Gavin Rae shows that the problematic status of agency caused by the poststructuralist decentring of the subject is a central concern for poststructuralist thinkers. He shows how this plays out in the thinking of Deleuze, Derrida and Foucault, and find the best explanation of agency for the founded subject in the work of Castoriadis.

This book articulates the key theoretical assumptions of poststructuralism, but also probes its limits, evaluates rival approaches and elaborates new concepts. Building on the work of Derrida, Foucault, Heidegger, Lacan, Laclau, Lévi–Strauss, Marx, Saussure and Žižek, the book also provides a distinctive version of the poststructuralist project.

This book looks at developing the capacity to apply poststructuralism in a setting where other discourses are dominant. It focuses on working both with students categorized as 'emotionally/behaviourally disordered' and their teachers in the context of a

An introduction to post-structuralist theory that critically assesses how the concept can be used to study space and place, this text communicates a new agenda for the study of human geography.

This book provides a challenge to the recent post-positivist orthodoxy in social analysis, outlining a theory of social domains which re-establishes the importance of the wider settings and contexts of society.

Performing Culture presents a detailed and probing account of cultural studies′ changing fixations with theory, method, policy, text, production, audience and the micro-politics of the everyday. John Tulloch encourages academics and students to take seriously the need to break down the separation between high and low cultural studies. Tulloch′s case studies show that the performance of cultural meanings occurs in forms as diverse as The Royal Shakespeare Company′s Shakespeare and Chekhov productions and our everyday work and leisure encounters. Drawing upon anthropological and dramatic studies of performance, the book emphasizes that academic research also performs cultural meaning. A central feature of the book is its reflexive consideration of the representations of culture constructed by academic ′experts′.

This book is one of the few scholarly works on critical pedagogy that makes use of empirical data in the specific context of analyzing both academic and sociopolitical articulations of critical student agency and agentive growth of Latino immigrant students.