Reflections on Joan Acker's influence on us and on her legacy: A dialogue

In reflecting on Joan Acker's legacy and her influence on us, we had the dialogue we reproduce here. We hope it shows our admiration and gratitude for her work.     

Gorbanevskaia and Poland: From Pol’sha to Novaia Pol’sha

Natal’ia Gorbanevskaia is primarily known as a poet and leading human rights activist, as well as for her role as author and editor at Kontinent and Russkaia mysl’. One important and substantial aspect of her life that is not well known outside of limited circles is the formative influence of Polish culture and thought on her as well as her extensive contribution to Polish culture and its dispersion, and the promotion of mutual understanding between Poles and Russians. This article traces this relationship and situates it within the context of a broader pattern of Polish influence on Russian culture beginning in the mid-1950s as well as connecting Gorbanevskaia to the seminal figure of Giedroyc, both directly and by virtue of shared concerns and interests. The period beginning with her emigration to Paris in 1976 sees her fully committed to expanding access for Russians, in exile and at home, to cultural, political, social and other texts and information about Poland. Chronologically, the nominal limits of this narrative are the popular interest journal Pol’sha which had a huge appeal for many Soviets beginning from 1956, and the journal Novaia Pol’sha of which she is a member of the editorial board, and which has been published in Russian in Warsaw since 1999 with the goal of establishing thoughtful dialogue between Poles and Russians.     

A conversation on madness: Foucault and Ripa

Written as a fictitious dialogue between two of this generation’s most prolific social theorists, this unique analysis explores the similarities and divergences of Michel Foucault’s and Yannick Ripa’s scholarship on madness. During an imagined meeting at a local café, a spirited dialogue emerges addressing mutual agreement and unwavering criticism of each author’s perspective of how madness was constructed and managed throughout the classical and Victorian eras. Ripa’s primary motive is to challenge Foucault for ignoring the feminine critique within his over-arching theories of social and patriarchal systems of control. On the other hand, Foucault’s vested interest is to explore Ripa’s narrowed historical scope that he feels was essentially built upon his own scholarship without acknowledgement. Drawing upon a comparative study of Foucault’s History of Madness and Ripa’s Women and Madness, the two theorists engage in a revealing conversation about aspects of political economy, shifting roles of religious ideology, gender effects, the social construction of insanity, and the historical methods of incarceration.     

Intertextual stancetaking and the local negotiation of cultural identities by a binational couple1

Recent approaches to stance emphasize the dialogic nature of stancetaking, drawing attention to turn‐by‐turn negotiation of stance. This study expands that view by focusing upon cases where the stancetaker responds not to a stance in the immediately prior turn, but to prior stances in the ongoing relationship between interlocutors, to construct distinct identities. The data come from a sociolinguistic interview conducted with a couple who constructed contrasting identities through stances related to cultural differences. I examine the linguistic strategies this couple uses to take divergent stances: constructed dialogue; verb tense; and time adverbials. I introduce the term constructed stance in parallel with constructed dialogue. Analysis of stances taken by attributing a stance to oneself or another through constructed dialogue supplements previous research by demonstrating how a longitudinal dimension can be introduced even with a single interaction as data source. This underscores how local stances can contribute to more enduring identities.     

Achtsamkeit lernen im Offenen Dialog

Dialogue in the sense of David Bohm invites individuals and groups to consider together their ways of thinking and learning. By exploring mental models, which usually hinder reaching deeper agreement, this kind of dialogue opens new grounds and is, at the latest, since Peter Senge’;s management-bestseller “The fifth discipline” (1990), considered to be a basic process for team learning in groups and organisations. The article refers to university projects on ‘open dialogue’ with students at the universities of Oldenburg and Bochum between 2001–2003. Characteristics of “open dialogue” are represented as ways of attentiveness learning. Students practical reports are used to work out recommendations based upon “open dialogue” for the development of central deep ecology and human competences.     

