Feminism,Art, Deleuze,and Darwin: An Interview with Elizabeth Grosz

Abstract

This discussion stresses that looking at countries on the margins of European colonial rule can be useful when considering the wider dynamics of the present, reflecting the persistence of colonial discourses and how racism “endures”. Iceland’s colonial experience was characterized by duality, in which the country was an object of colonialism, while actively participating in the racist discourses predominant in Europe at that time. This paper demonstrates how Iceland’s long association with the exotic and its gendered manifestations is currently being perpetuated by the tourist and state industries, under the influence of neo-liberal ideas about nation branding. When contextualized within the larger geopolitical environment, Iceland as an “exotic” destination unravels the racist and colonized narratives still at play within a wider geopolitical context.     

Silence and Articulation—Whiteness,Racialization and Feminist Memory Work

Racialization is a constant process of “doing race”. Critical whiteness studies make efforts to address the silencing of whiteness in mainstream white feminism. In this article memory work is explored as a possible method for studies of whiteness as an unmarked majority position. The focus is on methodological practices or “how‐to‐do” questions. Starting from feminist epistemology the author investigates ways of practising the epistemological standpoint of situated knowledges. Feminist epistemology, despite its disagreements, has pointed to the importance of positioning work for scientific knowledge production. The relationship between racialization as an analytical concept and whiteness as dominant majority position is complicated. Usually memory work is employed to address gender or more specifically femininity, but, as argued here, it is well suited to investigations of racialization, too. The analysis shows that silent avoidance of matters associated with whiteness helps keep the majority position in place; whiteness is co‐produced with silence through avoidance in concrete everyday situations. Despite a number of problematic aspects, memory work proved productive in bridging the gap between an epistemological standpoint and the nitty‐gritty work of doing empirical research. It helped clarify racialization as a relational phenomenon and shows how lack of attention to or awareness of race has implications for scientific knowledge production.     

"Transcending gynocentric space”: Spatial metaphorics in feminist theory and criticism

Many studies assert that there are new gender constructions among young Scandinavian girls, who seem to be more individualized than earlier generations. In this article questions are raised as to what effect these girls’ newly won status as subjects might have on their construction of bodily gender, especially the part referred to as generative femininity. A “loss” of the generative body is argued to be a general tendency in postmodern discourse, as well as a dilemma in the individual girl's striving for being both individual and gender. This dilemma and its tentative solution is illustrated through the analysis of an 18‐year‐old Norwegian girl, who was the subject of an in‐depth interview in a three‐generational study of gender in change.     

The Role of Mentor Type and Timing in Predicting Educational Attainment

Having an adult mentor during adolescence has been found to predict academic success. Building on previous work, the present study examined interactions between the type of mentor (i.e., kin, teacher, friend, or community), the time that mentor became important (i.e., before, during, or after high school), and the ethnicity of the protégé in predicting educational attainment in young adulthood. Analyses used Waves III and IV of the National Longitudinal Study of Adolescent Health (N = 2,409). Participants’ ages ranged from 18 to 27 (M = 21.75, SD = 1.79). The sample was 56.7 % female and nationally representative of ethnic diversity. Analyses showed that having a teacher-mentor was more predictive of educational attainment than having other types of mentors and that overall, having a mentor after high school predicts the most educational attainment. Kin- and community-mentors appeared to be more important to educational attainment during and before high school, respectively. Findings were consistent across ethnic groups. Overall, results highlight the value of teacher-mentors throughout childhood, adolescence, and early adulthood and our study further suggests that different types of mentors may be particularly useful at specific points in development.     

Homemakers,Supervisors, and Peach Stealing Bitches: the role of overseers' wives on slave plantations in eighteenth-century Virginia and South Carolina

The otherwise extensive historiography of slavery in colonial America has rather neglected the overseer and his family, as indeed the wider historiography of colonial society has often neglected the white poor. By considering, specifically, the role of overseers' wives, this article seeks to recover the history of poor white women who, although often vilified by their employers for their allegedly wayward behaviour, made a significant contribution, economically and socially, to the plantation community. By so doing, it casts fresh light upon white women who lived on the margins of wider colonial society and the shadowy ‘edges’ of slavery itself.     

The eve of de‐struction: Charlotte Perkins Gilman and the feminist recreation of paradise

Wanton Eyes &; Chaste Desires: Female Sexuality in The Faerie Queene. By Sheila T. Cavanagh. Bloomington: Indiana University Press, 1994.

Colonial American Travel Narratives. Edited by Wendy Martin. London and New York: Penguin, 1994.

