theory teaching – Jana Bacevic

Future of Higher Education: remarks for the 2025 British Sociological Association Presidential Event, 23 April, Manchester, UK

Blog, climate change, Conference presentations, higher education, Politics, social theory, theory teaching, Uncategorized

Hi all,

I want to start by thanking Rachel Brooks and the British Sociological Association for the invitation, as well as my co-panelists for being present. I want to thank all of you who have chosen to be here this afternoon, not only because, as we tend to say in a slightly facetious mode at conferences, there are so many other things you could be doing – by which we tend to mean, not only other panels you could be attending, but also taking a walk outside, catching up with friends, or sleeping – but because, in a slightly different way, there are other things you could be doing. At the very end of my remarks I will come back to what some of these things are.

There are, however, many other people and things that contributed to all of us being here today; the workers involved in organising this conference, from administrative staff to volunteers to cleaners and caterers; cooks making breakfast at the hotel this morning; the pickers at coffee plantations who make our coffee; workers in steel factories who smelted the material that goes into the rail tracks that carried the train that brought me to Manchester. Some of these things we tend to think about as being about higher education; others, less so.

This isn’t, if you were wondering, a covert argument for the ‘agency of things’ or STS-informed approach to higher education. Rather, it is to ask what we are doing when we talk about the future of higher education in a sociological language, in a space such as this, at a conference such as this? My work over the past decade has, among other things, been about how these forms of categorisation, domain-association and positioning – that is, the ‘aboutness’ of things – make certain forms of recognition and or/ignorance and invisibility (im)possible. My remarks today will be building on this.

When we talk about higher education, we tend to talk about funding, by which we mostly mean public, that is, tax-derived state funding, but we do not talk about the amount of funding UK universities are receiving from arms companies & other military technology manufacturers, including those currently involved in the bombing of Gaza, as research, investments and scholarships:

In the UK, the absolute champion in this category is the University of Glasgow, with £115,247,817.20 (value of partnerships with the world’s top 100 arms-producing companies in the last 8 years); Manchester is at £6,700,328.00 (see research from Demilitarise Education https://ded1.co/data/university). That is A LOT of scholarships for Palestinian students, as one of the people interviewed in the excellent documentary The Encampments says: I’d rather you didn’t bomb me, keep your scholarships.

Nor do we talk about the proportion of university staff pensions (yes, USS, the fund many of us defended so vigilantly in 2018 and have been defending since) still invested in fossil fuels.

We talk about the reproduction of social inequalities, by which we mostly mean, in Paul Willis’ perennially-relevant formulation, why working class kids get working class jobs (or why working class kids don’t make it to Oxbridge), but not about the fact that a lot of those other ‘prestigious’, ‘elite’, and non-working class jobs working class kids should presumably aspire to are in finance, digital technologies including surveillance (which I think Janja may be saying more about), or in fossil fuels. So is it OK then – as that butterfly meme says, “is this social mobility?”.

Not least, we talk of decolonising, by which we mostly mean making curricula a tiny bit more reflective of the diversity of knowledge production, usually by wedging in a few nonwhite people – the approach to teaching social theory I”ve described elsewhere as “white boys + DuBois” – but we do not talk about the continuing and new forms of extractive colonialism enabled, among other things, by treating international students as raw resources that can be mined for money (or sometimes money + cheap labour, as in the graduate to job market conversion), something I presume Aline will be addressing.

This, of course, is not a particular moral failure of ours. All forms of knowledge presuppose forms of ignorance. This does not make us ‘bad’ people, or at any rate much worse people than many similarly privileged. As the Buddhist thinker Pema Chödrön once I think said, we are like passengers in the backwards-facing seat on a moving train; we only see what we have just passed, never what is in front of us. Or, if you prefer a more familiar name, you can think of Walter Benjamin’s Angel of History, looking at the past but nonetheless propelled by the winds towards the future.

This connects to one of the main motifs of my academic work over the past decade, the question of non-prediction: what kind of futures do we become unable to see? As I have argued, it is particularly our embedding in institutions of knowledge production and the concomitant commitment to habitual ways of seeing, making, and relating to the world (among other things, by going to conferences) that makes us unable to see some kinds of futures. In the remaining two and a half minutes, I want to try and give you a brief view from the front seat.

The world is now firmly committed to at least 2 degrees C warming by the end of this century, and that is if we left all fossil fuels in the ground tomorrow. We are used to thinking of climate crisis as a crisis of nature, with images of melting ice caps and emaciated polar bears, but this is a social and political crisis. Rising authoritarianism, including Donald Trump’s assault on American democracy is climate crisis; the genocidal destruction of Gaza is climate crisis; and what is known as the refugee crisis is in fact a combination of famine- and industrial agriculture-induced migration combined with a broader drive towards retraditionalization in wealthy countries, including policing of reproduction and gender boundaries, amplifying anti-immigrant resentment and breeding more authoritarianism.

What is the future of higher education in this kind of world? When we talk about ‘higher education’, we have to acknowledge that the idea of higher education as a sector – as an organised and regulated activity distinct from specific institutions such as universities – is supervenient on the idea of a state (first, the imperial/colonial, then, increasingly, nation-state). In this context, the future of higher education involves reconsidering our relationship to the state. Clearly, in this context, just asking for more money from ‘the government’ won’t do. What is there to guarantee ‘higher education’ would not become handmaiden to authoritarianism, funnelling people into extractive jobs and positions (or ensuring their compliance by encapsulating them in cycles of debt), and amplifying racism and environmental degradation? Higher education institutions across the world will, increasingly, face a choice. Remaining part and parcel of the system that (re)produces it, that enables this to function – or?

So, to return to my initial remark, in this context, I want to ask – what else could you be doing? If you weren’t here, where else could you be – at a protest, an occupation, a community food distribution? Or ‘shopping’, digitally consuming/doomscrolling while performing reproductive labour at home? Because your answer to that will determine the future of higher education.

Social theory and politics of knowledge syllabus

social theory, theory teaching

This is a module I taught in 21-22, 22-23, and 23-24 as a 10-credit (one term), 3rd year undergraduate elective module at Durham (in Department of Sociology, but open to other students). The module was quite popular and had a growing student enrolment; some of the student feedback I got, especially in its final year, was among the best I ever received (thank you!).

Anyway, knowing the scarcity of available resources for theory that steps outside of the ‘canonical’ way of teaching that focuses on the exegesis of (predominantly, if no longer exclusively) whitemalewestern thinkers, I decided to make some of these available publicly – note that this is a significantly different version than what was provided for Durham University students, as it omits some resources (notably presentations/slides and videos). The module has, of course, evolved over the years; if I were to continue teaching it there are things I would do differently, but this version should be good enough to support anyone looking for ways to think or learn about theory that depart from those conventionally taught.

