Mapowanie teorii. Geobiografia teorii literatury fantastycznej w Polsce — propozycja badawcza i dwa studia przypadku

In the article the project of mapping the theories of fantastic literature in Poland is going to be presented. Methodology proposals have been completed by microanalyses of selected examples. It is of our conviction that the advancement of theoretical studies on the fantastic allows for introducing some arrangements, specifically in terms of reconstructing the mechanisms and conditions for building up the knowledge. We make use of the emergence theory focusing on repeatedness of accidental occurrences in, for instance, transferring and grounding notions or quite opposite in disqualifying particular scientific concepts and aiming at the strength of personal (biographical, geographical) conditions and idiosyncrasy in forming critical discourses on the fantastic phenomenon. The theory frame of the project is set up mainly by the concepts resulted from the spatial turn in the humanities. The arrangements of occurrences and cases made in the Polish theory of the fantastic are in reference to the concept of cultural geography, cultural mobility, migration studies and biographical materialism. It is proposed to benefit from derived therefrom the methods for data development, one of them the map. It is postulated also to identify the, so called, “lineages”, that is the theoretical and literary approaches to the fantastic,viewed in terms of long-term structures [longue durée] (it is mentioned in the article aimed at the study of the case dealing with the reception of literary works and theoretical studies of S. Grabiński via A. Hutnikiewicz). In turn, the study on cultural mobility (adaptation, reinterpretation, transferring, translation of particular approaches and concepts in the fantastic theory) will demonstrate the directions, speed and potentials in spreading the theory, for instance foreign ones in Poland and Polish abroad, respectively (it is emphasized in the study on the case of the reception of the T. Todorov via S. Lem fantastic theory). Finally it is of great interest to look into nomadic biographies (geographically and intellectually) of Polish fantastic literature theorists. It is proposed to reinforce in the studies not only the issue of human factor but also the material (artefacts, places) and the institutional (e.g. journals, universities) ones in determining communicative memory of particular theories of fantastic literature.

Tama Samoa Stories: Experiences and Perceptions of Identity, Belonging and Future Aspirations at Secondary School

<p>This thesis investigates the experiences of twelve strong, articulate and thoughtful tama Samoa (Samoan boys) through their participation in secondary schools and lives outside the classroom and through the stories of others. The study looked at how the students enacted their identities as Samoans, as learners and as young men who are anticipating the future. The study is premised on the view that Pacific identities are fluid, diverse, multi-dimensional and include a range of different perspectives relating to social class, ethnicity, culture and gender. Such a view of identity as complex is not generally taken into consideration in the literature on educational success and achievement of Pacific students in New Zealand. The study employed a phenomenological qualitative design, using focus groups and semi-structured interviews by talanoa (conversations). As the study involved a group of indigenous tama Samoa, the Samoan fa’afaletui method was used. Participants were a group of twelve tama Samoa in three Wellington secondary schools and their twelve nominated persons. The study found that there are key aspects to making the experiences of tama Samoa positive and successful within the secondary school. These include acknowledging tama Samoa and their multiple identities while attending secondary school; supporting the development of a sense of belonging through everyday interactions with peers and teachers, and affirming the belief by tama Samoa that secondary school socialisation serves to help them make future decisions. This study argues that the experiences of tama Samoa are deeply embedded within wider social, economic and political trends. Indeed, their “voices” are shaped in part by these broader forces that construct and represent them as being historically “disadvantaged” and socio-economically “underserved.” Further, this study advocates for the diverse voices of tama Samoa, along with their experiences, stories, hopes, aspirations and dreams to be brought to light and placed alongside the official accounts of Pacific “disadvantage” to enable more balanced critical discourses taking place. It is hoped that this study will offer further insights into the experiences of tama Samoa in the New Zealand secondary school context, from which valuable knowledge is derived to inform and support schools in improving the New Zealand secondary school experiences of Samoan adolescent boys.</p>

Tama Samoa Stories: Experiences and Perceptions of Identity, Belonging and Future Aspirations at Secondary School

<p>This thesis investigates the experiences of twelve strong, articulate and thoughtful tama Samoa (Samoan boys) through their participation in secondary schools and lives outside the classroom and through the stories of others. The study looked at how the students enacted their identities as Samoans, as learners and as young men who are anticipating the future. The study is premised on the view that Pacific identities are fluid, diverse, multi-dimensional and include a range of different perspectives relating to social class, ethnicity, culture and gender. Such a view of identity as complex is not generally taken into consideration in the literature on educational success and achievement of Pacific students in New Zealand. The study employed a phenomenological qualitative design, using focus groups and semi-structured interviews by talanoa (conversations). As the study involved a group of indigenous tama Samoa, the Samoan fa’afaletui method was used. Participants were a group of twelve tama Samoa in three Wellington secondary schools and their twelve nominated persons. The study found that there are key aspects to making the experiences of tama Samoa positive and successful within the secondary school. These include acknowledging tama Samoa and their multiple identities while attending secondary school; supporting the development of a sense of belonging through everyday interactions with peers and teachers, and affirming the belief by tama Samoa that secondary school socialisation serves to help them make future decisions. This study argues that the experiences of tama Samoa are deeply embedded within wider social, economic and political trends. Indeed, their “voices” are shaped in part by these broader forces that construct and represent them as being historically “disadvantaged” and socio-economically “underserved.” Further, this study advocates for the diverse voices of tama Samoa, along with their experiences, stories, hopes, aspirations and dreams to be brought to light and placed alongside the official accounts of Pacific “disadvantage” to enable more balanced critical discourses taking place. It is hoped that this study will offer further insights into the experiences of tama Samoa in the New Zealand secondary school context, from which valuable knowledge is derived to inform and support schools in improving the New Zealand secondary school experiences of Samoan adolescent boys.</p>

The doctor, development and (un)sociable monkey: An autoethnography of a social worker

This article is a critical autoethnographic investigation in which I explore development and social work vis-à-vis my own life episodes. I examine various tensions, for example, (1) becoming and being a colonial development subject; (2) encountering social work and compliance to it; (3) a U-turn, in disagreement with social work; and (4) a doctoral journey, reinvigorating my ‘social worker self’ through conceptualisation of a model of ‘decolonised, developmental social work’. This autoethnography leads me to critical discourses not only to question development and social work but also to uncover the ‘sense of (my) becoming and being’ regarding those two.

