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The Judith Butler Reader

Wiley-Blackwell (2004)

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  1. Analytic Feminism.Ann Garry - 2008 - Stanford Encyclopedia of Philosophy.
    Analytic feminists are philosophers who believe that both philosophy and feminism are well served by using some of the concepts, theories and methods of analytic philosophy modified by feminist values and insights. By using ‘ analytic feminist’ to characterize their style of feminist philosophizing, these philosophers acknowledge their dual feminist and analytic roots and their intention to participate in the ongoing conversations within both traditions. In addition, the use of ‘ analytic feminist’ attempts to rebut two frequently made presumptions: that (...)
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  • The Ethos of Critical Research and the Idea of a Coming Research Community.M. Simons, J. Masschelein & K. Quaghebeur - 2005 - Educational Philosophy and Theory 37 (6):817–832.
    Critical educational research offers the researcher a position and an ethos of comfort. Even the declared recognition of the relativity of principles, norms or criteria so characteristic of much critical research does not prevent it from looking immediately for a way out of this uncomfortable situation i.e. to keep to the idea that comfort is needed and desirable. However, we suggest that this uncomfortable condition is constitutive for critical educational research and may be even for education as such. Therefore the (...)
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  • A Personal Epistemology: Towards Gender Diversity.Lyn Merryfeather - 2011 - Nursing Philosophy 12 (2):139-149.
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  • Unity and Difference: A Critical Appraisal of Polarizing Gender Identities.Stephanie Adair - 2012 - Hypatia 27 (4):847-863.
    In The Phenomenology of Spirit, Hegel draws out the interdependency of unity and difference. In order to have a unity, there must be differences that compose it, as a unity unifies different elements. At the same time, in unifying these elements, they must not cease to be different from one another, as that would reduce the unity to a simple singularity.In this paper, I take up this interdependency of unity and difference, applying it to gender identities. I follow the psychoanalytically (...)
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  • Itinerary of the Knower: Mapping the Ways of Gnosis, Sophia, and Imaginative Education.Antonina Lukenchuk - 2012 - Educational Philosophy and Theory 44 (1):41-52.
    My conversion into a knower has been a long and winding road. From childhood reverie to the years of formal schooling, education has never ceased to lure me into its magical power. How do we really get to know/see/learn whatever happens on our educational journey? In this paper, I will re-trace my quest for knowledge that reaches beyond the boundaries of traditional epistemology. My wonderings will take me to explore, via Jung, the possibilities of imaginative education through Gnosis and Sophia. (...)
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  • Queer (y) Ing New Schooling Accountabilities Through My School: Using Butlerian Tools to Think Differently About Policy Performativity.Christina Gowlett - 2015 - Educational Philosophy and Theory 47 (2):1-14.
    This article takes the role of provocateur to ‘queer’ the rules of intelligibility surrounding new schooling accountabilities. Butler’s work is seldom used outside the arena of gender and sexualities research. A ‘queering’ methodology is subsequently applied in a context very different to where it is frequently associated. Empirical data from a case study secondary school in Australia are used to contextualise the use of queer theory in thinking differently about new schooling accountabilities and how they can unfold in ways that (...)
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  • Putting on Virtue Without Putting Off Feminists.Emily Dumler-Winckler - 2015 - Journal of Religious Ethics 43 (2):342-367.
    Mary Wollstonecraft's account of virtue discourse and formation, which deploys ancient and medieval ethical resources for modern purposes, challenges a prevalent narrative in Christian ethics today. Several prominent Christian virtue ethicists have left the false impression that serious reflection on the virtues depends on pre-modern traditions and the eschewal of modern resources. Troubled by skeptical quandaries and the difficulty of adjudicating conflicting claims about virtue, they are concerned with securing a pre-modern court of appeals. Many feminists worry that these appeals (...)
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  • Practising Critique, Attending to Truth: The Pedagogy of Discriminatory Speech.Valerie Harwood & Mary Lou Rasmussen - 2013 - Educational Philosophy and Theory 45 (8):874-884.
    Teaching in university education programmes, can, at times, involve the uncomfortable situation of discriminatory speech.A situation that has often occurred in our own teaching, and in those of our colleagues, is the citation of homophobic and heterosexist comments.These are comments that are more likely to occur in foundation subjects such as philosophy and sociology of education.The occurrence of such situations has prompted debate regarding ‘silencing words that wound’. This has prompted the question, ‘should we keep students from stating such discriminatory (...)
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  • Revisiting Foucault's ‘Normative Confusions’: Surveying the Debate Since the Collège de France Lectures.Christopher R. Mayes - 2015 - Philosophy Compass 10 (12):841-855.
    At once historical and philosophical, Michel Foucault used his genealogical method to expose the contingent conditions constituting the institutions, sciences and practices of the present. His analyses of the asylum, clinic, prison and sexuality revealed the historical, political and epistemological forces that make up certain types of subjects, sciences and sites of control. Although noting the originality of his work, a number of early critics questioned the normative framework of Foucault's method. Nancy Fraser argued that Foucault's genealogical method was ‘normatively (...)
