What exactly does it mean to “trust your gut”? What use are gut-level insights when a person is attempting to consciously and deliberately navigate life altering decisions, such as those surrounding marriage, divorce, job changes, home buying, etc.? This essay provides a partial answer to those questions by leveraging the account of “emotional bodily feelings” offered in Tom Cochrane’s The Emotional Mind: A Control Theory of Affective States. This essay shows why “trusting your gut” is a reasonably good path to (...) emotional self-awareness in decision-making. The first half of the essay offers an analysis of what many people mean by the colloquial advice to “trust your gut,” at least when they deploy that advice in context of an ongoing dialogue about a friend or family member’s major life-decision. In the second half, this article briefly summarizes Cochrane’s account of emotions and emotional bodily feelings, and spells out how these concepts might be deployed to understand the advice to “trust your gut” as nearly tantamount to saying “pursue emotional self-awareness.”. (shrink)

Two views of theistic faith are presented in this book. Some contributors see faith as a set of beliefs about God and seek substantiation for those beliefs. Others perceive faith less as a set of beliefs than as a special way of living in relationship to God. The connection between these two views is an intriguing theme winding through the collection and explicitly addressed by Michael A. Brown in the closing essay. The epistemology of religion is now one of the (...) most exciting and controversial areas in philosophy of religion. These eleven essays by recognized leaders in the field and outstanding new voices exhibit the diversity of approaches and the subtle unity of concerns that characterize the best work in this discipline. The repeated comparison of religious beliefs and their justification with scientific theories and their testing is especially useful. (shrink)

This article explores two central notions of ‘dialectics’ and ‘dialogics’ based on the work of Vygotsky and Bakhtin respectively, as well their varying interanimations within Stalin-Marxist Russian societyIt is proposed that these two positions are incommensurably located alongside one another in contemporary education. I argue that Bakhtin offers diametrically oppositional educational provocations to those of Vygotsky.The implications of these interpretations will be explored with consideration of their underlying philosophical incompatibilities and contradictions, as well as the opportunities such a consideration pose (...) for educational practice today. (shrink)

Rabelaian carnivalesque provided philosopher Mikhail Bakhtin with a means of exploring the significance of humour through an examination of Middle Age peasant culture and the influence of the Renaissance on its legitimacy. This article argues that a similar phenomenon exists in modern educational settings and provides evidence to suggest that very young children are highly capable of working within this genre as a strategic orientation. It is proposed that the role of the early childhood teacher within this ‘underground culture’ is (...) to be a dialogic partner who recognizes their dual horizontal and vertical roles as both insider and outsider: appreciating humour with children but expecting (and celebrating) the child’s position within a distinct culture that necessarily resides outside officialdom. In doing so, the article concludes that teachers will gain deeper appreciation of the important role of humour as a means of positioning the self within institutions characterized by power dynamics that are typically beyond the young child’s control. Moreover, the teacher has greater opportunities to recognize the potential of humour as a form of social mobility and agency on the part of the child. (shrink)

In order to strengthen civic education in elementary schools, research is needed to understand preservice teachers’ ideas about civic teaching. The current study examined the degree to which elementary preservice teachers’ civic competencies (i.e., civic awareness, dispositions, and interpersonal skills) and the grades they plan to teach are associated with expected future civic teaching. Survey data were collected from 235 undergraduate students majoring in early childhood or elementary education. Results from hierarchical multiple regression showed that greater civic awareness and lower (...) levels of trust in the American promise were associated with expected future teaching about politics, while greater civic awareness, stronger commitment to social issues, and better interpersonal skills were associated with expected future teaching about community engagement. Additionally, those who plan to teach the upper elementary grades (third–fifth) were more likely to report that they will teach about politics and community engagement in their future classrooms when compared to those who plan to teach younger grades (PreK–second). Practical implications for preservice teacher preparation are discussed. (shrink)

In recent years new discourses have emerged to inform philosophy and pedagogy in early childhood. These range from various postfoundational perspectives to objectivist accounts such as neuroscience in relation to brain development. Given the variety of competing narratives, the field is complex and multifaceted with potential to revision early childhood pedagogy through varied paradigms and philosophical orientations. This special issue sought scholarship on a range of philosophical perspectives about early childhood education, particularly those related to issues of pedagogy. In this (...) article, we develop an argument for philosophically informed pedagogy to balance some of the psychological and empirical approaches that dominate the field. Based on the provocations of the seven articles that comprise this issue, we argue for greater attention to subjective and even mysterious approaches to learning that call for ontological orientations to pedagogy as a relationship rather than a response or an intervention. (shrink)

