Browsing by Author "Surin, Kenneth"

"Anthropomorphic Attachments" undertakes an examination of the human as a highly nebulous, fluid, multiple, and often contradictory concept, one that cannot be approached directly or in isolation, but only in its constitutive relationality with the world. Rather than trying to find a way outside of the dualism between human and not-human, I take up the concept of anthropomorphization as a way to hypersaturate the question of the human. Within this hypersaturated field of inquiry, I focus on the specific anthropomorphic relationalities between human and humanoid technology. Focusing primarily on contemporary U.S. technologies and cultural forms, my dissertation looks at artificial intelligence and robotics in conversation with their cultural imaginaries in contemporary literature, science fiction, film, performance art, and video games, and in conversation with contemporary philosophies of the human, the posthuman, and technology. In reading these discourses as shaping, informing, and amplifying each other and the multiple conceptions of the human they articulate, "Anthropomorphic Attachments" attends to these multiple humans and the multiple morphologies by which anthropomorphic relationalities imagine and inscribe both humanoid technologies and the human itself.

In spite of a host of early twenty-first century claims regarding the dawn of a "post-racial" or "anti-racial" era, race remains an important problem for understanding contemporary power. This dissertation provides a genealogical examination of the multiple forms and functions that comprise white raciality in the twenty-first century United States. Situating whiteness in relation to the social and financial circuitry of neoliberal globalization, I contend that it is an inextricable component of an emergent mode of governmentality. A critique of scholarly work in and around Whiteness Studies conditions the theoretical interventions of the project as a whole and grounds my argument for a new framework of analysis.

Following the work of Michel Foucault, I investigate the development of a novel form of whiteness whose undergirding logic functions not by differentiation but by way of similitude. Instead of emphasizing and enforcing exclusions upon difference, this `sympathetic' form of raciality works to neutralize and recuperate it. Finally, via Gilles Deleuze and Félix Guattari, I discuss the necessity of reimagining race ontologically as well as epistemologically, and confronting its collusion with other forms of power in order to analyze the risks that the flexibilization of whiteness poses--to subjects living under its rule and to its own conditions of existence.

Gilles Deleuze's definition of the other as the expression of a possible world has introduced a novel ontological organization into philosophy. It makes possible the conception of a singular being which may be expressed by a potentially infinite number of possible worlds. This, in turn, has lead Deleuze to propound the idea of "a life," immanent and impersonal but singularly determinate, as different from the universe of subjects, objects, and the transcendence that appears as their concomitant. This study resituates Wallace Stevens in the ontological universe of "a life" as opposed to the common practice of associating him with the questions of subject, object, and transcendence. It observes that Stevens's poetry primarily invests the field of the other, which functions as the structure of the perceptible. The result is a poetry predominated by a yearning for the immanence of "a life," an outside, that escapes the limits of the subject and is "disappointed" with the function of transcendence, rather than being explained by them. The study argues that Stevens's poetry can be read as a dramatization, itself regulated by an affective charge, of the passion for an outside, which goes beyond the framework of subjectivity and "feels" the inhuman stirring beneath the human.

"The Uses of Literature: Gilles Deleuze's American Rhizome" puts four writers - Walt Whitman, Herman Melville, George Jackson and William S. Burroughs - in conjunction with four concepts - becoming-democratic, belief in the world, the line of flight, and finally, control societies. The aim of this study is to elaborate and expand on Gilles Deleuze's extensive use of American literature and to examine possible conjunctions of his philosophy with contemporary American literary criticism and American Studies. I argue that Deleuze's interest in American writing not only productively complicates recent historical accounts of "French Theory's" incursion into American academia, but also provides a compelling way think about the relationship between literature and history, language and experience, and the categories of minor and major that organize national literary traditions. Beginning with the concept of the "American rhizome" this dissertation approaches the question of rhizomatic thought as a constructivist methodology for engaging the relationship between literary texts and broader social movements. Following an introduction laying out the basic coordinates of such an approach, and their historical relevance with respect to the reception of "French Theory" in the United States, the subsequent chapters each take an experimental approach with respect to a single American writer invoked in Deleuze's work and a concept that resonantes with the literary text under consideration. In foregrounding the question of the use of literature this dissertation explores the ways literature has been appropriated, set to work, or dismissed in various historical and institutional arrangements, but also seeks to suggest the possibility of creating conditions in which literature can be said to take on a life of its own.

This dissertation is an investigation of trends in the current US system of education, as informed by historical movements for autonomous education in the period of Reconstruction and in the 1960s and 70s. The driving questions of the dissertation are 1. How to understand the system of education in the US as having a historical and current role in the preservation of an existing structure of power, 2. How did historical movements that focused on the creation of autonomous forms of education challenge the given order of society?, and 3. What would a renewal of movement for autonomous education look like in the current moment?

I examine historical, theoretical and literary texts in my analysis of the role of education in US society. My theoretical framework for the dissertation comes from the collective work of El Kilombo Intergaláctico, an organization in Durham, North Carolina, and the work of Alvaro Reyes on the crisis of capitalist society and Blackness as a political alternative. In my historical and literary research, I focus particularly on educational policy documents that demonstrate the ways in which movements for autonomous education shaped state education, and literary texts that share a vision of collective autonomous education in the US in a way that both recalls past movements and gestures toward new possibilities for movement.

Ultimately, I argue that the tradition of the creation of autonomous forms of education in the US, and existing forms of autonomous education in social movements in Latin America, have the potential to once again provide insight toward the creation of alternative forms of education in the US now that would be different from earlier and current forms of US education for domination and control.