Journal articles on the topic 'Subjectification (subjectivation)'

Using the neo-Foucauldian literature on neoliberal governmentality as conceptual lens, this paper critically examines Uber’s influence on the governance of urban transport. It argues that ‘uberization’ represents a form of neoliberal governmentality in which Uber replaces the state as the arbiter and protector of citizenship. It distils the underlying logics of uberization through four discursive moments of subjectification and subjectivation in Ghana’s transport sector. Mainly conceptual but interlaced with empirical moments, the paper makes a vital contribution to the literature on how new forms of neoliberalization manifest through varied techno-material instruments in global south cities.

I studien undersøker vi hvordan grensekryssingen mellom arbeidet og styrerutdanningen bidrar til kvalifisering, sosialisering og subjektivering i rollen som leder i barnehager. Det teoretiske rammeverket er Biestas (2014) forståelse av kvalifisering, sosialisering og subjektivering som utdanningers tre funksjonsområder. Studien bygger på kvalitative data og presenterer analyse av eksamensoppgaver fra to kull ved UiT Norges arktiske universitet (n = 38). Resultatene viser at deltakerne ble mer enn faglig kvalifisert; de ble sosialisert inn i en lederrolle i studiet som ble overført til praksis i barnehagen. Deltakerne utviklet subjektivering i form av autonomi som leder overfor de øvrige ansatte og eiernivået, og de følte seg mer rustet til å håndtere spenninger, utfordringer og oppgaver. Studien viser betydningen av at utdanninger fremmer sosialiseringog subjektivering gjennom en kombinasjon av faglig påfyll, veksling mellom kontekster og diskusjoner samt arbeidsplassbasert gjennomføring av mellomarbeid. ENGLISH ABSTRACT National education for leaders in early childhood education – an arena for qualification, socialization, and subjectification The study examines in which way border crossing between work and education contributes to qualification, socialization, and subjectification for leaders in early childhood education. The theoretical framework used in this article is Biesta’s (2014) understanding of qualification, socialization, and subjectivation as education’s three main domains. The study is based on qualitative data and presents an analysis of exam papers from two cohorts at UiT The Arctic University of Norway (n = 38). The results showed that the participants became more than professionally qualified, they were socialized into a role as a leader during the program. The participants developed subjectification in the form of autonomy as leaders in relation to the other employees and they felt more equipped to handle tensions, challenges and tasks associated with their position. The study shows the importance of education promoting socialization and subjectification through the combination of lectures, the crossing between contexts, discussions among peers, as well as workplace-based implementation of intermediate work.

This article explores theoretically and ethnographically how gestures ‘do’ within Spiritist religious practices. According to the emic Spiritist notion of ‘manifestations’, certain gestures can bridge between material and spiritual realms and the various dimensions of the self. Embodying the moral economy and dispositions of Spiritism, such gestures are thereby investigated as affective and practical technologies for constituting the religious subject within Spiritism without passing by belief and cognition. Based on close ethnographic accounts and visual documentation of the work of Puerto Rican healers, the author traces the performative illocutionary power of gestures during cleansing, divination, healing and possession rituals. Finally, she proposes ‘inter-gesturality’ as a way to address the power relations behind gestural ‘quotations’ and to trace the embodied interrelationships that have shaped in the past and are shaping in the present the religious significance of gestures, the emotions they elicit, the religious subjectification processes they constitute and the spiritual healing they can promote.

The following article seeks to inquire further into the rules of formation upon which Asia—or that which is considered Asian—is represented in Art, and particularly, in Chilean museal collections. In this delimitation, the Museum is described as a regime of subjectivation of the experience of otherness. Starting from this working thesis and distancing the matter from the category of Asian Studies—if understood as a network of objectifying enunciations on Asia emerging from academia and the state—the museum’s regime is conceptualized as the place of production of a universal subject that is linked to otherness from the perspective of sameness. Our investigation argues that museum subjectification is defined by the experience of that which is real (objects) as both text and context: in other words, curatorial documents. At its core, the present article proposes an alternate manner in which to approach Asian objects—both material and cultural—from the second half of the nineteenth century outside of the Museum’s regime (and museal studies) in Chile, focusing the interest of study particularly on Asian Collecting.

