Ronney Mourad and Dianne Guenin-Lelle provide here the first English translation of the Prison Narratives written by the seventeenth-century French mystic and Quietist, Jeanne Guyon (1648-1717). Guyon was a fascinating figure in the court of Louis XIV and, although she was marginalized and ignored by French historians for two centuries after her death, she became a major figure in the development of transatlantic Protestant spirituality in the eighteenth century. -/- Guyon's narrative describes her confinement between 1695 and 1703 in (...) various prisons, including the dreaded Bastille. It also maps, in moving and unforgettable detail, the political and religious hegemony that sought to destroy her reputation and erase her from history. Guyon kept the text private and it remained undiscovered for almost three centuries until an archival version was found and published in 1992 under the title Récits de Captivité (Prison Narratives). This translation is not only the first to appear in English, but opens with a comprehensive introduction that represents the most detailed examination of the Prison Narratives presently available in English or French. (shrink)
Issues of sexual orientation elicit ethical debates in schools and society. In jurisdictions where a legal right has not yet been established, one argument commonly rests on whether schools ought to address issues of same-sex relationships and marriage on the basis of civil equality, or whether such controversial issues ought to remain in the private sphere. Drawing upon an antiperfectionist liberal framework, Dianne Gereluk argues that schools have an obligation to educate students in two important ways. First, students must (...) develop an awareness and understanding of the range of acceptable and permissible ways of life that may lead to human flourishing. Second, students must understand the requisite protections and recognition afforded to individuals in a pluralist society. (shrink)
: This essay uses the phenomenal advent of women's climbing as a paradigm case for integrating feminism and phenomenology, and for analyzing how women experience and evolve free movement and existence. In contrast to the paradigm set by Iris Marion Young's "Throwing like a Girl," it stresses the category of the lived body over the category of gender, and it reveals how women, by employing and cultivating the body's motility and spatiality, engage and transcend the (gender) limits of crux situations.
Set within the socio-political context of standards-based education reform, this article explores the constitutive role of teaching standards in the production of the practice and identity of the ‘accomplished’ teacher. It contrasts two idioms for thinking about and studying these standards, the representational and the performative. Utilising the material-semiotic approach of actor-network theory, it addresses the issue of how the representational idiom of teaching standards has become so authoritative that it readily eclipses other ways to think and ‘do’ them. In (...) tracing the development of a specific set of teaching standards as part of a national research project, the argument is made that standards should be understood as performative knowledge and identity practices. And, accounting them should also be performative. Accordingly, attention is given to key locales in which this development is taking place. Teaching standards emerge as ontologically variable and it is struggles around this variability that can create conditions for a renewed practice and politics of education reform. (shrink)
The micro-regional focus of bioregionalism is a small unit of physical space, typically a watershed region. In bioregional discourse, natural systems become metaphors for cultural coherence. However, when we look for laws embedded in the natural world, those that are found do not then reveal themselves as principles which apply to systems of culture. Further, within most individuals, the sense of regional identity spans several scales because our past narratives and present affiliations span several localities. Humans are not immersed in (...) singular niches, nor is the bioregionalist an existential, primordial localist, for his or her choice has been crafted. (shrink)
A paradox seems to exist in educational policy and practice in England and Wales. On the one hand, numerous references to promote community are made in the aims and objectives of the National Curriculum, and throughout the curricula. On the other, trends to increase accountability and standardisation through competition seem antithetical to ideals of community. I consider both the challenges and opportunities that exist for fostering community in contemporary school contexts.
This paper describes the major components of ImpactCS, a program to develop strategies and curriculum materials for integrating social and ethical considerations into the computer science curriculum. It presents, in particular, the content recommendations of a subcommittee of ImpactCS; and it illustrates the interdisciplinary nature of the field, drawing upon concepts from computer science, sociology, philosophy, psychology, history and economics.
The horror described in the Book of Lamentations engenders terror-fraught cries from those entrapped by them. The laments that comprise the book plumb the depths of human tragedy and desperation without rushing prematurely into consolation and relief.
