OPENING FREE WRITE Welcome to Artifact Lab 5 of 8. Please begin with - - PowerPoint PPT Presentation

OPENING FREE WRITE

Welcome to Artifact Lab 5 of 8. Please begin with this exercise on your own and we’ll begin together at 1:08PM PST. Respond to Rudyard Kipling’s “White Man’s Burden.” Write down as many counter-lines and/or counter- imageries as possible.

Take up the White Man’s burden— And reap his old reward: The blame of those ye better The hate of those ye guard— The cry of hosts ye humour (Ah slowly) to the light: "Why brought ye us from bondage, “Our loved Egyptian night?” Take up the White Man’s burden- Have done with childish days- The lightly proffered laurel, The easy, ungrudged praise. Comes now, to search your manhood Through all the thankless years, Cold-edged with dear-bought wisdom, The judgment of your peers! Take up the White Man’s burden— Send forth the best ye breed— Go send your sons to exile To serve your captives' need To wait in heavy harness On fluttered folk and wild— Your new-caught, sullen peoples, Half devil and half child Take up the White Man’s burden In patience to abide To veil the threat of terror And check the show of pride; By open speech and simple An hundred times made plain To seek another’s profit And work another’s gain Rudyard Kipling, “The White Man’s Burden: The United States & The Philippine Islands, 1899.” Rudyard Kipling’s Verse: Definitive Edition (Garden City, New York: Doubleday, 1929).

WELCOME TO ARTIFACT LAB 5 OF 8!

WORKSHOP PRINCIPLES

Care for self, care for others, care for body, care for land, careful work toward genuine & practical freedoms & decolonizations. Set intentions upfront—for whom & for what are you showing up? Think & create with a humble, generous, & “radical intellectual

• penness” (Critical Ethnic Studies Collective), which is to say,

CREATE CONTINGENTLY, be open to failure, rather, be open to learning through writing.

THE PROCESS

FREE WRITE counter-lines, counter-imageries to Kipling INTRODUCTION what inspires this laboratory METHODOLOGY gather all language: cento as deep reading GUIDING TEXTS Malcolm X (via Okihiro) & Constantino FORM free verse cento (7-8 lines) MOOD TEXT Amir Suleiman, “Danger” WRITING TIME compose an artifact SHARE share, reflect, lift each other

LEARNING OUTCOME

To compose an artifact that rejects “narration sickness” (Freire).

GUIDING TEXTS

Renato Constantino, “The Mis-Education of the Filipino” (1959). The most effective means of subjugating a people is to capture their minds. Military victory does not necessarily signify conquest. As long as feelings of resistance remain in the hearts of the vanquished, no conqueror is secure. Malcolm X via Gary Y. Okihiro, Third World Studies: Theorizing Liberation (Durham: Duke University Press, 2016), 105. (Note: This is a placeholder citation.) The dark world is on the rise.

FORM

Free verse collage: 7-8 lines.

MOOD TEXT

Amir Suleiman, “Danger.”

WRITING TIME

Study the following political cartoon and imagine being a subject, a pupil, or an object in that room, speaking up in this context. Take serious caution in assuming subjectivities/objectivities. Compose an 8-10 line free verse collage poem comprised of counter-images to Kipling, any lines, images, texts you’ve gathered along the way,

• r any new moments of language you’d like to create.

CITE YOUR SOURCES AS A PRAXIS OF INTELLECTUAL KINSHIP AND SOLIDARITY.

JASON MAGABO PEREZ