Since the early 1970s humanistic psychology has struggled to remain a relevant force in the social and psychological sciences, we attribute this in part to a conceptualisation of the self rooted in theoretically outmoded thinking. In response to the issue of relevancy a sociocultural turn has been called for within humanistic psychology, which draws directly and indirectly on the conceptual insights of Michel Foucault. However, this growing body of research lacks a unifying conceptual base that is able to encompass its (...) new perspectives and the movement’s theoretical antecedents. This analysis suggests a way forward by offering a potential reconceptualisation of the self in humanistic psychology through the existential-phenomenology of Martin Heidegger. We argue that Heidegger’s conception of the self takes account of subjectivities produced in discourse and institutional practice, while acknowledging the human capacity for actualisation in his concept of the authentic-self. (shrink)

In recent times, whistleblowing has become one of the most popularly debated issues of business ethics. Popular discussion has coincided with the institutionalisation of whistleblowing via legal and administrative practices, supported by the emergence of academic research in the field. However, the public practice and knowledge that has subsequently developed appears to construct a dichotomy of whistleblowing/silence ; that is, an employee elects either to ‘blow the whistle’ on organisational wrongdoing, or remain silent. We argue that this public transcript of (...) whistleblowing/silence overshadows the importance of continuing research into alternative (individual or collective) employee behaviour. Drawing on original research with a financial services organisation, our research uncovers a dissenting discourse that operates through implicit communication, such as codes, sarcasm and jokes. We suggest that this hidden transcript offers significant opportunities for employees to act ethically, and offers the potential to sustain an ethical organisational culture. (shrink)

Foucauldian discourse analysis (FDA) is a methodology that is well suited to inquiring into nursing knowledge and its organization. It is a critical analytic approach derived from Foucault's histories of science, madness, medicine, incarceration and sexuality, all of which serve to exteriorize or make visible the ‘positive unconscious of knowledge’ penetrating bodies and minds. Foucauldian discourse analysis (FDA) holds the potential to reveal who we are today as nurses and as a profession of nursing by facilitating our ability to identify (...) and trace the effects of the discourses that determine the conditions of possibility for nursing practice that are continuously shaping and (re)shaping the knowledge of nursing and the profession of nursing as we know it. In making visible the chain of knowledge that orders the spaces nurses occupy, no less than their subjectivities, FDA is a powerful methodology for inquiring into nursing knowledge based on its provocation of deep critical reflection on the normalizing power of discourse. (shrink)

How should nursing knowledge advance? This exploration contextualizes its evolution past and present. In addressing how it evolved in the past, a probable historical evolution of its development draws on the perspectives of Frank & Gills's World System Theory, Kuhn's treatise on Scientific Revolutions, and Foucault's notions of Discontinuities in scientific knowledge development. By describing plausible scenarios of how nursing knowledge evolved, I create a case for why nursing knowledge developers should adopt a post‐structural stance in prioritizing their research agenda(s). (...) Further, by adopting a post‐structural stance, I create a case on how nurses can advance their disciplinary knowledge using an engaging post‐colonial strategy. Given an interrupted history caused by influence(s) constraining nursing's knowledge development by power structures external, and internal, to nursing, knowledge development can evolve in the future by drawing on post‐structural interpretation, and post‐colonial strategy. The post‐structural writings of Deleuze & Guattari's understanding of ‘Nomadology’ as a subtle means to resist being constrained by existing knowledge development structures, might be a useful stance to understanding the urgency of why nursing knowledge should advance addressing the structural influences on its development. Furthermore, Bhabha's post‐colonial elucidation of ‘Hybridity’ as an equally discreet means to change the culture of those constraining structures is an appropriate strategy to enact how nursing knowledge developers can engage with existing power structures, and simultaneously influence that engagement. Taken together, ‘post‐structural stance’ and ‘post‐colonial strategy’ can refocus nursing scholarship to learn from its past, in order to develop relevant disciplinary knowledge in its future. (shrink)

This article began as a paper read at the ‘Embedded Memory and the Theological Contours of Division’ seminar held at Trinity College, Dublin in December 2011. I should like to thank Professor Linda Hogan of the Irish School of Ecumenics at Trinity for the opportunity of rehearsing these ideas in that forum.

