This book uses Deleuze’s work to understand the politics of masculinity today. It analyses masculinity in terms of what it does, how it operates and what its affects are. Taking a pragmatic approach, Hickey-Moody shapes chapters around key Deleuzian concepts that have proved generative in masculinity studies and then presents case studies of popular subjects and offers overviews of disciplines that have applied Deleuze’s work to the study of men’s lives. This book shows how the concepts of affect and assemblage have contributed to, and transformed, the work undertaken by the foundational concept of performativity in gender studies. Examining the work of Deleuze and Guattari on the psychoanalytic boy, as exemplified by their writing on Little Hans, Hickey-Moody reconsiders the politics of their approach to psychoanalytic models of young masculinity. In this context, the author examines contemporary lived performances of young masculinity, drawing on her own fieldwork. The field of disability and masculinity studies has taken up the work of Deleuze and Guattari in a nearly unprecedented fashion. Accordingly, the book also explores the gendered nature of disability, and canvases some of the substantive scholarly contributions that have been made to this interdisciplinary space, before introducing case studies of the work of North American photographer Michael Stokes and the popular Hollywood film Me Before You. The book provocatively concludes by challenging scholars to take up Deleuze’s thought to re-shape gendered economies of knowledge and matter that support and contribute to systems of patriarchal domination mediated through environmental exploitation.
Faith stories is an investigation of faith and belief systems in Australia and England. Drawing on ethnography, interviews, focus groups for adults and arts-based workshops for their children, Hickey-Moody takes a community-based approach to examining belonging, attachment, faith, belief and ‘what really matters’ in diverse areas. Each of the book’s research sites is geographically and culturally specific in ways that shape residents’ experiences of community and belonging, but they are united by enduring threads relating to colonisation, diaspora and negotiating belonging in culturally diverse contexts. Examining faith reveals that there are striking similarities between seemingly different cultures. Understanding these connections can reduce conflict and promote cohesion in communities that are often struggling to adapt to huge changes. This book provides rich resources for those who wish to explore faith and belief in complex social circumstances, either as research or as community engagement. In such increasingly divided times, work like this is needed now more than ever.
How are the arts important in young people’s lives? Youth, Arts and Education offers a groundbreaking theory of arts education. Anna Hickey-Moody explores how the arts are ways of belonging, resisting, being governed and being heard. Through examples from the United Kingdom and Australia, Anna Hickey-Moody shows the cultural significance of the kinds of learning that occur in and through arts. Drawing on the thought of Gilles Deleuze, she develops the theory of affective pedagogy, which explains the process of learning that happens through aesthetics. Bridging divides between critical pedagogical theory, youth studies and arts education scholarship, this book: Explains the cultural significance of the kinds of learning that occur in and through arts Advances a theory of aesthetic citizenship created by youth arts Demonstrates ways in which arts practices are forms popular and public pedagogy Critiques popular ideas that art can be used to fix problems in the lives of youth at risk Youth, Arts and Education is the first post-critical theory of arts education. It will be of interest to students and scholars across the social sciences and humanities, in particular in the sociology of education, arts education, youth studies, sociology of the arts and cultural studies.
The planet is dying. Our earth’s climate has reached a point where it can no longer regulate itself. Fires, floods, and natural disasters are sweeping countries across the world. What does it mean to be a child citizen in the Anthropocene? Can we teach children a posthuman civics that can care for the more-than-human world? Extending on the concepts of ‘little publics’ and ‘posthuman citizenships’, this book progresses these notions with a view to modelling, and better understanding, posthuman publics and civics. Using experimental methodologies, the authors develop original, robust ways of understanding children's subcultural civic practices founded on care for the more than human.
This book offers a practical, methodological guide to conducting arts-based research with children by drawing on five years of the authors’ experience carrying out arts-based research with children in Australia and the UK. Based on the Australian Research Council-funded Interfaith Childhoods project, the authors describe methods of engaging communities and making data with children that foreground children’s experiences and worldviews through making, being with, and viewing art. Framing these methods of doing, seeing, being, and believing through art as modes of understanding children’s strategies for negotiating personal identities and values, this book explores the value of arts-based research as a means of obtaining complex information about children’s life worlds that can be difficult to express verbally.
Young people with tenuous relationships to schooling and education are an enduring challenge when it comes to addressing social inclusion, yet their experiences remain overlooked in efforts to widen participation in higher education. The Politics of Widening Participation and University Access for Young People examines the existing knowledges and feelings these young people have about higher education, and, through the authors’ empirical research, demonstrates how sustained connections to educational futures can be created for them. Drawing from an empirical study with nearly three hundred young people who have precarious relationships to schooling and live in disadvantaged communities, this book offers new insights into their subjects’ experiences of educational disadvantages. It explains the different ways the university is constructed as impossible, undesirable, or even risky, by young people experiencing educational disadvantage. The book brings their stories into focus to offer new ways of thinking about the educational consequences of alienation from school. It shows how our understanding of the politics of experience of these young people has an important impact on our ability to develop appropriate means through which to engage them in higher education. This book challenges and significantly advances the popular frames for international debate on widening participation and the ethical right to educational participation in contemporary society. As such, it will be of be of key interest to academics, researchers and postgraduate students in the fields of higher education, sociology of education, anthropology of education, cultural studies of education, sociology as well as to those concerned by the impact of disadvantage on young people’s understandings of, and aspirations towards, education and attending university.
