This article critically examines the structure and content of the ‘New American Cultural Sociology’, through an engagement with the recent writings of its main representative, Jeffrey Alexander. Alexander’s project to retool sociology and cultural studies alike is coherent and ambitious, and his transition from theory scholar to public intellectual makes an assessment of that project additionally necessary. I argue, however, that while it gives a necessary jolt to conventional thinking around culture and meaning, major weaknesses and problems can be identified (...) in each of the three main levels of analysis: the articulation of the theoretical programme of cultural sociology, its application in substantive cultural exploration, and its emerging political ideology of civil society multiculturalism. Overall, the key theme of the critique is that Alexander’s long-standing concern, and talent, for ‘multidimensional’ social theory is heavily compromised by his equally strong inclination towards excessive culturalism and idealism. (shrink)

ABSTRACT This article is an attempt to firstly locate and situate the creative practice of Björk in the cultural and musical milieu of late 1970s, early 1980s punk and post-punk world. It traces the impacts, relevancies and typifications that were a part of this milieu and describes their affect on the development of Björk’s work. Secondly it sugg ests that this particular cultural practice worked through notions of the utopian that were and are imbued within processes of cultural hybridity and (...) evolved through a globalized travelogue that was always a transitory moment of unification in different locations and situations. This analysis attempts to give a sense of how the utopian can be actualized momentarily in ‘pirate spaces’ but also how a body of knowledge and practical work can be developed and turned into ‘lifeworld’ practice by these continued engagements. The article utilizes and develops ideas from Schutz, Deleuze and Guattari, Bloch, Levitas and Durrschmidt. (shrink)

Although it is widely acknowledged that Foucault’s accounts of the concept of heterotopia remain briefly sketched and somewhat confusing, the notion has provoked many interpretations and applications across a range of disciplines. In particular, it has been coupled with different stages or processes of modernity and persistently linked to forms of resistance. This article re-examines Foucault’s concept through a close textual analysis. It contrasts heterotopia with Lefebvre’s conceptualization of heterotopy and wider formulations of utopia. Drawing on Foucault’s study of the (...) spaces of literature of Borges, and particularly Blanchot, the article argues that heterotopia refers to varied spatial and temporal disruptions that imaginatively interrogate and undermine certain formulations of utopia. It concludes by outlining how heterotopia contests the space in which we live. (shrink)

The modern tendency to treat all Greek Golden Age textuality as apolitical and escapist has contributed to the ongoing neglect of the first Western educational text, Hesiod's Works and days. Most commentators have missed the interplay of utopian and dystopian images in Hesiodic poetry for lack of the appropriate conceptual framework. Once the escapist prejudice is overcome, the Hesiodic text appears as the first extant Occidental coupling of political utopianism with emancipatory ethico-political education. Once freed of its dated metaphysical-theological resonances, (...) Hesiodic utopianism is compatible with a renewed political and ethical education for cosmopolitanism and justice because the embarrassingly detailed and teleological element of temporal modern utopias and the equally embarrassing rigid architecture of spatial utopias are absent. There is no strict utopian prediction and the message for change is articulated for the whole of humanity. (shrink)

The significance of utopian thought for education can be made evident through reconceptualizing utopia and approaching it alongside the notion of dystopia. Awareness of dystopian elements of reality radicalizes the kind of critique that assists utopian thought and makes engagement with it more pressing. Awareness of the lurking danger of future dystopia goes hand in hand with a utopia that is cautious and vigilant of its own possible turn into catastrophe. If education is not just an institution of the unreflective (...) socialization and social integration of the young immersed in technicist and prudentialist goals, if it is about futurity and vision of a better world, it has to rely on, and renegotiate, utopian thought. Yet, all this presupposes a new descriptive account of the self and the world that breaks with the kind of anthropology and ethics that generated a particular conception of utopia as impossible and purely oneiric. (shrink)