Roger I Simon
Biographic Data
| ID | 139369 |
|---|---|
| NAME | Roger I Simon |
| GIVEN NAMES | Roger I |
| FAMILY NAME | Simon |
| SIGNATURE | SIMON R I |
| AFFILIATIONS | University of Toronto |
| VERIFIED | No |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 111 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 1972 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 5 |
Difficult' exhibitions and intimate encounters
Over the last thirty years museums around the world have shown an increased willingness to take on what is often characterized as 'difficult subject matter.' Absent in Anglophone museum studies literature, however, is a sustained discussion on what it is about such exhibitions that render them 'difficult' and, most important, what can be achieved by making painful histories public. This paper sets out to stimulate such discussion, illustrating th…
A Pedagogy of Witnessing: Curatorial Practice and the Pursuit of Social Justice
A shock to thought: Curatorial judgment and the public exhibition of ‘difficult knowledge’
Many institutions of social memory have moved away from a singular emphasis on affirming presentations of patriotism, triumph and great deeds toward an appreciation of the potential for aggression inherent in human relationships. The result has been a proliferation of practices of remembrance related to violence, loss and death, topics often characterized as ‘difficult knowledge’. This is amply illustrated within contemporary museum practices. Ex…
Heritage and practices of public formation
1 The question of whose heritage is being represented ends up constituting heritage as a form of property relation, as signaling that a particular set of stories, songs, artifacts or texts belong to somebody.This opens concerns regarding the rights and responsibilities of proprietorship.Thus one's answer to the question who has the right to do what with "my heritage," will not only be based on one's own life experience but as well, on one's inscr…
Altering the “Inner Life of the Culture: Monstrous Memory and the Persistence of 9/11
The terrible gift: Museums and the possibility of hope without consolation
Public history is turned toward the future no less than the past. Little discussion exists as to how practices of public history might foster new ways to live with the presence of history. Museum exhibitions are one site where such discussions may take place. Particularly generative in this regard are exhibitions that present artifacts and documentation that reference state-sponsored violence. One such exhibition in development is discussed. Whil…
The Touch of the Past: Remembrance, Learning, and Ethics
In Roger Simon's new collection based on ten years of research, the respected scholar reminds us that historically traumatic events simultaneously summon forgetting and remembrance in unique ways. The
Present pasts: Urban palimpsests and the politics of memory Huyssen, Andreas
"Present pasts: urban palimpsests and the politics of memory Huyssen, Andreas." Material Religion, 1(2), pp. 272–273
Theorizing Historical Consciousness
Peter Seixas: Introduction. I. Historiographies and Historical Consciousness. * Chris Lorenz, Professor of Philosophy and Medothology of History, Leiden University and Free University of Amsterdam. 'Towards A Theoretical Framework For Comparing Historiographies: Some Preliminary Considerations'* James Wertsch, Department of Education, Washington University, St. Louis. 'Specific Narratives and Schematic Narrative Templates'* Jorn Riisen, Institute…
Innocence Without Naivete, Uprightness Without Stupidity: The Pedagogical Kavannah of Emmanuel Levinas
Between Hope and Despair: Pedagogy and the Remembrance of Historical Trauma
At the end of a century of unfathomable suffering, societies are facing anew the question of how events that shock, resist assimilation, and evoke contradictory and complex responses should be remembered. Between Hope and Despair specifically examines the pedagogical problem of how remembrance is to proceed when what is to be remembered is underscored by a logic difficult to comprehend and subversive of the humane character of existence. This ped…
The Paradoxical Practice of Zakhor: Memories of "What Has Never Been My Fault or My Deed" Roger I. Simon
Witness as Study: The Difficult Inheritance of Testimony
Pedagogy and the Call to Witness in Marc Chagall's White Crucifixion 1
Broadening the Vision of University‐Based Study of Education: The Contribution of Cultural Studies 1
107‐114 1. The working paper from which these remarks are adapted was written by the author with contributions from Karl Dehli, George Del, Sherene Razack, Sharon Rosenberg, and Andrew Thornton
Learning Work: A Critical Pedagogy of Word Education
Forms of insurgency in the production of popular memories: The Columbus quincentenary and the pedagogy of counter-commemoration
