Journal articles: 'MSU thesis Place (Philosophy) in literature' – Grafiati (2024)

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

In this brief essay Quine clarifies and limits his sometimes misconstrued and misapplied thesis of the “indeterminacy of translation.” It does not imply, as some have claimed, that translation is impossible or arbitrary. Nor does it say (as due consideration of the place of observation in science confirms) that arguments from the indeterminacy of translation can be extended properly to a supposed incommensurability of scientific theories.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

AbstractAristotle's thesis in Physics I 8 is that a certain old and familiar problem about coming to be can only be solved with the help of the new account of the "principles" he has developed in Physics I 7. This is a strong thesis and the literature on the chapter does not quite do it justice; specifically, as things now stand we are left wondering why Aristotle should have found this problem so compelling in the first place. In this paper I develop an interpretation which (I hope) will help to remedy this.I believe that Aristotle's problem about coming to be depends on a certain principle to the effect that "nothing can become what it already is" (it is this that is supposed to explain why τò óν cannot come to be εξ Óντoς – cf. 191a30). The main innovation of the interpretation developed here is its suggestion that we understand this principle as a principle about kinds. So understood, the principle does not make the comparatively trivial point that nothing can become any individual it already is, but rather the more powerful and substantive point that nothing can become any kind of thing it already is. I argue that this is a point which Aristotle himself accepts and that this is why the problem about coming to be raises serious difficulties for him. I also discuss Aristotle's proposed solutions to this problem, explaining how each draws on his new account of the principles and why each is required for any full resolution of the difficulties the problem raises. In this way I hope to show how the interpretation developed here does justice to the very strong thesis with which Aristotle begins Physics I 8. I conclude brie fly and somewhat speculatively with a suggestion as to why Aristotle might accept the principle on which I have suggested the problem turns.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Bruno Snell has made familiar a certain thesis about the Homeric poems, to the effect that these poems depict a primitive form of mindedness. The area of mindedness concerned is agency, and the content of the thesis is that Homeric agents are not agents in the fullest sense: they do not make choices in clear self-awareness of what they are doing; choices are made for them rather than by them; in some cases the instigators of action are gods, in other cases they are forces acting internally on the agent and over which he has no control. Homeric heroes act in the way Descartes thought an animal acts: agitur, non agit. Such agents ‘handeln nicht eigentlich (d.h. mil vollem Bewuβtsein eigenen Handelns), sondern sie reagieren’. The model of the agent which we nowadays have is roughly of a self which determines, rather than is determined to, action; the self arrives at this determination by considering available reasons for action in the light of its overall purposes, and it moves to action in full self-consciousness of what it is doing, and why. This model of action, Snell claims, is not met in Greek literature before the tragedians. I think anyone ought to concede that there is some difference between the way Homer portrays decision-making and the way it is portrayed in tragedy (with further differences among the tragedians themselves); but has Snell located the difference in the right place? I shall argue in this paper that he has not.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

In this article I shall argue for an interpretation ofOdyssey19.393–466 as a flash-back taking place in the mind of Eurykleia at the moment she recognises Odysseus' scar. That Eurykleia somehow forms the connection between main story and digression has been suggested before, but so far other interpretations have been defended with more fervour.Most famous of these interpretations is the one given by E. Auerbach in the first chapter of hisMimesis. He had chosen 19.393–466 to illustrate his thesis that in Homer everything is ‘fully externalized’ and that there is no background, only a ‘uniformly illuminated’ foreground. According to Auerbach the digression on the scar stands in complete isolation to its context. It is meant to ‘relax the tension’, to make the hearer/reader ‘forget what had just taken place during the footwashing’, and although it might have been presented as a recollection of Odysseus (by inserting the story ‘two verses earlier, at the first mention of the word scar’), this ‘subjectivisticperspectivistic procedure, creating a foreground and background’ was not chosen, being ‘entirely foreign to the Homeric style’.Some twenty years later this interpretation was challenged by A. Köhnken, who, however, stuck to the idea that the digression is not told from the restricted perspective of one of the characters but from the perspective of the omniscient narrator; he claims that foreground and background are marked as such through a difference in narrative style: ‘berichtende Erzählung’ for the digression itself and ‘szenische Darstellung’ for the context. I disagree with both points.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