Media,migrants and human rights in the cultural history. Dialogue with Lynn Hunt

Lynn Hunt is an American historian and writer; she is Distinguished Research Professor at the University of California in Los Angeles (U.C.L.A.), and before coming to U.C.L.A., she taught at the University of Pennsylvania (1987–1998) and at the University of California, Berkeley (1974–1987). She is known for her studies in European Cultural History, and in 2007 she published the book Inventing Human Rights, where she examines the rise of the human rights in the eighteenth century.

We are specifically interested in her work because it gives us the chance to create a dialogue and disclose the moment we are living in comparing it with the cultural history and the role the media can have during a humanitarian crisis.

Therefore, we ask Lynn Hunt to explain how the exodus of migrants can be interpreted in light of the meta-narrative model, and to make clear what is and what will be the role of the cultural historians in offering us an interpretation of this historical moment. According to what the writer says in Writing History in the Global Era (2014), Hunt also deals with the importance of the relationship between means of communication, development of empathy and the emergence of human rights. For this reason, we asked the researcher, What is the role of the media today in mapping a humanitarian crisis?     

Fetish: A Graphic Essay

This paper explores the realm of the patient's intuitive knowledge of the analyst and its expression in the matrix of tranference–countertransference through dreams, enactments, and other sometimes uncanny phenomena first observed by Ferenzci, who referred to psychoanalysis as a “dialogue of unconsciouses.” Such phenomena are discussed in historical perspective and in the context of Suchet's case study of her work with a patient whose dreams appeared to reveal direct intuitive knowledge of her analyst's inner world.     

Unconscious Transmissions Between Patient and Pregnant Analyst

When two people in close proximity both experience processes of heightened perceptiveness, the likelihood of unconscious communication increases. In analysis, coconstructed emotional configurations of transference–countertransference further contribute to the interplay. The analyst's pregnancy offers a window on bilateral processes of unconscious communication, often obscured in psychoanalytic theorizing. The unconscious dialogue has three constituents: a) effects of the analyst's pregnancy on the patient (her liminality, disclosure of sexuality, two-in-one numinosity, and archaic, life-bearing, death-dealing powers); b) effects of pregnancy in the therapist herself (heightened intuition, slippage, and introspective preoccupation with “procreative mysteries,” anxieties of formation, containment-preservation, transformation and separation). c) the impact of patients on the pregnant analyst (her susceptibility to, and defensive def lection of, intrusive projections into her inner world). Focusing on generic anxieties broadens the discussion beyond synchronization of the intra/interpsychic dynamics of a particular two some.     

Passion,Submission and Motherhood: The Negotiation of Identity by Unmarried Innercity Chicanas*

This paper examines the negotiation of young unmarried women's sexual identities in the cultural context of an innercity Chicano community. Previous work often views the unmarried mother status as unproblematic, that is, as deviant or as equal to a married mother. Values are assumed to determine directly the evaluation of the status of unwed mother, and motherhood is viewed as an instrumental action. This analysis of premarital sex and motherhood suggests that motherhood plays an expressive role and that the evaluation of a young woman's sexual identity is not directly determined by her becoming premaritally pregnant and an unwed mother, but her identity is negotiated. In this negotiation process traditional values are blurred and changed. Here nonuse of birth control cannot be explained by lack of information or irrationality but must be understood as part of the process of developing a sexual identity within a particular cultural context. The relationship between behavior and identity is viewed as problematic and the construction and symbolization of this relationship in a public dialogue is the concern of this analysis.     

How young people perceive factors that support or prevent understanding between worldviews: perspectives of Finnish lower secondary school pupils

This paper investigated Finnish youth’s perceptions on what supports or prevents understanding between people holding different worldviews, especially religious and non-religious ones. A survey using projective, open-ended questions was conducted examining factors that enhance or damage inter-worldview dialogue among Finnish lower secondary school students (N = 563). The data was analysed using qualitative content analysis. Abu-Nimer’s developmental model of interreligious sensitivity was used as a theoretical framework, but data-driven categories were also created. First, pupils thought of reasons why somebody would wish that religions did not exist. Four categories were created: atheism, confusion about religious expressions, problems related to one’s own worldview, or problems in social interaction. Second, pupils reflected on why somebody would be reluctant to share things about his/her faith. The most important feature addressed here was social deviance, either fear of it or its consequences or actual experiences. Third, pupils suggested ways to create a culture of peaceful dialogue. Most responses referred to changes in attitudes or different kinds of social interaction.     

