scholarly journals Literatuurgeskiedskrywing en diskoers: die ‘begin’ van die Afrikaanse letterkunde

Literator ◽  
1994 ◽  
Vol 15 (1) ◽  
pp. 97-114
Author(s):  
P. John

In this article Afrikaans literary historiography is analysed by means of the discourse-analytical tradition associated with the name of Michel Foucault. Approaching Afrikaans literary historiography as a discursive formation makes it possible to argue that the nationalist-teleological character of the historiography has led to the marginalisation of a number of Afrikaans literary traditions. This argument then identifies the reclamation of these marginalised literary traditions as one of the most pressing tasks of Afrikaans literary historiography, Foucauldian discourse theory is finally used with reference to the alternative conception of history which accompanies it to suggest a solution to the problem of these marginalised Afrikaans literary traditions.

ATAVISME ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 172-184
Author(s):  
Joko Santoso

Women's bodies as sexual objects are always in power relations. In Telembuk Dangdut dan Kisah Cinta yang Keparat, the characters of Diva and Mak Dayem are the representations of women's bodies as well as sexual objects in the power relation circle. This study aims to illustrate how women (Diva and Mak Dayem) compete with power by trying to make their bodies as sexual subjects in the novel Telembuk. The theory used in this study was the Power of Discourse theory proposed by Michel Foucault. According to the type of data, this study was a qualitative research. The data source was Kedung Darma Romansha’s novel Telembuk: Dangdut dan Kisah Cinta yang Keparat published in 2017. This study used discursive formation method to analyse the data. The results of this study were 1) the metaphysical body becomes the strategy of telembuk women to utter anti-power, 2) telembuk as a woman strategy to be a sexual subject.


2009 ◽  
Vol 20 (3) ◽  
pp. 33-50
Author(s):  
Dietrich Jung

Edward Saids Orientalism blev kendt som en anvendt udgave af Michel Foucaults diskursteori. Said hævdede at være inspireret af især Foucaults Archaeology of Knowledge og Discipline and Punish i sine analyser af det essentialiserede islambillede i orientalistikken. Med udgangspunkt i Saids hævdede inspiration fra Foucault kritiserer denne artikel Orientalism’s teoretiske ramme fra et sociologisk perspektiv. Dermed følger artiklen Sadik al-Azm’s argument, at Said ikke havde øje for det fænomen, som al-Azm kaldte ”orientalism in reverse”: Islamistiske og arabisk-nationalistiske tænkeres anvendelse af orientalistiske begreber i deres egne ideologiske konstruktioner. Artiklen argumenterer for, at Said som selv-erklæret foucaultianer burde have været opmærksom på diskursers reciprokke magt. Efterfølgende vises hvordan orientalister og islamister var tæt forbundne i den diskursformation, hvorfra det essentialiserede islambillede opstod. ENGELSK ABSTRACT: Dietrich Jung: Edward Said, Michel Foucault and the Essentialist Image of Islam Edward Said’s Orientalism became known as an applied version of Michel Foucault’s discourse theory. In analyzing the essentialist image of Islam as a core feature in Orientalist scholarship, Said claimed to be inspired by the work of Foucault, in particular by his Archaeology of Knowledge and Discipline and Punish. In using Said’s claim as a point of departure, this article criticizes the theoretical framework of Orientalism from a sociological perspective. Doing so, it examines Sadik al-Azm’s argument that Said had a blind eye to a phenomenon which al-Azm called “Orientalism in reverse”: the self-applications of Orientalist concepts in the ideological constructions of both Islamist and Arab Nationalist thinkers. The article argues that taking Foucault’s theoretical position seriously, Said should have been aware of the reciprocal power of discourses in shaping this essentialist image of Islam. The article then analyzes the phenomenon of “Orientalism in reverse” from a Foucauldian perspective, and shows the ways in which Orientalists and Islamists were closely knit together in a discursive formation from which the essentialist image of Islam emerged. Key words: Michel Foucault, Edward Said, Orientalism in Reverse, Ernest Renan, Islamic Reform.


