Postcard from the Edge (of Empire)
TL;DR: The Scrapbook project as discussed by the authors explores the tension between the ideas of embodiment that connected our work, and the rigidities of academic convention by using various media, in substance and form, to provoke, challenge and confront its audience into dialogue, while simultaneously asking questions about the limits of our own legal imaginations.
Abstract: This article in scrapbook form represents the endeavour of the eight authors to document a recent, collective, academic journey. The project was one embarked upon as a means to explore tensions between the ideas of embodiment that connected our work, and the rigidities of academic convention. Using various media, this article strives, in substance and form, to provoke, challenge and confront its audience into dialogue, while simultaneously asking questions about the limits of our own legal imaginations.
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16 Apr 2020
TL;DR: In this paper, the authors highlight the pedagogical possibilities of working with postcards for teaching anthropology and related disciplinary fields by introducing a set of multifaceted tools and examples, and explore the multimodal qualities of working ethnographically on, within, or through postcards.
Abstract: This article showcases the pedagogical possibilities of working with postcards for teaching anthropology and related disciplinary fields by introducing a set of multifaceted tools and examples. It provides a framework for tangible reflexive teaching practices and a research methodology that supports, both intellectually and emotionally, a vibrant and mobile community of scholars. We commence with the emergence of the postcard, and its (widely undervalued) role as a research subject in the social sciences. Examples from the arts, literature, teaching and research offer inspiration for engaged and creative teaching formats. These cases support our claim that as seemingly ‘anachronistic’ object of communication, postcards are useful for teaching in the classroom, for teaching ethnography, and for community-based work and teaching. In fact, as a traveling communication device, the repurposed postcard lends itself to connect the oft-physically and conceptually divided spaces of the classroom and the ethnographic ‘field.’ Concurrently, the opening of postcards allows for a critique of the medium’s historical use in exoticization the ‘other.’ In other writing [anonymized], we explore in more detail the multimodal qualities of working ethnographically on, within, or through postcards. We here extend the pedagogical potentials to use postcards for innovative approaches in ethnographic research, public anthropology, and applied community work.
26 citations
TL;DR: A review of shifts in feminist legal theory since the early 1990s can be found in this paper, with a brief overview of the history and fields of expertise of these shifts. But this review is limited to women's legal theory.
Abstract: This article offers a review of shifts in feminist legal theory since the early 1990s. We first use our respective histories and fields of expertise to provide a brief overview and highlight some k...
18 citations
Dissertation•
26 Mar 2015
TL;DR: In this paper, the authors explored the effects of introducing a music-based metaphor and pedagogical approach to teaching, learning, and resolving conflict within the legal profession and legal education, and found that nonmusicians in non-musical environments are able to learn from musical metaphors and concepts related to ensemble music-making and such learning translates into changed and more effective behaviour in practice.
Abstract: The need for change within the legal profession and legal education is critical. To remain relevant and responsive to twenty-first century challenges and complexities the next generation of professionals must be creative, imaginative, and innovative thinkers. Emotional and social intelligence, the ability to collaboratively problem-solve, negotiate, and mediate complex conflict are essential skills needed for success particularly in increasingly settlement-oriented environments. Studies and reports have noted, however, that practitioners are lacking these key skills. How can these new perspectives and essential skills be taught and developed? This mixed methods research study involved five professional musicians and thirty-eight first year law school students. Data from musicians regarding effective collaborative music-making and most valued capacities for achieving optimal outcomes informed the design of a comparative teaching study that explored the effects of introducing a music-based metaphor and pedagogical approach to teaching, learning, and resolving conflict. The study provided insights into whether and how the musical ensemble metaphor might assist in shifting adversarial combative and competitive frames toward more collaborative, settlement-oriented mindsets and whether and how music-infused pedagogy might assist in developing enhanced skills and practice behaviours that lead to more desirable outcomes. Results from this initial study suggest that non-musicians in non-musical environments are able to learn from musical metaphors and concepts related to ensemble music-making and that such learning – cognitive, affective, and behavioural – translates into changed and more effective behaviour in practice. In simulated scenarios students exposed to the musical metaphor and other music-based learning appeared to outperform their colleagues not exposed to similar music-based learning. Engagement with music appears to reconnect people to their creative potential and lead them to see the efficacy of employing creative thinking in professional environments where analytical and critical thinking have generally been over-emphasized. There are indications that experiences with collaborative approaches to conflict have the potential to shift traditional norms and behaviours. This study and its results are of interest to those in the field of law, conflict resolution, those exploring artsbased teaching and learning in other professions, such as leadership and organizational behaviour, to music educators, and educators at all levels generally.
