Congdon (2017), Giladi (2018), and McConkey (2004) challenge feminist epistemologists and recognition theorists to come together to analyze epistemic injustice. I take up this challenge by highlighting the failure of recognition in cases of testimonial and hermeneutical injustice experienced by victims of sexual harassment and sexual assault. I offer the #MeToo movement as a case study to demonstrate how the process of mutual recognition makes visible and helps overcome the epistemic injustice suffered by victims of sexual harassment and sexual assault. (...) I argue that in declaring “me too,” the epistemic subject emerges in the context of a polyphonic symphony of victims claiming their status as agents who are able to make sense of their own social experiences and able to convey their knowledge to others. (shrink)

Social epistemologists use the term hermeneutical injustice to refer to a form of epistemic injustice in which a structural prejudice in the economy of collective interpretive resources results in a person’s inability to understand his/her/their own social experience. This essay argues that the phenomenon of unacknowledged date rapes, that is, when a person experiences sexual assault yet does not conceptualize him/her/their self as a rape victim, should be regarded as a form of hermeneutical injustice. The fact that the concept of (...) date rape has been widely used for at least three decades indicates the intractability of hermeneutical injustices of this sort and the challenges with its overcoming. (shrink)

Workplace bullying is a significant issue confronting the nursing profession. Bullying in nursing is frequently described in terms of 'oppressed group' behaviour or 'horizontal violence'. It is proposed that the use of 'oppressed group' behaviour theory has fostered only a partial understanding of the phenomenon in nursing. It is suggested that the continued use of 'oppressed group' behaviour as the major means for understanding bullying in nursing places a flawed emphasis on bullying as a phenomenon that exists only among nurses, (...) rather than considering it within the broader organisational context. The work of Foucault and the 'circuits of power' model proposed by Clegg are used to provide an alternative understanding of the operation of power within organisations and therefore another way to conceive bullying in the nursing workforce. © 2006 The authors. (shrink)

Case study as a teaching and research tool has an extensive history in health and social sciences. Despite its suitability for many of the research questions that face nurses, nurses have not fully embraced case study as a comprehensive approach for research. The vagaries of the real-life clinical setting can confound methodologically purist researchers. Case study provides a milieu in which nurse researchers can respond to these vagaries and move towards a paradigmatic openness. In this paper, we argue that case (...) study offers, as yet, under-explored and under-utilised potential as a bridge across the traditional research paradigms. We argue that case study has broad research application and epistemological, ontological and methodological flexibility. When used as a research approach, case study is both the process and end product of research. It provides a delineated boundary for inquiry, and a structural process within which any methods appropriate to investigating a research area can be applied. © 2006 The authors. (shrink)

Both consumers and producers of biotechnology products have insisted that communication between the two be improved. The former demand more democratic participation in the risk assessment process of biotechnology products. The latter seek to correct misinformation regarding alleged risks from these products. One way to resolve these concerns, I argue, is through the use of biotechnology labels. Such labeling fosters consumer autonomy and moves toward more participatory decisionmaking, in addition to ensuring that informed consent from consumers is maintained. Furthermore, although (...) voluntary biotech-free labeling in lieu of biotechlabels may uphold consumer sovereignty, the latter remains a more effective strategy for achieving ethical communication between consumers and producers of biotechnology products. (shrink)

To determine whether or not Buffy Sommers represents a successful subversion of femininity, I draw extensively upon seminal works in feminist phenomenology, which describe feminine embodiment as a collection of disciplinary practices that produce a subordinate subject. In sections one and two below, I use these aspects of feminine embodiment to analyze how Buffy the Vampire Slayer both reflects and challenges these norms, concluding that Buffy represents a gender hybrid, one who melds feminine and masculine being-in-the-world. Then, in section three, (...) I examine what this depiction of gender hybridity offers for ordinary young women, that is, those without the mystically endowed powers of the Slayer, through a deconstruction of the episode “Helpless” (3.12). I argue that, instead of presenting a “docile body” inspiring sexual objectification and victimization, Buffy the Vampire Slayer offers viewers a representation of female resilience. (shrink)