TECHNOLOGICAL SOVEREIGNTY AND SOCIAL JUSTICE: EXPLORING THE INTERSECTION OF FREE SOFTWARE AND INDIGENOUS KNOWLEDGE

Questions of independence and sovereignty have long been present with regards to the Internet. In 1996, for instance, John Perry Barlow published his now well-known “Declaration of the Independence of Cyberspace”. Twenty-five years later, notions like “digital sovereignty”, “data sovereignty” and “technological sovereignty” are increasingly used in public debates. This presentation will explore “technological sovereignty” but through the lens of Indigenous perspectives as well as those of social movements inspired by free software activism. These two perspectives seem to share what can be called an anti-hegemonic perspective on technological sovereignty. While they may reinforce each other, they also differ on many perspectives. It is noted for instance that the philosophy of information sharing in free and open-source software might foster the usage and misappropriation of knowledge held by Indigenous communities (Christen, 2012; Gida, 2019). This analysis will prolong a previous study by the authors which identified different discursive trends around sovereignty (anonymous reference). Methodologically, our approach is grounded in discourse analysis and reviews of academic and activist literature that has mobilized metaphors of digital sovereignty. What is the role of the metaphor of “sovereignty” in reconfiguring Indigenous and social justice activism, in relation to the Internet? What are the commonalities between these perspectives? How are they reinforcing or contradicting each other? We intend to contribute to the theme of this year’s AOIR conference – Independence – by looking at the critical discourses of Indigenous people and social activists through the lens of the metaphor of digital (technological/data) sovereignty.

Rethinking Emancipation in a Critical IR: Normativity, Cosmology, and Pluriversal Dialogue

This article seeks to reconceptualise emancipation in critically theorising International Relations (IR) by developing ‘thin’ and ‘thick’ versions of normativity and applying them as conditions for a pluriversal dialogue between different cosmologies. We start with the premise that ‘critical IR’ is both Eurocentric and a-normative, and argue that a normative engagement with critical discourses both inside and outside the West is necessary to recapture its emancipatory promise. Drawing on the work of Max Horkheimer, Herbert Marcuse and Jacques Derrida, we develop ‘thin’ and ‘thick’ versions of normativity. The former, we argue, operates as a critical corrective of thick normative positions, reclaiming their openness to difference, while not making substantive moral or political claims itself. We then apply these version of normativity to examine the possibility of a global pluriversal dialogue between different cosmologies. Cosmologies, we argue, refer to sets of ontological and epistemological claims about the human condition that are inherently normative. ‘Thin’ normativity applied to the ‘thick’ claims of cosmologies prevents the essentialisation and hierarchisation of cosmological difference(s) by revealing and de-constructing the latter’s potentially discriminatory, exclusionary, and violent tendencies. In so doing, it facilitates a global inter-cosmological dialogue which we regard as the objective of a post-western, critical IR.

Carnivalizing Imoinda’s Silence

In this essay, I analyze Joan Anim-Addo’s libretto Imoinda, or She Who Will Lose Her Name (2008) and illustrate how its narrative poetry generates a speculative, gendered history around the slave past. Informed by Srinivas Aravamudan’s observation of parodic subversion in the afterlives of Aphra Behn’s Oroonoko (1688), I return to Anim-Addo’s oeuvre in order to read Imoinda as a work that counter-writes the colonial gaze of “Western” knowledge. By centering on Caribbean carnival as the performance context for the libretto, I examine how histories of rebellion and survival carried out by enslaved Africans and their descendants unfold through the libretto’s narrative poetry. I argue that Imoinda, under the guise of artistic forms associated with “the West,” breaks from Eurocentric perspectives that misrepresented subaltern struggles while ushering forth the question of “who speaks?” in critical discourses. I conclude by aligning Anim-Addo’s Imoinda in relation to Sylvia Wynter’s conceptualization of “demonic grounds” to highlight a transformative epistemic space of Caribbean women’s literature.

A genealogy of the critical discourses on the authoritarianism of the Brazilian Criminal Procedure Code

This paper presents an investigation on the critical discourses thatattribute the authoritarianism of the Brazilian criminal procedure to a legacy ofthe fascist Italian criminal procedural legislation of 1930. At first, it reveals theimpossibility of this comparison by the lack of sources for verifying if there wasindeed the influence of Italian fascist law in the Brazilian Criminal Procedure Codeof 1941. Then, it is analyzed how this critical discourse diffuses among Braziliancriminal procedural law scholars from the 1990’s, due to their networks of academicand professional contacts, establishing a rupture with previous criticisms. Finally,the research aims to demonstrate how this approach between the Brazilian Codeand the Rocco Code was artificial and prevents Brazilian criminal procedurallaw scholars from realizing the influences of other foreign laws in legislation andcurrent judicial practices and prevents them from creating strategies to ensurethe implementation of constitutional guarantees in these new procedural forms.