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Tynan, R., McEvilly, N.
‘No pain, no gain’: former elite female gymnasts’ engagements with pain and injury discourses
(2017) Qualitiative Research in Sport, Exercise and Health, pp. 1-16. Article in Press.

DOI: 10.1080/2159676X.2017.1323778

Abstract
This paper investigates former elite female gymnasts’ views and experiences of pain and injury. The purpose of the study was to examine how participants engaged with pain and injury discourses and interrogate the ways in which certain knowledge and practices had become dominant. A Foucaultian theoretical framework underpinned the study, making use of Foucault’s work on discourses, power and resistance. Data were generated through semi-structured interviews with seven former elite gymnasts. By analysing the participants’ talk through poststructural discourse analysis, three themes were identified. Firstly, participants’ persistence through pain and injury was due to the desire to compete. Secondly, participants differentiated between ‘good pain’ and ‘bad pain’. Thirdly, participants had a higher tolerance for pain than for injury. This research raises questions about the dominance of a ‘no pain, no gain’ discourse, and the ways in which gymnasts may develop an uncritical acceptance of particular ‘truths’ surrounding pain and injury. © 2017 Informa UK Limited, trading as Taylor & Francis Group

Author Keywords
discourses; Foucault; Gymnastics; injury; pain; power; resistance

Fage-Butler, A.M.
Risk resistance: constructing home birth as morally responsible on an online discussion group
(2017) Health, Risk and Society, pp. 1-15. Article in Press.

DOI: 10.1080/13698575.2017.1327038

Abstract
In hegemonic risk discourses, hospital obstetric units are represented as the safest and best birth settings; however, a minority of women in England and Wales (2.3% in 2014) still opt for home birth. In this article, I analyse pro-home birth discourses on a UK-based online discussion group for pregnant women covering the period 2010–2015 and collected in March 2016, to identify how individuals making pro-home birth posts on the site represented home birth as a morally responsible choice. Using Foucauldian discourse analysis, I identify three main themes: home births as a normal process, representing an intimate, existential life moment which meets women’s needs for care and personal autonomy, and is convenient and relatively safe, in contrast to hospital births which are characterised as risky; home births as morally legitimate and justified by discourses of evidence-based risk assessment, woman centredness and empowerment; and home birth as not risky and the mothers who opt for it were not taking unnecessary risks but were acting responsibly. In this article, I examine the ways in which the online setting can be used to resist dominant risk discourses. I show how the participants in the online discussion group in my study used available discursive resources to challenge hegemonic risk discourses regarding birth setting, making resistance to dominant risk discourses possible, as pro-home birth discourses legitimised ‘nonconformist’ decisions regarding birth setting. The focus on the ‘risk-takers’ in this article is valuable for healthcare practitioners seeking to improve their communication about birth setting choices with pregnant women. © 2017 Informa UK Limited, trading as Taylor & Francis Group

Author Keywords
birth setting; Foucault; home birth; online discussion group; risk resistance

Index Keywords
discourse analysis, doctor patient relation, empowerment, England, female, health care personnel, home delivery, human, human experiment, mother, personal autonomy, pregnant woman, risk assessment, Wales

An Interview with Elizabeth Grosz, Theory Culture and Society, 22 May 2017

The Incorporeal’: An Interview with Elizabeth Grosz
Elizabeth Grosz & Vikki Bell
March 2017

VB: Many congratulations on the publication of your new book The Incorporeal: Ontology, Ethics and the Limits of Materialism (Columbia University Press, 2017). The book seems to simultaneously explore a genealogy of a concept ‘the incorporeal’ while also proposing it as a concept that has both explanatory power and ethical promise. I wonder if there is a debate that is un- or under-described here but that drives the desire to explore the incorporeal and these thinkers, since genealogy in both Nietzsche and Foucault’s sense is always a purposive endeavour. Which positions are you taking a stance against, or which oversights are you seeking to correct?

