Emotional and relational approaches to masculine knowledge

Nunn, Neil

doi:10.1080/14649365.2016.1180705

Cited by 8 publications

(6 citation statements)

References 69 publications

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“…Harris (:1714), for example, argues that from the time of slavery and the establishment of settler colonial systems on Turtle Island, whiteness has designated the allocation of a host of public and private societal benefits that have been ”legitimated in law as a type of status property”. The toxic discussion following the death of Colten Boushie that rested heavily on ideas of property violation exemplifies what Harris describes as a deeply embedded racial casting, and naturalised array of benefits, assumptions, and privileges that exist alongside the status of conforming to a particular subjectivity historically connected to periods when privilege was more distinctly aligned with the archetypal Eurowestern figure (see Nunn ; Sundberg ). These assets that those aligned with a normative Eurowestern status sought to rely upon, over time, were ”affirmed, legitimated, and protected by the law” (Harris :1713).…”

Section: Where Indianness Stopsmentioning

confidence: 95%

“…Addressing the complexity of toxic geographies, demands a consideration of an architecture of relationships and connections that exist everywhere as a starting point in our research, while bringing questions of care, respect, responsibility, in relation to vitality and well‐being, to the fore (see Kimmerer ; Nunn ). This approach will likely chafe on what is acceptable in most current discussions of health and toxicity.…”

Section: Towards More Care‐full Vital and Life‐affirming Futuresmentioning

confidence: 99%

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Toxic Encounters, Settler Logics of Elimination, and the Future of a Continent

Nunn

2018

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This paper engages the relationship between toxic geographies and settler colonialism. By bringing to light larger structures and histories that underpin the settler colonial project, I examine a series of toxic encounters and consider the racialised hegemonic narratives that enable the production toxicity. Among these is a methylmercury contamination in Northern Ontario, just upstream from Grassy Narrows First Nation, and a cluster of toxic conversations that bled through social media in the wake of the murder of Colten Boushie, a 22‐year‐old Cree man in Saskatchewan, Canada. I argue that examining the normative ideologies, settler narratives, and socio‐political structures that are involved in the production of toxicity provides valuable insight into the diffuse and relational colonial logics that define the lives that are privileged as the standard, and those that fall outside the regulatory category of the Human, and as a result, are subject to elimination.

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Section: Where Indianness Stopsmentioning

confidence: 95%

Section: Towards More Care‐full Vital and Life‐affirming Futuresmentioning

confidence: 99%

Toxic Encounters, Settler Logics of Elimination, and the Future of a Continent

Nunn

2018

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“…They must find ways to create collective wisdom, drawing on diverse sources and expressions of connectedness to the world, 139 indicating the importance of the 'more-than-rational'. 139 Orientation to emotional knowledge and things known instinctively through experience, 140 as well as attention to shared feelings and affect, 141 are often active in knowledge co-production.…”

Section: Emotionsmentioning

confidence: 99%

Optimising the impact of health services research on the organisation and delivery of health services: a mixed-methods study

