Poststructuralism rejects the notion that language transparently reflects reality or that meaning is fixed. It focuses on how meanings are constructed through language and power relations. Poststructural research aims to expose taken-for-granted assumptions and problematize existing discourses through techniques like deconstruction. The researcher adopts a reflexive stance and considers how their own subjectivity shapes interpretations. Data is viewed not as objective evidence but as a tool to reveal how sense-making occurs. Writing departs from traditional report styles to disrupt norms and open theoretical possibilities. While critiqued for being relativistic, poststructuralism provides a lens for interrogating power dynamics and conceptualizing agency.
Deconstruction written by Jacques Derrida. in this slide I wrote about Jacques Derrida , Definition of Deconstruction , Theory of Deconstruction , Organization of Deconstruction and also Binary Opposition and Main Characteristic.
Deconstruction written by Jacques Derrida. in this slide I wrote about Jacques Derrida , Definition of Deconstruction , Theory of Deconstruction , Organization of Deconstruction and also Binary Opposition and Main Characteristic.
This presentation aims to help students in applying deconstructionism in reading a literary text. It provides some easy insights to help students in deconstructing a literary text, advertisement, film, image etc.
Dialogical Odes by John Keats: Mythologically RevisitedBahram Kazemian
This paper, using Mikhail Bakhtin’s theory of dialogism tries to investigate the indications of dialogic voice in Odes by John Keats. Indeed this study goes through the dialogic reading of ‘Ode to a Nightingale’, ‘Ode on a Grecian Urn’, ‘Ode to Psyche’, and ‘Ode on Melancholy’, considering mythological outlooks. Analyzing Keats’s odes through dialogical perspective may reveal that Keats plays a role of an involved and social poet of his own time. Moreover, Keats embraces the world of fancy and imagination to free himself from sufferings of his society. Keats’ odes are influenced by expression of pain-joy reality by which he builds up a dialogue with readers trying to display his own political and social engagement. Applying various kinds of mythological elements and figures within the odes may disclose Keats’s historical response and reaction toward a conflicted society and human grieves in general.
This presentation aims to help students in applying deconstructionism in reading a literary text. It provides some easy insights to help students in deconstructing a literary text, advertisement, film, image etc.
Dialogical Odes by John Keats: Mythologically RevisitedBahram Kazemian
This paper, using Mikhail Bakhtin’s theory of dialogism tries to investigate the indications of dialogic voice in Odes by John Keats. Indeed this study goes through the dialogic reading of ‘Ode to a Nightingale’, ‘Ode on a Grecian Urn’, ‘Ode to Psyche’, and ‘Ode on Melancholy’, considering mythological outlooks. Analyzing Keats’s odes through dialogical perspective may reveal that Keats plays a role of an involved and social poet of his own time. Moreover, Keats embraces the world of fancy and imagination to free himself from sufferings of his society. Keats’ odes are influenced by expression of pain-joy reality by which he builds up a dialogue with readers trying to display his own political and social engagement. Applying various kinds of mythological elements and figures within the odes may disclose Keats’s historical response and reaction toward a conflicted society and human grieves in general.
NATURALIZED DISCOURSE IN ARGUMENTS: A TEXTUAL APPROACH TO THE STUDY OF SOCIAL...John1Lorcan
This paperdiscusses that using a textual approach to study social representations in arguments could help
to better understand the relationships among naturalized discourse and argumentation. To naturalize an
utterance,i.e. to make it commonsensical, is to give an arbitrary utterance the quality of “true” without
questioning the ideological context which frames -and, therefore, gives meaning- to that utterance.
Naturalized discourse is discourse that has become commonsensical even though it has actually been
framed by the values and beliefs of a given social group. This paper argues that using critical discourse
analysis (CDA) to study discourseat the textual level might be useful to find how social representations
could affect the strength of an argument.
