Irigaray's Cave: Feminist Theory and the Politics of French Classicism

Ramus ◽  
1999 ◽  
Vol 28 (2) ◽  
pp. 152-168 ◽  
Author(s):  
Miriam Leonard

Although there are countless feminist readings of Plato and readings of Plato as (a) feminist, the French feminist theorist Luce Irigaray's extended—nearly 200 page!—reading of the cave passage from Book 7 of Plato's Republic may still come as something of a surprise to the classicist. In the recently published book Feminist Interpretations of Plato, however, there is an essay by Irigaray on Plato's Symposium included as just another example of this now established genre. Just any other?—well not quite… As in its sister volume Feminist Interpretations of Aristotle, the editors have decided that unlike any other article in the collection, Irigaray's contribution needs some further exegesis for the classical scholar. An essay on Irigaray reading Plato appears in tandem to her own article. Just like in the Aristotle volume, this essay presents itself as a guide to the perplexed, explaining to the ancient philosopher schooled in a more traditional idiom of Anglo-Saxon academic research some of the context for Irigaray's seemingly inappropriate style. Freeland writes of Irigaray's Aristotle piece: ‘Irigaray's essay will be astonishing to the Aristotle scholar who reads it unaware of Irigaray's earlier writings’; in fact, she continues, ‘…it may seem unclear whether one is reading Aristotle scholarship, a primitive biology text or an erotic novel ….Reading her then,’ she concludes, ‘is far different from reading the usual commentators on the Physics. Clearly, style is paramount to Irigaray's method of reading.’

2019 ◽  
Vol 14 (2) ◽  
pp. 335-343
Author(s):  
Matthias Fink ◽  
Isabella Hatak ◽  
Markus Scholz ◽  
Simon Down

Abstract Third-party funding of academic research has grown rapidly in its scope and impact. However, several forces demand greater attention to potential opportunities, challenges and threats of third-party research funding. Adopting a historical approach rooted in Anglo-Saxon academia, we discuss what third-party research funding means for European business researchers, which opportunities and tensions arise, and how to best manage them in the interest of the diverse stakeholders of our field. Finally, we introduce the six papers in this special issue and how they move the conversation on third-party research funding forward. The evidence base provided here is composed of a rich blend of empirical data, reflections on personal experience and conclusions drawn from formal mathematical models. As a result, the collection of papers offers a kaleidoscope of the state-of-the-art of research on third-party funding of academic business research in Europe. The insights emerging from these six papers collapse into a clear overall picture with each paper contributing a distinct jigsaw piece, a picture we present and discuss in this paper.


Author(s):  
Esperanza Herrero ◽  
Susana Herrero-Damas

Fact-checking has become a global journalism movement that is considered essential to fight against disinformation and address demands for new communication processes. Spanish-speaking fact-checking is constantly growing, with the number of platforms in Latin America and Spain increasing by more than 100% from 2018 to 2021. Collaboration networks between these platforms are also being implemented to address disinformation beyond national borders in the Spanish-speaking world. However, academic research regarding this phenomenon has mainly focused on fact-checking practices without paying much attention to the professionals themselves: the fact-checkers. Understanding the challenges faced by these professionals in Spanish-speaking contexts is key to contributing to the development of this activity beyond the Anglo-Saxon perspective. In this work, we conducted a survey (n = 52) among Spanish and Latin American fact-checkers. The professionals were asked about their perception on fact-checking’s link to journalism, the competences they believed necessary for fact-checking, the main difficulties they usually face, as well as their thoughts on proposals for potential improvements. The survey results were then enriched by conducting 13 in-depth interviews of Spanish-speaking professionals and academics with expertise in fact-checking. Studying these variables is key to design new, more adequate and attractive curricular proposals to improve the training of future journalists and help them face the enormous and complex but necessary and urgent task of fighting disinformation. Resumen La verificación de informaciones, o fact-checking, se ha convertido en un movimiento periodístico global fundamental para hacer frente a la desinformación y a las nuevas demandas de los ecosistemas comunicativos. El panorama hispanohablante no es ajeno al desarrollo del fact-checking: el número de plataformas de verificación en español ha crecido más de un 100% desde 2018 y las redes de colaboración entre iniciativas hispanas se han consolidado especialmente durante la pandemia por coronavirus. Sin embargo, la investigación ha puesto el foco principalmente en los procesos y las dinámicas de verificación, y no tanto en los protagonistas del fact-checking: los fact-checkers. Entender los retos a los que se enfrentan estos profesionales en el marco hispanohablante parece esencial para contribuir al desarrollo de esta especialidad más allá del contexto anglosajón, que ha recibido hasta ahora una mayor atención académica. En este trabajo se desarrolla una encuesta (n=52) entre verificadores de España y Latinoamérica para conocer su percepción sobre el grado de vinculación del fact-checking con el periodismo, las competencias que consideran necesarias para llevar a cabo su tarea profesional, las principales dificultades a las que se enfrentan, así como su visión sobre posibles propuestas de mejora. En una segunda fase, se enriquecieron los resultados con la realización de 13 entrevistas en profundidad a profesionales y estudiosos del fenómeno en el marco hispano. El estudio de estas variables resulta, además, de gran interés a la hora de diseñar propuestas curriculares acertadas y atractivas que mejoren la formación de los futuros periodistas en la titánica, compleja, necesaria y urgente tarea de combatir la desinformación.


2008 ◽  
Vol 18 (2) ◽  
pp. 67-73 ◽  
Author(s):  
Kristal Mills

Abstract Mentoring has long been believed to be an effective means of developing students' clinical, research, and teaching skills to become competent professionals. The American Speech-Language-Hearing Association (ASHA) has developed two online mentoring programs, Student to Empowered Professional (S.T.E.P. 1:1) and Mentoring Academic Research Careers (MARC), to aid in the development of students. This paper provides a review of the literature on mentoring and compares and contrasts mentoring/mentors with clinical supervision/preceptors. Characteristics of effective mentors and mentees are offered. Additionally, the benefits of clinical mentoring such as, teambuilding in the workplace, retention of new staff, leadership development, and improved job satisfaction are discussed.


2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.


2009 ◽  
Author(s):  
Benjamin Thorpe
Keyword(s):  

2013 ◽  
Author(s):  
Alfric Abbot of Eynsham ◽  
Benjamin Thorpe
Keyword(s):  

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