Academic literature on the topic 'Physical subjectivities'
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Journal articles on the topic "Physical subjectivities"
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Sykes, Heather, and Deborah McPhail. "Unbearable Lessons: Contesting Fat Phobia in Physical Education." Sociology of Sport Journal 25, no. 1 (March 2008): 66–96. http://dx.doi.org/10.1123/ssj.25.1.66.
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In this article we examine how fat-phobic discourses in physical education both constitute, and are continually negotiated by, “fat” and “overweight” students. This claim is based on qualitative interviews about memories of physical education with 15 adults in Canada and the U.S. who identified as fat or overweight at some time during their lives. The research draws from feminist poststructuralism, queer theory, and feminist fat theory to examine how students negotiate fat subjectivities in fat-phobic educational contexts. The interviews reveal how fat phobia in physical education is oppressive and makes it extremely difficult for most students to develop positive fat subjectivities in physical education; how weighing and measuring practices work to humiliate and discipline fat bodies; and how fat phobia reinforces normalizing constructions of sex and gender. The interviews also illustrate how some students resisted fat phobia in physical education by avoiding, and sometimes excelling in, particular physical activities. Finally, interviewees talk about the importance of having access to fat-positive fitness spaces as adults and suggest ways to improve the teaching of physical education.
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Jung, Dietrich, and Kirstine Sinclair. "Religious Governmentality." Temenos - Nordic Journal of Comparative Religion 56, no. 1 (June 15, 2020): 95–118. http://dx.doi.org/10.33356/temenos.78154.
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In this article on the role of religion in the formation of modern subjectivities we use a contemporary transnational Islamist organization, Hizb ut-Tahrir, as our example. We examine how technologies of domination are combined with norm-setting technologies of the self in shaping new modern Muslim subjectivities among its members. First, we present our theoretical perspective and analytical framework. Then we describe the ideological roots of Hizb ut-Tahrir in the intellectual universe of nineteenth-century thinking about Islamic reform. Third, we analyse the practice of tooling or processing minds, souls, convictions, physical appearance, and behaviour among members of the organization. As our major interest lies not in Hizb ut-Tahrir as such but in the role of religion in the formation of modern social subjectivities, we conclude with some general reflections on this question.
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Thorpe, Holly, Karen Barbour, and Toni Bruce. "“Wandering and Wondering”: Theory and Representation in Feminist Physical Cultural Studies." Sociology of Sport Journal 28, no. 1 (March 2011): 106–34. http://dx.doi.org/10.1123/ssj.28.1.106.
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In this paper we explore the potential of physical cultural studies for collaborative, interdisciplinary, theoretically-informed, reflexive research on the physically active female body. We use the metaphors of “wandering and wondering” to interrogate our experiences of movement within and across physical cultural fields and academic borders. Grounded in an ethnographic narrative approach, we revisit the ways in which different aspects of our identities were highlighted during our waka ama, snowboarding and basketball experiences. Drawing upon feminist readings of Bourdieu’s work, we challenged each other to reflect critically upon previously unquestioned or unexplored aspects of our subjectivities. While the paper focuses on the results of these discussions, we also offer insights into the collaborative process. Ultimately we argue that sharing narratives of our experiences and exploring them further with theory offers a good place to begin new interdisciplinary conversations that may push physical cultural studies research in new directions.
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Silk, Michael L., and David L. Andrews. "Toward a Physical Cultural Studies." Sociology of Sport Journal 28, no. 1 (March 2011): 4–35. http://dx.doi.org/10.1123/ssj.28.1.4.
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Within this paper we offer what is hopefully both a suggestive (as opposed to definitive) and generative (as opposed to suppressive) signposting of the ontological, epistemological, and methodological boundaries framing the putative intellectual project that is Physical Cultural Studies (PCS). Ground in a commitment toward engaging varied dimensions or expressions of active physicality, we deliberate on an understanding of, and approach to, the corporeal practices, discourses, and subjectivities through which active bodies become organized, represented, and experienced in relation to the operations of social power. Further, drawing on Toby Miller, we suggest that this approach requires a motivation toward progressive social change. We consider the political and axiological contingencies of PCS, how it is differentiated from the “sociology of sport,” and how we may produce the type of knowledge that is able to intervene into the broader social world and make a difference. We are sure many will disagree—perhaps with good reason—with our assumptions. Indeed, such differences are welcomed for we feel that there is greater progressive potential in a field in tension, in healthy contestation, and, in which debates surrounding ontology, epistemology, political intent, method, interpretation, expression, and impact flow freely.