P.S. I am also writing a book on the topic, so if you like this approach, do keep an eye out for when it’s published – and if you would like to learn more or discuss other ways to support your theory learning, feel free to contact me.

Syllabus

(note: sessions will be added on a weekly basis, allowing you to ‘follow’ the course through the term).

Intro post:

The purpose of this module is to introduce you to the ways in which we think of the relationship between social theory (theories about the society) and the production of knowledge — including its uses, applications in contemporary politics and policy, and social significance.

Knowledge is sometimes seen as something we possess individually — it is ‘in our heads’. Yet, knowledge is also, inevitably and irreducibly, social: it is produced through collectively organized practices of transmission, innovation, circulation and certification (if you do not know what these words mean, look them up — and then think: what elements of higher education they speak to?)

The module builds on and significantly extends your knowledge of the range of contemporary social theories, in a way that enables you to understand, critically assess, and independently learn about the relationship between knowledge – including theoretical knowledge – and the social context of its production and application.

The main pedagogical objective of the module is to allow students to develop a deeper understanding of the origins, development, and contemporary discussions concerning some of the following themes:

What is ‘theory’?
The scientific status of sociology — is sociology a science? Why does this matter?
What is the relationship between knowledge and ignorance?
What does it mean to know ‘differently’?
How are forms of knowledge production related to governance?
Who owns knowledge?

Throughout the module, we will consider these themes from a sociological angle, which means emphasizing the social processes, inequalities, and relations of power underpinning their contemporary manifestations and transformations. In addition to these, we will be drawing on a broad range of readings, concepts and ideas in history, philosophy, political theory and anthropology, reflecting the interdisciplinary nature of contemporary social theory.

Session 1: What is social about theory?

In this session, we introduce the module and its contents and modes of delivery, and the main topic – the relationship between social theory (and sociological knowledge more generally) and politics.

In preparation, think about what you have learned over the past two years and reflect on the following:

What is theory?

What does it mean to say that a statement is ‘theoretical’?

What is the relationship between theory and the social context of its production?

If you would like to learn more about my approach to social theory, you can read this interview.

Reading:

Mandatory (at least one):

Abend, G. (2008) The Meaning of Theory, Sociological Theory 26 (2), 173-199 https://journals.sagepub.com/doi/10.1111/j.1467-9558.2008.00324.x

Krause, M. (2016). The meanings of theorizing’, British Journal of Sociology 67 https://onlinelibrary.wiley.com/doi/epdf/10.1111/1468-4446.12187_4

Connell RW (1997) Why is Classical Theory Classical? American Journal of Sociology, 102(6): 1511-1557 https://www.jstor.org/stable/10.1086/231125

Additional:

Berger, P. & Luckmann, T. (1962). The social construction of reality. Introduction: The problem of the sociology of knowledge (11-33).

Haslanger, S. (2012). Resisting reality: social construction and social critique. Introduction;

Connell, R., Collyer, F., Maia, J., & Morrell, R. (2017). Toward a global sociology of knowledge: Post-colonial realities and intellectual practices. International Sociology, 32(1), 21–37. https://doi.org/10.1177/0268580916676913

Session 2: What is political about knowledge?

In this session, we begin to discuss different ideas about the role and purpose of theorizing and social-scientific knowledge more generally. What is the role of theory? How do we know if a theory is scientific? Is sociology a science?

Social sciences in the 20th century have mostly focused on the distinction between explanatory and interpretative approaches – one that seeks to postulate social mechanisms or universal ‘covering laws’ that should apply to all (or most) societies, equally, and the other that focuses on meanings of particular actions, institutions, and events within a social context. In some cases, these two modes of doing sociology have been associated with, respectively, objectivist and subjectivist ontologies – one that claims (social) reality exists independently of our perspectives and actions, and another that claims we are fundamentally involved in creating it:

Does sociology (‘only’) explain social events and processes, or does it aim to do something else – and what is that? Can sociology be objective in the same sense in which ‘natural’ sciences are held to be objective?In this session, we discuss some of the origins of these debates, their present transformations and uses, and the implications for sociological theorizing.

Preparation:

In preparation for the session, familiarize yourself (or refresh) background reading. Think about the following:

(1) What do you think is the role of sociology?

(2) How is sociological knowledge different from other kinds of knowledge – including ‘ordinary’ people’s?

(3) How do you understand the difference between explanation, interpretation, and critique?

Reading:

Background

Marx, K. (1845). Theses on Feuerbach. https://www.marxists.org/archive/marx/works/1845/theses/theses.htm

Weber, M (1958 [1917]) Science as a vocation. In: Gerth, HH, Mills, CW (eds) From Max Weber: Essays in Sociology. New York: Oxford University Press, 129–156.

Hamati-Ataya, I. 2018. “The ‘vocation’ Redux: A Post-Weberian Perspective from the Sociology of Knowledge.” Current Sociology 66 (7): 995–1012. doi:10.1177/0011392118756472.

Mandatory (two of the following):

Hedstroem, P. Dissecting the social: on the principles of analytical sociology, Chapter 2: Social Mechanisms and Explanatory Theory (11-32).

Sayer, A. (2011). Why Things Matter to People: Social Science, Values and Ethical Life, Introduction: a relation to the world of concern (1-18).

Bacevic, J. (2021). No such thing as sociological excuses? Performativity, rationality and social scientific expertise in late liberalism. European Journal of Social Theory, 24(3), 394–410. https://doi.org/10.1177/13684310211018939

Additional:

Glynos, J., Howarth, D. (2007). Logics of critical explanation in social and political theory. Routledge.

Hamati-Ataya, I. 2018. “The ‘vocation’ Redux: A Post-Weberian Perspective from the Sociology of Knowledge.” Current Sociology 66 (7): 995–1012. doi:10.1177/0011392118756472.

Hammersley, M. 2017. “On the Role of Values in Social Research: Weber Vindicated?” Sociological Research Online 22 (1): 7. doi:10.5153/sro.4197

Shapin, S. (2019). Weber’s Science as a Vocation: A moment in the history of “is” and “ought.” Journal of Classical Sociology, 19(3), 290–307. https://doi.org/10.1177/1468795X19851408

Seminar activity:

(1) Reflect and comment on the following quote:

Within the academy, the word theory has a lot of capital. I have always been interested in how the word theory itself is distributed; how some materials are understood as theory and not others. As a student of theory, I learned that theory is used to refer to a rather narrow body of work. Some work becomes theory because it refers to other work that is known as theory. A citational chain is created around theory: you become a theorist by citing other theorists that cite other theorists…

I was concerned with how statements made by the teacher, like “This is not about women,” were used to bypass any questions about how the figure of woman is exercised within a male intellectual tradition. When the essay was returned to me, the grader had scrawled in very large letters, ‘This is not theory! This is politics!’ “

Sara Ahmed, “Living a Feminist Life: Introduction”, 2017: 11

(2) Debate: “This House believes that theory is political”.

