This is the first book in any language to deal comprehensively with the work of Michel de Certeau, the author of one of the most important, influential, and diverse bodies of scholarship and cultural theory to emerge from Europe during the exciting decades after the late Sixties. It is designed as a guide to draw out, not only the exceptional range, but the overall coherence of his approach. The author focuses on Certeau's major writings: on contemporary French historiography, the writings (...) of early modern mystics and travellers, on Michel Foucault and Pierre Bourdieu, Freud, the linguistics of 'utterance,' and a broad spectrum of work on contemporary cultural practices. In the process, the author seeks to draw out a set of themes that are distinctive to Certeau either in their form or their treatment: the history of early modern and modern 'economies' of writing, reading, and speech; the gap between representation and practice; the relation between 'strategic' social and intellectual programmes and 'tactical' political or poetic activity; the question of religious belief and desire; psycho-analysis and socio-analysis; and the development of what might be called an ethics/aesthetics. (shrink)

Since his death in 1986, Michel de Certeau's reputation as a thinker has steadily grown both in France and throughout the English-speaking world. His work is extraordinarily innovative and wide-ranging, cutting across issues in historiography, literary and cultural studies, anthropology, sociology, theology, philosophy and psychoanalysis. This book represents the first full-length study of Certeau's thought. It is organized around the central theme of interpretation and alterity, which Ahearne uses to illuminate Certeau's work as a whole. The author also examines Certeau's (...) theory and practice of historiography; his reflection on the relations between changing historical forms of writing, reading and orality; and his distinction between the "strategic" programmes of the politically powerful and the "tactics" of the relatively powerless. Ahearne places Certeau's work in its general intellectual context, relating it to the views of important contemporary thinkers, such as Pierre Bourdieu and Michel Foucault, and demonstrating the decisive importance to Certeau's thought of the writings of the early modern mystics and travellers. This book constitutes an excellent critical introduction to Certeau's work, while also providing a comprehensive and nuanced reading for those already familiar with his thought. (shrink)

A rarely examined internal reading by Bourdieu at the end of The Rules of Art of William Faulkner's short story ‘A Rose for Emily’ provides the starting point for a reflection on Bourdieu's theories of reading and reflexivity. The article begins by looking at Bourdieu's theory of literary reception, and its identification of two distinct modalities of reading, ‘scholastic’ and ‘naive’. It then places Bourdieu's discussion of ‘A Rose for Emily’ as a ‘reflexive’ text in the context of his wider (...) theory of reflexivity. Bourdieu's approach to reading Faulkner's text is compared with those deployed elsewhere by more established literary critics, notably Jean-Paul Sartre and Roland Barthes. Finally, the question of how his internal reading fits within the logic of a theoretical work devoted to the ‘reflexive’ practice and method of field analysis is discussed. (shrink)

This book examines Bourdieu's theory of the literary field.

Literary pedagogy occupied a privileged place in Bourdieu's early work on education insofar as he saw it as exemplifying in unconscious mode socially segregational dynamics. Bourdieu's expressly ‘reductionist’ critique was uncannily mirrored, however, by the spread of more economically instrumental approaches to education. Bourdieu's engagement with these led him to develop a fuller apprehension of literature. Yet while the conceptual apparatus he developed can allow the genesis of a literary work in its socio-historical complexity to be grasped more fully, its (...) framing poses significant problems of its own. In particular, its ‘hypercontextualizing’ injunctions risk stifling ordinary reading practices and the practical pedagogy of canon-formation. Bourdieu's actual practice with literary materials is not bound by these injunctions. His transepochal ‘collaboration’ with Blaise Pascal, for example, takes place through the insinuation of decontextualised shards of thought into his own writing. The teachings of literature exceed in various ways their scientific framing. (shrink)