2021 ◽  
Vol 7 (1) ◽  
pp. 7-15
Author(s):  
Vandana

In order to retrieve literary history in India, teleology operates on three levels: ancient, medieval and modern. As per the longue duree approach to the study of history, history is not an event or an object, but like the concept of time, is a configuration and a process. The history of the longue duree gives priority to long-term monumental historic patterns, moments and shifts in society, that is, the slow-paced structural processes which tend to have strong historical consequences. Similarly, languages and literatures, too, marked by historical catastrophes, undergo a process of sedimentation. For this reason, instead of a single literary history of South Asia, Sheldon Pollock proposes the concept of ‘literary cultures’ which allows room for ‘historical individuation’ of each culture rather than homogenising them merely for the sake of historical analysis. The basic questions that I have tried to look into through this study include: Why is it problematic to retrieve literary history in India? Why is it essential to have an alternative literary historiography of Dalit literature? How does Dalit subalternity differ from colonial subalternity? How the Dalit voice is disintegrated from within because of the prevalence of graded inequality? What constitutes the politics of history writing and canon formation in the third world countries like India where retrieving subaltern literary trends remain a problematic discourse?


1992 ◽  
Vol 34 (2) ◽  
pp. 301-330 ◽  
Author(s):  
Walter D. Mignolo

When George Balandier proposed his theoretical approach to a colonial situation, the colonization of language was not an issue that piqued the interest of scholars in history, sociology, economics, or anthropology, which were the primary disciplines targeted in his article. When some fifteen years later Michel Foucault underlined the social and historical significance of language (‘l'énoncé*’) and discursive formation, the colonization of language was still not an issue to those attentive to the archaeology of knowledge. Such an archaeology, founded on the paradigmatic example generally understood as the Western tradition, overlooked the case history in which an archaeology of discursive formation would have led to the very root of the massive colonization of language which began in the sixteenth century with the expansion of the Spanish and Portuguese empires.


Author(s):  
Samuel Edmundo Lopez Bello ◽  
Diego Souza Marques

BETWEEN BEHAVIOR, INSIGHTS AND DEVELOPMENTS:The subjects of learning in four movementsENTRE COMPORTAMIENTOS, DISCERNIMIENTOS Y DESARROLLOS: Sujetos del aprendizaje en cuatro movimientosO presente artigo tem por objetivo problematizar a relação entre algumas concepções de aprendizagem e a produção de formas sujeito no campo educacional. Desdobrando tal aproximação, discutimos o que poderia ser a emergência dessas formas sujeitos que aprendem no comportamentalismo de Skinner, na Gestalt de Köhler e no desenvolvimento de Piaget e Vygotsky. Tais concepções foram selecionadas para serem revisitadas devido a sua relevância na área da psicologia da educação e sua ressonância que resiste ao entendimento do que poderia ser o processo de aprender. Destacando a questão a partir de enfoques teóricos inspirados na formação discursiva proposta por Michel Foucault e nos estratos subdivididos em visível e enunciável de Gilles Deleuze, entendemos as citadas abordagens psicológicas como produtoras de determinadas tipologias de sujeitos como resultados dos processos de aprendizagem. Buscamos, desta maneira, descrever como se dão estes movimentos de aprendizagem e a produção de sujeitos, destacando a positividade e a especificidade de cada perspectiva discursiva e estratégica.Palavras-chave: Teorias da Aprendizagem; Sujeito Discursivo; Psicologia do Desenvolvimento.ABSTRACTThe present article aims to problematize the relationship between some conceptions of learning and the production of subject forms in the educational field. Unfolding such an approach, we discussed what might be the emergence of these subject forms that learn in Skinner's behaviorism, Köhler's Gestalt, and the development of Piaget and Vygotsky. Such conceptions were selected to be revisited because of their relevance in the field of educational psychology and its resonance that resists the understanding of what could be the process of learning. Highlighting the issue from theoretical approaches inspired by the discursive formation proposed by Michel Foucault and in the strata subdivided into visible and articulable by Gilles Deleuze, we understand the mentioned psychological approaches as producers of certain types of subjects as results of learning processes. In this way, we seek to describe how these learning movements and the production of subjects, highlighting the positivity and specificity of each discursive and strategic perspective.Keywords: Theories of Learning; Discursive Subject; Developmental Psychology.RESUMENEste artículo tiene como objetivo discutir la relación entre algunas concepciones de aprendizaje y la producción de formas sujeto en el campo educacional. Desplegando tales relaciones, discutimos lo que podría ser la aparición de esos sujetos que aprenden explicitados por el conductismo de Skinner, la Gestalt de Köhler y las psicologias del desarrollo de Piaget y Vigotsky. Fueron seleccionadas esas concepciones para ser revistas dada su relevancia en el área de la psicología de la educación y los ecos que permanecen en la comprensión de lo sea el acto de aprender. Tomando esta discusión a partir del enfoque teórico propuesto por Michel Foucault, en lo que se refiere a las formaciones discursivas, así como en los estratos de lo visible y decible de Gilles Deleuze, los citados enfoques psicológicos son entendidos como productores de ciertos tipos de sujetos con base en los procesos de aprendizaje que ellos mismos describen. De esta manera procuramos describir los movimientos que se dan entre el aprendizaje y la producción de sujetos destacando lo positivo y la especificidad de cada perspectiva discursiva y estratégica.Palabras clave: Teorias del Aprendizaje; Sujeto Discursivo; Psicologia del Desarrollo.