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  • Democracy and Pornography: On Speech, Rights, Privacies, and Pleasures in Conflict.Margret Grebowicz - 2011 - Hypatia 26 (1):150 - 165.
    This article investigates the intersections of secrecy/interiority, the state, and speech/ expression, and their implications for the rights of women. I propose a critique of commercial pornography that reanimates MacKinnon's claim that pornography and American democracy are in a relationship of mutual reinforcement, and incorporates poststructuralist (Lyotard, Baudrillard, and Butler) commitments to secrecy and unintelligibility, as well as their role in the production of pleasure.
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  • Butler and Heidegger: On the Relation Between Freedom and Marginalization.Aret Karademir - 2014 - Hypatia 29 (4):824-839.
    Though the names “Judith Butler” and “Martin Heidegger” rarely come together in Butler and Heidegger scholarship, the critical encounter between these philosophers might help us conceptualize the relationship between freedom and marginalization. In this paper, I will read Butler from the perspective of the Heidegger of Being and Time and claim that what Butler's philosophy suggests is the radical dependency of one's freedom on the cultural resuscitation of socially murdered racial, sexual, ethnic, religious, and sectarian/confessional minorities. More specifically, I will (...)
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  • Melancholic Politics and the Politics of Melancholia: The Indian Women’s Movement.Srila Roy - 2009 - Feminist Theory 10 (3):341-357.
    Mourning, especially melancholic mourning, has recently emerged as a significant site of expressing and addressing loss in feminism. While feminism’s hard-won successes in achieving institutional power globally have brought exuberance over achievement, they have also come with an acute sense of despondency and loss; one that is not easily mourned or relinquished. The institutionalization of feminism in governmental, non-governmental and academic sites has precipitated this sense of loss in India, wherein the discussion of this article is located. In exploring the (...)
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  • Traces of Feminist Art: Temporal Complexity in the Work of Eleanor Antin, Vanessa Beecroft and Elizabeth Manchester.Clare Johnson - 2006 - Feminist Theory 7 (3):309-331.
    This article discusses the relationship between Eleanor Antin’s Carving: A Traditional Sculpture and Elizabeth Manchester’s All My Dresses With All My Shoes in terms of the differently structured temporalities of making and viewing through which the concept of femininity materializes in each work. Diachronic understandings of post-feminism, as a concept emptied of a former moment of political consciousness, are contested through my readings of artworks that call forth a complexity of tenses. The article argues that the connections and tensions between (...)
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  • 'Sex' and the Problem of the Body: Reconstructing Judith Butler's Theory of Sex/Gender.Samuel A. Chambers - 2007 - Body and Society 13 (4):47-75.
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  • Kanda Sōtei: The Shogun’s Sacred Painters and Their Realm of Influence.Tomoë I. M. Steineck - 2020 - Japanese Journal of Religious Studies 47 (2).
    The sacrosanct painting atelier of Kan’eiji was headed throughout the Edo period by successive generations of the holder of the name Kanda Sōtei. Despite its special mandate, it has remained largely disregarded to this day, partly due to its alleged artistic conservatism and the limited number of recognized works. Given that the atelier was affiliated with Kan’eiji, the most powerful Tendai temple during the Edo period and one of the primary temples of the Tokugawa shogunate, a consideration of the religious, (...)
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  • Seeing and Unmaking Civilians in Afghanistan: Visual Technologies and Contested Professional Visions.Christiane Wilke - 2017 - Science, Technology, and Human Values 42 (6):1031-1060.
    While the distinction between civilians and combatants is fundamental to international law, it is contested and complicated in practice. How do North Atlantic Treaty Organization officers see civilians in Afghanistan? Focusing on 2009 air strike in Kunduz, this article argues that the professional vision of NATO officers relies not only on recent military technologies that allow for aerial surveillance, thermal imaging, and precise targeting but also on the assumptions, vocabularies, modes of attention, and hierarchies of knowledges that the officers bring (...)
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  • “Prelude to the School to Come…” Introduction to the Special Issue.Helen E. Lees & Nick Peim - 2013 - Studies in Philosophy and Education 32 (2):113-122.
  • E-Ducating the Gaze: The Idea of a Poor Pedagogy.Jan Masschelein - 2010 - Ethics and Education 5 (1):43-53.
    Educating the gaze is easily understood as becoming conscious about what is 'really' happening in the world and becoming aware of the way our gaze is itself bound to a perspective and particular position. However, the paper explores a different idea. It understands educating the gaze not in the sense of 'educare' (teaching) but of 'e-ducere' as leading out, reaching out. E-ducating the gaze is not about getting at a liberated or critical view, but about liberating or displacing our view. (...)
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