32 Thinking With Theory; A New Analyticfor Qualitative Inqui.docxlorainedeserre
32 Thinking With Theory; A New Analytic
for Qualitative Inquiry
Alecia Y. Jackson and Lisa A. Mazzei
Thought does not need a method…. Method in general is a means by
which we avoid going to a particular place, or by which we maintain the
option of escaping from it.
—Deleuze (1983, p. 110)
In our chapter, we situate our work, which we call thinking with theory, not as
a method with a script but as a new analytic for qualitative inquiry. Every
truth, Deleuze (1983) wrote, is of a time and a place; thus, we work within
and against the truths of humanist, conventional, and interpretive forms of
inquiry and analysis that have centered and dominated qualitative research
texts and practices. We proceed with hesitation and a sense of instability,
because as readers will see, there is no formula for thinking with theory: It is
something that is to come; something that happens, paradoxically, in a
moment that has already happened; something emergent, unpredictable, and
always rethinkable and redoable. Discussing his power/knowledge analysis,
Foucault (2000) explained, “What I’ve written is never prescriptive either for
me or for others—at most it’s instrumental and tentative” (p. 240). Following
Foucault, we want to caution readers that thinking with theory does not follow
a particular method; rather, it relies on a willingness to borrow and
reconfigure concepts, invent approaches, and create new assemblages that
demonstrate a range of analytic practices of thought, creativity, and
intervention.
Describing “how” to think with theory—or what it “is”—is ruined from the
start; thus, we add to the literature of previous critiques and deconstructions in
the milieu of research after humanism that attempts to loosen a grip on stable
structures and endeavors to shake off exhaustive and exhausting habits of
method (see, e.g., Clarke, 2005; de Freitas & Palmer, 2015; KoroLjunberg &
MacLure, 2013; Lather, 1993, 2007; Lenz Taguchi, 2012; MacLure, 2009;
Scheurich, 1995; Snaza & Weaver, 2014; St. Pierre, 1997, 2011; Taylor &
Hughes, 2016). We also recognize that there is a significant body of work that
1240
has attempted to do inquiry differently given such deconstructions. Some of
this questioning has resulted in narrative research (e.g., see Barone, 2001;
Clandinin, 2007; Clandinin & Connelly, 1999, 2000), life history (e.g., see
Cary, 1999; Munro, 1998; Weiler & Middleton, 1999), experimental writing
forms (e.g., see Lincoln, 1997; Richardson, 1997), and performance
ethnography (Denzin, 2003; Gannon, 2005; McCall, 2000), to name a few, as
researchers have sought to minimize the corruption and simplification of
attempts to make meaning in postpositivist and constructionist paradigms.
Such questioning has resulted in innovative inquiry; however, we argue,
method still remains tethered to humanism.
While we have tried to distance ourselves from conventional meanings and
uses of many words from our vocabulary in the writing of this text, we are
still burde ...
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 19 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
The UK professional standards framework (UKPSF) is “a national framework for comprehensively recognising and benchmarking teaching and learning support roles within higher education”. The HEA aligns its Fellowship categories with the framework descriptors, which are “a set of statements outlining the key characteristics of someone performing four broad categories of typical learning and teaching support role within higher education”. A core aspect of achieving professional recognition via HEA Fellowship is the ‘Account of professional practice’ (APP). Applicants must provide a narrative account that outlines their experiences in relation to a series of ‘areas of activity’, illustrating their account with examples of how these activities demonstrate their competence in relation to ‘core knowledge’ and commitment to ‘professional values’.
Part of our role as Academic Development Officers with the HEA is to facilitate workshops that provide opportunities for those preparing to apply for HEA Fellowship to reflect on and develop their practice. With the aim of highlighting the role that creative activities can play in providing the space for critical reflection, we have organised a series of inter-disciplinary workshops that engaged participants in activities such as creating images to represent their academic habitus, forum theatre; creating ‘rich pictures’; and, using poetry for critical reflection. Each of us has been drawing on a different analytical model – critical discourse analysis, appreciative inquiry and narrative analysis – to analyse video recordings of workshops, artefacts created by participants and post-event interviews. The aim of this analysis has been to explore how practitioners are not simply ‘subjected to’ the discourse of professionalism, but have the potential to shape the discourse through the articulation of their practice.