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Sen, Rukmini. "Women’s Subjectivities of Suffering and Legal Rhetoric on Domestic Violence." Indian Journal of Gender Studies 17, no. 3 (October 2010): 375–401. http://dx.doi.org/10.1177/097152151001700304.
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It is undoubtedly true that feminist politics in the last three decades has struggled to make visible an entire range of social practices that are inimical to women and brought them under the rubric of ‘violence’. This article revisits the meaning of violence when translated in the language of law. In the courtroom, the meaning of violence has to be technically grounded as the law would want it to be, filtering from it many nuances that possibly existed at the time when the aggrieved woman was narrating her incident. This article therefore is an exploration of the legal rhetoric engaging with violence as faced by women within marriage; it argues that there is often a strong disjuncture with the subjectivities of suffering primarily due to the legal need for objective evidence. There are three parts: (a) how violence has been understood by the women’s movement in India, (b) an analysis of some legal documents that understand primarily physical violence and (c) an exploration on the Protection of Women from Domestic Violence Act, 2005, which through legal language makes a formal provision on translating suffering.
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Varea, Valeria, and Bonnie Pang. "Using visual methodologies to understand pre-service Health and Physical Education teachers’ subjectivities of bodies." Sport, Education and Society 23, no. 5 (September 7, 2016): 394–406. http://dx.doi.org/10.1080/13573322.2016.1228625.
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Varea, Valeria, Gustavo González-Calvo, and David Hortigüela Alcalá. "The influence of consumerism on Spanish physical education teachers." European Physical Education Review 25, no. 4 (July 18, 2018): 949–63. http://dx.doi.org/10.1177/1356336x18789196.
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Consumer culture and neoliberalism have significantly influenced contemporary globalised, Western(ised) and highly visual societies. These influences have also infiltrated physical education settings, contributing to market-driven surveillance of physical education teachers’ physical appearance. This paper examines the reflections of a group of physical education teachers working at the primary and secondary levels in Spain concerning subjectivities of bodies and professional practices. It draws on semi-structured interview data and the Foucauldian concepts of Panopticon and surveillance to explore the ways in which the participants were influenced by the market and neoliberalism. The results of the study invite us to reflect on how images and messages from media may promote certain expectations for physical education teachers concerning physical appearance, dress and sports supplements consumption. The findings have implications for teacher education and the preparation of physical education teachers to resist dominant discourses promoted by the media.
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Niemi, Anna-Maija, and Reetta Mietola. "Between hopes and possibilities. (Special) educational paths, agency and subjectivities." Scandinavian Journal of Disability Research 19, no. 3 (October 6, 2016): 218–29. http://dx.doi.org/10.1080/15017419.2016.1239588.
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Selfridge, Marion, Lisa Mitchell, Alissa Greer, Scott Macdonald, and Bernie Pauly. "“Accidental Intimacies”: Reconsidering Bodily Encounters Between Police and Young People Who Use Drugs." Contemporary Drug Problems 47, no. 3 (June 10, 2020): 231–50. http://dx.doi.org/10.1177/0091450920929101.
