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Relevant bibliographies by topics / Poststructuralist theory

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Academic literature on the topic 'Poststructuralist theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Poststructuralist theory"

1

Thomassen, Lasse. "Poststructuralism and Representation." Political Studies Review 15, no. 4 (October 20, 2017): 539–50. http://dx.doi.org/10.1177/1478929917712932.

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This article maps debates within poststructuralism, particularly poststructuralist political theory. I argue that the category, or question, of representation can make sense of theoretical and political debates within poststructuralism in general and poststructuralist political theory in particular. Poststructuralists criticise all forms of presence, whether the presence of the subject, identities or structures. Following poststructuralism, representation can no longer be seen as the reflection of a presence. However, while poststructuralists agree on the turn away from presence, they disagree where to turn and, specifically, on the role and nature of representation. They disagree whether representation is constitutive, and they disagree about how to relate to the hierarchy and violence which, they all agree, is a part of representation. The question of representation may not explain all divisions among poststructuralists, but the question of representation divides poststructuralism in so many ways that it makes sense to analyse the differences among them through the lens of representation. I first look at two issues central to poststructuralism: critique and how to relate to ‘the other’. In the second half of the article, I turn to look at three debates within poststructuralism: immanence versus transcendence, abundance versus lack, and autonomy versus hegemony.

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Sharma, Manish. "Beowulfand Poststructuralist Theory." Literature Compass 6, no. 1 (January 2009): 56–70. http://dx.doi.org/10.1111/j.1741-4113.2008.00585.x.

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Dedic, Nikola. "Film and skepticism Cavell’s „correction“ of poststructuralist philosophy of arts." Filozofija i drustvo 26, no. 1 (2015): 205–25. http://dx.doi.org/10.2298/fid1501205d.

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The main aim of this paper is the critique of poststructuralist theory of art, and particularly thesis about the avant-garde peace of art as a kind of transgression. As a starting point of this critique, the ordinary language philosophy developed by American philosopher Stanley Cavell is used, particularly his film theory. While poststructuralist philosophy was developed around the notion of ideology, Cavell interprets film and arts in general around the notion of skepticism. While poststructuralism, because of thesis about avant-garde as a kind of transgression within the field of ideology, is a kind of philosophy of negation, we point out that Cavell?s philosophy is a utopian theory of transcending of skepticism where avant-garde film has significant but not crucial place. Cavell?s thesis is used as a basis for re-thinking of modernism, which is in opposition to postmodernist turn realized by poststructuralism.

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Moi, Toril. "“I Am Not a Feminist, But…”: How Feminism Became the F-Word." PMLA/Publications of the Modern Language Association of America 121, no. 5 (October 2006): 1735–41. http://dx.doi.org/10.1632/pmla.2006.121.5.1735.

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If PMIA invites us to reflect on the state of feminist theory today, it must be because there is a problem. Is feminist theory thought to be in trouble because feminism is languishing? Or because there is a problem with theory? Or—as it seems to me—both? Theory is a word usually used about work done in the poststructuralist tradition. (Luce Irigaray and Michel Foucault are “theory” Simone de Beauvoir and Ludwig Wittgenstein are not.) The poststructuralist paradigm is now exhausted. We are living through an era of “crisis,” as Thomas Kuhn would call it, an era in which the old is dying and the new has not yet been born (74–75). The fundamental assumptions of feminist theory in its various current guises (queer theory, postcolonial feminist theory, transnational feminist theory, psychoanalytic feminist theory, and so on) are still informed by some version of poststructuralism. No wonder, then, that so much feminist work today produces only tediously predictable lines of argument.

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SAJED, ALINA. "The post always rings twice? The Algerian War, poststructuralism and the postcolonial in IR theory." Review of International Studies 38, no. 1 (January 27, 2011): 141–63. http://dx.doi.org/10.1017/s0260210510001567.

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AbstractThis article makes the case for rethinking the relation between poststructuralism and postcolonialism, by building on the claims advanced by Robert Young, Azzedine Haddour and Pal Ahluwalia that the history of deconstruction coincides with the collapse of the French colonial system in Algeria, and with the violent anti-colonial struggle that ensued. I choose to examine narratives of theorists such as Derrida, Lyotard, and Cixous because not only they provide the link between colonial violence, the poststructuralist project that ensued, and postcolonialism, but also because the problems I identify with their projects are replicated by much poststructuralist work in International Relations (IR). I signal that one of the most significant consequences of conducting poststructuralist research without attention to postcolonial horizons lies in the idealisation of the marginalised, the oppressed or the native without attending to the complexity of her position, voice or agency. Bringing these theories together aims to highlight the need for a dialogue, within IR, between poststructuralism's desire to disrupt the disciplinarity of the field, and postcolonialism's potential to transcend the self-referential frame of IR by introducing perspectives, (hi)stories, and voices from elsewhere.