The aim of judgment in historical or literary-critical discourse...is not that of determining guilt or innocence. It is to change history to memory: to make a case for what should be remembered, and how it should be remembered. This responsibility converts every judgment into a judgment on the person who makes it. (Hartman, 1989: 80)
Pedagogy and The Critical Practice of Photography
Review| November 01 1992 Pedagogy and The Critical Practice of Photography Photography at the Dock: Essays on Photographic History, Institutions, and Practices by Abigail Solomon-Godeau with foreword by Linda Nochlin Minnesota: University of Minnesota Press, 1991/322 pp./$39.95 (hb) Roger I. Simon, Roger I. Simon Roger I. Simon is an associate professor at the Ontario Institute for Studies in Education. Search for other works by this author on: T…
Educating Workers for a New World
Critical pedagogy and the politics of popular culture
(1988). Critical pedagogy and the politics of popular culture. Cultural Studies: Vol. 2, No. 3, pp. 294-320
On Critical Ethnographic Work
This article provides an introduction to critical ethnographic work. Critical ethnography is understood as a form of knowledge production which supports transformative as well as interpretive concerns. Three fundamental conditions for ethnographic work are discussed: (1) a particular "problematic" that defines data and analytic procedures in a way consistent with one's pedagogicall political project: (2) the engagement of such work within a publi…
Dialogue as a Scholarly Activity
A recent Canadian television commerical celebrating a popular national brand of beer begins with two joggers running slowly, side by side. As one of men edges ahead of other, jogger who is falling behind races into lead. Of course other, who was first to move ahead, is not to be beaten...and companionship of jog turns into a fierce race to some tacitly understood finish line. Exhausted and grinning two men shake hands and sit down to enjoy their …
Aesthetic Criticism and Curriculum Description: A Collective Commentary on Elizabeth Vallance's “The Landscape of ‘The Great Plains Experience’”
(1977). Aesthetic Criticism and Curriculum Description. Curriculum Inquiry: Vol. 7, No. 2, pp. 107-120
Can the Schools Support Community Life in the Secular City
Aesthetic Criticism and Curriculum Description: "A Collective Commentary on Elizabeth Vallance's "The Landscape of 'The Great Plains Experience
Roger I. Simon, Beau Vallance, Wells Foshay, Ed Wachtman, Len Berk, Gail McCutcheon, Joel Weiss, Bill Reid, Aesthetic Criticism and Curriculum Description: A Collective Commentary on Elizabeth Vallance's "The Landscape of 'The Great Plains Experience'", Curriculum Inquiry, Vol. 7, No. 2 (Summer, 1977), pp. 107-120
On Critical Ethnographic Work
This article provides an introduction to critical ethnographic work. Critical ethnography is understood as a form of knowledge production which supports transformative as well as interpretive concerns. Three fundamental conditions for ethnographic work are discussed: (1) a particular "problematic" that defines data and analytic procedures in a way consistent with one's pedagogicall political project: (2) the engagement of such work within a publi…
A shock to thought: Curatorial judgment and the public exhibition of ‘difficult knowledge’
Many institutions of social memory have moved away from a singular emphasis on affirming presentations of patriotism, triumph and great deeds toward an appreciation of the potential for aggression inherent in human relationships. The result has been a proliferation of practices of remembrance related to violence, loss and death, topics often characterized as ‘difficult knowledge’. This is amply illustrated within contemporary museum practices. Ex…
Difficult' exhibitions and intimate encounters
Over the last thirty years museums around the world have shown an increased willingness to take on what is often characterized as 'difficult subject matter.' Absent in Anglophone museum studies literature, however, is a sustained discussion on what it is about such exhibitions that render them 'difficult' and, most important, what can be achieved by making painful histories public. This paper sets out to stimulate such discussion, illustrating th…
Heritage and practices of public formation
1 The question of whose heritage is being represented ends up constituting heritage as a form of property relation, as signaling that a particular set of stories, songs, artifacts or texts belong to somebody.This opens concerns regarding the rights and responsibilities of proprietorship.Thus one's answer to the question who has the right to do what with "my heritage," will not only be based on one's own life experience but as well, on one's inscr…
The terrible gift: Museums and the possibility of hope without consolation
