Journal articles: 'Erie Community College' – Grafiati (2024)

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The Northeast Modern Language Association will celebrate the new millennium by participating in a centenary reexamination of the Pan-American Exposition of 1901. The convention will be held 7–8 April 2000 at the Hyatt Regency Hotel in Buffalo, New York. Erie Community College will host the convention, and the local arrangements chair is Annette Magid. The keynote speech will be delivered by Michael Frisch, a historian at the State University of New York, Buffalo, who is orchestrating the scholarly reexamination of the 1901 Expo. The convention will feature readings by the poets Charles Bernstein, Robert Creeley, Carl Dennis, Irving Feldman, and Dennis Tedlock. Scholars are invited to respond to the call for papers by 1 September 1999. The call is available on the Web site or from the executive director.

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The COVID-19 pandemic forced most institutions of higher education to offer instruction and activities offsite, impacting millions of people. As universities consider resuming normal operations on campus, evidence-based guidance is needed to enhance safety protocols to reduce the spread of infectious disease in their campus environments. During the 2020/2021 academic year, Gannon University in Erie, PA, USA, was able to maintain most of its operations on campus. Part of Gannon’s disease mitigation strategy involved the development of a novel in-house, real-time RT-PCR-based surveillance program, which tested 23,227 samples to monitor the presence of COVID-19 on campus. Temporal trends of COVID-19 infection at Gannon were distinct from statewide data. A significant portion of this variance involved student athletes and associated staff, which identified as a higher incidence risk group compared with non-athletes. Rapid identification of athlete driven outbreaks allowed for swift action to limit the spread of COVID-19 among teammates and to the rest of the campus community. This allowed for successful completion of instruction and a modified season for all sports at Gannon. Our findings provide insights that could prove useful to the thousands of institutions seeking to resume a more traditional presence on campus.

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This poster on Regional Variations in Manumission of Slaves in New Jersey, 1790-1860 by Guy Weston and Eric Rhodes won in the Graduate and Professional Category at the 2018 New Jersey History and Historic Preservation Conference. The conference was held June 7-8 at Passaic County Community College in Paterson, NJ.

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Presentations by the following NMC members: Sophia Brueckner, Assistant Professor, University of Michigan Martin Calvino, Artist-in-residence at Rutgers University Zach Duer, Assistant Professor, Creative Technologies, Virginia Tech Carter Eggleston, MFA candidate in Creative Technologies, Virginia Tech Elizabeth Flyntz, Artist, Writer, and curator Jeffrey Gangwisch, strikeWare co-founder and Adjunct Professor, Anne Arundel Community College Chelsea Heikes, candidate at European Graduate School Laura Hyunjhee Kim, Ph.D. candidate, University of Colorado Boulder George Legrady, Distinguished Professor of Interactive Media and director of Experimental Visualization Lab, UC Santa Barbara Maya Livio, Ph.D Candidate, University of Colorado Boulder, Curator of Media Archaeology Lab, Curator of MediaLive at BMoCA Eric Souther, Associate Professor of New Media, Indiana University South Bend Deirtra Thompson, Independent artist, practitioner, and researcher Masha Vlasova, Lecturer and Lead Faculty, University of North Texas Michelle Hernandez, MFA alumna, Hunter College, CUNY Dominika Ksel, Adjunct Assistant Professor of New Media, Baruch College, CUNY.

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With surfing debuting at the 2021 Tokyo Olympics (postponed from summer 2020 due to the COVID 19 global pandemic) it is timely to consider surfing and the national identifications women in Ireland may have with this sport. As Lee Bush states, ‘with so little scholarship on surfing women, descriptive studies are needed as a foundation for launching future interpretive and critical studies.’[1] Twelve women who surf in Ireland spoke about the links their surfing may or may not have with their national identity. Previous academic inquiry on links between national identity and sport on the island of Ireland has almost exclusively focused on men’s experiences of team sports and issues of ‘Irishness’.[2] ‘Irishness’ is globally recognised and stereotypically linked to traditional and indigenous Irish sports such as Gaelic football and a range of other cultural activities. Research into women’s sport participation has largely been restricted to the study of soccer in the Republic of Ireland,[3] and gendered evaluations of various lifestyle and health surveys.[4] Katie Liston, a key researcher in sport and gender relations in Ireland, highlights that ‘there seems to be an increasing diversity in the kinds of activities in which people participate in’,[5] and that there is a shift towards ‘lifestyle’ activities for adults as diversity increases in young people’s participation in sports and leisure activities. Against the backdrop of Liston’s work, this article delves deeper into data collected as part of a wider research project, discussing whether or not women who surf in Ireland do so as part of a process designed to construct and reflect their national identities related to this arguably ‘postmodern’[6] ‘lifestyle sport’,[7] in which Ireland will be represented on the Olympic stage for the first time in 2021. [1] Lee Bush, ‘Creating Our Own Lineup: Identities and Shared Cultural Norms of Surfing Women in a U.S. East Coast Community’, Journal of Contemporary Ethnography 45, no. 3 (2016): 290–318. https://doi.org/10.1177%2F0891241614556346, 262. [2] See the work of Alan Bairner, John Sugden, David Hassan and Mike Cronin for a broad range of work in this area. [3] See for example Katie Liston, ‘Women's Soccer in the Republic of Ireland: Some Preliminary Sociological Comments’, Soccer & Society 7, no. 2 (2006b): 364 – 384. Also see Ann Bourke, ‘Women’s Soccer in the Republic of Ireland: Past Events and Future Prospects’, in Soccer, Women, Sexual Liberation: Kicking Off a New Era ed. Fan Hong and J.A. Mangan (London: Frank Cass, 2004): 162–82. [4] Katie Liston, ‘A Question of Sport’ in Contemporary Ireland: A Sociological Map ed. Sara O'Sullivan (Dublin: University College Dublin Press, 2007), 159-180. [5] Liston, ‘A Question of Sport’, 161. [6] The idea of lifestyle sport as postmodern sport is discussed in Belinda Wheaton, ed., Understanding Lifestyle Sports: Consumption, Identity and Difference (London: Routledge, 2004). Also see: Lincoln Allison, Amateurism in Sport: An Analysis and a Defence (London: Frank Cass, 2001); R. Rinehart, ‘Emerging Arriving Sport: Alternatives to Formal Sport’ in Handbook of Sports Studies ed. Jay Coakley and Eric Dunning (London: Sage, 2000), 504-519. [7] The term is used by two leading researchers in the field. See Wheaton, Understanding Lifestyle; Rinehart, ‘Emerging Arriving’.

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David W. Breneman of University of Virginia reviews “Economic Inequality and Higher Education: Access, Persistence, and Success” by Stacy Dickert-Conlin, Ross Rubenstein,. The EconLit Abstract of the reviewed work begins “Seven papers, originally presented at a conference held at Syracuse University in September 2005, investigate the connection between income inequality and unequal access to higher education, and consider solutions that the state and federal governments and schools can undertake to make college accessible to students from all backgrounds. Papers discuss access, matriculation, and graduation (Robert Haveman and Kathryn Wilson); secondary and postsecondary linkages (Michael Kirst); remedial and developmental courses (Eric P. Bettinger and Bridget Terry Long); community colleges (Dan Goldhaber and Gretchen K. Peri); access to elites (Amanda Pallais and Sarah E. Turner); costs and implications (Amy Ellen Schwartz); and reducing inequality in higher education (Ronald G. Ehrenberg). Dickert-Conlin is Associate Professor of Economics at Michigan State University. Rubenstein is Associate Professor of Public Administration at Syracuse University and Senior Research Associate at the Center for Policy Research. Index.”

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TRE editor Erin McHenry-Sorber recently spoke with three of the authors of the biennial report on the status of rural education published by the Rural School and Community Trust in partnership with the College Board and AASA: The School Superintendents’ Organization. Why Rural Matters 2018-2019 The Time is Now examines the state of rural education in each of the 50 states in the United States. The authors describe the significance of the report and its implications for policy and practice.

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06–475Al-Ali, Mohammed N. (Jordan U of Science and Technology, Irbid, Jordan), Genre-pragmatic strategies in English letter-of-application writing of Jordanian Arabic–English bilinguals. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 119–139.06–476Anderson, Bill (Massey U College of Education, New Zealand; w.g.anderson@massey.ac.nz), Writing power into online discussion. Computers and Composition (Elsevier) 23.1 (2006), 108–124.06–477Blaır, Kristine & Cheryl Hoy (Bowling Green State U, USA; kblair@bgnet.bgsu.edu), Paying attention to adult learners online: The pedagogy and politics of community. Computers and Composition (Elsevier) 23.1 (2006), 32–48.06–478Blakelock, Jane & Tracy E. Smith (Wright State U, USA; jane.blakelock@wright.edu) Distance learning: From multiple snapshots, a composite portrait. Computers and Composition (Elsevier) 23.1 (2006), 139–161.06–479Bulley, Míchael, Wasthatnecessary?English Today (Cambridge University Press) 22.2 (2006), 47–49.06–480Chi-Fen, Emily Chen (National Kaohsiung First U of Science and Technology, Taiwan; emchen@ccms.nkfust.edu.tw), The development of email literacy: From writing to peers to writing to authority figures.Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 35–55.06–481Chikamatsu, Nobuko (DePaul U, Chicago, USA; nchikama@condor.depaul.edu), Developmental word recognition: A study of L1 English readers of L2 Japanese. The Modern Language Journal (Blackwell) 90.1 (2006), 67–85.06–482DePew, Kevin Eric (Old Dominion U, USA; Kdepew@odu.edu), T. A. Fishman, Julia E. Romberger & Bridget Fahey Ruetenik, Designing efficiencies: The parallel narratives of distance education and composition studies. Computers and Composition (Elsevier) 23.1 (2006), 49–67.06–483Dix, Stephanie (Hamilton, New Zealand; stephd@waikato.ac.nz), ‘What did I change and why did I do it?’ Young writers' revision practices. Literacy (Blackwell) 40.1 (2006), 3–10.06–484Donohue, James P. (London, UK; jdonohue@hillcroft.ac.uk), How to support a one-handed economist: The role of modalisation in economic forecasting. English for Specific Purposes (Elsevier) 25.2 (2006), 200–216.06–485Eisenhart, Christopher (U Massachusetts at Dartmouth, USA), The Humanist scholar as public expert. Written Communication (Sage) 23.2 (2006), 150–172.06–486Foy, Judith G. & Virginia Mann (Loyola Marymount U, USA; jfoy@lmu.edu), Changes in letter sound knowledge are associated with development of phonological awareness in pre-school children. Journal of Research in Reading (Blackwell) 29.2 (2006), 143–161.06–487Gruba, Paul (U Melbourne, Australia), Playing the videotext: A media literacy perspective on video-mediated L2 listening. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 77–92.06–488Halliday, Lorna F. (MRC Institute of Hearing Research, Nottingham, UK) & Dorothy V. M. Bishop, Auditory frequency discrimination in children with dyslexia. Journal of Research in Reading (Blackwell) 29.2 (2006), 213–228.06–489Hayes, John R. (Carnegie Mellon U, USA) & N. Ann Chenoweth, Is working memory involved in the transcribing and editing of texts?Written Communication (Sage) 23.2 (2006), 135–149.06–490Hewett, Beth L. (Forest Hill, MD, USA; beth.hewett@comcast.net), Synchronous online conference-based instruction: A study of whiteboard interactions and student writing. Computers and Composition (Elsevier) 23.1 (2006), 4–31.06–491Hilton, Mary (U Cambridge, UK; mhiltonhom@aol.com), Damaging confusions in England's KS2 reading tests: A response to Anne Kispal. Literacy (Blackwell) 40.1 (2006), 36–41.06–492Hock Seng, Goh (U Pendikikan Sultan Idris, Malaysia) & Fatimah Hashim, Use of L1 in L2 reading comprehension among tertiary ESL learners. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 26 pp.06–493Khuwaileh, Abdullah A. (Abu Dhabi, Al-ain, United Arab Emirates), Medical rhetoric: A contrastive study of Arabic and English in the UAE. English Today (Cambridge University Press) 22.2 (2006), 38–44.06–494Kondo-Brown, Kimi (U Hawaii at Manoa, USA), Affective variables and Japanese L2 reading ability. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 17 pp.06–495Lee, Jin Sook (U California, USA), Exploring the relationship between electronic literacy and heritage language maintenance. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 93–113.06–496Macaruso, Paul (Community College of Rhode Island, USA; pmacaruso@ccri.edu), Pamela E. Hook & Robert McCabe, The efficacy of computer-based supplementary phonics programs for advancing reading skills in at-risk elementary students. Journal of Research in Reading (Blackwell) 29.2 (2006), 162–172.06–497Magnet, Anne (U Burgundy, France; anne.magnet@u-bourgogne.fr) & Didier Carnet, Letters to the editor: Still vigorous after all these years? A presentation of the discursive and linguistic features of the genre. English for Specific Purposes (Elsevier) 25.2 (2006), 173–199.06–498Miller-Cochran, Susan K. & Rochelle L. Rodrigo (Mesa Community College, USA; susan.miller@mail.mc.maricopa.edu), Determining effective distance learning designs through usability testing. Computers and Composition (Elsevier) 23.1 (2006), 91–107.06–499Nelson, Mark Evan (U California, USA; menelson@berkeley.edu), Mode, meaning, and synaestesia in multimedia L2 writing. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 55–76.06–500Nikolov, Marianne (U Pécs, Hungary; nikolov@nostromo.pte.hu), Test-taking strategies of 12- and 13-year-old Hungarian learners of EFL: Why whales have migraines. Language Learning (Blackwell) 56.1 (2006), 1–51.06–501Parks, Susan, Diane Huot, Josiane Hamers & France H.-Lemonnier (U Laval, Canada; susan.parks@lli.ulaval.ca), ‘History of theatre’ web sites: A brief history of the writing process in a high school ESL language arts class. Journal of Second Language Writing (Elsevier) 14.4 (2005), 233–258.06–502Pigada, Maria & Norbert Schmitt (U Nottingham, UK), Vocabulary acquisition from extensive reading: a case study. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 28 pp.06–503Powell, Daisy (Institute of Education, U London, UK; d.powell@ioe.ac.uk), David Plaut & Elaine Funnell, Does the PMSP connectionist model of single word reading learn to read in the same way as a child?Journal of Research in Reading (Blackwell) 29.2 (2006), 229–250.06–504Reichelt, Melinda (U Toledo, USA; melinda.reichelt@utoledo.edu), English-language writing instruction in Poland. Journal of Second Language Writing (Elsevier) 14.4 (2005), 215–232.06–505Reilly, Colleen A. & Joseph John Williams (U North Carolina, USA; reillyc@uncw.edu), The price of free software: Labor, ethics, and context in distance education. Computers and Composition (Elsevier) 23.1 (2006), 68–90.06–506Reimer, Jason F. (California State U, USA; jreimer@csusb.edu), Developmental changes in the allocation of semantic feedback during visual word recognition. Journal of Research in Reading (Blackwell) 29.2 (2006), 194–212.06–507Richter, Tobias (U Cologne, Germany), What is wrong with ANOVA and Multiple Regression? Analyzing sentence reading times with hierarchical linear models. Discourse Processes (Erlbaum) 41.3 (2006), 221–250.06–508Roca De Larios, Julio (U of Murcia, Spain; jrl@um.es), Rosa M. Manchón & Liz Murphy, Generating text in native and foreign language writing: a temporal analysis of problem-solving formulation processes. The Modern Language Journal (Blackwell) 90.1 (2006), 100–114.06–509Spencer, Ken (U Hull, UK; k.a.spencer@hull.ac.uk), Phonics self-teaching materials for foundation literacy. Literacy (Blackwell) 40.1 (2006), 42–50.06–510Spooner, Alice L. R. (U Central Lancashire, UK; aspooner@uclan.ac.uk), Susan E. Gathercole & Alan D. Baddeley, Does weak reading comprehension reflect an integration deficit?Journal of Research in Reading (Blackwell) 29.2 (2006), 173–193.06–511Swarts, Jason (North Carolina State U, USA), Coherent fragments: The problem of mobility and genred information. Written Communication (Sage) 23.2 (2006), 173–201.06–512Walsh, Maureen, The ‘textual shift’: examining the reading process with print, visual and multimodal texts. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 24–37.06–513Wilson, Andrew (Lancaster U, UK; eiaaw@exchange.lancs.ac.uk), Development and application of a content analysis dictionary for body boundary research. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 105–110.06–514Yusun Kang, Jennifer (Harvard U Graduate School of Education, USA; jennifer_kang@post.harvard.edu), Written narratives as an index of L2 competence in Korean EFL learners. Journal of Second Language Writing (Elsevier) 14.4 (2005), 259–279.

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05–225Acevedo Butcher, Carmen (Sogang U, Korea), The case against the ‘native speaker’. English Today (Cambridge, UK) 21.2 (2005), 13–24.05–226Barcroft, Joe & Mitchell S. Sommers (Washington U in St. Louis, USA; barcroft@wustl.edu), Effects of acoustic variability on second language vocabulary learning. Studies in Second Language Acquisition (Cambridge, UK) 27.3 (2005), 387–414.05–227Barr, David, Jonathan Leakey & Alexandre Ranchoux (U of Ulster, UK), Told like it is! An evaluation of an integrated oral development pilot project. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 55–78.05–228Belz, Julie A. (Pennsylvania State U, USA), Intercultural questioning, discovery and tension in Internet-mediated language learning partnerships. Language and Intercultural Communication (Clevedon, UK) 5.1 (2005), 3–39.05–229Berry, Roger (Lingan U, Hong Kong, China), Who do they think ‘we’ is? Learners' awareness of personality in pedagogic grammars. Language Awareness (Clevedon, UK) 14.2/3 (2005), 84–97.05–230Braun, Sabine (U of Tübingen, Germany; sabine.braun@uni-tuebingen.de), From pedagogically relevant corpora to authentic language learning contents. ReCALL (Cambridge, UK) 17.1 (2005), 47–64.05–231Chambers, Angela (U of Limerick, Ireland; Angela.Chambers@ul.ie), Integrating corpus consultation in language studies. Language Learning & Technology (Hawaii, Manoa, USA) 9.2 (2005), 111–125.05–232Cortés, Ileana, Jesús Ramirez, María Rivera, Marta Viada & Joan Fayer (U of Puerto Rico, Puerto Rico), Dame un hamburger plain con ketchup y papitas. English Today (Cambridge, UK) 21.2 (2005), 35–42.05–233Dewaele, Jean-Marc (U of London, UK), Sociodemographic, psychological and politicocultural correlates in Flemish students' attitudes towards French and English. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.2 (2005), 118–137.05–234Elkhafaifi, Hussein (Washington U, USA; hme3@u.washington.edu), Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal (Malden, MA, USA) 89.2 (2005), 206–220.05–235Flowerdew, Lynne (Hong Kong U of Science and Technology, Hong Kong, China; lclynne@ust.hk), Integrating traditional and critical approaches to syllabus design: the ‘what’, the ‘how’ and the ‘why?’. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 135–147.05–236Fortune, Alan (King's College London, UK), Learners' use of metalanguage in collaborative form-focused L2 output tasks. Language Awareness (Clevedon, UK) 14.1 (2005), 21–39.05–237Garner, Mark & Erik Borg (Northumbria U, UK; mark.garner@unn.ac.uk), An ecological perspective on content-based instruction. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 119–134.05–238Gourlay, Lesley (Napier U, UK; l.gourlay@napier.ac.uk), Directions and indirect action: learner adaptation of a classroom task. ELT Journal (Oxford, UK) 59.3 (2005), 209–216.05–239Granville, Stella & Laura Dison (U of the Witwatersrand, Johannesburg, South Africa; granvils@iweb.co.za), Thinking about thinking: integrating self-reflection into an academic literacy course. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 99–118.05–240Greidanus, Tine, Bianca Beks (Vrije Universiteit Amsterdam, the Netherlands; t.greidanus@worldonline.nl) & Richard Wakely, Testing the development of French word knowledge by advanced Dutch- and English-speaking learners and native speakers. The Modern Language Journal (Malden, MA, USA) 89.2 (2005), 221–233.05–241Gumock Jeon-Ellis, Robert Debski & Gillian Wigglesworth (U of Melbourne, Australia), Oral interaction around computers in the project oriented CALL classroom. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 121–145.05–242Haig, Yvonne, Oliver Rhonda & Judith Rochecouste (Edith Cowan U, Australia), Adolescent speech networks and communicative competence. English in Australia (Norwood, Australia) 141 (2004), 49–57.05–243Harwood, Nigel (U of Essex, UK; nharwood@essex.ac.uk), What do we want EAP teaching materials for?Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 149–161.05–244Heift, Trude (Simon Fraser U, Canada; heift@sfu.ca.), Inspectable learner reports for web-based language learning. ReCALL (Cambridge, UK) 17.1 (2005), 32–46.05–245Ibrahim, Nizar (Lebanese U, Lebanon; pronizar@yahoo.com) & Susan Penfield, Dynamic diversity: new dimensions in mixed composition classes. ELT Journal (Oxford, UK) 59.3 (2005), 217–225.05–246Jepson, Kevin (Monterey Institute of International Studies, USA), Conversations – and negotiated interaction – in text and voice chat rooms. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 79–98.05–247Juffs, Alan (U of Pittsburgh, USA; juffs@pitt.edu), The influence of first language on the processing ofwh-movement in English as a second language. Second Language Research (London, UK) 21.2 (2005), 121–151.05–248Knight, Paul (The Open U, UK; P. T. Knight@open.ac.uk), Learner interaction using email: the effects of task modification. ReCALL (Cambridge, UK), 17.1 (2005), 101–121.05–249Kondo, Takako (U of Essex, UK), Overpassivization in second language acquisition. International Review of Applied Linguistics in Language Teaching (IRAL) (Berlin, Germany) 43.2. (2005), 129–161.05–250Lewin, Beverly A. (Tel Aviv U, Israel; lewinb@post.tau.ac.il), Hedging: an exploratory study of authors and readers identification of ‘toning down’ in scientific texts. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 163–178.05–251Malmqvist, Anita (Umeå U, Sweden), How does group discussion in reconstruction tasks affect written language output. Language Awareness (Clevedon, UK) 14.2/3 (2005), 128–142.05–252Menard-Warwick, Julia (U of California, USA; jemwarwick@ucdavis.edu), Intergenerational trajectories and sociopolitical context: Latina immigrants in adult ESL. TESOL Quarterly (Alexandria, VA, USA) 39.2, 165–186.05–253Mirzaiean, Vahid & Alan Ramsay (Tehran, Iran), Content-based support for Persian learners of English. ReCALL (Cambridge, UK) 17.1 (2005), 139–154.05–254Morrison, Bruce (The Hong Kong Polytechnic U, Hong Kong, China), Evaluating learning gain in a self-access language learning centre. Language Teaching Research (London, UK) 9.3 (2005), 267–293.05–255Murphy, Linda (The Open U, UK), Attending to form and meaning: the experience of adult distance learners of French, German and Spanish. Language Teaching Research (London, UK) 9.3 (2005), 295–317.05–256Oliver, Rhonda, Yvonne Haig (Edith Cowan U, Australia; rhonda.oliver@ecu.edu.au) & Judith Rochecouste, Communicative competence in oral language assessment. Language and Education (Clevedon, UK) 19.3 (2005), 212–222.05–257Papadopoulou, Despina (Aristotle U of Thessaloniki, Greece), Reading-time studies of second language ambiguity resolution. Second Language Research (London, UK) 21.2 (2005), 98–120.05–258Payne, Scott J. & Brenda M. Ross (Pennsylvania State U, USA), Synchronous CMC, working memory, and L2 oral proficiency development. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 35–54.05–259Rogerson-Revell, Pamela (U of Leicester, UK; pmrr1@le.ac.uk), A hybrid approach to developing CALL materials: authoring with Macromedia's Dreamweaver/Coursebuilder. ReCALL (Cambridge, UK) 17.1 (2005), 122–138.05–260Smith, Ross (PricewaterhouseCoopers, Spain), Global English: gift or curse?English Today (Cambridge, UK) 21.2 (2005), 56–62.05–261St-Hilaire, Aonghas (Washington, DC, USA), Louisiana French immersion education: cultural identity and grassroots community development. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.2 (2005), 158–172.05–262Todd, Richard W. (King Mogkut's U of Technology, Thailand; irictodd@kmutt.ac.th), ‘In an aeroplane, yes, in an aeroplane’: within-unit repetitions in classroom discourse. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 189–209.05–263Uschi, Felix (Monash U, Australia; uschi.felix@arts.monash.edu.au), E-learning pedagogy in the third millennium: the need for combining social and cognitive constructivist approaches. ReCALL (Cambridge, UK) 17.1 (2005), 85–100.05–264Volle, Lisa M. (Central Texas College, USA), Analyzing oral skills in voice and e-mail and online interviews. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 145–163.05–265Williams, John N. (Cambridge U, UK; jnw12@cam.ac.uk), Learning without awareness. Studies in Second Language Acquisition (Cambridge, UK) 27.2 (2005), 269–304.05–266Yongqi Gu, Peter, Guangwei Hu & Lawrence Jun Zhang (Nanyang Technological U, Singapore; yqpgu@nie.edu.sg), Investigating language learner strategies among lower primary school pupils in Singapore. Language and Education (Clevedon, UK) 19.4 (2005), 281–303.

