kat_lair: (GEN - cool prof)
***

Another extract from Plummer, K. (2015). Cosmopolitan Sexualities. Cambridge, UK: Polity Press. This one on how to cultivate inclusive sexualities, from pp. 103-104.
 
  1. “Cultural sexualities: Appreciate the varieties of cultural sexual and gender differences and complexity, and the struggle between he local and the global.  
  2. Contested sexualities: Recognise the ubiquity of agonistic conflicts and look for peaceful resolutions.  
  3. Dialogic sexualities: Know yourself, recognise the sexual other, identify power and move towards a common mutual horizon.  
  4. Empathic sexualities: Understand others – appreciate and maintain dialogue with your sexual partners and their worlds.  
  5. Caring sexualities: Be kind – care for the sexual other as well as your self, and work to reduce violence.  
  6. Just sexualities: Seek justice – create free, fair and equal sexual and gender relations.  
  7. Dignified sexualities: Foster human rights and dignity – respect others, their sexual dignity and their sexual and gender rights, being aware of their fragility and vulnerability.  
  8. Flourishing sexualities: Encourage lives to flourish – foster relational flourishing for all across gender and sexuality.  
  9. Pragmatic sexualities: Stay grounded and be practical – keep at it, it’s not easy!
  10. Hopeful sexualities: Be positive and work for better worlds for all – keep hopeful in sexual relations. Reduce sexual harm and foster peace.”
***

On Hope

Aug. 7th, 2016 09:36 am
kat_lair: (GEN - lights)
***

Three quotes on hope this Sunday, because I've been reading and thinking about it lately:


"Hope alone is to be called 'realistic', because it alone takes seriously the possibilities with which reality is fraught. It does not take things as they happen to stand or lie, but as progressing, moving things with possibilities of change ... Thus hopes and anticipations of the future are not a transfiguring glow superimposed upon a darkened existence, but are realistic ways of perceiving the scope of our real possibilities, and as such they set everything in motion and keep it in state of change. Hope and the kind of thinking that goes with it consequently cannot submit to reproach of being utopian, for they do not strive after things that have 'no place', but after things that have 'no place yet' but can acquire one." (Moltmann, 1967: 25, original emphasis)

Full Ref:
Moltmann, J. (1967). Theology of Hope. London: SCM Press



***

"Active Hope is about becoming active participants in bringing about what we hope for. Active Hope is a practice. Like tai chi or gardening, it is something we do rather than have. It is a process we can apply to any situation, and it involves three key steps. First, we take a clear view of reality; second, we identify what we hope for it in terms of the direction we'd like things to move in or the values we'd like to see expressed; and third, we take steps to move ourselves or our situation in that direction. Since Active Hope doesn't require our optimism, we can apply it even in areas where we feel hopeless. The guiding impetus is intention; we choose what we aim to bring about, act for, or express. Rather than weighing our chances and proceeding only when we feel hopeful, we focus on our intention and let it be our guide." (Macy & Johnstone, 2012: 3, original emphasis)

Full Ref:
Macy, J. & Johnstone, C. (2012). Actve Hope: How to face the mess we're in without going crazy. Novato, CA: New World Library.



***

"Nothing that is worth doing can be achieved in a lifetime; therefore we must be saved by hope. Nothing that is true or beautiful or good makes complete sense in any immediate context of history; therefore we must be saved by faith. Nothing we do, however virtuous, can be accomplished alone; therefore, we are saved by love. No virtuous act is quite as virtuous from the standpoint of our firend or foe as it is from our standpoint. Therefore we must be saved by the final form of love which is forgiveness." (Niebuhr, 1952: 63)

Full Ref:
Niebuhr, R. (1952). The Irony of American History. Chicago: The University of Chicago Press.



***
kat_lair: (B5 - delenn)
***

Because it's reading and thinking time again in this house and in this hat. And since General Elections are looming in here, and Finland just had its parliamentary one, the quote seemed particularly apt! Also, Delenn icon because politics.


“If income, wealth, and economic position are also political resources, and if they are distributed unequally, then how can citizens be political equals? And if citizens cannot be political equals, how is democracy to exist?” (Dahl, 1989: 326)


Full ref:
Dahl, R.A. (1989). Democracy and its critics. New Haven: Yale University Press.


***
kat_lair: (GEN - stand out)
***

Return to academic reading and writing means return of slinging random quotes at the flist. This is what struck me today.


“Voice is an expression of self; it is rooted in the belief that what we have to say is relevant and of value. The simple act of listening, respectfully giving one’s full attention, is an act of personal empowerment..." (Ledwith, 2006: 257)


Full Ref:
Ledwith, M. (2006) ‘Personal narratives/political lives: personal reflection as a tool for collective change’. Reflective Practice: International and Multidisciplinary Perspectives, 6(2): 255-262.


***
kat_lair: (GEN - apple)
***

“The appeal to the tree of knowledge is necessary, but to be educational, university studies have to be more than extensive reading, more than `knowledge for its own sake’, or pursuing the argument wherever it leads’, more even than the `disinterested pursuit of truth’ and the formation of judgement under the influence of the educated. The tree is of the knowledge of good and evil…Education has to be a form of the pursuit of the good. This is the principle missing from the modern university which, if brought back into it, would rid it of its clutter of corrupt specialization and turn back a pile of twigs into a living tree again.”  (Maskell and Robinson 2002: 171)


Full Ref:
Maskell, D. & Robinson, I. (2002). The New idea of a University. London: Imprint Academic


***
kat_lair: (GEN - portal)
***

"...people grow only by processes of encountering the unknown. Things and persons which are strange may upset familiar ideas and received truths: unfamiliar terrain serves a positive function in the life of a human being. The function it serves is to accustom the human being to take risks." (Sennett, 1976: 295)

Full Ref:
Sennett, R. (1976) The Fall of Public Man. London: Penguin.