According to a widely shared view, a radical change took place in the role of intersubjectivity in Hegel's philosophy somewhere between Jena and Berlin. For instance, Jürgen Habermas's judgement is that whereas in the Jena writings – in the Jena Realphilosophien, and perhaps still in the 1807 Phenomenology of Spirit – Hegel conceived of intersubjectivity as an essential element in the constitution of subjectivity and of objectivity, in Berlin Hegel's intersubjectivist conception was replaced by a metaphysics of the absolute I or absolute self-consciousness, in which intersubjectivity no longer plays any important constitutive role.Perhaps it is due to something like this view having been mostly taken for granted even among Hegel-specialists that scholarly literature on intersubjectivity in Hegel's late Encyclopaedic system is indeed very scarce. Robert R. Williams' Hegel's Ethics of Recognition argues convincingly that the theme of intersubjective recognition can be seen as a central thread running through the whole of Hegel's Encyclopaedic philosophy of objective spirit. But very little has so far been written on the theme of intersubjectivity or intersubjective recognition in Hegel's Encyclopaedic philosophy of subjective spirit. My thesis in what follows is that intersubjectivity or intersubjective mediation in recognition can and should in fact be seen as an essential constituent also of subjective spirit as Hegel conceptualises it in the 1830 Encyclopaedia.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The word euboulia, which means excellence in counsel or sound judgement, occurs in only three places in the authentic writings of Plato. The sophist Protagoras makes euboulia the focus of his whole enterprise (Prot. 318e–319a):What I teach a person is good judgement about his own affairs — how best he may manage his own household; and about the affairs of the city — how he may be most able to handle the business of the city both in action and in speech.Thrasymachus, too, thinks well of euboulia. Invited by Socrates to call injustice kakoetheia (vicious disposition — he has just identified justice as ‘an altogether noble good nature (euetheia)’, i.e. as simple-mindedness), he declines the sophistry and says (Rep. 348d): ‘No, I call it good judgement’. But Plato finds little occasion to introduce the concept in developing his own ethical and political philosophy. The one place where he mentions euboulia is in his defence of the thesis that his ideal city possesses the four cardinal virtues. He begins with wisdom, and justifies the ascription of wisdom to the city on the ground that it has euboulia (Rep. 428b) — which he goes on to identify with the knowledge required by the guardians: ‘with this a person does not deliberate on behalf of any of the elements in the city, but for the whole city itself — how it may best have dealings with itself and with the other cities’ (428c–d). It is normally rather dangerous to draw an inference from the absence or rarity of a word to the absence or rarity of the idea expressed by the word.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The title, God, Locke, and Equality, as well as its controversial thesis about the necessity of a theological foundation for equality are designed to startle and provoke. Yet those who have kept up with Locke scholarship (not an easy job since there are 5–10 new books on Locke each year, and over 9000 articles have been published about his work) will recognize that in recent years, its topic, the relation of Locke's religious beliefs to his politics, has become an important theme in the interpretation of Locke's political philosophy. This article will attempt to place the book in the context of this literature and evaluate its contribution to the growing number of studies.In the early years of what John Poco*ck once called “the Locke industry,” Locke's religious beliefs did not get much attention. The two most influential interpretations of his political thought portrayed him either as a crypto-Hobbesian hedonist, or an apologist for capitalist exploitation, ignoring or explaining away his commitment to Christianity. It is true that John Dunn in his book on Locke's political theory made much (perhaps too much) of Locke's Calvinist upbringing, only to dismiss his political thought as so dominated by a religious worldview that it is irrelevant today.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The article considers the Soviet dissertation theoretical and legal doctrines as a scientific category with a set of specific features. The author draws attention to the fact that the massive layer of legal theoretical knowledge known as Soviet jurisprudence and the legal teachings reflecting the evolution of Soviet law are insufficiently studied in ontological and epistemological terms. In specific, the role, place, and significance of Soviet dissertation legal theoretical teachings are lacking in the literature. Moreover, the Marxist methodology of legal knowledge, which should be used in modern educational and scientific space, lacks clear assessment. The author analyzes the most important thesis on the theory of law, which reflect the ontological and methodological foundations of the Soviet law and legal theory presented in the theses. This article lays the basis and the vector of further development of Soviet jurisprudence. These dissertation doctrines are analyzed to further use them in the scientific research of laws and trends in the development of Soviet legal thought. The results of these analyses are crucial for the history of political and legal doctrines, general theory of law, and philosophy of law and can be used in other areas of legal (including industry) science, considering their interdisciplinary heuristic potential.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