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Youth who use drugs (YWUD) are likely to encounter the police and experience victimization within those encounters. Negative experiences of police among youth can dramatically undermine youths’ trust in police, making them unlikely to ask for help when they need it. In this article, we use Rance and Fraser’s concept of “accidental intimacies” between staff and people who inject drugs arising in encounters within supervised consumption sites. Their exploration of Sarah Ahmed’s work on the social productivity of emotions argues that new subjectivities that counter or transform stigma and shame surrounding drug use can occur from the space between individuals. For Ahmed “emotions do things, and work to align individuals with collectives—[linking] bodily space with social space—through the very intensity of their attachments.” During 2017–2018, 38 youth (aged 16–30 years) who use drugs in three cities in British Columbia, Canada, were interviewed to explore their encounters (both positive and negative) with police and how these influenced their perceptions of police. In this article, we assert that the dynamic of “we” and “them,” of the YWUD and police, is constituted in part through the powerful emotions created and confirmed by negative bodily encounters where the bodies of youth and police collide through physical and/or verbal contact. The repetition of emotions and objectification through stigma within their communities force some youth to repeatedly confront harmful subjectivities. Rance and Fraser’s work provides possibilities for shifting these stigmatizing subjectivities. For change to occur, addressing the historical and present realities that impact YWUD will help facilitate and enhance more respectful communication and interactions between YWUD and police. Bodily encounters may also present opportunities for both YWUD and police to reflect on the subjectivities that reinforce and are shaped by their negative interactions with one another. Incremental change may be possible as we find new meanings in youths’ understanding of and compassion for police and their work.
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Yen, Le Hoang Ngoc. "Once Bodies Have Remembered." Journal of Vietnamese Studies 13, no. 4 (2018): 48–70. http://dx.doi.org/10.1525/vs.2018.13.4.48.
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This essay discusses leprosy patients’ lived realities during the transformation of Quy Hòa, a former Catholic-run leprosarium in south central Vietnam, from a religious care center into a state socialist institution. The change in leprosy care resulted in a radically divergent experience in which subjectivities were reshaped by socialist citizenship amid rampant poverty. Meanwhile, hard physical labor for economic survival, one prominent feature of this period, significantly disfigured bodies already afflicted by leprosy, rendering bodily loss a mnemonic for this memorable era.
Dissertations / Theses on the topic "Physical subjectivities"
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Francombe, Jessica. "Sculpting girls' subjectivities : physical culture and the normalised body." Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545338.
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Hill, Joanne L. "Young people negotiating embodied subjectivities through (dis)engagement in physical education." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/11725.
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The purpose of this study was to engage with a group of students from a diverse school environment about how they construct value or status in their own and others bodies in physical education (PE) and sport. This study was premised on the notion that young people s constructions of bodies that have value affect both their sense of self and their (dis)engagement with physical activity in and out of school. Sport, physical activity and education are not value-free in their purpose or practices, and constitute arenas in which young people learn about what those values are and how they apply to their own bodies. Learning more about how young people make embodied decisions to engage in physical activity can aid in understanding how best to create inclusive, positive experiences within PE and youth sport. The feminist / poststructuralist theoretical framework that this research draws upon focuses attention on the constructions of embodied subjectivities through an individual s subject positions amongst multiple discourses. These discourses are (re)produced but shift as individuals take up and negotiate positions through the multiple narratives available to them. By linking these notions to that of physical capital, this study explores how individuals practices affect how they might be seen as valued. This study pays particular attention to gendered and racialised constructions of bodies in PE and sport, as literature identifies concerns about equity in participation and representation. Data were generated over one school year with a cohort of students in Year 9 of an ethnically diverse secondary school in the East Midlands, UK. Fourteen boys and eleven girls volunteered to take part in a collaborative visual ethnographic project consisting of a fortnight s photo diary and the sharing of participant-produced images in group interviews. Taped group interviews, participants photographs, field notes from observations of the participants PE lessons and researcher s photographs of the school notice boards were collated and analysed using a combination of thematic, discourse and content analyses. Findings indicated that the participants constructed as valued bodies those that are good at PE : meaning competency, strength and a desire and ability to win. Alongside this, students also valued fit, not fat bodies, and the display of effort or trying one s best. These constructions were often tied to their potential to perform convincingly. The students took up positions in relation to these notions of status, sometimes investing in practices that would develop their bodies in these ways. Participants fluid subjectivities as they negotiated different activities, physical cultures, and assumptions about gendered and racialised bodies affected their choices not just whether to engage but in what ways they would engage in physical activity.
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O'Flynn, Gabrielle Holly. "Young women's meanings of health and physical activity the body, schooling and the discursive constitution of gendered and classed subjectivities /." Access electronically, 2004. http://ro.uow.edu.au/theses/226.
