Michel de Certeau, everyday life and policy cultures: the case of parent engagement in education policy

2014 ◽  
Vol 56 (1) ◽  
pp. 38-54 ◽  
Author(s):  
Sue Saltmarsh
Keyword(s):  
Education Policy ◽  
Everyday Life ◽  
Parent Engagement ◽  
Michel De Certeau ◽  
Policy Cultures

The terroir of bureaucratic practice: Everyday life and scholarly method in the study of policy

2018 ◽  
Vol 37 (4) ◽  
pp. 617-633 ◽  
Author(s):  
Merje Kuus
Keyword(s):  
Decision Making ◽  
Everyday Life ◽  
Lived Experience ◽  
Cultural Geography ◽  
The European Union ◽  
Policy Studies ◽  
Policy Practice ◽  
Michel De Certeau ◽  
Do So

This article seeks to connect political geographic scholarship on institutions and policy more firmly to the experience of everyday life. Empirically, I foreground the ambiguous and indeterminate character of institutional decision-making and I underscore the need to closely consider the sensory texture of place and milieu in our analyses of it. My examples come from the study of diplomatic practice in Brussels, the capital of the European Union. Conceptually and methodologically, I use these examples to accentuate lived experience as an essential part of research, especially in the seemingly dry bureaucratic settings. I do so in particular through engaging with the work of Michel de Certeau, whose ideas enjoy considerable traction in cultural geography but are seldom used in political geography and policy studies. An accent on the texture and feel of policy practice necessarily highlights the role of place in that practice. This, in turn, may help us with communicating geographical research beyond our own discipline.

Introduction

2017 ◽  
pp. 1-24
Author(s):  
Susan Fraiman
Keyword(s):  
Everyday Life ◽  
Economic Insecurity ◽  
Domestic Ideology ◽  
Michel De Certeau ◽  
Extensive Analysis ◽  
Domestic Lives

Stages my argument over against left critiques of domesticity, which tend to privilege domestic ideology while overlooking non-conforming versions of “home.” Introduces the idea of “extreme” domesticities: the non-normative households of gender rebels; the marginal households of those dealing with dislocation and economic insecurity. Offers an extensive analysis of Luce Giard’s neglected study, “Doing-Cooking,” a model for appreciating the devalued, everyday domestic lives of women. Argues for Giard’s importance as a pioneer of everyday life studies alongside her more celebrated collaborator, Michel de Certeau.

The Ambulatory Aesthetics of Yvonne Rainer'sTrio A

2014 ◽  
Vol 46 (1) ◽  
pp. 41-60 ◽  
Author(s):  
Ryan Platt
Keyword(s):  
Everyday Life ◽  
Theoretical Basis ◽  
Digital Cinema ◽  
Medium Specificity ◽  
Michel De Certeau ◽  
Dramatic Form

This essay argues thatTrio Asuspends dramatic form and develops an autonomous aesthetic process, called ambulatory performance. To explain this concept, it turns to Michel de Certeau, who claims that walking eludes formal unity and makes “spaces” for phenomena excluded from representation: everyday life, which is composed of ceaselessly moving singular “footsteps.” In this way, ambulatory performance emulates cinema, whose successive motion also relays quotidian experience. In order to identify a common theoretical basis for dance and media, the essay then relates this successive motion to the concept of automatisms, which film scholars have used to challenge medium specificity in response to the rise of digital cinema.

scholarly journals Teaching as Altered Knowledge: Rethinking the Teaching Practice with Michel De Certeau

2021 ◽  
Author(s):  
Federico Rovea
Keyword(s):  
Everyday Life ◽  
Student Teaching ◽  
Teaching Practice ◽  
The Other ◽  
Early Writing ◽  
Strategic Knowledge ◽  
Michel De Certeau ◽  
The Uncanny

AbstractMichel De Certeau’s scholars have rarely explored the pedagogical potential of the French thinker’s thought. This paper aims at reconstructing the question of the teaching practice in De Certeau’s works and, building on such reconstruction, it proposes a possible ‘heterological’ comprehension of teaching. Moving from an early writing dealing specifically with the teacher’s identity, the paper shows how the famous dyad of strategies and tactics exposed in The practice of everyday life can be usefully applied to teaching and studying and helps further elaborate the question of teaching. From this analysis, the teacher will emerge as the owner of a strategic knowledge that, if he wants to teach, needs to be altered by the uncanny and tactical presence of the student. Teaching will finally be shown as the practice of alteration of knowledge operated by the other of such knowledge, namely, the student. In such alteration of knowledge lies the potential of a heterological comprehension of teaching.

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