In randomly assigned teams, discuss and come up with three arguments in support of/against the motion.

Climate change and the paradox of inaction

Blog, climate change, higher education, Politics, social theory, theory teaching, Uncategorized

One of the things I most often hear when talking to people about climate change is “but what to do?” This, in and of itself, is good news. Perhaps owing to evidently extreme weather patterns¹, perhaps owing to the concentrated efforts of primary/secondary school teachers², perhaps owing to unceasing (though increasingly brutally repressed, even in the UK & the rest of Europe) efforts of activists, it seems the question whether climate change is ‘real’ has finally taken the back seat to “and what shall we do about it?”.

While climate denialism may have had its day, challenges now come from its cousins (or descendants) in the form of climate optimism, technosolutionism, or – as Linsey McGoey and I have recently argued – the specific kind of ignorance associated with liberal fatalism: using indeterminacy to delay action until certain actions are foreclosed. In the latter context in particular, the sometimes overwhelming question “what to do” can compound and justify, even if unintentionally, the absence of action. The problem is that whilst we are deliberating what to do, certain kinds of action become less possible or more costly, thus limiting the likelihood we will be able to implement them in the future. This is the paradox of inaction.

My interest in this question came from researching the complex relationship between knowledge (and ignorance) and (collective or individual) action. Most commonsense theories assume a relatively linear link between the two: knowing about something will lead you to act on it, especially in the contexts of future risk or harm. This kind of approach shaped information campaigns, or struggles to listen to ‘the science’, from early conversations around climate change to Covid-19. Another kind of approach overrides these information- or education-based incentives in favour of behavioural ‘nudges’; awareness of cognitive processing biases (well-documented and plenty) suggested slightly altering decisional infrastructure would be more efficient than trying to, effectively, persuade people to do the right thing. While I can see sense in both approaches, I became interested instead in the ambiguous role of knowledge. In other words, under what conditions would knowing (about the future) prevent us from acting (on the future)?

There are plenty of examples to choose from: from the critique of neoliberalism to Covid-19 (see also the above) to, indeed, climate change (free version here). In the context of teaching, this question often comes up when students begin to realize the complexity of global economy, and the inextricability of questions of personal agency from what we perceive as systemic change. In other words, they begin to realize that the state of the world cannot be reduced either to individual responsibility nor to the supposedly impersonal forces of “economy”, “politics”, “power” etc. But this rightly leaves them at an impasse; if change is not only about individual agency nor about large-scale system change, how can we make anything happen?

It is true that awareness of complexity can often lead to bewilderment or, at worst, inaction. After all, in view of such extraordinary entanglement of factors – individual, cultural, economic, social, political, geological, physical, biological – it can be difficult to even know how to tackle one without unpicking all others. Higher education doesn’t help with this: most people (not all, but most) are, sadly, trained to see the world from the perspective of one discipline or field of study³, which can rightly make processes that span those fields appear impossible to grasp. Global heating is one such process; it is, at the same time, geological, meteorological, ecological, social, political, medical, economic, etc. As Timothy Morton has argued, climate change is a ‘hyperobject’; it exceeds the regular boundaries of human conceptualization.

Luckily, social theory, and in particular social ontology, is particularly good at analysing objects. Gender – e.g. the notion of ‘woman’ – is an example of such an object. This does not mean, by the way, that ‘deconstructing’ objects, concepts, or notions needs to reduce from the complexity of their interrelation; in some approaches to social ontology, a whole is always more than the sum (or any deducible interrelation) of its parts. In other words, to ‘deconstruct’ climate change is not in any way to deny its effects or the usefulness of the concept; it is to understand how different elements – which we conventionally, and historically, but not-at-all necessarily, associate with disciplines or ‘domains’ – interact and interrelate, and what that means. Differently put, the way disciplines construct climate change as an object (or assemblage) tells us something about the way we are likely to perceive solutions (or ways of addressing it, more broadly). It does not determine what is going to happen, but it points to the venues (and limitations) humans are likely to see in doing something about it.

Why does this matter? Our horizon of agency is limited by what we perceive as subjects, objects, and forms of agency. In less weighty parlance, what (and whom) we perceive as being able to do stuff; and the kind of stuff it (they) can do. This, also, includes what we perceive as limitations on doing stuff, real or not. Two limitations apply to all human beings; time and energy. In other words, doing stuff takes time. It also consumes energy. This has implications for what we perceive as the stuff we can do. So what can we do?

As with so many other things, there are two answers. One is obvious: do anything and everything you can, and do it urgently. Anything other than nothing. (Yes, even recycling, in the sense in which it’s better than not recycling, though obviously less useful than not buying packaging in the first place).

The second answer is also obvious, but perhaps less frequent. Simply, what you aim to do depends on what you aim to achieve. Aiming to feel a bit better? Recycle, put a poster up, maybe plant a tree (or just some bee-friendly plants). Make a bit of a difference to your carbon emissions? Leave the car at home (at least some of the time!), stop buying stuff in packaging, cut on flying, eliminate food waste (yes, this is fact very easy to do). Make a real change? Vote on climate policy; pressure your MP; insulate your home (if you have one); talk to others. Join a group, or participate in any kind of collective action. The list goes on; there are other forms of action that go beyond this. They should not be ranked, not in terms of moral rectitude, nor in terms of efficiency (if you’re thinking of the old ‘limitations of individual agency’ argument, do consider what would happen if everyone *did* stop driving and no, that does not mean ambulance vehicles).

The problem with agency is that our ideas of what we can do are often shaped by what we have been trained, raised, and expected to do. Social spaces, in this sense, also become polygons for action. You can learn to do something by being in a space where you are expected to do (that) something; equally, you learn not to do things by being told, explicitly or implicitly, that it is not the done thing. Institutions of higher education are really bad at fostering certain kinds of action, while rewarding others. What is rewarded is (usually) individual performance. This performance is frequently framed, explicitly or implicitly, as competition: against your peers (in relation to whom you are graded) or colleagues (with whom you are compared when it comes to pay, or promotion); against other institutions (for REF scores, or numbers of international students); against everyone in your field (for grants, or permanent jobs). Even instances of team spirit or collaboration are more likely to be rewarded or recognized when they lead to such outcomes (getting a grant, or supporting someone in achieving individual success).

