Re-deploying Parker, post-colonially: review essay
- Macleod, Catriona I, Wilbraham, Lindy
- Authors: Macleod, Catriona I , Wilbraham, Lindy
- Date: 2006
- Language: English
- Type: Article
- Identifier: vital:6275 , http://hdl.handle.net/10962/d1008275
- Description: In this paper we review two of Ian Parker’s recent books: Critical discursive psychology and Qualitative psychology: Introducing radical research. Although the books address different audiences (academics versus students) and talk to different problematics (theory versus research), taken together they represent useful resources for those wishing to take a critical stance with regards to the standard fare of psychology, to use critical theory in understanding social and psychological phenomena, and to engage in progressive research. As such, both theory and research methods appear as “tools”, and we suggest reading Parker sideways, shifting his intellectual trajectory into directions that illuminate colonial and post-colonial issues through empirical/textual application to real South African contexts. By way of illustration, we offer a post-colonial reading of Parker’s work on post-modernism. Concluding comments on tactics for a “post-colonial analysis of discourses” are offered.
- Full Text:
- Date Issued: 2006
- Authors: Macleod, Catriona I , Wilbraham, Lindy
- Date: 2006
- Language: English
- Type: Article
- Identifier: vital:6275 , http://hdl.handle.net/10962/d1008275
- Description: In this paper we review two of Ian Parker’s recent books: Critical discursive psychology and Qualitative psychology: Introducing radical research. Although the books address different audiences (academics versus students) and talk to different problematics (theory versus research), taken together they represent useful resources for those wishing to take a critical stance with regards to the standard fare of psychology, to use critical theory in understanding social and psychological phenomena, and to engage in progressive research. As such, both theory and research methods appear as “tools”, and we suggest reading Parker sideways, shifting his intellectual trajectory into directions that illuminate colonial and post-colonial issues through empirical/textual application to real South African contexts. By way of illustration, we offer a post-colonial reading of Parker’s work on post-modernism. Concluding comments on tactics for a “post-colonial analysis of discourses” are offered.
- Full Text:
- Date Issued: 2006
Teenage pregnancy and the construction of adolescence : scientific literature in South Africa
- Authors: Macleod, Catriona I
- Date: 2003
- Language: English
- Type: Article
- Identifier: vital:6258 , http://hdl.handle.net/10962/d1007876 , http://journals.sagepub.com/doi/10.1177/0907568203104003
- Description: The depiction of teenage pregnancy as a social problem relies on the assumption of adolescence as a separable stage of development. Utilising a Derridian framework, I analyse how the dominant construction of adolescence as a transitional stage: (1) acts as an attempt to decide the undecidable (viz. the adolescent who is neither child nor adult, but simultaneously both) – an attempt which collapses in the face of teenage pregnancy; (2) relies on the ideal adult as the endpoint of development, and (3) has effects in terms of gendered and expert/parent/adolescent power relations.
- Full Text:
- Date Issued: 2003
- Authors: Macleod, Catriona I
- Date: 2003
- Language: English
- Type: Article
- Identifier: vital:6258 , http://hdl.handle.net/10962/d1007876 , http://journals.sagepub.com/doi/10.1177/0907568203104003
- Description: The depiction of teenage pregnancy as a social problem relies on the assumption of adolescence as a separable stage of development. Utilising a Derridian framework, I analyse how the dominant construction of adolescence as a transitional stage: (1) acts as an attempt to decide the undecidable (viz. the adolescent who is neither child nor adult, but simultaneously both) – an attempt which collapses in the face of teenage pregnancy; (2) relies on the ideal adult as the endpoint of development, and (3) has effects in terms of gendered and expert/parent/adolescent power relations.
- Full Text:
- Date Issued: 2003
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