AbstractSome literary scholars assume that appreciation, if it is to take a central position in literary studies, must be defined as a complement to value-neutral understanding. It is often claimed that positivists are unable to do justice to literary value since their engagement with works of literature is restricted to historical inquiry. They can only do the preparatory work for the proper goal of literary interpretation, i. e. aesthetic appreciation. On this basis, a distinction is introduced between historical scholarship and criticism. The former is supposedly concerned with factual questions, while the latter is concerned with aesthetic qualities. I argue that this picture of literary studies is fundamentally misguided. My central thesis is that positivists, though committed to value-neutrality, can nonetheless recognise the qualities that make a work of literature effective or rewarding. Literary appreciation is a form of understanding that involves evaluative terms. But if these terms are duly relativised to the interests of the historical agents, they can be used to articulate empirically testable statements about the work in question.In the first section, I set out some principles to define a positivist philosophy of the humanities. I use the term ›positivism‹ to designate an approach exemplified by Otto Neurath, who systematically opposes the reification of meanings and values in the humanities. While some scholars in the analytical tradition call into question positivism by invoking Wittgenstein, I will suggest that his later philosophy is for the most part compatible with Neurath’s mindset. The following sections attempt to spell out a positivist account of literary appreciation. I develop this account by examining the philosophy of criticism proposed by Stein Haugom Olsen and Peter Lamarque, the most prominent advocates of the idea that appreciation goes beyond mere understanding. In discussing their misappropriation of Wittgenstein’s philosophy of language, it will become apparent that they tend to idealise literary practice and its rules. Their description of the institution of literature mixes factual questions with personal value judgements. Positivists, by contrast, seek to distinguish factual matters from subjective judgements and to limit the study of literature as far as possible to the former. They advise critics to approach works of literature in the spirit of scientific inquiry. This does not mean, however, that there is no place for emotional experience and evaluative behaviour in the framework of positivism. To account for these aspects of literary scholarship, a theory of historical empathy is needed that clarifies the function of evaluative expressions in the explanation of literature. I will argue that value terms are used not solely or primarily to articulate what makes the work under consideration pleasurable for the scholar who uses them; their principal function is to indicate what makes a work satisfying from the perspective of the writer or from the perspectives of the groups the author seeks to impress. Empathy is exhibited in the willingness to use evaluative language to make sense of the writer’s behaviour, regardless of whether one finds the work personally rewarding or not.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

<p><strong>Abstract.</strong> The work presented here is an approach on the subject of Literary Cartography, which deals with the topic of space in Literature as well as with the relationships that are formed between the literary and the real world. The aim of the work was to make the subject of Literary Cartography more widely known in the Greek academic circles. It was developed in the framework of a Diploma Thesis at the Laboratory of Cartography &amp;amp; Geographical Analysis (<i>CartoGeoLab</i>), Department of Rural and Surveying Engineering of the Faculty of Engineering of the Aristotle University (Thessaloniki, Greece) in collaboration with the School of Philology of the Faculty of Philosophy of the Aristotle University.</p><p>Literary Cartography has a long tradition dating back to centuries ago, and yet it is only rather recently that researchers started using maps as tools to analyse and interpret pieces of literary work, as well as to reach conclusions which would have been impossible without the help of cartographic material. While maps were initially used solely as complimentary additions to books, like helping the reader with the visualization of the geography of a novel, this is starting to no longer be the case. With the advent of the digital age and the GIS technologies, cartographers are not just presented with new challenges but also with new opportunities to further research previously unexplored aspects of Cartography. With the rise of digital technologies, which can deal with the complexities of literary space, maps are no longer just descriptive tools, but they can be used as guides to reach new conclusions.</p><p>The work resulted in a series of twelve (12) thematic maps, illustrating the literary geography of the works of ten Greek writers, whose stories take place in the city of Thessaloniki in Greece.</p>

