Dispelling the Myths About the Battered Woman\u27s Defense: Towards a New Understanding

This essay explores the growth of the use of self-defense by battered women from a historical perspective in order to explain the magnitude of the prejudices these defendants face. The essay suggests that a redefinition of Battered Woman\u27s Syndrome will ease much of the criticism from feminists and eliminate the confusion in the legal profession surrounding the use of self-defense by battered women. The essay also pushes for a redefinition of the concept of imminence to encompass the realities of a battered woman\u27s life

'Black Phones': postmodern poetics in the Holocaust poetry of Sylvia Plath

This essay offers a fresh perspective on the Holocaust verse of the American poet Sylvia Plath, taking issue with the accusation that in her poetry she uses the Holocaust as a metaphor to figure her own personal pain. This essay offers close readings of the eccentric monologue 'Lady Lazarus' and the 'German trilogy' of 'Little Fugue', 'Daddy' and 'The Munich Mannequins'. Paying particular attention to the recurring motif of the 'black phone', this essay argues that Plath's Holocaust verse offers a self-aware response to the genocide that is identifiably postmodern in its innovative, self-reflexive treatment of history

Practicing Capitals Across Fields: Extending Bourdieu to Study Inter-Field Dynamics

This essay extends a Bourdieusian perspective on the microfoundations of institutions. Drawing on this perspective, we argue that the recursive dynamics of institutions and action orient actors towards the maintenance of distinct and contradictory practices within, rather than bridging across, different fields. We corroborate our argument with an illustration of how corporate executives strategize within the tax field compared to the philanthropy field. Specifically, we show how actors are simultaneously oriented by different capitals towards apparently contradictory strategies. Our essay provides promising avenues for future research on the microfoundations of institutions, inter-field dynamics, and critical accounting and business ethics studies

A knowledge broken. Essay writing and human science in Montaigne and Bacon”

Literary theory and criticism over the last three decades have shown an increasing interest in studying the cognitive and critical relevance of the “essay” for modern history and culture . This paper aims to supply supporting evidence for this perspective, examining the function of essay writing for both Montaigne and Francis Bacon's conception of human thought and knowledge. In particular, I will focus on the epistemological implications of the essay and fragmentary prose, both considered forms of writing that express a particular way of thinking

“A invençó do Brasile”: Juó Bananére and Non-Italian Italian literature

This essay focuses on the fascinating case of Juó Bananére, a comic writer of the Italian diaspora in Brazil, to propose an experiment in how literary historians might conceive of Italian Literature from perspectives immanent to Italy’s various global interactions. By approaching Bananére, a non-Italian, outside of Italy, who chose to write as though he were Italian, in a language only an Italian immigrant could have realistically spoken, this essay offers one such perspective

A Theory's Travelogue: Post-Colonial Theory in Post-Socialist Space

This essay examines theoretical arguments surrounding the use of post-colonial theory as a way to fill in the epistemological lacuna in the studies of post-socialism. It reviews the various streams of this theoretical development and employs Edward Said’s notion of “traveling theory” to demonstrate that theoretical claims made by proponents and opponents of this particular comparative perspective are historically, socially, and geographically situated, although not fixed. Disciplinary, national, and institutional affiliations, instead of theoretical justifications, are identified as important factors in the propensity to accept or resist the introduction of post-colonial perspective on Central and Eastern Europe and the former Soviet Union. The essay concludes by acknowledging the potential usefulness as well as the limits of post-colonialism in the conceptualization of the post- socialist space

An Existential Perspective on Addiction Treatment: A Logic-based therapy case study

In this essay I argue that a comprehensive understanding of addiction and its treatment should include an existential perspective. I provide a brief overview of an existential perspective of addiction and recovery, which will contextualize the remainder of the essay. I then present a case study of how the six-step philosophical practice method of Logic-Based Therapy can assist with issues that often arise in addiction treatment framed through an existential perspective

A Long Term Perspective on the Euro

This essay will evaluate the experience of the first decade of EMU and the euro in historical perspective. It will ground the establishment of EMU and the euro in the context of the history of international monetary cooperation and of monetary unions. A discussion of the origins, key operating characteristics and problems encountered by earlier monetary arrangements will serve as a backdrop for an evaluation of the euro's performance and challenges in future decades. The essay will develop and expand upon the following three themes: 1. Lessons from the evolution of past monetary unions for EMU; 2. Fiscal policy arrangements for EMU in historical perspective; 3. Challenges facing EMU. The first two take an historical perspective. The third looks to the future.Economic and Monetary Union, euro, economic history, international monetary system, history of monetary unions, EMU, Bordo, James

What Does it Mean to Teach Interpretively?

The ‘interpretive turn’ has gained traction as a research approach in recent decades in the empirical social sciences. While the contributions of interpretive research and interpretive research methods are clear, we wonder: Does an interpretive perspective lend itself to – or even demand – a particular style of teaching? This question was at the heart of a roundtable discussion we organised at the 2014 Interpretive Policy Analysis (IPA) International Conference. This essay reports on the contours of the discussion, with a focus on our reflections upon what it might mean to teach ‘interpretively’. Prior to outlining these, we introduce the defining characteristics of an interpretive perspective and describe our respective experiences and interests in this conversation. In the hope that this essay might constitute the beginning of a wider conversation, we close it with an invitation for others to respond