This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in the fields of education and philosophy. The paper (...) is the result of a collective writing process. (shrink)

Ageing causes progressive decline in metabolic, behavioural, and physiological functions, leading to a reduced health span. The extracellular matrix (ECM) is the three‐dimensional network of macromolecules that provides our tissues with structure and biomechanical resilience. Imbalance between damage and repair/regeneration causes the ECM to undergo structural deterioration with age, contributing to age‐associated pathology. The ECM ‘Ageing Across the Life Course’ interdisciplinary research network (ECMage) was established to bring together researchers in the United Kingdom, and internationally, working on the emerging field (...) of ECM ageing. Here we report on a consultation at a joint meeting of ECMage and the Medical Research Council / Versus Arthritis Centre for Integrated Research into Musculoskeletal Ageing, held in January 2023, in which delegates analysed the key questions and research opportunities in the field of ECM ageing. We examine fundamental biological questions, enabling technologies, systems of study and emerging in vitro and in silico models, alongside consideration of the broader challenges facing the field. (shrink)

Although there are notable exceptions, examination of nursing's participation in colonizing processes and practices has not taken hold in nursing's consciousness or political agenda. Critical analyses, based on the examination of politics and power of the structural determinants of health, continue to be marginalized in the profession. The goals of this discussion article are to underscore the urgent need to further articulate postcolonial theory in nursing and to contribute to nursing knowledge about paths to work toward decolonizing the profession. The (...) authors begin with a description of unifying themes in postcolonial theory, with an emphasis on colonized subjectivities and imperialism; the application of a critical social science perspective, including postcolonial feminist theory; and the project of working toward decolonization. Processes involved in the colonization of nursing are described in detail, including colonization of nursing's intellectual development and the white privilege and racism that sustain colonizing thinking and action in nursing. The authors conclude with strategies to increase the counter‐narrative to continued colonization, with a focus on critical social justice, human rights and the structural determinants of health. (shrink)

John Dewey (1859-1952) lived from the Civil War to the Cold War, a period of extraordinary social, economic, demographic, political and technological change. During his lifetime the United States changed from a rural to an urban society, from an agricultural to an industrial economy, from a regional to a world power. It emancipated its slaves, but subjected them to white supremacy. It absorbed millions of immigrants from Europe and Asia, but faced wrenching conflicts between capital and labor as they were (...) integrated into the urban industrial economy. It granted women the vote, but resisted their full integration into educational and economic institutions. As the face-to-face communal life of small villages and towns waned, it confronted the need to create new forms of community life capable of sustaining democracy on urban and national scales. Dewey believed that neither traditional moral norms nor traditional philosophical ethics were up to the task of coping with the problems raised by these dramatic transformations. Traditional morality was adapted to conditions that no longer existed. Hidebound and unreflective, it was incapable of changing so as to effectively address the problems raised by new circumstances. Traditional philosophical ethics sought to discover and justify fixed moral goals and principles by dogmatic methods. Its preoccupation with reducing the diverse sources of moral insight to a single fixed principle subordinated practical service to ordinary people to the futile search for certainty, stability, and simplicity. In practice, both traditional morality and philosophical ethics served the interests of elites at the expense of most people. To address the problems raised by social change, moral practice needed to be thoroughly reconstructed, so that it contained within itself the disposition to respond intelligently to new circumstances. Dewey saw his reconstruction of philosophical ethics as a means to effect this practical reconstruction. (shrink)