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

”Since Sputnik, the planet has become a global theatre under the proscenium arch of man-made satellites. Our psyches acquire thereby a totally new rim-spin.” (Marshall McLuhan, Culture is our business, 1970) With these words by Marshall McLuhan, you are hereby welcomed to the second issue of Sensorium Journal. This issue includes papers from the Geomedia conference in Karlstad 2017, about skywriting, singing birds, satellites and airplanes. In a media archeological vein, works on (artifical) flatness are featured, the sympoiesis of comic books is discussed and a section is reserveed for reviews of challenging new theoretical titles by Tung-Hui Hu, Anna Tsing and Mark Seltzer. The essay “Notational Iconicity” by professor of language and media philosophy at Freie Universität, Sybille Krämer, is translated into Danish by our editor Solveig Daugaard. Krämer, who is an honorary doctor at Linköping University, visited Östergötland in 2017 to discuss a series of texts related to her concept of “artifical flatness”, one of which we are proud to present in this issue. Krämer’s strikingly cogent take on some of the foundational questions of media philosophy regarding the intricate relations between thinking, speech and systems of written notation provide an interesting antipole to the somewhat wordier approach of many leading media theorists today. As an artistic spin to the theoretical ideas of Krämer, we confront it with an excerpt from the 1884-novel Flatland by British author and theologian Edwin A. Abbott, originally published under the witty alias “A Square” along with the visual reinterpretation of the novel by Canadian poet Derek Beaulieu from 2007, introduced by Jakob Lien. The featured image in this editorial (above) is from Beaulieus book. One of the theoretical interests of the editors of this journal is media archaeology. We therefore approached a number of scholars in Scandinavia for this issue, who have worked with the concept, and asked them three questions we ourselves have struggled with. What is media archaeology in their view? How, more concretely have they used the media archaeological framework in their research? And how do they understand the relation between artefact and structure within media archaeology? In addition, we also asked our colleagues in the network to contribute and openly reflect on the same questions. The resultant survey gives the impression of a theoretical framework that – at least in the past decade – has played an intriguing role for media oriented aesthetic thinking in Scandinavia, and still has wide potential for exploration and further development for research in the field. * Since the last issue, Sensorium Network has organized two workshops. One on non-human languages in Umeå in 2016, and one on autopoiesis in Linköping in 2017. In addition, preparations have started, for transforming part of Sensorium Journal into a peer reviewed publication in 2018. The journal will still be a place for collective writing and artistic contributions but will in addition feature a section of articles that have gone through a double blind referee process. Make no mistake! The idea behind the journal is still the same; the mixture of peer reviewed articles and the more open main section of the journal is meant to mirror the collaborative idea behind Sensorium. The change in the structure of the journal also bear with it some very intriguing news: From the next issue on, Sensorium Journal will be equipped with a scientific board, whose members will be announced later this fall, as well as three new editors: Jenny Jarlsdotter Wikström is a doctoral student in comparative literature and gender studies at Umeå University, Johan Fredrikzon is a doctoral student in history of ideas at Stockholm University, and Per Isreaelson recently defended his thesis on the media ecologies of fantastic in literary history. We expect lots of fun, sharp and lively discussion as well as new initiatives to spring from their involvement as editors of the journal. Enjoy Sensorium Journal 2!

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Christianity was the religion of spirit (and freedom), and critiqued Islam as a religion of flesh (and slavery); later, Christianity was the religion of reason, and critiqued Islam as the religion of fideism; later still, Christianity was the religion of the critique of religion, and critiqued Islam as the most atavistic of religions. Even now, when the West has critiqued its own Chris- tianity enough to be properly secular (because free, rational, and critical), it continues to critique Islam for being not secular enough. In contrast to Christianity or post-Christian secularism, then, and despite their best ef- forts, Islam does not know (has not learned from) critique. This sentiment is articulated at multiple registers, academic and popular and governmen- tal: Muslims are