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Souza, Denis Mauro Rodrigues de. "Professores de educação física em questão – corpo, relações de gênero e sexualidades." Universidade Federal de Juiz de Fora, 2013. https://repositorio.ufjf.br/jspui/handle/ufjf/1220.
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Pensando na construção discursiva dos sujeitos e sua relação com autoconhecimento, prazeres e descobertas, proponho-me a questionar: que processos de subjetivação, relações de gêneros e sexualidade estão presentes nas aulas de Educação Física, mantendo um diálogo entre a formação docente e a prática nas escolas através da disciplina de Estágio Supervisionado da Licenciatura. Trago a inspiração em Michel Foucault como ferramenta para questionar e discutir os saberes me aproximando da perspectiva pósestruturalista em que os discursos são entendidos como construção histórica e social. Meu interesse são os saberes a respeito das condições de se formar professor em um processo de estágio em que a construção de sujeito está implicada nas aprendizagens experimentadas na trajetória social e histórica. Problematizo questões de gênero e sexualidade para a formação do professor de Educação Física e ações nas escolas. Aponto elementos para pensar o saber docente pluralizado, discutindo o desenvolvimento do professor, tanto pessoal quanto profissional. Para coleta de dados da pesquisa foram feitas observações, relatórios e diários de campo como focos de investigação tanto nas aulas da disciplina de Estágio quanto nas práticas das escolas, preocupando com aquilo que se constrói nos discursos da escola e nos bancos da universidade para as questões de gênero e sexualidade. Neste sentido, um ponto que se destacou foi o investimento nas problematizações e interrogações no processo de formação, o que tirou os estagiários dos lugares conhecidos em que a formação no Estágio está associada às certezas. A pesquisa pretende contribuir para o caminho reflexivo da educação de forma a ampliar os sentidos de subjetivações, gênero e sexualidade na formação docente e suas relações com as escolas.
Thinking about the discursive construction of the subject and its relationship with self, pleasures and discoveries, I propose the question: what processes of subjectivity, gender relations and sexuality are present in physical education classes, maintaining a dialogue between teacher education and practice in schools through the discipline of Supervised BSc. I bring the inspiration for Michel Foucault as a tool to question and discuss the knowledge of me approaching post-structuralist perspective in which the discourses are understood as social and historical construction. My interest is the knowledge about the conditions graduating teacher in a process stage in the construction of subject is involved in the learning experienced in social and historical trajectory. I discuss issues of gender and sexuality to the formation of a physical education teacher and actions in schools. I point elements to think about the teaching knowledge pluralized, discussing teacher development, both personal and professional. For data collection the survey observations were made, and daily field reports as foci of research both in lessons of discipline Internship practices as schools, concerned with what is built in the discourses of school and on the banks of the university to the issues gender and sexuality. In this sense, a point highlighted was the investment in contextualizing and questions in the process of training, the trainees who took the known places where the training stage is associated with certainties. The research aims to contribute to the reflective path of education in order to increase the sense of subjectivities, gender and sexuality in teacher education and its relationships with schools.
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Smee, Cameron. "“If we were all, like, learning at the same time, we might have, like, the same experience”: an investigation into the development of physical subjectivities in early primary education." Thesis, 2019. https://vuir.vu.edu.au/40597/.
