Why is stupidity sublime? What is the value of a 'dialectics of ignorance' for analysts and academics? Knowing Nothing, Staying Stupid draws on recent research to provide a thorough and illuminating evaluation of the status of knowledge and truth in psychoanalysis. Adopting a Lacanian framework, Dany Nobus and Malcolm Quinn question the basic assumption that knowledge is universally good and describe how psychoanalysis is in a position to place forms of knowledge in a dialectical relationship with non-knowledge, blindness, ignorance and stupidity. The book draws out the implications of a psychoanalytic theory of knowledge for the practices of knowledge construction, acquisition and transmission across the humanities and social sciences. The book is divided into two sections. The first section addresses the foundations of a psychoanalytic approach to knowledge as it emerges from clinical practice, whilst the second section considers the problems and issues of applied psychoanalysis, and the ambiguous position of the analyst in the public sphere. Subjects covered include: The Logic of Psychoanalytic Discovery Creative Knowledge Production and Institutionalised Doctrine The Desire to Know versus the Fall of Knowledge Epistemological Regression and the Problem of Applied Psychoanalysis This provocative discussion of the dialectics of knowing and not knowing will be welcomed by practicing psychoanalysts and students of psychoanalytic studies, but also by everyone working in the fields of social science, philosophy and cultural studies.

Theorising Identity and Subjectivity in Educational Leadership Research brings together a range of international scholars to examine identity and subjectivities in educational leadership in new and original ways. The chapters draw on a variety of approaches in theory and method to demonstrate the important new developments in understanding identity and subjectivity beyond the traditional ways of understanding and thinking about identity in the field of educational leadership. The book highlights empirical, theoretical and conceptual research that offers new ways of thinking about the work of educational leaders. The authors take critical approaches to exploring the influences of gender, race, sexuality, class, power and discourse on the identity and subjectivity formation of educational leaders. It provides global perspectives on educational leadership research and researchers and offer exciting new approaches to theorising and researching these issues. This book will appeal to researchers, students, and professionals working in the fields of educational leadership and sociology, and the chapters within offer readers new perspectives in understanding educational leaders, their work and their identities.

More than a hundred years after its founding, psychoanalysis remains influential and controversial far outside its core sphere of activity in the 'clinic'. In a wide range of cultural and social disciplines, psychoanalytic ideas are drawn on to explain human subjectivity and its relationship with the social world. This lucid and engaging book explores these interventions through detailed examination of how psychoanalytic ideas apply in literature, politics, social psychology, philosophy and psychosocial studies. The highly-regarded and influential author, Stephen Frosh, shows how psychoanalysis can at times greatly illuminate these fields of study, and how at other times it might misread them. He also asks what psychoanalysis can learn from the disciplines with which it is in dialogue, and particularly how it can retain its own capacity for critical thought. Sophisticated and stimulating, yet accessible and approachable, this important book: - Provides a critical exploration that will stimulate further debate about the place of psychoanalysis in intellectual life - Develops the newly emerging psychosocial perspective as one that links psychological and social theories in novel ways. Psychoanalysis Outside the Clinic will be of profound interest to students and academics across a wide range of disciplines, particularly those taking courses in social, cultural or political theory at undergraduate or postgraduate level or studying on programmes in Psychoanalytic or Psychosocial Studies.

This new collection of essays by distinguished international scholars and clinicians will revolutionize your understanding of madness. Essential for those on both sides of the couch eager to make sense of the plethora of theories about madness available today, Lacan on Madness: Madness, Yes You Can’t provides compelling and original perspectives following the work of Jacques Lacan. Patricia Gherovici and Manya Steinkoler suggest new ways of working with phenomena often considered impermeable to clinical intervention or discarded as meaningless. This book offers a fresh view on a wide variety of manifestations and presentations of madness, featuring clinical case studies, new theoretical developments in psychosis, and critical appraisal of artistic expressions of insanity. Lacan on Madness uncovers the logics of insanity while opening new possibilities of treatment and cure. Intervening in current debates about normalcy and pathology, causation and prognosis, the authors propose effective modalities of treatment, and challenge popular ideas of what constitutes a cure offering a reassessment of the positive and creative potential of madness. Gherovici and Steinkoler’s book makes Lacanian ideas accessible by showing how they are both clinically and critically useful. It is invaluable reading for psychoanalysts, clinicians, academics, graduate students, and lay persons.

The Routledge Companion to Research in the Arts is a major collection of new writings on research in the creative and performing arts by leading authorities from around the world. It provides theoretical and practical approaches to identifying, structuring and resolving some of the key issues in the debate about the nature of research in the arts which have surfaced during the establishment of this subject over the last decade. Contributions are located in the contemporary intellectual environment of research in the arts, and more widely in the universities, in the strategic and political environment of national research funding, and in the international environment of trans-national cooperation and communication. The book is divided into three principal sections – Foundations, Voices and Contexts – each with an introduction from the editors highlighting the main issues, agreements and debates in each section. The Routledge Companion to Research in the Arts addresses a wide variety of concepts and issues, including: the diversity of views on what constitutes arts-based research and scholarship, what it should be, and its potential contribution the trans-national communication difficulties arising from terminological and ontological differences in arts-based research traditional and non-traditional concepts of knowledge, their relationship to professional practice, and their outcomes and audiences a consideration of the role of written, spoken and artefact-based languages in the formation and communication of understandings. This comprehensive collection makes an original and significant contribution to the field of arts-based research by setting down a framework for addressing these, and other, topical issues. It will be essential reading for research managers and policy-makers in research councils and universities, as well as individual researchers, research supervisors and doctoral candidates.

In Black and White Agnieszka Piotrowska presents a unique insight into the contemporary arts scene in Zimbabwe – an area that has received very limited coverage in research and the media. The book combines theory with literature, film, politics and culture and takes a psychosocial and psychoanalytic perspective to achieve a truly interdisciplinary analysis. Piotrowska focuses in particular on the Harare International Festival of the Arts (HIFA) as well as the cinema, featuring the work of Rumbi Katedza and Joe Njagu. Her personal experience of time spent in Harare, working in collaborative relationships with Zimbabwean artists and filmmakers, informs the book throughout. It features examples of their creative work on the ground and examines the impact it has had on the community and the local media. Piotrowska uses her experiences to analyse concepts of trauma and post-colonialism in Zimbabwe and interrogates her position as a stranger there, questioning patriarchal notions of belonging and authority. Black and White also presents a different perspective on convergences in the work of Doris Lessing and iconic Zimbabwean writer Dambudzo Marechera, and how it might be relevant to contemporary race relations. Black and White will be intriguing reading for psychoanalysts, psychotherapists and psychotherapeutically engaged scholars, film makers, academics and students of post-colonial studies, film studies, cultural studies, psychosocial studies and applied philosophy.