Introduction Religion in France: Belief, identity and laïcité

2017 ◽  
Vol 28 (1) ◽  
pp. 3-4
Author(s):  
Michael Kelly

This is the introduction to a special number of French Cultural Studies devoted to religion in France, focusing on the issues of belief, identity and laïcité. The articles deal with social and cultural issues of secularity and identity, and also reach into philosophical argument and literary representation. They explore the relationship between France and Islam, issues of Jewish and Catholic heritage, the philosophical issues of belief and non-belief, and the historical roots of French secularism and the search for ways of living together.

Moreana ◽  
2008 ◽  
Vol 45 (Number 175) (3) ◽  
pp. 14-50 ◽  
Author(s):  
Brian Cummings

The relationship between scripture and tradition has always been recognised as central to the controversy between More and Tyndale in the late 1520s and early 1530s. It was already one of the key issues in the English campaign against Luther instigated in 1521, and in the 1540s became one of the lynchpins of confessional identity both among Catholic theologians at Trent and in the English reformed articles of 1553. This is often seen as a doctrinal issue, but beneath the surface it can also be seen as part of a profound philosophical argument about the authority of oral and written evidence, an argument which goes back to the origins of Jewish and Christian religious practice and which continues to haunt the ecumenical concerns of today.


SPIEL ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 147-185
Author(s):  
Marcus S. Kleiner

The article discusses the relationship between popular cultures, pop cultures and popular media cultures as transformative educational cultures. For this purpose, these three cultural formations are related to the themes of culture, everyday life, society, education, narration, experience and present. Apart from a few exceptions, such as in youth sociological works on cinema and education, in the context of media literacy discussions or in dealing with media education, educational dimensions of popular cultures and pop cultures have generally not been the focus of attention in media and cultural studies.


Author(s):  
Anthony Shay ◽  
Barbara Sellers-Young

Ethnic groups have been defined as people who share a common ethos based on ancestry, nation, language and other identity markers. This volume brings scholars from across the globe that have incorporated perspectives from critical and cultural studies in an investigation of what it means to define oneself in an ethnic category and how this category is performed and represented as an ethnicity. The essays in this volume engage the four themes of identity construction, local and transnational politics, appropriation and related exotification, and resistance that are part of the ongoing discourse in the relationship between dance and ethnicity. Cumulatively, the essays in their research approach and methodology document the change that has taken place in dance studies from the ethnic as an easily identified category based on biology and geography to ethnicity as a fluid concept and dance as an active contributor to the creation and negotiation of it.


2018 ◽  
Vol 29 (4) ◽  
pp. 293-299
Author(s):  
Michael Kelly

This article introduces the special number of French Cultural Studies commemorating the role of Brian Rigby as the journal’s first Managing Editor. It situates his contribution in the emergence of cultural history and French cultural studies during the rapid expansion of higher education from the 1960s in France, the UK, the US and other countries. It suggests that these new areas of study saw cultural activities in a broader social context and opened the way to a wider understanding of culture, in which popular culture played an increasingly important part. It argues that the study of popular culture can illuminate some of the most mundane experiences of everyday life, and some of the most challenging. It can also help to understand the rapidly changing cultural environment in which our daily lives are now conducted.


Author(s):  
Dario Tuorto

The transformation of politics in contemporary democracies has led to the emergence of a new ideological conflict, alongside the traditional left-right scheme, described as liberal–authoritarian or cosmopolitan–nationalist cleavage (Norris and Inglehart 2018; Kriesi 2008; 2012; Hooge and Marks 2009; 2018). This brought to a redefinition of the linkages between issue and voting preferences, as many voters decide to support a party independently of their positions or change positions on the issues while voting for the same party. Within such framework, the contribute of the new generations to the growth of the electoral dealignment and volatility has been largely analysed (Franklin 2004; Miller and Shanks 1996; Plutzer 2006). Issue incongruency is part of the process. Young people are often considered to be tolerant and inclusive because they grew up under prosperous and secure conditions and developed post-materialist values of freedom, multiculturalism, progressivism (Inglehart and Welzel 2005; Janmaat and Keating 2019). However, the perspective of left-cosmopolitans engaged in electoral politics contrasts with the image of economically-insecure left-behind group of young people who don’t share the same progressive values (Sloam and Henn 2017; Sanders and Twyman 2016) and support right-wing political parties. What is still unknown is the extent to which extreme ideological traits and attitudes (e.g. negative discourses on immigration) combine with positions of openness on individual freedom. Likewise, the same contradiction can be found among left-wing voters who assume liberal position on economy or those economically left and culturally conservative. The article aims at analysing the relationship between issue positions and vote (propensity to vote). We test the hypotheses of a coherent vs incoherent ideological space by looking at the structure of voters’ preferences on economic (State vs. free market) and cultural issues (individual rights, attitudes towards minorities, European integration) and the differences between young people and older component of the electorate. The analysis is focused on the Italian case. Data are taken from the 2020 Itanes survey.


