"One of the major works in the development of contemporary criticism and philosophy." -- J. Hillis Miller, Yale University Jacques Derrida's revolutionary theories about deconstruction, phenomenology, psychoanalysis, and structuralism, first voiced in the 1960s, forever changed the face of European and American criticism. The ideas in De la grammatologie sparked lively debates in intellectual circles that included students of literature, philosophy, and the humanities, inspiring these students to ask questions of their disciplines that had previously been considered improper. Thirty years (...) later, the immense influence of Derrida's work is still igniting controversy, thanks in part to Gayatri Spivak's translation, which captures the richness and complexity of the original. This corrected edition adds a new index of the critics and philosophers cited in the text and makes one of contemporary criticism's most indispensable works even more accessible and usable. (shrink)

Like a navigator, Derrida sets out from a Europe that has always defined itself as the capital of culture, the headland of thought, in whose name and for whose benefit exploration of other lands, other peoples, and other ways of thinking ...

In this new book, Ulrich Beck develops his now widely used concepts of second modernity, risk society and reflexive sociology into a radical new sociological ...

étienne Balibar has been one of Europe's most important philosophical and political thinkers since the 1960s. His work has been vastly influential on both sides of the Atlantic throughout the humanities and the social sciences. In We, the People of Europe?, he expands on themes raised in his previous works to offer a trenchant and eloquently written analysis of "transnational citizenship" from the perspective of contemporary Europe. Balibar moves deftly from state theory, national sovereignty, and debates on multiculturalism and European (...) racism, toward imagining a more democratic and less state-centered European citizenship. Although European unification has progressively divorced the concepts of citizenship and nationhood, this process has met with formidable obstacles. While Balibar seeks a deep understanding of this critical conjuncture, he goes beyond theoretical issues. For example, he examines the emergence, alongside the formal aspects of European citizenship, of a "European apartheid," or the reduplication of external borders in the form of "internal borders" nurtured by dubious notions of national and racial identity. He argues for the democratization of how immigrants and minorities in general are treated by the modern democratic state, and the need to reinvent what it means to be a citizen in an increasingly multicultural, diversified world. A major new work by a renowned theorist, We, the People of Europe? offers a far-reaching alternative to the usual framing of multicultural debates in the United States while also engaging with these debates. (shrink)

Orientalism and Religion offers us a timely discussion of the implications of contemporary post-colonial theory for the study of religion. Drawing on a variety of post-structuralist and post-colonial thinkers, including Foucault, Gadamer, Said, and Spivak, Richard King examines the way in which notions such as mysticism, religion, Hinduism and Buddhism are taken for granted, and shows us how religion needs to be redescribed along the lines of cultural studies.

This collection of essays and interviews, some previously unpublished and almost all of which appear in English for the first time, encompasses the political and ethical thinking of Jacques Derrida over thirty years. Passionate, rigorous, beautifully argued, wide-ranging, the texts shed an entirely new light on his work and will be welcomed by scholars in many disciplines--politics, philosophy, history, cultural studies, literature, and a range of interdisciplinary programs. Derrida's arguments vary in their responsiveness to given political questions--sometimes they are vivid (...) polemics on behalf of a position or figure, sometimes they are reflective analyses of a philosophical problem. They are united by the recurrent question of political decision or responsibility and the insistence that the apparent simplicity or programmatic character of political decision is in fact a profound avoidance of the political. This volume testifies to the possibility and the necessity of a philosophical politics. Negotiations assembles some of the most telling examples of the intrinsic relationship, so often affirmed by Derrida in more abstract philosophical terms, between deconstructive reading practices and what is called the "political"--more precisely, politics in an almost down-to-earth, pragmatic, and commonsense use of the word. Among the many subjects covered in the book are: the death penalty in the United States, the civil war in Algeria, globalization and cosmopolitanism, the American Declaration of Independence, Jean-Paul Sartre, the value of objectivity, politics and friendship, and the relationship between deconstruction and actuality. (shrink)

Many scholars in the area of citizenship education take deliberative approaches to democracy, especially as put forward by John Rawls, as their point of departure. From there, they explore how students’ capacity for political and/or moral reasoning can be fostered. Recent work by political theorist Chantal Mouffe, however, questions some of the central tenets of deliberative conceptions of democracy. In the paper I first explain the central differences between Mouffe’s and Rawls’s conceptions of democracy and politics. To this end I (...) take Eamonn Callan’s Creating Citizens as an example of Rawlsian political education and focus on the role of conflict and disagreement in his account. I then address three areas in which political education would need to change if it were to accept Mouffe’s critiques of deliberative approaches to democracy and her proposal for an agonistic public sphere. The first area is the education of political emotions; the second is fostering an understanding of the difference between the moral and the political; the third is developing an awareness of the historical and contemporary political projects of the “left” and “right.” I propose that a radical democratic citizenship education would be an education of political adversaries. (shrink)

With an up-to-date synopsis, review, and critique of his writings, this book demonstrates Derrida's almost singular power to reconceptualize and reimagine the ...