This poses significant limitations for how most people think about agency, whether in the context of professional identities or beyond (I’ve written before about limits to, and my own reluctance towards, affiliation with any kind of professional let alone disciplinary identity). Agency fostered in most contemporary capitalist contexts is either consumption- or competition-oriented (or both, of course, as in conspicuous consumption). Alternatively, it can also be expressive, in the sense in which it can stimulate feelings of identity or belonging, but it bears remembering these do not in and of themselves translate into action. Absent from these is the kind of agency I, for want of a better term, call world-building: the ability to imagine, create, organize and sustain environments that do more than just support the well-being and survival of one and one’s immediate in-group, regardless how narrowly or broadly we may define it, from nuclear family to humanity itself.

The lack of this capacity is starkly evident in classrooms. Not long ago, I asked one of the groups I teach for an example of a social or political issue they were interested in or would support despite the fact it had no direct or personal bearing on their lives. None could (yes, the war on Gaza was already happening). This is not to say that students do not care about issues beyond their immediate scope of interest, or that they are politically disenchanted: there are plenty of examples to the contrary. But it is to suggest that (1), we are really bad at connecting their concerns to broader social and political processes, especially when it comes to issues on which everyone in the global North is relatively privileged (and climate change is one such issue, compared to effects it is likely to have on places with less resilient infrastructure); and (2), institutions are persistently and systematically (and, one might add, intentionally) failing at teaching how to turn this into action. In other words: many people are fully capable of imagining another world is possible. They just don’t know how to build it.

As I was writing this, I found a quote in Leanne Betasamosake Simpson’s (excellent) As We Have Always Done: Indigenous Freedom Through Radical Resistance that I think captures this brilliantly:

Western education does not produce in us the kinds of effects we like to think it does when we say things like ‘education is the new buffalo’. We learn how to type and how to write. We learn how to think within the confines of Western thought. We learn how to pass tests and get jobs within the city of capitalism. If we’re lucky and we fall into the right programs, we might learn to think critically about colonialism. But postsecondary education provides few useful skill sets to those of us who want to fundamentally change the relationship between the Canadian state and Indigenous peoples, because that requires a sustained, collective, strategic long-term movement, a movement the Canadian state has a vested interest in preventing, destroying, and dividing.

(loc 273/795)

It may be evident that generations that have observed us do little but destroy the world will exhibit an absence of capacity (or will) to build one. Here, too, change starts ‘at home’, by which I mean in the classroom. Are we – deliberately or not – reinforcing the message that performance matters? That to ‘do well’ means to fit, even exceed, the demands of capitalist productivity? That this is how the world is, and the best we can do is ‘just get on with it’?

The main challenge for those of us (still) working in higher education, I think, is how to foster and stimulate world-building capacities in every element of our practice. This, make no mistake, is much more difficult than what usually passes for ‘decolonizing’ (though even that is apparently sometimes too much for white colonial institutions), or inserting sessions, talks, or workshops about the climate crisis. It requires resistance to reproducing the relationship to the world that created and sustains the climate crisis – competition-oriented, extractive, and expropriative. It calls for a refusal to conform to the idea that knowledge should, in the end, serve the needs of (a) labour market, ‘economy’, or the state. It requires us to imagine a world beyond such terms. And then teach students how to build it.

Hi, philosophy of science/general philosophy/general bro! Are you looking to ~~explain~~ mansplain stochastic phenomena to me? Please bear in mind that this is a blog post, and thus oriented towards general audience, and that I have engaged with this problem on a slightly different level of complexity elsewhere (and yes, I am well aware of the literature). Here, read up. ↩︎
One of the recent classes I taught that engaged with the question of denialism/strategic ignorance (in addition to a session on sociology of ignorance in Social Theory and Politics of Knowledge, an undergraduate module I taught at Durham in 21-23, and sessions on public engagement, expertise and authority, and environmental sociology in Public Sociology: Theory and Practice, which is a core MSc module at Durham, I teach a number of guest lectures on the relationship between knowledge and ignorance, scientific advice, etc.) was a pleasant surprise insofar as most students were well aware of the scale, scope, and reality of climate change. This is a pronounced change from some of my experiences in the preceding decade, when the likelihood of encountering at least the occasional climate skeptic, if not outright denialist (even if by the virtue of qualifying for the addressee of fn 1 above), was high(er). When asked, most of the students told me they learned about climate change in geography at school. Geography teachers, I salute you. ↩︎
The separation of sociology and politics in most UK degree programmes, for instance, continues to baffle me. ↩︎

Tár, or the (im)possibility of female genius

Blog, Politics, psychoanalysis, Reviews, social theory, theory teaching, Uncategorized

“One is not born a genius, one becomes a genius;”, wrote Simone de Beauvoir in The Second Sex; “and the feminine situation has up to the present rendered this becoming practically impossible.”

Of course, the fact that the book, and its author, are much better known for the other quote on processual/relational ontology – “one is not born a woman, one becomes a woman” – is a self-fulfilling prophecy of the first. A statement about geniuses cannot be a statement about women. A woman writing about geniuses must, in fact, be writing about women. And because women cannot be geniuses, she cannot be writing about geniuses. Nor can she be one herself.

I saw Tár, Todd Field’s lauded drama about the (fictional) first woman conductor of the Berlin Philharmonic Orchestra, earlier this year (most of this blog post was written before the Oscars and reviews). There were many reasons why I was poised to love it: the plot/premise, the scenario, the music (obviously), the visuals (and let’s be honest, Kate Blanchett could probably play a Christmas tree and be brilliant). All the same, it ended up riling me for its unabashed exploitation of most stereotypes in the women x ambition box. Of course the lead character (Lydia Tár, played by Blanchett) is cold, narcissistic, and calculating; of course she is a lesbian; of course she is ruthless towards long-term collaborators and exploitative of junior assistants; of course she is dismissive of identity politics; and of course she is, also, a sexual predator. What we perceive in this equation is that a woman who desires – and attains – power will inevitably end up reproducing exactly the behaviours that define men in those roles, down to the very stereotype of Weinstein-like ogre. What is it that makes directors not be able to imagine a woman with a modicum of talent, determination, or (shhh) ambition as anything other than a monster – or alternatively, as a man, and thus by definition a ‘monster’?

To be fair, this movement only repeats what institutions tend to do with women geniuses: they typecast them; make sure that their contributions are strictly domained; and penalize those who depart from the boundaries of prescribed stereotypical ‘feminine’ behaviour (fickle, insecure, borderline ‘hysterical’; or soft, motherly, caring; or ‘girlbossing’ in a way that combines the volume of the first with the protective urges of the second). Often, like in Tár, by literally dragging them off the stage.

