The point of departure of this article is that hospitality in education has not been theorized in terms of emotion and affect, partly because its law have been discussed in ways that have not paid much attention to the role of emotion and affect. The analysis broadens our understanding of the ethics and politics of hospitality by considering it as a spatial and affective relational practice. In particular, concepts from affect theory such as the notion of affective atmospheres and atmospheric (...) walls are discussed to highlight the notion of affective hospitality. It is argued that a greater awareness of the micro-politics of hospitality in its everyday enactment in various educational settings can show educators how specific practices of hospitality work to produce affective spaces in which the socio-historical context of privilege may be interrupted. The paper concludes with a discussion of the ethical, political and pedagogical implications of affective hospitality. (shrink)

Derridean hospitality is seen to undergird ethical teacher–student interactions. However, hospitality is marked by three aporias that signal incommensurable and irreducible ways of being and responding that need to be held together in tension without eventual synthesis. Due to the sociopolitical materiality of race and the phenomenological difference that constitutes racialized bodies, educators of color in interaction with white students are called to live the aporetic tensions that characterize hospitality in distinctive ways that are not currently emphasized in the discourse (...) on the educator’s responsibility as it is informed by an ethic of hospitality. The asymmetrical nature of hospitality is reconfigured through the terms of eros and hospitality’s link to education aimed at social justice is posited to be stronger than is currently suggested in the educational theory literature. (shrink)

In this article, I argue that the concept of disposition is often unclear in teacher education programs, sometimes referring to general personal values and beliefs, and sometimes referring to professional commitments and actions. As a result, it is unclear whether teacher education programs should focus on selecting the right kind of person, or on educating the student for a profession. I suggest that a clearer distinction should be made between predispositions (value commitments that a person may or may not act (...) upon) and professional dispositions (characteristics attributed to a person based on actually observed actions), and that teacher education programs should focus their attention on the latter, not the former. The question is not whether student-teachers have the ?right? personal beliefs but whether, if the dispositions required by the profession are at odds with their personal beliefs, the former will override the latter. (shrink)

This short paper responds to the essays by Shilpi Sinha, Shaireen Rasheed, and Lyudmila Bryzzheva. It considers how racial inequality between teachers and students affects the possibilities of educational hospitality, both in cases of white teachers teaching racialized students and in cases of racialized teachers teaching white students. The response takes a phenomenological turn, considering the relative vulnerability of bodies that encounter each other in educational spaces which, themselves, are not neutral.

Now more than ever the role of the other has been put into question and marginalized in a redefinition of an “American national self-protective identity” in the current post election climate. In philosophical terms, an identity of a radical other- implies that any change, any difference, any impurity can be conceived as posing a threat to identity. If a specific group of people is identified as preventing the self from being what it ought to be, the other is identified as (...) a security threat. One option is to willingly conform to the assigned role as a threat. The opposite option I argue in my paper is one that can be achieved through the lens of a cosmopolitan framework of hospitality. By exploring the writings of French philosopher, feminist and psychoanalyst Luce Irigary’s cosmopolitan pedagogy of difference rooted in the concept of hospitality from the point of view of education, I hope put forth an alternative phenomenological pedagogy, one that connects issues of positionality with those of an embodied anti-racist philosophy of difference. By using case studies from my own classroom, I hope to elucidate how educators can implement an anti-racist pedagogy in the current post election climate, by creating spaces for dialogue where students are engaging in an authentic discourse on the nature of their positionality. (shrink)

Academic hospitality is a feature of academic life. It takes many forms. It takes material form in the hosting of academics giving papers. It takes epistemological form in the welcome of new ideas. It takes linguistic form in the translation of academic work into other languages, and it takes touristic form through the welcome and generosity with which academic visitors are received. These forms intersect each other and may co-exist at any one time. In the midst of the different forms (...) of academic hospitality other matters surface. What is at stake when we give and receive academic hospitality? With travel being increasingly commonplace in academic life what forms of welcome and of hosting are emerging? Who is welcomed with open arms and who is not? What are the proper limits of academic hospitality? What of the stranger in our midst? What is the language of hospitality? What of virtual academic hospitality? What are the rules of the ceremonies of academic welcome? And what of the academic guest? How might we understand the modes and forms of academic hospitality? This article examines recent theories of hospitality and academic life in order to assess the potential, the rules and the limits for hospitality in an academy subject to rapid change and movement of ideas, bodies and space. (shrink)

In a restorative classroom inspired by a vision of racial equity, race consciousness is a necessity and a restorative outcome is conceptualized in terms of a sustainable interdependent right-relation, a species of racial justice. Yet, regardless of intent, the constructed space is white. Race-based inequity is reproduced as White students get more of everything from class than do students of Color. What made the space white? How might hospitality affect the restorative possibilities of and in the space? I explore these (...) questions and reconceptualize right-relation as that which necessitates hospitality. (shrink)

These two lectures by Jacques Derrida, 'Foreigner Question: Come from Abroad' and 'Step of Hospitality/No Hospitality', derive from a series of seminars on 'hospitality' conducted by Derrida in Paris, January 1996. The book consists of two texts on facing pages. 'Invitation' by Anne Dufourmantelle appears on the left clarifying and inflecting Derrida's 'response' on the right. The interaction between them not only enacts the 'hospitality' under discussion, but preserves something of the rhythms of teaching. The book also characteristically combines careful (...) readings of canonical texts and philosophical topics with attention to the most salient events in the contemporary world, using 'hospitality' as a means of rethinking a range of political and ethical situations. For example, Antigone is revisited in light of the question of impossible mourning; the trial of Socrates is brought into conjunction with the televised funeral of François Mitterrand. (shrink)

At stake in his reading of the tale, to which the second half of this book is devoted, are the conditions of gift and forgiveness as essentially bound up with the movement of dissemination, a concept that Derrida has been working out for ...

One of the world's most famous philosophers, Jacques Derrida, explores difficult questions in this important and engaging book. Is it still possible to uphold international hospitality and justice in the face of increasing nationalism and civil strife in so many countries? Drawing on examples of treatment of minority groups in Europe, he skilfully and accessibly probes the thinking that underlies much of the practice, and rhetoric, that informs cosmopolitanism. What have duties and rights to do with hospitality? Should hospitality be (...) grounded on a private or public ethic, or even a religious one? This fascinating book will be illuminating reading for all. (shrink)

Cet article cherche à définir l’hospitalité à partir de ses pratiques cérémonielles pour en démontrer le sens et la fonction politique. En recourant aux enquêtes ethnographiques et anthropologiques, se dégagent quatre usages caractéristiques de l’hospitalité : la création d’un lien social en amont des pratiques de don et contre-don, la détermination et le contrôle des étrangers et la distribution de l’appartenance. Largement négligée, relayée au prépolitique, subsumée sous le paradigme du don, l’hospitalité constitue pourtant la relation première d’une communauté politique (...) à son dehors : les étrangers ou les autres communautés. Problème récurrent dans les sociétés traditionnelles comme dans les démocraties modernes, la délimitation du commun et sa légitimation auprès des autres s’avèrent être précisément le sens essentiel de l’hospitalité comme objet politique. (shrink)