This article explores the co-existence of, and relationship between, alternative education in the form of home education and mainstream schooling. Home education is conceptually subordinate to schooling, relying on schooling for its status as alternative, but also being tied to schooling through the dominant discourse that forms our understandings of education. Practitioners and other defenders frequently justify home education by running an implicit or explicit comparison with school; a comparison which expresses the desire to do ‘better’ than school whilst simultaneously (...) encompassing the desire to do things differently. These twin aims, however, are not easy to reconcile, meaning that the challenge to schooling and the submission to norms and beliefs that underlie schooling are frequently inseparable. This article explores the trajectories of ‘better than’ and ‘different from’ school as representing ideas of utopia and heterotopia respectively. In particular I consider Foucault's notion of the heterotopia as a means of approaching the relationship between school and other forms of education. Whilst it will be argued that, according to Derrida's ideas of discursive deconstruction, alternative education has to be expressed through the dominant educational discourse, it will also be suggested that employing the idea of the heterotopia is a strategy which can help us explore the alternative in education. (shrink)

For Māori, a real opportunity exists to flesh out some terms and concepts that Western thinkers have adopted and that precede disciplines but necessarily inform them. In this article, we are intent on describing one of these precursory phenomena—Foucault’s Gaze—within a framework that accords with a Māori philosophical framework. Our discussion is focused on the potential and limits of colonised thinking, which has huge implications for such disciplines as education, among others. We have placed Foucault’s Gaze alongside a Māori metaphysics (...) and have speculated on the Gaze’s surveillant/expectant strategies with some key Māori primordial phenomena in mind, such as ‘te kore’ and ‘āhua’. We posit the Gaze as an entity and thus aim to render it more relevant to Māori, so that it can be addressed appropriately. We also preface that discussion by theorising on some of the challenges that confront us as Māori authors in even referring counter-colonially to the Gaze. Whilst we do not seek to destabilise the Gaze by positing it as a metaphysically based entity, we do hint at the possibility that critical indigenous philosophy may even for a short time bring the Gaze into focus for Māori. By introducing an awareness of an alternative metaphysics, we may have unsettled the self-certainty of the Gaze. (shrink)

Possibilities for critical social theory and Foucault’s work: a toolbox approach The benefits and constraints of philosophical frameworks using the work of Michel Foucault and critical social theorists, such as Fay, Giroux and McLaren, are examined in the light of their traditions. The reasons nurse researchers adopt these frameworks are explored, as are the tensions between the respective theories. A complementary ‘toolbox’ approach to the research process addresses some of the theoretical and methodological challenges presented by each framework. Such an (...) approach provides distinctive insights into nursing practice that the other has ignored or missed. It is argued that by converging the two frameworks into a toolbox approach, it is possible to examine or deconstruct existing practices, whilst also providing an avenue for nurses to reconstruct or change such practices. (shrink)

This article emerges from a wider study on bicultural film archiving practice. It focuses on Jonathan Dennis as a subject of archiving, and as a distinctive archivist himself in relation to a specific archive at a particular moment. Dennis practice differed significantly from North American and European conventions contemporaneous with his life work. The charismatic founding director of Ngā Taonga Sound & Vision Jonathan Dennis became a conduit for tensions and debates during the 1981–2002 period in relation to indigenous and (...) non indigenous presentation of archival materials. This resulted in a film archive and curatorship practice which differed significantly from that of the North American and European archives he originally sought to emulate. As a Pākehā with a strong sense of social justice he argued for an awareness of geographical location and cultural context in his work. He supported a philosophical shift in archival practice, by engaging indigenous peoples in developing creative and innovative exhibitions and programmes from the 1980s period until his death.Note: From 1988 the official name for the New Zealand Film Archive was Ngā Kaitiaki o ngā Taonga Whitiāhua. Since August 2014 the institution is called Ngā Taonga Sound & Vision, New Zealand Archive of Film, Television and Sound Ngā Taonga Whitiāhua Me Ngā Taonga Kōrero to acknowledge the acquisition of the state-owned Television NZ Archive and Sound Archives from Radio NZ. For brevity’s sake the Archive is referred to throughout as NTSV.Key: NTSV PP JD refers to the NTSV Personal Papers of Jonathan Dennis. (shrink)

Emergency nurses apply specialist knowledge to the practice of emergency care. This paper discusses the ways in which three emergency nurses understand the nature of their care from their own frames of reference and experiences and presents some of the data collected in a larger study. Various discourses, which compete to inform emergency nurses' understandings of practice, are linked with the notion of nurses as subjects; that is, each discourse may inform, shape and constitute the practice of the nurse and, (...) in turn, the ways in which the patient comes to be known and understood. I will examine the ways in which emergency nurses come to experience or position themselves vis‐à‐vis extant forms of knowledge of emergency care and the extent to which they articulate new or distinctive formulations of emergency care. This paper illuminates the commonalities that constitute the discourses of emergency nursing care, and also analyse nurses' language which demonstrates that within each discourse variations, contradictions and resistances exist. Emergency nursing care occurs in a context of a biomedical discourse that dominates, or tends to dominate, the work of the emergency setting and so to determine acceptable or possible practices. Nevertheless, nurses contest in various ways the ‘truths' that they understand to underpin their practice. Challenges to biomedical discourses are revealed, to some extent, by drawing attention to specific situations and particular struggles encountered in emergency nurses' everyday practice. (shrink)