Resumen. Este artículo trata sobre la negociación identitaria y los procesos de subjetivación y des-subjetivación. A través de la biografía contracultural o de la adversidad (anti) biográfica de Beatriz, se van desvelando las estrategias de intersección, predominancia, fragmentación y fusión que ella emprendió para conciliar sus múltiples pertenencias, darle significado a su vida y enfrentar las tensiones que le generan las relaciones de poder de las que participa por su condición social, como mujer, madre, esposa, obrera y lesbiana, en una experiencia de transfeminidad.Palabras clave: género, subjetividad femenina, transfeminidad, identidades lésbicas, fronteras simbólicasAbstract. This article is about the identity negotiation processes of subjectivation and de-subjectification. Through the contracultural biography or the (anti)biographical adversity of Beatriz it is uncovered the different strategies of intersection, dominance, fragmentation and merging that she undertook to reconcile their multiple belongings, give meaning to her life and deal with the stresses and contradictions that are generated by her social condition, as a woman, mother, wife, worker and lesbian, in a transfeminity experience.Keywords: gender, female subjectivity, transfeminine, lesbian identity, symbolic boundaries.

<div class="trans-abstract"><p class="sec">Neste artigo, proponho uma análise do filme Eu, Mamãe e os Meninos (Les garçons et Guillaume, à table! Direção: Guillaume Gallienne. França, 2013) tendo-se em vista uma perspectiva política e relacional das conexões entre psicanálise, narrativa e processo de subjetivação. Minha inspiração para isso está no modo como Judith Butler articula essas dimensões em seu livro Relatar a Si Mesmo: Crítica da Violência Ética ([2005], 2015), no qual a autora propõe uma teoria da formação do sujeito em que a concepção de narrativa de Hannah Arendt cumpre um papel fundamental, depois de ser reformulada pela concepção de self narrável de Adriana Cavarero e combinada à metapsicologia relacional de Jean Laplanche. Desse modo, meu objetivo é convidar Butler e Arendt ao cinema para depois discutir a relação entre narrativa, psicanálise e subjetivação tendo em vista o vínculo entre ética e política que a estória que o personagem Guillaume nos conta sobre quem é pode inspirar.</p><p><strong>Palavras-Chave: </strong>Hannah Arendt; Judith Butler; Subjetivação; Psicanálise; Narrativa</p></div><div class="trans-abstract"><p class="sec"><span>JUDITH BUTLER AND HANNAH ARENDT GO TO THE MOVIES: narrative, psychoanalysis and subjectification in the film Me, Myself and Mum</span></p><p class="sec">ABSTRACT</p><p>In this article, I propose an analysis of the film Me, Myself and Mum (Les garçons et Guillaume, à table! Directed by Guillaume Gallienne. France 2013) with a view to a political and relational perspective of the connections between psychoanalysis, narrative and subjectivation process. My inspiration for this is in the way Judith Butler articulates these dimensions in her book Giving an Account of Oneself (2005). In this work, Butler proposes a theory of the formation of the subject in which Hannah Arendt’s conception of narrative plays a fundamental role, after being reformulated by Adriana Cavarero’s conception of narrable self and combined with Jean Laplanche’s relational metapsychology. In this text, my goal is to invite Butler and Arendt to the movies to later discuss the relationship between narrative, psychoanalysis and subjectivity in view of the link between ethics and politics that the story in which Guillaume tells us about who he is can inspire.</p><p><strong>Key words: </strong>Hannah Arendt; Judith Butler; Subjectivation; Psychoanalysis; Narrative</p></div><div class="trans-abstract"><p class="sec"><span>JUDITH BUTLER ET HANNAH ARENDT VONT AU CINÉMA: narration, psychanalyse et subjectivation dan le film Les Garçons et Guillaume, à table!</span></p><p class="sec">ABSTRACT</p><p>Dans cet article, je propose une analyse du film Les Garçons et Guillaume, à la Table (Realisation Guillaume Galliene, France, 2013) en vue d’une perspective politique et relationnelle des liens entre psychanalyse, narration et processus de subjectivation. Mon inspiration pour cela réside dans la façon dont Judith Butler articule ces dimensions dans son livre Le Récit de Soi (2005). Dans ce travail, Butler propose une théorie de la formation du sujet dans laquelle la conception de la narration d’Hannah Arendt joue un rôle fondamental, après avoir été reformulée par la conception d’Adriana Cavarero du soi narrable et combinée avec la métapsychologie relationnelle de Jean Laplanche. Dans ce texte, mon objectif est d’inviter Butler et Arendt au cinéma pour discuter plus tard de la relation entre narration, psychanalyse et subjectivité au vu du lien entre éthique et politique que l’histoire dans laquelle Guillaume nous raconte qui il est peut inspirer.</p><p><strong>Key words: </strong>Hannah Arendt; Judith Butler; Subjectivation; Psychanalyse; Narrative</p></div>