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There is growing consensus about the importance of physical activity and regular engagement is known to have a number of health and developmental benefits. Accordingly, research across a variety of fields has argued for the importance of laying the foundations for lifelong physical activity engagement in the early years. The school plays a central role in this effort by impacting children’s initial relationships with physical culture. Within the school, PE is often the primary vehicle for the promotion of physical activity. However, the problems with PE and its failure to connect with all children has been widely reported. Concurrently, there has been a significant physical activity dropout rate in adolescence for girls, and some boys. Scholarly attempts to address these concerns have focused mainly on late primary or high school settings, specifically curriculum and pedagogy. To date, very little research has focused on the early (Year One/Two) years of PE, when many children are developing their initial physical subjectivities. Rather than a period which all children enter as a ‘blank slate’, early PE is defined by the differing levels of experience that children bring to class. How these differing levels of embodied experiences are valued mean the children are constantly engaging in a range of stratified interactions. The outcomes of these interactions can have a profound impact on how students engage in physical activity, both in PE and on the playground. To examine how children are embodying and developing their physical subjectivities in these two spaces, a six- month ethnographic project was conducted at a primary school in Victoria. This allowed for the examination of the experiences of a Year 1/2 cohort through the implementation a variety of ethnographic and child-centred methods. Drawing on a theoretical approach, combining Bourdieu (1998) and Collins (2004), this thesis shows how the outcomes of PE activities, impacted the types of activities that children chose to engage in on the playground. Additionally, the findings show how the children play a key role in reproducing the dominant elements of the field (including the ‘naturalized’ gender order inherent in sport/PE) and the hierarchies that contextualized each activity. This research offers an in-depth focus into the complex social processes, in the playground and PE, which continue to usher children along seemingly pre-determined physical paths. This thesis concludes with a call for a critical approach to early PE that incorporates the different experiences of the children to create
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curricula, with a particular focus on teaching children to be reflective of the impact of their embodied experiences. This also incorporates changes to the playground as a continuation of the PE space.
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Jammula, Diane Crenshaw. "Feminist Physics Education: Deconstructed Physics and Students' Multiple Subjectivities." Thesis, 2015. https://doi.org/10.7916/D89G5KW7.
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Physics is one of the least diverse sciences; in the U.S. in 2010, only 21% of bachelors degrees in physics were awarded to women, 2.5% to African Americans, and 4% to Hispanic Americans (AIP, 2012). Though physics education reform efforts supporting interactive engagement have doubled students’ learning gains (Hake, 1998), gender and race gaps persist (Brewe et al., 2010; Kost, Pollock, & Finkelstein, 2009). When students’ subjectivities align with presentations of physics, they are more likely to develop positive physics identities (Hughes, 2001). However, both traditional and reformed physics classrooms may present physics singularly as abstract, elite, and rational (Carlone, 2004). Drawing from feminist science, I argue that binaries including abstract / concrete, elite / accessible, and rational / emotional are hierarchal and gendered, raced and classed. The words on the left define conventional physics and are associated with middle class white masculinity, while the words on the right are associated with femininity or other, and are often missing or delegitimized in physics education, as are females and minorities.
To conceptualize a feminist physics education, I deconstructed these binaries by including the words on the right as part of doing physics. I do not imply that women and men think differently, but that broadening notions of physics may allow a wider range of students to connect with the discipline. I used this conceptual framework to modify a popular reformed physics curriculum called Modeling Instruction (Hestenes, 1987). I taught this curriculum at an urban public college in an introductory physics course for non-science majors. Twenty-three students of diverse gender, race, ethnic, immigrant and class backgrounds enrolled. I conducted an ethnography of the classroom to learn how students negotiate their subjectivities to affiliate with or alienate from their perceptions of physics, and to understand how classroom experiences exacerbate or ameliorate differences in achievement, participation and feelings towards physics.
Findings show how students (dis)connect with physics in both stereotypical and atypical ways; for example, one student drew from a classed identity to reject physics (e.g. “working was always in my DNA, but school is never really for me”) and another student related his classed and gendered work as a mechanic to learn physics. Traditional aspects of the physics curriculum privileged discourse, performances, and epistemology associated with middle class white masculinity. The statement “I might nit pick it because I did it my way” is characteristic of competitive, assertive, self-interested discourse during problem presentations, taken up by male and female students. However, students engaged in other ways of doing physics that were personal, emotional, caring, inclusive and collaborative. A male student wrote, “Everyone is engaging and I feel that this class is like a family.” Some students developed positive physics identities as they redefined physics: “When I experience physics on my own in anytime in a day or week, I feel like a physics person.” Implications include interrogating beliefs about physics and students, and examining one’s own practices such that the “smog of bias” (Kost-Smith, Pollock, & Finkelstein, 2010) may be demystified.
Books on the topic "Physical subjectivities"
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Paunksnis, Šarūnas. Dark Fear, Eerie Cities. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199493180.001.0001.