Indigenous nurse scholars across nations colonised by Europeans articulate the need for accomplices (as opposed to mere performative allies) to work alongside them and support their ongoing struggle for health equity and respect and to prioritise and promote culturally safe healthcare. Although cultural safety is now being mandated in nursing codes of practice as a strategy to address racism in healthcare, it is important that white nurse educators have a comprehensive understanding about cultural safety and the pedagogical skills needed to (...) teach it to undergraduate nurses. We open this article with stories of our journeys as two white nurses in becoming accomplices and working alongside Indigenous Peoples, as patients and colleagues. Our lived experience of the inertia of healthcare and education organisations to address systemic and institutional resistance to the practice of cultural safety underpins the intention of this article. We understand that delivering this challenging and complex topic effectively and respectfully is best achieved when Indigenous and white educators work together at the cultural interface. Doing so requires commitment from white nurses and power holders within universities and healthcare institutions. A decolonising approach to nurse education at individual and institutional levels is fundamental to support and grow the work that needs to be done to reduce health inequity and increase cultural safety. White nurse accomplices can play an important role in teaching future nurses the importance of critical reflection and aiming to reduce power imbalances and racism within healthcare environments. Reducing power imbalances in healthcare environments and decolonising nursing practice is the strength of a cultural safety framework. (shrink)

The power of compulsory heterosexuality regulates the sexuality of adolescent lesbians as strongly as it does their heterosexual peers. Marked with a sexual(ized) identity, young Southern lesbians in this life history study made claim to moral high ground by consistently identifying with the hegemonic good girl construct and by participating in the naming of women whose sexual behavior demonstrated a disregard for the ?rules.? The good girl/bad girl, the virgin/slut binaries, played significant roles in their identity claims, in their relationships, (...) and in their choices of friendships. Personal self-control (?just kissing?) is seen by these young women as admirable and sluts are seen as dangerous women who harm others and themselves. This article explores the marking of sluts and too experienced women in the life stories of White Southern adolescent lesbians and the continued social controls imposed on adolescent female sexuality through the devaluing of women's sexual agency. (shrink)

This paper considers the problems that unconscious racial bias and social sin more broadly pose for moral theology’s concepts of the erroneous conscience and ignorance. It argues that systemic racism prompts us to reimagine the erroneous conscience and individual culpability for ignorance. I argue that the erroneous conscience is useful in protecting human dignity in the face of error and in acknowledging the many ways we err but also problematic because it equates error with concrete action and conscious decisions and (...) does not account for responsibility for social sin. This paper asserts that people of privilege and white persons cannot be morally innocent, but the erroneous conscience as it has been understood in the theological tradition often implies that innocence is the goal of the moral life and only holds us accountable for conscious moral actions. (shrink)

On Friday 17 August 2012, members of the feminist collective Pussy Riot were sentenced to two years in jail after their staging of a musical protest in a Russian Orthodox church. This article analyses Western news media responses to the Pussy Riot affair. It first examines how the event has resonated across various news media, activist, and social media networks. Focusing on the phrase, ‘We are all Pussy Riot’, which became a Twitter hashtag following the incarceration of Pussy Riot members, (...) I argue that narratives of feminist return (Hemmings, 2011) and of US exceptionalism have shaped the eventfulness of the Pussy Riot affair in the West. While not dismissing the activism of Pussy Riot, this article asserts that the discourses of transnational solidarity and feminist renewal that the arrests engendered rely on the perceived whiteness and non-Western identities of the members who were incarcerated. (shrink)

This article describes the use of idealised women's bodies as avatars of national identity and morality in early twentieth century Venezuela, as evidenced in works of classic literature from the period 1929–1949. Referencing two of Venezuela's most prominent authors, Teresa de la Parra and Antonia Palacios, the article describes how young girls in Venezuela in the first half of the twentieth century were enculturated to pursue ‘white’ ideals of beauty perceived as morally superior. Using the examples of Parra's semi-autobiographical novel (...) Memorias de Mamá Blanca and Palacios’ similarly autobiographical Ana Isabel, una niña decente, this study investigates the topic of identity formation and the state, especially in regards to the control of women's sexuality and women's bodies in state ideologies, while exploring the specific racial overtones of beauty practices and education. (shrink)