Produced by the intervention of the social service, by decree of a court, entry into a residential community for minors is a traumatic event in the life of a boy. The community itself is a pre-established system, made up of rules and spaces, established times and activities, and of intense relationships with professionals. None of this is the result of a decision, of a participation, of a subjectification on the part, first of all, of the subject of education who is the boy himself. The institutional task risks being limited to protection rather than triggering a path of inclusion and development: paradoxically, the time and space of socio-educational intervention can become an experience of deeper exclusion and stagnation. What educational conditions, therefore, can initiate and help processes of effective inclusion? The article proposes a specific pedagogical tool, the educational pact as an educational experience of subjectivation and inclusion of the child. Verso significati condivisi. La co-costruzione del patto educativo come processo inclusivo: una esperienza di campo. Prodotto dall’intervento del servizio sociale, per decreto di un tribunale, l’ingresso in una comunità residenziale per minori è un evento traumatico nella vita di un ragazzo – inteso come segmento sociale costituito da maschi di età 11–21. La comunità stessa è un sistema precostituito, fatta di regole e spazi, tempi e attività stabilite, e di rapporti intensi con professionisti. Niente di tutto questo è l’esito di una decisione, di una partecipazione, di una soggettivazione da parte, innanzitutto, del soggetto dell’educazione che è il ragazzo stesso. Il compito istituzionale rischia di limitarsi alla protezione piuttosto che innescare un percorso di inclusione e di sviluppo: paradossalmente il tempo e lo spazio dell’intervento socio-educativo possono diventare un’esperienza di più profonda esclusione e stagnazione. Quali condizioni educative dunque possono avviare e aiutare processi di effettiva inclusione? L’articolo propone uno strumento pedagogico specifico, il patto educativo come esperienza educativa di soggettivazione e inclusione del ragazzo.

&#192; la lumi&#232;re de l'int&#233;r&#234;t croissant pour les liens entre l'utilisation des m&#233;dias sociaux par les diasporas et les relations de pouvoir entre les sexes, cet article analyse comment les subjectivations affectives fa&#231;onnent les perceptions et les exp&#233;riences de liminalit&#233; de deux femmes de la diaspora malienne dans les m&#233;dias sociaux. En m&#8217;appuyant sur les interactions en ligne, j&#8217;explique comment ces femmes ressentent les sentiments de d&#233;connexion physique et d&#8217;exclusion sociale comme les soumettant aux relations de pouvoir patriarcales et nationalistes, et comment elles ont toutes deux d&#233;velopp&#233; des strat&#233;gies pour fa&#231;onner cette distance afin de continuer &#224; articuler leurs opinions comme leur contribution &#224; la justice sociale. Je soutiens donc que la combinaison strat&#233;gique de la d&#233;/connexion physique, &#233;motionnelle et num&#233;rique permet &#224; ces femmes de rester des sujets sociopolitiquement actifs au sein de leurs positionnalit&#233;s intersectionnelles.

