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  1. Feminist theory after Deleuze.Hannah Stark - 2016 - London: Bloomsbury, Academic an imprint of Bloomsbury Publishing Plc.
  2.  60
    Deleuze and Love.Hannah Stark - 2012 - Angelaki 17 (1):99 - 113.
    Angelaki, Volume 17, Issue 1, Page 99-113, March 2012.
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  3.  1
    Judith Butler’s post-Hegelian ethics and the problem with recognition.Hannah Stark - 2014 - Feminist Theory 15 (1):89-100.
    Judith Butler’s recent work is exemplary of the trend in contemporary theory to consider ethics. Her deliberation over ethical questions, and the place of ethics in intellectual work, has undeniably intensified since September 11. This article will demonstrate, however, that this is a rendering explicit of what has always been implicit in her work. Rather than perceiving the ethical dimension of Butler’s writings in her increasing interest in thinkers such as Emmanuel Levinas and Hannah Arendt, I contend that it is (...)
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  4.  19
    LOVE's LESSONS: intimacy, pedagogy and political community.Hannah Stark & Timothy Laurie - 2017 - Angelaki 22 (4):69-79.
    This article provides a philosophical account of love in relation to contemporary Marxist and post-structuralist conceptions of politics. Shifting the emphasis away from both the ontological question, “what is love?,” and the epistemological question, “how do we acquire certainty about love?,” this article advances a pedagogical question: how might love enable us to learn? To answer this question we turn to the work of Michael Hardt and Antonio Negri, and Gilles Deleuze and Félix Guattari. After examining the tensions between ontological (...)
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  5.  7
    Blended English: Technology-enhanced teaching and learning in English literary studies.Naomi Milthorpe, Robert Clarke, Lisa Fletcher, Robbie Moore & Hannah Stark - 2018 - Arts and Humanities in Higher Education 17 (3):345-365.
    This article provides an account of a collaborative teaching and learning project conducted in the English programme at the University of Tasmania in 2015. The project, Blended English, involved the development, implementation, and evaluation of learning and teaching activities using online and mobile technologies for undergraduate English units. The authors draw on the project’s findings from survey and focus group data, and staff reflective practice and peer review, to make the case for increasing technology-enhanced teaching and learning in English literary (...)
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  6.  34
    Discord, Monstrosity and Violence: deleuze's differential ontology and its consequences for ethics.Hannah Stark - 2015 - Angelaki 20 (4):211-224.
    This article explores the foundational place of disharmony in Deleuze's metaphysics and examines the consequences of this for the ethics that can be drawn from his work. For Deleuze, the space in which difference manifests itself is one of discord, monstrosity and violence. This becomes evident in his revision of Leibniz's notion of harmony in which he offers a “new harmony” based on the violent discords of differential relations, his evocation of the monstrosity of difference, and his theorization of the (...)
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  7. Deleuze and the non/human.Hannah Stark & Jon Roffe (eds.) - 2015 - Houndmills, Basingstoke, Hampshire: Palgrave-Macmillan.
    Deleuze and the Non/Human brings together leading international voices to consider the place of the philosophy of Gilles Deleuze in the nonhuman turn.It examines recent debates about the figure of the nonhuman in fields such as new materialism, speculative realism, animal studies, and the environmental and ecological Humanities and scrutinizes the debt to Deleuze's work that is evident in these emerging fields. Accordingly, the contributors to the volume are drawn from across the academy. Deleuze's philosophy already anticipated many of the (...)
     
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