  Includes dreams, the body, subjectivity, performativity  Responds to “hysterical native” narrative by saying it’s the result of racism  Violence as result of pent-up muscular tension


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