2007 ◽  
Vol 35 (104) ◽  
pp. 34-49
Author(s):  
Judith Butler

Merely CulturalIn this essay Judith Butler discusses the relationship between a ‘hard’ material Marxism and a ‘merely cultural’ cultural studies. Butler’s essay is a response to the attacks launched by feminists and Marxists against cultural studies and its apparent inability to focus on economic problems. Against those who distinguish between cultural and economic struggles Butler insists upon their entanglement avoiding the privilege given to each. Butler also argues that gay and lesbian struggles do indeed work against the reproduction of the entire capitalist system.


2019 ◽  
Vol 96 (96) ◽  
pp. 5-37 ◽  
Author(s):  
Jeremy Gilbert

When Stuart Hall died in 2014, many tributes and memorial activities were planned by organisations, institutions and publications that felt they owed him a debt. New Formations was no exception, and the editorial board spent some time reflecting on an appropriate tribute. Stuart himself, as many of us knew, had little interest in seeing his work codified or memorialised for its own sake. But there was one injunction that many of us were familiar with from that work, his example, and from frequent personal and political conversations with him. The importance of thinking about 'the conjuncture', of 'getting the analysis right', was one that Stuart frequently emphasised to his students and interlocutors. The importance of mapping the specificity of the present, of situating current developments historically, of looking out for political threats and opportunities, was always at the heart of Stuart's conception both of 'cultural studies' as a specific intellectual practice, and of the general vocation of critical and engaged scholarship in the contemporary world. This is double-issue is the first of two volumes of New Formations to be dedicated, in Stuart's honour, to the understanding of this conjuncture. This introductory essay/editorial considers the relationship between 'cultural studies' and 'conjunctural analysis' as specific types of intellectual practice, before proposing a specific analysis of our present 'conjuncture', in dialogue with the other contributors to this volume.


Author(s):  
Inge Ejbye Sørensen ◽  
Anne Mette Thorhauge

Docu-games designate a versatile group of games that have in common an attempt to depict and reflect on aspects of reality such as military conflicts, historical periods, or contemporary political and socio-cultural issues. As such, docu-games have become a new communication tool for individuals or organizations. This chapter explores different perspectives on games as documentaries, going beyond the mere subject matter and visualization of docu-games to approach questions about simulations as statements about reality and gameplay as a tool for communicating statements about reality. Combining cognitive documentary and games theory with content analysis, the chapter offers a theoretical framework for understanding how docu-games reference the relationship between reality and game, as well as how they establish credibility in relation to these representations.


competency in a narrow field of practical legal method and practical reason. Then, a philosophical argument will be appreciated, considered, evaluated and either accepted or rejected. This is not a theoretical text designed to discuss in detail the importance of a range of legal doctrines such as precedent and the crucial importance of case authority. Other texts deal with these pivotal matters and students must also carefully study these. Further, this is not a book that critiques itself or engages in a post-modern reminder that what we know and see is only a chosen, constructed fragment of what may be the truth. Although self-critique is a valid enterprise, a fragmentary understanding of ‘the whole’ is all that can ever be grasped. This is a ‘how to do’ text; a practical manual. As such, it concerns itself primarily with the issues set out below: How to … (a) develop an awareness of the importance of understanding the influence and power of language; (b) read and understand texts talking about the law; (c) read and understand texts of law (law cases; legislation (in the form of primary legislation or secondary, statutory instruments, bye-laws, etc), European Community legislation (in the form of regulations, directives)); (d) identify, construct and evaluate legal arguments; (e) use texts about the law and texts of the law to construct arguments to produce plausible solutions to problems (real or hypothetical, in the form of essays, case studies, questions, practical problems); (f) make comprehensible the interrelationships between cases and statutes, disputes and legal rules, primary and secondary texts; (g) search for intertextual pathways to lay bare the first steps in argument identification; (h) identify the relationship of the text being read to those texts produced before or after it; (i) write legal essays and answer problem questions; (j) deal with European influence on English law. The chapters are intended to be read, initially, in order as material in earlier chapters will be used to reinforce points made later. Indeed, all the chapters are leading to the final two chapters which concentrate on piecing together a range of skills and offering solutions to legal problems. See Figure 1.1, below, which details the structure of the book. There is often more than one solution to a legal problem. Judges make choices when attempting to apply the law. The study of law is about critiquing the choices made, as well as critiquing the rules themselves. However, individual chapters can also be looked at in isolation by readers seeking to understand specific issues such as how to read a law report (Chapter 4) or how to begin to construct an argument (Chapter 7). The material in this book has been used by access to law students, LLB students and at Masters level to explain and reinforce connections between texts in the construction of argument to non-law students beginning study of law subjects.

2012 ◽  
pp. 16-16

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