Bringing up Gender: Academic Abjection?

Autor/in	Henderson, Emily F.
Titel	Bringing up Gender: Academic Abjection?
Quelle	In: Pedagogy, Culture and Society, 22 (2014) 1, S.21-38 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2013.877202
Schlagwörter	Gender Issues; Social Sciences; Figurative Language; Qualitative Research; Interviews; Theories; Graduate Students; Student Attitudes; Social Attitudes; Educational Methods; Teaching Methods + Suchen Sie Ihr Suchwort? Geschlechterfrage; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Qualitative Forschung; Interviewing; Interviewtechnik; Theory; Theorie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Social attidude; Soziale Einstellung; Educational method; Erziehungsmethode; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The principal questions raised in this article are: what does it mean to bring up the topic of gender in a space where it is not known, and how can this moment of bringing up gender--or not bringing it up--be conceptualised? The article departs from the thoughts and questions that were provoked by an interview conducted with a Gender Studies student as part of a wider study; the personal experiences of the author and the theoretical interrogation of the issue of bringing up gender are also addressed as "data". The approach that I develop builds on and troubles other Social Scientists' uses of Julia Kristeva's theorisation of abjection in "Powers of Horror" (1980), and constructs a notion of qualitative analysis that uses Kristeva's conceptualisation of metaphor to relate theory to data. I attempt a use of the theory that accords with the textual representation of abjection in "Powers of Horror." During the article, the notion of "bringing up gender" evolves from a question of not knowing how to bring up gender, to not knowing how to bring up the never-knowable that is gender in the context of academic abjection. The aim of the article is to destabilise reflection on how gender "knowledge" is--and can be--brought into relevance. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10