17 citations
01 Jan 2013
TL;DR: Socio-legal studies is now sufficiently well established internationally as a field of enquiry to warrant reflective examination of one of the key elements of such study; the "socio" of the'socio legal' as discussed by the authors.
Abstract: Socio-legal studies is now sufficiently well established internationally as a field of enquiry to warrant reflective examination of one of the key elements of such study; the ‘socio’ of the ‘socio-legal’. The significance and reach of socio-legal studies means that this examination is important not only to those who identify as socio-legal scholars, but to an expanding number of students, researchers and policymakers in law and in other fields informed by those studies. This focus on the socio also reflects a widespread and growing sense — not limited to socio-legal studies — that rapid changes in late modernity, such as consumerism, globalization, or neoliberalism, pose fresh challenges. Moreover, the profound social changes resulting from the economic crisis in many advanced capitalist countries in the new millennium provide added justification for this examination. This chapter introduces a book which was conceived to address these issues. The book brings together a variety of scholars, whose work has been selected because of their distinctive contribution to an aspect of the socio — whether, for example, in cultural studies, social policy, or legal studies.1 The distinctiveness of their contributions carries with it another justification: that diverse, dynamic and contested understandings of the social require continuous attention where the legal is also in issue. But before introducing those contributions, this chapter takes stock of the key features of the existing field. The chapter then concludes with consideration of possible pathways for future developments in the socio-legal field.
17 citations
TL;DR: The use of drama as a teaching tool at the University of Victoria to encourage empathetic understanding of our Charter society is discussed in this article, arguing that law school must involve embodied learning.
Abstract: Arguing that law school must involve embodied learning, GILLIAN CALDER describes the use of drama as a teaching tool at the University of Victoria to encourage empathetic understanding of our Charter society.
4 citations
References
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Book•
01 Jan 1990
TL;DR: The body politics of Julia Kristeva and the Body Politics of JuliaKristeva as mentioned in this paper are discussed in detail in Section 5.1.1 and Section 6.2.1.
Abstract: Preface (1999) Preface (1990) 1. Subjects of Sex/Gender/Desire I. 'Women' as the Subject of Feminism II. The Compulsory Order of Sex/Gender/Desire III. Gender: The Circular Ruins of Contemporary Debate IV. Theorizing the Binary, the Unitary and Beyond V. Identity, Sex and the Metaphysics of Substance VI. Language, Power and the Strategies of Displacement 2. Prohibition, Psychoanalysis, and the Production of the Heterosexual Matrix I. Structuralism's Critical Exchange II. Lacan, Riviere, and the Strategies of Masquerade III. Freud and the Melancholia of Gender IV. Gender Complexity and the Limits of Identification V. Reformulating Prohibition as Power 3. Subversive Bodily Acts I. The Body Politics of Julia Kristeva II. Foucault, Herculine, and the Politics of Sexual Discontinuity III. Monique Wittig - Bodily Disintegration and Fictive Sex IV. Bodily Inscriptions, Performative Subversions Conclusion - From Parody to Politics
21,123 citations
01 Jan 1989
TL;DR: The authors argues that Black women are sometimes excluded from feminist theory and antiracist policy discourse because both are predicated on a discrete set of experiences that often does not accurately reflect the interaction of race and gender.