Trans-racial Mothering : Double-Edged Privilege

Abstract

In this essay, the white adoptive mother of two bi-racial children reflects upon her thirty year experience of parenting to make several philosophical claims. She argues that through the unique mother-child bond, trans-racial mothering may produce knowledge of others' experience that crosses the racial divide. She claims that in this way trans-racial mothering produces epistemic and ethical privileges that may give the mother an advantaged position in public dialogue. Yet, paradoxically, in light of this epistemological transformation, highlighting the works of Black legal scholars and theoreticians, she argues against the general practice of trans-racial adoption of which she is the beneficiary.     

Back and Forth and Beyond

The Journal invited Tom Andersen, author of major pioneering work on the reflecting team, and his colleagues, to offer comment on The Reflecting Team Process in Training. We thought such a north-south dialogue was in keeping with the spirit of reflecting teams, and the team members in Melbourne and Tromsø agree — Editor.     

Discourse marker ‘oh’ as a means for realizing the identity potential of constructed dialogue in interaction1

This research explores how discourse marker oh works with constructed dialogue (quoted speech), identifying a use of oh not discussed in previous research in which it can serve to signal speaker stance towards quoted material. While both discourse markers and constructed dialogue have been widely discussed as identity resources in the discourse analytic and interactional‐sociolinguistic tradition, there has been little work considering how these linguistic features may work together. In this paper, I address this gap by illustrating how Bakhtin's (1984) notions of uni‐directional and vari‐directional double voicing articulate with information display and evaluation functions of oh identified by Schiffrin (1987) , suggesting that oh (when occurring as a preface to constructed dialogue), works both to display and evaluate quoted material for the purposes of identity construction in interaction. Such uses of this discourse marker provide illustration of how footing works together with related concepts of evaluation, positioning, and alignment as part of a process of stancetaking in interaction ( Du Bois 2007 ). Examples are taken from ethnographic interviews collected as part of a larger study of the linguistic style of a community of improv performers in Washington, D.C. focusing primarily on examples contributed by one speaker, Josh.     

Pierre Bourdieu and Jacques Rancière on art/aesthetics and politics: the origins of disagreement, 1963–1985

Rancière published two substantial criticisms of the work of Bourdieu in the early 1980s. It is possible that these were provoked by his sense that he needed to oppose what he considered to be the sociological reduction of aesthetic taste offered by Bourdieu in Distinction (Bourdieu 1986 [1979]) at precisely the moment when he (Rancière) was beginning to articulate his commitment to the potential of aesthetic expression as a mode of political resistance. Except in so far as it draws upon some of the retrospective reflections offered by Rancière in his introductions to the re‐issues of his early texts, this paper examines the parallel development of the thinking of the two men up to the mid‐1980s – but not beyond. The discussion is situated socio‐historically and, by definition, does not seek to offer comparatively any transhistorical assessment of the values of the positions adopted by the two men. I argue that Rancière misrepresented the character of Bourdieu's sociological work by failing to recognize the underlying phenomenological orientation of his thinking. Bourdieu suppressed this orientation in the 1960s but, after the May events of 1968, it enabled him to expose the extent to which the practices of both science and art operate within constructed ‘fields’ in strategic distinction from popular primary experience. The challenge is to introduce an ongoing dialogue between primary and constructed cultures rather than to suppose that either social science or art possesses intrinsic autonomy.     

