School of Culture and Communication - Research Publications
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Itemlntertextuality and ontology(Manchester University Press, 1990)The concept of intertextuality requires that we understand the concept of text not as a self-contained structure but as differential and historical. Texts are shaped not by an immanent time but by the play of divergent temporalities. Texts are therefore not structures of presence but traces and tracings of otherness. They are shaped by the repetition and the transformation of other textual structures. These absent textual structures at once constrain the text and are represented by and within it; they are at once preconditions and moments of the text.
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ItemLiterature as regime (meditations on an emergence)(Manchester University Press, 2002)At the beginning of Joseph Roth’s novel The Radetzky March a young infantry lieutenant, seeing the Emperor accidentally put himself in danger in the course of the battle of Solferino, pushes him to the ground and receives the bullet intended for the Supreme War Lord. Many years later, now a captain and ennobled, Joseph Trotta finds in his son’s school reader an account of this incident.
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ItemRecovering memory( 1996)To speak of memory as tekhne, to deny that it has an unmediated relation to experience, is to say that the logic of textuality by which memory is structured has technological and institutional conditions of existence. Let me illustrate the enabling conditions of the ‘textual’ logic of memory by reference to the controversy over recovered memories of childhood sexual abuse.
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ItemLiterature, culture, mirrors( 1997)John Frow responds to Simon During Simon During proposes – as I read it – six sets of reasons for the shift within departments of English from traditional literary studies towards cultural studies. The first is the academic appropriation of a tradition of Romantic anti-academicism stretching from Wordsworth to Dada. The second is a new mode of subject formation by which students are trained as consumers of cultural goods. The third is the valorization of social identities perceived as marginal within a traditional academic framework. The fourth is the development of new regimes of student choice, reflected in changed patterns of enrolment. The fifth is the emergence of a policy framework designed to enhance national economic competitiveness. The sixth is a regime of training which prepares students for jobs in the cultural sector.
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ItemA politics of stolen time( 1998)This is a story about acts of telling that are true and acts that are false. It is about being told things and not being heard. It is about the relation between telling stories and existing, or about being made not to exist. Millicent’s story is a part of the Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from Their Families, entitled Bringing Them Home. Delivered to the Australian Federal Government in 1997, the Report is a record of the history of forcible removal of indigenous children, usually of mixed descent, from their families and communities, and it makes recommendations about current laws, practices and policies, about compensation for the victims of past laws, practices and policies, and about the services that are or should be available for those victims.
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ItemAustralian cultural studies: theory, story, history( 2005)In a forthcoming paper on the History of Theory Ian Hunter calls for a space for historical reflection on the so-called ‘moment of theory’, and goes on to describe his argument as being indicative of ‘a particular way of undertaking intellectual history’. Let me posit, perhaps against the grain of Ian’s intentions, that ‘historical reflection’ and ‘intellectual history’ constitute distinct sub-sets of the history of philosophy. Historical reflection, which is central to the Hegelian critique of the self-becoming of philosophy, is excluded from contemporary analytic philosophy by its rigorous refusal of historical time as the condition or context of thought. Intellectual history is what is then left over when the history of philosophy is disconnected from the space in which philosophy actually happens, and in that sense is quite different from the historical reflection in which a past is connected, with whatever discontinuities and complexities, to the present that reflects on it. Intellectual history is histoire; historical reflection is discours.
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ItemMarxism and literary history(Harvard University Press, 1986)In this book I try to theorize the concepts of system and history for a Marxist theory of literary discourse. This theorization is conceived as part of a semiotically oriented intervention in cultural politics. I am not interested in producing a general Marxist theory of literature or in contributing to an aesthetics; and I do not attempt a philosophical purification of these categories. They are difficult categories and I seek to make them more so; but the point is to make them fit tools for critical and political uses. I use the concept of system in the sense of a nontotalized formation which sets epistemological and practical limits to discourse, and which is thereby productive of discourse; it does not have here its speculative or its systems-theoretical sense of a closed and self-regulating totality. In addition, I seek consistently to deploy the concept in counterpoint to its ongoing deconstruction. In the same way, the concept of history does not carry the sense of an enfolding narrative continuum or of the given ground of human action. It is used to theorize the discontinuous, nonteleological dynamic of the literary system and the multiple temporalities of texts within complex sets of intertextual relations. The theoretical framework and intent of the book is a nondogmatic and nonorthodox Marxism which I hope will require no apology. I work within an antihumanist, antihistoricist, and anti-Hegelian tradition, but am also intellectually close to the post-structuralism of Foucault and Derrida. The interplay and sometimes the strain between these traditions will be evident (I hope fruitfully) throughout the book.
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ItemSystem and history: a critique of Russian formalism( 1980)The theoretical development of Russian Formalism, and of its structuralist successors in Prague, is the record of an exemplary attempt to fuse an immanent approach to the literary text to the literary system, which would locate significance in the structure of textual relations and not in genetic or mimetic features, with an awareness of the essential historicity of these relations. Implicit in the concept of literary evolution is a theory of the mechanism of change – that is, of the connection between literary history and history between the text and the social formation; but this theory was never adequately elaborated, both because of a refusal to postulate a direct causal connection between historical change and the apparently autonomous development of the literary system, and because of the Formalists’ almost constant separation of aesthetic from extra aesthetic functions (a separation which confirms the hiatus between the literary series and the social system in which it is inserted).
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ItemDiscourse and Power( 1985)The paper argues for the possibility of reworking the concept of ideology in such a way as to depend neither on a problematic of truth and error, nor on a division of the world into two parts one of which is more real than the other, nor on an expressive relation of subjects to meaning. The political force of the concept can be retained if ideology is thought as a provisional state of discourse (a function of its appropriation and use) rather than as a content or an inherent structure. Any discursive system produces a particular configuration of subject-positions which are the conditions of entry of individuals into discourse; but these acquire political significance only through the (historically variable) codification of discourse in terms of a play of relations of power, and the positions available can be refused or undermined. Some implications of this argument for models of the social and for discourse theory are discussed.
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ItemDiscipline and Discipleship( 1988)The transfer of knowledges is almost always mediated by institutions and by authorized persons. I set up some metaphors in this paper to try to examine these mediating processes by which knowledges are both reproduced and transformed. In particular, I take psychoanalytic andreligious training as metaphors for the transmission of a discipline, and then I briefly extend the figure of discipleship to talk about literary pedagogy and the training of graduate students.