This chapter focuses on the practice of witnessing from the perspective of a crisis counselor and rape survivor advocate. Weaving together threads of practice and theory, it describes the experience of witnessing others’ trauma, and the asymmetrical process of being an empathic and ethical participant in the recovery of others’ subjectivity. The chapter explores the impact of trauma on a person’s embodied, autonomous, and narrative self, including loss of speech, symptoms recognized in psychiatric literature as PTSD, and anxiety. The author (...) emphasizes the role of narratives both in the recovery of the survivor’s subjectivity and in the preservation of the advocate’s ability to engage in the dialogic and intersubjective process of witnessing. (shrink)

Although World of Warcraft utilizes ethnic and gender stereotypes in the construction of its playable characters, the structure of the gaming environment provides a modest utopian vision that is structurally just, maximizing both liberty and equality among participants in a way consistent with John Rawls's Theory of Justice. As a result, class, race, and gender are much more a matter of human (humanoid) variety, rather than a tool for hierarchically differentiation. Nevertheless, in players' engagement with the game, class, race, and (...) gender differences take on meaning well beyond the strucuture of the Warcraft universe demonstrating how real world values infect our imagination. (shrink)

© 2013 John Wiley & Sons Ltd. Mentorship, often viewed as a central capacity of leadership, is acknowledged as influential in growing nurse leaders. Mentoring relationships are perceived as empowering connections offering a dynamic guided experience to promote growth and development in personal and professional life. A hermeneutic phenomenological approach informed by Heidegger and Gadamer was used to explore understandings and experiences of mentorship for nurse leadership by 13 Australian nurse leaders. We found that learning and transformation associated with becoming (...) a nurse leader mentor was experienced as an enduring evolutionary process. Participants' life journeys provided experiences that developed their understandings and established their personal identity as a leader and mentor. We considered the journey motif in terms of its inextricable connection with lived time and used Heidegger's ecstasies of temporality as a lens to understand how the temporal dimensions of past, present and future influenced and shaped the development of nurse leader mentors. We found that our temporal existence influences interpretation of ourselves and the world. Individuals can benefit from multiple separate mentoring interludes, with different mentors, over a lifetime. For some nurses, becoming a leader and mentor is a lifelong transformative process that grows from diverse experience and influential role modelling rather than formal instruction. (shrink)

CRITICAL THINKING: A USER’S MANUAL offers an innovative skill-based approach to critical thinking that provides step-by-step tools for learning to evaluate arguments. Students build a complete skill set by recognizing, analyzing, diagramming, and evaluating arguments; later chapters encourage application of the basic skills to categorical, truth-functional, analogical, generalization, and causal arguments as well as fallacies. The exercises throughout the text engage readers in active learning, integrate writing as part of the critical thinking process, and emphasize skill transference. A special feature, (...) called Your Turn! encourages students to not just skim through the book’s explanations, but stop, think, and apply what they are learning. CRITICAL THINKING: A USER’S MANUAL offers multiple opportunities for different kinds of practice and options for appealing to different learning styles. The quantity and variety of exercises allow for group work, reflection and application, and writing practice as well as traditional homework exercises. Aplia, an online homework solution that increases student effort and engagement, is available as an option with this text to provide additional critical thinking practice with immediate feedback to reinforce the skills students are building in class. (shrink)

Underlying theories of rape in legal philosophy are assumptions about the relationships between rights and property, self and others, mind and body, public and private domains, subject and object. Philosophers who study sexual assault by focusing almost exclusively on the law of rape often fail to interrogate their implicit ways of conceptualizing subjects and the harm done to them. In particular, these analyses often overlook the impact of rape on the development of personal identity and understanding of self. This project (...) provides an analysis of the wrongness of rape that considers rape not as a moment of nonconsent, but as a stage in an experiential process that includes, but is not limited to, the violation of rights. By integrating the philosophical methods of phenomenology and critical theory with current writings on the philosophy of rape law, rape trauma, and critical race theory, this study develops a descriptively full theory of rape that takes the experience of the survivor as the point of departure. A philosophically rich understanding of the harm of rape emerges when approaching the issue through the lived realities of women who have been subjected to sexual violence along with a critical social theory of how the social, historical, and material conditions inform that experience. (shrink)