Topic
The Imaginary
About: The Imaginary is a research topic. Over the lifetime, 4807 publications have been published within this topic receiving 87663 citations.
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27 Jan 2009
TL;DR: The Spatial Imaginary of Contemporary British Fiction as mentioned in this paper is a survey of contemporary British fiction with a focus on landscape and narrative aesthetics, focusing on urban visionaries and Cartographers of Memory.
Abstract: Acknowledgements Introduction: The Spatial Imaginary of Contemporary British Fiction 1. Landscape and Narrative Aesthetics 2. New Horizons for the Regional Novel 3. Urban Visionaries 4. Cartographers of Memory 5. Island Encounters 6. Epilogue: 'Because Time Is Not like Space' Notes Bibliography Index.
23 citations
01 Jan 2008
TL;DR: In this article, a group interview with 12 faculty members of Language and Pedagogy Programs for the collective imaginary approach was carried out, where each professor individually produced drawings and stories on the theme "inclusion student", and four unconscious psychological fields were collected: "his mother's boy", "(un)capacities", "where's Wally?" and "the pain and the pleasure".
Abstract: This study aimed to make a psychoanalytic investigation of the collective imaginary of Higher Education Professors regarding school inclusion. A group interview was carried out with 12 faculty members of Language and Pedagogy Programs for the collective imaginary approach. For that, the Thematic Story-Drawing Procedure was used as mediator-dialogical resource. Each professor individually produced drawings and stories on the theme "inclusion student". Through this clinical material, analyzed through the psychoanalytic method, four unconscious psychological fields were collected: "his mother's boy", "(un)capacities", "where's Wally?" and "the pain and the pleasure". In this set, such fields indicated that school inclusion is experienced with anxiety by professors, whose collective imaginary conceives that the student with a deficiency must be cared for by his(er) mother. Thus, it is understood that school inclusion demands, in addition to technical information, space to care for the emotional aspect of these professionals.
23 citations
TL;DR: In this paper, the authors deal with cartographic representations as means of communicating the imaginary using maps in fantasy role-playing games as an example, and show that maps are not only a means for locating oneself but also a means of actively creating a meaningful place in which we are entangled, which helps to form a sense of belonging in (imaginary) territories which are only given to us in mediated form.
Abstract: This paper deals with cartographic representations as means of communicating the imaginary using maps in fantasy role-playing games as an example. Drawing on SCHUTZian accounts of intersubjectivity and communication we understand maps as one of many strategies to deal with the problem of "medium transcendencies" posed by communicating with others. The methodology of "sociological hermeneutics" (SOEFFNER) is introduced as means of approaching maps and the interactions they are involved in. In our analyses of maps used in role-playing games we can then show that maps are not only a means of locating oneself but also a means of actively creating a meaningful place in which we are entangled. Thus, maps help to form a sense of belonging in (imaginary) territories which are only given to us in mediated form.
23 citations
TL;DR: In this paper, the authors argue that while the concept of masculinity cannot be regarded as a foundational subject, the reality of the category "masculinity" in the daily lives of students and teachers means that we have to take account of how it structures both the social and pedagogic life of the classroom.
Abstract: The concept of masculinity has been critiqued either as an ideological effect of patriarchy or as a play of discourse. This occurs at a time when there is renewed interest in biologically reductive theories of gender, and in the context (in the UK) of public disquiet about boys' academic performance. This paper argues that while masculinity cannot be regarded as a foundational subject, the reality of the category 'masculinity' in the daily lives of students and teachers means that we have to take account of how it structures both the social and pedagogic life of the classroom. The paper demonstrates how an imagined sense of masculinity--the masculine social imaginary--appears as a reality in the boys' narratives of self. The paper also argues that while this masculine social imaginary provides the semantic logic of gender, it is in the moment-to-moment interactions that boys have to assert and seek recognition of themselves as male. 'Masculinity' continues to be a useful sociological concept.
22 citations