In the 1950s and 1960s, cyberneticians defined and utilized a concept previously described by electronic engineers: the black box. They were interested in how it might aid them, as both a metaphor and as a physical or mathematical model, in their analysis of complex human-machine systems. The black box evolved as they applied it in new ways, across a range of scientific fields, from an unnamed concept involving inputs and outputs, to digital representations of the human brain, to white boxes (...) that might be used to replicate black boxes. The diversity of understandings of the black box reflected the diversity of scientific perspectives and goals brought under the label of cybernetics. In this paper, I examine how cyberneticians drew upon the black box in their personal writings and publications. My goal is to unpack what the black box meant to these theorists as a starting framework from which we may understand the initial shape of the black box. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Buddha through Christian EyesElizabeth J. HarrisIt was in Sri Lanka in 1984 that I had my first ‘encounter’ with the Buddha. When at the ancient city of Anuradhapura, I stole away from the group I was with to return for a few minutes to the shrine room adjacent to the sacred bo tree, the one believed to have grown from a cutting of the original tree under which (...) the Buddha gained enlightenment. Devotees dressed in white were sitting or prostrating silently. I joined them and looked toward the image, which showed the Buddha sitting in meditation against a painted scene of pale blue sky, white clouds, and mountains. Suddenly the image became more than mere plaster. All I can say is that it communicated. It beckoned. Against the blue of the sky, the serene head became suffused with cosmic significance. I know that there was unfinished business between me and the Buddha.The moment was prophetic. Two years later, I returned to Sri Lanka to study Buddhism and stayed over seven years. ‘Study’ is not quite the right word because, together with the academic, I also sought to immerse myself in Buddhism with the wish to see it through the eyes of Buddhists. I practiced meditation under Buddhist teachers, participated in temple devotion, and joined pilgrimages. It was a process that meant temporarily letting go of much that was dear to me as a Christian. But the rewards were inestimable. Never again has the image at Anuradhapura ‘spoken’ to me. In fact, on return visits it has appeared artistically poor, certainly no match for the older stone images, open to the air, in other parts of the city. But then, around and inside that very shrine room in May 1985, Tamil guerrillas gunned down 146 innocent devotees, rupturing centuries of devotion with pools of blood.My seven and a half years in Sri Lanka make it almost impossible for me to write about the Buddha as a complete outsider. I remain a Christian, but the Buddha has become part of me. An exquisitely carved wooden image of the Buddha in meditation is now part of my home. The peace that emanates from it gives me strength. In complete honesty, I can say that I revere the Buddha.But what Buddha do I revere? Do I revere the Buddha in the same way as Buddhists? To reflect on how my appreciation of the Buddha may be different from that [End Page 101] of Buddhists is not easy, for Buddhism contains within itself so many faces of the Buddha. There is the historical Buddha of the earlier parts of the Pali canon, the Buddha of the later hagiographic biographies, the Buddha of popular devotion, Mahayana Buddhism’s vision of multiple Buddhas and cosmic buddhahood, the Buddha of what has been termed Protestant Buddhism. Yet I sense that there is a common thread within all of these faces—namely, the Lord Buddha as the supreme embodiment of compassion and wisdom, the one who has seen into the nature of reality and the human predicament and has taught the path of liberation.All that I know of Buddhism tells me that the person of the Buddha is central. The devotion shown to the image is more than would be given to a human teacher and more than would be given to a god. Acchariya manussa is one phrase used in the Pali texts—“wonderful man.” He is human, yet more than human in that he was enlightened and worked toward this enlightenment without outside aid through countless lives of self-sacrifice and virtue. This I believe all Buddhists would agree to, and such a being is supremely worthy of reverence.How does my appreciation tally with this? It is the Theravada tradition that has nurtured my own understanding, and it has done so in three ways. First, there has been my reading of the Sutta Pitaka of the Pali canon. In the first two years of my time in Sri Lanka, I read through most of the nikaya of the Sutta Pitaka, albeit in translation, and I found myself encountering again and again a teacher I could respect and revere. “How... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Nomadic Turns:Epistemology, Experience, and Women University Band DirectorsElizabeth GouldMusic education occupations in the U.S. have been segregated by gender and race for decades. While women are most likely to teach young students in classroom settings, men are most likely to teach older students in all settings, but most particularly in wind/percussion ensembles.1 Despite gender-affirmative employment practices, men constitute a large majority among band directors at all levels.2 At the (...) postsecondary level in the U.S., women constitute less than 10%.3 In all cases and all levels, the vast majority of band directors are white. Occupational segregation inhibits the development of individuals' careers as well as the development of the profession as individuals choose or are hired for positions based on their gender and/or race rather than their abilities.In terms of women university band directors, researchers have investigated employment trends,4 personal and occupational characteristics,5 occupational role models, and professional identity.6 Their findings generally have supported the hypotheses that historical precedent, traditional socialization, discrimination, segregation, and lack of role models contribute to their persistently low percentage as band directors. Longitudinal studies7 demonstrate that the percentage of women band directors has not increased significantly, and may be actually [End Page 147] declining after thirty years of enforcing affirmative action laws, which would suggest that these interventions have not provided the basis for enacting change in the profession. Further, change does not seem possible if members of the profession do not understand what causes the situation to persist. For example, while the College Band Directors National Association has supported the Linda A. Hartley and Deborah A. Sheldon study,8 their concern seems to be in only identifying the extent of the situation with the intention of increasing the number of women and non-white individuals who are band directors within the profession as it currently is constructed. This empirical approach is inadequate because it addresses neither the values held by members of the profession, nor its structure, which as previous research indicates, is poorly understood and must change to make possible meaningful increases in the number of women and non-white people.The profession of conducting university bands exists within the profession of music education in general, which, of course, exists