Littéraires et sociologues: enjeux interdisciplinaires d’une redéfinition de la littérature comme dispositif d’intelligibilité du social

In the context of what seems to be known in France as the “crisis of literature,” one of the solutions often put forward over the past two or three decades is to invoke the epistemic capacities of literary works, in order to argue their usefulness and legitimacy. Literature specialists, but also representatives of other fields of study thus speak of a sociological, historical or philosophical knowledge, which would be possible through literature. This situation brings to light the question of interdisciplinary relations in the French intellectual and academic field. This article proposes the analysis of such a confrontation between literary figures and sociologists, around the notions of implicit sociology of literature and novelistic sociology. We try to show, through the examination of the discussions on this subject between intellectuals such as Bernard Lahire, Jacques Dubois, Nathalie Heinich, etc., that the strong enhancement of literary works by the use of the idea of knowledge through literature could lead, in return, to critical questioning of the importance and legitimacy of literary studies.

Do Age-Friendly Community Initiatives Form a Biopolitical Paradigm?

Biopolitical paradigms are frameworks that specify how concerns about health and the body are made the simultaneous focus of biomedicine and state policy (Foucault 1984; Rose 2007). As aging and urbanization trends converge, developing “age-friendly community initiatives” (AFCIs) has become a global movement and important policy area. To prompt critical questioning, situational analysis was used as a theory-methods package to compare AFCI conceptual frames with perspectives of thirteen AFCI experts and seventeen older San Franciscans. Preliminary analysis suggests AFCIs form a biopolitical paradigm because they not only seek to rework boundaries between bodies and environments, they operate as modes of individual and population governance for the sake of health; yet, struggle to find ways to preserve the inclusion of older people in the ongoing social system. Understanding how AFCIs place social and physical environments squarely in view within the biomedical arena of the gerontological gaze has theoretical and policy implications.

A review of technologies for collaborative online information seeking: On the contribution of collaborative argumentation

In everyday life, people seek, evaluate, and use online sources to underpin opinions and make decisions. While education must promote the skills people need to critically question the sourcing of online information, it is important, more generally, to understand how to successfully promote the acquisition of any skills related to seeking online information. This review outlines technologies that aim to support users when they collaboratively seek online information. Upon integrating psychological–pedagogical approaches on trust in and the sourcing of online information, argumentation, and computer-supported collaborative learning, we reviewed the literature (N = 95 journal articles) on technologies for collaborative online information seeking. The technologies we identified either addressed collaborative online information seeking as an exclusive process for searching for online information or, alternatively, addressed online information seeking within the context of a more complex learning process. Our review was driven by three main research questions: We aimed to understand whether and how the studies considered 1) the role of trust and critical questioning in the sourcing of online information, 2) the learning processes at play when information seekers engage in collaborative argumentation, and 3) what affordances are offered by technologies that support users’ collaborative seeking of online information. The reviewed articles that focused exclusively on technologies for seeking online information primarily addressed aspects of cooperation (e.g., task management), whereas articles that focused on technologies for integrating the processes of information seeking into the entire learning processes instead highlighted aspects of collaborative argumentation (e.g., exchange of multiple perspectives and critical questioning in argumentation). Seven of the articles referred to trust as an aspect of seekers’ sourcing strategies. We emphasize how researchers’, users’, and technology developers’ consideration of collaborative argumentation could expand the benefits of technological support for seeking online information.

Insularity, Identity, and Alterity in Patrick White’s A Fringe of Leaves

In his novel A Fringe of Leaves (1976), Australian Nobel laureate Patrick White takes up the famous case of the 1836 shipwreck and subsequent survival on an island of Eliza Fraser, a Scottish woman who managed to return to white colonial society after having spent several weeks among a tribe of Aborigines in Queensland. White uses this story for an investigation of human processes of categorization as tools of the construction of notions of identity and alterity in contexts in which social, racial, and gendered otherness collide in the separateness of various insular spaces. In shaping the character of Ellen Roxburgh as Fraser’s fictional equivalent, he chooses a hybrid figure the liminality and the border-crossings of which lend themselves both to an investigation and a critical questioning of strategies of self-constitution dependent on imaginings of negative others. On a more concrete historical level, White thus questions the ideas of race, class, and gender early Australian colonial society was founded on and raises issues that are still of consequence even in the 21st century.

Overcoming the Problem With Solving Business Problems: Using Theory Differently to Rejuvenate the Case Method for Turbulent Times

© 2018, The Author(s) 2018. A questioning of the neoliberal consensus in the global economic order is creating turbulence in Western democracies. Long regarded as the only viable capitalist model, neoliberalism is now subjected to increasing scrutiny. Management education that has been aligned to a neoliberal worldview must now respond to this shifting landscape in order to retain its legitimacy. One core element of management education undergoing revision as a result is the case method of teaching. The case method’s traditionally narrow focus on training students to solve business problems is increasingly problematic in an environment where the structure of the capitalist system in which firms operate is now a topic of debate. To address this, we argue for a reconceptualization of the case method’s relationship with theory. This has conventionally taken two forms: a hostility to any inclusion of theory in the analytical process and an approach that uses theory as an instrument for profit maximization. We propose an alternative third approach that encourages students to engage in a critical questioning of business-as-usual capitalism from the perspective of multiple stakeholders, including managers, employees, unions, not-for-profit organizations, government, and the natural environment.

Overcoming the Problem With Solving Business Problems: Using Theory Differently to Rejuvenate the Case Method for Turbulent Times

© 2018, The Author(s) 2018. A questioning of the neoliberal consensus in the global economic order is creating turbulence in Western democracies. Long regarded as the only viable capitalist model, neoliberalism is now subjected to increasing scrutiny. Management education that has been aligned to a neoliberal worldview must now respond to this shifting landscape in order to retain its legitimacy. One core element of management education undergoing revision as a result is the case method of teaching. The case method’s traditionally narrow focus on training students to solve business problems is increasingly problematic in an environment where the structure of the capitalist system in which firms operate is now a topic of debate. To address this, we argue for a reconceptualization of the case method’s relationship with theory. This has conventionally taken two forms: a hostility to any inclusion of theory in the analytical process and an approach that uses theory as an instrument for profit maximization. We propose an alternative third approach that encourages students to engage in a critical questioning of business-as-usual capitalism from the perspective of multiple stakeholders, including managers, employees, unions, not-for-profit organizations, government, and the natural environment.

Overcoming the Problem With Solving Business Problems: Using Theory Differently to Rejuvenate the Case Method for Turbulent Times

© 2018, The Author(s) 2018. A questioning of the neoliberal consensus in the global economic order is creating turbulence in Western democracies. Long regarded as the only viable capitalist model, neoliberalism is now subjected to increasing scrutiny. Management education that has been aligned to a neoliberal worldview must now respond to this shifting landscape in order to retain its legitimacy. One core element of management education undergoing revision as a result is the case method of teaching. The case method’s traditionally narrow focus on training students to solve business problems is increasingly problematic in an environment where the structure of the capitalist system in which firms operate is now a topic of debate. To address this, we argue for a reconceptualization of the case method’s relationship with theory. This has conventionally taken two forms: a hostility to any inclusion of theory in the analytical process and an approach that uses theory as an instrument for profit maximization. We propose an alternative third approach that encourages students to engage in a critical questioning of business-as-usual capitalism from the perspective of multiple stakeholders, including managers, employees, unions, not-for-profit organizations, government, and the natural environment.