Abstract
This project explored functionalities of (ghostly) mastery within the radical context of institutionally historical designations. We first identified historical designations of our university campuses and then, using Jackson and Mazzei’s (2012) thinking with theory, entangled our hauntological perspectives with published “material” (e.g., university website articles, materials on official websites) and researcher generated photographs. As such, the purpose of this project is to loosen the grip of narrative mastery governing the designation of historical markers located throughout learning institutions. Thus, in unleashing ghosts/hauntings, we offer a theoretically informed opening towards troubling the vulnerability of history/ies, narratives, and spaces institutions seek to—and frequently successfully—master.
Repository Citation
Varga, B. A., & Monreal, T. (2021). (Re)Opening Closed/ness: Hauntological Engagements with Historical Markers in the Threshold of Mastery. Taboo: The Journal of Culture and Education, 20 (3). Retrieved from https://digitalscholarship.unlv.edu/taboo/vol20/iss3/6