Abstract
Feminist technoscience and feminist phenomenology have seldom been brought into dialogue with each other, despite them sharing concerns with subjectivity and normativity, and despite both of them moving away from sharp subject-object distinctions. This is unfortunate. This article argues that, while differences between these strands need to be acknowledged, such differences should be put to productive use. The article discusses a case of school bullying, and suggests that bringing these analytic perspectives together enables and sharpens examinations of the role of subjectification and subject positions for subjectivity in the phenomenological sense; affectivity within material-discursive entanglements and constellations of humans and things, and as connecting the body, things and the world in specific ways; and normativity as enacted, lived and embedded in perception.
Highlights
Feminist technoscience and feminist phenomenology have seldom been brought into dialogue with each other, despite them sharing concerns with subjectivity and normativity, and despite both perspectives emphasising the need to problematise sharp subject-object dualisms
This article argues that, while there are distinct differences between these strands of research that need to be acknowledged, these differences can and should be put to productive work when theorising subjectification/subjectivity in ways that take into consideration affectivity, the role of technology, embodiment and norms about bodies
While feminist technoscience is appropriate to bring out material-discursive subjectification processes, dynamic orderings and enactments of subject positions and objects, feminist phenomenology offers analytical tools for examining subjectivity from and as a first-person perspective of oneself as a self with an eye for the role of embodiment and normativity
Summary
Feminist technoscience and feminist phenomenology have seldom been brought into dialogue with each other, despite them sharing concerns with subjectivity and normativity, and despite both perspectives emphasising the need to problematise sharp subject-object dualisms.1 This article argues that, while there are distinct differences between these strands of research that need to be acknowledged, these differences can and should be put to productive work when theorising subjectification/subjectivity in ways that take into consideration affectivity, the role of technology, embodiment and norms about bodies.While my argument is general, I describe a case of school bullying presented by Lis Højgaard and Dorte Marie Søndergaard (2011). A feminist technoscience perspective, by contrast, is well-suited to analyse enactments within, for example, the constellations of girls, other beings and things in Marian’s situation – including affective expressions online and offline – with a focus on how affective entanglements help shape subject positions within relations of power or other hierarchies.
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