National Bodies: Political Ontology, Cultural Citizenship, and Migrant Rugby

2017 ◽  
Vol 18 (2) ◽  
pp. 123-132 ◽  
Author(s):  
Christopher Michael McLeod

Athletes, their bodies, and their sport performances validate and vivify the nation by lending physical form to an imagined community. For bodies to express and enact so consistently as to constitute a coherent nation, they must be assembled, defined, and motivated within a complex arrangement of culture, civil society, and institutions. Aihwa Ong called this arranging of people with national objectives cultural citizenship. In this article, I write autoethnographic vignettes of my experiences as a migrant and rugby player from Aotearoa/New Zealand playing in the U.S. South, which I use to demonstrate and add to Ong’s theories on embodiment, cultural citizenship, and the nation. I argue that a nation is an unlikely achievement dependent on its members; members, such as athletes, enact their nation in by augmenting its affects, most notably by making the nation capable of having a physical encounter. I recommend qualitative scholars and sport sociologists study instances where athletes and other members fail to embody the nation, because this is where scholars can best observe and study the contingency of nations.

2017 ◽  
Vol 10 (2) ◽  
pp. 58-82 ◽  
Author(s):  
Neriko Musha Doerr

Though the concept ‘global learner’ has become a buzzword in education, few have critically analysed it. This article examines three types of ‘unlikely global learners’ who are not usually considered global learners even though they could be, according to a current definition: Ma¯ori–English bilingual students in Aotearoa/New Zealand; an American student who studied abroad in the U.K. in ways not valued in the dominant study-abroad discourse of immersion; and immigrant English-as-a-Second-Language students in the U.S. I analyse what their erasure as global learners tells us, arguing that the notion of global learner acts as what Walter Benjamin calls a phantasmagoria that masks the power relations involved. Though critical of ‘global learners’ as a globalist concept, I call for expanding the notion in order to engage with current transformations in education.


2016 ◽  
Vol 39 (1) ◽  
pp. 94-110 ◽  
Author(s):  
Alex McConville ◽  
Tim McCreanor ◽  
Margaret Wetherell ◽  
Helen Moewaka Barnes

This article explores affect, discourse and emotion in national life. Drawing on recent thinking on discourse and affect, alongside previous work on nation and communities of practice, we focus on the print media’s use of Anzac Day in Aotearoa New Zealand, as a site through which settler identity and cultural hegemony are reproduced. One hegemonic interpretive repertoire is observed throughout, that Anzac Day is a sacred day of respectful remembrance. Within this frame, a series of associated affective-discursive positions are deployed covering issues that range from inclusion and exclusion, to conformity and dissent. We argue that this repertoire and its associated positions constitute citizens engaging with the day as a homogeneous group of national subjects, bound together as a particular kind of affected community. This imagined community and the affective practices attributed to it, however, largely ignore the bicultural makeup of Aotearoa New Zealand, narrowing down the diverse range of potential emotional positions to a just a few. Popular journalism fails readers and limits debate though its thin portrayals of community, legitimate affect and engaged citizenship. National life is impoverished when print media lack the cultural competence necessary to effectively engage in broader debates and political discourse.


2018 ◽  
Vol 49 (3) ◽  
pp. 413
Author(s):  
Suzanne Robertson

Book review of Elisabeth McDonald, Rhonda Powell, Māmari Stephens and Rosemary Hunter (eds) Feminist Judgments of Aotearoa New Zealand – Te Rino: A Two-Stranded Rope (Hart Publishing, Portland, 2017).


Sign in / Sign up

Export Citation Format

Share Document