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Drawing on data from Africa, Latin America, North America, and the Arab Levant, this book demonstrates how members of marginalized (disempowered) groups sculpt a positive image for themselves, engage in solidarity formation for group empowerment, and (re)construct their experiences in a manner that gives them voice, agency, and a positive identity. It argues for a more interventionist stance in ideologically oriented discourse analysis and demonstrates why (critical) discourse analysts must not only expose and resist the inequities or injustices in society but, more crucially, also adopt an activist-scholar posture in order to push for positive social change. The book brings into focus: (a) how discourse can be used to center the voice and agency of minority groups, (b) how feminists re-make gender relations in our world, (c) how non-dominant groups actively resist injustices and discriminatory discourses directed against them, (d) how discourse can be used to advance the goals of repressed groups in order to instigate progressive social change, and (e) access to forms of discourse that can be empowering for marginalized groups’ participation in social domains. It will be of interest to postgraduate students and academics in (critical) discourse studies, communication, and media studies as well as non-academics such as activists, journalists, and sociopolitical commentators. This book was originally published as a special issue of the journal Critical Discourse Studies.
A timely exploration of whether sound and listening can be the basis of political change. In a world dominated by the visual, could contemporary resistances be auditory? This timely and important book from Goldsmiths Press highlights sound's invisible, disruptive, and affective qualities and asks whether the unseen nature of sound can support a political transformation. In Sonic Agency, Brandon LaBelle sets out to engage contemporary social and political crises by way of sonic thought and imagination. He divides sound's functions into four figures of resistance—the invisible, the overheard, the itinerant, and the weak—and argues for their role in creating alternative “unlikely publics” in which to foster mutuality and dissent. He highlights existing sonic cultures and social initiatives that utilize or deploy sound and listening to address conflict, and points to their work as models for a wider movement. He considers issues of disappearance and hidden culture, nonviolence and noise, creole poetics, and networked life, aiming to unsettle traditional notions of the “space of appearance” as the condition for political action and survival. By examining the experience of listening and being heard, LaBelle illuminates a path from the fringes toward hope, citizenship, and vibrancy. In a current climate that has left many feeling they have lost their voices, it may be sound itself that restores it to them.
The Politics of Silence, Voice and the In-Between: Exploring Gender, Race and Insecurity from the Margins seeks to dismantle the deficit discourses generated through research about people as agency-less and, by extension, objects of study. The book argues that, regardless of marginalisation, people create spaces of liminality where they seek control over their lives by navigating the structures that exclude them. Challenging the false binary of silence as violence and voice as power, the book introduces the idea of an in-between ‘liminal space’ which is created by people to navigate conditions of oppression and move towards a politically stable and inclusive world. This book will be of great interest to students and scholars of gender studies, international development, peace and conflict studies, politics and international relations, sociology and media studies. It will be an important resource for courses incorporating gender, feminist and postcolonial perspectives.
This novel volume investigates the motivations behind disruptive pupil behaviour and offers practical guidance through discussion of a novel theoretical framework that explores how students perceive schooling, uncovering what their behaviour can tell us about how to adjust the school environment. Drawing on cutting-edge research and internationally relevant themes, chapters argue that non-compliant behaviour by students is not mindlessly reactive but is purposeful – a means to make themselves heard. The book explores a dynamic understanding of the processes of placemaking and offers insights on how students create 'student-friendly' places by re-appropriating spaces within schools and why they might behave in certain ways. Arguing that the wider implications of a failure in educational policy is detrimental to student retainment and success, the book will ultimately have ramifications across disciplines and classroom contexts in improving student engagement. This book will be of interest to researchers, practitioners and policy makers working in the fields of the sociology of education, teaching and teacher education, educational change and reform more broadly. Those looking into behaviour management, youth studies, and education policy will also find this book of interest.