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What strikes me about the habits of the people who spend so much time on the Net—well, it’s so new that we don't know what will come next—is in fact precisely how niche in character it is. You ask people what nets they are on, and they’re all so specialised! The Argentines on the Argentine Net and so forth. And it’s particularly the Argentines who are not in Argentina. (Anderson, in Gower, par. 5) The preceding quotation, taken from his 1996 interview with Eric Gower, sees Benedict Anderson reflecting on the formation of imagined, transnational communities on the Internet. Anderson is, of course, famous for his work on how nationalism, as an “imagined community,” gets constructed through the shared consumption of print media (6-7, 26-27); although its readers will never all see each other face to face, people consuming a newspaper or novel in a shared language perceive themselves as members of a collective. In this more recent interview, Anderson recognised the specific groupings of people in online communities: Argentines who find themselves outside of Argentina link up online in an imagined diaspora community. Over the course of the last decade and a half since Anderson spoke about Argentinian migrants and diaspora communities, we have witnessed an exponential growth of new forms of digital communication, including social networking sites (e.g. Facebook), Weblogs, micro-blogging (e.g. Twitter), and video-sharing sites (e.g. YouTube). Alongside these new means of communication, our current epoch of globalisation is also characterised by migration flows across, and between, all continents. In his book Modernity at Large, Arjun Appadurai recognised that “the twin forces of mass migration and electronic mediation” have altered the ways the imagination operates. Furthermore, these two pillars, human motion and digital mediation, are in constant “flux” (44). The circulation of people and digitally mediatised content proceeds across and beyond boundaries of the nation-state and provides ground for alternative community and identity formations. Appadurai’s intervention has resulted in increasing awareness of local, transnational, and global networking flows of people, ideas, and culturally hybrid artefacts. In this article, we analyse the various innovative tactics taken up by migrant youth to imagine digital diasporas. Inspired by scholars such as Appadurai, Avtar Brah and Paul Gilroy, we tease out—from a postcolonial perspective—how digital diasporas have evolved over time from a more traditional understanding as constituted either by a vertical relationship to a distant homeland or a horizontal connection to the scattered transnational community (see Safran, Cohen) to move towards a notion of “hypertextual diaspora.” With hypertextual diaspora, these central axes which constitute the understanding of diaspora are reshuffled in favour of more rhizomatic formations where affiliations, locations, and spaces are constantly destabilised and renegotiated. Needless to say, diasporas are not hom*ogeneous and resist generalisation, but in this article we highlight common ways in which young migrant Internet users renew the practices around diaspora connections. Drawing from research on various migrant populations around the globe, we distinguish three common strategies: (1) the forging of transnational public spheres, based on maintaining virtual social relations by people scattered across the globe; (2) new forms of digital diasporic youth branding; and (3) the cultural production of innovative hypertexts in the context of more rhizomatic digital diaspora formations. Before turning to discuss these three strategies, the potential of a postcolonial framework to recognise multiple intersections of diaspora and digital mediation is elaborated. Hypertext as a Postcolonial Figuration Postcolonial scholars, Appadurai, Gilroy, and Brah among others, have been attentive to diasporic experiences, but they have paid little attention to the specificity of digitally mediated diaspora experiences. As Maria Fernández observes, postcolonial studies have been “notoriously absent from electronic media practice, theory, and criticism” (59). Our exploration of what happens when diasporic youth go online is a first step towards addressing this gap. Conceptually, this is clearly an urgent need since diasporas and the digital inform each other in the most profound and dynamic of ways: “the Internet virtually recreates all those sites which have metaphorically been eroded by living in the diaspora” (Ponzanesi, “Diasporic Narratives” 396). Writings on the Internet tend to favour either the “gold-rush” mentality, seeing the Web as a great equaliser and bringer of neoliberal progress for all, or the more pessimistic/technophobic approach, claiming that technologically determined spaces are exclusionary, white by default, masculine-oriented, and heteronormative (Everett 30, Van Doorn and Van Zoonen 261). For example, the recent study by Ito et al. shows that young people are not interested in merely performing a fiction in a parallel online world; rather, the Internet gets embedded in their everyday reality (Ito et al. 19-24). Real-life commercial incentives, power hierarchies, and hegemonies also get extended to the digital realm (Schäfer 167-74). Online interaction remains pre-structured, based on programmers’ decisions and value-laden algorithms: “people do not need a passport to travel in cyberspace but they certainly do need to play by the rules in order to function electronically” (Ponzanesi, “Diasporic Narratives” 405). We began our article with a statement by Benedict Anderson, stressing how people in the Argentinian diaspora find their space on the Internet. Online avenues increasingly allow users to traverse and add hyperlinks to their personal websites in the forms of profile pages, the publishing of preferences, and possibilities of participating in and affiliating with interest-based communities. Online journals, social networking sites, streaming audio/video pages, and online forums are all dynamic hypertexts based on Hypertext Markup Language (HTML) coding. HTML is the protocol of documents that refer to each other, constituting the backbone of the Web; every text that you find on the Internet is connected to a web of other texts through hyperlinks. These links are in essence at equal distance from each other. As well as being a technological device, hypertext is also a metaphor to think with. Figuratively speaking, hypertext can be understood as a non-hierarchical and a-centred modality. Hypertext incorporates multiplicity; different pathways are possible simultaneously, as it has “multiple entryways and exits” and it “connects any point to any other point” (Landow 58-61). Feminist theorist Donna Haraway recognised the dynamic character of hypertext: “the metaphor of hypertext insists on making connections as practice.” However, she adds, “the trope does not suggest which connections make sense for which purposes and which patches we might want to follow or avoid.” We can begin to see the value of approaching the Internet from the perspective of hypertext to make an “inquiry into which connections matter, why, and for whom” (128-30). Postcolonial scholar Jaishree K. Odin theorised how hypertextual webs might benefit subjects “living at the borders.” She describes how subaltern subjects, by weaving their own hypertextual path, can express their multivocality and negotiate cultural differences. She connects the figure of hypertext with that of the postcolonial: The hypertextual and the postcolonial are thus part of the changing topology that maps the constantly shifting, interpenetrating, and folding relations that bodies and texts experience in information culture. Both discourses are characterised by multivocality, multilinearity, openendedness, active encounter, and traversal. (599) These conceptions of cyberspace and its hypertextual foundations coalesce with understandings of “in-between”, “third”, and “diaspora media space” as set out by postcolonial theorists such as Bhabha and Brah. Bhabha elaborates on diaspora as a space where different experiences can be articulated: “These ‘in-between’ spaces provide the terrain for elaborating strategies of selfhood—singular or communal—that initiate new signs of identity, and innovative sites of collaboration, and contestation (4). (Dis-)located between the local and the global, Brah adds: “diaspora space is the point at which boundaries of inclusion and exclusion, of belonging and otherness, of ‘us’ and ‘them,’ are contested” (205). As youths who were born in the diaspora have begun to manifest themselves online, digital diasporas have evolved from transnational public spheres to differential hypertexts. First, we describe how transnational public spheres form one dimension of the mediation of diasporic experiences. Subsequently, we focus on diasporic forms of youth branding and hypertext aesthetics to show how digitally mediated practices can go beyond and transgress traditional formations of diasporas as vertically connected to a homeland and horizontally distributed in the creation of transnational public spheres. Digital Diasporas as Diasporic Public Spheres Mass migration and digital mediation have led to a situation where relationships are maintained over large geographical distances, beyond national boundaries. The Internet is used to create transnational imagined audiences formed by dispersed people, which Appadurai describes as “diasporic public spheres”. He observes that, as digital media “increasingly link producers and audiences across national boundaries, and as these audiences themselves start new conversations between those who move and those who stay, we find a growing number of diasporic public spheres” (22). Media and communication researchers have paid a lot of attention to this transnational dimension of the networking of dispersed people (see Brinkerhoff, Alonso and Oiarzabal). We focus here on three examples from three different continents. Most famously, media ethnographers Daniel Miller and Don Slater focused on the Trinidadian diaspora. They describe how “de Rumshop Lime”, a collective online chat room, is used by young people at home and abroad to “lime”, meaning to chat and hang out. Describing the users of the chat, “the webmaster [a Trini living away] proudly proclaimed them to have come from 40 different countries” (though massively dominated by North America) (88). Writing about people in the Greek diaspora, communication researcher Myria Georgiou traced how its mediation evolved from letters, word of mouth, and bulletins to satellite television, telephone, and the Internet (147). From the introduction of the Web, globally dispersed people went online to get in contact with each other. Meanwhile, feminist film scholar Anna Everett draws on the case of Naijanet, the virtual community of “Nigerians Living Abroad”. She shows how Nigerians living in the diaspora from the 1990s onwards connected in global transnational communities, forging “new black public spheres” (35). These studies point at how diasporic people have turned to the Internet to establish and maintain social relations, give and receive support, and share general concerns. Establishing transnational communicative networks allows users to imagine shared audiences of fellow diasporians. Diasporic imagination, however, goes beyond singular notions of this more traditional idea of the transnational public sphere, as it “has nowadays acquired a great figurative flexibility which mostly refers to practices of transgression and hybridisation” (Ponzanesi, “Diasporic Subjects” 208). Below we recognise another dimension of digital diasporas: the articulation of diasporic attachment for branding oneself. Mocro and Nikkei: Diasporic Attachments as a Way to Brand Oneself In this section, we consider how hybrid cultural practices are carried out over geographical distances. Across spaces on the Web, young migrants express new forms of belonging in their dealing with the oppositional motivations of continuity and change. The generational specificity of this experience can be drawn out on the basis of the distinction between “roots” and “routes” made by Paul Gilroy. In his seminal book The Black Atlantic: Modernity and Double Consciousness, Gilroy writes about black populations on both sides of the Atlantic. The double consciousness of migrant subjects is reflected by affiliating roots and routes as part of a complex cultural identification (19 and 190). As two sides of the same coin, roots refer to the stable and continuing elements of identities, while routes refer to disruption and change. Gilroy criticises those who are “more interested in the relationship of identity to roots and rootedness than in seeing identity as a process of movement and mediation which is more appropriately approached via the hom*onym routes” (19). He stresses the importance of not just focusing on one of either roots or routes but argues for an examination of their interplay. Forming a response to discrimination and exclusion, young migrants in online networks turn to more positive experiences such as identification with one’s heritage inspired by generational specific cultural affiliations. Here, we focus on two examples that cross two continents, showing routed online attachments to “be(com)ing Mocro”, and “be(coming) Nikkei”. Figure 1. “Leipe Mocro Flavour” music video (Ali B) The first example, being and becoming “Mocro”, refers to a local, bi-national consciousness. The term Mocro originated on the streets of the Netherlands during the late 1990s and is now commonly understood as a Dutch honorary nickname for youths with Moroccan roots living in the Netherlands and Belgium. A 2003 song, Leipe mocro flavour (“Crazy Mocro Flavour”) by Moroccan-Dutch rapper Ali B, familiarised a larger group of people with the label (see Figure 1). Ali B’s song is exemplary for a wider community of youngsters who have come to identify themselves as Mocros. One example is the Marokkanen met Brainz – Hyves (Mo), a community page within the Dutch social networking site Hyves. On this page, 2,200 youths who identify as Mocro get together to push against common stereotypes of Moroccan-Dutch boys as troublemakers and thieves and Islamic Moroccan-Dutch girls as veiled carriers of backward traditions (Leurs, forthcoming). Its description reads, “I assume that this Hyves will be the largest [Mocro community]. Because logically Moroccans have brains” (our translation): What can you find here? Discussions about politics, religion, current affairs, history, love and relationships. News about Moroccan/Arabic Parties. And whatever you want to tell others. Use your brains. Second, “Nikkei” directs our attention to Japanese migrants and their descendants. The Discover Nikkei website, set up by the Japanese American National Museum, provides a revealing description of being and becoming Nikkei: As Nikkei communities form in Japan and throughout the world, the process of community formation reveals the ongoing fluidity of Nikkei populations, the evasive nature of Nikkei identity, and the transnational dimensions of their community formations and what it means to be Nikkei. (Japanese American National Museum) This site was set up by the Japanese American National Museum for Nikkei in the global diaspora to connect and share stories. Nikkei youths of course also connect elsewhere. In her ethnographic online study, Shana Aoyama found that the social networking site Hi5 is taken up in Peru by young people of Japanese heritage as an avenue for identity exploration. She found group confirmation based on the performance of Nikkei-ness, as well as expressions of individuality. She writes, “instead of heading in one specific direction, the Internet use of Nikkei creates a starburst shape of identity construction and negotiation” (119). Mocro-ness and Nikkei-ness are common collective identification markers that are not just straightforward nationalisms. They refer back to different homelands, while simultaneously they also clearly mark one’s situation of being routed outside of this homeland. Mocro stems from postcolonial migratory flows from the Global South to the West. Nikkei-ness relates to the interesting case of the Japanese diaspora, which is little accounted for, although there are many Japanese communities present in North and South America from before the Second World War. The context of Peru is revealing, as it was the first South American country to accept Japanese migrants. It now hosts the second largest South American Japanese diaspora after Brazil (Lama), and Peru’s former president, Alberto Fujimoro, is also of Japanese origin. We can see how the importance of the nation-state gets blurred as diasporic youth, through cultural hybridisation of youth culture and ethnic ties, initiates subcultures and offers resistance to mainstream western cultural forms. Digital spaces are used to exert youthful diaspora branding. Networked branding includes expressing cultural identities that are communal and individual but also both local and global, illustrative of how “by virtue of being global the Internet can gift people back their sense of themselves as special and particular” (Miller and Slater 115). In the next section, we set out how youthful diaspora branding is part of a larger, more rhizomatic formation of multivocal hypertext aesthetics. Hypertext Aesthetics In this section, we set out how an in-between, or “liminal”, position, in postcolonial theory terms, can be a source of differential and multivocal cultural production. Appadurai, Bhabha, and Gilroy recognise that liminal positions increasingly leave their mark on the global and local flows of cultural objects, such as food, cinema, music, and fashion. Here, our focus is on how migrant youths turn to hypertextual forms of cultural production for a differential expression of digital diasporas. Hypertexts are textual fields made up of hyperlinks. Odin states that travelling through cyberspace by clicking and forging hypertext links is a form of multivocal digital diaspora aesthetics: The perpetual negotiation of difference that the border subject engages in creates a new space that demands its own aesthetic. This new aesthetic, which I term “hypertext” or “postcolonial,” represents the need to switch from the linear, univocal, closed, authoritative aesthetic involving passive encounters characterising the performance of the same to that of non-linear, multivocal, open, non-hierarchical aesthetic involving active encounters that are marked by repetition of the same with and in difference. (Cited in Landow 356-7) On their profile pages, migrant youth digitally author themselves in distinct ways by linking up to various sites. They craft their personal hypertext. These hypertexts display multivocal diaspora aesthetics which are personal and specific; they display personal intersections of affiliations that are not easily generalisable. In several Dutch-language online spaces, subjects from Dutch-Moroccan backgrounds have taken up the label Mocro as an identity marker. Across social networking sites such as Hyves and Facebook, the term gets included in nicknames and community pages. Think of nicknames such as “My own Mocro styly”, “Mocro-licious”, “Mocro-chick”. The term Mocro itself is often already multilayered, as it is often combined with age, gender, sexual preference, religion, sport, music, and generationally specific cultural affiliations. Furthermore, youths connect to a variety of groups ranging from feminist interests (“Women in Charge”), Dutch nationalism (“I Love Holland”), ethnic affiliations (“The Moroccan Kitchen”) to clothing (the brand H&M), and global junk food (McDonalds). These diverse affiliations—that are advertised online simultaneously—add nuance to the typical, one-dimensional stereotype about migrant youth, integration, and Islam in the context of Europe and Netherlands (Leurs, forthcoming). On the online social networking site Hi5, Nikkei youths in Peru, just like any other teenagers, express their individuality by decorating their personal profile page with texts, audio, photos, and videos. Besides personal information such as age, gender, and school information, Aoyama found that “a starburst” of diverse affiliations is published, including those that signal Japanese-ness such as the Hello Kitty brand, anime videos, Kanji writing, kimonos, and celebrities. Also Nikkei hyperlink to elements that can be identified as “Latino” and “Chino” (Chinese) (104-10). Furthermore, users can show their multiple affiliations by joining different “groups” (after which a hyperlink to the group community appears on the profile page). Aoyama writes “these groups stretch across a large and varied scope of topics, including that of national, racial/ethnic, and cultural identities” (2). These examples illustrate how digital diasporas encompass personalised multivocal hypertexts. With the widely accepted adagio “you are what you link” (Adamic and Adar), hypertextual webs can be understood as productions that reveal how diasporic youths choose to express themselves as individuals through complex sets of non-hom*ogeneous identifications. Migrant youth connects to ethnic origin and global networks in eclectic and creative ways. The concept of “digital diaspora” therefore encapsulates both material and virtual (dis)connections that are identifiable through common traits, strategies, and aesthetics. Yet these hypertextual connections are also highly personalised and unique, offering a testimony to the fluid negotiations and intersections between the local and the global, the rooted and the diasporic. Conclusions In this article, we have argued that migrant youths render digital diasporas more complex by including branding and hypertextual aesthetics in transnational public spheres. Digital diasporas may no longer be understood simply in terms of their vertical relations to a homeland or place of origin or as horizontally connected to a clearly marked transnational community; rather, they must also be seen as engaging in rhizomatic digital practices, which reshuffle traditional understandings of origin and belonging. Contemporary youthful digital diasporas are therefore far more complex in their engagement with digital media than most existing theory allows: connections are hybridised, and affiliations are turned into practices of diasporic branding and becoming. There is a generational specificity to multivocal diaspora aesthetics; this specificity lies in the ways migrant youths show communal recognition and express their individuality through hypertext which combines affiliation to their national/ethnic “roots” with an embrace of other youth subcultures, many of them transnational. 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While the term “visual literacy” has grown in popularity in the last 50 years, its meaning remains nebulous. It is described variously as: a vehicle for aesthetic appreciation, a means of defence against visual manipulation, a sorting mechanism for an increasingly data-saturated age, and a prerequisite to civic inclusion (Fransecky 23; Messaris 181; McTigue and Flowers 580). Scholars have written extensively about the first three subjects but there has been less research on how visual literacy frames civic life and how it might help the public as a tool to address disadvantage and assist in removing social and cultural barriers. This article examines a forerunner to visual literacy in the push to create an international symbol language born out of popular education movements, a project that fell short of its goals but still left a considerable impression on graphic media. This article, then, presents an analysis of visual literacy campaigns in the early postwar era. These campaigns did not attempt to invent a symbolic language but posited that images themselves served as a universal language in which students could receive training. Of particular interest is how the concept of visual literacy has been mobilised as a pedagogical tool in design, digital humanities and in broader civic education initiatives promoted by Third Space institutions. Behind the creation of new visual literacy curricula is the idea that images can help anchor a world community, supplementing textual communication. Figure 1: Visual Literacy Yearbook. Montebello Unified School District, USA, 1973. Shedding Light: Origins of the Visual Literacy Frame The term “visual literacy” came to the fore in the early 1970s on the heels of mass literacy campaigns. The educators, creatives and media theorists who first advocated for visual learning linked this aim to literacy, an unassailable goal, to promote a more radical curricular overhaul. They challenged a system that had hitherto only acknowledged a very limited pathway towards academic success; pushing “language and mathematics”, courses “referred to as solids (something substantial) as contrasted with liquids or gases (courses with little or no substance)” (Eisner 92). This was deemed “a parochial view of both human ability and the possibilities of education” that did not acknowledge multiple forms of intelligence (Gardner). This change not only integrated elements of mass culture that had been rejected in education, notably film and graphic arts, but also encouraged the critique of images as a form of good citizenship, assuming that visually literate arbiters could call out media misrepresentations and manipulative political advertising (Messaris, “Visual Test”). This movement was, in many ways, reactive to new forms of mass media that began to replace newspapers as key forms of civic participation. Unlike simple literacy (being able to decipher letters as a mnemonic system), visual literacy involves imputing meanings to images where meanings are less fixed, yet still with embedded cultural signifiers. Visual literacy promised to extend enlightenment metaphors of sight (as in the German Aufklärung) and illumination (as in the French Lumières) to help citizens understand an increasingly complex marketplace of images. The move towards visual literacy was not so much a shift towards images (and away from books and oration) but an affirmation of the need to critically investigate the visual sphere. It introduced doubt to previously upheld hierarchies of perception. Sight, to Kant the “noblest of the senses” (158), was no longer the sense “least affected” by the surrounding world but an input centre that was equally manipulable. In Kant’s view of societal development, the “cosmopolitan” held the key to pacifying bellicose states and ensuring global prosperity and tranquillity. The process of developing a cosmopolitan ideology rests, according to Kant, on the gradual elimination of war and “the education of young people in intellectual and moral culture” (188-89). Transforming disparate societies into “a universal cosmopolitan existence” that would “at last be realised as the matrix within which all the original capacities of the human race may develop” and would take well-funded educational institutions and, potentially, a new framework for imparting knowledge (Kant 51). To some, the world of the visual presented a baseline for shared experience. Figure 2: Exhibition by the Gesellschafts- und Wirtschaftsmuseum in Vienna, photograph c. 1927. An International Picture Language The quest to find a mutually intelligible language that could “bridge worlds” and solder together all of humankind goes back to the late nineteenth century and the Esperanto movement of Ludwig Zamenhof (Schor 59). The expression of this ideal in the world of the visual picked up steam in the interwar years with designers and editors like Fritz Kahn, Gerd Arntz, and Otto and Marie Neurath. Their work transposing complex ideas into graphic form has been rediscovered as an antecedent to modern infographics, but the symbols they deployed were not to merely explain, but also help education and build international fellowship unbounded by spoken language. The Neuraths in particular are celebrated for their international picture language or Isotypes. These pictograms (sometimes viewed as proto-emojis) can be used to represent data without text. Taken together they are an “intemporal, hieroglyphic language” that Neutrath hoped would unite working-class people the world over (Lee 159). The Neuraths’ work was done in the explicit service of visual education with a popular socialist agenda and incubated in the social sphere of Red Vienna at the Gesellschafts- und Wirtschaftsmuseum (Social and Economic Museum) where Otto served as Director. The Wirtschaftsmuseum was an experiment in popular education, with multiple branches and late opening hours to accommodate the “the working man [who] has time to see a museum only at night” (Neurath 72-73). The Isotype contained universalist aspirations for the “making of a world language, or a helping picture language—[that] will give support to international developments generally” and “educate by the eye” (Neurath 13). Figure 3: Gerd Arntz Isotype Images. (Source: University of Reading.) The Isotype was widely adopted in the postwar era in pre-packaged sets of symbols used in graphic design and wayfinding systems for buildings and transportation networks, but with the socialism of the Neuraths’ peeled away, leaving only the system of logos that we are familiar with from airport washrooms, charts, and public transport maps. Much of the uptake in this symbol language could be traced to increased mobility and tourism, particularly in countries that did not make use of a Roman alphabet. The 1964 Olympics in Tokyo helped pave the way when organisers, fearful of jumbling too many scripts together, opted instead for black and white icons to represent the program of sports that summer. The new focus on the visual was both technologically mediated—cheaper printing and broadcast technologies made the diffusion of image increasingly possible—but also ideologically supported by a growing emphasis on projects that transcended linguistic, ethnic, and national borders. The Olympic symbols gradually morphed into Letraset icons, and, later, symbols in the Unicode Standard, which are the basis for today’s emojis. Wordless signs helped facilitate interconnectedness, but only in the most literal sense; their application was limited primarily to sports mega-events, highway maps, and “brand building”, and they never fulfilled their role as an educational language “to give the different nations a common outlook” (Neurath 18). Universally understood icons, particularly in the form of emojis, point to a rise in visual communication but they have fallen short as a cosmopolitan project, supporting neither the globalisation of Kantian ethics nor the transnational socialism of the Neuraths. Figure 4: Symbols in use. Women's bathroom. 