Diana Brydon Introductory Remarks Brazil Canada Knowledge Exchange
Welcome—and welcome back—to the Brazil/Canada Knowledge Exchange : a SSHRC partnership development project. This is the fourth formal workshop of our team, although we have met and co-presented in other venues over the last three years. Some of you have been with us since the beginning; others are meeting for the first time. Therefore, some introductory explanation remains necessary. For some of you, this will function as a reminder; for others, it will be new. But I hope you’ll all find it helpful as we push forward into new territory. This evolving structure of expanding our partnerships is part of our mandate to build on our existing partnerships and develop new ones. Ours is an international, interedisciplinary, and intergenerational team project so we are especially pleased to be welcoming so many students today—as well as some of you who began the project as students and are now working as professors. The meetings are about information sharing as we strengthen our capacity to co-produce research
We are experimenting with a new, more open structure this year. In past sessions, our program was so packed with formal panels and presentations, we felt we had insufficient time to dig deeply, to explore our uncertainties, develop our questions, and push ourselves forward into experimentation and more difficult analytical territory. After this morning’s few formal presentations, we will move into discussion mode. Here we hope everyone will share your questions, your insights, your difficulties with the material, where you find it helpful and where you do not. Your uncertainties will be especially welcome, as they often open the places where we realize we may be speaking at cross-purposes without even realizing it. You have heard me cite Anna Tsing’s Friction, where she talks about those “zones of awkward engagement where words mean something different across a divide even as people agree to speak” (xi). These zones can open up anywhere between any two people but can become more awkward when people are speaking across borders set up by disciplines, nations, regions, and languages. With imperialism and globalization, more and more people are crossing these borders and exploring the richness of these zones of engagement. Marta Dvorak and I began our book Crosstalk with the question: “How do readers negotiate meaning in contexts where norms of understanding diverge?” (1). For me, this is one of the questions transnational literacy raises for teachers of English language and literature in our times. Crosstalk focusses on Canada and its global engagements. Our team expands its scope to think about Brazil and Canada, our evolving relations to each other, and to the fields of critical, transnational, and multimodal literacies.
We have the room set up where it will be easy for us to break into small discussion groups and quickly reconvene in full group sessions. We will follow that pattern over the next few days. You will notice that we don’t have people listed as formal presenters on the program. The idea is that each of us, after this opening session, will act as discussion facilitators.
I will start with some quick history before turning the floor over to Walkyria Monte Mor to introduce our major partner, the Brazilian National Project. The Brazil/Canada Knowledge Exchange was funded through the SSHRC partnership development program to develop transnational literacies in contexts of English language and literature teaching in selected sites within our two countries. Further partnering support has come from the Canada Research Chairs program, our various university partners, ABECAN, and the Department of Foreign Affairs and Trade—and we thank them all. Our goals are to: 1. To strengthen transnational literacy and cross-cultural understanding within and between Brazil and Canada; 2.To work with English teachers and teachers-in-training to integrate theory and practice, developing site-specific pedagogies appropriate to global challenges; 3.To advance understanding of how globalization is impacting education (at all levels) in Canada and Brazil; 4. To advance the Brazil/Canada relationship more generally; and 5. To contribute to understanding of how to make transnational, interdisciplinary research partnerships work.
The partnership builds upon longstanding collaboration between the Centre for Globalization and Cultural Studies at the University of Manitoba (which I direct) and two units at the University of Sao Paulo: the National Curriculum Project in English (headed by Walkyria Monte Mor and Lynn Mario M.T. de Souza) –which you will hear about in a minute –and the Canadian Studies Nucleus (headed by Walkyria Monte Mor). In addition, we partner with Glendon College at York University, the University of Winnipeg, and colleagues at the State and Federal Universities of Mato Grosso do Sul, and the Federal Universities of Alagoas, Sergipe, and Minas Gerais, and APLIEMS (the Association of English Teachers of Mato Grosso do Sul) in Brazil.
Transnational literacy: Our first understandings of transnational literacy came from bringing postcolonial theorist Gayatri Spivak’s theories together with critical literacy approaches derived from dialogues with the New London School. More recently, we have begun to engage more seriously with decolonial theory engaged with rethinking the modernity/coloniality nexus. I come at these questions from a background in literary studies, working out of literature into dialogues with postcolonial cultural studies. Each of us here speaks from different disciplinary and interdisciplinary locations. We share a commitments to working across those differences with the goal of advancing decolonizing agendas in education, which can, potentially, shift the balance between the regulatory and emancipatory functions of education, moving it out of its current servitude to the hegemony of Western knowledge and the dominance of the Anglosphere within the current global higher education regime. .
Our project is built around reciprocal exchange, balancing Canadian and Brazilian perspectives, and setting up horizontal dialogues across regions within our countries, and between and across our national contexts. Our premise is that current frameworks through which internationalization is understood need to be revised in the light of the diversity of global knowledge systems and interlocking global trade relations, which have linked and continue to link more closely Canada with Brazil. We are working to set Boaventura de Sousa Santos’s model of an “ecology of knowledges” in dialogue with Gayatri Chakravorty Spivak’s theorization of transnational literacy to rethink our classroom and research projects. For Spivak, transnational literacy requires “deep language learning,” and a special attentiveness to what she terms the precapitalist cultures of the world, best developed, she suggests, through a process of mutual interruption between the multidisciplines of comparative literature and Area Studies (2003). To speak of transnational literacies is to recognize that our lives are becoming global in ways that are changing our experience of what it means to be a national subject and live in a particular locality. Brazilians and Canadians experience and express our national (and regional) identities differently. Without acting as native informants within an imperial power structure in which the agency is skewed to privilege a dominant partner, we interrogate those structures and advocate different ways of learning to work together, and together learning “to unlearn our privilege as our loss” and “learning to learn from below.” Spivak describes the task of transnational literacy as to keep “responsibility alive in the reading and teaching of the textual” (101-102). That’s a mandate we hope to advance, through taking reading beyond the textual into new forms of media and mediation. lan Liu poses a question relevant to our work: “How shall we live knowledge in common?” In its broadest sense, exploring that question will be our task over the next few days.