Geographies of Exclusion identifies forms of social and spatial exclusion and subsequently examines the fate of knowledge of space and society which has been produced by members of excluded groups. Evaluating writing on urban society by women and black writers, David Sibley asks why such work is neglected by the academic establishment, suggesting that both the practices which result in the exclusion of minorities and those which result in the exclusion of knowledge have important implications for theory and method in (...) human geography. Drawing on a range of ideas from social anthropology, feminist theory, sociology, human geography and psychoanalysis, this book presents a fresh approach to geographical theory, highlighting the tendency of powerful groups to "purify" space and to view minorites as defiled and polluting, and exploring the nature of "difference" and the production of knowledge. (shrink)

Deconstruction is often depicted as a method of critical analysis aimed at exposing unquestioned metaphysical assumptions and internal contradictions in philosophical and literary language. Starting from Derrida's contention that deconstruction is not a method and cannot be transformed into one, I make a case for a different attitude towards deconstruction, to which I refer as 'witnessing'. I argue that what needs to be witnessed is the occurrence of deconstruction and, more specifically, the occurrence of metaphysics-in-deconstruction. The point of witnessing metaphysics-in-deconstruction (...) is affirmative: it is an affirmation of what cannot be conceived in terms of the system and yet makes this system possible. To the extent to which education is concerned with the 'coming into presence' of new beginners and new beginnings, it shares an interest with deconstruction. Through a discussion of the role of communication in education I indicate how we might witness the occurrence of deconstruction in education. Through this we may be able to identify openings that can become potential entrances for the coming into presence of new beginnings and new beginners. Such an engagement with Derrida's work is more than the application of 'his' philosophy to the 'field' of education and therefore also has implications for how we think of the very idea of philosophy of education. (shrink)

This collection, first published in 1993, presents some of Spivak’s most engaging essays on works of literature such as Salman Rushdie's controversial Satanic Verses, and twentieth century thinkers such as Jacques Derrida and Karl Marx.

This article focuses on problematizing the harmonisation of higher education in Europe today. The overall aim is to analyse the construction of the European citizen and the rationality of governing related to such a construction. The specific focus will be on the rules and standards of reason in higher education reforms which inscribe continuums of values that exclude as they include. Who is and who is not constructed as a European citizen? Documents on the Bologna process produced in Europe and (...) in Sweden are analysed drawing on the Foucauldian notion of governmentality, showing a neoliberal rationality of governing. The European citizen needs to become flexible, autonomous and self‐regulating as a way of facing the threats of the constantly changing future. The technique of diversity is a condition of possibility for constructing such a citizen and for harmonising higher education in Europe. Further, the current power relations in the discourse define what is and what is not European, thus constructing ‘the other’, the one who is excluded. (shrink)

In this essay I respond to criticisms of my position on the question of the relation between deconstruction, ethics, and politics levelled at me by Richard Rorty and Ernesto Laclau. With regard to the latter, I argue that there is a normative deficit in Laclau's discourse theory' and with regard to the former, I argue that Rorty's reading of Derrida is at the least questionable and I attempt to criticize Rorty on the issues of the status of metaphysics and politics.

The ‘learning society’ expresses principles of a universal humanity and a promise of progress that seem to transcend the nation. The paper indicates how this society is governed in the name of a cosmopolitan ideal that despite its universal pretensions embodies particular inclusions and exclusions. These occur through inscribing distinctions and differentiations between the characteristics of those who embody a cosmopolitan reason that brings social progress and personal fulfilment and those who do not embody the cosmopolitan principles of civility and (...) normalcy. Mapping the circulation of the notion of the ‘learning society’ in arenas of Swedish health and criminal justice, and Swedish and US school reforms is to examine the mode of life of the citizen of this society, the learner, as an ‘unfinished cosmopolitanism’ and also directs attention to its ‘other’—those that are outside. (shrink)

Discourses of public education reform, like that exemplified within the Queensland Government's future vision document, Queensland State Education‐2010 , position schooling as a panacea to pervasive social instability and a means to achieve a new consensus. However, in unravelling the many conflicting statements that conjoin to form education policy and inform related literature , it becomes clear that education reform discourse is polyvalent . Alongside visionary statements that speak of public education as a vehicle for social justice are the visionary (...) or those reflecting neoliberal individualism and a conservative politics. In this paper, it is argued that the latter coagulate to form strategic discursive practices which work to secure dominant relations of power. Further, discussion of the characteristics needed by the ‘ideal’ future citizen of Queensland reflect efforts to ‘tame change through the making of the child’ . The casualties of this vision and the refusal to investigate the pathologies of ‘traditional’ schooling are the children who, for whatever reason, do not conform to the norm of the desired school child as an ‘ideal’ citizen‐in‐the‐making and who become relegated to alternative educational settings. (shrink)

Citizenship education is currently the subject of worldwide attention, and this book reports on research in a range of countries including South Africa, Finland, Portugal, Argentina, Australia. the US and Canada.