In this article I reconsider the issue of ?transfer? in education. Received views of learning transfer tend to rely upon a version of representation in which the world and the learner are held apart. The focus falls on how this gap can be closed; how learning can be transferred. A sociomaterial perspective, by contrast, puts learner and world back together, making each available to the other. Bringing the materialist sensibility of actor-network theory to bear and drawing on empirical data collected (...) as part of a small-scale qualitative study of the experience of graduate teachers when moving from education into work, it is argued that transfer, and by implication, learning, primarily concerns the practical and takes multiple forms: contingently composed of social, textual and material practices of knowledge production, learning transfer is a relational effect of the intersection of these practices. Empirical analyses point to the practice of two broad patterns of learning transfer, termed here the representational and the relational. Thinking learning transfer as performed through disparate agencies and practices challenges the self-evidences of perspectives on learning which characterize contemporary education. Here, learning is primarily seen in terms of the intrinsic capabilities of people, regardless of the object-dependent qualities of their learning and lives. This human-centricity raises significant epistemological and ethical issues which are addressed by way of a discussion of the embedded normativities and politics of the practices of representational and relational transfer. (shrink)
In this article, an argument is made for extending bioethical principles to place-based community and cultural group protections when there are conflicting perspectives on reporting individual results of biomonitoring studies. Bioethical principles of beneficence, nonmaleficence, respect for autonomy, and justice can incorporate participatory decision-making and understandings of the group conditions of individual research participants, particularly for research studies with vulnerable groups. Arguments for and against biomonitoring communication to individual participants are reviewed here. Assessments of risks and benefits of biomonitoring communication (...) can be improved by considering the contextual conditions of cultural groups and place-based communities. Providing participatory decision-making with all stakeholders about biomonitoring communication can provide more fair benefits than adopting a general, prescriptive clinical standard that favors only group report-backs when clinical utility is low and the scientific understandings of low dose exposures of chemical contaminants to humans are still uncertain. (shrink)
Sustainable development and biodiversity initiatives increasingly include ethnoscience, yet the gendered nature of rural people's knowledge goes largely unrecognized. The paper notes the current resurgence of ethnoscience research and states the case for including gendered knowledge and skills, supported by a brief review of relevant cultural ecology and ecofeminist field studies. The author argues the case from the point of view of better, more complete science as well as from the ethical imperative to serve women's interests as the “daily managers (...) of the living environment”. In the interests of both objectives the paper advocates an ethnoscience research approach based on empowerment of rural people, rather than simple extraction of their knowledge. The Kenyan case study of women's agroforestry work follows their response to the drought and famine of 1985 and chronicles the unfolding discovery of women's ecological, political, and social science as gendered survival skills. The case is re-counted as a story, in keeping with an explicit choice to learn through participation and to report through storytelling. The experience of rural women and researchers during the drought provides several lessons for both groups about their respective knowledge systems, their agroforestry work, and the relationship of both to local and national political economy. (shrink)
Participation has been widely touted as “the answer” to a number of problems facing sustainable development programs. It is not enough, however, to involve rural people as workers and informants in research and planning endeavors defined by outsiders. A truly collaborative approach will depend upon our ability to broaden our definitions of research and participation, to accommodate a wide spectrum of land users and local knowledge, and to expand our repertoire of research methods. This paper presents a critique of facile (...) approaches to participation, outlines a more inclusive framework for who participates on what terms, and reviews a variety of methods that address the complex realities of rural livelihoods and landscapes. The final section of the paper suggests a multi-institutional model that combines the complementary strengths of several types of organizations in participatory field research and planning. (shrink)
Shakespeare’s play As You Like It shows explicitly the psychological and socialeffects of the bodily humors as they are enacted by each of the characters.The effects of pure humors in characters who have political power reverberatethrough the social order and force the politically subordinate characters torespond within their own humoral ability. The very stability of the purehumors creates instability throughout the social world. The humors actwithin what can be described as an economy, with exchange and resourcemanagement. This likeness to economic (...) functions gives rise, in this paper, toa discussion of the humors within recent and contemporary economics, andthe paper concludes that Rosalind's strategy of enacting multiple humors ina destabilizing manner allows for greater social stability. Economists, then,should consider strategic instability as a way to avoid “Minsky moments,”or the widespread instability that stems from too much stability. This hopefor controlled instability is developed through readings of works by JamesKenneth Galbraith, Hyman Minsky, and Paul Krugman among others. Thefinal suggestion is to work towards a more feminist conception of flow andinstability in economic theory and policymaking, with the hope of creating asystem more able to manage external shocks through the use of gendered andhumoral management strategies. (shrink)