1964 Tokyo Olympics. (Source: The official report of the Organizing Committee.) Counter Education By mid-century, the optimism of a universal symbol language seemed dated, and focus shifted from distillation to discernment. New educational programs presented ways to study images, increasingly reproducible with new technologies, as a language in and of themselves. These methods had their roots in the fin-de-siècle educational reforms of John Dewey, Helen Parkhurst, and Maria Montessori. As early as the 1920s, progressive educators were using highly visual magazines, like National Geographic, as the basis for lesson planning, with the hopes that they would “expose students to edifying and culturally enriching reading” and “develop a more catholic taste or sensibility, representing an important cosmopolitan value” (Hawkins 45). The rise in imagery from previously inaccessible regions helped pupils to see themselves in relation to the larger world (although this connection always came with the presumed superiority of the reader). “Pictorial education in public schools” taught readers—through images—to accept a broader world but, too often, they saw photographs as a “straightforward transcription of the real world” (Hawkins 57). The images of cultures and events presented in Life and National Geographic for the purposes of education and enrichment were now the subject of greater analysis in the classroom, not just as “windows into new worlds” but as cultural products in and of themselves. The emerging visual curriculum aimed to do more than just teach with previously excluded modes (photography, film and comics); it would investigate how images presented and mediated the world. This gained wider appeal with new analytical writing on film, like Raymond Spottiswoode's Grammar of the Film (1950) which sought to formulate the grammatical rules of visual communication (Messaris 181), influenced by semiotics and structural linguistics; the emphasis on grammar can also be seen in far earlier writings on design systems such as Owen Jones’s 1856 The Grammar of Ornament, which also advocated for new, universalising methods in design education (Sloboda 228). The inventorying impulse is on display in books like Donis A. Dondis’s A Primer of Visual Literacy (1973), a text that meditates on visual perception but also functions as an introduction to line and form in the applied arts, picking up where the Bauhaus left off. Dondis enumerates the “syntactical guidelines” of the applied arts with illustrations that are in keeping with 1920s books by Kandinsky and Klee and analyse pictorial elements. However, at the end of the book she shifts focus with two chapters that examine “messaging” and visual literacy explicitly. Dondis predicts that “an intellectual, trained ability to make and understand visual messages is becoming a vital necessity to involvement with communication. It is quite likely that visual literacy will be one of the fundamental measures of education in the last third of our century” (33) and she presses for more programs that incorporate the exploration and analysis of images in tertiary education. Figure 5: Ideal spatial environment for the Blueprint charts, 1970. (Image: Inventory Press.) Visual literacy in education arrived in earnest with a wave of publications in the mid-1970s. They offered ways for students to understand media processes and for teachers to use visual culture as an entry point into complex social and scientific subject matter, tapping into the “visual consciousness of the ‘television generation’” (Fransecky 5). Visual culture was often seen as inherently democratising, a break from stuffiness, the “artificialities of civilisation”, and the “archaic structures” that set sensorial perception apart from scholarship (Dworkin 131-132). Many radical university projects and community education initiatives of the 1960s made use of new media in novel ways: from Maurice Stein and Larry Miller’s fold-out posters accompanying Blueprint for Counter Education (1970) to Emory Douglas’s graphics for The Black Panther newspaper. Blueprint’s text- and image-dense wall charts were made via assemblage and they were imagined less as charts and more as a “matrix of resources” that could be used—and added to—by youth to undertake their own counter education (Cronin 53). These experiments in visual learning helped to break down old hierarchies in education, but their aim was influenced more by countercultural notions of disruption than the universal ideals of cosmopolitanism. From Image as Text to City as Text For a brief period in the 1970s, thinkers like Marshall McLuhan (McLuhan et al., Massage) and artists like Bruno Munari (Tanchis and Munari) collaborated fruitfully with graphic designers to create books that mixed text and image in novel ways. Using new compositional methods, they broke apart traditional printing lock-ups to superimpose photographs, twist text, and bend narrative frames. The most famous work from this era is, undoubtedly, The Medium Is the Massage (1967), McLuhan’s team-up with graphic designer Quentin Fiore, but it was followed by dozens of other books intended to communicate theory and scientific ideas with popularising graphics. Following in the footsteps of McLuhan, many of these texts sought not just to explain an issue but to self-consciously reference their own method of information delivery. These works set the precedent for visual aids (and, to a lesser extent, audio) that launched a diverse, non-hierarchical discourse that was nonetheless bound to tactile artefacts. In 1977, McLuhan helped develop a media textbook for secondary school students called City as Classroom: Understanding Language and Media. It is notable for its direct address style and its focus on investigating spaces outside of the classroom (provocatively, a section on the third page begins with “Should all schools be closed?”). The book follows with a fine-grained analysis of advertising forms in which students are asked to first bring advertisem*nts into class for analysis and later to go out into the city to explore “a man-made environment, a huge warehouse of information, a vast resource to be mined free of charge” (McLuhan et al., City 149). As a document City as Classroom is critical of existing teaching methods, in line with the radical “in the streets” pedagogy of its day. McLuhan’s theories proved particularly salient for the counter education movement, in part because they tapped into a healthy scepticism of advertisers and other image-makers. They also dovetailed with growing discontent with the ad-strew visual environment of cities in the 1970s. Budgets for advertising had mushroomed in the1960s and outdoor advertising “cluttered” cities with billboards and neon, generating “fierce intensities and new hybrid energies” that threatened to throw off the visual equilibrium (McLuhan 74). Visual literacy curricula brought in experiential learning focussed on the legibility of the cities, mapping, and the visualisation of urban issues with social justice implications. The Detroit Geographical Expedition and Institute (DGEI), a “collective endeavour of community research and education” that arose in the aftermath of the 1967 uprisings, is the most storied of the groups that suffused the collection of spatial data with community engagement and organising (Warren et al. 61). The following decades would see a tamed approach to visual literacy that, while still pressing for critical reading, did not upend traditional methods of educational delivery. Figure 6: Beginning a College Program-Assisting Teachers to Develop Visual Literacy Approaches in Public School Classrooms. 1977. ERIC. Searching for Civic Education The visual literacy initiatives formed in the early 1970s both affirmed existing civil society institutions while also asserting the need to better inform the public. Most of the campaigns were sponsored by universities, major libraries, and international groups such as UNESCO, which published its “Declaration on Media Education” in 1982. They noted that “participation” was “essential to the working of a pluralistic and representative democracy” and the “public—users, citizens, individuals, groups ... were too systematically overlooked”. Here, the public is conceived as both “targets of the information and communication process” and users who “should have the last word”. To that end their “continuing education” should be ensured (Study 18). Programs consisted primarily of cognitive “see-scan-analyse” techniques (Little et al.) for younger students but some also sought to bring visual analysis to adult learners via continuing education (often through museums eager to engage more diverse audiences) and more radical popular education programs sponsored by community groups. By the mid-80s, scores of modules had been built around the comprehension of visual media and had become standard educational fare across North America, Australasia, and to a lesser extent, Europe. There was an increasing awareness of the role of data and image presentation in decision-making, as evidenced by the surprising commercial success of Edward Tufte’s 1982 book, The Visual Display of Quantitative Information. Visual literacy—or at least image analysis—was now enmeshed in teaching practice and needed little active advocacy. Scholarly interest in the subject went into a brief period of hibernation in the 1980s and early 1990s, only to be reborn with the arrival of new media distribution technologies (CD-ROMs and then the internet) in classrooms and the widespread availability of digital imaging technology starting in the late 1990s; companies like Adobe distributed free and reduced-fee licences to schools and launched extensive teacher training programs. Visual literacy was reanimated but primarily within a circ*mscribed academic field of education and data visualisation. Figure 7: Visual Literacy; What Research Says to the Teacher, 1975. National Education Association. USA. Part of the shifting frame of visual literacy has to do with institutional imperatives, particularly in places where austerity measures forced strange alliances between disciplines. What had been a project in alternative education morphed into an uncontested part of the curriculum and a dependable budget line. This shift was already forecasted in 1972 by Harun Farocki who, writing in Filmkritik, noted that funding for new film schools would be difficult to obtain but money might be found for “training in media education … a discipline that could persuade ministers of education, that would at the same time turn the budget restrictions into an advantage, and that would match the functions of art schools” (98). Nearly 50 years later educators are still using media education (rebranded as visual or media literacy) to make the case for fine arts and humanities education. While earlier iterations of visual literacy education were often too reliant on the idea of cracking the “code” of images, they did promote ways of learning that were a deep departure from the rote methods of previous generations. Next-gen curricula frame visual literacy as largely supplemental—a resource, but not a program. By the end of the 20th century, visual literacy had changed from a scholarly interest to a standard resource in the “teacher’s toolkit”, entering into school programs and influencing museum education, corporate training, and the development of public-oriented media (Literacy). An appreciation of image culture was seen as key to creating empathetic global citizens, but its scope was increasingly limited. With rising austerity in the education sector (a shift that preceded the 2008 recession by decades in some countries), art educators, museum enrichment staff, and design researchers need to make a case for why their disciplines were relevant in pedagogical models that are increasingly aimed at “skills-based” and “job ready” teaching. Arts educators worked hard to insert their fields into learning goals for secondary students as visual literacy, with the hope that “literacy” would carry the weight of an educational imperative and not a supplementary field of study. Conclusion For nearly a century, educational initiatives have sought to inculcate a cosmopolitan perspective with a variety of teaching materials and pedagogical reference points. Symbolic languages, like the Isotype, looked to unite disparate people with shared visual forms; while educational initiatives aimed to train the eyes of students to make them more discerning citizens. The term ‘visual literacy’ emerged in the 1960s and has since been deployed in programs with a wide variety of goals. Countercultural initiatives saw it as a prerequisite for popular education from the ground up, but, in the years since, it has been formalised and brought into more staid curricula, often as a sort of shorthand for learning from media and pictures. The grand cosmopolitan vision of a complete ‘visual language’ has been scaled back considerably, but still exists in trace amounts. Processes of globalisation require images to universalise experiences, commodities, and more for people without shared languages. Emoji alphabets and globalese (brands and consumer messaging that are “visual-linguistic” amalgams “increasingly detached from any specific ethnolinguistic group or locality”) are a testament to a mediatised banal cosmopolitanism (Jaworski 231). In this sense, becoming “fluent” in global design vernacular means familiarity with firms and products, an understanding that is aesthetic, not critical. It is very much the beneficiaries of globalisation—both state and commercial actors—who have been able to harness increasingly image-based technologies for their benefit. To take a humorous but nonetheless consequential example, Spanish culinary boosters were able to successfully lobby for a paella emoji (Miller) rather than having a food symbol from a less wealthy country such as a Senegalese jollof or a Morrocan tagine. This trend has gone even further as new forms of visual communication are increasingly streamlined and managed by for-profit media platforms. The ubiquity of these forms of communication and their global reach has made visual literacy more important than ever but it has also fundamentally shifted the endeavour from a graphic sorting practice to a critical piece of social infrastructure that has tremendous political ramifications. Visual literacy campaigns hold out the promise of educating students in an image-based system with the potential to transcend linguistic and cultural boundaries. This cosmopolitan political project has not yet been realised, as the visual literacy frame has drifted into specialised silos of art, design, and digital humanities education. It can help bridge the “incomplete connections” of an increasingly globalised world (Calhoun 112), but it does not have a program in and of itself. Rather, an evolving visual literacy curriculum might be seen as a litmus test for how we imagine the role of images in the world. 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IntroductionSince its launch in 2005, YouTube has fast become one of the most popular video sharing sites, one of the largest sources of user generated content, and one of the most frequently visited sites globally (Burgess and Green). As YouTube’s popularity has increased, more and more people have taken up the site’s invitation to “Broadcast Yourself.” Vlogging (video blogging) on YouTube has increased in popularity, creating new genres and communities. Vlogging not only allows individuals to create their own mediated content for mass consumption—making it a site for participatory culture (Burgess and Green; Jenkins) and resembling contemporary forms of entertainment such as reality television—but it also allows individuals to engage in narrative and identity forming practices. Through filming their everyday lives, and presenting themselves on camera, YouTubers are engaging in a process of constructing and presenting their identity online. They often form communities around these identities and continue the practice in dialogue and collaboration with their communities of viewers on YouTube. Because of YouTube’s mass global reach, the ability to create one’s own mediated content and the ability to publicly play with and project different self representations becomes a powerful tool allowing YouTubers to publicly challenge social norms and encourage others to do the same. This paper will explore these features of YouTube using the recent “The Power of MAKEUP!” movement, started by NikkieTutorials, as an example. Through a virtual ethnography of the movement as developed by Christine Hine—following the people, dialogue, connections, and narratives that emerged from Nikkie’s original video—this paper will demonstrate that YouTube is not only a tool for self transformation, but has wider potential to transform norms in society. This is achieved mainly through mobilising communities that form around transformative practices, such as makeup transformations, on YouTube. Vlogging as an Identity Forming Practice Vlogging on YouTube is a contemporary form of autobiography in which individuals engage in a process of documenting their life on a daily or weekly basis and, in doing so, constructing their identity online. Although the aim of beauty vlogs is to teach new makeup techniques, demonstrate and review new products, or circulate beauty-related information, the videos include a large amount of self-disclosure. Beauty vloggers reveal intimate things about themselves and actively engage in the practice of self-representation while filming. Beauty vlogging is unique to other vlogging genres as it almost always involves an immediate transformation of the physical self in each video. The vloggers typically begin with their faces bare and “natural” and throughout the course of the video transform their faces into how they want to be seen, and ultimately, who they want to be that day, using makeup. Thus the process of self-representation is multi-dimensional as not only are they presenting the self, but they are also visually constructing the self on camera. The construction of identity that beauty vloggers engage in on YouTube can be likened to what Robert Ezra Park and later Erving Goffman refer to as the construction and performance of a mask. In his work Race and Culture, Park states that the original meaning of the word person is a mask (249). Goffman responds to this statement in his work The Presentation of Self in Everyday Life, saying the mask is “our truer self, the self we would like to be” (30). Beauty vloggers are engaging in the process of constructing their mask—their truer self and the self they would like to be—both through their performance on YouTube, and through the visual transformation that takes place on camera. Their performance on YouTube not only communicates a desired identity, but through their performance they realise this identity. The process of filming and the visual process of constructing or transforming the self on camera through makeup brings the subject into being. Scholarship in the fields of Life Writing and Digital Media including Autobiography, Automedia and Persona Studies has acknowledged and explored the ways narratives and identities—both online and offline—are constructed, created, shaped, chosen, and invented by the individual/author (Garner; Bridger; Eakin; Maguire; Poletti and Rak; Marshall; Smith and Watson). It is widely accepted that all representations of the self are constructed. Crucially, it is the process of documenting or communicating the self that is identity forming (Richardson; Bridger), as the process, including writing, filming, and posting, brings the subject or self into being (Neuman). The individual embodies their performance and realises the self through it. Park and Goffman argue that we all engage in this process of performing and realising the self through the roles we play in society. The significance of the beauty vlogger performance and transformation is the space in which it occurs and the community that it fosters. YouTube as a Transformative Tool and MirrorThe space in which beauty vloggers play with and transform the self on camera is significant as digital technologies such as YouTube invite exploration of the self. Networked digital media (Meikle and Young) invite multiplicity, heterogeneity, and fragmentation in/of identity performances (Bolter; Gergen; Turkle, "Parallel Lives"). These technologies create opportunities for defining and re-defining the self (Bolter 130), as they allow people to present a more multi-mediated self, using both audio-visual components and text (Papacharissi 643).YouTube, in particular, allows the individual to experiment with the self, and document an ongoing transformation, through film (Kavoori). Many scholars have described this ongoing process of identity construction online using the metaphor of “the mirror” (see Kavoori; Raun; and Procter as recent examples). In his research on trans gender vlogging on YouTube, Tobias Raun explores the theme of the mirror. He describes vlogging as a “transformative medium for working on, producing and exploring the self” (366). He argues the vlog acts as a mirror allowing the individual to try out and assume various identities (366). He writes, the mirroring function of the vlog “invites the YouTuber to assume the shape of a desired identity/representation, constantly assuming and evaluating oneself as an attractive image, trying out different ‘styles of the flesh’ (Butler 177), poses and appearances” (367). In reference to trans gender vlogging, Raun writes, “The vlog seems to serve an important function in the transitioning process, and is an important part of a process of self-invention, serving as a testing ground for experimentations with, and manifestations of (new) identities” (367). The mirror (vlog) gives the individual a place/space to construct and perform their mask (identity), and an opportunity to see the reflection and adjust the mask (identity) accordingly. An important feature of the vlog as a mirror is the fact that it is less like a conventional mirror and more like a window with a reflective surface. On YouTube the vlog always involves an audience, who not only watch the performance, but also respond to it. This is in keeping with Goffman’s assertion that there is always an audience involved in any performance of the self. On YouTube, Raun argues, “the need to represent oneself goes hand in hand with the need to connect and communicate” (Raun 369). Networked digital media such as YouTube are inherently social. They invite participation (Smith; Sauter)and community through community building functions such as the ability to like, subscribe, and comment. Michael Strangelove refers to YouTube as a social space, “as a domain of self-expression, community and public confession” (4). The audience and community are important in the process of identity construction and representation as they serve a crucial role in providing feedback and encouragement, legitimising the identity being presented. As Raun writes, the vlog is an opportunity “for seeing one’s own experiences and thoughts reflected in others” (366). Raun identifies that for the trans gender vloggers in his study, simply knowing there is an audience watching their vlogs is enough to affirm their identity. He writes the vlog can be both “an individual act of self validation and . . . a social act of recognition and encouragement” (368). However, in the case of beauty vlogging the audience do more than watch, they form communities embodying and projecting the performance in everyday life and thus collectively challenge social norms, as seen in the “The Power of MAKEUP!” movement. Exploring the “The Power of MAKEUP!” MovementOn 10 May 2015, Nikkie, a well-known beauty vlogger, uploaded a video to her YouTube channel NikkieTutorials titled “The Power of MAKEUP!” Nikkie’s video can be watched here. In her video Nikkie challenges “makeup shaming,” arguing that makeup is not only fun, but can “transform” you into who you want to be. Inspired by an episode of the reality television show RuPaul’s Drag Race, in which the competing drag queens transform half of their face into “glam” (drag), and leave the other half of their face bare (male), Nikkie demonstrates that anyone can use makeup as a transformative tool. In her video Nikkie mirrors the drag queen transformations, transforming half her face into “glam” and leaving the other half of her face bare, as shown in Figure 1. In only transforming half of her face, Nikkie emphasises the scope of the transformation, demonstrating just how much you can change your appearance using only makeup on your face. Nikkie’s video communicates that both a transformed “glam” image and an “unedited” image of the self are perfectly fine, “there are no rules” and neither representations of the self should bring you shame. Figure 1: thumbnail of Nikkie’s videoNikkie’s video started a movement and spread throughout the beauty community on YouTube as a challenge. Other famous beauty vloggers, and everyday makeup lovers, took on the challenge of creating YouTube videos or posting pictures on Instagram of their faces half bare and half transformed using makeup with the tag #thepowerofmakeupchallenge. Since its release in May 2015, Nikkie’s video has been watched over thirty million times, has been liked over five hundred and thirty thousand times, and has received over twenty three thousand comments, many of which echo Nikkie’s experience of “makeup shaming.” “The power of makeup” video went viral and was picked up not only by the online beauty community but also by mainstream media with articles by Huffington Post, Yahoo.com, Marie Claire, BuzzFeed, DailyLife, POPSUGAR, Enews, Urbanshowbiz, BoredPanda, and kickvick among others. On Instagram, thousands of everyday makeup lovers have recreated the transformation and uploaded their pictures of the finished result. Various hashtags have been created around this movement and can be searched on Instagram including #thepowerofmakeupchallenge, #powerofmakeupchallenge, #powerofmakeup. Nikkie’s Instagram page dedicated to the challenge can be seen here. “The power of makeup” video is a direct reaction against what Nikkie calls “makeup shaming”—the idea that makeup is bad, and the assumption that the leading motivation for using makeup is insecurity. In her video Nikkie also reacts to the idea that the made-up-girl is “not really you,” or worse is “fake.” In the introduction to her video Nikkie says,I’ve been noticing a lot lately that girls have been almost ashamed to say that they love makeup because nowadays when you say you love makeup you either do it because you want to look good for boys, you do it because you’re insecure, or you do it because you don’t love yourself. I feel like in a way lately it’s almost a crime to love doing your makeup. So after last weeks RuPaul’s Drag Race with the half drag half male, I was inspired to show you the power of makeup. I notice a lot that when I don’t wear makeup and I have my hair up in a bun and I meet people and I show them picture of my videos or, or whatever looks I have done, they look at me and straight up tell me “that is not you.” They tell me “that’s funny” because I don’t even look like that girl on the picture. So without any further ado I’m going to do half my face full on glam—I’m truly going to transform one side of my face—and the other side is going to be me, raw, unedited, nothing, me, just me. So let’s do it.In her introduction, Nikkie identifies a social attitude that many of her viewers can relate to, that the made-up face isn’t the “real you.” This idea reveals an interesting contradiction in social attitude. As this issue of Media/Culture highlights, the theme of transformation is increasingly popular in contemporary society. Renovation shows, weight loss shows, and “makeover” shows have increased in number and popularity around the world (Lewis). Tania Lewis attributes this to an international shift towards “the real” on television (447). Accompanying this turn towards “the real,” confession, intimacy, and authenticity are now demanded and consumed as entertainment (Goldthwaite; Dovey; King). Sites such as YouTube are arguably popular because they offer real stories, real lives, and have a core value of authenticity (Strangelove; Wesch; Young; Tolson). The power of makeup transformations are challenging because they juxtapose a transformation against the natural, on the self. By only transforming half their face, the beauty vloggers juxtapose the “makeover” (transformation) with “authenticity” (the natural). The power of makeup movement is therefore caught between two contemporary social values. However, the desire for authenticity, and the lack of acceptance that the transformed image is authentic seems to be the main criticism that the members of this movement receive. Beauty vloggers identify a strong social value that “natural” is “good” and any attempt to alter the natural is taboo. Even in the commercial world “natural beauty” is celebrated and features heavily in the marketing and advertising campaigns of popular beauty, cosmetic, and skincare brands. Consider Maybelline’s emphasis on “natural beauty” in their byline “Maybe she’s born with it. Maybe it’s Maybelline.” This is not the way the members of “the power of makeup” movement use and celebrate makeup. They use and celebrate makeup as a transformative and identity forming tool, and their use of makeup is most often criticised for not being natural. In her recreation of Nikkie’s video, Evelina Forsell says “people get upset when I’m not natural.” Like Nikkie, Evelina reveals she often receives the criticism that “the person with a full on face with makeup is not you.” Evelina’s video can be watched here.