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Kondo, Dorinne. "Poststructuralist Theory as Political Necessity." Amerasia Journal 21, no. 1-2 (January 1995): 95–100. http://dx.doi.org/10.17953/amer.21.1-2.848r7734n9649512.

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CULLIS, A. "Feminist Practice and Poststructuralist Theory." Journal of Design History 2, no. 4 (January 1, 1989): 313–14. http://dx.doi.org/10.1093/jdh/2.4.313.

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Culler, Jonathan. "Poststructuralist Turn?" Diacritics 47, no. 4 (2019): 28–49. http://dx.doi.org/10.1353/dia.2019.0033.

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Winders, James A., Perry Anderson, and Frank Lentricchia. "Poststructuralist Theory, Praxis, and the Intellectual." Contemporary Literature 27, no. 1 (1986): 73. http://dx.doi.org/10.2307/1208599.

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Ensslin, Astrid. "Reconstructing the deconstructed - hypertext and literary education." Language and Literature: International Journal of Stylistics 13, no. 4 (November 2004): 307–33. http://dx.doi.org/10.1177/0963947004046283.

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In this article I endeavour to connect two major achievements of postmodernism which, at first glance, may appear incompatible: deconstruction in literature and literary criticism on the one hand and constructivism in educational theory and practice on the other. Subverting traditional literary values such as authorial integrity and power, linearity and logic of plot, consistency of character, the distance between the reader and printed text as well as, above all, the death of the author, poststructuralism has long been recognized as a rather embattled concept. This is due to its evasiveness and hence relative inapplicability to literary criticism and pedagogy. Venturing to overcome this dilemma, the article will investigate the implications of educational constructivism. The chief aim is to link some of its concepts with postmodern literature in such a way as to facilitate didactic methodology in the field of poststructuralist literature. Literary hypertext- the so-called incarnation of postmodern literary theory - will be used as a stereotypical example of poststructuralist evasiveness. The article proposes that literary hypertext has considerable educational potential. Not only does the genre invite subjectcentred pedagogy, which allows students to learn according to their own interests and prior knowledge, but, paradoxically, it also defies the unviability of poststructuralist literature by resurrecting the dead author in collectiveness. The proposal will be illustrated by a case study report, describing the implementation of literary hypertext in an undergraduate German creative writing classroom.

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Dissertations / Theses on the topic "Poststructuralist theory"

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Bignall, Simone. "Changing the system : constructivism and critique in poststructuralist theory /." Title page, abstract and contents only, 1997. http://web4.library.adelaide.edu.au/theses/09AR/09arb5933.pdf.

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Street, David Alan. "Allegories of listening : poststructuralist readings in the theory and analysis of music." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489256.

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The seven pieces of published work gathered together here aim collectively to re-evaluate some of the established concepts and techniques operative within the domains of music theory and analysis. This process of reassessment is conducted in the broad interests of developing an interpretative orientation more responsive to the interdisciplinary consequences of contemporary critical thought.

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Dwight, James Scutt III. "Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/11132.

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Hyperpedagogy seeks to actualize social justice pedagogies and poststructuralist theorizing in digitally enhanced and online learning environments. Hyperpedagogy offers ways to incorporate transactional pedagogies into digital curricula so that learners throughout the United States' pluralistic culture can participate in e-learning. Much of the hyperbole promoting e-learning is founded on social-efficiency pedagogies (i.e. preparing tomorrow's workers for the information-based, new global economy) that tend to homogenize culturally pluralistic learners. The premium placed on a strict adherence to rigid learning systems inculcated within standards-based reform movements typically, moreover, discriminate against historically marginalized learners. Hyperpedagogy seeks to elucidate the closeting of privilege in e-learning so that learners of color, female learners, and homosexual learners can be better represented in the literature than is currently practiced.
Ph. D.

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Gordo, Ivor. "How might poststructuralist ideas influence the teaching of 10 year olds?" Thesis, University of Greenwich, 2015. http://gala.gre.ac.uk/14322/.