Public history is turned toward the future no less than the past. Little discussion exists as to how practices of public history might foster new ways to live with the presence of history. Museum exhibitions are one site where such discussions may take place. Particularly generative in this regard are exhibitions that present artifacts and documentation that reference state-sponsored violence. One such exhibition in development is discussed. Whil…
Altering the “Inner Life of the Culture: Monstrous Memory and the Persistence of 9/11
Innocence Without Naivete, Uprightness Without Stupidity: The Pedagogical Kavannah of Emmanuel Levinas
Witness as Study: The Difficult Inheritance of Testimony
Forms of insurgency in the production of popular memories: The Columbus quincentenary and the pedagogy of counter-commemoration
The aim of judgment in historical or literary-critical discourse...is not that of determining guilt or innocence. It is to change history to memory: to make a case for what should be remembered, and how it should be remembered. This responsibility converts every judgment into a judgment on the person who makes it. (Hartman, 1989: 80)
Latitude and Severity of Sentencing Options, Race of the Victim and Decisions of Simulated Jurors: Some Issues Arising from the "Algiers Motel" Trial
On the fourth day of the Detroit riots (1967), newspapers reported that three Negroes had been killed in a sniper battle at the Algiers Motel. The night before - Tuesday, July 25 - rumors of sniping were widespread. Responding to a telephone report of shots fired in the vicinity, a number of Detroit police officers, State Troopers and National Guardsmen rushed into the annex of the Algiers Motel. Inside, they found ten black men and two white gir…
Broadening the Vision of University‐Based Study of Education: The Contribution of Cultural Studies 1
107‐114 1. The working paper from which these remarks are adapted was written by the author with contributions from Karl Dehli, George Del, Sherene Razack, Sharon Rosenberg, and Andrew Thornton
Aesthetic Criticism and Curriculum Description: "A Collective Commentary on Elizabeth Vallance's "The Landscape of 'The Great Plains Experience
Roger I. Simon, Beau Vallance, Wells Foshay, Ed Wachtman, Len Berk, Gail McCutcheon, Joel Weiss, Bill Reid, Aesthetic Criticism and Curriculum Description: A Collective Commentary on Elizabeth Vallance's "The Landscape of 'The Great Plains Experience'", Curriculum Inquiry, Vol. 7, No. 2 (Summer, 1977), pp. 107-120
Latitude and Severity of Sentencing Options, Race of the Victim and Decisions of Simulated Jurors: Some Issues Arising from the "Algiers Motel" Trial
On the fourth day of the Detroit riots (1967), newspapers reported that three Negroes had been killed in a sniper battle at the Algiers Motel. The night before - Tuesday, July 25 - rumors of sniping were widespread. Responding to a telephone report of shots fired in the vicinity, a number of Detroit police officers, State Troopers and National Guardsmen rushed into the annex of the Algiers Motel. Inside, they found ten black men and two white gir…
Aesthetic Criticism and Curriculum Description: A Collective Commentary on Elizabeth Vallance's “The Landscape of ‘The Great Plains Experience’”
(1977). Aesthetic Criticism and Curriculum Description. Curriculum Inquiry: Vol. 7, No. 2, pp. 107-120
Can the Schools Support Community Life in the Secular City
Aesthetic Criticism and Curriculum Description: "A Collective Commentary on Elizabeth Vallance's "The Landscape of 'The Great Plains Experience
Roger I. Simon, Beau Vallance, Wells Foshay, Ed Wachtman, Len Berk, Gail McCutcheon, Joel Weiss, Bill Reid, Aesthetic Criticism and Curriculum Description: A Collective Commentary on Elizabeth Vallance's "The Landscape of 'The Great Plains Experience'", Curriculum Inquiry, Vol. 7, No. 2 (Summer, 1977), pp. 107-120
Dialogue as a Scholarly Activity
A recent Canadian television commerical celebrating a popular national brand of beer begins with two joggers running slowly, side by side. As one of men edges ahead of other, jogger who is falling behind races into lead. Of course other, who was first to move ahead, is not to be beaten...and companionship of jog turns into a fierce race to some tacitly understood finish line. Exhausted and grinning two men shake hands and sit down to enjoy their …
On Critical Ethnographic Work
This article provides an introduction to critical ethnographic work. Critical ethnography is understood as a form of knowledge production which supports transformative as well as interpretive concerns. Three fundamental conditions for ethnographic work are discussed: (1) a particular "problematic" that defines data and analytic procedures in a way consistent with one's pedagogicall political project: (2) the engagement of such work within a publi…
Critical pedagogy and the politics of popular culture
(1988). Critical pedagogy and the politics of popular culture. Cultural Studies: Vol. 2, No. 3, pp. 294-320
Pedagogy and The Critical Practice of Photography