within the profession of music. Clearly, one cannot be adequately understood without placing it in the context of the others. What is needed, then, are richer, more substantive, and meaningful understandings of the professions in general and of specific questions within them in particular, as they may provide the basis on which change can be possible. In addition to addressing the issue of persistent occupational gender and racial segregation, questions that may be addressed include positionalities9 of bands in the music education profession, the relationship of performance/conducting to the music profession, and the role of the musician in society in general. In order to accomplish this, I propose an analytical method that is both postmodern and feminist, and in which the philosophical figuration of the nomad, as explicated by Rosi Braidotti,10 is central.Postmodern/Feminist AnalysisDescribed variously as a "philosophical perspective,"11 a "sensibility,"12 and a historical moment,13 postmodernism resists definition. It may be understood as a way of perceiving the world that accepts and even embraces contradictions and uncertainties while rejecting commonly accepted cultural beliefs and practices, including humanist understandings of identity, representation, and the subject. This is a "postmodernism of resistance"14 that interrogates cultural practices, focusing on what is unexpected, marginalized, and silenced, opening spaces for change. In contrast, analysis based on modernism is constrained by binary oppositions that inscribe the positionalities of social groups. These oppositions are exemplified by Subject/Other (for example, male/female, reason/emotion) and consist of asymmetrical power relations in which the former is privileged over the latter, and the latter is defined in terms of not-the former. Postmodern analysis [End Page 148] reveals what these dualisms exclude, distort, or obscure, and provides flexibility for research from a variety of perspectives. Braidotti describes it as a "new kind of theoretical style"15 in terms of thinking, design, and analysis of research, a style... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Nomadic Turns:Epistemology, Experience, and Women University Band DirectorsElizabeth GouldMusic education occupations in the U.S. have been segregated by gender and race for decades. While women are most likely to teach young students in classroom settings, men are most likely to teach older students in all settings, but most particularly in wind/percussion ensembles.1 Despite gender-affirmative employment practices, men constitute a large majority among band directors at all levels.2 At the (...) postsecondary level in the U.S., women constitute less than 10%.3 In all cases and all levels, the vast majority of band directors are white. Occupational segregation inhibits the development of individuals' careers as well as the development of the profession as individuals choose or are hired for positions based on their gender and/or race rather than their abilities.In terms of women university band directors, researchers have investigated employment trends,4 personal and occupational characteristics,5 occupational role models, and professional identity.6 Their findings generally have supported the hypotheses that historical precedent, traditional socialization, discrimination, segregation, and lack of role models contribute to their persistently low percentage as band directors. Longitudinal studies7 demonstrate that the percentage of women band directors has not increased significantly, and may be actually [End Page 147] declining after thirty years of enforcing affirmative action laws, which would suggest that these interventions have not provided the basis for enacting change in the profession. Further, change does not seem possible if members of the profession do not understand what causes the situation to persist. For example, while the College Band Directors National Association has supported the Linda A. Hartley and Deborah A. Sheldon study,8 their concern seems to be in only identifying the extent of the situation with the intention of increasing the number of women and non-white individuals who are band directors within the profession as it currently is constructed. This empirical approach is inadequate because it addresses neither the values held by members of the profession, nor its structure, which as previous research indicates, is poorly understood and must change to make possible meaningful increases in the number of women and non-white people.The profession of conducting university bands exists within the profession of music education in general, which, of course, exists within the profession of music. Clearly, one cannot be adequately understood without placing it in the context of the others. What is needed, then, are richer, more substantive, and meaningful understandings of the professions in general and of specific questions within them in particular, as they may provide the basis on which change can be possible. In addition to addressing the issue of persistent occupational gender and racial segregation, questions that may be addressed include positionalities9 of bands in the music education profession, the relationship of performance/conducting to the music profession, and the role of the musician in society in general. In order to accomplish this, I propose an analytical method that is both postmodern and feminist, and in which the philosophical figuration of the nomad, as explicated by Rosi Braidotti,10 is central.Postmodern/Feminist AnalysisDescribed variously as a "philosophical perspective,"11 a "sensibility,"12 and a historical moment,13 postmodernism resists definition. It may be understood as a way of perceiving the world that accepts and even embraces contradictions and uncertainties while rejecting commonly accepted cultural beliefs and practices, including humanist understandings of identity, representation, and the subject. This is a "postmodernism of resistance"14 that interrogates cultural practices, focusing on what is unexpected, marginalized, and silenced, opening spaces for change. In contrast, analysis based on modernism is constrained by binary oppositions that inscribe the positionalities of social groups. These oppositions are exemplified by Subject/Other (for example, male/female, reason/emotion) and consist of asymmetrical power relations in which the former is privileged over the latter, and the latter is defined in terms of not-the former. Postmodern analysis [End Page 148] reveals what these dualisms exclude, distort, or obscure, and provides flexibility for research from a variety of perspectives. Braidotti describes it as a "new kind of theoretical style"15 in terms of thinking, design, and analysis of research, a style... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Victims in VogueElizabeth Bailie (bio)Donning white robes of slender flesh,They saunter the catwalk,Like a Treblinka corridorBrazen in their stolen innocence.Modeling Giacommetti's latest line,These coquettes of contagionKneel self-scourgedBefore their own shrines.Public penitents,Slim tokens of transfiguration,They withdraw, unforgiven,In ceremonial hunger.Elizabeth Bailie Elizabeth Bailie is a poet, writer, and lay contemplative who lives in the hills of central Massachusetts just up the road from St. Joseph's Trappist Monastery, her spiritual (...) home.Copyright © 2006 Michigan State University Press... (shrink)

