Empirical and analytical subaltern space? Ashrams,brothels and trafficking in colonial Delhi

ABSTRACT

In this paper, I engage with Gayatri Spivak’s writings on the figure of the subaltern, focusing on a recurrent tension in her writings, and in readings of them. The tension is between two seemingly contradictory definitions of the subaltern. One, more empirical definition, has featured in Spivak’s writings for over 25 years and identifies the subaltern as the non-elite, the immobile or the figure beyond the reach of the state. Against this more empirical definition comes the famous analytical definition of the subaltern as he or she who ‘cannot speak’, being defined by their inaccessibility in the archive, as broadly conceived. This paper will argue that these two interconnected definitions have their respective forms of space, which demand different methodologies. I will suggest that an over-emphasis on the analytical definition has led to an over-cautious approach to subaltern spaces, neglecting the compulsion to attempt to find and say something about subaltern spaces, as Spivak insists. The paper demonstrates this approach through the examination of a report into the abuse of women in some of Delhi’s ashrams in the 1930s, so as to suggest how we can use studies of empirically archived subaltern space to think about the analytically subaltern spaces that must always be beyond exploration.     

Ethical encounters: Spivak,Alexander and Kincaid

This essay seeks to engage with the idea of the possibility of meaningful ethical encounters with another. It does not attempt to engage with the broader discourse of ethics. Its purpose is simply to read a few of Gayatri Spivak’s discussions about ethics and alterity and offer a reading of three postcolonial texts in the context of that reading.     

Imag(in)ing Women's Agency

The use of images is central to Amnesty International's 2004 campaign ‘Stop Violence against Women’. Looking at how Amnesty International uses images to show women's agency reveals a conflation of the terms sex and gender. Despite its best efforts, Amnesty International's goal of empowering women ultimately remains out of reach because it fails to read violence against women in a gendered context. Through interviews and analyses of the images, this article claims that Amnesty International's concept of agency is trapped in a heterosexist, masculinist grammar that perpetuates non-agential articulations of women in human rights discourse. This article offers an alternative reading of gender and agency that contextualizes violence, opening up spaces in human rights discourse to begin to look at what causes individuals to resort to violence and at how violence may be perpetrated because of the presence of particular genders.     

Single Mothers,Work(fare), and Managed Precariousness

Welfare-to-work initiatives represent a trenchant example of the expansion of the rules and norms of global capitalism and welfare residualism. A study of the everyday experiences of women who parent alone, this article is a case analysis of the residual welfare state as it functions according to the gendered and racialized logic of the market. I examine lone mothers' experiences of the design, delivery, and enforcement of workfare in Ontario, Canada. Specific attention is given to the operation of random and limiting employment-preparation programs; ambiguous and complex regulations; capricious and punitive service delivery; and managed precariousness. I conclude with a discussion of the ways in which women cope and resist, and a challenge to social service providers and policy makers.     

Social Justice in the Social Work Classroom: Applying a Professional Value to Social Work Education

Social justice is a primary value of social work and therefore has a place in discussions of social work education pedagogy. This is especially true for conversations pertaining to students who are underprepared, due to educational inequalities, for successful completion of writing assignments at the undergraduate level. If underprepared students are treated as equals to prepared students, then the social inequalities that contributed to or caused a student to be underprepared are perpetuated rather than challenged. The authors explore responses to underprepared students that are consistent with social work's professional value of social justice.     

高职人文素质课程对接行业文化的路径

高职人文素质课程应该以与行业文化的对接作为其发展的关键举措,其能够实现高职人文素质教育与行业文化的相互渗透,能够使行业精神内化为学生的品格,使认同和接受行业文化的高职学生的职业生涯得到更好地发展。高职人文素质课程对接行业文化可通过以下路径:高职院校的人文素质显性课程与行业文化的对接,高职院校的人文素质隐性课程与行业文化的对接,高职院校的校园文化与行业文化的对接。     

Evaluating the Impact of Trauma-Informed Care (TIC) Perspective in Social Work Curriculum

A trauma-informed care (TIC) curriculum was integrated into a school of social work master’s level program. Measures assessed the impact of the curriculum on first and advanced-year students’ knowledge, attitude, self-efficacy, and behavioral intention at the beginning and end of a semester. Initial comparisons show advanced-year students as having more knowledge about TIC, more positive attitudes toward TIC, higher levels of self-efficacy to use TIC approaches, and greater likelihood to engage in TIC behaviors than first-year students. However, by the end of the semester, the latter were equivalent with advanced students on all measures. Results suggest the first-year curriculum provides sufficient background in TIC approaches to allow for significant gains across all areas assessed. However, integration of the TIC perspective within advanced courses needs further assessment.     