fanatical about their repressive law; they interpret things too literally; Muslims do not read their own revelation critically, let alone literature or cartoons; their sartorial practices are unreasonable; the gates of ijtihād closed in 900CE; Ghazali killed free inquiry in Islam… Such claims are ubiquitous enough to be unremarkable, and have political traction among liberals and conservatives alike. “The equation of Islam with the ab- sence of critique has a longer genealogy in Western thought,” Irfan Ahmad writes in this book, “which runs almost concurrently with Europe’s colonial expansion” (8). Luther and Renan figure in that history, as more recently do Huntington and Gellner and Rushdie and Manji.Meanwhile in the last decade an interdisciplinary conversation about the stakes, limits, complicities, and possibilities of critique has developed in the anglophone academy, a conversation of which touchstones include the polemical exchange between Saba Mahmood and Stathis Gourgouris (2008); the co-authored volume Is Critique Secular? (2009), by Talal Asad, Wendy Brown, Judith Butler, and Mahmood; journal special issues dedi- cated to the question (e.g. boundary 2 40, no. 1 [2013]); and Gourgouris’s Lessons in Secular Criticism (2013), among others. At the same time, the discipline of religious studies remains trapped in an argument over the lim- its of normative analysis and the possibility of critical knowledge.Religion as Critique: Islamic Critical Thinking from Mecca to the Mar- ketplace seeks to turn these debates on their head. Is critique secular? Decidedly not—but understanding why that is, for Ahmad, requires revising our understanding of critique itself. Instead of the object of critique, reli- gion here emerges as an agent of critique. By this account, God himself is the source of critique, and the prophets and their heirs are “critics par ex- cellence” (xiv). The book is divided into two parts bookended by a prologue and epilogue. “Formulation” comprises three chapters levying the shape of the argument. “Illustration” comprises three chapters taking up the case study of the South Asian reformer Abul-A‘la Maududi and his critics (es- pecially regarding his views on the state and on women) as well as a fourth chapter that seeks to locate critique in the space of the everyday. There are four theses to Ahmad’s argument, none of them radically original on their own but newly assembled. As spelled out in the first chap- ter (“Introduction”), the first thesis holds that the Enlightenment reconfig- uration of Christianity was in fact an ethnic project by which “Europe/the West constituted its identity in the name of reason and universalism against a series of others,” among them Islam (14). The second thesis is that no crit- ic judges by reason alone. Rather, critique is always situated, directed, and formed: it requires presuppositions and a given mode to be effective (17). The third thesis is that the Islamic tradition of critique stipulates the com- plementarity of intellect (‘aql, dimāgh) and heart (qalb, dil); this is a holistic anthropology, not a dualistic one. The fourth thesis is that critique should not be understood as the exclusive purview of intellectuals (especially when arguing about literature) or as simply a theoretical exercise. Instead, cri- tique should be approached as part of life, practiced by the literate and the illiterate alike (18).The second chapter, “Critique: Western and/or Islamic,” focuses on the first of these theses. The Enlightenment immunized the West from critique while subjecting the Rest to critique. An “anthropology of philosophy” approach can treat Kant’s transcendental idealism as a social practice and in doing so discover that philosophy is “not entirely independent” from ethnicity (37). The certainty offered by the Enlightenment project can thus be read as “a project of security with boundaries.” Ahmad briefly consid- ers the place of Islam across certain of Kant’s writings and the work of the French philosophes; he reads their efforts to “secure knowledge of humani- ty” to foreclose the possibility of “knowledge from humanity” (42), namely Europe’s others. Meanwhile, ethnographic approaches to Muslim debates shy away from according them the status of critique, but in so doing they only maintain the opposition between Western reason and Islamic unrea- son. In contrast to this view (from Kant through Foucault), Ahmad would rather locate the point of critical rupture with the past in the axial age (800-200BCE), which would include the line of prophets who reformed (critiqued) their societies for having fallen into corruption and paganism. This alternative account demonstrates that “critical inquiry presupposes a tradition,” that is, that effective critique is always immanent (58). The third chapter, “The Modes: Another Genealogy of Critique,” con- tests the reigning historiography of “critique” (tanqīd/naqd) in South Asia that restricts it to secular literary criticism. Critique (like philosophy and democracy) was not simply founded in Grecian antiquity and inherited by Europe: Ahmad “liberates” critique from its Western pedigree and so allows for his alternative genealogy, as constructed for instance through readings of Ghalib. The remainder of the chapter draws on the work of Maududi and his critics to present the mission of the prophets as critiquing to reform (iṣlāḥ) their