This paper revisits Fanon’s relationship with psychoanalysis, specifically Lacanian psychoanalysis, via a close reading of his rhetorics of childhood – primarily as mobilized by the ‘Look, a Negro!’ scenario from Black Skin, White Masks, the traumatogenic scene which installs the black man’s sense of alienation from his own body and his inferiority. While this scene has been much discussed, the role accorded the child in this has attracted little attention. This paper focuses on the role and positioning of the child (...) to reconsider Fanon’s ideas, in relation to his contribution to the social constitution of subjectivity, arguing that reading Fanon alongside both his citations of Lacan and some aspects of Lacanian theory opens up further interpretive possibilities in teasing out tensions in Fanon’s writing around models of subjectivity. Finally, it is argued that it is where Fanon retains an indeterminacy surrounding the child that he is most politically fruitful. (shrink)

This article addresses relations between concepts of ‘self’, ‘other(s)’ and ‘othering’ through a reading of the revolutionary psychiatrist Frantz Fanon’s psychoaffective phenomenological and pedagogical narrative approach, reading his work as phenomenological and educational as well as critiquing phenomenology, psychology, education and (of course) psychiatry. While most—especially educational—commentators base their engagement with Fanon’s revolutionary materialist phenomenology of racialised embodiment and consciousness on his first book, Black Skin White Masks and attend to his final book, Wretched of the Earth as expressing his (...) core political and philosophical analyses, this article focuses in particular on Fanon’s second and middle book, A Dying Colonialism, evaluating the political possibilities of the specific narrative temporalities elaborated there. Notwithstanding its rather dismissive reception, it is argued that this, middle, book—written during, and as a document of, the Algerian liberation struggle—expresses and develops Fanon’s psychopolitical and performative philosophy of subjective and objective transformation from alienation to emancipation. This philosophy works pedagogically, in imagining the transformation of relations between others, as well as between self and others, including relations between coloniser and colonized, as also between and within selves. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 8.1 (2001) 39-40 [Access article in PDF] Remembering Feminisms:A Response to the Commentary Erica Burman I am grateful to Gwen Adshead for outlining the broader arguments surrounding feminist critiques of science and their relevance for mental health, particularly in forensic contexts. As she highlights, the debates about the status of accounts of memory hinge upon contested concepts of objectivity and the problem of discursive and (...) provisional (but also necessary) claims to external reality, these being debates to which feminists have actively contributed. There are four additional points I would like to make in response to her comments.Firstly, while I am in general agreement with her presentation of feminist positions in relation to scientific theory and method--and this does largely reflect a current consensus within feminist approaches--it is important not to overstate this consensus. Feminist debates about science, method, and claims to truth are precisely debates. There is no unitary feminist approach. Key arguments between feminists concern, for example, whether to lay claim to (forms of "strong") subjectivity rather than objectivity (see Harding 1986, Hollway 1989, Griffin et al. 1998) or whether to re-work criteria for objectivity to takeaccount of well-known gender biases (Eichler 1988).In my analysis of feminist approaches to "false memory syndrome" (FMS), I wanted to highlight the diversity of feminist positions in order to indicate something of the interconnections between feminist and other political, theoretical, and cultural analyses--ranging from the modernist and empiricist to the postmodernist and constructionist. Hence, while I agree with Adshead that much feminist analysis seems unremarkable since its impact on cultural practice has been so great, I would argue that her account glosses over the many different feminist positions mobilized within the debate around "false/recovered memories." There are widely different views, for example, about the status of evidence/science. Another key area of debate is the role of psychiatric diagnosis between those who subscribe to and those who reject the "terms of art" of psychiatric diagnostic categories.This may sound like a mere effort to attest to the rigor and rationality of feminist scholarship, including feminist re-workings of these terms. However, to come to my second point, there is a material consequence of this closer attention to the conditions for, and reception of, specific feminist analyses. For the debate about "false" or "recovered" memories goes beyond questions about the circulation of the roles of victim versus perpetrator that surround claims of credibility, legitimacy, manipulation, or gullibility. [End Page 39]Thus, Laura Brown and I (1997) and Jan Haaken (1998) have suggested that in order to understand how the current debates surrounding (women's) reported memories could have come about, we need to analyze what has happened through, and what the stakes have been in, the (limited) institutionalization of feminism within models and practices of therapy. This involves attending to the particular forms of feminism that have been included and excluded: For example, how far do therapeutic models accept, and how far do they problematize, the forms and functioning of families? We also need to consider the broader societal response (or backlash?) to a feminized/therapeutic culture, including consequences of the confounding of the therapeutic with the feminized. In particular, Haaken draws attention to the gender essentialism that pervaded second wave (1960s and 1970s) U.S. feminist therapies. This essentialism, she argues, has fueled a failure to interrogate power dynamics (including therapeutic dynamics) between women that make possible displacements of transferential dynamics to an outside party, whether past or present.My third point concerns the ever closer relationship between the therapeutic and legal arenas reflected within the career of FMS. Adshead's reference to a film narrative to highlight competing versions of legal knowledge puts me in mind of how FMS--as a potent cocktail of psychiatric labeling, familial conflict and abuse, and litigation--is the U.S. television courtroom drama writ large. It may be the case that, as Adshead argues, I fail adequately to address the complexity of legal process, with its assumptions about what makes certain accounts more credible or legitimate than others... (shrink)

