As critic Diana Brydon has argued, contemporary Canadian writers are "not transcending nation but resituating it." Drawing together themes of gender and sexuality, trauma and displacement, performativity, and linguistic diversity, Selves and Subjectivities constitutes a thought-provoking response to the question of what it means to be a Canadian"--P. [4] of cover.

Brings sophisticated but accessible theoretical tools together with ethnographic data from real schools Demonstrates the inseparability of categories such as gender, sexuality, race, ethnicity, class, ability, disability, special needs Develops tools for understanding the relationships between schools, subjectivities, and students as learners Works across national contexts to show the wide applicability of these tools Problematises narrow understandings of inclusion found in contemporary policy Explores a new politics for interrupting educational inequalities

Self and Subjectivity is a collection of seminal essays with commentary that traces the development of conceptions of 'self' and 'subjectivity' in European and Anglo-American philosophical traditions, including feminist scholarship, from Descartes to the present.

This book provides the reader with an extensive social, historical, and theoretical background to dystopian fiction so that the underlying reasons for the emergence of the genre in the early 20th century are clarified. It offers a multifaceted approach to the representation of the individual in dystopian fiction by referring to the historical events that have affected the process. The book bases its argument on the theories of such groundbreaking theoreticians as Sigmund Freud, Jacques Lacan, Louis Althusser, and Michel Foucault, and sheds light on how the oppressive governments have employed psychological, linguistic, ideological, and discursive devices to manipulate people and create subjected beings. By including work from a woman author, the book also serves to highlight how the ongoing process is perceived from a feminist stance.

This study investigates our multiple selves as manifested in how we use language. Applying philosophical contrastive pragmatics to original and translation of Japanese and English works, the concept of empty yet populated self in Japanese is explored.

Pre-service and beginning teachers have to negotiate an unfamiliar and often challenging working environment, in both teaching spaces and staff spaces. Workplace Learning in Physical Education explores the workplace of teaching as a site of professional learning. Using stories and narratives from the experiences of pre-service and beginning teachers, the book takes a closer look at how professional knowledge is developed by investigating the notions of ‘professional’ and ‘workplace learning’ by drawing on data from a five year project. The book also critically examines the literature associated with, and the rhetoric that surrounds ‘the practicum’, ‘fieldwork’ ‘school experience’ and the ‘induction year’. The book is structured around five significant dimensions of workplace learning: Social tasks of teaching and learning to teach Performance, practice and praxis Identity, subjectivities and the profession/al Space and place for, and of, learning Micropolitics As well as identifying important implications for policy, practice and research methodology in physical education and teacher education, the book also shows how research can be a powerful medium for the communication of good practice. This is an important book for all students, pre-service and beginning teachers working in physical education, for academics researching teacher workspaces, and for anybody with an interest in the wider themes of teacher education, professional practice and professional learning in the workplace.

This book explores the way political economy understands human motivation. It is an exciting and unusual contribution, offering a novel integration of the insights of political economy, philosophy, and psychology.

Volume 16 of Progress in Self Psychology, How Responsive Should We Be, illuminates the continuing tension between Kohut's emphasis on the patient's subjective experience and the post-Kohutian intersubjectivists' concern with the therapist's own subjectivity by focusing on issues of therapeutic posture and degree of therapist activity. Teicholz provides an integrative context for examining this tension by discussing affect as the common denominator underlying the analyst's empathy, subjectivity, and authenticity. Responses to the tension encompass the stance of intersubjective contextualism, advocacy of "active responsiveness," and emphasis on the thorough-going bidirectionality of the analytic endeavor. Balancing these perspectives are a reprise on Kohut's concept of prolonged empathic immersion and a recasting of the issue of closeness and distance in the analytic relationship in terms of analysis of "the tie to the negative selfobject." Additional clinical contributions examine severe bulimia and suicidal rage as attempts at self-state regulation and address the self-reparative functions that inhere in the act of dreaming. Like previous volumes in the series, volume 16 demonstrates the applicability of self psychology to nonanalytic treatment modalities and clinical populations. Here, self psychology is brought to bear on psychotherapy with placed children, on work with adults with nonverbal learning disabilities, and on brief therapy. Rector's examination of twinship and religious experience, Hagman's elucidation of the creative process, and Siegel and Topel's experiment with supervision via the internet exemplify the ever-expanding explanatory range of self-psychological insights.

A study of both traditional and new approaches to the study of schools and their communities. The book emphasizes discourse, critical pedagogy and ethnicity.