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Cultural theorist Sara Ahmed demonstrates how queer studies can put phenomenology to productive use by analyzing what it means for bodies to be "oriented" in space and time.
Phenomenology, the philosophical method that seeks to uncover the taken-for-granted presuppositions, habits, and norms that structure everyday experience, is increasingly framed by ethical and political concerns. Critical phenomenology foregrounds experiences of marginalization, oppression, and power in order to identify and transform common experiences of injustice that render “the familiar” a site of oppression for many. In Fifty Concepts for a Critical Phenomenology, leading scholars present fresh readings of classic phenomenological topics and introduce newer concepts developed by feminist theorists, critical race theorists, disability theorists, and queer and trans theorists that capture aspects of lived experience that have traditionally been neglected. By centering historically marginalized perspectives, the chapters in this book breathe new life into the phenomenological tradition and reveal its ethical, social, and political promise. This volume will be an invaluable resource for teaching and research in continental philosophy; feminist, gender, and sexuality studies; critical race theory; disability studies; cultural studies; and critical theory more generally.
Phenomenology is a philosophical approach to the study of consciousness and subjective experience. In recent years it has become a more prominent element of the social scientific study of sport and a core component of the important emergent concept of physical literacy. This book is the first to offer a philosophically-sound investigation of phenomenological perspectives on pedagogy in physical education. The book argues that phenomenology offers a particularly interesting theoretical approach to physical education because of the closely embodied relationship between the knowledge object (the actions, activities and practices of movement) and the knowing subject (the pupil). Drawing on the work of key phenomenological thinkers but also exploring the implications of this work for teaching practice, the book helps to illuminate our understanding of important concepts in physical education such as practical knowledge, skill acquisition, experience and ethics. This is fascinating reading for any serious student or researcher working in physical education or the philosophy or sociology of sport.
In this groundbreaking volume, theologians and scholars of religion criticize and refine new materialist views, to advance debate about the role of religious experience in social and political change.
We believe we know our bodies intimately that their material reality is certain and that this certainty leads to an epistemological truth about sex, gender, and identity. By exploring and giving equal weight to transgendered subjectivities, however, Gayle Salamon upends these certainties. Considering questions of transgendered embodiment via phenomenology (Maurice Merleau-Ponty), psychoanalysis (Sigmund Freud and Paul Ferdinand Schilder), and queer theory, Salamon advances an alternative theory of normative and non-normative gender, proving the value and vitality of trans experience for thinking about embodiment. Salamon suggests that the difference between transgendered and normatively gendered bodies is not, in the end, material. Rather, she argues that the production of gender itself relies on a disjunction between the "felt sense" of the body and an understanding of the body's corporeal contours, and that this process need not be viewed as pathological in nature. Examining the relationship between material and phantasmatic accounts of bodily being, Salamon emphasizes the productive tensions that make the body both present and absent in our consciousness and work to confirm and unsettle gendered certainties. She questions traditional theories that explain how the body comes to be and comes to be made one's own and she offers a new framework for thinking about what "counts" as a body. The result is a groundbreaking investigation into the phenomenological life of gender.
Queer Postcolonial Narratives and the Ethics of Witnessing is a critical study of the relationship between bodies, memories and communal witnessing. With a focus on the aesthetics and politics of queer postcolonial narratives, this book examines how unspeakable traumas of colonial and familial violence are communicated through the body. Exploring multisensory epistemologies as queer and anti-colonial acts of resistance, McCormack offers an original engagement with collective and public forms of bearing witness that may emerge in response to institutionalized violence. Intergenerational, communal and fragmented narratives are central to this analysis of ethics, witnessing, and embodied memories. Queer Postcolonial Narratives and the Ethics of Witnessing is the first text to offer a sustained analysis of Judith Butler's and Homi Bhabha's intersecting theories of performativity, and to draw out the centrality of witnessing to the performative structure of power. It moves through queer, postcolonial, disability and trauma studies to explore how the repetition of familial violence – throughout multiple generations –may be lessened through an embodied witnessing that is simultaneously painful, disturbing and filled with pleasure. Its focus is selected literary texts by Shani Mootoo, Tahar Ben Jelloun and Ann-Marie MacDonald, and it situates this literary analysis in the colonial histories of Trinidad, Morocco and Canada.
Queer Methods and Methodologies provides the first systematic consideration of the implications of a queer perspective in the pursuit of social scientific research. This volume grapples with key contemporary questions regarding the methodological implications for social science research undertaken from diverse queer perspectives, and explores the limitations and potentials of queer engagements with social science research techniques and methodologies. With contributors based in the UK, USA, Canada, Sweden, New Zealand and Australia, this truly international volume will appeal to anyone pursuing research at the intersections between social scientific research and queer perspectives, as well as those engaging with methodological considerations in social science research more broadly.
What do we mean when we talk about 'queer teachers'? The authors here grapple with what it means to be sexually or gender diverse and to work as a school teacher within four national contexts: Australia, Ireland, the UK and the USA. This new volume offers academics, educators and students a provocative exploration of this pivotal topic.
The role of sport in development initiatives has grown dramatically over the last five years, now finding a place in the UN's millennium development goals. In Sport and Development for Peace, Simon Darnell outlines the most recent sociological research on the role of sport in development initiatives. The book analyses the relationship between sport and international development and looks at what this reveals about socio-political economy. It addresses a gap in the literature by focusing on issues of politics, power and culture, particularly looking at volunteer experience, mega-sporting events and sporting celebrity in the context of development. Darnell questions the belief that sport can offer a 'solution' to enduring development issues. Drawing on the latest empirical research, the book is a thorough and timely analysis of the social and political implications of tying sport to development.