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This action research project examines my development as a philosophy teacher and the impact my lessons have had on a class of 10-11 year old pupils. My wish was to develop a style of philosophy that best fitted my epistemological outlook – an outlook informed by poststructuralism. This thesis chronicles my second year of philosophy teaching, during which I attempted to move beyond teaching philosophical thinking skills toward a philosophy that was inspired by my thoughts on post-structuralism. During the academic year 2009-2010, I took a Year 6 class (pupils aged between 10-11 year olds) for a series of weekly philosophy lessons. I did not have a clear idea of the direction the post-structuralist philosophy lessons would take, so I decided an action research project would help me to me make incremental improvements as the cycle progressed. The action research project consisted of three cycles with each cycle concluding in an action plan to further improve the poststructural dimension of lessons. A distinctive approach to teaching a post-structural influenced philosophy was developed. The findings of the study show that a poststructuralist influenced philosophy has much to offer practitioners who wish to explore the practical application of poststructuralism in a classroom.

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Leonard, Pauline. "Gender/organization/representation : a critical and poststructuralist approach to gender and organizational theory." Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295052.

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Yamashita, Miyo. "United controversies of Benetton : rethinking race in light of French poststructuralist theory and postmodernism." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69530.

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Postmodernist texts by non-white authors consistently challenge accepted theoretical discourses with some notion of race or ethnicity. Until recently however, race as a unique category for theoretical investigation has remained largely unexplored. The author here outlines how both a variety of theoretical disscussions about race and ethnicity, about difference, and about experience, have formed the basis of how race is currently talked about in postmodernist discourse and how these various postmodernist discussions about race and difference may both enrich and be enriched by a theoretical examination of French poststructuralist theory. Employing the popular Benetton ads as a vehicle for theorizing a common ground between postmodernist and poststructuralist theory, the author argues that current theoretical discourse must reconceptualize not so much the multiple and varied definitions of "race" by which it has tried to account for the experiences of non-white subjects worldwide, but the very grounds upon which those definitions have been constructed. Race can no longer be thought of as a collective identity predicated on biological similarities but must be re-thought in terms of a transformational metaphor, a multivocal sign for political solidarity and alliance among dispersed groups of people sharing common historical experiences of discrimination and oppression. On this note, the author will herein argue that the naturalized connotations of race must be disarticulated out of racial discourse and rearticulated in such a way as to emphasize race as a contingent, multi-accentual signifier constructed out of varying social and political practices.

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Lynch, Ingrid. "South African bisexual women’s accounts of their gendered and sexualized identities : a feminist poststructuralist analysis." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/25631.

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This feminist poststructuralist study explores discourses of gendered and sexualized subjectivity of South African women who self‐identify as bisexual. The discipline of psychology has typically upheld a monosexual binary, where heterosexuality and homosexuality are positioned as the only legitimate categories of sexual identification. Within such a structure bisexuality is not considered a viable sexual identity. In broader public discourses female bisexuality is generally constructed in delegitimising ways, such as through constructions that necessarily equate bisexuality with promiscuity or describe it as an eroticized male fantasy, as a threat to lesbian politics, or as a strategy to retain heterosexual privilege. Data collection entailed conducting individual interviews with thirteen bisexual women and the transcribed texts were analysed using discourse analysis. The analysis focused on how bisexuality is Constructed in the interview texts, how the various constructions of bisexuality function and how Gendered subjectivity intersects with participants’ identity as bisexual. The analysis identifies a number of discourses that impact on, in varied and contradictory ways, participants’ positioning as bisexual. In a post‐apartheid context, participants regard fixing their Identity along strictly defined lines of difference as oppressive and resist bisexuality as being primary To their identity. Participants challenge the traditional gender binary through unsettling the automatic Linking of sex, gender and sexuality in discourses of sexual desire. However, participants also demonstrate the coercive effects of dominant discourse in the gendered positioning of subjects, with Heterosexuality in particular functioning as a normative sexual category with implications for participants’ gendered subjectivity. It then appears that parallel to its ability to disrupt the gender binary, bisexual discourse also acts in ways to support it. The analysis further indicates that in claiming a bisexual identity, participants risk marginalization in The face of delegitimising discourses that construct them in negative terms of promiscuity, hypersexuality and decadence. Powerful silencing discourses further construct same‐sex attraction As un-African and as sinful. The analysis concludes with a discussion of participants’ strategies to Normalize bisexuality. This study contributes to research accounts that explore diversity in sexual identification and creates Greater visibility of bisexual women in South African discourses of sexuality. It also contributes to theories of female sexual identities and adds to theoretical debates around the challenge to dominant gender and sexuality binaries posed by bisexuality.
Thesis (PhD)--University of Pretoria, 2012.
Psychology
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Levin, Julia Sullivan Shannon. "Bodies and subjects in merleau-ponty and foucault towards a phenomenological/poststructuralist feminist theory of embodied subjectivity." [University Park, Pa.] : Pennsylvania State University, 2008. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2511/index.html.

