Ain’t I A Woman? Revisiting Intersectionality

In the context of the second Gulf war and US and the British occupation of Iraq, many ‘old’ debates about the category ‘woman’ have assumed a new critical urgency. This paper revisits debates on intersectionality in order to show that they can shed new light on how we might approach some current issues. It first discusses the 19th century contestations among feminists involved in anti-slavery struggles and campaigns for women’s suffrage. The second part of the paper uses autobiography and empirical studies to demonstrate that social class (and its intersections with gender and ‘race’ or sexuality) are simultaneously subjective, structural and about social positioning and everyday practices. It argues that studying these intersections allows a more complex and dynamic understanding than a focus on social class alone. The conclusion to the paper considers the potential contributions to intersectional analysis of theoretical and political approaches such as those associated with post-structuralism, post-colonial feminist analysis, and diaspora studies

The challenges of intersectionality: Researching difference in physical education

Researching the intersection of class, race, gender, sexuality and disability raises many issues for educational research. Indeed, Maynard (2002, 33) has recently argued that ‘difference is one of the most significant, yet unresolved, issues for feminist and social thinking at the beginning of the twentieth century’. This paper reviews some of the key imperatives of working with ‘intersectional theory’ and explores the extent to these debates are informing research around difference in education and Physical Education (PE). The first part of the paper highlights some key issues in theorising and researching intersectionality before moving on to consider how difference has been addressed within PE. The paper then considers three ongoing challenges of intersectionality – bodies and embodiment, politics and practice and empirical research. The paper argues for a continued focus on the specific context of PE within education for its contribution to these questions

Increases in salience of ethnic identity at work: the roles of ethnic assignation and ethnic identification

To better understand how ethnicity is actually experienced within organisations, we examined reported increases in ethnic identity salience at work and responses to such increases. Thirty British black Caribbean graduate employees were interviewed about how and when they experienced their ethnic identity at work. The findings demonstrated that increased salience in ethnic identity was experienced in two key ways: through ‘ethnic assignation’ (a ‘push’ towards ethnic identity) and ‘ethnic identification’ (a ‘pull’ towards ethnic identity). We explore how and when ethnic assignation and ethnic identification occur at work, and their relevance to how workplaces are experienced by this group of minority ethnic employees. The findings suggest the need for further research attention to the dynamic and episodic nature of social identity, including ethnic identity, within organisations, and to the impact of such increases in salience of social identities on behaviour at work

Gender and class in Britain and France

This article examines the treatment of women's oppression in feminist theory, focusing on the engagement of second wave feminists with the concept of class and its relation to gender. This examination is carried out with reference to British and French feminisms, identifying the main trends and shifts that have developed over the last 35 years and noting that while these are undoubtedly influenced by a particular national context they are also shaped by increasing European integration and social, political and cultural exchanges at a global level. The authors find evidence of a number of similarities in the questions that feminist theorists have asked in Britain and France but also demonstrate that there are significant differences. They conclude that areas of convergent theoretical interests will extend along with cross-border flows of peoples and information

We are Designers Because We Can Abstract

Organised by: Cranfield UniversityDue to the increasing systems complexity, architecture design became an important issue. It gained interest and its importance was framed in three domains: as a way to understand complex systems, to design them, to manage their manufacturing process and to provide long-term rationality. The purpose of this paper is, firstly, to survey the existing definition approaches on architecture. Secondly, we propose a model for architecture design which articulates the potential linkage between two principle concepts: synthesis and abstraction. Our proposal model focuses on abstraction concept and permits an effective top-down design approach. It helps also designers to more respond to issues that characterize architecture design.Mori Seiki – The Machine Tool Compan

Asian Australian Writing

This special issue of the Journal of Postcolonial Writing, the result of a collaboration with the South Asian Diaspora International Research Network (SADIRN) at Monash University, Australia, engages with Asian Australian writing, a phenomenon that has been staking out a place in the Australian literary landscape since the 1950s and 1960s. It has now burgeoned into an influential area of cultural production, known for its ethnic diversity and stylistic innovativeness and demanding new forms of critical engagement involving transnational and transcultural frameworks. As Wenche Ommundsen and Huang Zhong point out in their article in this issue, the very term “Asian Australian” signals a heterogeneity that rivals that of the dominant Anglo Australian culture; just as white Australian writing displays the lineaments of its complex European heritage, so hybridised works by multicultural writers from mainland China, Vietnam, Hong Kong, the Philippines, Indonesia, India, Pakistan, Sri Lanka, Cambodia, Singapore and Malaysia can be read in terms of their specific national, ethnic, linguistic and cultural traditions. Nevertheless, this category’s primary location within the space of the host or Australian nation has determined its reception and interpretation. Marked by controversial representations of historical and present-day encounters with white Australian culture, debates on alterity, representational inequality, and consciousness of its minority status, Asian Australian writing has become a force field of critical enquiry in its own right (Ommundsen 2012, 2)

Transcendence over Diversity: black women in the academy

Universities, like many major public institutions have embraced the notion of ‘diversity’ virtually uncritically- it is seen as a moral ‘good in itself’. But what happens to those who come to represent ‘diversity’- the black and minority ethnic groups targeted to increase the institutions thirst for global markets and aversion to accusations of institutional racism? Drawing on existing literature which analyses the process of marginalization in higher education, this paper explores the individual costs to black and female academic staff regardless of the discourse on diversity. However despite the exclusion of staff, black and minority ethnic women are also entering higher education in relatively large numbers as students. Such ‘grassroots’ educational urgency transcends the dominant discourse on diversity and challenges presumptions inherent in top down initiatives such as ‘widening participation’. Such a collective movement from the bottom up shows the importance of understanding black female agency when unpacking the complex dynamics of gendered and racialised exclusion. Black women’s desire for education and learning makes possible a reclaiming of higher education from creeping instrumentalism and reinstates it as a radical site of resistance and refutation

Learning through social spaces: migrant women and lifelong learning in post-colonial London

This article shows how migrant women engage in learning through social spaces. It argues that such spaces are little recognised, and that there are multiple ways in which migrant women construct and negotiate their informal learning through socialising with other women in different informal modes. Additionally, the article shows how learning is shaped by the socio-political, geographical and multicultural context of living in London, outlining ways in which gendered and racialised identities shape, construct and constrain participation in lifelong learning. The article shows that one way in which migrant women resist (post)colonial constructions of difference is by engaging in informal and non-formal lifelong learning, arguing that the benefits are (at least) two-fold. The women develop skills (including language skills) but also use their informal learning to develop what is referred to in this article as 'relational capital'. The article concludes that informal lifelong learning developed through social spaces can enhance a sense of belonging for migrant women

What’s sex got to do with it? A family-based investigation of growing up heterosexual during the twentieth century

This paper explores findings from a cross-generational study of the making of heterosexual relationships in East Yorkshire, which has interviewed women and men within extended families. Using a feminist perspective, it examines the relationship between heterosexuality and adulthood, focussing on sexual attraction, courtship, first kisses, first love and first sex, as mediated within family relationships, and at different historical moments. In this way, the contemporary experiences of young people growing up are compared and contrasted with those of mid-lifers and older adults who formed heterosexual relationships within the context of the changing social and sexual mores of the 1960s/1970s, and the upheavals of World War Two