The sad thing is that it does not have to be this way. The opening scene of Tár is a stark contrast with the closing one in this regard. In the opening scene, a (staged) interview with Adam Gopnik, Lydia Tár takes the stage in a way that resists, refuses, and downplays gendered stereotypes. Her demeanor is neither masculine nor feminine; her authority is not negotiated, forced to prove itself, endlessly demonstrated. She handles the interview with an equanimity that does not try to impress, convince, cajole, or amuse; but also not charm, outwit, or patronize. In fact, she does not try at all. She approaches the interviewer from a position of intellectual equality, a position that, in my experience, relatively few men can comfortably handle. But of course, this has to turn out to be a pretense. There is no way to exist as a woman in the competitive world of classical music – or, for that matter, anywhere else – without paying heed to the gendered stereotypes.

A particularly poignant (and, I thought, very successful) depiction of this is in the audition scene, in which Olga – the cellist whose career Tár will help and who will eventually become the object of her predation – plays behind a screen. Screening off performers during auditions (‘blind auditions’) was, by the way, initially introduced to challenge gender bias in hiring musicians to major orchestras – to resounding (sorry) success, making it 50% more likely women would be hired. But Tár recognizes the cellist by her shoes (quite stereotypically feminine shoes, by the way). The implication is that even ‘blind’ auditions are not really blind. You can be either a ‘woman’ (like Olga, young, bold, straight, and feminine); or a ‘man’ (like Lydia, masculine, lesbian, and without scruples). There is no outside, and there is no without.

As entertaining as it is to engage in cultural criticism of stereotypical gendered depiction in cinemas, one question from Tár remains. Is there a way to perform authority and expertise in a gender-neutral way? If so, what would it be?

People often tell me I perform authority in a distinctly non-(stereotypically)-feminine way; this both is and is not a surprise. It is a surprise because I am still occasionally shocked by the degree to which intellectual environments in the UK, and in particular those that are traditionally academic, are structurally, relationally, and casually misogynist, even in contexts supposedly explicitly designed to counter it. It is not a surprise, on the other hand, as I was raised by women who did not desire to please and men who were more than comfortable with women’s intellects, but also, I think, because the education system I grew up in had no problems accepting and integrating these intellects. I attribute this to the competitive streak of Communist education – after all, the Soviets sent the first woman into space. But being (at the point of conception, not reception, sadly) bereft of gendered constraints when it comes to intellect does not solve the other part of the equation. If power is also, always, violence, is there a way to perform power that does not ultimately involve hurting others?

This, I think, is the challenge that any woman – or, for that matter, anyone in a position of power who does not automatically benefit from male privilege – must consider. As Dr Autumn Asher BlackDeer brilliantly summarized it recently, decolonization (or any other kind of diversification) is not about replacing one set of oppressors with another, so having more diverse oppressors. Yet, all too frequently, this kind of work – willingly or not – becomes appropriated and used in exactly these ways.

Working in institutions of knowledge production, and especially working both on and within multiple intersecting structures of oppression – gender, ethnicity/race, ability, nationality, class, you name it – makes these challenges, for me, present on a daily basis in both theoretical and practical work., One of the things I try to teach my students is that, in situations of injustice, it is all too appealing to react to perceived slight or offence by turning it inside out, by perpetuating violence in turn. If we are wronged, it becomes easy to attribute blame and mete out punishment. But real intellectual fortitude lies in resisting this impulse. Not in some meek turning-the-other-cheek kind of way, but in realizing that handing down violence will only, ever, perpetuate the cycle of violence. It is breaking – or, failing that, breaking out of – this cycle we must work towards.

As we do, however, we are faced with another kind of problem. This is something Lauren Berlant explicitly addressed in one of their best texts ever, Feminism and the Institutions of Intimacy: most people in and around institutions of knowledge production find authority appealing. This, of course, does not mean that all intellectual authority lends itself automatically to objectification (on either of the sides), but it does and will happen. Some of this, I think, is very comprehensively addressed in Amia Srinivasan‘s The Right to Sex; some of it is usefully dispensed with by Berlant, who argues against seeing pedagogical relations as indexical for transference (or the other way around?). But, as important as these insights are, questions of knowledge – and thus questions of authority – are not limited to questions of pedagogy. Rather, they are related to the very relational nature of knowledge production itself.

For any woman who is an intellectual, then, the challenge rests in walking the very thin line between seduction and reduction – that is, the degree to which intellectual work (an argument, a book, a work of art) has to seduce, but in turn risks being reduced to an act of seduction (the more successful it is, the more likely this will happen). Virginie Despentes’ King Kong Theory, which I’m reading at the moment (shout out to Phlox Books in London where I bought it), is a case in point. Despentes argues against reducing women’s voices to ‘experience’, or to women as epistemic object (well, OK, the latter formulation is mine). Yet, in the reception of the book, it is often Despentes herself – her clothes, her mannerisms, her history, her sexuality – that takes centre stage.

Come to think of it, this version of ‘damned if you do, damned if you don’t’ applies to all women’s performances: how many times have I heard people say they find, for instance, Judith Butler’s or Lauren Berlant’s arguments or language “too complex” or “too difficult”, but on occasions when they do make an effort to engage with them reduce them to being “about gender” or “about sexuality” (hardly warrants mentioning that the same people are likely to diligently plod through Heidegger, Sartre or Foucault without batting an eyelid and, speaking of sexuality, without reducing Foucault’s work on power to it). The implication, of course, is that writers or thinkers who are not men have the obligation to persuade, to enchant readers/consumers into thinking their argument is worth giving time to.

This is something I’ve often observed in how people relate to the arguments of women and nonbinary intellectuals: “They did not manage to convince me” or “Well, let’s see if she can get away with it”. The problem is not just the casualized use of pronouns (note how men thinkers retain their proper names: Sartre, Foucault, but women slip into being a “she”). It’s the expectation that it is their (her) job to convince you, to lure you. Because, of course, your time is more valuable than hers, and of course, there are all these other men you would/should be reading instead, so why bother? It is not the slightest bit surprising that this kind of intellectual habit lends itself too easily to epistemic positioning that leads to epistemic erasure, but also that it becomes all too easily perpetuated by everyone, including those who claim to care about such things.

One of the things I hope I managed to convey in the Ethics of Ambiguity reading group I ran at the end of 2022 and beginning of 2023 is to not read intellectuals who are not white men in this way. To not sit back with your arms folded and let “her” convince you. Simone Weil, another genius – and a woman – wrote that attention is the primary quality of love we can give to each other. The quality of intellectual attention we give to pieces we read has to be the same to count as anything but a narrow, self-aggrandizing gesture. In other words, a commitment to equality means nothing without a commitment to equality of intellectual attention, and a constant practice and reflection required to sustain and improve it.

Enjoyed this? Try https://journals.sagepub.com/doi/10.1177/00113921211057609

and https://www.thephilosopher1923.org/post/philosophy-herself

A Year of Reading Only (Well, Mostly) Women

Blog, Reviews, social theory, theory teaching

Whenever someone asks me for my favourite (or top 5, or 10) books of the year, I become aware of the fact that in the last year (and some), I’ve read books only or mainly written by women.

