Judith Butler's postmodern existentialism : a critical analysis

Bucher ascertains that Butler's description of the temporalized process of structuration, which seeks to avoid recourse to political voluntarism, or the sovereign intentionality of the autonomous individual, yields powerful insights into social identity. He asserts further that Butler's description of the dominant heterosexual culture in terms of melancholia, and her insights into the structures of repetition and difference that make up the social conventions that produce cultural norms, represent important resources in thinking about contemporary cultural conflicts.

Using Butler to understand the multiplicity and variability of policy reception

Understanding how teachers make sense of education policy is important. We argue that an exploration of teacher reactions to policy requires an engagement with theory focused on the formation of ‘the subject’ since this form of theorisation addresses the creation of a seemingly coherent identity and attitude while acknowledging variation across different places and people. In this paper, we propose the utility of Butlerian ideas because of the focus on subjectivity that her work entails and the account she gives for social norms regulating people’s actions and attitudes. We use Butler’s stance on how ‘cultural intelligibility’ is formed to account for the complex, messy and sometimes contradictory ‘take up’ of curriculum policy by 10 teachers at a secondary school case study in Queensland, Australia. We use the phrase ‘policy reception’ to signify a particular theoretical line of thought we are forming with our application of Butlerian theory to the analysis of teacher attitudes toward curriculum policy, and to distinguish it from ‘policy interpretation’, ‘policy translation’ and ‘policy enactment’.