Initiating ‘The Methodology of Jacques Rancière’: How Does it All Start?

Mercieca, Duncan P.

doi:10.1007/s11217-012-9297-4

Cited by 13 publications

(7 citation statements)

References 6 publications

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“…But how? Mercieca (2012) discusses the gaze and the glance and emancipation in his article "Initiating the methodology of Jacque Rancière': how does it all start?" His paper concerns how one might "become" emancipated.…”

Section: The Glancementioning

confidence: 99%

“…This begins via Rancière's writing in The Ignorant Schoolmaster where it is argued that equality is not an end, but a beginning-emancipation "simply means to act on the basis of the presuppositionor "axiom"of equality" (Biesta, 2010). Mercieca (2012) asks how this beginning might in fact "be" begun, and with respect to methodology. This brings us to the gaze, where Mercieca (2012) takes us through Rancière's and his analysis of the "voyage" of Ingrid Bergmanas told in the Rossellini film Europe 51.…”

Section: The Glancementioning

confidence: 99%

“…This brings us to the gaze, where Mercieca (2012) takes us through Rancière's and his analysis of the "voyage" of Ingrid Bergmanas told in the Rossellini film Europe 51. They suggest that for one of the characters who was invited to "look behind", because of the "event" in which she was involved, she now looks "to the side"no longer making connections and explaining, but taking an "interminable walk in the course of which the subject exceeds everything that it intelligibly could be said to be one with" (Rancière, 2003) bringing into question the relation between word and image, no longer requiring justification and explanation (Mercieca, 2012) "walking under the sign of interruption, of the event and the words that, having suspended the ordinary course of things, now oblige us to go forward without turning back" (Rancière, 2003), But there is also a twisting out of place, "[A]ll of a sudden she turns around. She leaves the frame "[…] the action of a gaze that turns around and pulls its body along with it towards the place where its truth is in question" (Rancière, 2003).…”

Section: The Glancementioning

confidence: 99%

“…The glance is also "a temporally bound, self-aware, and always already partial form of looking and perceiving […] the glance is receptive to the agency of the other" (Lewis, 2009, p. 293, referring to Bal, 1996. In analysing Europe 51 and Ranciere's Ignorant Schoolmaster together Mercieca (2012) argues that this twisting glance "moves away from the sensible" and for Rancière in Disagreement this twisting is "becoming political" (Mercieca, 2012, p. 414) -"as if this body tries to escape the compartmentalised boxes of the sensible, almost squeezing in-between the sensible boxes" (Mercieca, 2012, p. 414). Mercieca (2012, pp.…”

Section: The Glancementioning

confidence: 99%

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Fieldwork in philosophy, emancipation and researcher dis-position

Heimans

2016

Qualitative Research Journal

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Purpose – The purpose of this paper is to offer an exemplar of post-qualitative “fieldwork in philosophy” research. The paper proposes features of such philosophical fieldwork and adumbrates examples of concepts that have emerged in the process of undertaking the research. Design/methodology/approach – The paper is conceptual, drawing on an abductive approach. Post-qualitative understandings that question the validity of methodology and theory as separable entities are operationalised. Findings – The paper provides insights into how post-qualitative research might be undertaken and what might emerge in the process. Originality/value – This paper fulfils a need for an example of research that is post-qualitative. Additionally, the possibilities for doing “fieldwork in philosophy” are extended, as is the work of Jacque Rancière with respect to emancipation.

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Section: The Glancementioning

confidence: 99%

Section: The Glancementioning

confidence: 99%

Section: The Glancementioning

confidence: 99%

Section: The Glancementioning

confidence: 99%

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Fieldwork in philosophy, emancipation and researcher dis-position

Heimans

2016

Qualitative Research Journal

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“…The accumulation of each incident, event, experience, conversation and discussion that occurs over the course of 16 weeks contributes to making visible the reality of living in a world of plurality and difference, which engenders the continual process of subjectification (Mercieca, 2012) and promotes opportunities for subjectification to occu…”

Section: Dissensusmentioning

confidence: 99%

Implementing a ‘pedagogy of interruption’: worth the risk

James

2014

Learning and Teaching in Higher Education: Gulf Perspectives

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This paper explores the work of the educational theorist Gert Biesta in a setting outside of the context where it was originally developed. It aims to address how Biesta’s approach can help educators and policy makers question the philosophical underpinnings of education in the UAE and thereby start a conversation that is currently absent in this context. The paper comprises three elements: first, an overview of Biesta’s educational theory is given with a focus on ‘subjectification’ and his self-titled “pedagogy of interruption”. Secondly and in brief, I use Biesta’s framework of educational dimensions to analyse the philosophy underlying education in the United Arab Emirates using published government documents and media sources. Thirdly, I report a small-scale qualitative analysis of a specific educational space, three General Studies Courses in a UAE tertiary institution, to investigate the ‘risky’ possibilities involved in implementing a pedagogy of interruption. I find that despite a dominant policy discourse that discounts subjectification, there are significant opportunities for students to develop a strong sense of self. These opportunities are created by a small but strongly motivated group of teachers and taken up, on the whole enthusiastically, by students. However, my assertions are limited by a number of challenges which warrant further research. This paper hopes to provide a meaningful contribution to the limited discussion regarding the aims and expectations of education in the Middle East, and finds a pertinent philosophical grounding for liberal studies teaching in a tertiary context. As such the paper will be of value both to policy and decision makers in the Middle East and to teachers and trainers who teach in multi-cultural and international contexts.

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Jacques Rancière: Thinking, Equality of Intelligence, and Political Subjectivity

Snir

2020

Education and Thinking in Continental Philosophy

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Initiating ‘The Methodology of Jacques Rancière’: How Does it All Start?

Cited by 13 publications

References 6 publications

Fieldwork in philosophy, emancipation and researcher dis-position

Fieldwork in philosophy, emancipation and researcher dis-position

Implementing a ‘pedagogy of interruption’: worth the risk

Jacques Rancière: Thinking, Equality of Intelligence, and Political Subjectivity

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