The article is devoted to analyzing the essence of the phenomena of subjectivity and subjectification of national minorities. The research is prepared in a theoretical context, but on the basis of theorizing the real manifestations of subjectivity and subjectification of national minorities in Ukraine. The author revealed that the subjectification of national minorities is one of the prerequisites of their politicization, which takes place at such levels as idea, elite, society and state formation. As a result, it was argued that the problem of political subjectification of national minorities, including in Ukraine, as a procedural characteristic of the political system of society is quite complex and contradictory in nature, and therefore has no identical and consolidated recipes for solving.

ABSTRACT Objectives: to analyze the modes of subjectification of health professionals towards end of life and death in a home care service. Methods: this is qualitative research carried out in a home care service at a teaching hospital in southern Brazil, with 12 health professionals. Participant observation and semi-structured interviews were used for data collection, from April to September 2018. Data were analyzed based on Foucault’s concept of power and subjectivation. Results: professionals are sensitized by moral, spiritual and palliative care discourses, as well as experiences that constitute them subjects who modify their ways of life and professional practice based on the relation with death. Final Considerations: the discursive network of palliative care is internalized by professionals, who carry out their practices with behaviors aimed at promoting “a good death”.

Introduction. The problem of individualization of education is one of the leading problems of modern pedagogy and psychology. The article proposes a new perspective of its comprehension: in the subjective projection and in the context of changing the paradigm bases.Materials and Methods. In the process of scientific research, theoretical research methods were used: logical-subject and comparative analysis, interpretation, generalization, scientific theorization.Results. In the subjective projection, the individualization of learning manifests itself as an opportunity, assimilating the content being studied, to understand its connection with one's own «I», to know oneself, i.e. subjectivization of the content and procedural aspects of learning. The difference between subjectivization and the subjectivized form of the studied content is shown. The measure of individualization of training is defined: 1) a narrow horizon of subjectivation: subjective reality is represented in a non-subjective way as a rationally autonomous subjectivity; 2) the limiting horizon of subjectification: subjective reality is presented in a subjective way; 3) autonomous subjectification or zero horizon of subjectification: subjective phenomena exist autonomously, without expressing the meaning of the content being studied. It is shown that the measure of individualization as a systemic property is determined by the accepted method of structured knowledge, included the content of education (classical, post-non-classical structuring of knowledge). This method is predetermined by the paradigm foundations of the learning system. The measure of individualization of learning in the article is considered in the context of the classical, non-classical, post-non-classical paradigm.Discussion and Conclusions. The conclusions proposed in the article are aimed at solving practical issues related to the design of psychological and pedagogical tools for individualizing learning and evaluating their educational effectiveness.

ABSTRACT: This paper considers the foundations of a possible Michel Foucault critique of neoliberalism and its relationship to education.We will attempt to demonstrate how neoliberalism, in Foucault's thought, should be understood as a way of life and as a government practice responsible for the production of modes of subjectivation identified with self-entrepreneurship as the aesthetics of neoliberal existence based on a bibliographic survey that covers the works developed by Foucault from a political history of governmentality.At first, we go through the contours of Foucault's thinking around a genealogy of the arts of government and the processes of subjectification. The second moment is dedicated to trying to understand the effects by which neoliberalism is constituted as an ethos responsible for producing the experience of a capitalized and financialized education. Our final considerations are dedicated to the elaboration of a critique of the neoliberal governmentality regime based on the contributions made by Michel Foucault and your criticism.

This paper illustrates the relevance of Foucault’s analysis of neoliberal governance for a critical understanding of recent transformations in individual and social life in the United States, particularly in terms of how the realms of the public and the private and the personal and the political are understood and practiced. The central aim of neoliberal governmentality (“the conduct of conduct”) is the strategic creation of social conditions that encourage and necessitate the production of Homo economicus, a historically specific form of subjectivity constituted as a free and autonomous “atom” of self-interest. The neoliberal subject is an individual who is morally responsible for navigating the social realm using rational choice and cost-benefit calculations grounded on market-based principles to the exclusion of all other ethical values and social interests. While the more traditional forms of domination and exploitation characteristic of sovereign and disciplinary forms of power remain evident in our ”globalized” world, the effects of subjectification produced at the level of everyday life through the neoliberal “conduct of conduct” recommend that we recognize and invent new forms of critique and ethical subjectivation that constitute resistance to its specific dangers.

