I want the students to interrogate this complicity
with the "real," but in a
way which is not so overwhelming they do not see or act on the
liberatory potential of
this interrogation. The question for me, then, is: how do I encourage this interrogation?
Taussig also provides a
clue:
Now the strange thing about this silly if not desperate
place between the
real and the really made-up is that it appears to be where
most of us
spend most of our time as epistemically correct, socially
created, and
occasionally creative beings. We dissimulate. We act and
have to act as
if mischief were not afoot in the kingdom of the real and
that all around
the ground lay firm. . . .our practice of practices is one
of actively forgetting
such mischief. . . (xvii)
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