Drawing on Iffat Fatima’s documentary film, Khoon Diy Baarav or Blood Leaves its Trail, this paper explores how a gendered Kashmiri activism against human rights violations allows for reenvisioning the concept of an authoritarian and violent Westphalian sovereignty concerned with exclusive political authority and territory. Previous studies of gendered resistance are examined as are reformulations of sovereignty through feminist and Indigenous critiques. Through these examinations, the paper offers a way to rethink sovereignty through the theoretical concept of vulnerability. Such a (...) rethinking of sovereignty may point to an interrelational model of sovereignty where the vulnerability of gendered bodies and the environment may be emphasised. In the context of human rights violations in Kashmir, this re-envisioning of sovereignty may be a necessary counter to the repetitious cycles of necropolitical sovereign power. (shrink)

Drawing on Iffat Fatima’s documentary film, Khoon Diy Baarav or Blood Leaves its Trail, this paper explores how a gendered Kashmiri activism against human rights violations allows for reenvisioning the concept of an authoritarian and violent Westphalian sovereignty concerned with exclusive political authority and territory. Previous studies of gendered resistance are examined as are reformulations of sovereignty through feminist and Indigenous critiques. Through these examinations, the paper offers a way to rethink sovereignty through the theoretical concept of vulnerability. Such a (...) rethinking of sovereignty may point to an interrelational model of sovereignty where the vulnerability of gendered bodies and the environment may be emphasised. In the context of human rights violations in Kashmir, this re-envisioning of sovereignty may be a necessary counter to the repetitious cycles of necropolitical sovereign power. (shrink)

Jacques Rancière remains neglected within educational debates. In this paper I examine the potential of his philosophies for enacting critical interventions in relation to contemporary educational concerns. Rancière argues against the progressive temporality of pedagogic relations and provides an alternative thesis that equality is a point of departure for social and pedagogic encounters. He also emphasises the importance of aesthetics and the ‘distribution of the sensible’ as a mechanism for understanding who is un/able to be seen, speak and produce knowledge. (...) These arguments are examined through an analysis of two research-based art installations: Sociologists Talking and The Idea of a University. I consider the potential for ‘alternative’ forms of knowledge production and communication to enact different pedagogic methods and re/distribute the sensory spaces in which research and teaching take place. (shrink)