title: On interpellation: an introduction to specular sociology

authors: Casser, Joan

subjects: Interpellation

abstract: Louis Althusser's theory of interpellation represents certain social phenomena (including, but not limited to: class, state power, philosophy, and art) as being constituted by mirror structures of mis/recognition (cf. Althusser, 2014, 2003, 1971a, 1970). A specular interpretation of socialisation suggests how the academic discipline of sociology could further its epistemic intent by critically studying the specular indices of social structures: hence the prospect of a specular sociology. Therein this thesis applies Althusser's description of structural causality to explain the overdetermined, and therefore contingent, consequences of interpellation upon individual agency in historical (Part I), logical (Part II), and empirical terms (Part III). Each part (I, II & III) is comprised of three chapters with each chapter containing four sections: (§1.1-§9.4). The readability of a given text is frequently abstracted from the material basis of prestructured knowledge for reasons of ostensibly immediate intelligibility, in effect, mediate forms of textuality do not receive sufficient recursive iteration during practices of socialisation (cf. Sollers 1983; Nancy and Lacoue-Labarthe, 1992; Pêcheux, 1982; Angermüller, 2005; Solomon, 2012). To understand the interpellative effects of socially instituted mis/recognition Althusser formulated a general theory of discourse (GT of discourse) that sought to establish a "differential" method for the analysis of discursive "elements" and "constraints" (q.v. Althusser, 2003). Although Althusser's GT of discourse did not find final form his envisaged research program does present a preliminary exposition of interpellative effects in relation to structures of discourse (q.v. Montag, 2015). The linear inception of interpellation is referenced in the historical movement of textuality, due to this, a non-linear reading of social action becomes the interpretive gesture of post-interpellative agency announced by the introduction to specular sociology that is read in the succeeding lines. Interpellative acts are thus conveyed in the linearity of discursive structures which inform the ideal conventions of historically specific enunciative systems (cf. Foucault, 1972; Searle, 1969). The delineation of this discourse defines the incipient field of specular sociology.

text: On interpellation: an introduction to specular sociology Louis Althusser's theory of interpellation represents certain social phenomena (including, but not limited to: class, state power, philosophy, and art) as being constituted by mirror structures of mis/recognition (cf. Althusser, 2014, 2003, 1971a, 1970). A specular interpretation of socialisation suggests how the academic discipline of sociology could further its epistemic intent by critically studying the specular indices of social structures: hence the prospect of a specular sociology. Therein this thesis applies Althusser's description of structural causality to explain the overdetermined, and therefore contingent, consequences of interpellation upon individual agency in historical (Part I), logical (Part II), and empirical terms (Part III). Each part (I, II & III) is comprised of three chapters with each chapter containing four sections: (§1.1-§9.4). The readability of a given text is frequently abstracted from the material basis of prestructured knowledge for reasons of ostensibly immediate intelligibility, in effect, mediate forms of textuality do not receive sufficient recursive iteration during practices of socialisation (cf. Sollers 1983; Nancy and Lacoue-Labarthe, 1992; Pêcheux, 1982; Angermüller, 2005; Solomon, 2012). To understand the interpellative effects of socially instituted mis/recognition Althusser formulated a general theory of discourse (GT of discourse) that sought to establish a "differential" method for the analysis of discursive "elements" and "constraints" (q.v. Althusser, 2003). Although Althusser's GT of discourse did not find final form his envisaged research program does present a preliminary exposition of interpellative effects in relation to structures of discourse (q.v. Montag, 2015). The linear inception of interpellation is referenced in the historical movement of textuality, due to this, a non-linear reading of social action becomes the interpretive gesture of post-interpellative agency announced by the introduction to specular sociology that is read in the succeeding lines. Interpellative acts are thus conveyed in the linearity of discursive structures which inform the ideal conventions of historically specific enunciative systems (cf. Foucault, 1972; Searle, 1969). The delineation of this discourse defines the incipient field of specular sociology.

year: 2020

title: Toward a sustainable wellbeing metacurriculum for secondary schools in Aotearoa New Zealand

