Becoming Smaller: Autobiographical Spaces of Weight Loss

Abstract: This research focuses on the spaces and politics of weight loss. It is informed by “fat studies”, critical geographical scholarship on fat, and two contrasting feminist readings of Michel Foucault's notion of “care of the self”. Using autobiography as a method of inquiry I share my experience of “becoming smaller” through weight loss dieting. I argue that losing weight for me has been paradoxical on at least three counts: first, by being a feminist scholar who critiques discourses around women and slimness while at the same time desiring to be slim; second, by my new eating patterns marking me simultaneously as both a disciplined and a disordered subject; and third, by publically and politically supporting the Health at Every Size movement but privately in my “quest” to recreate myself emphasizing shedding kilos over fitness. The article concludes that understanding these paradoxes that surround weight loss is useful for furthering understanding of a complex embodied, gendered and spatialized process.     

The Tertiary Turn: Locating “The Academy” in Autobiographical Accounts of Activism in Manchester,UK and Auckland,Aotearoa New Zealand

Abstract: Activists often strategically negotiate sectoral boundaries by switching between public, private and voluntary sectors over the life course in order to pursue their aims. This paper draws on a cross‐national study that explored the extent of this inter‐sectoral movement and the specific “career pathways” activists developed in relation to governmental, private and voluntary/community sector organisations. Using an analysis of 46 biographical narratives gathered from activists in Manchester, UK and Auckland, Aotearoa New Zealand during 2007 we situate “the academy” in these life stories of activism. Teasing out from these accounts the motivations behind a turn towards tertiary education at particular moments we examine how “academia” supports and sustains individual activists while legitimising and professionalising their activism. In so doing, we track the tactical transfer of knowledge, skills and expertise effected by contact with “the academy” to make substantive and conceptual claims around the future role universities might play in the knowledge economy.     

Empathy at Knifepoint: The Dangers of Research and Lite Pedagogies for Social Justice Movements

In this paper, I discuss the ways I have fallen short as a participatory geographer and activist both in my teaching and research practices. I use three critical moments in the development of our PAR collective in Colombia to push debates in geography on participatory research and pedagogy further through reflection on my struggles in the streets and in the university. Additionally, I connect these experiences and previous discussions in participatory geographies with Orlando Fals Borda's discussion of sentipensar (a concept that engages feeling and thinking simultaneously). I draw attention to the Latin American origins of PAR philosophy by placing Fals Borda into dialogue with the protagonists of our social movement in Colombia including human rights activists, homeless drug users and sex workers. In a general sense, this paper is an examination of the challenges I have faced in the contact zones of PAR inside and outside the classroom.     

The Injustice of Some Attacks: A Response to Stephen Strehle

Abstract

Despite Stephen Strehle's criticisms, the ‘just war’ tradition can be a useful and appropriate way of thinking through the ethical problems of war. If it remains grounded in the memory of human suffering, including the suffering of the enemy, then it is a flexible framework, open to new developments, which can guide ethical reflection. In fact, the just war tradition is a good example of the appropriate relation of religion to politics. Religious traditions must neither dictate political options directly, nor be separated from them entirely, but must engage the political sphere ‘indirectly’, via reasoned argumentation. Four elements of this indirect relation are described.     

The International Lenin School: A Response to Cohen and Morgan

This paper challenges the methods and conclusions of an articleon British students at the International Lenin School by GidonCohen and Kevin Morgan published in a recent issue of TwentiethCentury British History. It questions their model of relationsbetween the Comintern and its national affiliates, and theirassertion of the prominence and total nature of the Lenin Schoolas a control mechanism of the former over the latter. Afterdemonstrating the inadequacy of their data and methodology,it indicates significant deficiencies and omissions in theirhandling of qualitative evidence relevant to the influence ofthe school on its students. It concludes by showing that theauthors underestimate the scale and duration of the impact ofthe school's graduates upon the apparatus of the Communist Partyof Great Britain.