The Invention of Pornography: Obscenity and the Origins of Modernity, 1500–1800. Edited by Lynn Hunt. New York: Zone Books, 1993.     

Hélène Cixous's Autre Bisexualité and the Eternal Feminine in the Works of Nuala Ní Dhomhnaill

This article analyses the creative engagement of the Irish-language poet Ní Dhomhnaill with Hélène Cixous's écriture féminine. Ní Dhomhnaill translates Cixousian images and concepts into her texts, returning on several occasions to the concept of l'autre bisexualité (‘the other bisexuality’). Cixous uses this concept to rehabilitate—and celebrate—what she designates as ‘the feminine’, the alterity within and outside the self. For both writers, this alterity comprehends marginalized cultures as well as femininity. Both bring anti-essentialist convictions to their views of gender and cultural identity, but their respective poetics are born of shared preoccupations with biblical and mythological figures, and narratives often implicated in essentialism. Ní Dhomhnaill connects these archetypal figures with the cultural realities of post-colonial Ireland. The author argues that she draws on the works of Cixous to connect the indigenous Irish language and culture with the rehabilitation of femininity. But whereas, in Cixousian texts, ‘femininity’ eludes concrete definitions and stable meanings, in the works of Ní Dhomhnaill, it often signifies an authentic pre-colonial culture that is ripe for rediscovery in post-colonial Ireland. Ní Dhomhnaill simultaneously celebrates this culture and acknowledges its embeddedness in a Celtic patriarchy that her Cixousian tropes work to undercut.     

ONLY GOOD FENCES KEEP GOOD NEIGHBOURS! THE INSTITUTIONALIZATION OF MINISTRY–AGENCY RELATIONSHIPS AT THE SCIENCE–POLICY NEXUS IN GERMAN FOOD SAFETY POLICY

This article makes a further contribution to opening the ‘black box’ of micropractices in ministry–agency relationships. We argue that the mechanisms that come into play in the course of institutionalizing agencification reforms – such as renegotiating mutual roles and rules in ministry–agency interactions – are only poorly covered in the existing literature. To adequately address the negotiated and contingent nature of de facto agency autonomy and political control, we develop an interpretive approach based on the concept of ‘boundary work’. The empirical focus is on ministry–agency interactions at the science–policy nexus in the contested policy field of food safety. By studying actors' stories about the institutionalization processes following the fundamental reorganization of the German food safety administration in the wake of the BSE crisis from a longitudinal perspective, we show how actors manage boundary conflicts via increasingly differentiated backstage coordination.     

TRANSPARENCY IN PUBLIC–PRIVATE PARTNERSHIPS: NOT SO BAD AFTER ALL?

Scholars' criticism of transparency in public–private partnerships (PPPs) often focuses on ‘external’ transparency, that is, the extent to which internal information is visible to the outside world. However, to achieve external transparency, internal transparency – the availability and inferability of information for the public procurer and the private party – is crucial. In this article we analyse input, process, and output transparency from three different perspectives (institutional, cognitive, and strategic) in four PPPs in the Netherlands. We conclude that input transparency is high, but process and output transparency less so. Moreover, output transparency has gained importance in PPPs. Whether this is problematic depends on the PPPs' institutional environment. In some partnerships the desired output is uncontested and predetermined by clear standards in the institutional environment, whereas other PPPs deal with contested output norms, decreasing the partnerships' transparency. These results nuance the current debate on the lack of transparency in PPPs.     

‘I do not have the means to speak:’ educating youth for citizenship in post-conflict Liberia

Although policymakers stress the importance of education in promoting peace, little research examines the ways that schools prepare students affected by conflict to participate in the restoration of peace in their political community. Post-conflict societies experience severe challenges in strengthening political processes and social cohesion. This paper discusses citizenship education at a school run by a non-governmental organization near Monrovia, Liberia, examining the implemented curriculum in an 8th grade civics classroom. The paper details the ways that young people expressed civic critiques within the classroom, and provides a counterstory to narratives of harsh and violent educational environments in the region. This classroom was a space where students and their teacher engaged in talk about contentious issues: students discussed corruption and injustice, and highlighted the relationship between economic and political power. I argue that if the goal of education is to produce engaged, effective citizens, teachers should have pedagogic support to confront the differences between the implemented curriculum and students’ lived experiences. Peace education in such contexts must include equipping students to seek justice. Furthermore, because possibilities for civic education are embedded in students’ local and national contexts, current global civic education initiatives must be adaptive to local realities.