Public Humanities' (Victorian) Culture Problem

Questioning scholars who claim that the public humanities are the future of the humanities, this article argues that contemporary public humanities initiatives reproduce Victorian cultural logics by reinforcing divisions between popular and national culture, defining democracy through the state and state institutions and maintaining social inequality while perpetuating imperialism. It contends that like Victorian cultural critics, especially Matthew Arnold and John Stuart Mill, who differentiate between culture and public culture in order to exclude particular social groups from democratic participation, these contemporary programs define culture institutionally in order to secure the authority of the university. Instead of changing the principle of knowledge or cultural authority, the public humanities strengthen and legitimate established power relations as they exclude minority cultural groups. Warning against channelling new energy into old forms, the article concludes by focusing on public culture as a mode of relation rather than an institutional form.     

Health-care Work in Globalization: News Reports on Care Worker Migration to Japan

Health-care worker migration has emerged as a social issue in Japan, contrary to it has in Indonesia. This article shows how national contexts affected by globalization have shaped social understandings and policies towards health-care worker migration in the two societies over time. Analyses of news coverage in the Japanese and Indonesian national media reveal a gap of social responses toward this change. The Japanese are more likely to respond negatively to health-care worker migration; yet they intend to face cross-cultural challenges, although slowly, making revisions to related policies. In contrast, in Indonesia, from where health-care workers migrate to Japan and many other countries, this tends to be understood positively, overall, as providing economic benefits and permitting Indonesian professionals to contribute to the worker shortage in Japan. I interpret these results based on the literature on health-care worker migration, emerging global norms and local changes, and comparative research on employment and care work. This study contributes to the sociological understanding of worker migration and health-care issues.     

Classical sociology and cosmopolitanism: a critical defence of the social

It is frequently argued that classical sociology, if not sociology as a whole, cannot provide any significant insight into globalization, primarily because its assumptions about the nation-state, national cultures and national societies are no longer relevant to a global world. Sociology cannot consequently contribute to a normative debate about cosmopolitanism, which invites us to consider loyalties and identities that reach beyond the nation-state. My argument considers four principal topics. First, I defend the classical legacy by arguing that classical sociology involved the study of 'the social' not national societies. This argument is illustration by reference to Emile Durkheim and Talcott Parsons. Secondly, Durkheim specifically developed the notion of a cosmopolitan sociology to challenge the nationalist assumptions of his day. Thirdly, I attempt to develop a critical version of Max Weber's verstehende soziologie to consider the conditions for critical recognition theory in sociology as a necessary precondition of cosmopolitanism. Finally, I consider the limitations of some contemporary versions of global sociology in the example of 'flexible citizenship' to provide an empirical case study of the limitations of globalization processes and 'sociology beyond society'. While many institutions have become global, some cannot make this transition. Hence, we should consider the limitations on as well as the opportunities for cosmopolitan sociology.     

Holding a looking-glass to the ‘Movement’: A response to Worth and Abbott

This article explores the presence of US institutions of higher education in Eastern Europe as one facet of the neoliberal global environment. It draws on policy documents, institutional statistics, materials produced by interest groups and NGOs, official mission statements, press releases and media coverage, and personal narratives. The American University in Bulgaria is examined as a case of this wider phenomenon. Exclusively structuralist, critical analyses of such institutions can easily lead to conclusions of homogenization and dominance through the hegemony of ‘exporter’ education institutions and programs. Post-structural analysis—attuned to multiplicities of meanings, nuances of context, and complex interplays of power and knowledge claims—allow for more attention to the local dynamics, while human interpretation and agency may point the way to more hopeful roles for US institutions of higher education abroad. In turn, these roles may challenge the one-way deterministic flow of influence suggested by structuralist analyses.

Este artículo indaga la presencia de las instituciones de E.E.U.U. de educación superior en Europa oriental, como una faceta del medioambiente neoliberal global. Se sirve de documentos de política, estadística institucional, materiales producidos bajo grupos de interés y ONGs, declaraciones de emisiones oficiales sobre los objetivos, comunicados de prensa y cobertura de los medios y testimonios personales. Se ha examinado a la Universidad Americana en Bulgaria como un caso de este amplio fenómeno. Los análisis críticos de tales instituciones exclusivamente estructuralistas, pueden conducir fácilmente a unas conclusiones de homogenización y dominio a través de la hegemonía de instituciones de educación y programas ‘exportados’. Un análisis estructural a posteriori—adaptado a una multiplicidad de significados y matices de contexto, y las interacciones complejas de afirmaciones de poder y conocimiento—permite mayor atención a la dinámica local, mientras que la interpretación y la actividad humana pueden señalar el camino para que las instituciones de educación superior de los E.E.U.U., logren papeles más esperanzadores en el extranjero. A su vez, estos papeles pueden desafiar la corriente determinista de influencia de una sola vía, como lo sugiere el análisis estructural.