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Leith, Rena Margaret. "The voice of the book and the voice of the child: Whole language as poststructuralist literary theory." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186406.

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This dissertation explores the characteristics of a literary theory that recognizes the difference between children's and adult culture, the consequent youthism, and the need for ecological validity within the context of children's culture. I have developed a general theory that combines elements of whole language that are not currently included in leading literary theories with a focus on ecological validity and culture and applied this theory to examples of children's and adolescent literature in order to validate the theory and to have a basis for comparison with extant literary theories. My proposed theory is based on the existence of children's culture, children's and adolescent literature as full-fledged members of the literary family, poststructuralism, and whole language. The ecological system of criticism I'm proposing gives both the reader and the author a place. Just as the reader comes to each text anew every time s/he reads it, so the author revisits ideas in later versions of his/her own writing as well as encountering his/her text from a different perspective upon reading it after time has passed. In an ecological system of criticism, symbiosis between the author and the reader on the meeting ground of the text is the desired result. The base of the system is text, the thing all have in common although it is never replicated (shifting base). The text is a unit that has/had meaning for its author and is usually perceived of as intending to communicate meaning; it is capable of being approached for the purpose of transacting meaning within time and space. The analysis suggests that adding the cultural context to literary theory equalizes the factors that previously led to children's and adolescent literature being considered substandard within the literary community, as children are considered substandard within the adult community. Ecological theory reveals more about the reader than the text, and meaning relies on intertextuality and interexperientiality.

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Fine, Hunter Hawkins. "UNDERNEATH THE STREETS, THE BEACH: DRIFTING TOWARD/FROM A PROTO-POSTSTRUCTURALIST PERFORMANCE OF EVERYDAY SPATIAL SUBJECTIVITY." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/652.

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This dissertation maps a proto-poststructuralist tradition and fuses a subsequent methodology with/in a practice derived from performance studies to uncover a spatially informed corporeal notion of subjectivity. Combining the cultural and historically radical motility of the street skateboard and precursory surfboard with an ambulatory interpretation of radical political philosophy and subjectivity this work explores, through the lens of a drifting practitioner, a quotidian routine in The Commute, and a distinctly urban practice, in The Skateboard Dérive. Functioning as case situations these performance events are used to elaborate, produce, and apply a drifting approach to critical spatial inquiry through the recognition of four elemental notions: drifting, situating, becoming, and fragmenting.

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Books on the topic "Poststructuralist theory"

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Feminist practice and poststructuralist theory. Oxford, UK: B. Blackwell, 1987.

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Feminist practice and poststructuralist theory. 2nd ed. Cambridge, Mass: Blackwell Pub., 1996.

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Nabers, Dirk. A Poststructuralist Discourse Theory of Global Politics. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137528070.

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Geopoetics: The politics of mimesis in poststructuralist French poetry and theory. Stanford, Calif: Stanford University Press, 1997.

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Death in the funhouse: John Barth and poststructuralist aesthetics. New York: P. Lang, 1995.

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Hou jie gou zhu yi si chao yu hou xian dai she hui li lun: Postmodern social theory in the poststructuralist movement. Beijing Shi: She hui ke xue wen xian chu ban she, 2003.

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Schmidt, Paul Henry. Newman and post-Modernism: A study of Newman's prose non-fiction and its relation ro poststructuralist literary theory. Ann Arbor, MI: University Microfilms International, 1986.

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Faraday, Fay. Can poststructuralist theory help us discover a feminist method for creating laws?: A case study on the debate about new reproductive technologies. Ottawa: National Association of Women and the Law, 1992.

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Cultural criticism, literary theory, poststructuralism. New York: Columbia University Press, 1992.

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May, Todd. The moral theory of poststructuralism. University Park, Pa: Pennsylvania State University Press, 1995.

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Book chapters on the topic "Poststructuralist theory"

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Alloway, Nola, and Pam Gilbert. "Poststructuralist Theory and Classroom Talk." In Oral Discourse and Education, 53–62. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4417-9_6.

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Norton, Bonny. "5. Identity and Poststructuralist Theory in SLA." In Multiple Perspectives on the Self in SLA, edited by Sarah Mercer and Marion Williams, 59–74. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091362-006.

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Warren, Alison. "Viewing Early Years’ Curriculum Through Poststructuralist Lenses." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_471-1.

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Warren, Alison. "Viewing Early Years’ Curriculum Through Poststructuralist Lenses." In Encyclopedia of Educational Philosophy and Theory, 2323–28. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_471.

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Nabers, Dirk. "Hegemony: Toward a Discourse Theory of Crisis and Change." In A Poststructuralist Discourse Theory of Global Politics, 175–202. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137528070_9.