This paper critically evaluates the ways we look to children to educate us and explores how we might depart from that dynamic, exploring how a range of conceptual frameworks from historical and cultural studies and psychoanalysis might contribute to understanding the problematic of childhood, its problems and its limitations. While ‘child as educator’ may appear to reverse the typical power relations between adults and children, it is argued that this motif in fact repeats many of the same problems as any (...) claims about what children, and especially what ‘child’, is like. Specifically, the paper first reviews analyses of what is at stake in the figure of ‘child’; second, feminist engagement with the notion of ‘intersectionality’ is discussed in terms of how it might inform debates about childhood. Finally, drawing on Lacanian psychoanalytic approaches, analysis focuses on the notion of misrecognition structured in the ‘as’ connecting ‘child’ and ‘educator’. (shrink)

This paper offers a feminist review of the debates surrounding delayed (false/recovered) memories. It highlights the philosophical and conceptual issues involved to attempt to illuminate this complex and controversial area. Going beyond disputes around the validity of False Memory Syndrome (FMS) or practical prescriptions, it first considers broader effects of the rhetorical reality this has achieved—in particular in supporting a discourse of disbelief that undermines therapeutic work with abuse survivors. Secondly, four tensions within feminist responses to the memory debate are (...) explored that also highlight constitutive features of its cultural and disciplinary contexts. The third section explores how the memorial controversies reflect prevailing social concerns with familial and existential disintegration, and rely upon an elision between popularly circulating notions of inner childhood and the adult recalling their childhood. Fourthly, it is suggested that the same conceptual difficulties apply to some of the empirical psychological literature drawn upon as evidence in determining the status of false/recovered memories. From this conceptual analysis the paper concludes by highlighting implications for practice, suggesting that it is the false memory advocates rather than their opponents who are insufficiently constructionist in their approach to memory. (shrink)

This article contextualizes some of the more specifically focused articles in this Special Issue of ‘Women and Mental Health’ by reviewing general historical and political currents structuring contemporary discussions around questions of models, treatment and provision for women within British mental health services. We highlight some particularities of the current British context (in relation to other national scenes) in terms of the forms and expressions of feminist activity around mental or emotional distress. While not absolute mirrors of each other, resonances (...) between general trends in feminist debates and organizational forms within feminist mental health work give rise to a wide spectrum of sites of intervention. We discuss some of the conditions that gave rise to these forms of (visible) feminist intervention within mental health service provision, focusing particularly on women's counselling and therapy services, and we offer an analysis of the range and conceptual tensions within which such interventions may be situated, including contested perspectives on power and empowerment. We also consider ways in which women's political activity around mental health issues is likely not to be noticed as such, given women's prototypical positions as patients and practitioners. We end by identifying what we see as current challenges for feminist activism around distress and its links with the conditions of women's lives and oppression more generally, not only as instances of more general tensions and challenges within contemporary feminisms, but also as offering an arena of opportunity for broader alliance and coalition-building. (shrink)

Abstract This paper presents an evaluation of the role and function of discourse analysis in relation to claims that it promotes critical interventions within psychology. Discourse analysis challenges the function, truth claims and methodological adequacy of psychological practices, through attending to difference, resistance, relativism and reflexivity. However, these features pose theoretical and conceptual difficulties, particularly if a theoretically motivated position is attributed to the framework itself, rather than the ways it has been taken up and used. I explore how these (...) issues are played out in the arenas of (a) research practice, (b) teaching discourse analysis, and (c) everyday discursive clashes. As with other approaches that have generated methodological innovations, discourse analysis can work to support, rather than challenge, mainstream psychological practices. In order to maintain the fruitful dynamic of discourse analysis, therefore, we should acknowledge the political concerns that motivate our analysis, rather than regard them as a property of the approach itself. (shrink)

There are established links between education and well-being, and between poverty and education. This article draws on interviews with parents of school-aged children impacted by a policy in the UK commonly referred to as the ‘bedroom tax’. A critical psychology perspective to education is put forward, acknowledging the complex interrelationships between psychological well-being, sociopolitical factors and education.