Human Studies ◽  
1987 ◽  
Vol 10 (1) ◽  
pp. 15-33 ◽  
Author(s):  
Stephen Frederick Schneck

Author(s):  
Benjamin Bühler

Key words: politische Ökologie, Michel Foucault, Gouvernementalität,  Repräsentation, narrative Verfahren, rhetorische Strategie, Regulationsmechanismen, Diskursformation, Poetologie ökologischen Wissens, kulturwissenschaftlich ausgerichtete Literaturwissenschaft ‘Political ecology’ has emerged since the 1970s as a powerful discursive formation embracing science, economy and politics. The key concepts with which it operates are System, Equilibrium and Regulation. Modelling, simulation, visual representation, narrative shaping and rhetorical strategies play a key role: dystopian visions of the future are for instance frequently used to justify the imposition of a more authoritarian social order. Literary ecocriticism possesses the necessary methodology for critical analysis of the discourse of political ecology, in practices combining historical contextualisation of representations of environmental problems with investigation of the ‘poetology of ecological knowledge’, examining lead metaphors, narratives and representational techniques. Palabras clave: ecología política, Michel Foucault, mentalidad gubernamental, representación, métodos narrativos, estrategias retóricas, mecanismos reguladores, formación del discurso, conocimiento de la poética ecológica, ciencias culturales frente a ciencias literarias.  “La ecología política” apareció en los años 70 como una poderosa formación discursiva que abarca ciencia, economía y política. Los conceptos clave en los que se basa son Sistema, Equilibrio y Regulación. El modelismo, la simulación, la representación visual, la forma narrativa y las estrategias retóricas desempeñan un papel clave: por ejemplo las visiones distópicas del futuro suelen usarse para justificar la imposición de un orden social más autoritario. La ecocrítica literaria posee la metodología necesaria para el análisis crítico del discurso de la ecología poética, en las prácticas que combinan la contextualización histórica de las representaciones de problemas medioambientales con la investigación de la “poetología del conocimiento ecológico”, examinando las metáforas principales y las técnicas narrativa y de representación.


2021 ◽  
Vol 51 (44) ◽  
pp. 163-185
Author(s):  
Zlatko Bukač

This paper examines the discursive formation of Croatianness (hrvatstvo) during the Croatian War of Independence in the 1990s and the post-war era, focusing mainly on the domain of popular culture. In this analysis of Croatian children’s popular culture, the main emphasis is on chocolate bar stickers and sticker albums manufactured by Kraš. At the time, the company had published Cro-Army chocolate stickers and the accompanying Croatian army sticker album, Knights’ Tales, about Croatian history and various historical events, and Maki, a sticker album of Catholic saints. In relying on theoretical and methodological frameworks of representational and discourse theory regarding national identity and fantasy, this paper shows one of the ways in which Croatianness was formed in children’s popular culture through three main aspects – war, history, and religion


