Suchergebnisse

Through a performance piece, an ethnographic drama, the article explores what might be called academic category boundary work, around the use of nonmainstream forms of data (autoethnography)—or this is at least one possible reading of the drama. In general, the ethnographic drama is an interesting form of postfoundational scholarship in that it is both (or neither) data and analysis; it troubles the desires for transparency and real-reality that come with the usual manner of presenting the data and analysis as separate and separable. In its data+analysis simultaneity the ethnographic drama insists on being "creata," and on offering significant insight into various cultural practices, yet by explicitly and unapologetically drawing on a literary genre, it also never lets the reader/audience forget their part and responsibility as reader/audience. As a funny twist, due to this specific ethnographic drama's subject matter and its likely audience, any thoughts, sensations, conversations, or emotions invoked by performing/reading it will constitute a new round of data+analysis and form the beginnings of yet-to-be-written fourth acts.

It is well established in research that early childhood classrooms are one of the most controlled environments during the human life course. When control is discussed, the enactment of regulatory frameworks and various discourses are analysed but less focus is paid on the materialities of classrooms. In this article, we pay attention to 'special' non-human actors present in an 'inclusive' early childhood classroom. These 'special' non-human actors are so named as they operate in the classroom as objects specific for the child with a diagnosis. The 'special' non-human actors, in the specific case the wrist band, the lock and the scooter board, take on meaning within discourses in the 'inclusive' classroom. We illuminate how these non-human actors contribute to the constitution of the 'normal' and the regulation of educators and children. To trouble the working of power and the control these objects effect on all who is present in the classroom, we ask the following questions: What do these non-human actors do in the 'inclusive' classroom and with what effects? How do non-human actors reproduce/produce the 'normal', impossible/possible ways to be and act, thus control educators and children? The data used in our analyses were produced as part of a 6-month-long ethnographic engagement in three early childhood settings in the broader region of Newcastle, Australia. It includes observations and conversations with children.

"Stafet-debat": "Navneleg: identitetsstrategier på vej ind i det nye årtusinde", Iris Rittehhofer: "En forening for kvinder eller en forening for kønsforskning?", Bente Rosenbeck: "Lidt troskab og solidaritet ville ikke være af vejen", Eva Bendix Petersen: "Fisseflokkens feministiske skridt".

Eva Bendix Petersen: "Mainstreaming af 'irrelevante fænomener' - er det muligt?", Lotte Nyboe: "Imellem isolation og networking - kønsforskningen på Syddansk Universitet", Ulla Højmark Jensen: "Segmentering eller frigørelse?"

Shortly after thepublicationin April 2021of thethemedspecial issueFoucault's History ofSexuality Vol. 4, Confessions of the Flesh, theeditors ofFoucault Studiesareinordinatelypleasedto present thisnon-themed issue containingthree original articles.Thefirstofthesearticles,"Resistance: An Arendtian Reading of Solidarity and Friend-ship in Foucault," by Liesbeth Schoonheim (KU Leuven, Belgium)compares the accountsof resistance in Arendt and Foucault.While recent scholarship has firmly established thesimilarities betweenthem, in particular with regard tothe diagnosis ofthe dangers of late-modern social processesleading to atomization,totalitarianismandbiological racism,there are alsosignificantdifferences.AlthoughFoucaulthas reflected more extensivelyand rigorously on the shapes and conditions of resistance,thepaper argues that Fou-cault'scomprehensive accountof resistanceomits the encounter with the other,whereasthis encounterwith theunique and unfathomableotherhas been putat the center of po-litical praxis andof acts of resistanceby Arendt.Developing the discussion of resistancein Arendtasshearticulatesitin response to the Shoah,the article claims thatshe providesa concept of solidarity and friendship thatcan bedrawnupon to extend Foucault's anal-ysis of the transnational solidarity among the governed in fighting for their rights vis-à-vis their governments, as well as tore-articulate andadvancehisunderstandingof friendship.