EG: I wouldn’t say that it is a corrective particularly, though there are a number of positions that describe themselves as materialist that I think are problematic and would disagree with. A genealogy – an exploration of sources and sites often unrecognized or unknown – is a way of reviving things that either we have forgotten or that were never developed, elaborated or perhaps even born, things that were stillborn or fragmented. I was seeking something positive rather than undertaking a critique, implicit or explicit. From a commitment to materialism, I was interested in how to address certain questions that were reductively posited within materialisms (after all, there is no one form of materialism, but many, some conflicting with others) or not addressed at all – questions linked to explaining thinking and experience, language or representation more generally, and the self-evident immaterial conditions of materiality, such as space and time. If materialism(s) cannot account for the immaterial events we experience and articulate, then it has a clear limit that it needs to address. I see my work as an expansion of materialism more than a critique of it, though I suspect that the book may be considered idealist in the opinion of some. I am looking for an account of being-becoming that can explain the existence of incorporeal things and events – and most especially how thinking is possible, what it is, how it relates to the brain, or doesn’t, how it capable of being understood beyond any reductionism.

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Holly Link, Sarah Gallo, Stanton E. F. Wortham, The Production of Schoolchildren as Enlightenment Subjects, American Educational Research Journal
First Published May 19, 2017

Abstract
This article investigates children’s elementary school experiences, exploring how they become autonomous, rational individuals—the type of person envisioned in the European Enlightenment and generally imagined as the outcome of Western schooling. Drawing on ethnographic research that followed one cohort of Latinx children across five years, we examine how schooling practices change across the elementary school years in a context that foregrounds high-stakes testing. We describe how practices that focus heavily on testing mold children into autonomous, rational individuals while marginalizing those who don’t fit this model. Adhering to these practices and naturalizing the Enlightenment subject limits educators’ ability to serve students who resist the normative practices of schooling.

Aquino, J.G.
Two premises and one general hypothesis for the analysis of the educational present
(2017) Educational Philosophy and Theory, 49 (7), pp. 672-680.

DOI: 10.1080/00131857.2016.1204733

Abstract
Contemporary research in the field of Foucauldian studies on education have pointed to a growing imbrication between educational practises and neoliberal ideas. The problematization of such scenario would lead to two premises, grounded on a general hypothesis for the analysis of the educational present. The first premise: nowadays, the educational or, to be more precise, educationalizing practises—since they would not deal only with the schooling effort, but also with the diffusion of a great number of pedagogical initiatives of non-formal character—consists in an efficient rationality of governing of oneself and others. The second premise is that such educationalizing movement consists not only in the expression but also in the typical modus operandi of the current governmentalization processes, which aim at a large-scale administration of the multiplicity of populations now in terms of a lifelong educatibility for the citizens. These two premises sustain the hypothesis that the present educational practises do not restrict themselves to the mere condition of reiterative apparatus of imperatives extrinsic to them, but have in fact cemented themselves as a generative locus of the veridiction/subjectivization games capable of overrunning the whole social space. © 2016 Philosophy of Education Society of Australasia.

Author Keywords
educationalization; Foucault; Governmentality

Jiménez, M.A., Valle, A.M.
Pedagogy and the care of the self: A reading from Foucault
(2017) Educational Philosophy and Theory, 49 (7), pp. 702-709.

DOI: 10.1080/00131857.2016.1204736

Abstract
This text reflects about the need to consider an additional institutional alternative that matters, not only to the ones that advocate for pedagogy, but also to all of those involved in different educational processes. It is, so to speak, a Paideia that privileges the care of the self as a substantial value, and, as such, it is not dedicated to a unique moment on people’s lives and it does not correspond to a specific institution, but to the universal and singular spirit of the human affairs. © 2016 Philosophy of Education Society of Australasia.

Author Keywords
Care of the self; pedagogy; subject-truth

Special Issue: Echoes of Foucault in Education, Educational Philosophy and Theory , 7, vol 49, 2017

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