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Qualitative feminist studies are much challenged by the contemporary critique of social constructionist postmodernism, as well as the renewed search for the body and materiality. The result is (at least) two diverging research accounts: a renewed feminist materialism, relying on some foundational ontologies and what has been called a new materialist feminist account that constitutes radical ontological rewritings. The aim of this paper is to investigate what kind of researcher subjectivities these different accounts produce for qualitative inquiry. This investigation will be unfolded using an example from a collaborative research process involving 10 PhD students. The example is woven into Deleuze and Guattari’s discussions on the Image of Thought and the three images of thinking outlined in A Thousand Plateaus. The investigation shows that although the aim of our collaborative process was to resist the assumed Cogito/“I” of philosophy and qualitative inquiry, we still got caught up in taken-for-granted images of thinking and doing analysis. A deterritorializing of habits of thinking and practicing in order for new and other researcher subjectivities to emerge required collaborative efforts that put to work a rhizomatic image of thinking and operated from within an ontology of difference. 相似文献
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Hillevi Lenz Taguchi Anna Palmer Lovisa Gustafsson 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):705-716
ABSTRACTWhat are the dominant images of the Child in contemporary Western societies? In order to challenge some dominant images of the Child, this essay explores the possibilities of analyzing an experimental dance practice with preschoolers aged 1–2 years with Claire Colebrook's theorizing on ‘the war on norms’. Colebrook suggests a Queer Vitalism to push the limits of how to understand humanness generally, and more specifically, how to understand processes of subjectification. She moves from a post-structuralist understanding toward the Deleuzian notion of practices of individuation and processes of becoming-imperceptible. In this essay, we draw on Queer Vitalism to show how it is possible to understand children's constructions of subjectivity in events of experimental dance practices for preschoolers. The analysis is performed in close interactions with video-films from these workshops transformed to still photography. We aspire to show how these practices can be understood as counter-power strategies in the enactment of an image of a Monstrous Child. Such an image might transform the taken-for-granted image of the Child and preschool practices in subversive ways. 相似文献
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Bronwyn Davies Suzy Dormer Sue Gannon Cath Laws Sharn Rocco Hillevi Lenz Taguchi 《Gender and education》2001,13(2):167-182
In this article, the authors examine the concept and practices of subjectification; that is, the processes through which we are subjected, and actively take up as our own the terms of our subjection. They use Judith Butler's theorising of subjection both as a starting point for working with their own memories of being subjected in school settings, and as the theoretical basis of their analysis of subjectification. Their method of working, which they refer to as collective biography, is derived from Haug et al. 's methods developed in Female Sexualization . Their memories focus on aspects of the achievement of the individual, appropriate(d) schoolgirl subject who simultaneously constitutes herself and is constituted through discourse. They analyse the illusion of autonomy through which modern subjects are made possible, and the inevitable ambivalence that is experienced as schoolgirls take themselves up appropriately within the possibilities made available to them. Through re-membering their own pasts, and the embodied and emotional detail through which we became (and go on becoming) subjects, they open up for inspection the contradictory ground of the humanist subject, and in particular the feminine humanist subject, as it is achieved in educational settings. 相似文献
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Aerodynamic properties of an archery arrow 总被引：1，自引：0，他引：1
Takeshi Miyazaki Keita Mukaiyama Yuta Komori Kyouhei Okawa Satoshi Taguchi Hiroki Sugiura 《Sports Engineering》2013,16(1):43-54
Two support-interference-free measurements of aerodynamic forces exerted on an archery arrow (A/C/E; Easton Technical Products) are described. The first measurement is conducted in a wind tunnel with JAXA’s 60 cm Magnetic Suspension and Balance System, in which an arrow is suspended and balanced by magnetic force against gravity. The maximum wind velocity is 45 m/s, which is less than a typical velocity of an arrow (about 60 m/s) shot by an archer. The boundary layer of the arrow remains laminar in the measured Re number range (4.0 × 103 < Re < 1.5 × 104), and the drag coefficient is about 1.5 for Re > 1.0 × 104. The second measurement is performed by a free flight experiment. Using two high-speed video cameras, we record the trajectory of an archery arrow and analyze its velocity decay rate, from which the drag coefficient is determined. In order to investigate Re number dependence of the drag coefficient in a wider range (9.0 × 103 < Re < 2.4 × 104), we have developed an arrow-shooting system using compressed air as a power source, which launches the A/C/E arrow at an arbitrary velocity up to 75 m/s. We attach two points (piles) of different type (streamlined and bullet) to the arrow-nose. The boundary layer is laminar for both points for Re less than about 1.2 × 104. It becomes turbulent for Re larger than 1.2 × 104 and the drag coefficient increases to about 2.6, when the bullet point is attached. In the same Re range, two values of drag coefficient are found for the streamlined point, of which the lower value is about 1.6 (laminar boundary layer) and the larger value is about 2.6 (turbulent boundary layer), confirming that the point-shape has a crucial influence on the laminar to turbulent transition of the boundary layer. 相似文献
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Numerous writers have described the commitment of Japanese corporations to training and various characteristics of Japanese training. Yet there is little empirical evidence to support their conclusions, and almost nothing is written about the processes the Japanese use to design training. To obtain more empirical information about the kinds of training conducted in Japanese corporations, and about whether they use systematic design and development processes, the present study successfully surveyed 45 Japanese corporations in six different industries. Results indicated, among other things, that there is more classroom training in proportion to on-the-job training than suggested by the literature, that a variety of training techniques are used in classroom training, and that the majority of training is produced internally by training departments and subject matter experts (SMEs). Only two of the companies indicated that they had a formal, systematic approach to instructional design and development. Most evaluation of training consists of post-training surveys of training transfer, and/or assessing learner reactions to courses. Most of the companies were interested in the possibility of using more systematic design approaches, especially with the introduction of more technology in support of training. 相似文献
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