Marshall

Davies

Ward

et al. 2022

Health Soc Care Deliv Res

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Background The limitations of ‘knowledge transfer’ are increasingly recognised, with growing interest in ‘knowledge co-production in context’. One way of achieving the latter is by ‘embedding’ researchers in health service settings, yet how to deliver such schemes successfully is poorly understood. Objectives The objectives were to examine the nature of ‘embedded knowledge co-production’ and explore how embedded research initiatives can be designed more effectively. Design The study used four linked workstreams. Workstream 1 involved two parallel literature reviews to examine how ‘knowledge co-production’ and ‘embedded research’ are conceptualised, operationalised and discussed. In workstream 2, a scoping review of exisiting or recent ‘embedded researcher’ schemes in UK health settings was carried out. Workstream 3 involved developing four in-depth case studies on such schemes to understand their mechanisms, effectiveness and challenges. In workstream 4, insights from the other workstreams were used to provide recommendations, guidance and templates for the different ways embedded co-production may be framed and specified. The overall goal was to help those interested in developing and using such approaches to understand and address the design choices they face. Setting Embedded research initiatives in UK health settings. Data sources Data were sourced from the following: analysis of the published and grey literature (87 source articles on knowledge co-production, and 47 published reports on extant embedded research initiatives), documentation and interviews with key actors across 45 established embedded research initiatives, in-depth interviews and site observations with 31 participants over 12 months in four intensive case studies, and informal and creative engagement in workshops (n = 2) and with participants in embedded research initiatives who joined various managed discussion forums. Participants The participants were stakeholders and participants in embedded research initiatives. Results The literature reviews from workstream 1 produced practical frameworks for understanding knowledge co-production and embedded research initiatives, which, with the scoping review (workstream 2), informed the identification and articulation of 10 design concerns under three overarching categories: intent (covering outcomes and power dynamics), structures (scale, involvement, proximity and belonging) and processes (the functional activities, skills and expertise required, nature of the relational roles, and the learning mechanisms employed). Current instances of embedded research were diverse across many of these domains. The four case studies (workstream 3) added insights into scheme dynamics and life cycles, deepening understanding of the overarching categories and showing the contingencies experienced in co-producing knowledge. A key finding is that there was often a greater emphasis on embeddedness per se than on co-production, which can be hard to discern. Finally, the engaging and influencing activities running throughout (workstream 4) allowed these research-rooted insights to be translated into practical tools and resources, evidenced by peer-reviewed publications, for those interested in exploring and developing the approach. Conclusions Embedded research has a strong underpinning rationale, and more is becoming known about its design and management challenges. The tools and resources developed in this project provide a coherent evidence-informed framework for designing, operationalising and managing such schemes. It cannot yet be said with clarity that the potential benefits of embedded research are always deliverable, nor what the cost would be. Future work With the means to describe and categorise different types of embedded research initiatives, more evaluative work is now needed to examine the relative merits and costs of different designs. Funding This project was funded by the National Institute for Health Research (NIHR) Health and Social Care Delivery Research programme and will be published in full in Health and Social Care Delivery Research; Vol. 10, No. 3. See the NIHR Journals Library website for further project information.

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“…Similarly, the hegemonic academic is a theoretical construct describing the most valorised way of being an academic; like hegemonic masculinity it can refer to physical characteristics and/or behaviours, practices, and values. I would also argue there is some overlap between the toxic excesses of hegemonic masculinity and the hegemonic academic (Nunn, 2016) and that ideal academic identity is correlated with maleness (Danvers, 2018). However, whereas gender identity is constituted by modes of being that have no original template and thus shift significantly over time and context, academic ideals are rendered more concretely and universally by international (or at least Global North) discourses of "excellence" (Pressland & Thwaites, 2017).…”

Section: The Hegemonic Academicmentioning

confidence: 99%

Legibility Zones: An Empirically-Informed Framework for Considering Unbelonging and Exclusion in Contemporary English Academia

Butler

2021

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This article introduces a new, empirically-derived conceptual framework for considering exclusion in English higher education (HE): legibility zones. Drawing on interviews with academic employees in England, it suggests that participants orientate themselves to a powerful imaginary termed the hegemonic academic. Failing to align with this ideal can engender a sense of dislocation conceptualised as unbelonging. The mechanisms through which hegemonic academic identity is constituted and unbelonging is experienced are mapped onto three domains: the institutional, the ideological, and the embodied. The framework reveals the mutable and intersecting nature of these zones, highlighting the complex dynamics of unbelonging and the attendant challenge presented to inclusion projects when many apparatuses of exclusion are perceived as fundamental to what HE is for, what an academic is, and how academia functions.

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Emotional and relational approaches to masculine knowledge

Cited by 8 publications

References 69 publications

Toxic Encounters, Settler Logics of Elimination, and the Future of a Continent

Toxic Encounters, Settler Logics of Elimination, and the Future of a Continent

Optimising the impact of health services research on the organisation and delivery of health services: a mixed-methods study

Legibility Zones: An Empirically-Informed Framework for Considering Unbelonging and Exclusion in Contemporary English Academia

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