Cultivating Disconcertment

Law, John; Lin, Wen-yuan

doi:10.1111/j.1467-954x.2011.01966.x

Cited by 38 publications

(28 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There seems to be a definite contradiction between tradition (primarily based on the Confucianism) and modernity (equivalent to Western progressivism for many Taiwanese), engendering ontological and epistemological 'disconcertment' (see Law and Lin, 2010). This article however bases its argument for Taiwaneseness upon a cosmopolitan approach -beyond the unification/independence and left/right-wing dichotomies rooted in Taiwanese social activism -to accounting cultural identity and human rights through a case study of the emerging rainbow coalition.…”

Section: Resultsmentioning

confidence: 99%

Queer activism in Taiwan: An emergent rainbow coalition from the assemblage perspective

Lee

2017

The Sociological Review

View full text Add to dashboard Cite

A social movement for sexual and gender minorities (the Movement) emerged in Taiwan around 1990s since the abolition of Martial Law in 1987. This paper, drawing from Deleuze's assemblage theory, looks at how activists negotiate and compete over constructing the discourses of sexual rights and citizenship in a context of democratic transition.Along with the 'Renaissance' of conservatism recently, which combines Confucianism and Christianity, the Movement has been thus de-and re-territorialise in response, and such a process has made a rainbow coalition -a larger composition of assemblage rather than simply a descriptor -observable. Gaining a greater leverage and influence on society, the coalition, based on a pursuit of selfdetermination and self-liberation, has inversely provided soil for a cosmopolitan identity of Taiwaneseness to grow.

show abstract

Section: Resultsmentioning

confidence: 99%

Queer activism in Taiwan: An emergent rainbow coalition from the assemblage perspective

Lee

2017

The Sociological Review

View full text Add to dashboard Cite

show abstract

“…So for me thinking about research and theory-methods and data concerns more than recognizing the 'other' or with working together with others, or being linked to 'other' thinkers collegially, intellectually or ideationally. It is more like what Helen Verran says: that "when radically different metaphysics intersect, their disjunction is experienced as bodily disconcertment" (from Law and Lin, 2010). A bodily disconcertment, twisting… (Heimans, 2016).…”

Section: (Insert Parlo Slide 2 Here)mentioning

confidence: 95%

Re-presenting, performing critical/post-critical research realities

Heimans

Singh

2016

Research in Education

View full text Add to dashboard Cite

The aim of this paper is to focus on the relations between theory and research methods in educational research by mapping out our own research journeys. The paper arises out of a plenary talk at a "Theory Workshop" (13-15 May, 2016) that the Australian Association for Educational Research (AARE) facilitated with Griffith University in Brisbane. This introductory talk attempted to create the space for 'opening up' discussion about the complex relations between theory and methods, and to show how these complex relations have been realised in our own, very different, researcher trajectories. It was a 'contradictoryperformance' -we conducted a dialogue, invited interruptions, meandered from the central issue of theorymethod nexus, talked past one another, worked with a chaotic PowerPoint presentation (slides from which are included here) and so on. We wanted the talk to be messy and, in both its form and contents, to be an invitation to others to engage in similar ways during the weekend. We were also interested in connecting and disconnecting with some of the recent debates in education research, for example on experimental practices, performativity, new materiality, and post-qualitative research. Drawing on these debates and on our own research work we wanted to create the space for considering our research in terms of their disjunctive 'journeys' and in terms of the consequences (and therefore to think about the purposes of research, and relatedly the purposes of education) of this contradictory work. This article is a reworked version of this talk -but we have tried to keep its open 'feel' in the hope of inviting other conversations about, and connections with and between, theory and methods. (Berlant, 2011). Concurrently, education and research, in their institutionalised forms (in schools and universities), are enmeshed into the public-privatising of neo-liberalising governance practices. In this public-privatising mélange, there is a focus on schools and universities to perform, or more accurately, to display how well they are doing, in terms of measures, data and metrics. Governance of research and schooling through data-driven accountability measures is shaping and reforming schooling, teaching, learning and research in market-driven directions. Further to this, and relatedly, there is a growing disillusionment with the promises and (lack of) impact of critical and qualitative scholarship to enact the change that is urgently required. We urgently need theoretical, methodological and 'on the ground' articulations of 'what is next', 'post' the critical, not to dismiss it, but, rather, as a way, ironically, of attempting to fulfil whatever ambitions the critical held. In this paper then, and in this context, we explore our own journeys through the critical and beyond as we map out, re-present/perform, our theory-method nexus journeys.

show abstract

“…Our sociocultural colleagues offer a variety of metaphorical frames that encourage pause before too quickly papering over moments of incommensurability. Informed by Stengers's philosophy, Helen Verran (; see also Verran ) illuminates how allegory can elide moments of “epistemic disconcertment” over which we should instead pause and probe (Alberti , 143–44; Law and Lin ). Verran's ethnographic example explores the “disconcertment” that arose through interaction of an Australian Aboriginal elder and a botanist over the naming of a plant.…”

Section: Sketching the Contours Of Effective Archaeologymentioning

confidence: 99%

Assembling “Effective Archaeologies” toward Equitable Futures

Stahl

2020

American Anthropologist

View full text Add to dashboard Cite

An urgency compels us to engage how archaeology relates to contemporary situations and future dilemmas as citizens anxiously contemplate their futures. We see “crowd‐sourced” efforts to define pressing questions. A welter of theoretical approaches promises new insight into our relationally configured worlds. We couple awareness of the situated character of knowledge with a commitment to its empirical grounding. In light of this contemporary frame, I explore principles of an “effective archaeology” that imagines its “impacts” beyond narrow “uses.” By attending to how we make facts, archives, and narratives; by placing Western knowledge in productive dialogue with knowledge grounded in other epistemologies; and by embracing a disciplinary responsibility to expand and enlarge imaginings of futures through evidentially robust and critically engaged practice, effective archaeologies hold promise to build toward more equitable futures. [archaeology, epistemology, ontology, knowledge production, collaboration]

show abstract

Cultivating Disconcertment

Cited by 38 publications

References 22 publications

Queer activism in Taiwan: An emergent rainbow coalition from the assemblage perspective

Queer activism in Taiwan: An emergent rainbow coalition from the assemblage perspective

Re-presenting, performing critical/post-critical research realities

Assembling “Effective Archaeologies” toward Equitable Futures

Contact Info

Product

Resources

About