Seeing Red––A Pedagogy of Parallax: An Epistolary Bildungsroman on Artful Scholarly Inquiry
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Seeing Red––A Pedagogy of Parallax: An Epistolary Bildungsroman o ...

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early on she knew she was going to publish the letters. The compilations simply looked like emails in chronological order. The dates were sporadic so I'm not sure if emails on missing dates were deleted or if there were no correspondence on those days. I doubt the latter considering Julia's prolific style. I was surprised to find sometimes 10 emails to Red on a single day! Her collection reminded me of Anne Carson's discussion of the Greek myth of Stesichoros. Carson said “the history of text is like a long caress.” It appeared:

that Stesichoros had composed a substantial narrative poem then ripped it to pieces and buried the pieces in a box with some song lyrics and lecture notes and scraps of meat. The fragment numbers tell you roughly how the pieces fell out of the box. You can of course keep shaking the box. (1998, pp. 6-7)

Thus, I share these fragments with you in the hopes that you can divine a story that makes sense to you. Or perhaps this whole exercise of publishing these letters is an example of my notion of what curriculum means. Here is one of my favourite images:

Understanding curriculum as deconstructed text acknowledges knowledge as preeminently historical. Here, however, history is not understood as only ideologically constructed, rather as a series of narratives superimposed upon each other, interlaced among each other, layers of story merged and separated like colors in a Jackson Pollock painting…. To understand curriculum as deconstructed (and deconstructing) text is to tell stories that never end, stories in which the listener, the “narratee,” may become a character or indeed the narrator, in which all structure is provisional, momentary, a collection of twinkling stars in a firmament of flux. (Pinar, Reynolds, Slattery & Taubman, 1995, p. 449)