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In Unsettling Assumptions, editors Pauline Greenhill and Diane Tye link gender studies with traditional and popular culture studies to examine how tradition and gender can intersect to unsettle assumptions about culture and its study. Contributors explore the intersections of traditional expressive culture and sex/gender systems by challenging their conventional constructions, using sex/gender as a lens to question, investigate, or upset concepts like family, ethics, and authenticity. Individual essays consider myriad topics such as Thanksgiving turkeys, rockabilly and bar fights, Chinese tales of female ghosts, selkie stories, a noisy Mennonite New Year's celebration, the Distaff Gospels, Kentucky tobacco farmers, international adoptions, and more. In Unsettling Assumptions, expressive culture emerges as fundamental both to our sense of belonging to a family, an occupation, or friendship group and, most notably, to identity performativity. Within larger contexts, these works offer a better understanding of cultural attitudes like misogyny, homophobia, and racism as well as the construction and negotiation of power.
How can professionals learn more easily from their own experience? How can critical reflection be performed in a structured way? How can professionals maintain a critically reflective stance when contexts may be restrictive? Critical reflection in professional practice is popular across many different professions as a way of ensuring ongoing scrutiny and improved practice skills. This accessible handbook focuses on a description and analysis of the theoretical input as well as the approach involved in critical reflection. It also demonstrates some skills, strategies and tools which might be used to practise it. The cross-disciplinary approach taken by the authors will appeal to a wide range of students and professionals and combines neatly with useful discussion of the complex educational and professional issues which arise from the practice of critical reflection. An innovative website containing a variety of useful resources accompanies the book www.openup.co.uk/fook&gardner. Resources include: Extracts from workshops, interviews and lectures Additional articles and readings Sample material for workshop preparation Throughout the book, the authors provide pertinent examples from their own practice, referring to relevant literature, providing annotated bibliographies, and noting where additional resource materials are available to provide further illustration. Practising Critical Reflection is key reading for a variety of students across social work, health sciences and nursing, as well as health care and social welfare professionals.
This book brings together researchers from different fields, traditions and perspectives to examine the ways in which place and space might (be) unsettle(d). Researchers from across the humanities and social sciences have been drawn to the study of place and space since the 1970s, and the term ‘unsettled’ has been an occasional but recurring presence in this body of scholarship. Though it has been used to invoke a range of meanings, from the dangerous to the liberating, the term itself has rarely been at the centre of sustained examination. This collection highlights the idea of the unsettled in the scholarly investigation of place and space. The respective chapters offer a dialogue between a diverse and eclectic group of researchers, crossing significant disciplinary and interdisciplinary boundaries in the process. The purpose of the collection is to juxtapose a range of different approaches to, and perspectives on, the unsettling of place and space. In doing so, Interdisciplinary Unsettlings of Place and Space makes an important contribution and offers new insights into how scholarship and research into different fields and practices may help us re-envision place and space.
Memorylands is an original and fascinating investigation of the nature of heritage, memory and understandings of the past in Europe today. It looks at how Europe has become a ’memoryland’ – littered with material reminders of the past, such as museums, heritage sites and memorials; and at how this ‘memory phenomenon’ is related to the changing nature of identities – especially European, national and cosmopolitan. In doing so, it provides new insights into how memory and the past are being performed and reconfigured in Europe – and with what effects. Drawing especially, though not exclusively, on cases, concepts and arguments from social and cultural anthropology, Memorylands argues for a deeper and more nuanced understanding of the cultural assumptions involved in relating to the past. It theorizes the various ways in which ‘materializations’ of identity work and relates these to different forms of identification within Europe. The book also addresses questions of methodology, including discussion of historical, ethnographic, interdisciplinary and innovative methods. Through a wide-range of case-studies from across Europe, Sharon Macdonald argues that Europe is home to a much greater range of ways of making the past present than is usually realized – and a greater range of forms of ‘historical consciousness’. At the same time, however, she seeks to highlight what she calls ‘the European memory complex’ – a repertoire of prevalent patterns in forms of recollection and ‘past presencing’. The examples in Memorylands are drawn from both the margins and metropolitan centres, from the relatively small-scale and local, the national and the avant-garde. The book looks at pasts that are potentially identity-disrupting – or ‘difficult’ – as well as those that affirm identities or offer possibilities for transcending national identities or articulating more cosmopolitan futures. Topics covered include authenticity, temporalities, embodiment, commodification, nostalgia and Ostalgie, the musealization of everyday and folk-life, Holocaust commemoration and tourism, narratives of war, the heritage of Islam, transnationalism, and the future of the past. Memorylands is engagingly written and accessible to general readers as well as offering a new synthesis for advanced researchers in memory and heritage studies. It is essential reading for those interested in identities, memory, material culture, Europe, tourism and heritage.