authors: Morey, Chris

subjects: education for sustainability

abstract: We live in a time of burgeoning global population, social extremes and cultural complexity for which, as a species, we are poorly prepared. The mining of fossil fuels and the extractive industries which have powered this reproductive and material success have accompanied our ever-increasing separation from nature, one another, and ourselves. This study is based on the premise that educational transformation, centred on Sustainable Wellbeing, particularly in senior secondary schooling, is crucial to the regeneration humanity needs in the Anthropocene to surmount the complex environmental, social, and cultural crisis that our collective ignorance has brought. It explores what a Sustainable Wellbeing Metacurriculum (SWM) framework for this age group—inspired by a Complex Systems Theory, Critical Realist, and New Materialist synthesis—might look like and what practices, strategies, and changes within schools, communities, and Aotearoa New Zealand as a nation would encourage the metacurriculum’s widespread adoption.
The study examined theoretical positions regarding sustainability, wellbeing and curriculum, and drew on the principles of fractal self-similarity and scale-free social networks from Complexity Theory to construct an initial minimal framework. This framework was then elaborated, modified and tested, in an iterative co-construction process. The research design was a modified Delphi Survey. Twenty-three experienced secondary school teachers with a wide range of subject specialities contributed to the study, participating in one to three survey rounds, and/or semi-structured interviews. These data were supplemented with document analysis and school demographic and academic attainment data.
Participants were asked for suggestions of Knowledge, Issues, and Big Ideas most important to include within each of the three framework domains; Ecosphere, Social Justice, and Cultural Vision, at the Human-Societal level of an SWM. Within the corresponding domains of Action, Feeling, and Thinking at the Individual-Interpersonal level, the teachers were asked for suggestions of skills, competencies, and dispositions important for students' wellbeing. At the Human-Societal level, nine subdomains, each with sets of Sustainable Wellbeing goals following a complex fractal pattern, self-similar to the domains, emerged from the analysis of suggestions. At the Individual-Interpersonal level, similar fractal patterns for Action, Feeling, and Thinking were observed. However, teachers also emphasised deep qualities, such as Self-Awareness, and Adaptability, which are unique idiosyncratic integrations of Action, Feeling, and Thinking in individuals. The participants were asked to consider the ideal balance between Cross-curricular Holistic (CCH) and Subject-Based Specialist (SBS) modes of pedagogy for an SWM timetable. The mean suggested timetable share for the CCH mode was 39% but the distribution of preferred proportions was distinctly bimodal.
Participants were also asked to provide teaching Unit outlines based on the emerging SWM framework that linked the Unit’s anchoring and connected Human-Societal level subdomains to specific learning areas of the New Zealand Curriculum (NZC) and New Zealand’s National Certificate of Educational Achievement (NCEA). Epistemic links were apparent between the framework’s Ecosphere subdomains and the NZC learning areas of Technology, Social Science, Science and Health & Physical Education. Further research with a larger sample of Units would be required to explore the possible links between the framework domains of Social Justice and Cultural Vision and the NZC learning areas of the Arts, Languages, English and Mathematics.
The thesis adopts an analogy, based on the complexity theory concept of strange attractors, to describe educational transformation as a system phase shift from the attractor’s current ‘Business as Unsustainable’ state to an emergent Sustainable Wellbeing Metacurriculum state. Based on the findings, the schools of the participating teachers in this study were categorised as following one of four types of trajectory within the attractor, relative to the SWM state i.e. Explorative, Innovative, Prospective, or Realpolitikal. Key strategies used by Explorative and Innovative schools which are making the most progress towards Sustainable Wellbeing include: working with the willing; disaggregation into streams for large schools; aggregation for small schools sharing resources, like gardens; school and teacher leadership for student agency, including making Sustainable Wellbeing a core subject; Trades Academy partnerships; enabling ‘student voice’ particularly in curriculum development; structural support for CCH team teaching; involving a wide range of subjects and year levels in CCH programmes; using mentoring, portfolios and self-reflection to foster student self-integration; and commitment to on-campus sustainability practices.
The most mentioned changes needed to enable a transition for schools to enact an SWM were a convincing argument and plan, followed by, sufficient time to plan and make the changes required, and the provision of relevant teacher training. At the local community level, teachers in ‘Prospective’ schools described community anxieties around the implications of a broader CCH curriculum for students' Qualification and Employment prospects. Teachers in ‘Explorative’ schools emphasised the importance of community education and school outreach. There was a strong consensus that engaging all citizens in a conversation about the purpose of education in our time would be the most effective change strategy to support at the national political level.

