Postmodernism has been particularly important in acknowledging 'the multiple forms of otherness as they emerge from differences in subjectivity, gender and sexuality, race and class, temporal and spatial geographic locations and dislocations'. Postmodernism also ought to be looked at as mimetic of the social, economic, and political practices in society. The meta-narratives that the postmodernists decry were much more open, nuanced, and sophisticated than the critics admit. The rhetoric of postmodernism is dangerous for it avoids confronting the realities of political economy and the circumstances of global power. The sharp categorical distinction between modernism and postmodernism disappears, to be replaced by an examination of the flux of internal relations within capitalism as a whole. The reproduction of the social and symbolic order through the exploration of difference and 'otherness' is all too evident in the climate of postmodernism.

The condition of postmodernity

This review surveys an emergent methodological trend in anthropological research that concerns the adaptation of long-standing modes of ethnographic practices to more complex objects of study. Ethnography moves from its conventional single-site location, contextualized by macro-constructions of a larger social order, such as the capitalist world system, to multiple sites of observation and participation that cross-cut dichotomies such as the “local” and the “global,” the “lifeworld” and the “system.” Resulting ethnographies are therefore both in and out of the world system. The anxieties to which this methodological shift gives rise are considered in terms of testing the limits of ethnography, attenuating the power of fieldwork, and losing the perspective of the subaltern. The emergence of multi-sited ethnography is located within new spheres of interdisciplinary work, including media studies, science and technology studies, and cultural studies broadly. Several “tracking” strategies that shape multi-site...

http://anthro.vancouver.wsu.edu/media/Course_files/anth-490-edward-h-hagen/marcus-1995-ethnography-in-of-the-world-system_the-emergence-of-multi-sited-ethnography.pdf

Ethnography in/of the World System: The Emergence of Multi-Sited Ethnography

Since critics first allegedthat feminism claimed tospeak universally for all
women, feminist researchers havebeen acutely aware ofthe limitations of 
genderas a single analyticalcategory. In fact, feministsare perhaps alone in
the academy in theextent to which theyhave embraced intersectionality – the 
relationshipsamong multiple dimensions andmodalities of social relations
and subject formations – as itselfa central category ofanalysis. One could 
evensay that intersectionality isthe most important theoreticalcontribution 
that women’s studies,in conjunction with relatedfields, has made sofar.1

https://www.jstor.org/stable/10.1086/426800

The Complexity of Intersectionality

(1992) Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings Journal of the Learning Sciences: Vol 2, No 2, pp 141-178

/pdf/design-experiments-theoretical-and-methodological-challenges-1aoqdo4gxg.pdf

Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings

The education and research communities are abuzz with new (or at least re-discovered) ideas about the nature of cognition and learning. Terms like \"situated cognition,\" \"distributed cognition,\" and \"communities of practice\" fill the air. Recent dialogue in Educational Researcher (Anderson, Reder, & Simon, 1996,1997; Greeno, 1997) typifies this discussion. Some have argued that the shifts in world view that these discussions represent are even more fundamental than the now-historical shift from behaviorist to cognitive views of learning (Shuell, 1986). These new ideas about the nature of knowledge, thinking, and learning—which are becoming known as the \"situative perspective\" (Greeno, 1997; Greeno, Collins, & Resnick, 1996)—are interacting with, and sometimes fueling, current reform movements in education. Most discussions of these ideas and their implications for educational practice have been cast primarily in terms of students. Scholars and policymakers have considered, for example, how to help students develop deep understandings of subject matter, situate students' learning in meaningful contexts, and create learning communities in which teachers and students engage in rich discourse about important ideas (e.g., National Council of Teachers of Mathematics, 1989; National Education Goals Panel, 1991; National Research Council, 1993).