For decades, nursing as a discipline has tried to establish itself within the socio‐professional and the socio‐political arenas. To date, several theorists have attempted to thoroughly define the essence (ontology) of nursing while others have proposed means (syntax) to achieve this ‘collective’ objective. Considering that this preoccupation, rooted in essentialism, is pervasive in the nursing literature, our claim is that these quests should be criticized because they impede innovative and transdisciplinary approaches to nursing theory. Our criticism includes the perspective supported (...) by the so‐called ‘postmodern nursing theorists’. We argue that the oeuvre of some nursing postmodern scholars is as prescriptive and linear as the ones they critique. Like it was done before, the discourse of these thinkers perpetuates the status quo by excluding alternative forms of knowledge that cross the boundaries of the discipline of nursing. Using the work of Deleuze and Guattari, this paper proposes an alternative way to conceive the development of nursing knowledge, which, we think, could represent an alternative way to explore the discipline of nursing. (shrink)

In the past 20, years the impact of progressive educational theories have become influential in nurse education particularly in relation to partnership and empowerment between lecturers and students and the development of student autonomy. The introduction of these progressive theories was in response to the criticisms that nurse education was characterized by hierarchical and asymmetrical power relationships between lecturers and students that encouraged rote learning and stifled student autonomy. This article explores how the work of Michel Foucault can be mobilized (...) to think about autonomy in three different yet overlapping ways: as a historical event; as a discursive practice; and as part of an overall strategy to produce a specific student subject position. The implications for educational practice are that, rather than a site where students are empowered, nurse education is both a factory and a laboratory where new subjectivities are continually being constructed. This suggests that empowering practices and disciplinary practices uneasily co‐exist. Critical reflection needs to be directed not only at structural dimensions of power but also on ourselves as students and lecturers by asking a Foucauldian question: How are you interested in autonomy? (shrink)

Nursing and nursing practice both construct and are in turn constructed by the context in which they operate. Texts play a central part in that construction. As such, nursing and nursing practice can be considered to represent a reality that is textually mediated. This paper explores the notion of nursing as a textually mediated reality and offers the reader the possibility of engaging in reflection on what implications this has for nursing and their own nursing practice. The analyses provided draw (...) on aspects of die work of both Foucault and Derrida. Foucault's notion of discourse provides a vehicle for die exploration of nursing as textually mediated, as does Derrida's concept of binary oppositions. The paper thus illustrates some of die possibilities afforded nursing by poststructural analyses. In particular it does this by exploring one of the central textual constructions, impacting on die way that nursing and nursing practice are conceptualized, the mind/body binary opposition. (shrink)

This paper1 uses concepts of anxiety and Foucauldian governmentality to investigate the ways that the discourses supporting the ban on performance-enhancing drugs in sport have been manipulated and broadened to treat this issue as a public policy and health issue rather than an example of rule violation in sport. Some effects of this expansion include the broadening of drug testing to include testing for recreational drugs, the intrusion of both central governments and scientific experts into the issue and the curtailment (...) of civil liberties for athletes. A further effect has been the perpetration of injustices against athletes under the guise of such injustices being necessary to maintain the integrity of sport. (shrink)

This paper presents methodological reflections on power sharing and shifts of power in various interview situations. Narratives are said to be shaped by our attempts to position ourselves within social and cultural circumstances. In an interview situation, power can be seen as something that is created and that shifts between the interviewer and the interviewed. Reflexivity is involved when we as interviewers attempt to look at a situation or a concept from various perspectives. A modified form of discourse analysis inspired (...) by subject positioning was used to reflect on power relations in four different interview situations. The analyses indicate that reflection on the power relations can lead to other forms of understanding of the interviewee. The main conclusion that can be drawn from this study is that power relations are created within an interview situation and therefore it is important to be aware of dominant perspectives. Researchers and nurses face the challenge of constantly raising their level of consciousness about power relationships, and discursive reflexivity is one way of doing this. Thus, reflexivity is an important part of the qualitative research process. (shrink)