The major aim of this research is to reopen the study of the subjective experience of upward mobility and to incorporate race and gender into our vision of the process. It examines evidence from a social science study of upward mobility among 200 Black and white professional-managerial women in the Memphis, Tennessee metropolitan area. The experiences of the women paint a different picture from the image of the mobility process that remains from scholarship conducted 20 to 30 years ago on (...) white males. Relationships with family of origin, partners, children, friends, and the wider community shaped the way these women envision and accomplish mobility and the way they sustain themselves as professionals and managers. (shrink)

This white paper outlines the plans of the History Philosophy Culture Working Group of the Next Generation Event Horizon Telescope Collaboration.

Contemporary feminisms are ineluctably drawn into comparisons with historic discourses, forms of praxis and tactical repertoires. While this can underscore points of continuity and commonality in ongoing struggles, it can also result in nostalgia for a more unified and purposeful feminist politics. Kate Eichhorn argues that our interest in nostalgia should be to understand feminist temporalities, and in particular the specific context in which we experience such nostalgia. Accordingly, this article takes up the idea that neoliberalism and populism, which have (...) given rise to both neoliberal feminism and femonationalism, have produced a series of contestations regarding the purpose and nature of feminist politics, as expressed by white popular feminism in the United Kingdom. This article examines two dimensions of feminist nostalgia: first, nostalgia for a more radical form of feminist politics – one not co-opted by neoliberal forces, not individualistic and not centred around online activism; and second, a nostalgia for the idea of ‘sisterhood’ – a time before white feminists were called upon to engage with intersectionality or be inclusive of trans-women. We analyse these themes through analysis of white popular feminism produced in the United Kingdom between 2010 and 2020, cautioning against a feminist nostalgia which neglects to engage with the radical politics of intersectionality. (shrink)