On Movement: The Matter of US Soldiers’ Being After Combat

Wool, Zoë H.

doi:10.1080/00141844.2012.658428

Cited by 23 publications

(12 citation statements)

References 45 publications

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“…Moreover, this work joins an emerging discussion regarding the value of prioritizing movement methodologically and analytically, for example, as a way to bypass conventional mind–body dualism (Ingold ; Wool ) and our related “fixation on states” (Robertson :598). Doing so can illuminate health‐related experiences to which we might otherwise might remain “epistemologically blind” (p. 588).…”

Section: Introductionmentioning

confidence: 78%

“…This happened, for instance, when Deleuze and Guattari appropriated, via Bateson, the Iatmul idea that social relations are a reticulating rhizome (Jensen and Rödje :21). They packaged this into their philosophy, which has inspired a number of anthropologists (e.g., Ingold ; Jensen and Rödje ; Wool , through Massumi, as cited).…”

Section: Early Childhood Teachingmentioning

confidence: 99%

“…Wool does an excellent job highlighting movement's centrality to the unfolding of a meaning‐filled life and pinpointing how theorists’ (and clinicians’) penchant for mind–body dichotomizing elides this. Yet the overt concern with “flesh and the way it is seen and felt” (:7), and with bodily perception and reaction, inadvertently sidelines less materially anchored forms of movement. And while the focus on “the experience of being disoriented and the vertiginous … process of becoming reoriented” (Wool :4) helpfully highlights the processual dimension, it underplays the importance of movement in “normal” conditions.…”

Section: Introductionmentioning

confidence: 99%

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Salutogenic Education? Movement and Whole Child Health in a Waldorf (Steiner) School

Sobo

2014

Med Anthropol Q

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Waldorf education, an independent alternative to public schooling, aims to produce holistically healthy graduates in a formulation that rejects the conventional distinction between education and health. Also striving to bridge that divide, this article characterizes the pedagogically salutogenic techniques Waldorf teachers use in pre-kindergarten (pre-K) and lower grade classes and explicates the ethnomedical understandings underlying them. Waldorf teachers position children as budding participants in a unified field of spiritual and other forces, prioritizing whole-child activities that keep these forces healthfully motile. Their work entails a critique not only of mainstream public schooling's ostensibly pathogenic "head-to-head" focus, but also of the biomedical approach to pediatric health. My analysis of this conjoined critique takes into account the cultural, structural, and existential realities within which Waldorf education's salutary pedagogy is daily framed and fabricated. Further, it explores the implications for anthropology of attending to movement as a key feature of healthful human experience.

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Section: Introductionmentioning

confidence: 78%

Section: Early Childhood Teachingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Salutogenic Education? Movement and Whole Child Health in a Waldorf (Steiner) School

Sobo

2014

Med Anthropol Q

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“…As such, post‐combat the mundane material world can become a newly tentative place as ‘a new experiential knowledge of the vulnerability of solid objects, like bodies, cars, and buildings, has transformed the experience of seeing, feeling, and moving in the world’ (2013: 19). As an alternative to the currently dominant medical frameworks for understanding post‐combat struggles in terms of psychic discontinuity and post‐traumatic stress disorder, Wool draws attention to the texture and continuity of embodied experience, stressing that it is sensing bodies in motion that encounter the demands of post‐combat reorientation and reworlding. She argues that such an ‘analytics of movement offers a sense of the vertiginous new worlds soldiers inhabit, which suggests ontology, rather than pathology, as the ground for understanding the matter of US soldiers’ being after combat’ (2013: 1).…”

Section: Embodied Practices Of Warmentioning

confidence: 99%

Towards an Embodied Sociology of War

McSorley¹

2014

The Sociological Review

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While sociology has historically not been a good interlocutor of war, this paper argues that the body has always known war, and that it is to the corporeal that we can turn in an attempt to develop a language to better speak of its myriad violences and its socially generative force. It argues that war is a crucible of social change that is prosecuted, lived and reproduced via the occupation and transformation of myriad bodies in numerous ways from exhilaration to mutilation. War and militarism need to be traced and analysed in terms of their fundamental, diverse and often brutal modes of embodied experience and apprehension. This paper thus invites sociology to extend its imaginative horizon to rethink the crucial and enduring social institution of war as a broad array of fundamentally embodied experiences, practices and regimes.

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“…These “invisible wounds” notwithstanding, the bodies of both US soldiers and Salvadoran migrants are also visibly “marked” (Wool ) upon their return, often through parallel processes of violence and injury. The disfigured bodies of migrants who have had their limbs severed by moving freight trains in their journeys across Mexico mirror the images of US soldiers dismembered by improvised explosive devices (IEDs), the weapon of choice in contemporary counterinsurgency in Iraq and Afghanistan.…”

Section: Protecting and Invading The Homelandmentioning

confidence: 99%

Homeland Heroes: Migrants and Soldiers in the Neoliberal Era

Brigden

Vogt

2014

Antipode

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This paper examines the dynamic relationship between neoliberalism and nationalism through the counterintuitive comparison of journeys travelled by US citizens as they enlist in the military and by unauthorized Central Americans as they migrate to the United States. We argue that, however different the context and content of their decisions and their lives, Central American migrants and US soldiers are both connected within a larger political economy. We complicate the idea of migrants and soldiers as purely rational economic actors, but we also reject the idea, imputed onto migrants and soldiers by neoliberal states, that they are naturally nationalistic actors. Migrants and soldiers embody a neoliberal subjectivity produced through processes of violence, capital accumulation and militarization. Yet, as we examine throughout this paper, their construction as homeland heroes within the national imaginary masks the ways their labor and their mobility serve the institutionalization of neoliberal statecraft. Resumen: Este documento examina la relación dinámica entre el neoliberalismo y el nacionalismo a través de la comparación contraintuitivo de viajes recorridos por los ciudadanos de EE.UU., que se alistan en el ejército y los centroamericanos no autorizados que emigran a los Estados Unidos. Nosotros sostenemos que los migrantes centroamericanos y los soldados estadounidenses están conectados dentro de una economía política más amplia, incluso a pesar de la diferencia en el contenido de sus decisiones, de sus vidas y de sus contextos. Nos complicamos la idea de los migrantes y los soldados como los actores económicos puramente racionales, pero también rechazamos la idea, imputada a los migrantes y los soldados de los Estados neoliberales, que son actores naturalmente nacionalistas. Los migrantes y los soldados encarnan una subjetividad neoliberal que se produce a través de procesos de violencia, la acumulación de capital y la militarización. A medida que examinamos en este documento, su construcción como héroes de la patria dentro de las máscaras de imaginarios nacionales las formas de su trabajo y su movilidad servir a la institucionalización del arte de gobernar neoliberal.

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On Movement: The Matter of US Soldiers’ Being After Combat

Cited by 23 publications

References 45 publications

Salutogenic Education? Movement and Whole Child Health in a Waldorf (Steiner) School

Salutogenic Education? Movement and Whole Child Health in a Waldorf (Steiner) School

Towards an Embodied Sociology of War

Homeland Heroes: Migrants and Soldiers in the Neoliberal Era

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