In this workshop colleagues will be asked to engage with creative workshop activities that focus on the UKPSF dimension of ‘professional values’ and feedback their views on the usefulness of our approaches to data analysis.
What Are Metaphors?
Metaphors As A Metaphor
Metaphor In Talk Essay
Metaphors And Figurative Language
Life Metaphors And Similes Essay
Metaphor Essay Metaphor
What Does Metaphor Mean
Example Of A Metaphor
Metaphor In The Metaphor
Conceptual Metaphors Essay
Experience With Metaphors
Metaphors We Live By Essay examples
Summary Of Metaphors We Live By
Metaphors We Live By Summary
Life with Metaphors Essay
Main Concepts Of Metaphors
Life goes on (Metaphor essay )
My Metaphor Essay
How To Write A Metaphor
Metaphor: A Short Story
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. What is poststructuralism?
-Lather (1992) describes poststructuralism to “mean the
working out of academic theory within the culture of
postmodernism” (p. 90).
-Unlike structuralism, which is “premised on efforts to
scientize language, to posit it as systematizable”,
poststructuralism concentrates on the “remainder, all that is
left over after the systematic categorizations have been
made” (Lather, 1992, p. 90).
-So while structuralism “sought a new language that would
mirror the ‘true’ depth of things” conversely,
poststructuralism “casts doubt on such projects, seriously
modifies their ambitions and pretension to clarity,
challenges them as utopian, or eventually totalitarian in
tendency” (Somehk & Lewin, 2005, p. 312).
3. The purpose
-Drawing on the concept of “difference” to enable “splits, disjunctions,
displacements and provisionalities”, poststructuralism aims to expose the “hidden
disasters, tragedies and crimes of the ‘systems’ of social and cultural thinking that
preceded it” (Somehk & Lewin, 2005, p. 313).
-Poststructuralism therefore endeavours to offer “the last word”, not in regarding
“definition”, understanding, interpretation, or critique, but “in terms of irresolution”
(Somehk & Lewin, 2005, p. 313).
-It is with a commitment to irresolution that poststructuralism endeavours to
problematize both “what is opened up and what is closed down” by particular
discourses or ways of knowing (Lather, 1992, p. 94).
4. Epistemology
-Structuralism supported the idea of relativism, where
something is produced rather than already pre-exisiting.
Poststructuralists believe that the meanings that we
attribute are not given to us but is rather a product of
symbolizing systems that we learn (Belsey, 2002, p. 5).
-It further proposes that ideas are not the source of
meaning or the origin of the language we speak, but ideas
are in fact produced through the meanings we learn and
then reproduce (Belsey, 2002, p. 7).
-Rejects the notion of placing limits and boundaries on
certain kinds of knowledge (e.g. meta-narratives).
-Focuses on the:
-operation of language, production of meaning and combination of
knowledge and power that produce an “accepted or taken-for-granted
forms of knowledge and social practices” (Fawcett, 2008).
5. Epistemology- The process of knowing
-Poststructuralists believe that subjectivity will cause more uncertainties than to
solve them (Belsey, 2002, p. 82). They do not believe in the subjective-objective
binary because subjective opinions and ideologies must have also been learned
from somewhere (it is produced outside itself) (Belsey, 2002, p. 83).
-Poststructuralism views subjectivity as being fragmented and incomplete
(Sykes, 2001, p. 15). “What is outside the subject constitutes subjectivity; the
subject invades the objectivity of what it knows” (Belsey, 2002, p. 83).
-Sassure believed that meaning was not something that was already in existence
but was reproduced. He goes to say, “language has neither ideas nor sounds that
existed before the linguistic system, but only conceptual and phonic differences
that have issued from the system.” (Belsey, 2002, p. 22).
-Poststructuralism also takes into account that meaning cannot be generalized or
made universal, rather it is differential instead of referential (Belsey, 2002, p.