本文探讨了美国高等教育机构作为全球新自由主义环境的一个侧面在东欧的存在。本文根据政策文件、机构统计数据、利益团体和非政府组织提供的资料、正式使命声明、新闻稿和媒体报道,以及个人记述写成,以位于保加利亚的美利坚大学作为这一更广泛现象的个案进行了考察。作为一种完全的结构主义,对这些机构的批判性分析很容易得出通过“出口”教育机构和各种项目的霸权实现同质化、获取支配力的结论。后结构主义分析——切合多重意义,语境的微妙变化,以及权力与知识的宣称之间复杂的相互作用——使人们更多地关注当地的动力学,而人的解释及动因可能为海外美国高等教育机构发挥更加充满希望的作用指明方向。反过来,这些角色可能挑战结构主义分析所提出的影响流的单向决定性。     

A Womb That Is (Not Always) One's Own

The global diffusion of technology has spurred growth across a variety of sectors and increased linkages among actors in the global political economy. Advances in communication and travel technologies connect disparate regions around the world, while advances in medical technologies have increased the opportunities and options for both extending and creating life. Together these advances have led to the globalization of medical tourism and the rise of reproductive tourism. Reproductive tourism covers a variety of services, including surrogacy. As a result of such technological advances, not only is surrogacy increasing, it is increasingly transnational and commercialized. One of the top destinations for reproductive tourism is India, and Indian surrogates are becoming a hot commodity for western individuals looking to enlarge their families. Hailed by advocates as beneficial to all parties involved, critics are quick to point out the potential for exploitation and abuse in transnational commercial surrogacy arrangements. Adopting Spike Peterson's Reproductive, Productive and Virtual framing, this article explores the contradiction and the potential that results when the boundaries between economies blur and what has traditionally been considered a reproductive activity becomes another form of labor for sale.     

Sign of our times? Revis(it)ing the International Symbol of Access

The International Symbol of Access (ISA), used in a variety of specific locations to represent purposely facilitated access, has become ubiquitous throughout the world within just a few decades. Found wherever people move in physical space and needing to navigate environmental barriers, this symbol is among the most widely recognized representations of disability. While it provides daily interactions with issues of accessibility and disability, its purposes and design in different cultural contexts are neither obvious nor uncontested. We sketch the origin, goals and critiques of this prominent symbol and discuss its functions, from way showing to identity construction and advocacy/activism. Finally, we examine current proposals for alternative symbols.     

Putting Ecstasy to Work: Pleasure,Prostitution, and Inequality in the Indonesian Borderlands

This article takes the drug Ecstasy as a commodity located at the center rather than at the margins of social processes, a technology that allows for the temporary engagement with pleasure and displacement of inequality in the context of nightlife and prostitution. It addresses these issues by focusing ethnographic attention on how Indonesian female prostitutes and their Singaporean male clients use Ecstasy in a disco on the Indonesian island of Batam, an export-processing zone located at the border to Singapore. By paying close attention to consumption practices, the article uses Ecstasy as a starting point for illuminating intersections of social mobility and inequality in the context of contemporary forms of transnational capitalism.     

Stress,Anxiety, Resilience and Coping in Social Work Students (A Study from India)

Social work is a stressful occupation but continues to attract large numbers of students every year. This study was conducted by undergraduate students of all three cohorts at a women’s-only college in Tiruchirapalli in South India (N = 73). Standardised instruments to assess stress, anxiety, resilience and coping were administered. It was seen that anxiety and stress levels were relatively higher in the first- and third-year students while compared to those in the second year of their course, while resilience and coping was relatively low in the first-year group. Correlations were significantly positive for the stress and anxiety scores as well as the coping and resilience scores. However, it was seen that only the anxiety scores significantly predicted the manifestation of stress in the students. Implications of the findings and the limitations of the study have also been discussed.     

(The Graduate) School (of Social Work) and Society

A learning paradigm for teaching social work research is offered as an alternative to the consumership models, the researcher as technician models, and the integration of research into other curriculum areas. The model presented adheres closely to the principle of knowledge-guided practice and ties knowledge about knowledge to the practice demands of the profession. The result is a highly integrative experience for the student. The last course has become a model for an integrative seminar.