Thesis Chapters by Zouhair Hammana
Met dit onderzoek wordt de invloed van etnocentrische elementen in animatiefilms op de beeldvormi... more Met dit onderzoek wordt de invloed van etnocentrische elementen in animatiefilms op de beeldvorming van kinderen, tussen de leeftijden van vijf en acht jaar, over etnische minderheidsgroepen in Nederland bestudeerd. De onderzoeksvraag die hierbij centraal staat is: ‘kan het etnocentrisme van kinderen, tussen de leeftijden van vijf en acht jaar, worden verklaard door het kijken naar animatiefilms met etnocentrische elementen?’ Dit onderzoek maakt gebruik van een experiment uitgevoerd op twee basisscholen met in totaal 101 participanten. Uit dit onderzoek komt naar voren dat kinderen ‘minder’ etnocentrisch worden na het kijken van een animatiefilm met etnocentrische elementen.
Conference Presentations by Zouhair Hammana
When thinking about how to 'decolonize' the classroom, and more specifically how we can embrace e... more When thinking about how to 'decolonize' the classroom, and more specifically how we can embrace emotions and create open, transformative spaces, our point of departure must always be the realization that we, students and lecturers, are 'in it together'. The realization that study has been made impossible under the conditions in which we are being made to operate by and within the University: the realization that lecturers and students are (being) put together in the classroom under, what Ann Laura Stoler would call, similar conditions of duress. Albeit not entirely the same, these similar conditions under which we are being made to operate make 'decolonizing education' an incredibly difficult task, especially if students and lecturers are separated. A separation that doesn't only happen along the lines of hierarchy, but very much also along the lines of the belief that students are the 'enemy', or more specifically, students 'ask too much of our time'. This 'time question' is of course interesting, especially when the students aren't the cause of our time issues, but rather these issues emerge out of administrative and financial policies. In other words, the conditions under which we are being made to operate are structured along the lines of a racial-patriarchal-capitalistic logic on which the University is build and operates. This is of course why we speak of 'decolonizing the University', because we work from the understanding that the University is very much build upon various colonial histories and in so many cases the University is a direct result of colonialism.
Papers by Zouhair Hammana
Krisis | Journal for Contemporary Philosophy
Review of Sinan Çankaya (2020), Mijn ontelbare identiteiten. Amsterdam: De Bezige Bij.
Sociologie Magazine, Sep 1, 2019
Teaching Anthropology, 2021
This paper is a creative, poetic and experimental intervention in the form of collective reflecti... more This paper is a creative, poetic and experimental intervention in the form of collective reflections and writings on Anthropology, as the discipline we have experienced and/or been a part of within the University. It is also a reflection on the process of how the authors came together to form the River and Fire Collective. As a collective we have studied, worked and taught in more than 15 universities, and the aspects we point to here are fragments of our experiences and observations of the emotionality of the discipline. These are experiences from different forms of Anthropology from Northern Europe and settler-colonial contexts including Great Turtle Island Canada and Aotearoa New Zealand. In a metaphorical manner we invite the reader to our collective fireside dialogues and reflections, to be inspired, to disagree or agree and to continue a process of transformation. The paper sets out to provocatively question whether Anthropology is salvageable or whether one should ‘let it bur...
Teaching Anthropology
This paper is a creative, poetic and experimental intervention in the form of collective reflecti... more This paper is a creative, poetic and experimental intervention in the form of collective reflections and writings on Anthropology, as the discipline we have experienced and/or been a part of within the University. It is also a reflection on the process of how the authors came together to form the River and Fire Collective. As a collective we have studied, worked and taught in more than 15 universities, and the aspects we point to here are fragments of our experiences and observations of the emotionality of the discipline. These are experiences from different forms of Anthropology from Northern Europe and settler-colonial contexts including Great Turtle Island Canada and Aotearoa New Zealand. In a metaphorical manner we invite the reader to our collective fireside dialogues and reflections, to be inspired, to disagree or agree and to continue a process of transformation. The paper sets out to provocatively question whether Anthropology is salvageable or whether one should ‘let it bur...
Teaching Anthropology
This paper is a creative, poetic and experimental intervention in the form of collective reflecti... more This paper is a creative, poetic and experimental intervention in the form of collective reflections and writings on Anthropology, as the discipline we have experienced and/or been a part of within the University. It is also a reflection on the process of how the authors came together to form the River and Fire Collective. As a collective we have studied, worked and taught in more than 15 universities, and the aspects we point to here are fragments of our experiences and observations of the emotionality of the discipline. These are experiences from different forms of Anthropology from Northern Europe and settler-colonial contexts including Great Turtle Island Canada and Aotearoa New Zealand. In a metaphorical manner we invite the reader to our collective fireside dialogues and reflections, to be inspired, to disagree or agree and to continue a process of transformation. The paper sets out to provocatively question whether Anthropology is salvageable or whether one should ‘let it bur...
In this piece we explore how to return anthropological study to common use by way of Hilal and Pe... more In this piece we explore how to return anthropological study to common use by way of Hilal and Petti's (2019) use of al masha - a cultivation and reactivation of the commons. In doing so we recognise that our point of departure is one of colonial permanence, as anthropological study is tied to the discipline and its colonial disciplining, which in turn is tied to the University Machine and its infrastructure. In enacting colonial permanence and holding up its decolonial facade it is the sociality of the infrastructure that we have chosen to focus on. We argue that it is in moments of refusal to engage and challenge infrastructural failures of the University Machine, that we find a fugitive poetic potential to glitch (Berlant, 2016; Luchkiw, 2016; Russell, 2020) anthropological study to common use.
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Thesis Chapters by Zouhair Hammana
Conference Presentations by Zouhair Hammana
Papers by Zouhair Hammana