By Paul Ilie
The first quantity of a trilogy approximately aberrant cause and the cognitive fault traces that reveal the discontinuities underlying empirical truth, fault traces which are embedded within the discourses of literature, paintings, social research, biology, and philosophy.
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Extra resources for Counter-rational reason in the eighteenth century : Goya and the paradigm of unreason in Western Europe
Cheung, King-Kok. Articulate Silences: Double-Voiced Discourse in Hisaye Yamamoto, Maxine Hong Kingston, and Joy Kogawa. : Cornell University Press, 1994. Christian, Barbara. Black Feminist Criticism: Perspectives on Black Women Writers. New York: Pergamon, 1985. Black Women Novelists: The Development of a Tradition, 1892-1976. : Greenwood, 1980. Cisneros, Sandra. The House on Mango Street. Houston: Arte Publico, 1983. Dickinson, Emily. Complete Poems. Ed. Thomas H. Johnson. Boston: Little, Brown, 1960.
55. Mercer, "Welcome to the Jungle," 68. See also West, "The New Cultural Politics of Difference," especially 29ff. and his "Minority Discourse and the Pitfalls of Canon Formation," 2Oof; also R. Radhakrishnan, "Culture as Common Ground: Ethnicity and Beyond," MELUS 14:2 (summer 1987). This page intentionally left blank PART ONE Instituting Minor Literatures This page intentionally left blank "Border" Studies The Intersection of Gender and Color PAULA GUNN ALLEN In his exhaustive opus Irenaeus [Bishop of Lyons] catalogued all deviations from the coalescing orthodoxy and vehemently condemned them.
This scenario, this marginality must be understood in terms of a positionality. Spivak argues, "I am not suggesting that there is a positive space of 'marginality' to be recovered on the other side of the incessant coding. 'Marginality,' as it is becoming part of the disciplinary-cultural parlance, is in fact the name of a certain constantly changing set of representations that is the condition and effect of it" (227). 18. Cameron McCarthy, "Rethinking Liberal and Radical Perspectives on Racial Inequality in Schooling: Making the Case for Nonsynchrony," Harvard Education Review 58:3 (1988): 267 f.