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What haunts the city? Why is there so much pessimism in our urban lives? How does this physical and psychological insecurity of relentless competition and a desire to succeed against all odds proliferate into cinema? Dark Fear, Eerie Cities analyses a wide array of films made in the early 21st century to offer a philosophical and psychoanalytical critique of the transforming cinematic imagery. It traces the trajectory of Hindi cinema from the pre-1990s feudal family ideal to the contemporary construction of the new middle class’s subjectivities against a postcolonial backdrop. Keeping in mind the effects of globalization, market liberalization and the emergence of new forms of media and their consumption, the book provides a theoretical perspective to cinematic transformations. Paunksnis presents an interdisciplinary study of a genre of cinema in which crime thrillers and horror films are aimed at answering some of the fundamental questions of our contemporary times.
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Hopkins, Lisa, and Bill Angus, eds. Reading the Road, from Shakespeare's Crossways to Bunyan's Highways. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474454117.001.0001.
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This collection of essays examines the most influential meanings of roads in early modern literature and culture. It explores the place of the road in the early modern imagination and so opens windows on a geography which is central to all conceptions of movement. They also shed new light on perhaps the most astonishing achievement of early modern plays: their use of one small, bare space to suggest an amazing variety of physical and potentially metaphysical locations. Chapters are grouped under three headings: ‘Shakespeare’s Roads’, ‘The Embodied Road’ and ‘Writing the Road’. These allow particular angles of insight into early modern historical and cultural contexts of physical and imaginary roads and include topics as various as the economics of the early modern road network in Shakespeare’s plays, the implications of the siting of theatres on London’s roads, Shakespeare’s allusions to the dangerous nature of crossroads, the poetry of staging roads, dramatic depictions of travelling communities and masterless fools, the material effects of the physical road in depictions of pilgrimage, and both literal and figurative roads in gendered perceptions of mobility. The complex picture of cultural conceptions and ideologies of the early modern road that emerges enhances our understanding of early modern subjectivities.
Book chapters on the topic "Physical subjectivities"
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Fahey, Johannah, and Matthew Shaw. "Cultivating Students’ Bodies: Producing Physical, Poetic and Sociopolitical Subjectivities in Elite Schools." In In the Realm of the Senses, 101–28. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-350-7_8.
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"Identity/subjectivities and the profession/al." In Workplace Learning in Physical Education, 97–104. Routledge, 2014. http://dx.doi.org/10.4324/9780203133569-16.
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"Decolonizing Body and Mind: Physical Activity and Subject Formation in Colonial Algeria." In Muslim Subjectivities in Global Modernity, 33–54. BRILL, 2020. http://dx.doi.org/10.1163/9789004425576_004.
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Roybal, Karen R. "Negotiating Fragmented Subjectivities from within the Archive." In Archives of Dispossession. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469633824.003.0006.
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This final chapter describes how the women in this study contribute to an ever-expanding archive and cultural history of the Southwest that aids contemporary scholars in understanding the residual effects of colonialism and the reasons why Chicanas/os struggle with fragmented subjectivities that leave them within a liminal, or in-between space. The chapter suggests that Mexican American women in the nineteenth and twentieth centuries were precursors to the more radical involvement of women in social movements of the 1960s and 1970s. This chapter also calls attention to the importance of acknowledging the importance of gender displacement alongside the physical displacement experienced by Mexican Americans across the U.S. Southwest just after the Mexican-American War in our understanding of Borderlands, Chicana/o, and feminist history.
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Chand, Alison. "Re-negotiated Social Relationships: Women in Reserved Occupations in Glasgow and Clydeside." In Masculinities on Clydeside. Edinburgh University Press, 2016. http://dx.doi.org/10.3366/edinburgh/9781474409360.003.0005.