***
kat_lair: (HP - dangerously over-educated)
***

"The principles of the market and its managers are more and more the managers of the policy and practices of education ... there is a new concept of knowledge and of its relation to those who create it... Knowledge should flow like money to wherever it can create advantage and profit. Indeed knowledge is not like money, it is money. Knowledge is divorced from persons, their commitments, their personal dedications... Knowledge, after nearly a thousand years, is divorced from inwardness and literally dehumanised. Once knowledge is separated from inwardness, from commitments, from personal dedication, from the deep structure of the self, then people may be moved about, substituted for each other and excluded from the market." (Bernstein, 1996: 87, original emphasis)

Full Ref:
Bernstein, B. (1996). Pedagogy, symbolic control and identity: theory, research, critique. London: Taylor & Francis.


***
kat_lair: (GEN - photos)
***


"International study teaches that other people may be good and beautiful despite being different. With respect to criminal justice, societies that are organized in very different ways may provide equal measures of justice and order. One society neither monopolizes nor exhausts the potentialities for virtue." (Bayley, 1999: 11)


Full Ref.
Bayley, D.H. (1999) 'Policing: the World Stage'. In R.I. Mawby (Ed.) Policing Across the World. Oxon: Routledge, 3-12.

***
kat_lair: (Default)

Strain Theory, old and not without limitations, but still relevant.

“... actual advance toward desired success-symbols through conventional channels is, despite our persisting open-class ideology, relatively rare and difficult for those handicapped by little formal education and few economic resources. The dominant pressure of group standards of success is, therefore, on the gradual attenuation of legitimate, but by and large ineffective, strivings and the increasing use of illegitimate, but more or less effective, expedients of vice and crime. The cultural demands made on persons in this situation are incompatible. On the one hand, they are asked to orient their conduct toward the prospect of accumulating wealth and on the other, they are largely denied effective opportunities to do so institutionally. The consequences of such structural inconsistency are psycho-pathological personality, and/or antisocial conduct, and/or revolutionary activities. The equilibrium between culturally designated means and ends becomes highly unstable with the progressive emphasis on attaining the prestige-laden ends by any means whatsoever. Within this context, Capone represents the triumph of amoral intelligence over morally prescribed "failure," when the channels of vertical mobility are closed or narrowed in a society which places a high premium on economic affluence and social ascent for all its members. This last qualification is of primary importance. [...] It is only when a system of cultural values extols, virtually above all else, certain common symbols of success for the population at large while its social structure rigorously restricts or completely eliminates access to approved modes of acquiring these symbols for a considerable part of the same population, that antisocial behavior ensues on a considerable scale. In other words, our egalitarian ideology denies by implication the existence of noncompeting groups and individuals in the pursuit of pecuniary success. The same body of success-symbols is held to be desirable for all. These goals are held to transcend class lines, not to be bounded by them, yet the actual social organization is such that there exist class differentials in the accessibility of these common success-symbols.” (Merton, 1938: 679-80, emphasis as original)


Ref.
Merton, R.K. (1938) ‘Social Structure and Anomie’, American Sociological Review 3(5): 672-682.


kat_lair: (GEN - time marches on)


"Individuals who live under conditions of pervasive insecurity tend to make demands for what they judge to be “tough” anticrime measures (more police, more police powers, crackdowns on this offence or those suspects, stiffer sentencing, harsher penal regimes, and so on) in ways that display impatience with informed democratic deliberation, seek to suspend or abandon basic rights, foster hostility toward minorities and outsiders, and risk melding their interests and identities with those of the state whose “protective” power they seek to mobilize. This process is vicious and circular because once such demands are met in the terms in which they are presented, it becomes difficult to create the political and cultural conditions wherein the pace of such measures can be slowed, or a change or reversal of direction effected—thereby effecting a potentially endless “ratcheting up” in police numbers, or incarceration rates, or curtailments of basic liberties. And if such actions are perceived to have “failed,” or are ideologically depicted in those terms— because crime rates go up, or a child is abducted, or a group of youths run amok, or another terrorist outrage occurs—this overwhelmingly prompts calls for still “tougher” measures—only this time with a heavier dosage. A democracy- and liberty-eroding spiral is thus entered in ways it becomes hard to escape. A form of security politics gets entrenched that does much to put at risk democratic principles and basic rights, while doing little to make citizens either any safer or any more secure. As the “war on terror” is reminding us once again, anxious citizens make bad democrats." - Loader, 2006: 216



Full Ref:
Loader, I. (2006). ‘Policing, Recognition, and Belonging.’ The ANNALS of the American Academy of Political and Social Science, 605 (1): 201-221.


kat_lair: (GEN - create write love)

"The first fruit of this imagination – and the first lesson of the social science that embodies it – is the idea that the individual can understand his own experience and gauge his own fate only by locating himself within his period, that he can know his own chances in life only by becoming aware of those of all individuals in his circumstances. In many ways, it is a terrible lesson; in many ways a magnificent one. We do not know the limits of man’s capacities for supreme effort or willing degradation, for agony or glee, for pleasurable brutality or the sweetness of reason. But in our time we have come to know that the limits of ‘human nature’ are frighteningly broad. We have come to know that every individual lives, from one generation to the next, in some society; that he lives out a biography, and that he lives it out within some historical sequence. By the fact of his living he contributes, however minutely, to the shaping of this society and to the course of its history, even as he is made by society and by its historical push and shove.”

 
Mills, C.W. (1959). The Sociological Imagination. Harmondsworth: Penguin.

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