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Nabers, Dirk. "Introduction." In A Poststructuralist Discourse Theory of Global Politics, 1–6. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137528070_1.

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Nabers, Dirk. "Crisis." In A Poststructuralist Discourse Theory of Global Politics, 9–27. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137528070_2.

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Nabers, Dirk. "Change." In A Poststructuralist Discourse Theory of Global Politics, 29–46. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137528070_3.

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Nabers, Dirk. "Reality." In A Poststructuralist Discourse Theory of Global Politics, 49–79. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137528070_4.

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Nabers, Dirk. "Difference." In A Poststructuralist Discourse Theory of Global Politics, 81–100. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137528070_5.

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Conference papers on the topic "Poststructuralist theory"

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Jackson, Jane, Cherry Chan Sin Yu, and Tongle Sun. "Language and (Inter)cultural Socialization in Study Abroad (SA) Contexts." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.17-4.

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Students who participate in a study abroad (SA) program are naturally exposed to new ‘ways of being’ (e.g., unfamiliar linguistic and cultural practices) and as they adjust to the host environment, they may experience acculturative stress and identity confusion (Jackson 2018, 2020). To better understand the challenges facing second language (L2) SA participants, applied linguists in various parts of the world are conducting introspective studies that seek to identify and make sense of factors that can influence L2 socialization and sojourn outcomes (e.g., language proficiency gains, intercultural competence development) (Iwasaki 2019; Jackson 2019). Their work is providing much-needed direction for pedagogical interventions in SA programs (e.g., pre-departure orientations, language and intercultural transition courses) (Jackson and Oguro 2018; Vande Berg, Paige and Lou 2012). This, in turn, is helping institutions of higher education to realize some of their internationalization goals (e.g., the enhancement of language and intercultural development). After explaining contemporary notions of L2 socialization/acculturation and poststructuralist perspectives on identity, this colloquium presented the key findings of three mixed-method, largely qualitative, longitudinal studies that investigated the L2 socialization and identity reconstruction of participants in various short-term SA programs.

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Meškova, Sandra. "THE SENSE OF EXILE IN CONTEMPORARY EAST CENTRAL EUROPEAN WOMEN’S LIFE WRITING: DUBRAVKA UGREŠIČ AND MARGITA GŪTMANE." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/22.

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Exile is one of the central motifs of the 20th century European culture and literature; it is closely related to the historical events throughout this century and especially those related to World War II. In the culture of East Central Europe, the phenomenon of exile has been greatly determined by the context of socialism and post-socialist transformations that caused several waves of emigration from this part of Europe to the West or other parts of the world. It is interesting to compare cultures of East Central Europe, the historical situations of which both during World War II and after the collapse of socialism were different, e.g. Latvian and ex-Yugoslavian ones. In Latvia, exile is basically related to the emigration of a great part of the population in the 1940s and the issue of their possible return to the renewed Republic of Latvia in the early 1990s, whereas the countries of the former Yugoslavia experienced a new wave of emigration as a result of the Balkan War in the 1990s. Exile has been regarded by a great number of the 20th century philosophers, theorists, and scholars of diverse branches of studies. An important aspect of this complex phenomenon has been studied by psychoanalytical theorists. According to the French poststructuralist feminist theorist Julia Kristeva, the state of exile as a socio-cultural phenomenon reflects the inner schisms of subjectivity, particularly those of a feminine subject. Hence, exile/stranger/foreigner is an essential model of the contemporary subject and exile turns from a particular geographical and political phenomenon into a major symbol of modern European culture. The present article regards the sense of exile as a part of the narrator’s subjective world experience in the works by the Yugoslav writer Dubravka Ugrešič (“The Museum of Unconditional Surrender”, in Croatian and English, 1996) and Latvian émigré author Margita Gūtmane (“Letters to Mother”, in Latvian, 1998). Both authors relate the sense of exile to identity problems, personal and culture memory as well as loss. The article focuses on the issues of loss and memory as essential elements of the narrative of exile revealed by the metaphors of photograph and museum. Notwithstanding the differences of their historical situations, exile as the subjective experience reveals similar features in both authors’ works. However, different artistic means are used in both authors’ texts to depict it. Hence, Dubravka Ugrešič uses irony, whereas Margita Gūtmane provides a melancholic narrative of confession; both authors use photographs to depict various aspects of memory dynamic, but Gūtmane primarily deals with private memory, while Ugrešič regards also issues of cultural memory. The sense of exile in both authors’ works appears to mark specific aspects of feminine subjectivity.

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