Disabling XAuthors, Disordering TextsX

Blyth, Craig; Chapman, Rohhss; Stronach, Ian

doi:10.1177/1077800415615616

Cited by 3 publications

(1 citation statement)

References 18 publications

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“…We invited Alex, Feng and Phil to join in. It turned out that the exchange of returns was not only an event that allowed space for productive dialogue, but also an example of how distinct tones of voice can blend without losing their own sound and color (Blyth, Chapman, & Stronach, 2016;Callahan, 2001). Call-andresponse thus seemed something worth pursuing as an experimental method, given its potential for democratic collaboration and its insistence on improvisation.…”

Section: Who Said Which When?mentioning

confidence: 99%

“Hello Central, Give Me Doctor Jazz”: Auto/Ethnographic Improvisation as Educational Event in Doctoral Supervision

Deterala

Owen

et al. 2017

Qualitative Inquiry

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Through exchanges within a doctoral supervision, the authors explore a range of dilemmas and challenges for reflexive inquiry. These include the problematic business of naming, the impossibility of objective separation of self from research, the merging of researcher subjectivities, and differences between performance and performativity. We note the educational potential in what can conventionally be considered “unprofessional” approaches to qualitative inquiry: neologisms, personal experience, stories, conversations, music, poetry, paintings, and film. We engage in reflexive interactions with each other and with such “data.” This was undertaken in the spirit of jazz improvisation—an unrehearsed performance—something that “happened,” an unplanned educational event but also an agency enabled by structure.

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Section: Who Said Which When?mentioning

confidence: 99%

“Hello Central, Give Me Doctor Jazz”: Auto/Ethnographic Improvisation as Educational Event in Doctoral Supervision

Deterala

Owen

et al. 2017

Qualitative Inquiry

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“Fundamental British Values”

Stronach

Frankham

2020

International Review of Qualitative Research

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Here we give shallow answers to the ‘deep’ questions raised in the title of this piece. We slight the question of ‘value’ as mainly ‘interested commodities’ and throw darkness rather than light on the now increasingly troubled question of ‘British’ identity. Our approach is not to define “Fundamental British Values” (FBV) (as we will show, that proved impossible) but to represent the multiplicity of contradictory contents that invest its form. In such a “performative agonistics”, we anticipate a dissemination rather than an insemination of meaning in contrast with the ongoing neoliberal “rage for certainty”. “Fundamental British Values,” in Badiou’s terms, is a polysemous “event,” whose performances and contexts should be regarded within a series of theatrical metaphors—an “amphitheatre” of meanings, perhaps, in a “post-truth” world. Thus, these deconstructions should be seen as part of a more generic critique of neoliberal enclosures that seek for definitions, essences, identities, and quantifications.

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Taking a Feminist Disability Studies Approach to Fundamental British Values

Houston

2020

International Review of Qualitative Research

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In this article, Fundamental British Values (FBV) are understood as a token attempt toward societal inclusion and empowerment of all citizens. Rather than providing meaningful routes for all individuals to be included in British citizenship, FBV are built on foundations of “inclusionism”—the inclusion of marginalized identity groups in society, on the premise that existing social structures are not threatened. Disabled women’s responses to sociocultural stereotypes surrounding disability and gender are interpreted through a feminist disability studies lens. Empirical data, gathered within a larger research project which examined disabled women’s responses to the representation of disabled women in Anglo-American advertising, are drawn on and connections are made between the growing trend of promoting diversity in advertising, and superficial approaches to diversity and empowerment of all citizens, enacted in FBV. Two key themes underpin this critical discussion: participant resistance to “pity” narratives surrounding the portrayal of disabled women in advertising and disabled women’s navigation of “belonging” in exclusionary environments.

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Disabling XAuthors, Disordering TextsX

Cited by 3 publications

References 18 publications

“Hello Central, Give Me Doctor Jazz”: Auto/Ethnographic Improvisation as Educational Event in Doctoral Supervision

“Hello Central, Give Me Doctor Jazz”: Auto/Ethnographic Improvisation as Educational Event in Doctoral Supervision

“Fundamental British Values”

Taking a Feminist Disability Studies Approach to Fundamental British Values

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