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Subjects and Objects in Consumer Society
Identifying Consumption illustrates how an individual’s buying habits are shaped by the dynamics of the consumer marketplace—and thus how consumption and identity inform each other. Robert Dunn brings together the various theories of spending and develops a mode of analysis concentrating on the individual subjectivity of consumption. By doing so, he addresses how we spend and its relationship with status and lifestyle.
Dunn provides a comprehensive guide to the study of modern consumer behavior before summarizing and critiquing the major theories of consumption. At this juncture, he proposes a method of analysis that focuses on the significance of status and lifestyle in social relations that can help explain how the consumer marketplace is shaped. He concludes by raising issues about different ways of consuming and the relationship between consumption and identity.
Race, Gender, and the Marked Body in Nineteenth-Century America
Examining such texts as Typee, Uncle Tom's Cabin, Captivity of the Oatman Girls, The Morgesons, Iola Leroy, and Contending Forces, Putzi relates the representation of the marked body to significant events, beliefs, or cultural shifts, including tattooing and captivity, romantic love, the patriarchal family, and abolition and slavery. Her particular focus is on both men and women of color, as well as white women-in other words, bodies that did not signify personhood in the nineteenth century and thus by their very nature were grotesque. Complicating the discourse on agency, power, and identity, these texts reveal a surprisingly complex array of representations of and responses to the marked body--some that are a product of essentialist thinking about race and gender identities and some that complicate, critique, or even rebel against conventional thought.
The subject of rights occupies a central place in liberal political thought. This tradition posits that rights are entitlements of individuals by virtue of their personhood and that rights stand apart from politics, that rights in fact hold at bay intrusions of state policy. The essays in Identities, Politics, and Rights question these assumptions and examine how rights constitute us as subjects and are, at the same time, implicated in political struggles. In contrast to the liberal notion of rights' universality, these essays emphasize the context-specific nature of rights as well as their constitutive effects. Recognizing that political disputes throughout the world have increasingly been cast as arguments about rights, the essays in this volume examine the varied roles that rights play in political movements and contests. They argue that rights talk is used by many different groups primarily because of its fluidity. Certainly rights can empower individuals and protect them from their societies, but they also constrain them in other areas. Frequently, empowerment for one group means disabling rights for another group. Moreover, focusing on rights can both liberate and limit the imagination of the possible. By alerting us to this paradox of rights--empowerment and limitation--Identities, Politics, and Rights illuminates ongoing challenges to rights and reminds us that rights can both energize political engagement and provide a resource for defenders of the status quo. Contributors are Richard Abel, Bruce Ackerman, Wendy Brown, John Comaroff, Drucilla Cornell, Jane Gaines, Thomas R. Kearns, Elizabeth Kiss, Kirstie McClure, Sally Merry, Martha Minow, Austin Sarat, and Steven Shiffrin. Austin Sarat is William Nelson Cromwell Professor of Jurisprudence and Political Science, Amherst College. Thomas R. Kearns is William H. Hastie Professor of Philosophy, Amherst College.
Dix-huit professeurs-chercheurs proposent une analyse actuelle de l'identité de ces différents acteurs selon divers angles. Il s'agit d'un outil essentiel pour qui veut cerner l'identité de ces acteurs clés de la profession enseignante et leurs croisements dans une optique de complémentarité et d'harmonisation des pratiques. Il s'adresse à tous les intervenants du monde de l'éducation ainsi qu'aux futurs maîtres, dont la construction identitaire est tributaire de l'interaction avec ces différents acteurs.
Studies in Hegel's Logic, Philosophy of Spirit, and Politics
Identity and difference (or sameness and otherness) are contrasting but interrelated terms that have played an explicit role in the development of Western philosophy at least since Plato wrote the Sophist. As Plato pointed out then, and Hegel reiterated more recently in his Science of Logic, the proper comprehension of these terms, and particularly of their interrelation, plays a fundamental role in shaping our conception of philosophical reason itself. The contributors in this book examine Hegel’s treatment of these terms, and the role they play in structuring his philosophical system as a whole and also in shaping his conception of dialectical reasoning.
Conflict Reduction in Divided Societies
How can conflicts between various nationalist/ethnic groups be reduced? Combining theory with case studies of Spain and Ireland, Neal G. Jesse and Kristen P. Williams develop an argument favoring a solution that links resolving issues of identity and perceptions of inequality to the establishment of cross-national, democratic institutions. These institutions can affect deeply held attitudes by promoting overlapping identities and pooling sovereignty. Overlapping identities reduce tension by creating an atmosphere where different ethnic groups lose their strict definitions of Self and Other. Pooling sovereignty across a number of international (and national) representative bodies leads to increased access to governmental policymaking for all parties involved, with each nationalist/ethnic group having a stake in government. Increased access, moreover, reduces threat perceptions and ethnic security dilemmas, and increases trust—all of which play an important role in overcoming such conflicts.
Schooling the Student Body in Academic Discourse
Identity Matters explores the question that consistently plagues composition teachers: why do their pedagogies so often fail? Donna LeCourt suggests that the answer may lie with the very identities, values, and modes of expression higher education cultivates. In a book that does precisely what it theorizes, LeCourt analyzes student-written literacy autobiographies to examine how students interact with and challenge cultural theories of identity. This analysis demonstrates that writing instruction does, indeed, matter and has a significant influence on how students imagine their potential in both academic and cultural realms. LeCourt paints not only a compelling and vexing picture of how students interact with academic discourse as both mind and body, but also offers hope for a reconceived pedagogy of social-material writing practice.
Literacy and Power in Higher Education
How do definitions of literacy in the academy, and the pedagogies that reinforce such definitions, influence and shape our identities as teachers, scholars, and students? The contributors gathered here reflect on those moments when the dominant cultural and institutional definitions of our identities conflict with our other identities, shaped by class, race, gender, sexual orientation, location, or other cultural factors.
These writers explore the struggle, identify the sources of conflict, and discuss how they respond personally to such tensions in their scholarship, teaching, and administration. They also illustrate how writing helps them and their students compose alternative identities that may allow the connection of professional identities with internal desires and senses of self. They emphasize how identity comes into play in education and literacy and how institutional and cultural power is reinforced in the pedagogies and values of the writing classroom and writing profession.