20).
6. -Poststructural research practices emphasis meanings that are context
specific instead of aiming at finding a single “truth” (Fawcett, 2008).
-Deconstruction tires to unravel the multiple layers that make up reality
(Fawcett, 2008).Thus, different accounts of realities are perceived and
we must identify “recurring themes, contradictions, and the
identification of patterns in the ways in which participant experiences
are articulated” (Fawcett, 2008).
-Realities can be deformed or altered.
Phenomenological hermeneutics describes the fact that the author is
disengaged from the interpretive process. “What is in question is what
is meant by authorship, and the assumption that the meaning of a
Ontology
work is the product of a single self-determining author, in control of his meanings, who fulfills
his intentions and only his intentions” (Lye, 2008).
-This shows that meanings are learned and reproduced overtime and thus, any form of writing is
viewed as a text form of cultural meanings (Lye, 2008).
-Meaning according to Ferdinand de Saussure is not associated with words, but rather in the
systems that it occurs in and is compared to differences of those meanings and not in the identity
of it (Lye, 2008).
7. Role of Language
-Language pre-exists us and it is not something that we possess; therefore
we must take into consideration the signifiers present and the possibilities
of what they can mean (Belsey, 2002, p. 18).
-Language makes dialogue possible, but only when we use it
appropriately, subscribing to the meanings already given in the language
that always precedes our familiarity with it (Sykes, 15).
-An interpretive heterotopia- “A heterotopia is a form, a set of relations
where things not usually associated with one another are juxtaposed,
allowing language to become more elastic, more able to collect new
interpretations and announce new possibilities” (Sykes, 17).
-Jacques Derrida came up with the belief that meanings cannot be fixed
(différance) (Fawcett, 2008). Meaning according to Derrida can only be
produced in the juxtaposition of the signified and the signifier. Therefore,
meaning is always undergoing changes and can only be fixed temporarily
in specific contexts. (Fawcett, 2008).
8. The researcher
-While the poststructuralist research has one “eye
on what subjects are saying, writing, doing”, the
other centres on “what is not said, what discourses
make it impossible to say, what practical or
theoretical logics hide away from sight” (Somehk &
Lewin, 2005, p. 313).
-As Sykes (2001) explains, the research must be
able to:
-Ask what the text imposes
-Ask questions that are not implied in the
text
-Ask how it is that stories are told
-Ask not what the “work has in mind but
what it forgets, not what it says but what it
takes for granted’’ (p. 17).
9. -The researcher focuses on
how stories are told.
Stories and silence
-By centring on how stories
are told the researcher is
able to look into different
categories and analyze how
“silence and speech” has
been used to narrate stories
and existence through
conscious and unconscious
processes (Sykes, 2001, p.
18).
10. Data
-Data is not
“transparent evidence
of that which is real”,
but is instead used as a
tool to reveal how
sense is being made of
what is real within a
particular text (Somehk
& Lewin, 2005, p.
319).
-The data or text is “not
respected” in terms of
revealing or making
sense of what is real,
but may be
“deconstructed and
broken open” to capture
how the real might be
constructed (Somehk &
Lewin, 2005, p. 319).
-Data is deconstructed
and broken up to
disrupt that which is
taken as a stable or
unquestionable truth in
ways that recognize
contradiction.
11. Rethinking data, the researcher, and theory
-Data collection is often viewed as a productive
process that creates something new or altogether
different based on the interactions between the data,
researcher, and theory.
-A researcher is never separate from the data, instead
the researcher actively positions themselves within the
text.
-How a researcher relates to the data will vary, but it is important that they
question what is asked of the data, how they hear the data in terms of their
“own privilege and authority”, and “deconstruct why one story is told and not
another” (Jackson & Mazzei, 2012, p. ix).
-Data and theory are inseparable as theoretical possibilities are continually
opened up as the researcher goes from asking questions, choosing data, to
writing up the data.