2019 ◽  
Vol 11 (3) ◽  
pp. 519-530
Author(s):  
Lökçe Balık

This paper examines theoretical, graphical, and material dimensions of the contemporary print culture of architecture with a focus on one work from a variety of European practices. It regards the contemporary architect's book as a speculative and discursive design object. Michel Foucault, particularly in his works, What is an Author? (1969) and The Archaeology of Knowledge (1972), criticises that while constructing an author's body of works, alternative and unclassified genres are omitted from the domain and the texts attached to the single name belong to a system of homogeneity, filiation, and reciprocal explanation. Yet the contemporary architect's book expands the borders of genres by comprising unconventional materials, such as musical notes, artistic photographs, paintings, technical and scientific diagrams, official reports, building regulations, newspaper articles, and advertisements, as well as combining texts and photographs from co-workers, partners, clients, and users, rather than emerging as the product of a single author. The paper interprets the use of various forms of graphical narration and the coalescence of novel terminology and jargon as a contribution to the power of language and discursive formation.


2021 ◽  
Vol 14 (2) ◽  
pp. 348
Author(s):  
Andressa Caroline Francisco Leme ◽  
Ana Laura Godinho Lima

O artigo caracteriza os discursos especializados sobre o momento mais adequado para o início da alfabetização das crianças, no contexto da ampliação do ensino fundamental para nove anos, a partir da promulgação da Lei no 11.274 em 6 de fevereiro de 2006. A análise inspira-se na perspectiva teórico-metodológica de análise do discurso de Michel Foucault e incide sobre artigos acadêmicos, documentos oficiais e textos publicados em revistas de divulgação destinadas a professores no período compreendido entre a década de 1990 e a de 2010. A partir do exame das fontes foi possível caracterizar os discursos considerados como sendo pertencentes a uma mesma formação discursiva. Seus enunciados nucleares dizem respeito à necessidade de se respeitar as características das crianças na transição da educação infantil ao ensino fundamental, ao mesmo tempo em que se busca favorecer o seu aprendizado da leitura e da escrita, preferencialmente de maneira lúdica e a partir do seu interesse espontâneo.Palavras-chave: Alfabetização. Educação Infantil. Desenvolvimento Infantil.Literate or not six-year-old children? An analysis of specialized discourses in the context of the expansion of elementary educationABSTRACTThe article characterizes the specialized discourses about the most appropriate moment for the beginning of children's literacy, in the context of the expansion of basic education to nine years, after the enactment of Law 11,274 on February 6, 2006. The analysis is inspired by the theoretical-methodological perspective of Michel Foucault's discourse analysis, and focuses on academic articles, official documents and texts published in magazines aimed at teachers in the period between the 1990s and the 2010s. Based on the examination of the sources, it was possible to characterize the discourses considered as belonging to the same discursive formation. Its core statements refer to the need to respect the characteristics of children in the transition from early childhood education to elementary education, while seeking to promote their learning of reading and writing, preferably in a playful way and based on their spontaneous interest.Keywords: Literacy. Childhood Education. Child Development.¿Alfabetizar o no los niños de seis anõs? Un análisis de los discursos especializados en el contexto de la ampliación de la educación primariaRESUMENEl artículo caracteriza los discursos especializados acerca del momento más adecuado para el inicio de la alfabetización de los niños, en el contexto de la ampliación de la enseñanza básica para nueve años, desde la promulgación de la Ley 11.274 en el 6 de febrero de 2006. El análisis se inspira en la perspectiva teórica-metodológica del análisis del discurso de Michel Foucault y a él están sometidos los artículos académicos, documentos oficiales y textos publicados en revistas de divulgación destinadas a profesores en el período entre las décadas de 1990 y 2010. A partir del examen de las fuentes fue posible caracterizar los discursos considerados como pertenecientes a una misma formación discursiva. Sus enunciados nucleares se refieren a la necesidad de respectarse las características de los niños en la transición de la educación infantil a la enseñanza básica, al mismo tiempo en el que se busca favorecer su aprendizaje de la lectura y de la escrita, preferentemente de manera lúdica y desde su interés espontáneo.Palabras-clave: Alfabetización. Educación Infantil. Desarrollo Infantil.


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