This paper probes the function of competition in society through an analysis of the affective landscape that competition creates. Our focus is on education and the connected process of subjectification. We argue that the analysis of competition in human geography needs to advance through abstractions of political economy to the entanglements and relations in which competition is internalised through embodied experience. We conceive competition as a process of organising power relations that work through affective subjectivation and knowledge-production. Those processes are efficiently at work in education, and hence, in young people’s everyday lives. It is our suspicion that education is increasingly organised in a way that naturalises competition and marginalises or even closes horizons from other actual and possible modes of social relations and organisational principles. This organising frame links to ideas about learning as an individual endeavour, a linear process that can be pre-planned and measured with representational evidence. To challenge the harmful ethos of personal control and responsibility of young people for their own education and life-paths, we pursue a nonrepresentational analysis of the educational landscape of competition and approach the (learning) human subject as emergent and relationally agentive. Then, also young people’s wellbeing needs to be mirrored against the landscape in which it is continually built. As a case for our argument, we discuss two documents linked to Finnish education: an OECD document on education and national competitiveness, and the newly revised curriculum for upper secondary education.

This article is an attempt to describe subjectivation (assujettissement), the concept of Michel Foucault, based on the example of the story of women in the tragicomedy Ants written by Maria Pawlikowska-Jasnorzewska. The play, which was staged in 1936, has a complex compositionalidea. The first and third acts take place in a totalitarian insect state, while the second act intersects and completes the story of the ants, similarly illustrating the obligation to procreate in patriarchy. The allegory of the anthill was used by the writer to represent the process of politicisation ofthe female body in the fascist system. The growing-up heroines of the tragedy try to oppose the ideology of the anthill by fighting for individual freedom, including the right to abortion. Michel Foucault, in Discipline and Punish. The Birth of Prison, describes a process of disciplining whichtakes place on several layers of subjectification. To the first layer of “power-knowledge” pleasure is added and combined with sexuality as a political instrument. An important context for the above discussion is the thought of Elizabeth Grosz, the author of corporeal feminism, who postulates a non-dualistic perception of the individual. Corporeality, which is an important theme of Ants, is a place where the influences of power and knowledge merge. Pawlikowska-Jasnorzewska describes the story of a woman’s struggle for the right to freedom. The solution, as it seems, is love and the possibility of women and men working together. A society in which women are not forced to comply with the demands of reproductive politics will become healthier and happier.

The article proposes a stylistic analysis of the methods of linguistic expression of the subjectivation of an artistic narration in the presence of the image of the narrator expressed in the first person. The literary text is studied from the standpoint of text stylistics, which considers such categories of text as the image of the author, the image of the narrator, the word row, etc. The proposed approach to the study of the text of a work of art makes it possible to pay attention to the organization of the text as a whole, its verbal composition, how linguistic units coexist and interact within the word range. The author made an attempt on the example of the analysis of the image of the narrator in the novel by I.S. Shmelev's "The Year of Our Lord" to show how "polyphony" is created, that is, the presence in the narration from the first person of different points of view, from the positions of which the events in the novel are described. Such verbal methods of subjectification as direct speech, indirect speech and internal monologue, helping to shift the point of view in the subjective narrative from one subject to another. The author's field of vision also includes graphic techniques that support the reflection of "foreign" points of view in the artistic text. In the article, special attention is paid to the analysis of improperly direct speech, since it is precisely this design of "alien" speech that implements the author's task to maximally erase the boundaries between the "faces" of the narrator, the child-hero of the events and other participants in these events, thereby "plunging" the reader into the consciousness narrator. It is also of interest how this helps to realize a reliable image of a child narrator at the linguistic level. The study carried out is of theoretical importance, since it considers the categories studied by the style of the text, which have not yet been fully developed.