This thesis investigates how preservice teachers understand ‘challenging behaviour’ and how this knowledge informs their teaching practice. Challenging behaviour is problematised as a knowledge referent and the epistemic tensions that preservice teachers experience in coming to ‘know’ about challenging behaviour are explored. This is an in-depth, qualitative study that focuses on the experiences, knowledge and knowledge-change of five final-year preservice primary teachers before, during and after their final Professional Experience. Data was gathered via interviews, focus groups, concept maps, document analysis (...) and classroom observations. Foucault’s theories of knowledge comprised the theoretical framework of the study and discourse analysis was used for data analysis. Major conclusions reached were threefold. Firstly, this study embraced the ambiguity and complexity of ‘challenging behaviour’ by avoiding the definitional debate and instead identifying and positing three discourses of challenging behaviour. This approach was found helpful in understanding preservice teachers’ knowledge of the topic. Secondly, it was found that the preservice teachers’ knowledge of challenging behaviour was, at best, ‘confused’ insofar as it was rarely discursively consistent. Thirdly, the types of epistemic processes through which the preservice teachers reconstructed their discursively inconsistent knowledge were theorised as either ‘matching’ or ‘squishing’. These epistemic processes were cast as problematic. Both ‘matching’ and ‘squishing’ demonstrated potential to maintain epistemic equilibrium and so limit possibilities for knowledge expansion and reflective practice. Moreover, in the case of ‘squishing’, this epistemic process was found to generate confusions, which were at times unsupportive of pedagogical decision-making. Two major implications of the research concern teacher education. Firstly, because the preservice teachers’ confusions, pedagogical distress and quandaries around challenging behaviour seemed to stem from discursively inconsistent knowledge, there is a call for teacher education programs to more clearly delineate multiple knowledges of challenging behaviour. Secondly, the preservice teachers’ epistemology was characterised by an overwhelming propensity to perceive a theory/practice divide in their professional knowledge. However, for these preservice teachers, there was not such a polarity to be bridged regarding challenging behaviour. Recasting the theory/practice problem in terms of knowledge showed the preservice teachers were doing a good deal of complex epistemological work ‘in the middle’ of theory and practice. Theory was not considered irrelevant, it was mobilised to make specific pedagogical decisions during practicum. However, understandings of these ‘practical theories’ were fraught with the incoherence and confusions associated with the epistemic practice of ‘squishing’. Thus, although the preservice teachers’ knowledge indicated they were ‘working in the middle’ of theory and practice, they were not doing so with great accuracy or effectiveness. It then is necessary to offer preservice teachers more comprehensive tools to work with and understand ‘knowledge’, rather than ‘theory/practice’. (shrink)

Intentional communities are formed by a group of people who have voluntarily chosen to live together for a range of reasons in the creation of a shared lifestyle. They concern practical forms of living that may reflect diverse structures and distinct philosophies. The intentional community literature is both broad and unique in its representation of intentional community living. Intentional communities may also be considered sites that form the basis for resisting mainstream forms of living and representations of subjectivity. Through an (...) active process of self-constitution, participants engaged in communal forms of living may construct different identities and styles of life. Although the term ‘intentional community’ is fairly recent, notions of utopian living have a long history. Forms of utopian living can be found in early biblical times, while Foucault’s domain of ‘ethics’ is also derived from what the intentional community literature considers to be early utopian communities. Despite an extensive literature, very little research explicitly focuses on communal living as a form of ethics as praxis. This may be due to the characterisation of ethics as a form of rules, duties and consequences, rather than ethics as a relationship that a person cultivates with their ‘self’. Foucault’s domain of ethics provides a valuable context to explore whether intentional community living can be theorised as a Foucauldian form of ethics. Although there is contemporary interest in Foucault’s domain of ethics, relatively few texts have sought to use Foucault’s ethical conceptualisation as a qualitative methodology in the context of empirical research. Even fewer studies have drawn on Foucault’s theoretical framework in the context of empirical research on intentional communities. This is despite a number of themes that the literature shares concerning notions of resistance, identity as a form of selfconstitution and the potentially transformative effect of communal living. This research therefore seeks to make a significant contribution to a relatively underresearched and under-theorised area of the literature. Drawing on Foucault’s ethics as a theoretical framework, this thesis explores twenty-eight narratives of participants who live on five rural communities in northern NSW, Australia. Fieldwork was conducted over a nine-month period between 2004 and 2005, with periods of time spent on each community. One community was revisited for the purpose of collecting further empirical data. Foucault’s ethical analysis and Foucauldian constructionism are used in the analysis and interpretation of the interviews that resulted from this fieldwork. Where individual interviews were not undertaken, a document analysis of former empirical research serves to affirm participant observations. Ethical issues concerning confidentiality and representation were addressed through the attendance at communal or ‘tribal’ meetings where required. The findings suggest that intentional community living may be theorised as a Foucauldian form of ethics, with an analysis of the empirical research providing further insight into each of the four aspects of Foucault’s ethics: the ethical substance, the mode of subjection, the self-forming activities and the telos. The findings also indicate that communal, or co-operative, living may reflect the dominant form of ethics for intentional community members by the way it permeates all other aspects of ethics. In this light, it can be said that intentional community living is an ethics as praxis—a truly practical philosophy. The implications of these findings suggest that through their very practice of an ethics, intentional community participants may be ethical, or ‘individualising’, subjects. That is, through notions of personal choice, acts of resistance and the performance of practices on the self that effect transformation, participants may construct both a ‘self’ and ‘styles of life’ that they both like and affirm, thereby positioning themselves differently against mainstream representations of ‘suburbia’. (shrink)