Praise for What Our Stories Teach Us “In her new book What Our Stories Teach Us, Linda Shadiow invites college faculty to use their personal and professional stories to reflect more critically and meaningfully on their teaching practice. Guiding her readers with a gentle but sure hand, Shadiow painstakingly shows that by systematically examining our educational and pedagogical biographies from a range of perspectives, we gain deeper insight into the pivotal moments that enliven our teaching and sustain our commitment to ongoing professional growth. I expect to be learning from this humane book for many years to come.” —STEPHEN PRESKILL, Distinguished Professor of Civic Engagement and Leadership, Wagner College “Essential reading for every educator who strives to be a better teacher. Shadiow’s book offers us a fascinating process to mine our personal teaching and learning stories for the valuable lessons they contain.” —JIM SIBLEY, Centre for Instructional Support, University of British Columbia “In this well-conceived and well-written book, Linda Shadiow gently guides faculty along a path toward unearthing the rich stories of their lives that offer deep and enduring insight into their practice.” —DANNELLE D. STEVENS, professor and author, Journal Keeping: How to Use Reflective Writing for Learning, Teaching, Professional Insight, and Positive Change
In an increasingly complex and interconnected world, the authors make a case rich in theory and narrative for a new reflexive approach to real life situations. This approach (immersed reflexivity) draws on Pierre Bourdieu's logic of practice and the complexity sciences.
Written from a global and critical perspective with a diverse range of cases and examples throughout, this is an inspiring read for developing leaders operating within global and multicultural work settings. ‘Power’ is taken as central theme for this book, opening up discussion about issues that are often neglected in leadership texts i.e. fairness, equity, justice, resistance, conflict, emancipation, oppression, rationality, politics, globalization, the natural environment, and knowledge. New to this edition: A new prologue: ‘An Unconventional History of Leadership Studies′ A new epilogue on ‘Embodied Leadership, Ethics, and its Affects’ written by David Knights, one of the authors of Embodied Research Methods (pub April 2019) 3 new topical integrative case studies, based on current events: Jacinda Ardern’s pregnancy when PM; #MeToo; and Suma Foods co-operative Updated research and pedagogical features throughout, including the ‘Leadership on Screen’ feature The book is complemented by a range of online resources including PowerPoint slides, videos of the book’s authors providing an overview of the chapter and discussing why the topic is important, access to journal articles discussed in the book, and links to additional relevant material.
Exploring films made in Tunisia, Morocco, and Algeria from 1985 to 2009, Suzanne Gauch illustrates how late post-independence and early twenty-first century North African cinema prefigured many of the transformations in perception and relation that stunned both participants and onlookers during the remarkable uprisings of the 2011 Arab Spring. Through multifaceted examinations of key films by nine filmmakers--Farida Benlyazid, Mohamed Chouikh, Nacer Khemir, Nabil Ayouch, Ly s Salem, Nadia El Fani, Tariq Teguia, Faouzi Bensa di, and Nejib Belkadhi--Gauch delineates the shifting relation of politics to film in the era of neoliberal globalization. Each work, she argues, taps the power inherent in cinema to destabilize patterns of perception and judgment while taking film's role as popular entertainment in new directions. Highlighting how each film taps into the mobility at the core of cinema to break through the boundaries that have long circumscribed filmmaking from North Africa, Gauch shows how this cinema continues to forge and reflect unexpected trajectories for itself and its audiences.
An examination of the ways in which gender intersects with informal and formal education in England, Germany, Indonesia, South Africa, USA and the Netherlands. The book looks at various issues including: citizenship; authority; colonialism and education; and the construction of national identities.
In A Coincidence of Desires, Tom Boellstorff considers how interdisciplinary collaboration between anthropology and queer studies might enrich both fields. For more than a decade he has visited Indonesia, both as an anthropologist exploring gender and sexuality and as an activist involved in HIV prevention work. Drawing on these experiences, he provides several in-depth case studies, primarily concerning the lives of Indonesian men who term themselves gay (an Indonesian-language word that overlaps with, but does not correspond exactly to, the English word “gay”). These case studies put interdisciplinary research approaches into practice. They are preceded and followed by theoretical meditations on the most productive forms that collaborations between queer studies and anthropology might take. Boellstorff uses theories of time to ask how a model of “coincidence” might open up new possibilities for cooperation between the two disciplines. He also juxtaposes his own work with other scholars’ studies of Indonesia, Thailand, the Philippines, Malaysia, and Singapore to compare queer sexualities across Southeast Asia. In doing so, he asks how comparison might be understood as a queer project and how queerness might be understood as comparative. The case studies contained in A Coincidence of Desires speak to questions about the relation of sexualities to nationalism, religion, and globalization. They include an examination of zines published by gay Indonesians; an analysis of bahasa gay—a slang spoken by gay Indonesians that is increasingly appropriated in Indonesian popular culture; and an exploration of the place of warias (roughly, “male-to-female transvestites”) within Indonesian society. Boellstorff also considers the tension between Islam and sexuality in gay Indonesians’ lives and a series of incidents in which groups of men, identified with Islamic fundamentalism, violently attacked gatherings of gay men. Collectively, these studies insist on the primacy of empirical investigation to any queer studies project that wishes to speak to the specificities of lived experience.