12. Writing up and working with data
-Writing up the data may depart from “predicted patterns of report
writing” and “may set out to deconstruct or disrupt report writing
itself” (Somehk & Lewin, 2005, p. 321).
-Jackson and Mazzei (2012), for instance, use the term “plugging in”
to discuss how data can be filtered or plugged into to a variety of
theoretical concepts to “produce something new” in a “constant,
continuous process of making and unmaking” (p. 1). Such theoretical
concepts might include deconstruction, marginality, power relations,
and performativity.
Power Relations
13. To put a term under erasure
-To put a term under erasure is “to write a word, cross it out, and then print both
the word and its deletion. Because the word is inaccurate, or inadequate, it is
crossed out; because the word is necessary, it remains legible” (Kamoea, 2003, p.
16).
-When a term is put under erasure the potential emerges to “expose the
uncertainty of what that signifier might be or could become, and to open up the
traces present” to capture the “absent presence”, or what is always and already
present yet often overlooked (Jackson & Mazzei, 2012, p. 18).
-As truth or narratives are placed under erasure,
they are used and troubled simultaneously,
“rendering them inaccurate yet necessary” (Jackson
& Mazzei, 2012, p. 18)
14. Speech act theory
-Speech act theory demonstrates how words such as married and single
can be contrasted and compared.
-Speech act theory shows how these words can be viewed by different
people and how overstanding can be used to ask a question that may
not have been expected by the researched (Sykes, 2001, p. 21).
-Speech act theory can be used to analyze how specific words are used
to either enable or restrict construction of identity in spoken narratives.
-Speech act theory can be used to show how discourses perform
functionally, such as how repetitive performance can be taken as the
“norm” if not challenged, such as maintaining a heterosexual storyline
(Sykes, 2001, p. 19).
15. -Defamiliarization- according to Shklovsky, as we are
continuously exposed to the same elements, we begin to
recognize it. “Over time our perceptions of familiar, everyday
situations become stale, blunted, and “automatized” (Kaomea,
2003, p. 15).
-Defamiliarizing techniques used in language tries to hold our
attention and bring focus to particular elements that can open up
discourse into hidden conflicts and tensions (Kaomea, 2003, p.
15-16).
-Reading erasures-uncovering successive layers of erasures can
enable one to read beyond what can be seen on the surface
(Kaomea, 2003, p. 16). This process can “disclose suppressed
emotions and successive layers of underlying feelings,
motivations, and causes” (Kaomea, 2003, p. 18).
-What we find through using defamilarizing tools can be
uncomfortable and hurtful (e.g. Kaomea study) but can be a great
tool in exposing and analysing oppression (Kaomea, 2003, p. 24).
Intended meaning vs. interpretations
16. Conceptualizing power and agency
-Poststructuralists are concerned with “how it is that power works not
just to force us into particular ways of being, but to make those ways
of being desirable such that we actively take them up as our own”
(Somehk & Lewin, 2005, p. 318)
-This enables the “possibility of a different kind of agency” wherein
the “subject is inscribed” not only from the outside, but “through
actively taking up the values, norms and desires” that make them a
“recognizable” and “legitimate member” of their social group
(Somehk & Lewin, 2005, p. 318).
-Agency emerges, then, when the subject fails to repeat these values,
norms, and desires, which are closely tied to race, sexuality, and
gender.
17. A helpful metaphor
-Sipe and Constable (1999) provide an interesting and helpful
comparison of the differences between critical theory and
deconstructivism as an approach in keeping with the principles
poststructuralism.
-Critical theory is assigned the colour red to reflect the
“energetic” and “actively charged” characteristic of the
critical paradigm (Sipe & Constable, 1999, p. 160).
-Since deconstructivism is suspicious of all “semiotic
systems” and “denies that any language transparently
reflects or conveys reality” it reflects the “absence or
denial” of colour and is assigned the colour black (Sipe &
Constable, 1999, p. 160).
Critical theory
vDeconstructivism
18. -Postructuralists have been critiqued for “overturning
acceptable knowledge” and considering it for re-analyses
(Fawcett, 2008).