societies. This mandate remains effective today, and Maududi and his critics articulate a typology of acceptable (tanqīd) and unacceptable (ta‘īb, tanqīṣ, tazhīk, takfīr, etc.) critiques in which the style of critique must be considered alongside its object and telos. Religion as Critique oscillates between sweeping literature reviews and close readings. Readers may find the former dizzying, especially when they lose in depth what they gain in breadth (for example, ten pages at hand from chapter 2 cite 44 different authors, some of whom are summarizing or contesting the work of a dozen other figures named but not cited di- rectly). Likewise there are moments when Ahmad’s own dogged critiques may read as tendentious. The political purchase of this book should not be understated, though the fact that Muslims criticize themselves and others should come as no surprise. Yet it is chapters 4–6 (on Maududi and his critics) which substantiate the analytic ambition of the book. They are the most developed chapters of the book and detail a set of emerging debates with a fine-grained approach sometimes found wanting elsewhere (espe- cially in the final chapter). They show how Islam as a discursive tradition is constituted through critique, and perhaps always has been: for against the disciplinary proclivities of anthropologists (who tend to emphasize discon- tinuity and rupture, allowing them to discover the modern invention of traditions), Ahmad insists on an epistemic connection among precolonial and postcolonial Islam. This connection is evident in how the theme of rupture/continuity is itself a historical topos of “Islamic critical thinking.” Chapter 4 (“The Message: A Critical Enterprise”) approaches Maududi (d. 1979) as a substantial political thinker, not simply the fundamentalist ideologue he is often considered to be. Reading across Maududi’s oeuvre, Ahmad gleans a political-economic critique of colonial-capitalist exploita- tion (95), a keen awareness of the limits of majoritarian democracy, and a warning about the dispossessive effects of minoritization. Maududi’s Isla- mism (“theodemocracy”), then, has to be understood within his broader project of the revival of religion to which tanqīd (“critique”), tajdīd (“re- newal”), and ijtihād (“understanding Islam’s universal principles to de- termine change”) were central (103). He found partial historical models for such renewal in ‘Umar b. ‘Abd al-‘Aziz, Ghazali, Ibn Taymiyya, Ahmad Sirhindi, and Shah Wali Ullah. A key element of this critique is that it does not aim to usher in a different future. Instead it inhabits a more complicated temporality: it clarifies what is already the case, as rooted in the primordial nature of humans (fiṭra), and in so doing aligns the human with the order of creation. This project entails the critique and rejection of false gods, in- cluding communism, fascism, national socialism, and capitalism (117). Chapter 5 (“The State: (In)dispensible, Desirable, Revisable?”) weaves together ethnographic and textual accounts of Maududi’s critics and de- fenders on the question of the state (the famous argument for “divine sov- ereignty”). In doing so the chapter demonstrates how the work of critique is undertaken in this Islamic tradition, where, Ahmad writes, “critique is connected to a form of life the full meaning of which is inseparable from death” (122). (This also means that at stake in critique is also the style and principles of critique.) The critics surveyed in this chapter include Manzur Nomani, Vahiduddin Khan, Abul Hasan Ali Nadvi, Amir Usmani, Sadrud- din Islahi, Akram Zurti, Rahmat Bedar, Naqi Rahman, Ijaz Akbar, and others, figures of varying renown but all of whom closely engaged, defend- ed, and contested Maududi’s work and legacy in the state politics of his Jamaat-e Islami. Chapter 6 (“The Difference: Women and In/equality”) shows how Maududi’s followers critique the “neopatriarchate” he proposes. Through such critique, Ahmad also seeks to affirm the legitimacy of a “nonpatri- archal reading of Islam” (156). If Maududi himself regarded the ḥarem as “the mightiest fortress of Islamic culture” (159)—a position which Ahmad notes is “enmeshed in the logic of colonial hegemony”—he also desired that women “form their own associations and unbiasedly critique the govern- ment” (163). Maududi’s work and legacy is thus both “disabling” and “en- abling” for women at the same time, as is borne out by tracing the critiques it subsequently faced (including by those sympathetic to his broader proj- ect). The (male) critics surveyed here include Akram Zurti, Sultan Ahmad Islahi, Abdurrahman Alkaf, and Mohammad Akram Nadwi, who seriously engaged the Quran and hadith to question Maududi’s “neopatriarchate.” They critiqued his views (e.g. that women were naturally inferior to men, or that they were unfit for political office) through alternative readings of Islamic history and theology. Chapter 7 (“The Mundane: Critique as Social-Cultural Practice”) seeks to locate critique at “the center of life for everyone, including ordinary sub- jects with no educational degrees” (179). Ahmad writes at length about Khan Abdul Ghaffar Khan (d. 1988), the anticolonial activist who led a massive movement against colonial domination, and whose following faced British brutality with nonviolence. The Khudai Khidmatgār movement he built was “a movement of critique” (195), Ahmad