“The power of makeup” movement and its participants challenge this criticism that the made-up self is not the “real” self. Evelina directly responds to this criticism in her video, stating “when I have a full face of makeup . . . that’s still me, but a more . . . creative me, I guess.” The beauty vloggers in this movement use makeup and YouTube as extensions of the self, as tools for self-expression, self-realisation, and ongoing transformation. Beauty vloggers are demonstrating that makeup is a tool and extension of the self that allows them to explore and play with their self-representations. In the same way that technology enables the individual to extend and “reinvent him/herself online” (Papacharissi 645), so does makeup. And in the same way that technology becomes an extension of the self, or even a second self (Turkle, The Second Self; Vaast) so does makeup. Makeup is a tool and technique of the self. Vlogging is about storytelling (Kavoori), but it is also collective—it’s about telling collective stories (Raun 373) which can be seen in various vlogging genres. As Geert Lovink suggests, YouTube is one of the largest databases of global shared experience. YouTube’s global popularity can be attributed to Strangelove’s assertion that “there’s nothing more interesting to real people . . . than authentic stories told about other real people” (65). Individuals are drawn to Nikkie’s experience, seeing themselves reflected in her story. Famous beauty vloggers on YouTube, and everyday beauty lovers, find community in the collective experience of feeling shame for loving makeup and using makeup to transform and communicate their identity. Effectively, the movement forms communities of practice (Wenger) made up of hundreds of people brought together by the shared value and use of makeup as a transformative tool. The online spaces where these activities take place (mainly on YouTube and Instagram) form affinity spaces (Gee) where the community come together, share information, learn and develop their practice. Hundreds of YouTubers from all over the world took up Nikkie’s invitation to demonstrate the power of makeup by transforming themselves on camera. From well-established beauty vloggers with millions of viewers, to amateur beauty lovers with YouTube channels, many people felt moved by Nikkie’s example and embodied the message, adapting the transformation to suit their circ*mstances. The movement includes both men and women, children and adults. Some transformations are inspirational such as Shalom Blac’s in which she talks about accepting the scars that are all over her face, but also demonstrates how makeup can make them disappear. Shalom has almost five million views on her “POWER OF MAKEUP” video, and has been labelled “inspirational” by the media. Shalom Blac’s video can be watched here and the media article labelling her as “inspirational” can be viewed here. Others, such as PatrickStarrr, send a powerful message that “It’s okay to be yourself.” Unlike a traditional interpretation of that statement, Patrick is communicating that it is okay to be the self that you construct, on any given day. Patrick also has over four million views on his video which can be watched here. During her transformation, Nikkie points out each feature of her face that she does not like and demonstrates how she can change it using makeup. Nikkie’s video is primarily a tutorial, educating viewers on different makeup techniques that can manipulate the appearance of their natural features into how they would like them to appear. These techniques are also reproduced and embodied through the various contributors to the movement. Thus the tutorial is an educational tool enabling others to use makeup for their own self representations (see Paul A. Soukup for an overview of YouTube as an educational tool). A feminist perspective may deconstruct the empowering, educational intentions of Nikkie’s video, insisting that conceptions of beauty are a social construct (Travis, Meginnis, and Bardari) and should not be re-enforced by encouraging women (and men) to use make-up to feel good. However, this sort of discourse does not appear in the movement, and this paper seeks to analyse the movement as its contributors frame and present it. Rather, “the power of makeup” movement falls within a postfeminist framework celebrating choice, femininity, independence, and the individual construction of modern identity (McRobbie; Butler; Beck, Giddens and Lash). Postfeminism embraces postmodern notions of identity in which individuals are “called up to invent their own structures” (McRobbie 260). Through institutions such as education young women have “become more independent and able,” and “‘dis-embedded’ from communities where gender roles were fixed” (McRobbie 260). Angela McRobbie attributes this to the work of scholars such as Anthony Giddens and Ulrich Beck and their emphasis on individualisation and reflexive modernisation. These scholars take a Foucauldian approach to identity construction in the modern age, where the individual must choose their own structures “internally and individualistically” (260), engaging in an ongoing process of self-monitoring and self-improvement, and resulting in the current self-help culture (McRobbie). In addition to being an educational and constructive tool, Nikkie’s video is also an exercise in self-branding and self-promotion(see Marwick; Duffy and Hund; and van Nuenen for scholarship on self-branding). Through her ongoing presence on YouTube, presenting this video in conjunction with her other tutorials, Nikkie is establishing herself as a beauty vlogger/guru. Nikkie lists all of the products that she uses in her transformation below her video with links to where people can buy them. She also lists her social media accounts, ways that people can connect with her, and other videos that people might be interested in watching. There are also prompts to subscribe, both during her video and in the description bar below her video. Nikkie’s transformation is both an ongoing endeavour to create her image and public persona as a beauty vlogger, and a physical transformation on camera. There is also a third transformation that takes place because her vlog is in the public sphere and consequently mobilises a movement. The transformation is of the way people talk about and eventually perceive makeup. Nikkie’s video aims to end makeup shaming and promote makeup as an empowering tool. With each recreation of her video, with each Instagram photo featuring the transformation, and with each mainstream media article featuring the movement, #thepowerofmakeup movement community are transforming the image of the made-up girl—transforming the association of makeup with presenting an inauthentic identity—in society. ConclusionThe “The Power of MAKEUP!” movement, started by NikkieTutorials, demonstrates one way in which people are using YouTube as a transformative tool, and mirror, to document, construct, and present their identity online, using makeup. Through their online transformation the members of the movement not only engage in a process of constructing and presenting their identity, but they form communities who share a love of makeup and its transformative potential. 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It seems not insignificant that the cult film Donnie Darko is set in the final stages of the Bush-Dukakis election campaign, which had the twin effects of inaugurating the Bush presidential dynasty and making “liberal” an insurmountably derogatory term in American politics. Donnie’s gift of seeing into the future is, at least superficially, a reaction to his medication for “emotional problems”. But the count-down to his apocalyptic date with a giant bunny-rabbit also coincides with the demise of any remaining hope for a certain kind of progressive Left politics. With the options for escaping a conservative small town life fast disappearing, an impenetrable theory of time-travel appears to offer a plausible reprieve from Donnie’s destiny. As we learn very early in the movie, however, even time-travel cannot offer salvation: Donnie, like a particular idea of America, is doomed. Strangely representative of cultural studies’ theoretical preoccupations, Donnie’s character is unavoidably implicated in an omnipresent therapeutic culture while also demonstrating good taste in 80s music, an attraction to mischief and a fitful enthusiasm for saving the world. In the context of this editorial, the film acts as a useful retrospective archive of the moment when “affect” came to wide attention as the key site for politics in the United States. Donnie Darko documents the rise and spectacular fall of Jim Cunningham (Patrick Swayze), a charismatic motivational speaker and incidental kiddy-p*rn ringleader who makes a fortune with his book, Attitudinal Beliefs. Cunningham’s converts find liberation by freeing themselves from their own fears, for according to his paradigm, there are only two features of the “energy spectrum”: fear and love. The trick to a successful life – and good grades – is to choose the “Right-eous” path of the latter (Gregg and Fuller). But as the film develops, the audience slowly comes to realise that no one will avoid the truly terrifying fate that is Grandma Death’s secret: everyone dies alone. Donnie Darko encapsulates the overwhelming nature of adolescent angst which gravitates between the “indifference of terror and boredom” and which Lawrence Grossberg has claimed to be “the most powerful and pervasive affective relations in everyday life” (184). Donnie and his peers aren’t just subject to the petty tyrannies of high-school; the film’s plot allegorises a much wider cultural shift. As Grossberg argued extensively throughout the 1990s, the strategy of new conservatives has been to conduct a political agenda at the level of affect, or what today we might recognise as “the battle for hearts and minds”. It succeeds by colonising the very mood, imagination and hope of a citizenry. When Karen Pomeroy (Drew Barrymore) is fired as English teacher at Donnie’s school – the result of a moral values campaign against a prescribed textbook – she says of the students: “We are losing them to apathy. They are slipping away”. Karen conveys despair and anger at this prospect, only to be met with the headmaster’s rebuke: “I am sorry that you have failed”. Here the apparently naïve optimism of a brilliant teacher is subject to the same indignant script her students face: individualised torment for a structurally ingrained lack of hope. Grossberg has consistently urged that cultural studies intellectuals recognise scenarios like these as the perniciously mundane locations where the fight for the future is waged: When the very possibility of political struggle is being erased – not because the scene of politics (or the public sphere) has disappeared in some postmodern apocalypse, but because there is an active attempt to use popular discourses to restructure the possibilities of everyday life – the political intellectual has no choice but to enter into the struggle over affect in order to articulate new ways of caring. (23) This issue of M/C Journal reveals some of the many ways this objective continues to be thwarted in the current political climate and in contexts which veer to varying degrees from the mainstream political situation in the United States. In the lead article for the issue, Shane McGrath makes the point that the politics of compassion are far from straightforward in an era of “compassionate conservatism” but that they are noticeably straight (see also Berlant). One of the most important distinctions he asks us to make is to “recognise and affirm feelings of compassion while questioning the politics that seem to emanate from those feelings”. The essay that follows is a helpful explanation of the theoretical legacies behind “Feeling, Emotion and Affect”. Eric Shouse provides an introduction to the vocabulary that many writers for this issue share and in some cases challenge. “The importance of affect”, Shouse claims, is that “in many cases the message consciously received may be of less import to the receiver of that message than his or her non-conscious affective resonance with the source of the message”. This is precisely the difficulty of forming any rational model of political opposition to apparently personable leaders like Bush, or concertedly “ordinary” leaders like John Howard: a diverse population will often interpret a manifest message through a quite different set of unconscious criteria. Anne Aly and Mark Balnaves offer an example of this kind of affective resonance in their article, “The Atmosfear of Terror”. Chilling riots around Sydney’s southern beaches in the week of this issue’s production lend added pertinence to their reading which argues that attitudes towards Muslims in Australia are “less to do with the actual threat of a terrorist attack on Australian soil and more to do with….reprisal for the terrorist attacks” that have already occurred elsewhere. Describing a quite different and highly intimate experience of fear is Lessa Bonniface, Lelia Green and Maurice Swanson’s essay documenting their work developing HeartNET, a Website devoted to discussion amongst heart patients. This collaborative project is part of an Australian Research Council linkage grant and illustrates how cultural theory can be tested and extended in productive partnerships with the wider community. Megan Watkins’s eloquent essay on the affects of classroom practice shares a similar attention to corporeality in the way that it highlights the neglected bodily dimensions of learning and motivation, while Glen Fuller’s “The Getaway” offers a quite different example of the ways that our bodies can surprise us by betraying disciplines we may not have consciously registered. Two further essays by Beth Seaton and Margaret Hair have the specific purpose of drawing attention to affective relations otherwise suppressed in the landscapes around us, reflecting upon the ethics of acknowledging past and present trauma. The issue then embarks on a series of exciting new approaches to popular media, in Anna Gibbs’s article on the hypnotic properties of television, Leanne Downing’s introduction to the politics of “eater-tainment” accompanying block-buster films, and finally, Gregory Seigworth’s affirming reading of indie darling, Sufjan Stevens. In a fitting gesture given the imperatives Grossberg sets out, Seigworth considers the significance of Stevens’ live show in terms of an “affect of corn” that he submits as one humble exercise that might help to “redeem a future for the present”. In the amount of time since the issue’s conception “affect” has moved from being regarded as something that “cultural studies has always been crap at” (Noble) to “the new cutting edge” (Hemmings) while for some it has become “that word I never want to hear again” (Sofoulis). As Elspeth Probyn notes in the contribution that closes the issue, witnessing a cherished theoretical interest become fashionable can be bemusing and disabling – what I hope these essays demonstrate is that fashion need not relinquish usefulness. This issue of M/C Journal involved some tough editorial decisions due to a remarkably high number of submissions. I thank all of the writers who offered work for consideration as well as those who responded so enthusiastically to my invitation. Thanks also to the referees who gave their time and expertise and the correspondents whose patience was doubtlessly tested in the finishing stages. I am particularly indebted to Laura Marshall and Neysa Ellison-Stone for their excellent and speedy copy-editing. Finally, the stunning cover image for this M/C Journal is “Collage” by Jane Simon with stills from Undiegate, a Super-8 film by Marian Prickett and Jane Simon (Melbourne, 2002). Its rich texture, exciting juxtaposition and overriding implication of possibility couldn’t have been more fitting my hopes for this issue. References Berlant, Lauren. “Introduction: Compassion (and Withholding).” Compassion: The Culture and Politics of an Emotion. Ed. Lauren Berlant. Essays from the English Institute. London: New York, 2004. Donnie Darko. [motion picture] Directed by R. Kelly, 2001. Gregg, Melissa and Glen Fuller. “Where Is the Law in ‘Unlawful Combatant’? Resisting the Refrain of the Right-eous.” Cultural Studies Review 11.2 (2005): 147-59. Grossberg, Lawrence. Dancing in Spite of Myself: Essays on Popular Culture. Durham: Duke UP, 1997. Hemmings, Clare. “Invoking Affect: Cultural Theory and the Ontological Turn.” Cultural Studies 19.5 (2005): 548-67. Noble, Greg. “What Cultural Studies Is Crap At.” Cultural Studies Association of Australasia Newsletter October, 2004. Sofoulis, Zoe. Comment at Culture Fix: The Cultural Studies Association of Australasia Annual Conference, University of Technology, Sydney, November 2005. Citation reference for this article MLA Style Gregg, Melissa. "Affect." M/C Journal 8.6 (2005). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0512/01-editorial.php>. APA Style Gregg, M. (Dec. 2005) "Affect," M/C Journal, 8(6). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0512/01-editorial.php>.

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Picture this: Five academic women are sitting at a round table in an elegant nineteenth century room located in a rural landscape in regional NSW. Sometimes with coffee, sometimes over lunch, the conversation ranges broadly across the spectrum of the personal, policy and university politics. Having traversed the terrain in which they work—workload, juggling the responsibilities that traditionally fall to women—the talk comes round to the business of the day: writing for publication. Here is how a typical meeting unfolds: they provide updates on their research successes, and then proceed to the discussion and critical response to a current piece of writing by one or two members of the group. While the rest of the group may not be familiar with the content or discipline area, they nevertheless are able to provide a meta-analysis of the structure and resultant clarity of the work using an agreed process. When the discussants—“the Divas”—talk about their posters or papers, “the a cappella group” analyses key structural features including the question posed, the main message to be conveyed, how the research was conducted and the scholarly contribution it makes to the field. Overture This “collaboration” theme prompted us to unpack and reflect on our mode of collaboration, something we had discussed informally but not written about in any structured way. We have a successful mode of collaboration that offers individual benefits as well as enhancing the research output of the university. In this paper we reflect on how our collaborative process benefits us individually and seek to make sense of our collaborative practice. Through this reflexive process we have identified six aspects of our interaction and collaboration (motivation to translate our research into publications; training in the template; multidisciplinary feminist consciousness; a negotiated process; commitment to practice on a regular basis; and trust and reciprocity) that have contributed to the success of our practice. Our roundtable discussions provide a space in which the distinct but complementary disciplinary a cappella voices come together. Each of us arrives with an individual piece of research (our solo performance) and then through a group process of questioning and reflection we rehearse and refine our arguments. As a result of this process, each returns to her individual research context better equipped to perform as a Diva. We have come to conceptualise this process as one in which a poststructuralist writing self is created. It is as if, as we sit around the table, we create a discursive space at the centre of the table from which a “voice” emerges with a greater level of clarity and confidence—one attuned to its audience. This writing subject is, as a result of the process, self-reflexive and more responsive to a diverse range of contexts and audiences than we were as individual, isolated writers. This has strengthened our individual research publications. A Cappella Collaboration There is much in the literature about the privileging of individuality in humanities and social sciences research publications (Austin and Baldwin; Sullivan). We work in a university that, like most other universities, largely assumes that writing is an individual process, yet present tertiary sector research policy mandates collaborative research (NCRIS). We have developed a group process that creates a space where we as individuals can share our work. Through our connections, conversations and participation in this “community”, we all gain. We began meeting after a five-day intensive professional development workshop, Writing for Publication, funded by UNE and facilitated by a consultant (Brown). From this workshop we took away a template for interrogating writing based on a group process. Each individual prepared a “poster” which consisted of their answers to a series of specified questions designed to explicate the structure and message of an academic paper. That was almost ten years ago, and our group of five has been meeting regularly since then to read and discuss each others’ work in progress, providing meta-analysis of the writing rather than an analysis of the disciplinary specific content. We had joined the workshop as individuals, seeking to improve our research output, so that in this respect our group that emerged from the workshop is self-selecting. Since then we have become increasingly subject to changes in the Australian higher education system. Academics are now expected to publish more and more in order to comply with a climate of greater scrutiny of research productivity. At the same time academics face an increasing administrative and teaching load. While we work in an institution with a strong research tradition, our geographical isolation makes cross-institution face-to-face networking more difficult. Our writing group has ameliorated these pressures and provided a source of positive supportive, critical feedback. The process we have negotiated reflects our distinctive “take” on Brown’s model. We engage in a collaborative process towards individual products. Rehearsing A key element of the success of our writing group is the commitment that we have all made to our regular meetings. Initially this required our having to prioritise the writing group’s meeting times, and practice the process of making time for them. The regularity, or “habit”, of the writing group’s meetings is now part of our working lives, factored in just as would be any of our other work roles. As a result of the skills we developed through the initial workshop and the adaptations we have negotiated over the years in our regular meetings, we have developed a very strong trust between members. Research has shown that face-to-face interaction is especially crucial in creating knowledge (Nahapiet, Gratton and Rocha), and we believe that the interactions we have had on a regular basis have contributed to a culture of trust, which is present within our group’s interactions. In effect we practice what Delpit has described as a “special kind of listening” that involves not only “open eyes and ears, but open hearts and minds” (297). We are conscious of two dimensions of “trust” (as defined by Abrams, Cross, Lesser and Levin) as instrumental in the sharing of knowledge in our group: “benevolence (‘You care about me and take an interest in my well-being and goals’) and competence (‘You have relevant expertise and can be depended upon to know what you are talking about’)” (65). The benevolence we experience is one that also allows us to recognise the value of “giving”. In sharing our ideas and suggestions on each other’s work, there is no expectation that because one has shared an idea that she has authorship rights. Rather, it is through our collaboration that we bring our writing into focus and progress it to a stage where it is ready for individual publication. While we each benefit individually from our publications, as Wenger has also argued, we are not “blind to the social fabric that makes them possible” (xiii). Indeed, our group process could be regarded as a particularly feminist response to institutional pressures—women supporting women. We recognise we are fortunate in having developed friendship as well as having shared goals. Ours is a process that may not translate to other groups. In the absence of trust and friendship, competitiveness, ownership and lack of commitment to engaging in the work of others may simply produce a cacophony. The template may not always be sufficient as trust is essential. These six factors—motivation to translate our research into publications; training in the template; multidisciplinary feminist consciousness; a negotiated process; commitment to practice on a regular basis; and trust and reciprocity—are integrally related. We function much as an a cappella choir, which allows the sum of our voices to inform the performance of the individual Diva. Rehearsing as an a cappella choir provides us with the confidence and skills to perform solo. We believe the confluence of these factors explains not only the longevity of our group practice but also its success, which is reflected in the number of published outputs (articles and books), prizes for writing and the status of the journals and publishing houses in which our work appears. What we do is collaborative but does not fit the norms. It is not a matter of producing a unified research purpose but we function as collaborators; a group conspiring to bring about individual outcomes building on a collaborative practice that works for the humanities and social sciences. It is dialogic, not hierarchical or hegemonic. Typically, the purpose of collaboration is an acknowledged collaborative outcome (Yancey and Spooner 46), whereas our collaborative practice focuses on enriching individual outcomes. When our voices meet at our round table it is a chorus out of which emerges five quite distinct solo performances. References Abrams, L., R. Cross, E. Lesser, and D. Levin. “Nurturing Interpersonal Trust in Knowledge-Sharing Networks.” Academy of Management Executives 17.4 (2003): 64-77. Austin, A.E., and R.G. Baldwin, eds. Faculty Collaboration, Enhancing the Quality of Scholarship and Teaching. ASHE-ERIC Higher Education Reports, No. 7, 1991. Brown, R. “Write Right First Time.” Literati Newsline 1994/1995: 1-8. Delpit , L.D. “The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children.” Harvard Educational Review 58.3 (1988): 280-298. Nahapiet, J., L. Gratton, and H. Rocha. “Knowledge and Relationships: When Cooperation Is the Norm.” European Management Review 2 (2005): 3-14. National Collaborative Research Infrastructure Strategy. (NCRIS) Advisory Committee. 10 Nov. 2005 http://www/dest.gov.au/sectors/research_sector/policies_issues_reviews/ key_issues/ncris/ncris_background.htm>. Research Quality Framework: Assessing the Quality and Impact of Research in Australia. The Preferred Model. Sep. 2005. 16 Nov. 2005 http://www.dest.gov.au/sectors/research_sector/policies_issues_reviews/ key_issues/research_quality_framework/default.htm>. Sullivan, P.A. “Revising the Myth of the Independent Scholar.” Writing With: New Directions in Collaborative Teaching, Learning and Research. Ed. Reagan S.B., Fox, T and Bleich, D. Albany, N.Y.: State U of New York P. 1994. 11-30. Wenger, E. Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge UP, 1998. Yancey, K.B. and Spooner, M. “A Single Good Mind: Collaboration, Cooperation and the Writing Self.” College Composition and Communication 49.1 (1998): 45-62. Citation reference for this article MLA Style Beck, Wendy, Kerry Dunne, Josie Fisher, Jane O'Sullivan, and Alison Sheridan. "A Cappella and Diva: A Collaborative Process for Individual Academic Writing." M/C Journal 9.2 (2006). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0605/09-divas.php>. APA Style Beck, W., K. Dunne, J. Fisher, J. O'Sullivan, and A. Sheridan. (May 2006) "A Cappella and Diva: A Collaborative Process for Individual Academic Writing," M/C Journal, 9(2). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0605/09-divas.php>.