Reflections on the Work of Professor Selma Fraiberg

This paper reviews the work of Professor Selma Fraiberg who became a leading figure in the field of infant mental health. Born in 1918 she first received an MSW in Social Work and then undertook her Analytic Training in Detroit Michigan. While she maintained her identity as a social worker throughout her life, she integrated insights from the fields of social work, psychoanalysis and developmental and ego psychology in her research and practice. This paper traces her development as a clinician, researcher, and educator. Three cases describe her ability to integrate social work methodologies with analytic insights. The cases describe the treatment of a latency age child at a time of social change, a clinical research study of the developmental risk of children blind from birth, and a groundbreaking study in the field of infant mental health. Her study of infants at developmental risk focused on the parent /infant relationship and parents were included in the treatment process so that they could become more attuned to their young child. Her work highlighted the intergenerational issues that shaped the parental capacity for empathic nurturance between parent and child. The article Ghosts in the Nursery incorporated the major theoretical concepts of the new theoretical approach to treatment and is still much read in graduate programs today. Although extensive new research has added to the field of infant mental health, her contributions are still relevant to research and practice today.     

Becoming a Social Worker: Chris' Account

Chris Murray, a young African-American male, admitted on a scholarship to a social work masters program, reflexively explores his negotiation of difference in dialogue with an Australian female social work educator twice his age. Standpoint theory and the concept of intersectionality are used to frame Chris' experiences at a private northeast US university after achieving an undergraduate degree in his southern home state. His initial access to university came through military service. Chris was interviewed by the author as part of her international study project examining social work students' experience of diversity in the classroom. The open-ended interview was designed to allow self-identity of difference. Chris ethnographically recounts to a stranger a subjectivity statement of who he is in relation to studying social work. Chris' story works the hyphen between the binary of subjectivity and objectivity through the particulars of his personal history and world-view and his expectation that I as a social work educator share his seeking of social justice. His detailing of what moved him to become a social worker and contextual complexities negotiated along the way connect to wider discourses on how agency and structure play out in lived experience in seeking social justice.     

An Interview with Joyce Edward: Exemplary Clinician, Advocate, and Scholar

Over the years, noteworthy social workers have been interviewed for the Clinical Social Work Journal. This article features an interview with Joyce Edward who is recognized for her many extraordinary contributions to clinical social work. Joyce has co-written or co-edited three exceptional books for the social work clinician, she has been an esteemed teacher and a vocal activist for quality mental health care. In this interview Joyce reflects on family influences, her work as a social caseworker, the psychoanalytic luminaries with whom she trained, her concerns about the clinical education of today's social work students, and finally, her perspective on managed mental health care.     

Social work students’ experiences in a Christianity and sexual minority intergroup dialogue

A tension between the lesbian, gay, and bisexual (LGB) and (heterosexual) conservative Christian communities has been documented within social work. This qualitative study explores students’ experiences in a Christianity and LGB sexuality intergroup dialogue at an American graduate social work program. This dialogue was the first known case of intergroup dialogue being used to address these topics in a social work program. Students’ motivations for participating in the dialogue, challenges faced throughout the dialogue, and what they learned are discussed. Pedagogical implications for schools of social work and intergroup dialogue are outlined.     

Organizational listening: Addressing a major gap in public relations theory and practice

An extensive body of literature theorizes public relations as two-way communication, dialogue, and relationships between organizations and their publics. Although there are alternative views, including public relations as advocacy, most theories emphasize dialogue, co-orientation, and relationships incorporating satisfaction, trust, and control mutuality—even to the extent of symmetry. Critical perspectives propose a sociocultural turn that further emphasizes stakeholders’ and societal interests. This analysis draws on a three-country study that reveals a major theory-practice gap and proposes a significant expansion of public relations theory in relation to listening to realize normative notions of public relations and give effect to claims of dialogue and engagement.     

Telling stories,reflecting, learning: hannah arendt and organization

This article is written in recognition of the need for dialogue between organization theory and other disciplines and languages. It uses some concepts coined by Hannah Arendt to develop reflection concerning organizational dynamics. Arendt's category of action, as different from both labour and work, makes possible to define, in an original way, the political dimension of organizational action. The category of thought, again, as defined by Arendt, allows us to highlight the production of meaning which takes place in organizations. With the help of those two concepts, the author develops a notion of organizational learning as a process where the political and cognitive dimensions of organizational action are strongly interrelated.