OPENING FREE WRITE Welcome to Artifact Lab 5 of 8. Please begin with - PowerPoint PPT Presentation

OPENING FREE WRITE Welcome to Artifact Lab 5 of 8. Please begin with this exercise on your own and we’ll begin together at 1:08PM PST. Respond to Rudyard Kipling’s “White Man’s Burden.” Write down as many counter-lines and/or counter- imageries as possible.

Take up the White Man’s burden— Take up the White Man’s burden— Send forth the best ye breed — And reap his old reward: Go send your sons to exile The blame of those ye better The hate of those ye guard — To serve your captives' need To wait in heavy harness The cry of hosts ye humour On fluttered folk and wild — (Ah slowly) to the light: Your new-caught, sullen peoples, "Why brought ye us from bondage, “Our loved Egyptian night?” Half devil and half child Take up the White Man’s burden Take up the White Man’s burden - In patience to abide Have done with childish days- To veil the threat of terror The lightly proffered laurel, And check the show of pride; The easy, ungrudged praise. By open speech and simple Comes now, to search your manhood An hundred times made plain Through all the thankless years, To seek another’s profit Cold-edged with dear-bought wisdom, And work another’s gain The judgment of your peers! Rudyard Kipling, “The White Man’s Burden: The United States & The Philippine Islands, 1899.” Rudyard Kipling’s Verse: Definitive Edition (Garden City, New York: Doubleday, 1929).

WELCOME TO ARTIFACT LAB 5 OF 8! WORKSHOP PRINCIPLES Care for self, care for others, care for body, care for land, careful work toward genuine & practical freedoms & decolonizations. Set intentions upfront — for whom & for what are you showing up? Think & create with a humble, generous, & “radical intellectual openness” (Critical Ethnic Studies Collective), which is to say, CREATE CONTINGENTLY, be open to failure, rather, be open to learning through writing.

LEARNING OUTCOME To compose an artifact that rejects “narration sickness” (Freire). THE PROCESS FREE WRITE counter-lines, counter-imageries to Kipling INTRODUCTION what inspires this laboratory METHODOLOGY gather all language: cento as deep reading GUIDING TEXTS Malcolm X (via Okihiro) & Constantino FORM free verse cento (7-8 lines) Amir Suleiman, “Danger” MOOD TEXT WRITING TIME compose an artifact SHARE share, reflect, lift each other

GUIDING TEXTS Renato Constantino, “ The Mis-Education of the Filipino ” (1959). The most effective means of subjugating a people is to capture their minds. Military victory does not necessarily signify conquest. As long as feelings of resistance remain in the hearts of the vanquished, no conqueror is secure. Malcolm X via Gary Y. Okihiro, Third World Studies: Theorizing Liberation (Durham: Duke University Press, 2016), 105. (Note: This is a placeholder citation.) The dark world is on the rise.

FORM Free verse collage: 7-8 lines.

MOOD TEXT Amir Suleiman, “Danger.”

WRITING TIME Study the following political cartoon and imagine being a subject, a pupil, or an object in that room, speaking up in this context. Take serious caution in assuming subjectivities/objectivities. Compose an 8-10 line free verse collage poem comprised of counter-images to Kipling, any lines, images, texts you’ve gathered along the way, or any new moments of language you’d like to create. CITE YOUR SOURCES AS A PRAXIS OF INTELLECTUAL KINSHIP AND SOLIDARITY.

JASON MAGABO PEREZ