Global and local contestations are not only gendered, they also raise important questions about agency and its practice and location in the twenty-first century. Silence and voice are being increasingly debated as sites of agency within feminist research on conflict and insecurity. Drawing on a wide range of feminist approaches, this volume examines the various ways that silence and voice have been contested in feminist research, and their impact on how agency is understood and performed, particularly in situations of conflict and insecurity. The collection makes an important and timely contribution to interdisciplinary feminist theorizing of silence, voice and agency in global politics. Interrogating the intellectual landscape of existing debates about agency, silence and voice in an increasingly unequal and conflict-ridden world, the contributors to this volume challenge the dominant narratives of agency based on voice or speech alone as a necessary precondition for understanding or negotiating agency or empowerment. Many of the authors have engaged in field research in both the Global South and North and bring in-depth and diverse gendered case studies to their analysis, focusing on the increasing importance of examining silence as well as voice for understanding gender and agency in an increasingly embattled and complicated world. This book will contribute to and deepen existing discussions of agency, silence and voice in development, culture and gender studies, political economy, postcolonial and de-colonial scholarship as well as in the field of International Relations.
This book explores the sexism inherent in the Harry Potter series and explains how traditional gender constructions of both men and women are common throughout the series.
Finalist for the 2014 Next Generation Indie Book Awards in the GLBT category With a focus on aesthetic texts that narrate stories about or from the Middle East, The Better Story offers fresh insights into political conflict. Dina Georgis argues that narrative is an emotional resource for learning and for generating better political futures. This book suggests that narrative not only gives us insight into social constructs, but also leads us into understanding the enigmatic processes by which we become and give our "selfs" over to collective memories, histories, and identities. Stories link us to queer "forgotten" spaces that official history has discarded. The Better Story argues that feminist, queer, and postcolonial studies have not helped us think about lives that do not neatly fit into the valorized logic of resistance and emancipation.
This book offers new ways of engagement for leaders seeking to connect theory to practice in decolonizing education. In the current climate where xenophobia, anti-immigrant sentiments, and other forms of exclusion make up much of the discourse, educational leaders need to seek ways to foreground other forms of knowledge and transfer them into their daily leadership practices. Lopez contributes to other critical leadership approaches while foregrounding a decolonizing approach that unsettles the coloniality manifested in education and school practices. Chapters provide school leaders with examples of ways they can challenge coloniality, white supremacy, and other forms of oppression in schooling that negatively impact some students and their educational outcomes.
Philosophers have warned of the perils of a life spent without reflection, but what constitutes reflective inquiry - and why it’s necessary in our lives - can be an elusive concept. Synthesizing ideas from minds as diverse as John Dewey and Paulo Freire, theHandbook of Reflection and Reflective Inquiry presents reflective thought in its most vital aspects, not as a fanciful or nostalgic exercise, but as a powerful means of seeing familiar events anew, encouraging critical thinking and crucial insight, teaching and learning. In its opening pages, two seasoned educators, Maxine Greene and Lee Shulman, discuss reflective inquiry as a form of active attention (Thoreau’s "wide-awakeness"), an act of consciousness, and a process by which people can understand themselves, their work (particularly in the form of life projects), and others. Building on this foundation, the Handbook analyzes through the work of 40 internationally oriented authors: - Definitional issues concerning reflection, what it is and is not; - Worldwide social and moral conditions contributing to the growing interest in reflective inquiry in professional education; - Reflection as promoted across professional educational domains, including K-12 education, teacher education, occupational therapy, and the law; - Methods of facilitating and scaffolding reflective engagement; - Current pedagogical and research practices in reflection; - Approaches to assessing reflective inquiry. Educators across the professions as well as adult educators, counselors and psychologists, and curriculum developers concerned with adult learning will find the Handbook of Reflection and Reflective Inquiry an invaluable teaching tool for challenging times.
"Every once in a while somebody has to get the bureaucracy by the neck and shake it loose and say, 'Stop doing what you're doing.'" —Ronald Reagan How did senior career civil servants react to Ronald Reagan's attempt to redirect policy and increase presidential control over the bureaucracy? What issues molded their reactions? What motivates civil servants in general? How should they be managed and how do they affect federal policies? To answer these questions, Marissa Martino Golden offers us a glimpse into the world of our federal agencies. What Motivates Bureaucrats? tells the story of a group of upper-level career civil servants in the Reagan administration at the Environmental Protection Agency, the Justice Department's Civil Rights Division, the Food and Nutrition Service, and the National Highway Traffic Safety Administration. The book reveals that most career civil servants were usually responsive to executive direction—even with a president attempting to turn agency policy 180 degrees from its past orientation. By delving deeply into the particular details of Reagan's intervention into the affairs of upper-level career civil servants, Golden also fulfills her broader mission of improving our understanding of bureaucratic behavior in general, explaining why the bureaucracy is controllable and highlighting the limits of that control.