This wasn’t entirely planned. Of course, I was aware of Sara Ahmed’s approach to citational justice in Living a Feminist Life, which entailed citing only women (and recall with amusement the shocked reaction of some of my colleagues to hearing this at Ahmed’s lecture in Cambridge, as if not citing white men constituted the ultimate betrayal of academic mores). But over the past year-and-some, I became increasingly aware of how much erasure of women’s work there is in the UK – in particular in theory. Some of this came through my work on epistemic positioning; but, like the concepts developed in the article, most of it came from participation in academic and other intellectual environments. I encountered social theory syllabi where barely any women were present (and if they were, they were all grouped in the incongruous pile called ‘feminist theory’ or ‘gender’, just like Black and minority ethnic scholars were to be found under ‘studies of race and racism’ and nowhere else); I saw special issues of academic journals on rather general topics that would feature articles only by men.

As someone who read lots and indiscriminately, the absence of women – even those run-of-the-mill, obligatory ‘passage points’ like Arendt and de Beauvoir – truly stunned me. My own work gave me a good sense of how and why this was happening; but it left me none the wiser in terms of how to change it beyond the remit of my teaching. When it came either to reading/referencing recommendations or course design, I found myself mentioning or encouraging people to read women authors rather than just the ‘usual suspects’ White men. More often than not, it would turn out that people were in fact aware of the book/author, or at least had heard of them, but had forgotten about them, or just never considered them.

This brought to mind the relevance of attention, and time, in the fight for epistemic justice. Of course academics are overworked; as clearly expressed in the strike at the beginning of December, there has been a constant workload creep in the UK academia. It isn’t only about Zoom and incessant meetings in the first pandemic year, or juggling both online and offline content and growing student numbers in the second. Everyone is struggling. In this context, it is only too imaginable that people reach for the ‘usual suspects’, for the references they already know and have been using for years, rather than look for new (or old!) ones.

It also encourages lazy and reductive reading: of course you’re not going to bother with this book if it’s only about a ‘feminist’ reading rather than, say, about class and labour, or with this as it’s about ‘women’s history’ rather than philosophy. The only innovative thing about such tropes is the ingenuity with which they apply the assumption that ‘(White) boys write about everything, women write about women’s issues’, to a seemingly endless set of authors and topics.

In this context, my New Year’s present is a list of things written only by women. Some of these have been published in the course of the last year; some of these I have been re-reading for different reasons, often connected with work. Every single time, however, I was struck by the relevance of ideas, the clarity of prose, and, not least – the patent absence of self-indulgence and clunkiness of phrase that so often characterises theoretical writing by men. Not all of these books were ‘theory’, either; there is a good degree of fiction, essays, as well as auto/biography.

Of course I also read some men – most notably when I had to for work, but also when I found pieces really interesting, although in this case as well I privileged men who were not white (two favourites: here and here), or who set good examples on how to cite women (and survive!). Goes without saying I also read non-binary scholars (two favourites: here and here).

So here’s my New Year’s list, with random annotated comments at times, and, roughly, in the order I have read them.

Simone de Beauvoir, Collected Works (2020)

This was a present for my 40^th birthday. Given that my birthday took place under a lockdown, five months after I had lost my mother, and pending Year 2 of a global pandemic, this is one of the few things that made it worth it. There are many excellent, previously untranslated, essays here, with analytical prefaces by a range of contemporary readers, which are often almost as good; I read Pyrrhus and Cinéas for the first time (I read French, but have over time become lazy at reading philosophy in languages other than English, something I regret). It is one of the most powerful philosophical reflections on the nature of agency, and it helped me direct my thinking about the meaning of legacy, temporality, and change. Shorter pieces on abortion, Marxism, and colonialism, among others, are well worth a read, for the understanding of the evolution of de Beauvoir’s politics and the range – and influence – her thought exercised in the day (only to be, like many other women intellectuals, erased retrospectively). This edition is the first to fully recognize this legacy.

If you are new to de Beauvoir’s writing, you can start anywhere; if you have access to institutional libraries, encourage your university or institutional library to buy the collected works, and then you can read or assign specific essays. (Un)surprisingly, many students had actually never read de Beauvoir previously – despite being fed ‘post-feminist’ ideas about how feminism was passé. Wonder why.

Kate Inglis, Notes for the Everlost: A Field Guide to Grief

This book reached me in an envelope sent in the post, together with some (vegan) chocolate, some loose leaf Darjeeling tea, and a note saying ‘Here if you want to talk. Or if you do not. Or just generally here’, reminding me why feminist (and women’s) friendships are, and I use neither lightly, a blessing and a privilege.

Inglis’ book is exactly what the subtitle says. She wrote it after one of the twins she gave birth to never made it out of the intensive neonatal care unit. In some ways, of course, the experience that prompted the book could not be farther removed from mine: Inglis had lost a child; I had lost a parent. But it’s an excellent guide to mourning (don’t worry – no prescriptive ‘five stages’ bullshit here). It also contains one of the most insightful observations I have ever heard: the first moments after losing someone are uncharacteristic because you get to peek behind the thin boundary of life and death; if I recall correctly, she compares it to a heroin high, where you almost feel omnipotent just for being alive. It’s the comedown that’s difficult. I probably owe a lot of preserved sanity to this observation.

Ann Leckie, Ancillary Justice

In addition to dispensing wise books, tea, and chocolate at exactly the right moments, one of my best friends also shares my love of sci-fi, and the corresponding frustration about the lack of good new stuff. I was dispatched from New Year’s visit to her and her partner with Ann Leckie’s Ancillary Justice, which is excellent; I look forward to reading the sequels (Mercy, Sword, and Provenance).

Chloe Cooper, The Arsonist

Know how I said it’s a privilege to have friends who buy you good books? I was lucky enough to get two of each at the end of last year – Sakshi Aravind and Solange Manche gave me Cooper’s The Arsonist and James Bradley’s Clade. I got started on Cooper, which is set in Australia; my partner borrowed Clade, which I was glad about not only for helping me maintain gender consistency but also because it’s a book about climate change. I look forward to picking up both in the new year!

Jacqueline Rose, Mothers: An Essay on Love and Cruelty

This might seem like it’s repeating the point made earlier, but I in fact bought and started reading Rose’s Mothers a few years back. I only picked up on it, however, after my own mother had died; I read it on and off throughout the year, and having finally completed it, must say it’s excellent. It also made me consider trying to read Elena Ferrante’s Neapolitan novels again, which I started but did not feel compelled by in the slightest. I am an unrepentant longitudinal *and* parallel reader – I often pick up on books years after starting them, much to the chagrin of some of my friends – but that doesn’t mean there aren’t books that I can’t put down.

