Inclusion, exclusion and marginalisation

This article considers issues relating to the marginalisation and inclusion of pupils in a secondary school. It takes the perspective of a teacher researcher examining her everyday teaching in such a school. It has a particular focus on some black boys learning French. The article critically examines the social norms that (a) define the relations between teachers and pupils within classroom situations, (b) guide the researcher's relationship to the researched. It draws on recent psycho-analytical theory in providing an account of how children in school construct their own identity with particular reference to ethnicity and gende

Rudolf Otto’s ‘The Absolute Other’ and a radical postsecular urban contextualization

This article proposes an idea of radical urban contextualisation that follows Rudolf Otto’s discussion on an encounter with the Absolute Other. The article critically reviews current applications of postsecularism to urban theory formulated in a general framework of Jurgen Habermas’ intervention in the early 21st century. The article argues that contemporary postsecular urban theory cannot fully answer fundamental challenges that contemporary cities are facing – both political and environmental – mostly because it focuses on linguistic and cultural aspects of a city. The article proposes the ‘radicalization’ of postsecularism, engaging directly with the ‘religious experience’ defined by Rudolf Otto as an encounter with The Absolute Other – the unknown and unpredictable. The Absolute Other notion allows to ultimately contextualize every urban situation in order to formulate conditions for future-oriented (post-capitalist) urbanism

Recognising Desire: A psychosocial approach to understanding education policy implementation and effect

It is argued that in order to understand the ways in which teachers experience their work - including the idiosyncratic ways in which they respond to and implement mandated education policy - it is necessary to take account both of sociological and of psychological issues. The paper draws on original research with practising and beginning teachers, and on theories of social and psychic induction, to illustrate the potential benefits of this bipartisan approach for both teachers and researchers. Recognising the significance of (but somewhat arbitrary distinction between) structure and agency in teachers’ practical and ideological positionings, it is suggested that teachers’ responses to local and central policy changes are governed by a mix of pragmatism, social determinism and often hidden desires. It is the often underacknowledged strength of desire that may tip teachers into accepting and implementing policies with which they are not ideologically comfortable

The experience of enchantment in human-computer interaction

Improving user experience is becoming something of a rallying call in human–computer interaction but experience is not a unitary thing. There are varieties of experiences, good and bad, and we need to characterise these varieties if we are to improve user experience. In this paper we argue that enchantment is a useful concept to facilitate closer relationships between people and technology. But enchantment is a complex concept in need of some clarification. So we explore how enchantment has been used in the discussions of technology and examine experiences of film and cell phones to see how enchantment with technology is possible. Based on these cases, we identify the sensibilities that help designers design for enchantment, including the specific sensuousness of a thing, senses of play, paradox and openness, and the potential for transformation. We use these to analyse digital jewellery in order to suggest how it can be made more enchanting. We conclude by relating enchantment to varieties of experience.</p

Joining the conspiracy? Negotiating ethics and emotions in researching (around) AIDS in southern Africa

AIDS is an emotive subject, particularly in southern Africa. Among those who have been directly affected by the disease, or who perceive themselves to be personally at risk, talking about AIDS inevitably arouses strong emotions - amongst them fear, distress, loss and anger. Conventionally, human geography research has avoided engagement with such emotions. Although the ideal of the detached observer has been roundly critiqued, the emphasis in methodological literature on 'doing no harm' has led even qualitative researchers to avoid difficult emotional encounters. Nonetheless, research is inevitably shaped by emotions, not least those of the researchers themselves. In this paper, we examine the role of emotions in the research process through our experiences of researching the lives of 'Young AIDS migrants' in Malawi and Lesotho. We explore how the context of the research gave rise to the production of particular emotions, and how, in response, we shaped the research, presenting a research agenda focused more on migration than AIDS. This example reveals a tension between universalised ethics expressed through ethical research guidelines that demand informed consent, and ethics of care, sensitive to emotional context. It also demonstrates how dualistic distinctions between reason and emotion, justice and care, global and local are unhelpful in interpreting the ethics of research practice

When performativity fails: Implications for Critical Management Studies

This article argues that recent calls in this journal and elsewhere for Critical Management Studies scholars to embrace rather than reject performativity presents an overly optimistic view of (a) the power of language to achieve emancipatory organizational change and (b) the capability of lone Critical Management Studies researchers to resignify management discourses. We introduce the notion of failed performatives to extend this argument and discuss its implications for critical inquiry. If Critical Management Studies seeks to make a practical difference in business and society, and realize its ideals of emancipation, we suggest alternative methods of impact must be explored

‘Dead people don’t claim’: A psychopolitical autopsy of UK austerity suicides

One of the symptoms of post financial crisis austerity in the UK has been an increase in the numbers of suicides, especially by people who have experienced welfare reform. This article develops and utilises an analytic framework of psychopolitical autopsy to explore media coverage of ‘austerity suicide’ and to take seriously the psychic life of austerity (internalisation, shame, anxiety), embedding it in a context of social dis-ease. Drawing on three distinct yet interrelated areas of literature (the politics of affect and psychosocial dynamics of welfare, post and anti-colonial psychopolitics, and critical suicidology), the article aims to better understand how austerity ‘kills’. Key findings include understanding austerity suicides as embedded within an affective economy of the anxiety caused by punitive welfare retrenchment, the stigmatisation of being a recipient of benefits, and the internalisation of market logic that assigns value through ‘productivity’ and conceptualises welfare entitlement as economic ‘burden’. The significance of this approach lies in its ability to widen analytic framing of suicide from an individual and psychocentric focus, to illuminate culpability of government reforms while still retaining the complexity of suicide, and thus to provide relevant policy insights about welfare reform