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IntroductionThe death of Chris Cornell in the spring of 2017 shook me. As the lead singer of Soundgarden and a pioneer of early 1990s grunge music, his voice revealed an unbridled pain and joy backed up by the raw, guitar-driven rock emanating from the Seattle, Washington music scene. I remember thinking, there’s only one left, referring to Eddie Vedder, lead singer for Pearl Jam, and lone survivor of the four seminal grunge bands that rose to fame in the early 1990s whose lead singers passed away much too soon. Alice in Chains singer Layne Staley died in 2002 at the age of 35, and Nirvana front man Kurt Cobain’s death in 1994 had resonated around the globe. I thought about when Cornell and Staley said goodbye to their friend Andy Wood, lead singer of Mother Love Bone, after he overdosed on heroine in 1990. Wood’s untimely death at the age of 24, only days before his band’s debut album release, shook the close-knit Seattle music scene and remained a source of angst and inspiration for a genre of music that shaped youth culture of the 1990s.When grunge first exploded on the pop culture scene, I was a college student flailing around in pursuit of an English degree I had less passion for than I did for music. I grew up listening to The Beatles and Prince; Led Zeppelin and Miles Davis; David Bowie and Willie Nelson, along with a litany of other artists and musicians crafting the kind of meaningful music I responded to. I didn’t just listen to music, I devoured stories about the musicians, their often hedonistic lifestyles; their processes and epiphanies. The music spoke to my being in the world more than the promise of any college degree. I ran with friends who shared this love of music, often turning me on to new bands or suggesting some obscure song from the past to track down. I picked up my first guitar when John Lennon died on the eve of my eleventh birthday and have played for the past 37 years. I rely on music to relocate my sense of self. Rhythm and melody play out like characters in my life, colluding to make me feel something apart from the mundane, moving me from within. So, when I took notice of grunge music in the fall of 1991, it was love at first listen. As a pop cultural phenomenon, grunge ruptured the music and fashion industries caught off guard by its sudden commercial appeal while the media struggled to galvanize its relevance. As a subculture, grunge rallied around a set of attitudes and values that set the movement apart from mainstream (Latysheva). The grunge sound drew from the nihilism of punk and the head banging gospel of heavy metal, tinged with the swagger of 1970s FM rock running counter to the sleek production of pop radio and hair metal bands. Grunge artists wrote emotionally-laden songs that spoke to a particular generation of youth who identified with lyrics about isolation, anger, and death. Grunge set off new fashion trends in favor of dressing down and sporting the latest in second-hand, thrift store apparel, ripping away the Reagan-era starched white-collared working-class aesthetic of the 1980’s corporate culture. Like their punk forbearers who railed against the status quo and the trappings of success incurred through the mass appeal of their art, Kurt Cobain, Eddie Vedder, and the rest of the grunge cohort often wrestled with the momentum of their success. Fortunes rained down and the media ordained them rock stars.This auto-ethnography revisits some of the cultural impacts of grunge during its rise to cultural relevance and includes my own reflexive interpretation positioned as a fan of grunge music. I use a particular auto-ethnographic orientation called “interpretive-humanistic autoethnography” (Manning and Adams 192) where, along with archival research (i.e. media articles and journal articles), I will use my own reflexive voice to interpret and describe my personal experiences as a fan of grunge music during its peak of popularity from 1991 up to the death of Cobain in 1994. It is a methodology that works to bridge the personal and popular where “the individual story leaves traces of at least one path through a shifting, transforming, and disappearing cultural landscape” (Neumann 183). Grunge RootsThere are many conflicting stories as to when the word “grunge” was first used to describe the sound of a particular style of alternative music seeping from the dank basem*nts and shoddy rehearsal spaces in towns like Olympia, Aberdeen, and Seattle. Lester Bangs, the preeminent cultural writer and critic of all things punk, pop, and rock in the 1970s was said to have used the word at one time (Yarm), and several musicians lay claim to their use of the word in the 1980s. But it was a small Seattle record label founded in 1988 called Sub Pop Records that first included grunge in their marketing materials to describe “the grittiness of the music and the energy” (Yarm 195).This particular sound grew out of the Pacific Northwest blue-collar environment of logging towns, coastal fisheries, and airplane manufacturing. Seattle’s alternative music scene unfolded as a community of musicians responding to the tucked away isolation of their musty surroundings, apart from the outside world, free to submerge themselves in their own cultural milieu of rock music, rain, and youthful rebellion.Where Seattle stood as a major metropolitan city soaked in rainclouds for much of the year, I was soaking up the desert sun in a rural college town when grunge first leapt into the mainstream. Cattle ranches and cotton fields spread across the open plains of West Texas, painted with pickup trucks, starched Wrangler Jeans, and cowboy hats. This was not my world. I’d arrived the year prior from Houston, Texas, an urban sprawl of four million people, but I found the wide-open landscape a welcome change from the concrete jungle of the big city. Along with cowboy boots and western shirts came country music, and lots of it. Garth Brooks, Reba McEntire, George Straight; some of the voices that captured the lifestyle of my small rural town, twangy guitars and fiddles blaring on local radio. While popular country artists recorded for behemoth record labels like Warner Brothers and Sony, the tiny Sub Pop Records championed the grunge sound coming out of the Seattle music scene. Sub Pop became a playground for those who cared about their music and little else. The label cultivated an early following through their Sub Pop Singles Club, mailing seven-inch records to subscribers on a monthly basis promoting new releases from up-and-coming bands. Sub Pop’s stark, black and white logo showed up on records sleeves, posters, and t-shirts, reflecting a no-nonsense DIY-attitude rooted in in the production of loud guitars and heavy drums.Like the bands it represented, Sub Pop did not take itself too seriously when one of their best-selling t-shirts simply read “Loser” embracing the slacker mood of newly minted Generation X’ers born between 1961 and 1981. A July 1990 Time Magazine article described this twenty-something demographic as having “few heroes, no anthems, no style to call their own” suggesting they “possess only a hazy sense of their own identity” (Gross & Scott). As a member of this generation, I purchased and wore my “Loser” t-shirt with pride, especially in ironic response to the local cowboy way of life. I didn’t hold anything personal against the Wrangler wearing Garth Brooks fan but as a twenty-one-year-old reluctant college student, I wanted to rage with contempt for the status quo of my environment with an ambivalent snarl.Grunge in the MainstreamIn 1991, the Seattle sound exploded onto the international music scene with the release of four seminal grunge-era albums over a six-month period. The first arrived in April, Temple of the Dog, a tribute album of sorts to the late Andy Wood, led by his close friend, Soundgarden singer/songwriter, Chris Cornell. In August, Pearl Jam released their debut album, Ten, with its “surprising and refreshing, melodic restraint” (Fricke). The following month, Nirvana’s Nevermind landed in stores. Now on a major record label, DGC Records, the band had arrived “at the crossroads—scrappy garageland warriors setting their sights on a land of giants” (Robbins). October saw the release of Soundgarden’s Badmotorfinger as “a runaway train ride of stammering guitar and psycho-jungle telegraph rhythms” (Fricke). These four albums sent grunge culture into the ether with a wall of sound that would upend the music charts and galvanize a depressed concert ticket market.In fall of 1991, grunge landed like a hammer when I witnessed Nirvana’s video for “Smells Like Teen Spirit” on MTV for the first time. Sonically, the song rang like an anthem for the Gen Xers with its jangly four-chord opening guitar riff signaling the arrival of a youth-oriented call to arms, “here we are now, entertain us” (Nirvana). It was the visual power of seeing a skinny white kid with stringy hair wearing baggy jeans, a striped T-shirt and tennis shoes belting out choruses with a ferociousness typically reserved for black-clad heavy metal headbangers. Cobain’s sound and look didn’t match up. I felt discombobulated, turned sideways, as if vertigo had taken hold and I couldn’t right myself. Stopped in the middle of my tracks on that day, frozen in front of the TV, the subculture of grunge music slammed into my world while I was on my way to the fridge.Suddenly, grunge was everywhere, As Soundgarden, Nirvana, and Pearl Jam albums and performances infiltrated radio, television, and concert halls, there was no shortage of media coverage. From 1992 through 1994, grunge bands were mentioned or featured on the cover of Rolling Stone 33 times (Hillburn). That same year, The New York Times ran the article “Grunge: A Success Story” featuring a short history of the Seattle sound, along with a “lexicon of grunge speak” (Marin), a joke perpetrated by a former 25-year-old Sub Pop employee, Megan Jasper, who never imagined her list of made-up vocabulary given to a New York Times reporter would grace the front page of the style section (Yarm). In their rush to keep up with pervasiveness of grunge culture, even The New York Times fell prey to Gen Xer’s comical cynicism.The circle of friends I ran with were split down the middle between Nirvana and Pearl Jam, a preference for one over the other, as the two bands and their respective front men garnered much of the media attention. Nirvana seemed to appeal to people’s sense of authenticity, perhaps more relatable in their aloofness to mainstream popularity, backed up with Cobain’s simple-yet-brilliant song arrangements and revealing lyrics. Lawrence Grossberg suggests that music fans recognise the difference between authentic and hom*ogenised rock, interpreting and aligning these differences with rock and roll’s association with “resistance, refusal, alienation, marginality, and so on” (62). I tended to gravitate toward Nirvana’s sound, mostly for technical reasons. Nevermind sparkled with aggressive guitar tones while capturing the power and fragility of Cobain’s voice. For many critics, the brilliance of Pearl Jam’s first album suffered from too much echo and reverb muddling the overall production value, but twenty years later they would remix and re-release Ten, correcting these production issues.Grunge FashionAs the music carved out a huge section of the charts, the grunge look was appropriated on fashion runways. When Cobain appeared on MTV wearing a ragged olive green cardigan he’d created a style simply by rummaging through his closet. Vedder and Cornell sported army boots, cargo shorts, and flannel shirts, suitable attire for the overcast climate of the Pacific Northwest, but their everyday garb turned into a fashion trend for Gen Xers that was then milked by designers. In 1992, the editor of Details magazine, James Truman, called grunge “un fashion” (Marin) as stepping out in second-hand clothes ran “counter to the shellacked, flashy aesthetic of 1980s” (Nnadi) for those who preferred “the waif-like look of put-on poverty” (Brady). But it was MTV’s relentless airing of Nirvana, Pearl Jam, and Soundgarden videos that sent Gen Xers flocking to malls and thrift-stores in search grunge-like apparel. I purchased a pair of giant, heavyweight Red Wing boots that looked like small cars on my feet, making it difficult to walk, but at least I was prepared for any terrain in all types of weather. The flannel came next; I still wear flannos. Despite its association with dark, murky musical themes, grunge kept me warm and dry.Much of grunge’s appeal to the masses was that it was not gender-specific; men and women dressed to appear unimpressed, sharing a taste for shapeless garments and muted colors without reference to stereotypical masculine or feminine styles. Cobain “allowed his own sexuality to be called into question by often wearing dresses and/or makeup on stage, in film clips, and on photo shoots, and wrote explicitly feminist songs, such as ‘Sappy’ or ‘Been a Son’” (Strong 403). I remember watching Pearl Jam’s 1992 performance on MTV Unplugged, seeing Eddie Vedder scrawl the words “Pro Choice” in black marker on his arm in support of women’s rights while his lyrics in songs like “Daughter”, “Better Man”, and “Why Go” reflected an equitable, humanistic if somewhat tragic perspective. Females and males moshed alongside one another, sharing the same spaces while experiencing and voicing their own response to grunge’s aggressive sound. Unlike the hypersexualised hair-metal bands of the 1980s whose aesthetic motifs often portrayed women as conquests or as powerless décor, the message of grunge rock avoided gender exploitation. As the ‘90s unfolded, underground feminist punk bands of the riot grrrl movement like Bikini Kill, L7, and Babes in Toyland expressed female empowerment with raging vocals and buzz-saw guitars that paved the way for Hole, Sleater-Kinney and other successful female-fronted grunge-era bands. The Decline of GrungeIn 1994, Kurt Cobain appeared on the cover of Newsweek magazine in memoriam after committing suicide in the greenhouse of his Seattle home. Mass media quickly spread the news of his passing internationally. Two days after his death, 7,000 fans gathered at Seattle Center to listen to a taped recording of Courtney Love, Cobain’s wife, a rock star in her own right, reading the suicide note he left behind.A few days after Cobain’s suicide, I found myself rolling down the highway with a carload of friends, one of my favorite Nirvana tunes, “Come As You Are” fighting through static. I fiddled with the radio to clear up the signal. The conversation turned to Cobain as we cobbled together the details of his death. I remember the chatter quieting down, Cobain’s voice fading as we gazed out the window at the empty terrain passing. In that reflective moment, I felt like I had experienced an intense, emotional relationship that came to an abrupt end. This “illusion of intimacy” (Horton and Wohl 217) between myself and Cobain elevated the loss I felt with his passing even though I had no intimate, personal ties to him. I counted this person as a friend (Giles 284) because I so closely identified with his words and music. I could not help but feel sad, even angry that he’d decided to end his life.Fueled by depression and a heroin addiction, Cobain’s death signaled an end to grunge’s collective appeal while shining a spotlight on one of the more dangerous aspects of its ethos. A 1992 Rolling Stone article mentioned that several of Seattle’s now-famous international musicians used heroin and “The feeling around town is, the drug is a disaster waiting to happen” (Azzerad). In 2002, eight years to the day of Cobain’s death, Layne Staley, lead singer of Alice In Chains, another seminal grunge outfit, was found dead of a suspected heroin overdose (Wiederhorn). When Cornell took his own life in 2017 after a long battle with depression, The Washington Post said, “The story of grunge is also one of death” (Andrews). The article included a Tweet from a grieving fan that read “The voices I grew up with: Andy Wood, Layne Staley, Chris Cornell, Kurt Cobain…only Eddie Vedder is left. Let that sink in” (@ThatEricAlper).ConclusionThe grunge movement of the early 1990s emerged out of musical friendships content to be on their own, on the outside, reflecting a sense of isolation and alienation in the music they made. As Cornell said, “We’ve always been fairly reclusive and damaged” (Foege). I felt much the same way in those days, sequestered in the desert, planting my grunge flag in the middle of country music territory, doing what I could to resist the status quo. Cobain, Cornell, Staley, and Vedder wrote about their own anxieties in a way that felt intimate and relatable, forging a bond with their fan base. Christopher Perricone suggests, “the relationship of an artist and audience is a collaborative one, a love relationship in the sense, a friendship” (200). In this way, grunge would become a shared memory among friends who rode the wave of this cultural phenomenon all the way through to its tragic consequences. But the music has survived. Along with my flannel shirts and Red Wing boots.References@ThatEricAlper (Eric Alper). “The voices I grew up with: Andy Wood, Layne Staley, Chris Cornell, Kurt Cobain…only Eddie Vedder is left. Let that sink in.” Twitter, 18 May 2017, 02:41. 15 Sep. 2018 <https://twitter.com/ThatEricAlper/status/865140400704675840?ref_src>.Andrews, Travis M. “After Chris Cornell’s Death: ‘Only Eddie Vedder Is Left. Let That Sink In.’” The Washington Post, 19 May 2017. 29 Aug. 2018 <https://www.washingtonpost.com/newsmorning-mix/wp/2017/05/19/after-chris-cornells-death-only-eddie-vedder-is-left-let-that-sink-in>.Azzerad, Michael. “Grunge City: The Seattle Scene.” Rolling Stone, 16 Apr. 1992. 20 Aug. 2018 <https://www.rollingstone.com/music/music-news/grunge-city-the-seattle-scene-250071/>.Brady, Diane. “Kids, Clothes and Conformity: Teens Fashion and Their Back-to-School Looks.” Maclean’s, 6 Sep. 1993. Brodeur, Nicole. “Chris Cornell: Soundgarden’s Dark Knight of the Grunge-Music Scene.” Seattle Times, 18 May 2017. 20 Aug. 2018 <https://www.seattletimes.com/entertainment/music/chris-cornell-soundgardens-dark-knight-of-the-grunge-music-scene/>.Ellis, Carolyn, and Arthur P. Bochner. “Autoethnography, Personal Narrative, Reflexivity: Researcher as Subject.” Handbook of Qualitative Research. 2nd ed. Eds. Norman Denzin and Yvonna Lincoln. Thousand Oaks, CA: Sage, 2000. 733-768.Foege, Alec. “Chris Cornell: The Rolling Stone Interview.” Rolling Stone, 28 Dec. 1994. 12 Sep. 2018 <https://www.rollingstone.com/music/music-features/chris-cornell-the-rolling-stone-interview-79108/>.Fricke, David. “Ten.” Rolling Stone, 12 Dec. 1991. 18 Sep. 2018 <https://www.rollingstone.com/music/music-album-reviews/ten-251421/>.Giles, David. “Parasocial Interactions: A Review of the Literature and a Model for Future Research.” Media Psychology 4 (2002): 279-305.Giles, Jeff. “The Poet of Alientation.” Newsweek, 17 Apr. 1994, 4 Sep. 2018 <https://www.newsweek.com/poet-alienation-187124>.Gross, D.M., and S. Scott. Proceding with Caution. Time, 16 July 1990. 3 Sep. 2018 <http://content.time.com/time/magazine/article/0,9171,155010,00.html>.Grossberg, Lawrence. “Is There a Fan in the House? The Affective Sensibility of Fandom. The Adoring Audience” Fan Culture and Popular Media. Ed. Lisa A. Lewis. New York, NY: Routledge, 1992. 50-65.Hillburn, Robert. “The Rise and Fall of Grunge.” Los Angeles Times, 21 May 1998. 20 Aug. 2018 <http://articles.latimes.com/1998/may/31/entertainment/ca-54992>.Horton, Donald, and R. Richard Wohl. “Mass Communication and Para-Social Interactions: Observations on Intimacy at a Distance.” Psychiatry: Interpersonal and Biological Process 19 (1956): 215-229.Latysheva, T.V. “The Essential Nature and Types of the Youth Subculture Phenomenon.” Russian Education and Society 53 (2011): 73–88.Manning, Jimmie, and Tony Adams. “Popular Culture Studies and Autoethnography: An Essay on Method.” The Popular Culture Studies Journal 3.1-2 (2015): 187-222.Marin, Rick. “Grunge: A Success Story.” New York Times, 15 Nov. 1992. 12 Sep. 2018 <https://www.nytimes.com/1992/11/15/style/grunge-a-success-story.html>.Neumann, Mark. “Collecting Ourselves at the End of the Century.” Composing Ethnography: Alternative Forms of Qualitative Writing. Eds. Carolyn Ellis and Arthur P. Bochner. London: Alta Mira Press, 1996. 172-198.Nirvana. "Smells Like Teen Spirit." Nevermind, Geffen, 1991.Nnadi, Chioma. “Why Kurt Cobain Was One of the Most Influential Style Icons of Our Times.” Vogue, 8 Apr. 2014. 15 Aug. 2018 <https://www.vogue.com/article/kurt-cobain-legacy-of-grunge-in-fashion>.Perricone, Christopher. “Artist and Audience.” The Journal of Value Inquiry 24 (2012). 12 Sep. 2018 <https://link.springer.com/content/pdf/10.1007/BF00149433.pdf>.Robbins, Ira. “Ten.” Rolling Stone, 12 Dec. 1991. 15 Aug. 2018 <https://www.rollingstone.com/music/music-album-reviews/ten-25142>.Strong, Catherine. “Grunge, Riott Grrl and the Forgetting of Women in Popular Culture.” The Journal of Popular Culture 44.2 (2011): 398-416. Wiederhorn, Jon. “Remembering Layne Staley: The Other Great Seattle Musician to Die on April 5.” MTV, 4 June 2004. 23 Sep. 2018 <http://www.mtv.com/news/1486206/remembering-layne-staley-the-other-great-seattle-musician-to-die-on-april-5/>.Yarm, Mark. Everybody Loves Our Town: An Oral History of Grunge. Three Rivers Press, 2011.

