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Gavin Rae shows that the problematic status of agency caused by the poststructuralist decentring of the subject is a central concern for poststructuralist thinkers. He shows how this plays out in the thinking of Deleuze, Derrida and Foucault, and find the best explanation of agency for the founded subject in the work of Castoriadis.
This book articulates the key theoretical assumptions of poststructuralism, but also probes its limits, evaluates rival approaches and elaborates new concepts. Building on the work of Derrida, Foucault, Heidegger, Lacan, Laclau, Lévi–Strauss, Marx, Saussure and Žižek, the book also provides a distinctive version of the poststructuralist project.
Boasting new extracts from major works in the field, as well as an impressive list of contributors, this second edition of a bestselling Reader is an invaluable introduction to the most seminal texts in post-colonial theory and criticism.
Language matters in international relations. Constructivists have contributed the insight that global politics is shaped by the way agents narrate history and produce discourses about themselves and about the world. This insight has induced a profound reexamination of assumptions in the study of international relations. The contributors to this volume examine (Part I) the critical linguistic/discursive techniques of postmodernists and constructivists, and apply them (Part II) to international relations.
In this powerful work, Susan Friedman moves feminist theory out of paralyzing debates about us and them, white and other, first and third world, and victimizers and victims. Throughout, Friedman adapts current cultural theory from global and transnational studies, anthropology, and geography to challenge modes of thought that exaggerate the boundaries of gender, race, ethnicity, sexuality, class, and national origin. The author promotes a transnational and heterogeneous feminism, which, she maintains, can replace the proliferation of feminisms based on difference. She argues for a feminist geopolitical literacy that goes beyond fundamentalist identity politics and absolutist poststructuralist theory, and she continually focuses the reader's attention on those locations where differences are negotiated and transformed. Pervading the book is a concern with narrative: the way stories and cultural narratives serve as a primary mode of thinking about the politically explosive question of identity. Drawing freely on modernist novels, contemporary film, popular fiction, poetry, and mass media, the work features narratives of such writers and filmmakers as Gish Jen, Julie Dash, June Jordon, James Joyce, Gloria Anzald%a, Neil Jordon, Virginia Woolf, Mira Nair, Zora Neale Hurston, E. M. Forster, and Irena Klepfisz. Defending the pioneering role of academic feminists in the knowledge revolution, this work draws on a wide variety of twentieth-century cultural expressions to address theoretical issues in postmodern feminism.
This book is one of the few scholarly works on critical pedagogy that makes use of empirical data in the specific context of analyzing both academic and sociopolitical articulations of critical student agency and agentive growth of Latino immigrant students.
This book examines how the liberal peace experiment of the post-Cold War environment has failed to connect with its target populations, which have instead set about transforming it according to their own local requirements. Liberal peacebuilding has caused a range of unintended consequences. These emerge from the liberal peaceâe(tm)s internal contradictions, from its claim to offer a universal normative and epistemological basis for peace, and to offer a technology and process which can be applied to achieve it. When viewed from a range of contextual and local perspectives, these top-down and distant processes often appear to represent power rather than humanitarianism or emancipation. Yet, the liberal peace also offers a civil peace and emancipation. These tensions enable a range of hitherto little understood local and contextual peacebuilding agencies to emerge, which renegotiate both the local context and the liberal peace framework, leading to a local-liberal hybrid form of peace. This might be called a post-liberal peace. Such processes are examined in this book in a range of different cases of peacebuilding and statebuilding since the end of the Cold War. This book will be of interest to students of peacebuilding, peacekeeping, peace and conflict studies, international organisations and IR/Security Studies.
This book aims to be a comprehensive resource that will apprise readers of the complex dynamics of the psychological interiors of women and others in the sex and gender spectrum, as they grapple with sociopolitical and cultural constraints. Going beyond the ambit of mainstream psychology, this volume draws from interdisciplinary fields of women’s/gender studies to highlight power imbalances, their intersectional nature, and the ways in which they shape the psychology of gender relations. The book illuminates three focal themes of identities, well-being, and relations, which illustrate the psychological, contextualised in the backdrop of social, political, and cultural developments in contemporary India. The first theme explores the building of identities in the changing dynamics of work–family interfaces, non-normative sexualities, and genders and the intersections of caste, gender, and social hierarchies. The second theme focuses on the gendering of mental health, including the intervention of feminist counselling. The third theme highlights conceptualisations and practices of masculinities and the role of agency, empowerment, and collective action in the pathways to equitable gender relations and social transformation. This book will be of interest to students, teachers, researchers of psychology, and of women’s/gender studies. It will also be useful for anyone who is interested to learn about recent psychological scholarship in India, informed and imbued with a feminist perspective on women as well as other genders.
Despite over thirty years of activism and legislation to eliminate discrimination, parity has yet to be achieved for women in academe. Allan's findings reveal how dominant discourses of femininity, access, professionalism, race, and sexuality contribute to constructing women's status in complex and at times, contradictory ways.
A 2023 SPE Outstanding Book Honorable Mention Those who are younger continue to be objects of injustice and inequity; those who are younger, people of color, females, and human beings living in poverty have never been included in equitable performances of justice, care, respect, and fairness. The authors in this international volume use existing social values and institutions--and the strengths of these varied perspectives--to address justice in ways that have not previously been considered. The aim is to create more just worlds for those who are young--as well as for the rest of us. The first set of chapters, Bodies, Beings, and Relations in More Just Worlds, place at the forefront the lives of those who are younger who are commonly situated in positions of invisibility, disqualification, and even erasure. In the second section, Performances of Care and Education for More Just Worlds, the authors acknowledge that needed (re)conceptualizations of those who are younger, along with appreciation for human diversity and entanglements between the so-called human and nonhuman worlds, are the foundations for more just care and education environments. From the critique of neoliberal reform discourses to reconceptualizing human relations with nonhuman animal and material worlds, care and learning environments are rethought. The set of chapters in the final section, Stir of Echoes: 20th Century Childhoods in the 21st, take-up the 20th century critical concerns with constructions of “child” that have dominated and continue to govern perspectives imposed on those who are younger. Suggestions for becoming-with those who are younger through resources like reconceptualist scholarship, Black and Indigenous Studies, and various posthuman perspectives are provided throughout. Whatever the emphasis or focus of a section or chapter, throughout the volume is the recognition that dominant discourses (e.g. neoliberal capitalism, conservativism, progressivism, human exceptionalism) and the policies they create (and that facilitate them), influence possibilities for, and limitations to, more just childhood worlds. Therefore, each section includes chapters that address these complex discourses and policy issues. The reader is invited to engage with these complexities, to become-with the various texts, and to generate unthought possibilities for childhoods in more just worlds. Perfect for courses such as: Curriculum Theory │ Multicultural Education │ Cultural Knowledge of Teachers and Teaching │ Sociocultural Foundations │ Anthropology of Education │ Identity, Agency, and Education │ Race and Ethnic Relations in Schools │ Philosophical Foundations of Education │ Educational Epistemologies │ Theorizing and Researching Teaching and Learning │ Qualitative Research in Education: Paradigms, Theories, and Exemplars │ Epistemologies and Theories in Multicultural and Equity Studies │ Curricular Approaches to Multicultural and Equity Studies in Education │ Culturally Relevant Pedagogy (3) │ Multicultural and Global Perspectives in Teaching and Learning │ Teaching for Social Justice │ Diversity and Equity in Education │ 21st Century Childhood Curriculum │ Childhood and Globalization