Post Continental Voices

This collection of interviews brings together seven post-continental thinkers to discuss their own personal academic development, their experiences of graduate school and their hopes for post-continental philosophy. Each thinker has been chosen for their importance, popularity and potential. Opening with a short introduction this book offers a rare insight into the world of academic philosophy from the inside. Acting as a handbook to post-continental philosophy this book will prepare students for the unique challenges facing academic philosophy in the coming years. The following thinkers appear in the book: Graham Harman, Jeffrey Malpas, Lee Braver, Stuart Elden, Ian Bogost, Levi R. Byrant, and Adrian Ivakhiv.

Sheds new light on the presence and impact of Continental European literary traditions in post-Napoleonic Britain.

The recent turns to affect and aesthetics in the humanities and the interpretive social sciences have been productive for reflecting on the crucial role sensibility plays in the constitution of the social. However, these scholarly developments construct their interventions by dismissing the attention to language that was central to the linguistic and cultural turns of previous eras and by claiming that language is an obstacle to experiencing the reality of difference to which they maintain only sensibility can grant access. By analyzing the figure of the voice in the work of Martin Heidegger and the continental thinkers who follow him, The Scene of the Voice shows that the dismissal of language in favor of sensibility requires overlooking their common connection in the problem of mimesis. As this book ultimately argues, artificially separating language and sensibility results in a failure to encounter affect, the relation to difference affect is said to name, and the experience of thinking affect is taken to provoke.

David Weinberg’s multi-national study, focusing on France, Belgium, and the Netherlands, offers a wide lens through which to view post-war efforts to help Jewish communal life recover its voice and its raison d’être. By underscoring the similarities in the situation facing Jews across borders, he demonstrates how the three communities with the aid of international Jewish organizations utilized unprecedented means to meet unprecedented challenges. His thematic approach adds much to our understanding of post-war European Jewish life.

Contributions by William Ackah, Allan Boesak, Ebony Joy Fitchue, Leah Gaskin Fitchue, Walter Earl Fluker, Forrest E. Harris Sr., Nico Koopman, AnneMarie Mingo, Reggie Nel, Chabo Freddy Pilusa, Anthony G. Reddie, Boitumelo Senokoane, Rothney S. Tshaka, Luci Vaden, Vuyani Vellem, and Cobus van Wyngaard After the 2008 election and 2012 reelection of Barack Obama as US president and the 1994 election of Nelson Mandela as the first of several blacks to serve as South Africa's president, many within the two countries have declared race to be irrelevant. For contributors to this volume, the presumed demise of race may be premature. Given continued racial disparities in income, education, and employment, as well as in perceptions of problems and promise within the two countries, much healing remains unfinished. Nevertheless, despite persistently pronounced disparities between black and white realities, it has become more difficult to articulate racial issues. Some deem "race" an increasingly unnecessary identity in these more self-consciously "post-racial" times. The volume engages post-racial ideas in both their limitations and promise. Contributors look specifically at the extent to which a church's contemporary response to race consciousness and post-racial consciousness enables it to give an accurate public account of race.

This handbook is the first reference work to explore and define what continental philosophy of education is or could be, and what its boundaries are, serving as a point of entry for those who need an overview of the ideas in the field. The book includes 34 chapters written by leading scholars based in Belgium, Canada, China, Croatia, Cyprus, Denmark, Finland, Germany, Hong Kong, Iceland, Ireland, Israel, Lithuania, the Netherlands, Norway, New Zealand, Sweden, Taiwan, the UK and the USA. It is subdivided into three sections covering the metaphysics, ethics and aesthetics of education and the chapters focus on philosophical concepts such as otherness, empathy and personhood and problems including political influences on education and the limits of education. The contributors discuss a range of continental thinkers and look at how their work has influenced the wider field of philosophy of education.

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