Addresses one of the central crises in critical theory today: how to theorise the subject as both a construct of oppressive discourse and a dialogical agent.

This book addresses the central crisis in critical theory today: the attempts to theorize the subject as both a construct of discourse and a dialogical agent. In Theorising Textual Subjects, Meili Steele argues that it is possible to understand the postmodern subject as an active political agent. Steele argues that some of the most influential theories of agency fail to account for the ethical implications of the supposed contingency of all contexts. Through wide reference to leading political, philosophical and critical thinkers, this book maps new ways of confronting the problem of how politics and ethics are deployed in imaginative narratives.

In this book Katherine Kearns explores the relationship of history to narrative. She combines psychoanalysis with recent feminist theory to reveal the hidden assumptions behind the construction of any historical narrative. Her alternative approach, one she labels psychohistoriography, rejects the notion that certain historical categories are inalienably given. By introducing insights derived from psychoanalysis and critical theory, Kearns expands our conception of what can legitimately count as historical evidence.

This insightful collection offers a timely contribution to the body of research on practical theorising in teacher education. Acknowledging the importance of experience and reflective practice in teaching, this book simultaneously embraces the essential need for teachers at all career stages to engage effectively and critically with evidence from research. Drawing together a range of perspectives from university-based and school-based teacher educators, this book examines the challenges and critiques advanced when practical theorising was first proposed, as well as recent tensions created by the performative culture that now pervades education. It illustrates the constant renegotiation and renewal necessary to sustain such an approach to beginners’ learning, investigating a range of tools developed by teacher educators to help beginning teachers navigate these demands. Demonstrating the value of practical theorising and therefore promoting powerful professional learning for practitioners, this book is essential for teachers at all career stages, including trainee teachers and student teachers.

McGee explores the political significance of aesthetic analysis in the context of cultural studies, and asks how political responsibility can be reconciled with the concept of the university as a democratic institution.

Anyone conducting qualitative research in education will be heartened and inspired by this collection, and will also find in it invaluable guidance.

Examines the practical use of theory as a pedagogical aid and argues for a broader conception of rhetoric in the human sciences.