Abstract
This final chapter is about re-/presentations of and for care – of which this book is itself proposed as an instance, along with the texts we discussed in Chap. 5 – and about how these carry the competences in care work, as well as make out an important field of concern for care work (a field currently under transformation). As an alternative to the presuppositions underpinning the movement of evidence-basing care work, the prototypical, performative nature of texts on and for care is emphasized and argued, along with how re-/presentations of and for care should be understood and cultivated as landscapes of diverse infrastructures, genres, voices, and forms of knowledge (with Stiegler: ‘noo-diversity’). This is demonstrated prototypically with an analysis in progress about – and contributing to – an ongoing effort to develop a website ‘manual’ for the care work of which we discussed parts in Chap. 5. I attempt to place it in intertextual ‘dialogue’ with textual re-/presentations of the dominant approaches to care in the field, and to discuss its noo-diverse nature. A final section reflects on how theory (such as that of this book) is relevant to the competence in care, as synthesizing, dialogical, reflective and innovative meta-knowledge; how reading theory requires a submission yet leads to the metaphorical ‘death of the author’; and how it overlaps and dialogues with art in a creative ‘poetics of knowledge’.
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Notes
- 1.
Thus, I follow Derrida’s somewhat counterintuitive idea that oral utterances and body language, in immediate presence, can be usefully considered secondary to text, in so far as they are (more or less reflective) actions in collectives and activities co-constituted technologically (cf. page 153).
- 2.
A similar case is the relatively recent development toward re-articulating psychoanalytic or phenomenological concepts into a standardizing framework of evidence of ‘what works’ in therapy or education (cf., e.g., Højlund, 2005). .
- 3.
- 4.
See, e.g., (April, 2023) https://www.signsofsafety.net/what-is-sofs/ and the Danish https://vidensportal.dk/boern-og-unge/omsorgssvigt/indsatser/signs-of-safety.
- 5.
- 6.
- 7.
(May, 2023) https://motivationalinterviewing.org/
- 8.
“Ung” is Danish for ‘young person’, an adjective turned noun, akin to ‘(a) youth’ or ‘(a) youngster.’ The use of this noun is an important reminder of the specifics of this field, as distinct from places where nouns like ‘child,’ ‘patient,’ ‘client,’ ‘user,’ or ‘citizen’ would be appropriate. ‘Map’ is the English word adopted directly, a branding trope that is quite common in Denmark.
- 9.
The metaphor of the rabbit hole, quoted in The Matrix, in turn, is borrowed from Alice in Wonderland.
- 10.
- 11.
In earlier versions, the central term was ‘treatment philosophy’ (a term with a long history in Danish drug interventions) and later ‘recognition.’
- 12.
As mentioned, the AMBIT model has ’mentalization’ at the center. This is more ambivalent: On the one hand, the word refers to a psychological process, rather than a contingent view. On the other hand, that process is general rather than pathological, and its description at some places highlights its contingency, its status as an alternative to other approaches.
- 13.
See (June, 2023): https://www.na.org/?ID=ips-eng-index).
- 14.
- 15.
This is one way to articulate the point in my suggestion to Kristian H. Kofod of placing a fragment of Walt Whitman’s Song of Myself among the ‘assemblage’ of elements on the page about aesthetic documentation (Figure 6.2) – in the middle of them, but not as central in the way implied by a wheel.
- 16.
The effort and the costs of becoming fluent in a foreign language is typically underestimated in academia, as part of why the epicenters even of the humanities, even of ‘continental theory,’ have shifted toward English-speaking countries.
- 17.
This is even the case in English-written academia itself, including in the humanities. Standards of academic writing and referencing are imported from health and natural sciences, so that, for example, currently we must struggle to resist the rationalist-empiricist assumptions of ‘state-of-the-art’ sections in academic articles and student papers (MacLure, 2005).
- 18.
It is the “Bologna process” of educational standardization in the European Union that has made the term ‘BA’ signify the mostly practical education of such care professionals. Despite the formalized inclusion of academic elements such as ‘theory of knowledge,’ it is generally misleading to think of the academic background of such ‘bachelors’ as similar to those of traditional academic disciplines such as psychology or anthropology.
- 19.
For instance, I am convinced that the beauty of Foucault’s or Bloch’s texts compels us before we realize their complicated implications, just as Heidegger’s masterful play with what we thought were everyday German words convinces many readers to hang on, despite the enigmatic depths of his philosophy.
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Nissen, M. (2023). Re-/Presenting Care for Motives. In: Rearticulating Motives. Theory and History in the Human and Social Sciences. Springer, Cham. https://doi.org/10.1007/978-3-031-43494-5_6
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