What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning

PART ONE: Literature in the Reader 1. Literature in the Reader: Affective Stylistics 2. What Is Stylistics and Why Are They Saying Such Terrible Things About It? 3. How Ordinary Is Ordinary Language? 4. What It's Like To Read L'Allegro and II Penseroso 5. Facts and Fictions: A Reply to Ralph Rader 6. Interpreting the Variorum 7. Interpreting "Interpreting the Variorum" 8. Structuralist Homiletics 9. How To Do Things with Austin and Searle: Speech- Act Theory and Literary Criticism 10. What Is Stylistics and Why Are They Saying Such Terrible Things About It? Part II 11. Normal Circumstances and Other Special Cases 12. A Reply to John Reichert PART TWO: Interpretive Authority in the Classroom and in Literary Criticism 13. Is There a Text in This Class? 14. How To Recognize a Poem When You See One 15. What Makes an Interpretation Acceptable? 16. Demonstration vs. Persuasion: Two Models of Critical Activity Notes Index

Is There a Text in This Class? The Authority of Interpretive Communities

Is there a Text in this Class

In literary theory, the philosophy of law, and the sociology of knowledge, no issue has been more central to current debate than the status of our interpretations. Do they rest on a ground of rationality or are they subjective impositions of a merely personal point of view? In \"Doing What Comes Naturally,\" Stanley Fish refuses the dilemma posed by this question and argues that while we can never separate our judgments from the contexts in which they are made, those judgments are nevertheless authoritative and even, in the only way that matters, objective. He thus rejects both the demand for an ahistorical foundation, and the conclusion that in the absence of such a foundation we reside in an indeterminate world. In a succession of provocative and wide-ranging chapters, Fish explores the implications of his position for our understanding of legal, literary, and psychoanalytic interpretation, the nature of professional and institutional culture, and the place of reason in a world that is rhetorical through and through.

Doing What Comes Naturally: Change, Rhetoric, and the Practice of Theory in Literary and Legal Studies

In literary theory, the philosophy of law, and the sociology of knowledge, no issue has been more central to current debate than the status of our interpretations. Do they rest on a ground of rationality or are they subjective impositions of a merely personal point of view? In "Doing What Comes Naturally," Stanley Fish refuses the dilemma posed by this question and argues that while we can never separate our judgments from the contexts in which they are made, those judgments are nevertheless authoritative and even, in the only way that matters, objective. He thus rejects both the demand for an ahistorical foundation, and the conclusion that in the absence of such a foundation we reside in an indeterminate world. In a succession of provocative and wide-ranging chapters, Fish explores the implications of his position for our understanding of legal, literary, and psychoanalytic interpretation, the nature of professional and institutional culture, and the place of reason in a world that is rhetorical through and through.

Doing What Comes Naturally: Change, Rhetoric and the Practice of Theory in Literary and Legal Studies

Global in scope, but refusing a familiar totalizing theoretical framework, the essays in The Politics of Culture in the Shadow of Capital demonstrate how localized and resistant social practices—including anticolonial and feminist struggles, peasant revolts, labor organizing, and various cultural movements—challenge contemporary capitalism as a highly differentiated mode of production.

Reworking Marxist critique, these essays on Asia, Latin America, the Caribbean, North America, and Europe advance a new understanding of "cultural politics" within the context of transnational neocolonial capitalism. This perspective contributes to an overall critique of traditional approaches to modernity, development, and linear liberal narratives of culture, history, and democratic institutions. It also frames a set of alternative social practices that allows for connections to be made between feminist politics among immigrant women in Britain, women of color in the United States, and Muslim women in Iran, Egypt, Pakistan, and Canada; the work of subaltern studies in India, the Philippines, and Mexico; and antiracist social movements in North and South America, the Caribbean, and Europe. These connections displace modes of opposition traditionally defined in relation to the modern state and enable a rethinking of political practice in the era of global capitalism.

Contributors . Tani E. Barlow, Nandi Bhatia, Dipesh Chakrabarty, Chungmoo Choi, Clara Connolly, Angela Davis, Arturo Escobar, Grant Farred, Homa Hoodfar, Reynaldo C. Ileto, George Lipsitz, David Lloyd, Lisa Lowe, Martin F. Manalansan IV, Aihwa Ong, Pragna Patel, Jose Rabasa, Maria Josefina Saldana-Portillo, Jaqueline Urla

Stanley Fish

Papers

Is There a Text in This Class? The Authority of Interpretive Communities

Is there a Text in this Class

Doing What Comes Naturally: Change, Rhetoric, and the Practice of Theory in Literary and Legal Studies

Doing What Comes Naturally: Change, Rhetoric and the Practice of Theory in Literary and Legal Studies

The Politics of Culture in the Shadow of Capital