Review| November 01 1992 Pedagogy and The Critical Practice of Photography Photography at the Dock: Essays on Photographic History, Institutions, and Practices by Abigail Solomon-Godeau with foreword by Linda Nochlin Minnesota: University of Minnesota Press, 1991/322 pp./$39.95 (hb) Roger I. Simon, Roger I. Simon Roger I. Simon is an associate professor at the Ontario Institute for Studies in Education. Search for other works by this author on: T…
Educating Workers for a New World
Learning Work: A Critical Pedagogy of Word Education
Forms of insurgency in the production of popular memories: The Columbus quincentenary and the pedagogy of counter-commemoration
The aim of judgment in historical or literary-critical discourse...is not that of determining guilt or innocence. It is to change history to memory: to make a case for what should be remembered, and how it should be remembered. This responsibility converts every judgment into a judgment on the person who makes it. (Hartman, 1989: 80)
Broadening the Vision of University‐Based Study of Education: The Contribution of Cultural Studies 1
107‐114 1. The working paper from which these remarks are adapted was written by the author with contributions from Karl Dehli, George Del, Sherene Razack, Sharon Rosenberg, and Andrew Thornton
Pedagogy and the Call to Witness in Marc Chagall's White Crucifixion 1
Between Hope and Despair: Pedagogy and the Remembrance of Historical Trauma
At the end of a century of unfathomable suffering, societies are facing anew the question of how events that shock, resist assimilation, and evoke contradictory and complex responses should be remembered. Between Hope and Despair specifically examines the pedagogical problem of how remembrance is to proceed when what is to be remembered is underscored by a logic difficult to comprehend and subversive of the humane character of existence. This ped…
The Paradoxical Practice of Zakhor: Memories of "What Has Never Been My Fault or My Deed" Roger I. Simon
Witness as Study: The Difficult Inheritance of Testimony
Innocence Without Naivete, Uprightness Without Stupidity: The Pedagogical Kavannah of Emmanuel Levinas
Theorizing Historical Consciousness
Peter Seixas: Introduction. I. Historiographies and Historical Consciousness. * Chris Lorenz, Professor of Philosophy and Medothology of History, Leiden University and Free University of Amsterdam. 'Towards A Theoretical Framework For Comparing Historiographies: Some Preliminary Considerations'* James Wertsch, Department of Education, Washington University, St. Louis. 'Specific Narratives and Schematic Narrative Templates'* Jorn Riisen, Institute…
The Touch of the Past: Remembrance, Learning, and Ethics
In Roger Simon's new collection based on ten years of research, the respected scholar reminds us that historically traumatic events simultaneously summon forgetting and remembrance in unique ways. The
Present pasts: Urban palimpsests and the politics of memory Huyssen, Andreas
"Present pasts: urban palimpsests and the politics of memory Huyssen, Andreas." Material Religion, 1(2), pp. 272–273
The terrible gift: Museums and the possibility of hope without consolation
Public history is turned toward the future no less than the past. Little discussion exists as to how practices of public history might foster new ways to live with the presence of history. Museum exhibitions are one site where such discussions may take place. Particularly generative in this regard are exhibitions that present artifacts and documentation that reference state-sponsored violence. One such exhibition in development is discussed. Whil…
Altering the “Inner Life of the Culture: Monstrous Memory and the Persistence of 9/11
Heritage and practices of public formation
1 The question of whose heritage is being represented ends up constituting heritage as a form of property relation, as signaling that a particular set of stories, songs, artifacts or texts belong to somebody.This opens concerns regarding the rights and responsibilities of proprietorship.Thus one's answer to the question who has the right to do what with "my heritage," will not only be based on one's own life experience but as well, on one's inscr…
A shock to thought: Curatorial judgment and the public exhibition of ‘difficult knowledge’
Many institutions of social memory have moved away from a singular emphasis on affirming presentations of patriotism, triumph and great deeds toward an appreciation of the potential for aggression inherent in human relationships. The result has been a proliferation of practices of remembrance related to violence, loss and death, topics often characterized as ‘difficult knowledge’. This is amply illustrated within contemporary museum practices. Ex…
A Pedagogy of Witnessing: Curatorial Practice and the Pursuit of Social Justice
Sociology (17 works) · Political science (15 works) · Law (13 works) · Art (10 works) · History (10 works) · Psychology (9 works) · Aesthetics (8 works) · Law (7 works) · Pedagogy (7 works) · Philosophy (6 works)