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Critique of Ability In July 2008, we could be on the eve of an enormously important shift in disability in Australia. One sign of change is the entry into force on 3 May 2008 of the United Nations convention on the Rights of Persons with Disabilities, which will now be adopted by the Rudd Labor government. Through this, and other proposed measures, the Rudd government has indicated its desire for a seachange in the area of disability. Bill Shorten MP, the new Parliamentary Secretary for Disabilities and Children’s Services has been at pains to underline his commitment to a rights-based approach to disability. In this inaugural speech to Parliament, Senator Shorten declared: I believe the challenge for government is not to fit people with disabilities around programs but for programs to fit the lives, needs and ambitions of people with disabilities. The challenge for all of us is to abolish once and for all the second-class status that too often accompanies Australians living with disabilities. (Shorten, “Address in reply”; see also Shorten, ”Speaking up”) Yet if we listen to the voices of people with disability, we face fundamental issues of justice, democracy, equality and how we understand the deepest aspects of ourselves and our community. This is a situation that remains dire and palpably unjust, as many people with disabilities have attested. Elsewhere I have argued (Goggin and Newell) that disability constitutes a systemic form of exclusion and othering tantamount to a “social apartheid” . While there have been improvements and small gains since then, the system that reigns in Australia is still fundamentally oppressive. Nonetheless, I would suggest that through the rise of the many stranded movements of disability, the demographic, economic and social changes concerning impairment, we are seeing significant changes in how we understand impairment and ability (Barnes, Oliver and Barton; Goggin and Newell, Disability in Australia; Snyder, Brueggemann, and Garland-Thomson; Shakespeare; Stiker). There is now considerable, if still incomplete, recognition of disability as a category that is constituted through social, cultural, and political logics, as well as through complex facets of impairment, bodies (Corker and Shakespeare), experiences, discourses (Fulcher), and modes of materiality and subjectivity (Butler), identity and government (Tremain). Also there is growing awareness of the imbrication of disability and other categories such as sex and gender (Fine and Asch; Thomas), race, age, culture, class and distribution of wealth (Carrier; Cole; Davis, Bending over Backwards, and Enforcing Normalcy; Oliver; Rosenblum and Travis), ecology and war (Bourke; Gerber; Muir). There are rich and wide-ranging debates that offer fundamental challenges to the suffocating grip of the dominant biomedical model of disability (that conceives disability as individual deficit — for early critiques see: Borsay; Walker), as well as the still influential and important (if at times limiting) social model of disability (Oliver; Barnes and Mercer; Shakespeare). All in all,there have been many efforts to transform the social and political relations of disability. If disability has been subject to considerable examination, there has not yet been an extended, concomitant critique of ability. Nor have we witnessed a thoroughgoing recognition of unmarked, yet powerful operations of ability in our lives and thought, and the potential implications of challenging these. Certainly there have been important attempts to reframe the relationship between “ability” and “disability” (for example, see Jones and Mark). And we are all familiar with the mocking response to some neologisms that seek to capture this, such as the awkward yet pointed “differently-abled.” Despite such efforts we lack still a profound critique of ability, an exploration of “able”, the topic that this special issue invites us to consider. If we think of the impact and significance of “whiteness”, as a way to open up space for how to critically think about and change concepts of race; or of “masculinity” as a project for thinking about gender and sexuality — we can see that this interrogation of the unmarked category of “able” and “ability” is much needed (for one such attempt, see White). In this paper I would like to make a small contribution to such a critique of ability, by considering what the concept of innovation and its contemporary rhetorics have to offer for reframing disability. Innovation is an important discourse in contemporary life. It offers interesting possibilities for rethinking ability — and indeed disability. And it is this relatively unexplored prospect that this paper seeks to explore. Beyond Access, Equity & Diversity In this scene of disability, there is attention being given to making long over-due reforms. Yet the framing of many of these reforms, such as the strengthening of national and international legal frameworks, for instance, also carry with them considerable problems. Disability is too often still seen as something in need of remediation, or special treatment. Access, equity, and anti-discrimination frameworks offer important resources for challenging this “special” treatment, so too do the diversity approaches which have supplemented or supplanted them (Goggin and Newell, “Diversity as if Disability Mattered”). In what new ways can we approach disability and policies relevant to it? In a surprisingly wide range of areas, innovation has featured as a new, cross-sectoral approach. Innovation has been a long-standing topic in science, technology and economics. However, its emergence as master-theme comes from its ability to straddle and yoke together previously diverse fields. Current discussions of innovation bring together and extend work on the information society, the knowledge economy, and the relationships between science and technology. We are now familiar for instance with arguments about how digital networked information and communications technologies and their consumption are creating new forms of innovation (Benkler; McPherson; Passiante, Elia, and Massari). Innovation discourse has extended to many other unfamiliar realms too, notably the area of social and community development, where a new concept of social innovation is now proposed (Mulgan), often aligned with new ideas of social entrepreneurship that go beyond earlier accounts of corporate social responsibility. We can see the importance of innovation in the ‘creative industries’ discourses and initiatives which have emerged since the 1990s. Here previously distinct endeavours of arts and culture have become reframed in a way that puts their central achievement of creativity to the fore, and recognises its importance across all sorts of service and manufacturing industries, in particular. More recently, theorists of creative industries, such as Cunningham, have begun to talk about “social network markets,” as a way to understand the new hybrid of creativity, innovation, digital technology, and new economic logics now being constituted (Cunningham and Potts). Innovation is being regarded as a cardinal priority for societies and their governments. Accordingly, the Australian government has commissioned a Review of The National Innovation System, led by Dr Terry Cutler, due to report in the second half of 2008. The Cutler review is especially focussed upon gaps and weaknesses in the Australian innovation system. Disability has the potential to figure very strongly in this innovation talk, however there has been little discussion of disability in the innovation discourse to date. The significance of disability in relation to innovation was touched upon some years ago, in a report on Disablism from the UK Demos Foundation (Miller, Parker and Gillinson). In a chapter entitled “The engine of difference: disability, innovation and creativity,” the authors discuss the area of inclusive design, and make the argument for the “involvement of disabled people to create a stronger model of user design”:Disabled people represented a market of 8.6 million customers at the last count and their experiences aren’t yet feeding through into processes of innovation. But the role of disabled people as innovators can and should be more active; we should include disabled people in the design process because they are good at it. (57) There are two reasons given for this expertise of disabled people in design. Firstly, “disabled people are often outstanding problem solvers because they have to be … life for disabled people at the moment is a series of challenges to be overcome” (57). Secondly, “innovative ideas are more likely to come from those who have a new or different angle on old problems” (57). The paradox in this argument is that as life becomes more equitable for people with disabilities, then these ‘advantages’ should disappear” (58). Accordingly, Miller et al. make a qualified argument, namely that “greater participation of disabled people in innovation in the short term may just be the necessary trigger for creating an altogether different, and better, system of innovation for everyone in the future” (58). The Demos Disablism report was written at a time when rhetorics of innovation were just beginning to become more generalized and mainstream. This was also at a time in the UK, when there was hope that new critical approaches to disability would see it become embraced as a part of the diverse society that Blair’s New Labor Britain had been indicating. The argument Disablism offers about disability and innovation is in some ways a more formalized version of vernacular theory (McLaughlin, 1996). In the disability movement we often hear, with good reason, that people with disability, by dint of their experience and knowledge are well positioned to develop and offer particular kinds of expertise. However, Miller et al. also gesture towards a more generalized account of disability and innovation, one that would intersect with the emerging frameworks around innovation. It is this possibility that I wish to take up and briefly explore here. I want to consider the prospects for a fully-fledged encounter between disability and innovation. I would like to have a better sense of whether this is worth pursuing, and what it would add to our understanding of both disability and innovation? Would the disability perspective be integrated as a long-term part of our systems of innovation rather than, as Miller et al. imply, deployed temporarily to develop better innovation systems? What pitfalls might be bound up with, or indeed be the conditions of, such a union between disability and innovation? The All-Too-Able User A leading area where disability figures profoundly in innovation is in the field of technology — especially digital technology. There is now a considerable literature and body of practice on disability and digital technology (Annable, Goggin, and Stienstra; Goggin and Newell, Digital Disability; National Council on Disability), however for my purposes here I would like to focus upon the user, the abilities ascribed to various kinds of users, and the user with disability in particular. Digital technologies are replete with challenges and opportunities; they are multi-layered, multi-media, and global in their manifestation and function. In Australia, Britain, Canada, the US, and Europe, there have been some significant digital technology initiatives which have resulted in improved accessibility for many users and populations (Annable, Goggin, and Stienstra; National Council on Disability) . There are a range of examples of ways in which users with disability are intervening and making a difference in design. There is also a substantial body of literature that clarifies why we need to include the perspective of the disabled if we are to be truly innovative in our design practices (Annable, Goggin and Stienstra; Goggin and Newell, “Disability, Identity and Interdependence”). I want to propose, however, that there is merit in going beyond recognition of the role of people with disability in technology design (vital and overlooked as it remains), to consider how disability can enrich contemporary discourses on innovation. There is a very desirable cross-over to be promoted between the emphasis on the user-as-expert in the sphere of disability and technology, and on the integral role of disability groups in the design process, on the one hand, and the rise of the user in digital culture generally, on the other. Surprisingly, such connections are nowhere near as widespread and systematic as they should be. It may be that contemporary debates about the user, and about the user as co-creator, or producer, of technology (Haddon et al.; von Hippel) actually reinstate particular notions of ability, and the able user, understood with reference to notions of disability. The current emphasis on the productive user, based as it is on changing understandings of ability and disability, provides rich material for critical revision of the field and those assumptions surrounding ability. It opens up possibilities for engaging more fully with disability and incorporating disability into the new forms and relations of digital technology that celebrate the user (Goggin and Newell, Digital Disability). While a more detailed consideration of these possibilities require more time than this essay allows, let us consider for a moment the idea of a genuine encounter between the activated user springing from the disability movement, and the much feted user in contemporary digital culture and theories of innovation. People with disability are using these technologies in innovative ways, so have much to contribute to wider discussions of digital technology (Annable, Goggin and Stienstra). The Innovation Turn Innovation policy, the argument goes, is important because it stands to increase productivity, which in turn leads to greater international competitiveness and economic benefit. Especially with the emergence of capitalism (Gleeson), productivity has strong links to particular notions of which types of production and produce are valued. Productivity is also strongly conditioned by how we understand ability and, last in a long chain of strong associations, how we as a society understand and value those kinds of people and bodies believed to contain and exercise the ordained and rewarded types of ability, produce, and productivity. Disability is often seen as antithetical to productivity (a revealing text on the contradictions of disability and productivity is the 2004 Productivity Commission Review of the Disability Discrimination Act). When we think about the history of disability, we quickly realize that productivity, and by extension, innovation, are strongly ideological. Ideological, that is, in the sense that these fields of human endeavour and our understanding of them are shaped by power relations, and are built upon implicit ‘ableist’ assumptions about productivity. In this case, the power relations of disability go right to the heart of the matter, highlighting who and what are perceived to be of value, contributing economically and in other ways to society, and who and what are considered as liabilities, as less valued and uneconomical. A stark recent example of this is the Howard government workplace and welfare reforms, which further disenfranchised, controlled, and impoverished people with disability. If we need to rethink our ideas of productivity and ability in the light of new notions of disability, then so too do we need to rethink our ideas about innovation and disability. Here the new discourses of innovation may actually be useful, but also contain limited formulations and assumptions about ability and disability that need to be challenged. The existing problems of a fresh approach to disability and innovation can be clearly observed in the touchstones of national science and technology “success.” Beyond One-Sided Innovation Disability does actually feature quite prominently in the annals of innovation. Take, for instance, the celebrated case of the so-called “bionic ear” (or cochlear implant) hailed as one of Australia’s great scientific inventions of the past few decades. This is something we can find on display in the Powerhouse Museum of Technology and Design, in Sydney. Yet the politics of the cochlear implant are highly controversial, not least as it is seen by many (for instance, large parts of the Deaf community) as not involving people with disabilities, nor being informed by their desires (Campbell, also see “Social and Ethical Aspects of Cochlear Implants”). A key problem with the cochlear implant and many other technologies is that they are premised on the abolition or overcoming of disability — rather than being shaped as technology that acknowledges and is informed by disabled users in their diverse guises. The failure to learn the lessons of the cochlear implant for disability and innovation can be seen in the fact that we are being urged now to band together to support the design of a “bionic eye” by the year 2020, as a mark of distinction of achieving a great nation (2020 Summit Initial Report). Again, there is no doubting the innovation and achievement in these artefacts and their technological systems. But their development has been marked by a distinct lack of consultation and engagement with people with disabilities; or rather the involvement has been limited to a framework that positions them as passive users of technology, rather than as “producer/users”. Further, what notions of disability and ability are inscribed in these technological systems, and what do they represent and symbolize in the wider political and social field? Unfortunately, such technologies have the effect of reproducing an ableist framework, “enforcing normalcy” (Davis), rather than building in, creating and contributing to new modes of living, which embrace difference and diversity. I would argue that this represents a one-sided logic of innovation. A two-sided logic of innovation, indeed what we might call a double helix (at least) of innovation would be the sustained, genuine interaction between different users, different notions of ability, disability and impairment, and the processes of design. If such a two-sided (or indeed many-sided logic) is to emerge there is good reason to think it could more easily do so in the field of digital cultures and technologies, than say, biotechnology. The reason for this is the emphasis in digital communication technologies on decentralized, participatory, user-determined governance and design, coming from many sources. Certainly this productive, democratic, participatory conception of the user is prevalent in Internet cultures. Innovation here is being reshaped to harness the contribution and knowledge of users, and could easily be extended to embrace pioneering efforts in disability. Innovating with Disability In this paper I have tried to indicate why it is productive for discourses of innovation to consider disability; the relationship between disability and innovation is rich and complex, deserving careful elaboration and interrogation. In suggesting this, I am aware that there are also fundamental problems that innovation raises in its new policy forms. There are the issues of what is at stake when the state is redefining its traditional obligations towards citizens through innovation frameworks and discourses. And there is the troubling question of whether particular forms of activity are normatively judged to be innovative — whereas other less valued forms are not seen as innovative. By way of conclusion, however, I would note that there are now quite basic, and increasingly accepted ways, to embed innovation in design frameworks, and while they certainly have been adopted in the disability and technology area, there is much greater scope for this. However, a few things do need to change before this potential for disability to enrich innovation is adequately realized. Firstly, we need further research and theorization to clarify the contribution of disability to innovation, work that should be undertaken and directed by people with disability themselves. Secondly, there is a lack of resources for supporting disability and technology organisations, and the development of training and expertise in this area (especially to provide viable career paths for experts with disability to enter the field and sustain their work). If this is addressed, the economic benefits stand to be considerable, not to mention the implications for innovation and productivity. Thirdly, we need to think about how we can intensify existing systems of participatory design, or, better still, introduce new user-driven approaches into strategically important places in the design processes of ICTs (and indeed in the national innovation system). Finally, there is an opportunity for new approaches to governance in ICTs at a general level, informed by disability. New modes of organising, networking, and governance associated with digital technology have attracted much attention, also featuring recently in the Australia 2020 Summit. Less well recognised are new ideas about governance that come from the disability community, such as the work of Queensland Advocacy Incorporated, Rhonda Galbally’s Our Community, disability theorists such as Christopher Newell (Newell), or the Canadian DIS-IT alliance (see, for instance, Stienstra). The combination of new ideas in governance from digital culture, new ideas from the disability movement and disability studies, and new approaches to innovation could be a very powerful co*cktail indeed.Dedication This paper is dedicated to my beloved friend and collaborator, Professor Christopher Newell AM (1964-2008), whose extraordinary legacy will inspire us all to continue exploring and questioning the idea of able. 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Bending Over Backwards: Disability, Dismodernism, and other Difficult Positions. New York, NY: New York University Press, 2002. ———. Enforcing Normalcy: Disability, Deafness and the Body. London: Verso, 1995. Fine, Michelle, and Adrienne Asch, eds. Women with Disabilities: Essays in Psychology, Culture, and Politics. Philadelphia: Temple University Press, 1988. Fulcher, Gillian. Disabling Policies? London: Falmer Press, 1989. Gerber, David A., ed. Disabled Veterans in History. Ann Arbor, MI: University of Michigan Press, 2000. Gleeson, Brendan. Geographies of Disability. London and New York: Routledge, 1999. Goggin, Gerard, and Christopher Newell. Digital Disability: The Social Construction of Disability in New Media. Lanham, MD: Rowman & Littlefield, 2003. ———. Disability in Australia: Exposing a Social Apartheid. Sydney: University of New South Wales Press, 2005. ———, eds. “Disability, Identity, and Interdependence: ICTs and New Social Forms.” Special issue of Information, Communication & Society 9.3 (2006). ———. “Diversity as if Disability Mattered.” Australian Journal of Communication 30.3 (2003): 1-6. ———, eds. “Technology and Disability.” Special double issue of Disability Studies Quarterly 25.2-3 (2005). Haddon, Leslie, Enid Mante, Bartolomeo Sapio, Kari-Hans Kommonen, Leopoldina Fortunati, and Annevi Kant, eds. Everyday Innovators: Researching the Role of Users in Shaping ICTs. London: Springer, 2005. Jones, Melinda, and Anne Basser Marks Lee, eds. Disability, Divers-ability and Legal Change. The Hague: Martinus Nijhoff, 1999. McLaughlin, Thomas. Street Smarts and Critical Theory: Listening to the Vernacular. Madison: University of Wisconsin Press, 1996. McPherson, Tara, ed. Digital Youth, Innovation, and the Unexpected. Cambridge, MA: MIT Press, 2008. Meekosha, Helen. “Drifting Down the Gulf Stream: Navigating the Cultures of Disability Studies.” Disability & Society 19.7 (2004): 721-733. Miller, Paul, Sophia Parker, and Sarah Gillinson. Disablism: How to Tackle the Last Prejudice. London: Demos, 2004. ‹http://www.demos.co.uk/publications/disablism›. Mulgan, Geoff. “The Process of Social Innovation.” Innovations 1.2 (2006): 145-62. Muir, Kristy. “‘That Bastard’s Following Me!’ Mentally Ill Australian Veterans Struggling to Maintain Control.” Social Histories of Disability and Deformity. Ed. in David M. Turner and Kevin Stagg. New York: Routledge. 161-74. National Council on Disability (NCD). Design for Inclusion: Creating a New Marketplace. Washington: NCD, 2004. Newell, Christopher. “Debates Regarding Governance: A Disability Perspective.” Disability & Society 13.2 (1998): 295-296. Oliver, Michael. The Politics of Disablement: A Sociological Approach. New York: St. Martin’s Press, 1990. 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This paper will compare the metaphoric structuring of the ecological concept of resilience—with its roots in Holling's 1973 paper; with psychological concepts of resilience which followed from research—such as Werner, Bierman, and French and Garmezy and Streitman) published in the early 1970s. This metaphoric analysis will expose the difference between complex adaptive systems models of resilience in ecology and studies related to resilience in relation to climate change; compared with the individualism of linear equilibrium models of resilience which have dominated discussions of resilience in psychology and economics. By examining the ontological commitments of these competing metaphors, I will show that the individualistic concept of resilience which dominates psychological discussions of resilience is incompatible with the ontological commitments of ecological concepts of resilience. Because the ontological commitments of the concepts of ecological resilience on the one hand, and psychological resilience on the other, are so at odds with one another, it is important to be clear which concept of resilience is being evaluated for its adequacy as a concept. Having clearly distinguished these competing metaphors and their ontological commitments, this paper will show that it is the complex adaptive systems model of resilience from ecology, not the individualist concept of psychological resilience, that has been utilised by both the academic discussions of adaptation to climate change, and the operationalisation of the concept of resilience by social movements like the permaculture, ecovillage, and Transition Towns movements. Ontological Metaphors My analysis of ontological metaphors draws on insights from Kuhn's (114) account of gestalt perception in scientific paradigm shifts; the centrality of the role of concrete analogies in scientific reasoning (Masterman 77); and the theorisation of ontological metaphors in cognitive linguistics (Gärdenfors). Figure 1: Object Ontological commitments reflect the shared beliefs within a community about the sorts of things that exist. Our beliefs about what exists are shaped by our sensory and motor interactions with objects in the physical world. Physical objects have boundaries and surfaces that separate the object from not-the-object. Objects have insides and outsides, and can be described in terms of more-or-less fixed and stable “objective” properties. A prototypical example of an “object” is a “container”, like the example shown in Figure 1. Ontological metaphors allow us to conceive of “things” which are not objects as if they were objects by picking “out parts of our experience and treat them as [if they were] discrete entities or substances of a uniform kind” (Lakoff and Johnson 25). We use ontological metaphors when we imagine a boundary around a collection of things, such as the members of a team or trees in a forest, and conceive of them as being in a container (Langacker 191–97). We can then think of “things” like a team or forest as if they were a single entity. We can also understand processes and activities as if they were things with boundaries. Whether or not we characterise some aspect of our experience as a noun (a bounded entity) or as a verb (a process that occurs over time) is not determined by the nature of things in themselves, but by our understanding and interpretation of our experience (Langacker 233). In this paper I employ a technique that involves examining the details of “concrete images” from the source domains for metaphors employed in the social sciences to expose for analysis their ontological commitments (Harrison, “Politics” 215; Harrison, “Economics” 7). By examining the ontological metaphors that structure the resilience literature I will show how different conceptions of resilience reflect different beliefs and commitments about the sorts of “things” there are in the world, and hence how we can study and understand these “things.” Engineering Metaphors In his discussion of engineering resilience, Holling (“Engineering Vs. Ecological” 33) argues that this conception is the “foundation for economic theory”, and defined in terms of “resistance to disturbance and the speed of return to the equilibrium” or steady state of the system. Whereas Holling takes his original example of the use of the engineering concept of resilience from economics, Pendall, Foster, & Cowell (72), and Martin-Breen and Anderies (6) identify it as the concept of resilience that dominates the field of psychology. They take the stress loading of bridges to be the engineering source for the metaphor. Figure 2: Pogo stick animation (Source: Blacklemon 67, CC http://en.wikipedia.org/wiki/File:Pogoanim.gif). In order to understand this metaphor, we need to examine the characteristics of the source domain for the metaphor. A bridge can be “under tension, compression or both forces at the same time [and] experiences what engineers define as stress” (Matthews 3). In order to resist these forces, bridges need to be constructed of material which “behave much like a spring” that “strains elastically (deforms temporarily and returns to its original shape after a load has been removed) under a given stress” (Gordon 52; cited in Matthews). The pogostick shown in Figure 2 illustrates how a spring returns to its original size and configuration once the load or stress is removed. WGBH Educational Foundation provides links to simple diagrams that illustrate the different stresses the three main designs of bridges are subject to, and if you compare Computers & Engineering's with Gibbs and Bourne's harmonic spring animation you can see how both a bridge under live load and the pogostick in Figure 2 oscillate just like an harmonic spring. Subject to the elastic limits of the material, the deformation of a spring is proportional to the stress or load applied. According to the “modern theory of elasticity [...] it [is] possible to deduce the relation between strain and stress for complex objects in terms of intrinsic properties of the materials it is made of” (“Hooke’s Law”). When psychological resilience is characterised in terms of “properties of individuals [that] are identified in isolation” (Martin-Breen and Anderies 12); and in terms of “behaviours and attributes [of individuals] that allow people to get along with one another and to succeed socially” (Pendall, Foster, and Cowell 72), they are reflecting this engineering focus on the properties of materials. Martin-Breen and Anderies (42) argue that “the Engineering Resilience framework” has been informed by ontological metaphors which treat “an ecosystem, person, city, government, bridge, [or] society” as if it were an object—“a unified whole”. Because this concept of resilience treats individuals as “objects,” it leads researchers to look for the properties or characteristics of the “materials” which individuals are “made of”, which are either elastic and allow them to “bounce” or “spring” back after stress; or are fragile and brittle and break under load. Similarly, the Designers Institute (DINZ), in its conference on “Our brittle society,” shows it is following the engineering resilience approach when it conceives of a city or society as an object which is made of materials which are either “strong and flexible” or “brittle and fragile”. While Holling characterises economic theory in terms of this engineering metaphor, it is in fact chemistry and the kinetic theory of gases that provides the source domain for the ontological metaphor which structures both static and dynamic equilibrium models within neo-classical economics (Smith and Foley; Mirowski). However, while springs are usually made out of metals, they can be made out of any “material [that] has the required combination of rigidity and elasticity,” such as plastic, and even wood (in a bow) (“Spring (device)”). Gas under pressure turns out to behave the same as other springs or elastic materials do under load. Because both the economic metaphor based on equilibrium theory of gases and the engineering analysis of bridges under load can both be subsumed under spring theory, we can treat both the economic (gas) metaphor and the engineering (bridge) metaphor as minor variations of a single overarching (spring) metaphor. Complex Systems Metaphors Holling (“Resilience & Stability” 13–15) critiques equilibrium models, arguing that non-deterministic, complex, non-equilibrium and multi-equilibrium ecological systems do not satisfy the conditions for application of equilibrium models. Holling argues that unlike the single equilibrium modelled by engineering resilience, complex adaptive systems (CAS) may have multi or no equilibrium states, and be non-linear and non-deterministic. Walker and Salt follow Holling by calling for recognition of the “dynamic complexity of the real world” (8), and that “these [real world] systems are complex adaptive systems” (11). Martin-Breen and Anderies (7) identify the key difference between “systems” and “complex adaptive systems” resilience as adaptive capacity, which like Walker and Salt (xiii), they define as the capacity to maintain function, even if system structures change or fail. The “engineering” concept of resilience focuses on the (elastic) properties of materials and uses language associated with elastic springs. This “spring” metaphor emphasises the property of individual components. In contrast, ecological concepts of resilience examine interactions between elements, and the state of the system in a multi-dimensional phase space. This systems approach shows that the complex behaviour of a system depends at least as much on the relationships between elements. These relationships can lead to “emergent” properties which cannot be reduced to the properties of the parts of the system. To explain these relationships and connections, ecologists and climate scientists use language and images associated with landscapes such as 2-D cross-sections and 3-D topology (Holling, “Resilience & Stability” 20; Pendall, Foster, and Cowell 74). Figure 3 is based on an image used by Walker, Holling, Carpenter and Kinzig (fig. 1b) to represent possible states of ecological systems. The “basins” in the image rely on our understanding of gravitational forces operating in a 3-D space to model “equilibrium” states in which the system, like the “ball” in the “basin”, will tend to settle. Figure 3: (based on Langston; in Walker et al. fig. 1b) – Tipping Point Bifurcation Wasdell (“Feedback” fig. 4) adapted this image to represent possible climate states and explain the concept of “tipping points” in complex systems. I have added the red balls (a, b, and c to replace the one black ball (b) in the original which represented the state of the system), the red lines which indicate the path of the ball/system, and the black x-y axis, in order to discuss the image. Wasdell (“Feedback Dynamics” slide 22) takes the left basin to represents “the variable, near-equilibrium, but contained dynamics of the [current] glacial/interglacial period”. As a result of rising GHG levels, the climate system absorbs more energy (mostly as heat). This energy can force the system into a different, hotter, state, less amenable to life as we know it. This is shown in Figure 3 by the system (represented as the red ball a) rising up the left basin (point b). From the perspective of the gravitational representation in Figure 3, the extra energy in the basin operates like the rotation in a Gravitron amusem*nt ride, where centrifugal force pushes riders up the sides of the ride. If there is enough energy added to the climate system it could rise up and jump over the ridge/tipping point separating the current climate state into the “hot earth” basin shown on the right. Once the system falls into the right basin, it may be stuck near point c, and due to reinforcing feedbacks have difficulty escaping this new “equilibrium” state. Figure 4 represents a 2-D cross-section of the 3-D landscape shown in Figure 3. This cross-section shows how rising temperature and greenhouse gas (GHG) concentrations in a multi-equilibrium climate topology can lead to the climate crossing a tipping point and shifting from state a to state c. Figure 4: Topographic cross-section of possible climate states (derived from Wasdell, “Feedback” 26 CC). As Holling (“Resilience & Stability”) warns, a less “desirable” state, such as population collapse or extinction, may be more “resilient”, in the engineering sense, than a more desirable state. Wasdell (“Feedback Dynamics” slide 22) warns that the climate forcing as a result of human induced GHG emissions is in fact pushing the system “far away from equilibrium, passed the tipping point, and into the hot-earth scenario”. In previous episodes of extreme radiative forcing in the past, this “disturbance has then been amplified by powerful feedback dynamics not active in the near-equilibrium state [… and] have typically resulted in the loss of about 90% of life on earth.” An essential element of system dynamics is the existence of (delayed) reinforcing and balancing causal feedback loops, such as the ones illustrated in Figure 5. Figure 5: Pre/Predator model (Bellinger CC-BY-SA) In the case of Figure 5, the feedback loops illustrate the relationship between rabbit population increasing, then foxes feeding on the rabbits, keeping the rabbit population within the carrying capacity of the ecosystem. Fox predation prevents rabbit over-population and consequent starvation of rabbits. The reciprocal interaction of the elements of a system leads to unpredictable nonlinearity in “even seemingly simple systems” (“System Dynamics”). The climate system is subject to both positive and negative feedback loops. If the area of ice cover increases, more heat is reflected back into space, creating a positive feedback loop, reinforcing cooling. Whereas, as the arctic ice melts, as it is doing at present (Barber), heat previously reflected back into space is absorbed by now exposed water, increasing the rate of warming. Where negative feedback (system damping) dominates, the cup-shaped equilibrium is stable and system behaviour returns to base when subject to disturbance. [...]The impact of extreme events, however, indicates limits to the stable equilibrium. At one point cooling feedback loops overwhelmed the homeostasis, precipitating the "snowball earth" effect. […] Massive release of CO2 as a result of major volcanic activity […] set off positive feedback loops, precipitating runaway global warming and eliminating most life forms at the end of the Permian period. (Wasdell, “Topological”) Martin-Breen and Anderies (53–54), following Walker and Salt, identify four key factors for systems (ecological) resilience in nonlinear, non-deterministic (complex adaptive) systems: regulatory (balancing) feedback mechanisms, where increase in one element is kept in check by another element; modularity, where failure in one part of the system will not cascade into total systems failure; functional redundancy, where more than one element performs every essential function; and, self-organising capacity, rather than central control ensures the system continues without the need for “leadership”. Transition Towns as a Resilience Movement The Transition Town (TT) movement draws on systems modelling of both climate change and of Limits to Growth (Meadows et al.). TT takes seriously Limits to Growth modelling that showed that without constraints in population and consumption the world faces systems collapse by the middle of this century. It recommends community action to build as much capacity as possible to “maintain existence of function”—Holling's (“Engineering vs. Ecological” 33) definition of ecological resilience—in the face of failing economic, political and environmental systems. The Transition Network provides a template for communities to follow to “rebuild resilience and reduce CO2 emissions”. Rob Hopkins, the movements founder, explicitly identifies ecological resilience as its central concept (Transition Handbook 6). The idea for the movement grew out of a project by (2nd year students) completed for Hopkins at the Kinsale Further Education College. According to Hopkins (“Kinsale”), this project was inspired by Holmgren’s Permaculture principles and Heinberg's book on adapting to life after peak oil. Permaculture (permanent agriculture) is a design system for creating agricultural systems modelled on the diversity, stability, and resilience of natural ecosystems (Mollison ix; Holmgren xix). Permaculture draws its scientific foundations from systems ecology (Holmgren xxv). Following CAS theory, Mollison (33) defines stability as “self-regulation”, rather than “climax” or a single equilibrium state, and recommends “diversity of beneficial functional connections” (32) rather than diversity of isolated elements. Permaculture understands resilience in the ecological, rather than the engineering sense. The Transition Handbook (17) “explores the issues of peak oil and climate change, and how when looked at together, we need to be focusing on the rebuilding of resilience as well as cutting carbon emissions. It argues that the focus of our lives will become increasingly local and small scale as we come to terms with the real implications of the energy crisis we are heading into.” The Transition Towns movement incorporate each of the four systems resilience factors, listed at the end of the previous section, into its template for building resilient communities (Hopkins, Transition Handbook 55–6). Many of its recommendations build “modularity” and “self-organising”, such as encouraging communities to build “local food systems, [and] local investment models”. Hopkins argues that in a “more localised system” feedback loops are tighter, and the “results of our actions are more obvious”. TT training exercises include awareness raising for sensitivity to networks of (actual or potential) ecological, social and economic relationships (Hopkins, Transition Handbook 60–1). TT promotes diversity of local production and economic activities in order to increase “diversity of functions” and “diversity of responses to challenges.” Heinberg (8) wrote the forward to the 2008 edition of the Transition Handbook, after speaking at a TotnesTransition Town meeting. Heinberg is now a senior fellow at the Post Carbon Institute (PCI), which was established in 2003 to “provide […] the resources needed to understand and respond to the interrelated economic, energy, environmental, and equity crises that define the 21st century [… in] a world of resilient communities and re-localized economies that thrive within ecological bounds” (PCI, “About”), of the sort envisioned by the Limits to Growth model discussed in the previous section. Given the overlapping goals of PCI and Transition Towns, it is not surprising that Rob Hopkins is now a Fellow of PCI and regular contributor to Resilience, and there are close ties between the two organisations. Resilience, which until 2012 was published as the Energy Bulletin, is run by the Post Carbon Institute (PCI). Like Transition Towns, Resilience aims to build “community resilience in a world of multiple emerging challenges: the decline of cheap energy, the depletion of critical resources like water, complex environmental crises like climate change and biodiversity loss, and the social and economic issues which are linked to these. […] It has [its] roots in systems theory” (PCI, “About Resilience”). Resilience.org says it follows the interpretation of Resilience Alliance (RA) Program Director Brian Walker and science writer David Salt's (xiii) ecological definition of resilience as “the capacity of a system to absorb disturbance and still retain its basic function and structure.“ Conclusion This paper has analysed the ontological metaphors structuring competing conceptions of resilience. The engineering resilience metaphor dominates in psychological resilience research, but is not adequate for understanding resilience in complex adaptive systems. Ecological resilience, on the other hand, dominates in environmental and climate change research, and is the model of resilience that has been incorporated into the global permaculture and Transition Towns movements. References 2nd year students. Kinsale 2021: An Energy Descent Action Plan. Kinsale, Cork, Ireland: Kinsale Further Education College, 2005. 16 Aug. 2013 ‹http://transitionculture.org/wp-content/uploads/KinsaleEnergyDescentActionPlan.pdf>. Barber, Elizabeth. “Arctic Ice Continues to Thin, and Thin, European Satellite Reveals.” Christian Science Monitor 11 Sep. 2013. 25 Sep. 2013 ‹http://www.csmonitor.com/Environment/2013/0911/Arctic-ice-continues-to-thin-and-thin-European-satellite-reveals>. 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Garmezy, N, and S Streitman. “Children at Risk: The Search for the Antecedents of Schizophrenia. Part I. Conceptual Models and Research Methods.” Schizophrenia Bulletin 8 (1974): 14–90. NCBI PubMed 14 Aug. 2013 ‹http://schizophreniabulletin.oxfordjournals.org/content/1/8/14.full.pdf>. Gibbs, Keith, and John Bourne. “The Helical Spring.” Schoolphysics 2013. 15 Aug. 2013 ‹http://www.schoolphysics.co.uk/animations/Helical_spring_shm/index.html>. Gordon, James Edward. Structures: Or, Why Things Don’t Fall Down. London: Plenum Press, 1978. Harrison, Karey. “Image Schemas and Political Ontology.” Communication, Cognition and Media: Political and Economic Discourse. Ed. Augusto Soares da Silva et al. Portugal: Aletheia, forthcoming. ———. “Ontological Commitments of Ethics and Economics.” Economic Thought 2.1 (2013): 1–19. 23 Apr. 2013 ‹http://et.worldeconomicsassociation.org/article/view/64>. Heinberg, Richard. Powerdown: Options and Actions for a Post-carbon World. 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Foster, and Margaret Cowell. “Resilience and Regions: Building Understanding of the Metaphor.” Cambridge Journal of Regions, Economy and Society 3.1 (2010): 71–84. 4 Aug. 2013 ‹http://cjres.oxfordjournals.org/content/3/1/71>. RA. “About RA.” Resilience Alliance 2013. 16 Aug. 2013 ‹http://www.resalliance.org/index.php/about_ra>. Smith, Eric, and Duncan K. Foley. “Classical Thermodynamics and Economic General Equilibrium Theory.” Journal of Economic Dynamics and Control 32.1 (2008): 7–65. Transition Network. “About Transition Network.” Transition Network. 2012. 16 Aug. 2013 ‹http://www.transitionnetwork.org/about>. Walker, B. H., and David Salt. Resilience Thinking: Sustaining Ecosystems and People in a Changing World. Island Press, 2006. Walker, Brian et al. “Resilience, Adaptability and Transformability in Social–Ecological Systems.” Ecology and Society 9.2 (2004): 5. 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The academic journal is obsolete. In a world where there are more titles than ever, this is a comment on their form – especially the print journal – rather than their quantity. Now that you can get everything online, it doesn’t really matter what journal a paper appears in; certainly it doesn’t matter what’s in the same issue. The experience of a journal is rapidly obsolescing, for both editors and readers. I’m obviously not the first person to notice this (see, for instance, "Scholarly Communication"; "Transforming Scholarly Communication"; Houghton; Policy Perspectives; Teute), but I do have a personal stake in the process. For if the journal is obsolete then it follows that the editor is obsolete, and I am the editor of the International Journal of Cultural Studies. I founded the IJCS and have been sole editor ever since. Next year will see the fiftieth issue. So far, I have been responsible for over 280 published articles – over 2.25 million words of other people’s scholarship … and counting. We won’t say anything about the words that did not get published, except that the IJCS rejection rate is currently 87 per cent. Perhaps the first point that needs to be made, then, is that obsolescence does not imply lack of success. By any standard the IJCS is a successful journal, and getting more so. It has recently been assessed as a top-rating A* journal in the Australian Research Council’s journal rankings for ERA (Excellence in Research for Australia), the newly activated research assessment exercise. (In case you’re wondering, M/C Journal is rated B.) The ARC says of the ranking exercise: ‘The lists are a result of consultations with the sector and rigorous review by leading researchers and the ARC.’ The ARC definition of an A* journal is given as: Typically an A* journal would be one of the best in its field or subfield in which to publish and would typically cover the entire field/ subfield. Virtually all papers they publish will be of very high quality. These are journals where most of the work is important (it will really shape the field) and where researchers boast about getting accepted.Acceptance rates would typically be low and the editorial board would be dominated by field leaders, including many from top institutions. (Appendix I, p. 21; and see p. 4.)Talking of boasting, I love to prate about the excellent people we’ve published in the IJCS. We have introduced new talent to the field, and we have published new work by some of its pioneers – including Richard Hoggart and Stuart Hall. We’ve also published – among many others – Sara Ahmed, Mohammad Amouzadeh, Tony Bennett, Goran Bolin, Charlotte Brunsdon, William Boddy, Nico Carpentier, Stephen Coleman, Nick Couldry, Sean Cubitt, Michael Curtin, Daniel Dayan, Ben Dibley, Stephanie Hemelryk Donald, John Frow, Elfriede Fursich, Christine Geraghty, Mark Gibson, Paul Gilroy, Faye Ginsberg, Jonathan Gray, Lawrence Grossberg, Judith Halberstam, Hanno Hardt, Gay Hawkins, Joke Hermes, Su Holmes, Desmond Hui, Fred Inglis, Henry Jenkins, Deborah Jermyn, Ariel Heryanto, Elihu Katz, Senator Rod Kemp (Australian government minister), Youna Kim, Agnes Ku, Richard E. Lee, Jeff Lewis, David Lodge (the novelist), Knut Lundby, Eric Ma, Anna McCarthy, Divya McMillin, Antonio Menendez-Alarcon, Toby Miller, Joe Moran, Chris Norris, John Quiggin, Chris Rojek, Jane Roscoe, Jeffrey Sconce, Lynn Spigel, John Storey, Su Tong, the late Sako Takeshi, Sue Turnbull, Graeme Turner, William Uricchio, José van Dijck, Georgette Wang, Jing Wang, Elizabeth Wilson, Janice Winship, Handel Wright, Wu Jing, Wu Qidi (Chinese Vice-Minister of Education), Emilie Yueh-Yu Yeh, Robert Young and Zhao Bin. As this partial list makes clear, as well as publishing the top ‘hegemons’ we also publish work pointing in new directions, including papers from neighbouring disciplines such as anthropology, area studies, economics, education, feminism, history, literary studies, philosophy, political science, and sociology. We have sought to represent neglected regions, especially Chinese cultural studies, which has grown strongly during the past decade. And for quite a few up-and-coming scholars we’ve been the proud host of their first international publication. The IJCS was first published in 1998, already well into the internet era, but it was print-only at that time. Since then, all content, from volume 1:1 onwards, has been digitised and is available online (although vol 1:2 is unaccountably missing). The publishers, Sage Publications Ltd, London, have steadily added online functionality, so that now libraries can get the journal in various packages, including offering this title among many others in online-only bundles, and individuals can purchase single articles online. Thus, in addition to institutional and individual subscriptions, which remain the core business of the journal, income is derived by the publisher from multi-site licensing, incremental consortial sales income, single- and back-issue sales (print), pay-per-view, and deep back file sales (electronic). So what’s obsolete about it? In that boasting paragraph of mine (above), about what wonderful authors we’ve published, lies one of the seeds of obsolescence. For now that it is available online, ‘users’ (no longer ‘readers’!) can search for what they want and ignore the journal as such altogether. This is presumably how most active researchers experience any journal – they are looking for articles (or less: quotations; data; references) relevant to a given topic, literature review, thesis etc. They encounter a journal online through its ‘content’ rather than its ‘form.’ The latter is irrelevant to them, and may as well not exist. The Cover Some losses are associated with this change. First is the loss of the front cover. Now you, dear reader, scrolling through this article online, might well complain, why all the fuss about covers? Internet-generation journals don’t have covers, so all of the work that goes into them to establish the brand, the identity and even the ‘affect’ of a journal is now, well, obsolete. So let me just remind you of what’s at stake. Editors, designers and publishers all take a good deal of trouble over covers, since they are the point of intersection of editorial, design and marketing priorities. Thus, the IJCS cover contains the only ‘content’ of the journal for which we pay a fee to designers and photographers (usually the publisher pays, but in one case I did). Like any other cover, ours has three main elements: title, colour and image. Thought goes into every detail. Title I won’t say anything about the journal’s title as such, except that it was the result of protracted discussions (I suggested Terra Nullius at one point, but Sage weren’t having any of that). The present concern is with how a title looks on a cover. Our title-typeface is Frutiger. Originally designed by Adrian Frutiger for Charles de Gaulle Airport in Paris, it is suitably international, being used for the corporate identity of the UK National Health Service, Telefónica O2, the Royal Navy, the London School of Economics , the Canadian Broadcasting Corporation, the Conservative Party of Canada, Banco Bradesco of Brazil, the Finnish Defence Forces and on road signs in Switzerland (Wikipedia, "Frutiger"). Frutiger is legible, informal, and reads well in small copy. Sage’s designer and I corresponded on which of the words in our cumbersome name were most important, agreeing that ‘international’ combined with ‘cultural’ is the USP (Unique Selling Point) of the journal, so they should be picked out (in bold small-caps) from the rest of the title, which the designer presented in a variety of Frutiger fonts (regular, italic, and reversed – white on black), presumably to signify the dynamism and diversity of our content. The word ‘studies’ appears on a lozenge-shaped cartouche that is also used as a design element throughout the journal, for bullet points, titles and keywords. Colour We used to change this every two years, but since volume 7 it has stabilised with the distinctive Pantone 247, ‘new fuchsia.’ This colour arose from my own environment at QUT, where it was chosen (by me) for the new Creative Industries Faculty’s academic gowns and hoods, and thence as a detailing colour for the otherwise monochrome Creative Industries Precinct buildings. There’s a lot of it around my office, including on the wall and the furniture. New Fuchsia is – we are frequently told – a somewhat ‘girly’ colour, especially when contrasted with the Business Faculty’s blue or Law’s silver; its similarity to the Girlfriend/Dolly palette does introduce a mild ‘politics of prestige’ element, since it is determinedly pop culture, feminised, and non-canonical. Image Right at the start, the IJCS set out to signal its difference from other journals. At that time, all Sage journals had calligraphic colours – but I was insistent that we needed a photograph (I have ‘form’ in this respect: in 1985 I changed the cover of the Australian Journal of Cultural Studies from a line drawing (albeit by Sydney Nolan) to a photograph; and I co-designed the photo-cover of Cultural Studies in 1987). For IJCS I knew which photo I wanted, and Sage went along with the choice. I explained it in the launch issue’s editorial (Hartley, "Editorial"). That original picture, a goanna on a cattle grid in the outback, by Australian photographer Grant Hobson, lasted ten years. Since volume 11 – in time for our second decade – the goanna has been replaced with a picture by Italian-based photographer Patrick Nicholas, called ‘Reality’ (Hartley, "Cover Narrative"). We have also used two other photos as cover images, once each. They are: Daniel Meadows’s 1974 ‘Karen & Barbara’ (Hartley, "Who"); and a 1962 portrait of Richard Hoggart from the National Portrait Gallery in London (Owen & Hartley 2007). The choice of picture has involved intense – sometimes very tense – negotiations with Sage. Most recently, they were adamant the Daniel Meadows picture, which I wanted to use as the long-term replacement of the goanna, was too ‘English’ and they would not accept it. We exchanged rather sharp words before compromising. There’s no need to rehearse the dispute here; the point is that both sides, publisher and editor, felt that vital interests were at stake in the choice of a cover-image. Was it too obscure; too Australian; too English; too provocative (the current cover features, albeit in the deep background, a TV screen-shot of a topless Italian game-show contestant)? Running Order Beyond the cover, the next obsolete feature of a journal is the running order of articles. Obviously what goes in the journal is contingent upon what has been submitted and what is ready at a given time, so this is a creative role within a very limited context, which is what makes it pleasurable. Out of a limited number of available papers, a choice must be made about which one goes first, what order the other papers should follow, and which ones must be held over to the next issue. The first priority is to choose the lead article: like the ‘first face’ in a fashion show (if you don’t know what I mean by that, see FTV.com. It sets the look, the tone, and the standard for the issue. I always choose articles I like for this slot. It sends a message to the field – look at this! Next comes the running order. We have about six articles per issue. It is important to maintain the IJCS’s international mix, so I check for the country of origin, or failing that (since so many articles come from Anglosphere countries like the USA, UK and Australia), the location of the analysis. Attention also has to be paid to the gender balance among authors, and to the mix of senior and emergent scholars. Sometimes a weak article needs to be ‘hammocked’ between two good ones (these are relative terms – everything published in the IJCS is of a high scholarly standard). And we need to think about disciplinary mix, so as not to let the journal stray too far towards one particular methodological domain. Running order is thus a statement about the field – the disciplinary domain – rather than about an individual paper. It is a proposition about how different voices connect together in some sort of disciplinary syntax. One might even claim that the combination of cover and running order is a last vestige of collegiate collectivism in an era of competitive academic individualism. Now all that matters is the individual paper and author; the ‘currency’ is tenure, promotion and research metrics, not relations among peers. The running order is obsolete. Special Issues An extreme version of running order is the special issue. The IJCS has regularly published these; they are devoted to field-shaping initiatives, as follows: Title Editor(s) Issue Date Radiocracy: Radio, Development and Democracy Amanda Hopkinson, Jo Tacchi 3.2 2000 Television and Cultural Studies Graeme Turner 4.4 2001 Cultural Studies and Education Karl Maton, Handel Wright 5.4 2002 Re-Imagining Communities Sara Ahmed, Anne-Marie Fortier 6.3 2003 The New Economy, Creativity and Consumption John Hartley 7.1 2004 Creative Industries and Innovation in China Michael Keane, John Hartley 9.3 2006 The Uses of Richard Hoggart Sue Owen, John Hartley 10.1 2007 A Cultural History of Celebrity Liz Barry 11.3 2008 Caribbean Media Worlds Anna Pertierra, Heather Horst 12.2 2009 Co-Creative Labour Mark Deuze, John Banks 12.5 2009 It’s obvious that special issues have a place in disciplinary innovation – they can draw attention in a timely manner to new problems, neglected regions, or innovative approaches, and thus they advance the field. They are indispensible. But because of online publication, readers are not held to the ‘project’ of a special issue and can pick and choose whatever they want. And because of the peculiarities of research assessment exercises, editing special issues doesn’t count as research output. The incentive to do them is to that extent reduced, and some universities are quite heavy-handed about letting academics ‘waste’ time on activities that don’t produce ‘metrics.’ The special issue is therefore threatened with obsolescence too. Refereeing In many top-rating journals, the human side of refereeing is becoming obsolete. Increasingly this labour-intensive chore is automated and the labour is technologically outsourced from editors and publishers to authors and referees. You have to log on to some website and follow prompts in order to contribute both papers and the assessment of papers; interactions with editors are minimal. At the IJCS the process is still handled by humans – namely, journal administrator Tina Horton and me. We spend a lot of time checking how papers are faring, from trying to find the right referees through to getting the comments and then the author’s revisions completed in time for a paper to be scheduled into an issue. The volume of email correspondence is considerable. We get to know authors and referees. So we maintain a sense of an interactive and conversational community, albeit by correspondence rather than face to face. Doubtless, sooner or later, there will be a depersonalised Text Management System. But in the meantime we cling to the romantic notion that we are involved in refereeing for the sake of the field, for raising the standard of scholarship, for building a globally dispersed virtual college of cultural studies, and for giving everyone – from unfavoured countries and neglected regions to famous professors in old-money universities – the same chance to get their research published. In fact, these are largely delusional ideals, for as everyone knows, refereeing is part of the political economy of publicly-funded research. It’s about academic credentials, tenure and promotion for the individual, and about measurable research metrics for the academic organisation or funding agency (Hartley, "Death"). The IJCS has no choice but to participate: we do what is required to qualify as a ‘double-blind refereed journal’ because that is the only way to maintain repute, and thence the flow of submissions, not to mention subscriptions, without which there would be no journal. As with journals themselves, which proliferate even as the print form becomes obsolete, so refereeing is burgeoning as a practice. It’s almost an industry, even though the currency is not money but time: part gift-economy; part attention-economy; partly the payment of dues to the suzerain funding agencies. But refereeing is becoming obsolete in the sense of gathering an ‘imagined community’ of people one might expect to know personally around a particular enterprise. The process of dispersal and anonymisation of the field is exacerbated by blind refereeing, which we do because we must. This is suited to a scientific domain of objective knowledge, but everyone knows it’s not quite like that in the ‘new humanities’. The agency and identity of the researcher is often a salient fact in the research. The embedded positionality of the author, their reflexiveness about their own context and room-for-manoeuvre, and the radical contextuality of knowledge itself – these are all more or less axiomatic in cultural studies, but they’re not easily served by ‘double-blind’ refereeing. When refereeing is depersonalised to the extent that is now rife (especially in journals owned by international commercial publishers), it is hard to maintain a sense of contextualised productivity in the knowledge domain, much less a ‘common cause’ to which both author and referee wish to contribute. Even though refereeing can still be seen as altruistic, it is in the service of something much more general (‘scholarship’) and much more particular (‘my career’) than the kind of reviewing that wants to share and improve a particular intellectual enterprise. It is this mid-range altruism – something that might once have been identified as a politics of knowledge – that’s becoming obsolete, along with the printed journals that were the banner and rallying point for the cause. If I were to start a new journal (such as cultural-science.org), I would prefer ‘open refereeing’: uploading papers on an open site, subjecting them to peer-review and criticism, and archiving revised versions once they have received enough votes and comments. In other words I’d like to see refereeing shifted from the ‘supply’ or production side of a journal to the ‘demand’ or readership side. But of course, ‘demand’ for ‘blind’ refereeing doesn’t come from readers; it comes from the funding agencies. The Reading Experience Finally, the experience of reading a journal is obsolete. Two aspects of this seem worthy of note. First, reading is ‘out of time’ – it no longer needs to conform to the rhythms of scholarly publication, which are in any case speeding up. Scholarship is no longer seasonal, as it has been since the Middle Ages (with university terms organised around agricultural and ecclesiastical rhythms). Once you have a paper’s DOI number, you can read it any time, 24/7. It is no longer necessary even to wait for publication. With some journals in our field (e.g. Journalism Studies), assuming your Library subscribes, you can access papers as soon as they’re uploaded on the journal’s website, before the published edition is printed. Soon this will be the norm, just as it is for the top science journals, where timely publication, and thereby the ability to claim first discovery, is the basis of intellectual property rights. The IJCS doesn’t (yet) offer this service, but its frequency is speeding up. It was launched in 1998 with three issues a year. It went quarterly in 2001 and remained a quarterly for eight years. It has recently increased to six issues a year. That too causes changes in the reading experience. The excited ripping open of the package is less of a thrill the more often it arrives. Indeed, how many subscribers will admit that sometimes they don’t even open the envelope? Second, reading is ‘out of place’ – you never have to see the journal in which a paper appears, so you can avoid contact with anything that you haven’t already decided to read. This is more significant than might first appear, because it is affecting journalism in general, not just academic journals. As we move from the broadcast to the broadband era, communicative usage is shifting too, from ‘mass’ communication to customisation. This is a mixed blessing. One of the pleasures of old-style newspapers and the TV news was that you’d come across stories you did not expect to find. Indeed, an important attribute of the industrial form of journalism is its success in getting whole populations to read or watch stories about things they aren’t interested in, or things like wars and crises that they’d rather not know about at all. That historic textual achievement is in jeopardy in the broadband era, because ‘the public’ no longer needs to gather around any particular masthead or bulletin to get their news. With Web 2.0 affordances, you can exercise much more choice over what you attend to. This is great from the point of view of maximising individual choice, but sub-optimal in relation to what I’ve called ‘population-gathering’, especially the gathering of communities of interest around ‘tales of the unexpected’ – novelty or anomalies. Obsolete: Collegiality, Trust and Innovation? The individuation of reading choices may stimulate prejudice, because prejudice (literally, ‘pre-judging’) is built in when you decide only to access news feeds about familiar topics, stories or people in which you’re already interested. That sort of thing may encourage narrow-mindedness. It is certainly an impediment to chance discovery, unplanned juxtaposition, unstructured curiosity and thence, perhaps, to innovation itself. This is a worry for citizenship in general, but it is also an issue for academic ‘knowledge professionals,’ in our ever-narrower disciplinary silos. An in-close specialist focus on one’s own area of expertise need no longer be troubled by the concerns of the person in the next office, never mind the next department. Now, we don’t even have to meet on the page. One of the advantages of whole journals, then, is that each issue encourages ‘macro’ as well as ‘micro’ perspectives, and opens reading up to surprises. This willingness to ‘take things on trust’ describes a ‘we’ community – a community of trust. Trust too is obsolete in these days of performance evaluation. We’re assessed by an anonymous system that’s managed by people we’ll never meet. If the ‘population-gathering’ aspects of print journals are indeed obsolete, this may reduce collegiate trust and fellow-feeling, increase individualist competitiveness, and inhibit innovation. In the face of that prospect, I’m going to keep on thinking about covers, running orders, referees and reading until the role of editor is obsolete too. ReferencesHartley, John. "'Cover Narrative': From Nightmare to Reality." International Journal of Cultural Studies 11.2 (2005): 131-137. ———. "Death of the Book?" Symposium of the National Scholarly Communication Forum & Australian Academy of the Humanities, Sydney Maritime Museum, 2005. 26 Apr. 2009 ‹http://www.humanities.org.au/Resources/Downloads/NSCF/RoundTables1-17/PDF/Hartley.pdf›. ———. "Editorial: With Goanna." International Journal of Cultural Studies 1.1 (1998): 5-10. ———. "'Who Are You Going to Believe – Me or Your Own Eyes?' New Decade; New Directions." International Journal of Cultural Studies 11.1 (2008): 5-14. Houghton, John. "Economics of Scholarly Communication: A Discussion Paper." Center for Strategic Economic Studies, Victoria University, 2000. 26 Apr. 2009 ‹http://www.caul.edu.au/cisc/EconomicsScholarlyCommunication.pdf›. Owen, Sue, and John Hartley, eds. The Uses of Richard Hoggart. International Journal of Cultural Studies (special issue), 10.1 (2007). Policy Perspectives: To Publish and Perish. (Special issue cosponsored by the Association of Research Libraries, Association of American Universities and the Pew Higher Education Roundtable) 7.4 (1998). 26 Apr. 2009 ‹http://www.arl.org/scomm/pew/pewrept.html›. "Scholarly Communication: Crisis and Revolution." University of California Berkeley Library. N.d. 26 Apr. 2009 ‹http://www.lib.berkeley.edu/Collections/crisis.html›. Teute, F. J. "To Publish or Perish: Who Are the Dinosaurs in Scholarly Publishing?" Journal of Scholarly Publishing 32.2 (2001). 26 Apr. 2009 ‹http://www.utpjournals.com/product/jsp/322/perish5.html›."Transforming Scholarly Communication." University of Houston Library. 2005. 26 Apr. 2009 ‹http://info.lib.uh.edu/scomm/transforming.htm›.