Abstract: This chapter examines how the tendency is perpetuated by a single-axis framework that is dominant in antidiscrimination law and that is also reflected in feminist theory and antiracist politics. It suggests that this single-axis framework erases Black women in the conceptualization, identification and remediation of race and sex discrimination by limiting inquiry to the experiences of otherwise-privileged members of the group. The chapter focuses on otherwise-privileged group members creates a distorted analysis of racism and sexism because the operative conceptions of race and sex become grounded in experiences that actually represent only a subset of a much more complex phenomenon. It argues that Black women are sometimes excluded from feminist theory and antiracist policy discourse because both are predicated on a discrete set of experiences that often does not accurately reflect the interaction of race and gender. The chapter discusses the feminist critique of rape and separate spheres ideology.
11,236 citations
Book•
01 Jan 1988
TL;DR: In this paper, the Third World Woman is presented as a singular monolithic subject in some recent (western) feminist texts, focusing on a certain mode of appropriation and codification of "scholarship" and knowledge about women in the third world by particular analytic categories employed in writings on the subject which take as their primary point of reference feminist interests as they have been articulated in the US and western Europe.
Abstract: It ought to be of some political significance at least that the term 'colonization' has come to denote a variety of phenomena in recent feminist and left writings in general. From its analytic value as a category of exploitative economic exchange in both traditional and contemporary Marxisms (cf. particularly such contemporary scholars as Baran, Amin and Gunder-Frank) to its use by feminist women of colour in the US, to describe the appropriation of their experiences and struggles by hegemonic white women's movements,' the term 'colonization' has been used to characterize everything from the most evident economic and political hierarchies to the production of a particular cultural discourse about what is called the 'Third World.'2 However sophisticated or problematical its use as an explanatory construct, colonization almost invariably implies a relation of structural domination, and a discursive or political suppression of the heterogeneity of the subject(s) in question. What I wish to analyse here specifically is the production of the 'Third World Woman' as a singular monolithic subject in some recent (western) feminist texts. The definition of colonization I invoke is a predominantly discursive one, focusing on a certain mode of appropriation and codification of 'scholarship' and 'knowledge' about women in the third world by particular analytic categories employed in writings on the subject which take as their primary point of reference feminist interests as they have been articulated in the US and western Europe. My concern about such writings derives from my own implication and investment in contemporary debates in feminist theory, and the urgent political necessity of forming strategic coalitions across class, race and national boundaries. Clearly, western feminist discourse and political practice is neither singular nor homogeneous in its goals, interests or analyses. However, it is possible to trace a coherence of
4,287 citations
TL;DR: In this article, a collection of essays, written by Dorothy Smith over the past eight years, is a long-awaited treasure by one of the world's foremost social thinkers, turning her wit and common sense on the prevailing discourses of sociology, political economy, philosophy, and popular culture, at the same time developing her own sociological and feminist practice in unexpected and remarkable directions.
Abstract: This collection of essays, written by Dorothy Smith over the past eight years, is a long-awaited treasure by one of the world's foremost social thinkers. In it, Smith turns her wit and common sense on the prevailing discourses of sociology, political economy, philosophy, and popular culture, at the same time developing her own sociological and feminist practice in unexpected and remarkable directions. Shedding the idiom of the sociologist, Smith inquires directly into the actualities of peoples' lives. Her critical investigations of postmodernism, political correctness, university politics, and SNAF (the Standard North American Family) draw on metaphors and examples from a stimulating range of autobiographical, theoretical, historical, political, and humorous resources. Out of an abstract encounter with Bakhtin, for example, comes an analysis of a child learning to name a bird, and a new way of seeing the story of Helen Keller. In introducing a radically innovative approach to the sociology of discourse, even the most difficult points are addressed through ordinary scenes of mothers, cats, and birds, as well as scientists, pulsars, and cell microscopes. Smith's engaged, rebel sociology throws light on a remarkable range of issues and authors, forever changing the way the reader experiences the world. This, her signature work, will delight a wide and varied audience, and enliven university courses for years to come.
1,125 citations