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This chapter acknowledges that men working in reserved occupations did not live and work in vacuums but in communities alongside other civilians, notably women. The chapter looks at women’s experiences of working in reserved occupations in Clydeside, including their feelings of contribution to the war effort, self fulfilment in work and, in some cases, dislike of work and lack of attachment to the war effort. The chapter also examines the extent to which the subjectivities of working women could be described as uniquely regional during the war, moving towards an understanding of the separate subjectivities of men and women as existing in ‘living’ communities and relationships in history, where the abstractions of social and cultural discourse are inextricably intertwined with the physical realities of day-to-day existence. A central argument is that women’s wartime work in Clydeside was representative of re-negotiated relationships with the men in their communities rather than destabilising masculinity. The chapter also looks at the wider subjectivities of women in reserved occupations and the importance to them of place.
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Barrie, Lance, Gordon Waitt, and Chris Brennan-Horley. "Cycling Assemblages, Self-Tracking Digital Technologies and Negotiating Gendered Subjectivities of Road Cyclists On-the-Move." In Transforming Sport and Physical Cultures through Feminist Knowledges, 108–26. Routledge, 2021. http://dx.doi.org/10.4324/9781003165798-7.
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Heckenberger, Michael. "Marginal Bodies, Altered States, and Subhumans: (Dis)Articulations between Physical and Virtual Realities in Centro, São Paulo." In Human No More: Digital Subjectivities, Unhuman Subjects, and the End of Anthropology, 199–216. University Press of Colorado, 2013. http://dx.doi.org/10.5876/9781607321705.c11.
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Dima, Vlad. "Hollowed Bodies: The Aural Skin of African Cinema." In Sounds Senses, 121–40. Liverpool University Press, 2022. http://dx.doi.org/10.3828/liverpool/9781800856882.003.0006.
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Cinematic sound in African films often supplants the visual as the primary narrative tool, flipping over the usual conceptualization of the filmic narrative as image plus sound. Yet sound is not generally described as having a body, at least not in the material sense. This chapter engages with several contemporary francophone African films in order to show that indeed sound has a corporeal attribute, and that there is an active aural body that makes physical contact with the spectators. Ultimately, the clash between the visual and the aural body forces us to rethink the way in which neocolonial subjectivities are formed.
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Apostolidis, Paul. "Risk on All Sides, Eyes Wide Open." In The Fight For Time, 149–86. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190459338.003.0005.
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The theme of facing “risk on all sides” imbues day laborers’ reflections about occupational safety and health (OSH) hazards. This theme expresses a contradictory structure of body-time pairing workers’ incessant physical vulnerability with suddenly arising dangers and traumatic incidents. Workers vow to keep “eyes wide open,” striving to protect themselves through temporalized practices of personal responsibility, although employment power-relations induce workers to violate their own principles. Drastically erratic employment and deportation threats make day laborers’ OSH predicament exceptional, even among nonwhite working-class groups. Yet the themes also reflect the pervasive proliferation of OSH risks in “fissured workplaces,” as conceptualized by David Weil, under post-Fordism and financialized capitalism. Day laborers further help generate the morally stigmatizing discourses of “slow death,” theorized by Berlant, that produce the self-undermining subjectivities needed by this order. These theme-theory resonances nonetheless invite workers at large to oppose the transmutation of capital risk into workers’ bodily risk.
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Murmu, Maroona. "Novels." In Words of Her Own, 187–244. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199498000.003.0005.
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Women were taught to be discreet and reserved, to excel in domestic accomplishments and to influence only through familial affections. To gain ‘legitimate’ entry into the ‘male preserve’ of creative writing, women took to writing novels. This chapter examines how Kusumkumari Roychoudhurani’s Snehalata and Swarnakumari Debi’s Kahake? were adaptations of the western genre of novel writing to deal with indigenous societal injunctions on pativrata, dutiful daughter, and sisterhood. The protagonists, apparently docile Snehalata and feisty Mrinalini, are juxtaposed to explore the western ideal of romantic love. Snehalata’s unrequited love and unconsummated wifehood finds fulfilment in death, which bestows her with agency. The spirited Mrinalini presents multifaceted dilemmas to herself, moving from several loves in her lifetime before marrying a man of her choice. Both authors transcend their disadvantageous social location and physical reality in a patriarchal set-up to unleash an unbridled social imagination in the creative arena to depict transgressive women’s subjectivities who could re-draw a new social/moral order.