Judith Butler, Frames of War: When is Life Grievable? and The Psychic Life of Power

I’m not even sure why I started re-reading Frames of War, but I found it – especially ‘Torture and the Ethics of Photography’ – incredibly relevant for the present moment. It’s also now part of the mandatory reading on my theory modules.

Speaking of which: The Psychic Life of Power is Butler’s best book. It’s a shame many social theory syllabi rarely feature Butler’s writing beyond Gender Trouble or Bodies That Matter (if at all); Butler is by far one of the most insightful theorists of power, which enforces my point that she should be read as a political philosopher.

Kelly Oliver, Witnessing: beyond recognition

It was actually Oliver’s book that inspired me to read The Psychic Life of Power – it is a remarkably comprehensive yet analytical take on the logic of I-Thou, applying it to a range of examples from debates on politics of identity to transitional justice. Outstanding political theory writing. It’s a shame it’s not better known – oh, wait, I have an idea of why that might be the case.

Nancy Folbre, The Rise and Decline of Patriarchal Systems: an Intersectional Political Economy

As Folbre noted in a recent book talk, a probably better title would have been ‘The Rise, Decline, and Rise Again’, given the resurgence of anti-feminist and misogynist politics, policies, and sentiments we are witnessing. Rest assured, however – the book is no friend to the ‘equality achieved, what are women complaining about’ brand of ‘theory’ (for a useful takedown of such theories, see here).

Francesca Wade, Square Haunting

Wade’s book is part history, part biography, insofar as it details the lives of exceptional women – H.D., Virginia Woolf, Dorothy Sayers, Eileen Power, and Jane Harrison – who all lived in the same area of Bloomsbury around Mecklenburgh Square, but it is both so rich in narrative detail and strong on feminist politics of the day that I used it as bedtime reading. It is also one of my favourite parts of London, which helped soothe the London withdrawal syndrome caused by both lockdown and moving farther away.

Tressie McMillan Cottom, Thick

Another present, this one from my dear friend and collaborator Linsey McGoey – I love McMillan Cottom’s writing and this is a good analysis of how raced (and gendered) assumptions shape dominant institutions’ perceptions of talent and intelligence, told from a biographical perspective. Now that the book made it out of storage, I look forward to continuing it!

Sara Ahmed, Living a Feminist Life and Complaint!

I am a regular reader of Ahmed but this was a fantastic double-bill. The first I re-read because I needed it (meaning, I was using it for an article I was working on); the second I eagerly anticipated. As it turns out, they also provided the framing for thinking about mediating my own personal experience of bullying and gender-based discrimination at work; in this sense, I certainly needed the first, and I am adamant about using the second as a guide for all scholars who are experiencing, or have experienced, these forms of abuse. I have also, with a few others, been discussing/planning a reading group on Complaint! at Durham.

Jacqueline Rose, On Violence and on Violence Against Women

In a year so defined by sexism, misogyny and patriarchy, my second most eagerly anticipated book after Complaint! was Jacqueline Rose’s On Violence and on Violence Against Women. Not sure what specialists would have to say about it, but I was impressed by Rose’s capacity to say something new about a subject that has been extensively written about – and to connect it to the deepest questions of social theory. A difficult book – not for the style, which is excellent and crisp, but for the topic – which I’ve occasionally had to put down, but look forward to completing in the new year.

Adriana Zaharijevic, Life of Bodies: Political Philosophy of Judith Butler

Full disclosure: this book has not yet been published in English, but it is in the process of being translated by Edinburgh University Press. Written by my dear friend and feminist co-conspirator Adriana Zaharijević, it is an excellent analysis of the connections between Butler’s treatment of gender, precarity, and agency, by one of the best Butler scholars today. Incidentally, it also concurs with my reading that Butler is above all a political philosopher.

Katherine Angel, Tomorrow Sex Will Be Good Again: Women and Desire in the Age of Consent

Angel’s book is excellent in managing to work through an issue that’s been extensively discussed while calling bullshit on both faux libertarianism and moralism in (almost) equal amounts. I was super-glad Angel was able to give the first lecture in the new Josephine Butler lecture series – if you missed it, your loss.

Deborah Levy, Things I Do Not Want to Know, The Cost of Living, Real Estate

I thought I hated (auto)biography. Turns out, I only hate autobiography because it is almost always focused on the lives of men. Levy’s ‘Living Autobiography’ series is a fantastic, funny, and at times shattering reminder that needn’t be that way; it is also a take on London through the eyes of a foreigner, something I can deeply relate to.

Levy’s books came to my reading list as I was beginning to contemplate the value of my own life (cost?) as well as ‘real estate’, both in terms of what my mother was leaving me, and what I was thinking about acquiring, or building, on my own. For someone whose preferred approach to dealing with the (im)permanence of material property was to acquire as little of it as practicable and dispense with it (or pass it on) as quickly as possible, this introduced a whole new element of ‘reality’ or, at least, materiality (no, I’m not saying they’re the same thing; no, this isn’t a social ontology post) to ‘estate’.

Annie Ernaux, The Years

Speaking of autobiography: I only arrived at Ernaux’s ‘The Years’ (Les Années) this year, which speaks to the degree to which I’ve given in to UK’s intellectual parochialism. The deep sense of shame did not prevent me from enjoying the narrative crossover between biography and sociology that she uses to depict the post-war years in France; I also found it interesting to reflect on how many of the references she uses made sense to me (French was my first foreign language, and I’ve spent some time part-living in Paris, but have allowed both linguistic and cultural competence to deteriorate since).

Nancy Fraser, Fortunes of Feminism: from State-Managed Capitalism to Neoliberal Crisis

Think you know what Fraser’s argument was about? Think again. I picked up Fortunes of Feminism as a holiday read (well, I was at a friend’s house in Wales for a holiday, the book was on his desk – yes, sorry, this is what happens if you host me in your house, I am going to read your books), and while I thought I had read most if not all of the essays included in the volume, I discovered several angles I had never noticed before, and was struck again by the clarity of writing and the ability to anticipate challenges – many of which are very much with us today.

Iris Marion Young, Responsibility for Justice

Speaking of feminist icons: I know, I know, you’ve ‘read’ Iris Marion Young already. So have I. I just never read her last – and unfinished – book, which is a fantastic re-engagement with some of the issues raised in Justice and the Politics of Difference. And one much more relevant for the present moment, given that it addresses the thorny question of not just what is wrong but who has the moral (ethical, political) responsibility to fix it – something that speaks directly to issues ranging from the Covid-19 pandemic to climate change and, obviously, the role of social sciences in addressing them. Give it a go and see for yourself.