text: Toward a sustainable wellbeing metacurriculum for secondary schools in Aotearoa New Zealand We live in a time of burgeoning global population, social extremes and cultural complexity for which, as a species, we are poorly prepared. The mining of fossil fuels and the extractive industries which have powered this reproductive and material success have accompanied our ever-increasing separation from nature, one another, and ourselves. This study is based on the premise that educational transformation, centred on Sustainable Wellbeing, particularly in senior secondary schooling, is crucial to the regeneration humanity needs in the Anthropocene to surmount the complex environmental, social, and cultural crisis that our collective ignorance has brought. It explores what a Sustainable Wellbeing Metacurriculum (SWM) framework for this age group—inspired by a Complex Systems Theory, Critical Realist, and New Materialist synthesis—might look like and what practices, strategies, and changes within schools, communities, and Aotearoa New Zealand as a nation would encourage the metacurriculum’s widespread adoption.
The study examined theoretical positions regarding sustainability, wellbeing and curriculum, and drew on the principles of fractal self-similarity and scale-free social networks from Complexity Theory to construct an initial minimal framework. This framework was then elaborated, modified and tested, in an iterative co-construction process. The research design was a modified Delphi Survey. Twenty-three experienced secondary school teachers with a wide range of subject specialities contributed to the study, participating in one to three survey rounds, and/or semi-structured interviews. These data were supplemented with document analysis and school demographic and academic attainment data.
Participants were asked for suggestions of Knowledge, Issues, and Big Ideas most important to include within each of the three framework domains; Ecosphere, Social Justice, and Cultural Vision, at the Human-Societal level of an SWM. Within the corresponding domains of Action, Feeling, and Thinking at the Individual-Interpersonal level, the teachers were asked for suggestions of skills, competencies, and dispositions important for students' wellbeing. At the Human-Societal level, nine subdomains, each with sets of Sustainable Wellbeing goals following a complex fractal pattern, self-similar to the domains, emerged from the analysis of suggestions. At the Individual-Interpersonal level, similar fractal patterns for Action, Feeling, and Thinking were observed. However, teachers also emphasised deep qualities, such as Self-Awareness, and Adaptability, which are unique idiosyncratic integrations of Action, Feeling, and Thinking in individuals. The participants were asked to consider the ideal balance between Cross-curricular Holistic (CCH) and Subject-Based Specialist (SBS) modes of pedagogy for an SWM timetable. The mean suggested timetable share for the CCH mode was 39% but the distribution of preferred proportions was distinctly bimodal.
Participants were also asked to provide teaching Unit outlines based on the emerging SWM framework that linked the Unit’s anchoring and connected Human-Societal level subdomains to specific learning areas of the New Zealand Curriculum (NZC) and New Zealand’s National Certificate of Educational Achievement (NCEA). Epistemic links were apparent between the framework’s Ecosphere subdomains and the NZC learning areas of Technology, Social Science, Science and Health & Physical Education. Further research with a larger sample of Units would be required to explore the possible links between the framework domains of Social Justice and Cultural Vision and the NZC learning areas of the Arts, Languages, English and Mathematics.
The thesis adopts an analogy, based on the complexity theory concept of strange attractors, to describe educational transformation as a system phase shift from the attractor’s current ‘Business as Unsustainable’ state to an emergent Sustainable Wellbeing Metacurriculum state. Based on the findings, the schools of the participating teachers in this study were categorised as following one of four types of trajectory within the attractor, relative to the SWM state i.e. Explorative, Innovative, Prospective, or Realpolitikal. Key strategies used by Explorative and Innovative schools which are making the most progress towards Sustainable Wellbeing include: working with the willing; disaggregation into streams for large schools; aggregation for small schools sharing resources, like gardens; school and teacher leadership for student agency, including making Sustainable Wellbeing a core subject; Trades Academy partnerships; enabling ‘student voice’ particularly in curriculum development; structural support for CCH team teaching; involving a wide range of subjects and year levels in CCH programmes; using mentoring, portfolios and self-reflection to foster student self-integration; and commitment to on-campus sustainability practices.
The most mentioned changes needed to enable a transition for schools to enact an SWM were a convincing argument and plan, followed by, sufficient time to plan and make the changes required, and the provision of relevant teacher training. At the local community level, teachers in ‘Prospective’ schools described community anxieties around the implications of a broader CCH curriculum for students' Qualification and Employment prospects. Teachers in ‘Explorative’ schools emphasised the importance of community education and school outreach. There was a strong consensus that engaging all citizens in a conversation about the purpose of education in our time would be the most effective change strategy to support at the national political level.

year: 2025-06-11

title: Mouri matters Contextualizing mouri in Māori health discourse

authors: Penehira, Mera

abstract: The vision statement of Te Reo o Taranaki, “Tuku reo, tuku mouri: language, culture, crossing generations”, embodies the essence of an understanding of mouri which goes beyond the simple dictionary translations of “life force” or “life essence”. Indeed, there are numerous oral narratives—whakataukī (proverbs), waiata (songs), haka (dance), karanga (ceremonial call), whaikōrero (formal speech), karakia (prayers and incantations)—from the present day to our earliest records of Māori history that engage the notion of mouri. The purpose of this paper is to examine current understandings of mouri and, by linking the concept with linguistic, cultural and intergenerational terms—as in the Taranaki example—it will be argued that mouri is something of significance to our “being” and to our wellbeing.

text: Mouri matters Contextualizing mouri in Māori health discourse The vision statement of Te Reo o Taranaki, “Tuku reo, tuku mouri: language, culture, crossing generations”, embodies the essence of an understanding of mouri which goes beyond the simple dictionary translations of “life force” or “life essence”. Indeed, there are numerous oral narratives—whakataukī (proverbs), waiata (songs), haka (dance), karanga (ceremonial call), whaikōrero (formal speech), karakia (prayers and incantations)—from the present day to our earliest records of Māori history that engage the notion of mouri. The purpose of this paper is to examine current understandings of mouri and, by linking the concept with linguistic, cultural and intergenerational terms—as in the Taranaki example—it will be argued that mouri is something of significance to our “being” and to our wellbeing.

year: 2011