-Deconstructive analyses has been critiqued for promoting
interrogation rather than investigating necessary elements
that are essential for the function and identity of a specific
phenomenon (essentialism) (Fawcett, 2008).
Critiques:
-Makes it difficult to address inequality and forms of oppression (does not take into
consideration “absolutes associated with extreme injustice and poverty” (all things
become plural) (Fawcett, 2008).
-Therefore, all concepts become relative and the notion of validity disintegrates (difficult
to take on an ethical position and address social justice) (Fawcett, 2008).
-One of the issues with poststructuralists is that practitioners use “old words” that can be
used in unfamiliar ways but also questions the notion of to what extent we should allow
existing language to place limits on the meaning-making process (Belsey, 2002, p. 15).
19. Questions
1) Lather (1992) points out how
emancipatory research can risk
reinforcing the “power dynamics” or
relations of dominance that it is
“theoretically opposed” (p. 94). What do
you make of this and what implications
might it have for your own work or for
emancipatory research in general?
20. 2) Issues of interpretation and meaning-How do we know the
author meant what we think he/she was trying to describe
and write about? Is there a discrepancy between how we read
the text and the way it was intended to be read?
3) How can researchers investigate and uncover erasures,
absences and silences in understanding underlying notions,
feelings, causes and motivations? How can we look beyond
life histories to uncover messages that cannot be read or seen
on the surface? Do these erasures and defamiliarizing clues
function to oppress or empower?
Questions
21. Questions
4) Choose an image or a text and using the examples provided by Kamoea (2003) and
Lather (1992) try the following:
a) Conduct a surface reading of the image. What do you see?
b) Conduct a reading that takes a closer look at what might be hidden
beneath the image by “making strange” what might be “habitually” glossed
over (Kamoea, 2003, p. 15). What do you see?
c) Compare and contrast your first two readings. What differences do you
notice? Do any assumptions or contradictions emerge?
d) Briefly reflect on your different readings and experiences looking at and
thinking about the image or text. Discuss your experience reading the image
or text. How are you “embodied, positioned, desiring”, and ultimately
present in your different readings (Lather, 1992, p. 95)?
22. References:
Belsey, Catherine. (2002). Postructuralism: A very short introduction. Oxford University Press, 1-132.
Retrieved January 25, 2016 from
https://vk.com/doc182701393_354811724?hash=73ba5dc549d6ef1d0f&dl=82d9f3a24a1529506c
Fawcett, Barbara. "Poststructuralism." The Sage Encyclopedia of Qualitative Research Methods. 2008.
SAGE Publications. Retrieved January 29, 2016 from http://www.sage-
ereference.com.myaccess.library.utoronto.ca/research/Article_n334.html.
Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with theory in qualitative research: Viewing data across
multiple perspectives. New York: Routledge.
Kaomea, Julie. (2003). Reading erasures and making the familiar strange: Defamiliarizing methods for
research in formerly colonized and historically oppressed communities. Educational Researcher,
32(2), 14-25. Retrieved January 29, 2016 from
http://simplelink.library.utoronto.ca.myaccess.library.utoronto.ca/url.cfm/126450
Lather, P. (1992). Critical frames in educational research: Feminist and post-structural persectives.
Theory Into Practice, XXXI(2), 87-99.
Lye, John. (2008). The ‘death of the author’ as an instance of theory. Brock University. Retrieved January
27, 2016 from https://www.brocku.ca/english/courses/4F70/author.php.
23. References:
Sipe, L, & Constable, S. (1999). A chart of four contemporary research paradigms: Metaphors for the
modes of inquiry. Taboo: The Journal of Culture and Education, 1(1), 153-163.
Somekh, B., & Lewin, C. (2005). Research methods in the social sciences. Thousand Oaks: Sage
Publications.
Sykes, Heather. (2001). Understanding and overstanding: Feminist poststructural life histories of
physical education teachers. International Journal of Qualitative Studies in Education, 14(1),
13-31.Retrieved January 28, 2016 from
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