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A typology of persona as suggested by Jungian theory and the evolving Persona Studies literature
Get PDFWhat is persona? Is there a single definition that all Persona scholars agree on? Are Persona scholars all using it in the same way? These are questions that I set out to answer in this paper, exploring both the contemporary persona studies literature and the Jungian concept of persona that is frequently cited as the intellectual root of the discipline. I begin by looking at the definition of persona in core persona studies texts, move on to Jung’s writings on the topic, and then examining the definition and construction of persona in the early volumes of the Persona Studies journal. On the basis of this literature I draw together a typology of persona that reflects the interests and perspectives of authors who have contributed to the development of this discipline. It comprises four categories: 1) persona in the Jungian tradition, a continuous performance pertaining to an individual; 2) generic persona that relates to a particular group of individuals, such as professional personas; 3) fictitious persona that is created in order to serve a specific purpose as art or entertainment, or to inform product design and marketing; and 4) attributed persona, where the characteristics of human persona are applied to a nonhuman entity such as a product or institution. I conclude with a number of suggested directions for research that builds on the Jungian foundations of persona but that draws on other relevant theory from psychology
The Abject in Education
Get PDFThis paper will explore Julia Kristeva’s theory of abjection and its manifestations in society, culture and discourse. It will make specific reference to the effects of social abjection on women with regards to menstruation, but the claims and proposal could very well be adapted to apply to other marginalised members of society. It will use Hillel A. Schiller’s suggestion for viewing education as a ‘cognetic process’ to frame the discussion on embedding discussions of the abject into the curriculum. It will firstly explore and set the foundations for the theory of abjection, as described by Kristeva and explore the ‘cognetic process’ in relation to social abjection. Finally, it will suggest that an appreciation of an aesthetic educational experience could be viewed as a step towards lessening the effects of social abjection and work towards its reconfiguration
Holding hands as the ship sinks: Trump and May’s special relationship
Get PDFThis article examines media coverage of the "special relationship" between Donald Trump and Theresa May. It considers this in light of the UK’s current crisis and suggests that the pseudo-romantic imagery used to mediate the special relationship is the symptom of a culture unable or unwilling to address the root causes of its decline
"Media Practices, Social Movements and Performativity: Transdisciplinary approaches.":edited by Susanne Foellmer, Margaret Lünenborg and Christoph Raetzsch, New York, Routledge, 2017, VI + 211 pp., index £87.99 (hardback), ISBN 978-1138210134
No full textLife Histories
No full textThis chapter explores educational life history through Cremin’s view of educational biography as a “life history prepared with educational matters uppermost in mind” (1980: 588). It uses Cremin’s view of life history to examine aspects of the educational lives of three women whose educational activism during the nineteenth and early twentieth centuries spanned homes, schools and voluntary organisations: Charlotte Yonge (1823–1901), Mary Sumner (1828-1921) and Charlotte Mason (1842-1923). Cremin maintains that individuals bring their histories to their interactions with “configurations” of educational institutions, which he describes as “the multiplicity of individuals and institutions that educate” and which include parents, peers, siblings, friends, families, churches, synagogues, libraries, museums, settlement houses etc. “Each configuration”, writes Cremin, “interacts with the others and within the larger society that sustains it and that is in turn affected by it” (Cremin 1976: 30-36). As a result, argues Cremin, life histories demonstrate commonalities but also “variegations” and variegations as they play out in the women’s lives in different ways with different outcomes. It argues that Cremin’s notion of configurations resonates with Goodson’s (1995: 12) attention to “genealogies of context”. Following Tamboukou (2008) it concludes that the meaning that life histories generate is only accessible to the tellers and listeners of the stories, not to their protagonists, at least in the moment of action
Fair go? Indigenous rugby league players and the racial exclusion of the Australian national anthem
Get PDFThis article explores the implications of widely publicized national anthem protests by several Indigenous rugby league players in Australia during 2019. With a goal of doing justice to these Indigenous voices (and in this case also their silence), a critical race theory framework was deployed to both listen to and interpret the reasons behind the protests. The data source was online media reports that centered on the perspectives of players and rugby league officials, along with responses to the protests by prominent journalists and politicians via online opinion pieces. The findings indicate that the voices of Indigenous athletes in Australia are important in raising concerns about nationalist rituals and symbols that, by their colonialist nature, subjugate Aboriginal peoples. Importantly, the Indigenous rugby league players were not alone in their campaign. The Recognition in Anthem Project, which began in 2017, indicates that the perspectives of these protesting rugby players were part of a wider discussion about change. The movement for a new national anthem, therefore, was not just isolated to sport, and this appears to have provided the Indigenous rugby players—as social commentators—with atypical influence