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Lepsius, Susanne / Friedrich Vollhardt / Oliver Bach (Hrsg.), Von der Allegorie zur Empirie. Natur im Rechtsdenken des Spätmittelalters und der Frühen Neuzeit (Abhandlungen zur rechtswissenschaftlichen Grundlagenforschung. Münchener Universitätsschriften. Juristische Fakultät, 100), Berlin 2018, Schmidt, VI u. 328 S., € 79,95. (Peter Oestmann, Münster) Baumgärtner, Ingrid / Nirit Ben-Aryeh Debby / Katrin Kogman-Appel (Hrsg.), Maps and Travel in the Middle Ages and the Early Modern Period. Knowledge, Imagination, and Visual Culture (Das Mittelalter. Beihefte, 9), Berlin / Boston 2019, de Gruyter, IX u. 412 S. / Abb., € 119, 95. (Gerda Brunnlechner, Hagen) Damen, Mario / Jelle Hamers / Alastair J. Mann (Hrsg.), Political Representation. Communities, Ideas and Institutions in Europe (c. 1200 – c. 1690) (Later Medieval Europe, 15), Leiden / Boston 2018, Brill, XIV, 332 S. / Abb., € 143,00. (Olaf Mörke, Kiel) Erkens, Franz-Reiner, Sachwalter Gottes. Der Herrscher als „christus domini“, „vicarius Christi“ und „sacra majestas“. Gesammelte Aufsätze. Zum 65. Geburtstag hrsg. v. Martin Hille / Marc von Knorring / Hans-Cristof Kraus (Historische Forschungen, 116), Berlin 2017, Duncker &amp; Humblot, 564 S., € 119,90. (Ludger Körntgen, Mainz) Scheller, Benjamin / Christian Hoffarth (Hrsg.), Ambiguität und die Ordnung des Sozialen im Mittelalter (Das Mittelalter. Beihefte, 10), Berlin / Boston 2018, de Gruyter, 236 S. / Abb., € 99,95. (Frank Rexroth, Göttingen) Jaspert, Nikolas / Imke Just (Hrsg.), Queens, Princesses and Mendicants. Close Relations in European Perspective (Vita regularis, 75), Wien / Zürich 2019, Lit, VI u. 301 S. / graph. Darst., € 44,90. (Christina Lutter, Wien) Schlotheuber, Eva, „Gelehrte Bräute Christi“. Religiöse Frauen in der mittelalterlichen Gesellschaft (Spätmittelalter, Humanismus, Reformation, 104), Tübingen 2018, Mohr Siebeck, IX u. 340 S., € 99,00. 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(Ulrich Niggemann, Augsburg) Boswell, Caroline, Disaffection and Everyday Life in Interregnum England (Studies in Early Modern Cultural, Political and Social History, 29), Woodbridge 2017, The Boydell Press, XII u. 285 S., £ 65,00. (Philip Hahn, Tübingen) Kinsella, Eoin, Catholic Survival in Protestant Ireland, 1660 – 1711. Colonel John Browne, Landownership and the Articles of Limerick (Irish Historical Monographs), Woodbridge 2018, The Boydell Press, XVI u. 324 S. / Abb., £ 75,00. (Matthias Bähr, Dresden) Mansel, Philip, King of the World. The Life of Louis XIV, [London] 2019, Allen Lane, XIII u. 604 S. / Abb., £ 30,00. (William D. Godsey, Wien) Gräf, Holger Th. / Christoph Kampmann / Bernd Küster (Hrsg.), Landgraf Carl (1654 – 1730). Fürstliches Planen und Handeln zwischen Innovation und Tradition (Veröffentlichungen der Historischen Kommission für Hessen, 87), Marburg 2017, Historische Kommission für Hessen, XIII u. 415 S. / Abb., € 29,00. 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(Barbara Stollberg-Rilinger, Berlin/Münster) Füssel, Marian, Der Preis des Ruhms. Eine Weltgeschichte des Siebenjährigen Krieges. 1756 – 1763, München 2019, Beck, 656 S. / Abb., € 32,00. (Florian Schönfuß, Oxford) Flügel, Wolfgang, Pastoren aus Halle und ihre Gemeinden in Pennsylvania 1742 – 1820. Deutsche Lutheraner zwischen Persistenz und Assimilation (Hallische Beiträge zur Geschichte des Mittelalters und der Frühen Neuzeit, 14), Berlin / Boston 2019, de Gruyter, 480 S. / Abb., € 99,95. (Marianne Taatz-Jacobi, Halle a. d. S.) Braun, Christine, Die Entstehung des Mythos vom Soldatenhandel 1776 – 1813. Europäische Öffentlichkeit und der „hessische Soldatenverkauf“ nach Amerika am Ende des 18. Jahrhunderts (Quellen und Forschungen zur hessischen Geschichte, 178), Darmstadt / Marburg 2018, Selbstverlag der Historischen Kommission Darmstadt und der Historischen Kommission für Hessen, 296 S., € 28,00. 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IntroductionIn March 2015, I visited the Lambing Flat Folk Museum (established 1967) in the “cherry capital of Australia”, the town of Young, New South Wales, in preparation for a student excursion. Like other Australian folk museums, this museum focuses on the ordinary and the everyday of rural life, and is heavily reliant on local history, local historians, volunteers, and donated objects for the collection. It may not sound as though the Lambing Flat Folk Museum (LFFM) holds much potential for a fashion curator, as fashion exhibitions have become high points of innovation in exhibition design. It is quite a jolt to return to old style folk museums, when travelling shows such as Alexander McQueen: Savage Beauty (Metropolitan Museum of Art 2011 – V&A Museum 2015) or The Fashion World of Jean Paul Gaultier (V&A Museum 2011­ – NGV 2014) are popping up around the globe. The contrast stimulated this author to think on the role and the power of curators. This paper will show that the potential for fashion as a vehicle for demonstrating ideas other than through rubrics of design or history has been growing. We all wear dress. We express identity, politics, status, age, gender, social values, and mental state through the way we dress each and every day. These key issues are also explored in many museum exhibitions.Small museums often have an abundance of clothing. For them, it is a case of not only managing and caring for growing collections but also curating objects in a way that communicates regional and often national identity, as well as narrating stories in meaningful ways to audiences. This paper argues that the way in which dress is curated can greatly enhance temporary and permanent exhibitions. Fashion curation is on the rise (Riegels Melchior). This paper looks at why this is so, the potential for this specialisation in curation, the research required, and the sensitivity needed in communicating ideas in exhibitions. It also suggests how fashion curation skills may facilitate an increasing demand.Caring for the AudienceThe paper draws on a case study of how Chinese people at the LFFM are portrayed. The Chinese came to the Young district during the 1860s gold rush. While many people often think the Chinese were sojourners (Rolls), that is, they found gold and returned to China, many actually settled in regional Australia (McGowan; Couchman; Frost). At Young there were riots against the Chinese miners, and this narrative is illustrated at the museum.In examining the LFFM, this paper points to the importance of caring for the audience as well as objects, knowing and acknowledging the current and potential audiences. Caring for how the objects are received and perceived is vital to the work of curators. At this museum, the stereotypic portrayal of Chinese people, through a “coolie” hat, a fan, and two dolls dressed in costume, reminds us of the increased professionalisation of the museum sector in the last 20 years. It also reminds us of the need for good communication through both the objects and texts. Audiences have become more sophisticated, and their expectations have increased. Displays and accompanying texts that do not reflect in depth research, knowledge, and sensitivities can result in viewers losing interest quickly. Not long into my visit I began thinking of the potential reaction by the Chinese graduate students. In a tripartite model called the “museum experience”, Falk and Dierking argue that the social context, personal context, and physical context affect the visitor’s experience (5). The social context of who we visit with influences enjoyment. Placing myself in the students’ shoes sharpened reactions to some of the displays. Curators need to be mindful of a wide range of audiences. The excursion was to be not so much a history learning activity, but a way for students to develop a personal interest in museology and to learn the role museums can play in society in general, as well as in small communities. In this case the personal context was also a professional context. What message would they get?Communication in MuseumsStudies by Falk et al. indicate that museum visitors only view an exhibition for 30 minutes before “museum fatigue” sets in (249–257). The physicality of being in a museum can affect the museum experience. Hence, many institutions responded to these studies by placing the key information and objects in the introductory areas of an exhibition, before the visitor gets bored. As Stephen Bitgood argues, this can become self-fulfilling, as the reaction by the exhibition designers can then be to place all the most interesting material early in the path of the audience, leaving the remainder as mundane displays (196). Bitgood argues there is no museum fatigue. He suggests that there are other things at play which curators need to heed, such as giving visitors choice and opportunities for interaction, and avoiding overloading the audience with information and designing poorly laid-out exhibitions that have no breaks or resting points. All these factors contribute to viewers becoming both mentally and physically tired. Rather than placing the onus on the visitor, he contends there are controllable factors the museum can attend to. One of his recommendations is to be provocative in communication. Stimulating exhibitions are more likely to engage the visitor, minimising boredom and tiredness (197). Xerxes Mazda recommends treating an exhibition like a good story, with a beginning, a dark moment, a climax, and an ending. The LFFM certainly has those elements, but they are not translated into curation that gives a compelling narration that holds the visitors’ attention. Object labels give only rudimentary information, such as: “Wooden Horse collar/very rare/donated by Mr Allan Gordon.” Without accompanying context and engaging language, many visitors could find it difficult to relate to, and actively reflect on, the social narrative that the museum’s objects could reflect.Text plays an important role in museums, particularly this museum. Communication skills of the label writers are vital to enhancing the museum visit. Louise Ravelli, in writing on museum texts, states that “communication needs to be more explicit and more reflexive—to bring implicit assumptions to the surface” (3). This is particularly so for the LFFM. Posing questions and using an active voice can provoke the viewer. The power of text can be seen in one particular museum object. In the first gallery is a banner that contains blatant racist text. Bringing racism to the surface through reflexive labelling can be powerful. So for this museum communication needs to be sensitive and informative, as well as pragmatic. It is not just a case of being reminded that Australia has a long history of racism towards non-Anglo Saxon migrants. A sensitive approach in label-writing could ask visitors to reflect on Australia’s long and continued history of racism and relate it to the contemporary migration debate, thereby connecting the present day to dark historical events. A question such as, “How does Australia deal with racism towards migrants today?” brings issues to the surface. Or, more provocatively, “How would I deal with such racism?” takes the issue to a personal level, rather than using language to distance the issue of racism to a national issue. Museums are more than repositories of objects. Even a small underfunded museum can have great impact on the viewer through the language they use to make meaning of their display. The Lambing Flat Roll-up Banner at the LFFMThe “destination” object of the museum in Young is the Lambing Flat Roll-up Banner. Those with a keen interest in Australian history and politics come to view this large sheet of canvas that elicits part of the narrative of the Lambing Flat Riots, which are claimed to be germane to the White Australia Policy (one of the very first pieces of legislation after the Federation of Australia was The Immigration Restriction Act 1901).On 30 June 1861 a violent anti-Chinese riot occurred on the goldfields of Lambing Flat (now known as Young). It was the culmination of eight months of growing conflict between European and Chinese miners. Between 1,500 and 2,000 Europeans lived and worked in these goldfields, with little government authority overseeing the mining regulations. Earlier, in November 1860, a group of disgruntled European miners marched behind a German brass band, chasing off 500 Chinese from the field and destroying their tents. Tensions rose and fell until the following June, when the large banner was painted and paraded to gather up supporters: “…two of their leaders carrying in advance a magnificent flag, on which was written in gold letters – NO CHINESE! ROLL UP! ROLL UP! ...” (qtd. in Coates 40). Terrified, over 1,270 Chinese took refuge 20 kilometres away on James Roberts’s property, “Currawong”. The National Museum of Australia commissioned an animation of the event, The Harvest of Endurance. It may seem obvious, but the animators indicated the difference between the Chinese and the Europeans through dress, regardless that the Chinese wore western dress on the goldfields once the clothing they brought with them wore out (McGregor and McGregor 32). Nonetheless, Chinese expressions of masculinity differed. Their pigtails, their shoes, and their hats were used as shorthand in cartoons of the day to express the anxiety felt by many European settlers. A more active demonstration was reported in The Argus: “ … one man … returned with eight pigtails attached to a flag, glorifying in the work that had been done” (6). We can only imagine this trophy and the de-masculinisation it caused.The 1,200 x 1,200 mm banner now lays flat in a purpose-built display unit. Viewers can see that it was not a hastily constructed work. The careful drafting of original pencil marks can be seen around the circus styled font: red and blue, with the now yellow shadowing. The banner was tied with red and green ribbon of which small remnants remain attached.The McCarthy family had held the banner for 100 years, from the riots until it was loaned to the Royal Australian Historical Society in November 1961. It was given to the LFFM when it opened six years later. The banner is given key positioning in the museum, indicating its importance to the community and its place in the region’s memory. Just whose memory is narrated becomes apparent in the displays. The voice of the Chinese is missing.Memory and Museums Museums are interested in memory. When visitors come to museums, the work they do is to claim, discover, and sometimes rekindle memory (Smith; Crane; Williams)—-and even to reshape memory (Davidson). Fashion constantly plays with memory: styles, themes, textiles, and colours are repeated and recycled. “Cutting and pasting” presents a new context from one season to the next. What better avenue to arouse memory in museums than fashion curation? This paper argues that fashion exhibitions fit within the museum as a “theatre of memory”, where social memory, commemoration, heritage, myth, fantasy, and desire are played out (Samuels). In the past, institutions and fashion curators often had to construct academic frameworks of “history” or “design” in order to legitimise fashion exhibitions as a serious pursuit. Exhibitions such as Fashion and Politics (New York 2009), Fashion India: Spectacular Capitalism (Oslo 2014) and Fashion as Social Energy (Milan 2015) show that fashion can explore deeper social concerns and political issues.The Rise of Fashion CuratorsThe fashion curator is a relative newcomer. What would become the modern fashion curator made inroads into museums through ethnographic and anthropological collections early in the 20th century. Fashion as “history” soon followed into history and social museums. Until the 1990s, the fashion curator in a museum was seen as, and closely associated with, the fashion historian or craft curator. It could be said that James Laver (1899–1975) or Stella Mary Newton (1901–2001) were the earliest modern fashion curators in museums. They were also fashion historians. However, the role of fashion curator as we now know it came into its own right in the 1970s. Nadia Buick asserts that the first fashion exhibition, Fashion: An Anthology by Cecil Beaton, was held at the Victoria and Albert Museum, curated by the famous fashion photographer Cecil Beaton. He was not a museum employee, a trained curator, or even a historian (15). The museum did not even collect contemporary fashion—it was a new idea put forward by Beaton. He amassed hundreds of pieces of fashion items from his friends of elite society to complement his work.Radical changes in museums since the 1970s have been driven by social change, new expectations and new technologies. Political and economic pressures have forced museum professionals to shift their attention from their collections towards their visitors. There has been not only a growing number of diverse museums but also a wider range of exhibitions, fashion exhibitions included. However, as museums and the exhibitions they mount have become more socially inclusive, this has been somewhat slow to filter through to the fashion exhibitions. I assert that the shift in fashion exhibitions came as an outcome of new writing on fashion as a social and political entity through Jennifer Craik’s The Face of Fashion. This book has had an influence, beyond academic fashion theorists, on the way in which fashion exhibitions are curated. Since 1997, Judith Clark has curated landmark exhibitions, such as Malign Muses: When Fashion Turns Back (Antwerp 2004), which examine the idea of what fashion is rather than documenting fashion’s historical evolution. Dress is recognised as a vehicle for complex issues. It is even used to communicate a city’s cultural capital and its metropolitan modernity as “fashion capitals” (Breward and Gilbert). Hence the reluctant but growing willingness for dress to be used in museums to critically interrogate, beyond the celebratory designer retrospectives. Fashion CurationFashion curators need to be “brilliant scavengers” (Peoples). Curators such as Clark pick over what others consider as remains—the neglected, the dissonant—bringing to the fore what is forgotten, where items retrieved from all kinds of spheres are used to fashion exhibitions that reflect the complex mix of the tangible and intangible that is present in fashion. Allowing the brilliant scavengers to pick over the flotsam and jetsam of everyday life can make for exciting exhibitions. Clothing of the everyday can be used to narrate complex stories. We only need think of the black layette worn by Baby Azaria Chamberlain—or the shoe left on the tarmac at Darwin Airport, having fallen off the foot of Mrs Petrov, wife of the Russian diplomat, as she was forced onto a plane. The ordinary remnants of the Chinese miners do not appear to have been kept. Often, objects can be transformed by subsequent significant events.Museums can be sites of transformation for its audiences. Since the late 1980s, through the concept of the New Museum (Vergo), fashion as an exhibition theme has been used to draw in wider museum audiences and to increase visitor numbers. The clothing of Vivienne Westwood, (34 Years in Fashion 2005, NGA) Kylie Minogue (Kylie: An Exhibition 2004­–2005, Powerhouse Museum), or Princess Grace (Princess Grace: Style Icon 2012, Bendigo Art Gallery) drew in the crowds, quantifying the relevance of museums to funding bodies. As Marie Riegels Melchior notes, fashion is fashionable in museums. What is interesting is that the New Museum’s refrain of social inclusion (Sandell) has yet to be wholly embraced by art museums. There is tension between the fashion and museum worlds: a “collision of the fashion and art worlds” (Batersby). Exhibitions of elite designer clothing worn by celebrities have been seen as very commercial operations, tainting the intellectual and academic reputations of cultural institutions. What does fashion curation have to do with the banner mentioned previously? It would be miraculous for authentic clothing worn by Chinese miners to surface now. In revising the history of Lambing Flat, fashion curators need to employ methodologies of absence. As Clynk and Peoples have shown, by examining archives, newspaper advertisem*nts, merchants’ account books, and other material that incidentally describes the business of clothing, absence can become present. While the later technology of photography often shows “Sunday best” fashions, it also illustrates the ordinary and everyday dress of Chinese men carrying out business transactions (MacGowan; Couchman). The images of these men bring to mind the question: were these the children of men, or indeed the men themselves, who had their pigtails violently cut off years earlier? The banner was also used to show that there are quite detailed accounts of events from local and national newspapers of the day. These are accessible online. Accounts of the Chinese experience may have been written up in Chinese newspapers of the day. Access to these would be limited, if they still exist. Historian Karen Schamberger reminds us of the truism: “history is written by the victors” in her observations of a re-enactment of the riots at the Lambing Flat Festival in 2014. The Chinese actors did not have speaking parts. She notes: The brutal actions of the European miners were not explained which made it easier for audience members to distance themselves from [the Chinese] and be comforted by the actions of a ‘white hero’ James Roberts who… sheltered the Chinese miners at the end of the re-enactment. (9)Elsewhere, just out of town at the Chinese Tribute Garden (created in 1996), there is evidence of presence. Plaques indicating donors to the garden carry names such as Judy Chan, Mrs King Chou, and Mr and Mrs King Lam. The musically illustrious five siblings of the Wong family, who live near Young, were photographed in the Discover Central NSW tourist newspaper in 2015 as a drawcard for the Lambing Flat Festival. There is “endurance”, as the title of NMA animation scroll highlights. Conclusion Absence can be turned around to indicate presence. The “presence of absence” (Meyer and Woodthorpe) can be a powerful tool. Seeing is the pre-eminent sense used in museums, and objects are given priority; there are ways of representing evidence and narratives, and describing relationships, other than fashion presence. This is why I argue that dress has an important role to play in museums. Dress is so specific to time and location. It marks specific occasions, particularly at times of social transitions: christening gowns, bar mitzvah shawls, graduation gowns, wedding dresses, funerary shrouds. Dress can also demonstrate the physicality of a specific body: in the extreme, jeans show the physicality of presence when the body is removed. The fashion displays in the museum tell part of the region’s history, but the distraction of the poor display of the dressed mannequins in the LFFM gets in the way of a “good story”.While rioting against the Chinese miners may cause shame and embarrassment, in Australia we need to accept that this was not an isolated event. More formal, less violent, and regulated mechanisms of entry to Australia were put in place, and continue to this day. It may be that a fashion curator, a brilliant scavenger, may unpick the prey for viewers, placing and spacing objects and the visitor, designing in a way to enchant or horrify the audience, and keeping interest alive throughout the exhibition, allowing spaces for thinking and memories. Drawing in those who have not been the audience, working on the absence through participatory modes of activities, can be powerful for a community. Fashion curators—working with the body, stimulating ethical and conscious behaviours, and constructing dialogues—can undoubtedly act as a vehicle for dynamism, for both the museum and its audiences. 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