Suchergebnisse

Robert Linhart's L'Établi recounts the author's experience of 'établissement' as a young Maoist militant in the months immediately following May '68. Ten years after leaving the École normale supérieure to work and politically organize at the Citroën automobile factory in Choisy, Linhart reflects on his experiences on the assembly line, and his attempts to organize an ultimately unsuccessful wildcat strike from within the factory. This article revisits L'Établi alongside Linhart's littlestudied critical writings on racism, imperialism, and capitalist production in order to foreground two interwoven, yet under-appreciated facets of the work, and Linhart's corpus more broadly: first, Linhart's critique of a dense racial and colonial logic which undergirded the division of labor and maintenance of orderly production in the factory despite the purported demise of the French Empire. And second, the his innovation as not just a political memoirist, but as an inventive literary strategist. To this end, this article focuses on the surprising movements of poetic effervescence which appear throughout L'Établi, which reveal themselves to be thoroughly interwoven with Linhart's anti-imperial, anti-capitalist project.

Abstract
Jean-Luc Nancy published four times in Qui Parle during his lifetime: once in 1987, once in 1989, and twice in 2017. "Under Construction: Interventions" marks the first English translation of his first publication in this journal, in its second-ever issue. In this short piece, written five years after his groundbreaking La communauté désoeuvrée, Nancy takes up the question of teaching and its inherent entwinement, as he argues, with "the work of thought." Teaching is here understood much like Nancy's community: not as what stems from collaboration but as comprising a series of mimetic displacements, reproductions, gestures. Teaching thus magnifies the possibilities at "the limit of sense." As Nancy puts it: the reconfiguration of those listening students will continue its reach where a teacher's mastery has reached its finitude. Amid contemporary conversations about collaborative learning and pedagogical missions, Nancy's brief missive offers a compelling intervention—an alternative model to that of master and pupil—but envisions a classroom community built on layers of displacement.

If critique supposes the possession of a criterion that allows us to discriminate between true and false or between good and evil, it is no longer certain that our culture possesses such a criterion. As such, the idea of critique now finds itself in crisis.