This book uses Deleuze’s work to understand the politics of masculinity today. It analyses masculinity in terms of what it does, how it operates and what its affects are. Taking a pragmatic approach, Hickey-Moody shapes chapters around key Deleuzian concepts that have proved generative in masculinity studies and then presents case studies of popular subjects and offers overviews of disciplines that have applied Deleuze’s work to the study of men’s lives. This book shows how the concepts of affect and assemblage have contributed to, and transformed, the work undertaken by the foundational concept of performativity in gender studies. Examining the work of Deleuze and Guattari on the psychoanalytic boy, as exemplified by their writing on Little Hans, Hickey-Moody reconsiders the politics of their approach to psychoanalytic models of young masculinity. In this context, the author examines contemporary lived performances of young masculinity, drawing on her own fieldwork. The field of disability and masculinity studies has taken up the work of Deleuze and Guattari in a nearly unprecedented fashion. Accordingly, the book also explores the gendered nature of disability, and canvases some of the substantive scholarly contributions that have been made to this interdisciplinary space, before introducing case studies of the work of North American photographer Michael Stokes and the popular Hollywood film Me Before You. The book provocatively concludes by challenging scholars to take up Deleuze’s thought to re-shape gendered economies of knowledge and matter that support and contribute to systems of patriarchal domination mediated through environmental exploitation.
How are the arts important in young people’s lives? Youth, Arts and Education offers a groundbreaking theory of arts education. Anna Hickey-Moody explores how the arts are ways of belonging, resisting, being governed and being heard. Through examples from the United Kingdom and Australia, Anna Hickey-Moody shows the cultural significance of the kinds of learning that occur in and through arts. Drawing on the thought of Gilles Deleuze, she develops the theory of affective pedagogy, which explains the process of learning that happens through aesthetics. Bridging divides between critical pedagogical theory, youth studies and arts education scholarship, this book: Explains the cultural significance of the kinds of learning that occur in and through arts Advances a theory of aesthetic citizenship created by youth arts Demonstrates ways in which arts practices are forms popular and public pedagogy Critiques popular ideas that art can be used to fix problems in the lives of youth at risk Youth, Arts and Education is the first post-critical theory of arts education. It will be of interest to students and scholars across the social sciences and humanities, in particular in the sociology of education, arts education, youth studies, sociology of the arts and cultural studies.
Faith stories is an investigation of faith and belief systems in Australia and England. Drawing on ethnography, interviews, focus groups for adults and arts-based workshops for their children, Hickey-Moody takes a community-based approach to examining belonging, attachment, faith, belief and ‘what really matters’ in diverse areas. Each of the book’s research sites is geographically and culturally specific in ways that shape residents’ experiences of community and belonging, but they are united by enduring threads relating to colonisation, diaspora and negotiating belonging in culturally diverse contexts. Examining faith reveals that there are striking similarities between seemingly different cultures. Understanding these connections can reduce conflict and promote cohesion in communities that are often struggling to adapt to huge changes. This book provides rich resources for those who wish to explore faith and belief in complex social circumstances, either as research or as community engagement. In such increasingly divided times, work like this is needed now more than ever.
Unimaginable Bodies radically resituates academic discussions of intellectual disability. Through building relationships between philosophy, cultural studies and communities of integrated dance theatre practice, Anna Hickey-Moody argues that dance theatre devised with and performed by young people with and without intellectual disability, can reframe the ways in which bodies with intellectual disability are known. This proposition is considered in terms of classic philosophical ideas of how we think the mind and body, as Hickey-Moody argues that dance theatre performed by young people with and without intellectual disability creates a context in which the intellectually disabled body is understood in terms other than those that pre-suppose a Cartesian mind-body dualism. Taking up the writings of Spinoza and Deleuze and Guattari, Hickey-Moody critiques aspects of medical discourses of intellectual disability, arguing that Cartesian methods for thinking about the body are recreated within these discourses. Further, she shows that Cartesian ways of conceiving corporeality can be traced through select studies of the social construction of intellectual disability. The argument for theorising corporeality and embodied knowledge that Hickey-Moody constructs is a philosophical interpretation of the processes of knowledge production and subjectification that occur in integrated dance theatre. Knowledge produced within integrated dance theatre is translated into thought in order to explore the affective nature of performance texts. This book is essential reading for those interested in theories of embodiment, disability studies and dance. Cover Image: Ziggy Kuster, Gigibori: Invaders of the soul, Photography David Wilson ã Restless Dance Company
Debates about masculinity have frequently been concerned with its origins. In Masculinity After Deleuze, Hickey-Moody and Laurie argue that we urgently need to re-orient ourselves to what masculinity can become. Thinking through the philosophy of Gilles Deleuze, as well as his collaborations with Félix Guattari, as a method for re-framing questions of gender, the volume explores new directions in the articulation of masculine identities by considering work on feminism and pro-feminist men, performativity and affect, humour as a technology of gender re-production, masculinity as a learnt practice, disability as a terrain for the re-production of gender, and gendered economies of carbon production. Throughout, Masculinity After Deleuze weaves together a thread of Deleuzian concepts – including assemblage, affect, territorialisation, actual/virtual, surface/depth and surfaces of striation, capitalism and minoritarianism – to provide a dynamic model of how masculinities are materialized and changing in different social worlds. In doing so, Hickey-Moody and Laurie track important trends in the political terrain around masculinity, including the creation of gendered practices that actively reflect on – and in some cases undermine – the gains of feminist political activism. Masculinity After Deleuze calls for a future-oriented masculinity studies, one concerned as much with the precarity of new practices, desires, and social frictions as with older, familiar patterns of socialized masculinity.
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