http://hdl.handle.net/2173/497 Wed, 22 May 2013 04:46:49 GMT 2013-05-22T04:46:49Z http://hdl.handle.net/2173/287343 Title: Disrupting 'disability' and 'doing' it differently: professional talk and children's lives Authors: Mills, China Abstract: This article is a sustained critical reflection of my experiences as a carer of a young boy with an acquired brain injury. Drawing on an amalgamation of „nomadic‟ critical readings and a deconstructive analysis of discourse, I argue that knowledge about „disability‟ and childhood has come to serve as a „regime of truth‟ (Foucault 1977), marginalizing other ways of knowing and „being‟ disabled. Reading myself into the problem, through the prac-tise of reflexivity, I interrogate the ways in which professionals play a key role in manufacturing „disability‟, deficit and dependence and how such practices separate children from their experiences, their families and from each other. I seek to trouble economic and developmental analyses of disability couched within the individualis-ing language of Developmental Psychology, documenting how this can work to govern and regulate children and families. Exploring the discourses which underlie professionals‟ „conditions of possibility‟ (Foucault 1970), including my own, I hope to open up possibilities of practising the will to know „disability‟ differently, calling for increasingly contextualised and situated ways of speaking about disabled children, troubling the „truths‟ of professional exper-tise. I argue that this enables and celebrates the dislocation and disruption of our social imaginaries of disabled children, to imagine new conditions of possibility, knowledge and practice. Description: Full-text of this article is not available in this e-prints service. This article was originally published following peer-review in Ethnographica: journal of culture and disability, published by and copyright University of Leuven. Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/2173/287343 2011-01-01T00:00:00Z http://hdl.handle.net/2173/276161 Title: Conceptual resources for questioning ‘child as educator’ Authors: Burman, Erica Abstract: This paper critically evaluates the ways we look to children to educate us and explores how we might depart from that dynamic, exploring how a range of conceptual frameworks from historical and cultural studies and psychoanalysis might contribute to understanding the problematic of childhood, its problems and its limitations. While ‘child as educator’ may appear to reverse the typical power relations between adults and children, it is argued that this motif in fact repeats many of the same problems as any claims about what children, and especially what ‘child’, is like. Specifically, the paper first reviews analyses of what is at stake in the figure of ‘child’; second, feminist engagement with the notion of ‘intersectionality’ is discussed in terms of how it might inform debates about childhood. Finally, drawing on Lacanian psychoanalytic approaches, analysis focuses on the notion of misrecognition structured in the ‘as’ connecting ‘child’ and ‘educator’. Description: The original publication is available at www.springerlink.com Wed, 09 Jan 2013 00:00:00 GMT http://hdl.handle.net/2173/276161 2013-01-09T00:00:00Z http://hdl.handle.net/2173/276160 Title: Desiring development? Psychoanalytic contributions to antidevelopmental psychology Authors: Burman, Erica Abstract: This paper explores how psychoanalytic ideas might support a project of critiquing the developmental paradigm as it influences, and links, models of economic and individual development on which educational policy and practice rely. After outlining the conceptual domain and questions at issue, the paper rereads some key claims about Enlightenment and its relationship with representations of immaturity as inviting scope for reinterpreting contemporary intensifications of developmentalism. This provides some further rationale and focus for the turn to psychoanalysis as a critical conceptual and methodological resource (although with some key qualifications). Ideas drawn from feminist and postcolonial engagements with psychoanalysis are used to inform discussion of two indicative texts about childhood, drawing on contemporary Lacanian interpretations that are applied to address the problematic of childhood, before finishing with some speculations on alternative modes of engagement with Enlightenment and developmental approaches. Description: This is an electronic version of an article published in International Journal of Qualitative Studies in Education, Volume 26, Issue 1, 2013, pp.56-74. International Journal of Qualitative Studies in Education is available online at informaworldTM at: http://www.tandfonline.com/doi/full/10.1080/09518398.2011.604650 Sat, 01 Oct 2011 00:00:00 GMT http://hdl.handle.net/2173/276160 2011-10-01T00:00:00Z http://hdl.handle.net/2173/276041 Title: Editorial Authors: Kumar, M.; Burman, E. Abstract: We welcome readers to the first special issue (11.1) of the Journal of Health Management. We hope the readers find the articles and various reviews enriching and provocative, both in terms of the range of ideas and critical approaches addressed. The key theme of this double issue concerns the political limits of mega-development projects such as the Millennium Development Goals (MDGs). The primary focus of the articles collected here is to provide an insightful, constructive and in-depth critique of the United Nations (UN) MDGs along with critical deliberations on their short- and long-term implications not only for health management but also for a wide range of issues around development and social change. Thu, 01 Jan 2009 00:00:00 GMT http://hdl.handle.net/2173/276041 2009-01-01T00:00:00Z