Serene Khader, Decolonizing Universalism: a Transnational Feminist Ethic

Speaking of which: worried all this ‘white feminism’ is ruining your progressive credentials? Before you buy into the argument that the best way to wiggle out of your shame for reading and citing almost exclusively white men is to hate on white women, read Khader’s Decolonizing Universalism – among other things, to try and understand what exactly decolonizing social and political theory might entail.

Laura Bates, Men Who Hate Women

I know, I know, the value of reading something you already know about is doubtful, and thus I avoided reading Bates’ work for a long time (not least because I was mildly resentful that the most recent book appropriated the title of Stieg Larsson’s trilogy). Turns out, it makes sense to remind oneself how widespread women-hating is, from incels proper to your garden-variety whatabouter (it will also make it easier for you to spot them, especially when they show up in classrooms, on boards, and, of course, your Twitter mentions).

Manon Garcia, We Are Not Born Submissive: How Patriarchy Shapes Women’s Lives

One of the most pressing questions emerging from the contemporary readings of de Beauvoir is why some people will choose to submit, or to relinquish their freedom. Garcia’s book engages with this question, while also presenting a very accessible introduction to de Beauvoir’s thought. I’ve included it both in the mandatory reading and have recommended it to friends and family (and possibly also bought a few of them a copy ).

Silvia Federici, Caliban and the Witch: Women, the Body, and Primitive Accumulation

In my neverending quest to diversify syllabi in theory (AKA: Only Men), I’ve introduced Federici to reading lists on both undergraduate and postgraduate levels. Turns out students love it, which isn’t surprising, given that it is remarkably accessibly written, manages to weave a set of historical data into a remarkable and persuasive analysis of the constitution of gender inequality in the modern West that doesn’t, imagine that, avoid the question of colonisation and slavery, and does all of that in fewer words than Foucault. I’ve read the Autonomedia edition back in my anarchist days, but there’s a new Penguin edition that puts the book where it properly belongs – Modern Classics. Simply can’t understand how anyone can learn anything about the history of capitalism, class, or inequality without reading Federici (and Ellen Meiksins Wood, too).

Lauren Berlant, Cruel Optimism

Berlant died this (!) year, so, as is customary, many people only noticed her work after that (same goes for bell hooks, who passed away shortly before the end of 2021). I started re-reading Cruel Optimism for an article I am working on; I also introduced affect theory to undergraduate theory teaching, though it sadly occupies only one third of a single session, because, you know, MEN). While my first reading of Cruel Optimism was somewhat reductive – I was interested in the ‘relational ills’ element, which is what I presume what attracts most people who work in moral and political theory – on this reading, I became fascinated by arguments I had simply never noticed before, convincing me Berlant’s work was both more far-sighted than it is normally given credit for, and probably one of the most suitable for comprehending the present moment.

Hannah Arendt, On Violence and Life of the Mind: Thinking

Much like de Beauvoir, I believe One Should Regularly Re-Read Arendt, whether for writing or for General Edification Purposes. Enough said.

Amia Srinivasan, Right to Sex

I bucked and followed the trend of reading the Most Eagerly Anticipated Philosophy Book of 2021, at least according to white men who are trying to vindicate the absence of diversity of their reading lists. As it happens, I’ve read some of Srinivasan’s stuff before, and as it happens, I like it, so I am mostly enjoying the book so far, not least for the precision and clarity of prose – something, again, that is both the mark of Oxford’s school of philosophy but also of women philosophers’ writing more generally.

Tabitha Lasley, Sea State

This one was excellent! I bought the book soon after it was published, but only got to reading it in November this year. Worth every page; I considered inviting Lasley to speak at the Qualitative Methods module I taught last year, so hope I will still get to do it – her work, not unlike Joan Didion’s, Alice Goffman’s, or Simone Weil’s, points to the ongoing challenges in engaging with ‘the field’ and as a woman.

Amelia Horgan, Lost in Work

I was the discussant for Amelia’s book in the Philosopher seminar series. In this sense, reading it was…’work’ (ha), but it also came at the right moment, because I was at the beginning of a very exhausting academic term. If you’re looking for a good primer on the history of work, labour struggles, and relations, especially in Western industrial capitalism, this is your book!

Katie Goh, The End: Surviving the World Through Imagined Disasters

The only thing I regret about this book is not having written it myself. That being said, I am (still) working on the sociological equivalent of it (early drafts here and here).

I picked up both this and the next book in The Bound bookshop in Whitley Bay, during one of my frantic searches for a flat in the area. I didn’t find a flat, but I found this bookshop, which is worth coming back for – fantastic selection, lovely staff, and a reminder (as clichéd as this may sound) of the value of independent bookshops.

Jacqueline Harpmann, I Who Have Never Known Men

Part-Handmaid’s Tale, part-Wittgenstein’s Mistress, but in some ways better (and earlier!) than both. A gem of a read.

Ruth Ozeki, Tale for a Time Being

This was also a present, this time for Christmas. Don’t know if it just the exhaustion of the preceding year, or my general interest in transcultural, translocal, and the combo of climate change, feminist anarchism, and Zen Buddhism, but this book feels like a balm on a weary soul. Thank you ❤

I am ending the year with two books I’ve taken with me – one is Nancy Campbell’s The Library of Ice; the other is Sianne Ngai’s Ugly Feelings.

Campbell’s book attracted my attention as soon as it was published; I was even at the book launch/reading (held, fittingly, in Cambridge’s Polar Museum) before the pandemic. It is an impressive artistic/philosophical/literary reflection on change…and ice. Now that I finally got my (non-work) books out of storage, I can read it at peace. For someone who dislikes the cold (the northernmost I lived was Copenhagen, and I hated it), I have a long-standing obsession with the extreme North (possibly fostered by reading Jack London and wanting to own a husky dog as a child). My favourite photograph is Per Bak Jensen’s Disko Bay: I like it so much that I have two reproductions – albeit both small – hanging on my walls.

I was reminded of Ngai’s book by Milan Stürmer in a recent Twitter exchange in which I asked people what their dream interdisciplinary reading list/group would be. Ngai was one of the few authors mentioned that I haven’t read before. It’s definitely time to rectify that.

More importantly, however, reading the suggestions, I was once again reminded of the value of reading broadly, anti-disciplinarily, and against the tendency to reproduce structured inequalities in knowledge production, even if it is sometimes easier. So, for new year, my wish for everyone is not only to read more women, but also to read outside of the immediate or proximate zone of disciplinary, linguistic, conceptual, or even political comfort. This is not saying I always succeed – while I take pride in regularly stepping outside of #1 and #3, as this list demonstrates, I have grown lazy in terms of #2 and the events of the previous year have made me reluctant to engage with #4 beyond what I anyway had to by the virtue of living in a racist, misogynistic world.

Books are many things – but one of them is lifeworlds. The words we surround ourselves with provide building blocks for the worlds we will inhabit. Make yours, you know, a bit less…predictable.