writes, composed of or- dinary men and women, peasants and the unlettered. The brief remainder of the chapter suggests that the proverbs which punctuate everyday life (for example, in the trope of the greedy mullah) also act as critiques. By the end of Religion as Critique it is difficult not to see critique na- scent in every declaration or action. This deflates the analytic power of the term—but perhaps that is one unstated aim of the project, to reveal critique as simply a part of life. Certainly the book displaces the exceptional West- ern claim to critique. Yet this trope of exposure—anthropology as cultural critique, the ethnographer’s gaze turned inward—also raises questions of its own. In this case, the paradigmatic account of critique (Western, sec- ular) has been exposed as actually being provincial. But the means of this exposure have not come from the alternative tradition of critique Ahmad elaborates. That is, Ahmad is not himself articulating an Islamic critique of Western critique. (Maududi serves as an “illustration” of Ahmad’s ar- gument; Maududi does not provide the argument itself.) In the first chap- ters (“Formulation”) he cites a wide literature that practices historicism, genealogy, archeology, and deconstruction in order to temper the universal claims of Western supremacists. The status of these latter critical practices however is not explored, as to whether they are in themselves sufficient to provincialize or at least de-weaponize Western critique. Put more directly: is there is a third language (of political anthropology, for example) by which Ahmad analytically mediates the encounter between rival traditions of cri- tique? And if there is such a language, and if it is historically, structurally, and institutionally related to one of the critical traditions it is mediating, then what is the status of the non-Western “illustration”? The aim of this revision of critique, Ahmad writes, is “genuinely dem- ocratic dialogue with different traditions” (xii). As much is signalled in its citational practices, which (for example) reference Talal Asad and Viveiros de Castro together in calling for “robust comparison” (14) between West- ern and Islamic notions of critique, and reference Maududi and Koselleck together in interpreting critique to be about judgment (203). No matter that Asad and de Castro or Maududi and Koselleck mean different things when using the same words; these citations express Ahmad’s commitment to a dialogic (rather than dialectical) mode in engaging differences. Yet because Ahmad does not himself explore what is variously entailed by “comparison” or “judgment” in these moments, such citations remain as- sertions gesturing to a dialogue to come. In this sense Religion as Critique is a thoroughly optimistic book. Whether such optimism is warranted might call for a third part to follow “Formulation” and “Illustration”: “Reckoning.” Basit Kareem IqbalPhD candidate, Department of Anthropologyand Program in Critical TheoryUniversity of California, Berkeley

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through bwebwenato, a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves. Introduction As noted in the call for papers within the Waikato Journal of Education (WJE) for this special issue, bodies of knowledge and histories in Oceania have long sustained generations across geographic boundaries to ensure cultural survival. For Marshallese people, we cannot really know ourselves “until we know how we came to be where we are today” (Walsh, Heine, Bigler & Stege, 2012). Jitdam Kapeel is a popular Marshallese concept and ideal associated with inquiring into relationships within the family and community. In a similar way, the practice of relating is about connecting the present and future to the past. Education and leadership partnerships are linked and we look back to the past, our history, to make sense and feel inspired to transform practices that will benefit our people. In this paper and in light of our next generation, we reconnect with our navigation stories to inspire and empower education and leadership. Kanne lobal is part of our navigation stories, a conceptual framework centred on cultural practices, values, and concepts that embrace collective partnerships. Our link to this talanoa vā with others in the special issue is to attempt to make sense of connections given the global COVID-19 context by providing a Marshallese approach to address the physical and relational “distance” between education and leadership partnerships in Oceania. Like the majority of developing small island nations in Oceania, the Republic of the Marshall Islands (RMI) has had its share of educational challenges through colonial legacies of the past which continues to drive education systems in the region (Heine, 2002). The historical administration and education in the RMI is one of colonisation. Successive administrations by the Spanish, German, Japanese, and now the US, has resulted in education and learning that privileges western knowledge and forms of learning. This paper foregrounds understandings of education and learning as told by the voices of elementary school leaders from the RMI. The move to re-think education and leadership from Marshallese perspectives is an act of shifting the focus of bwebwenato or conversations that centres on Marshallese language and worldviews. The concept of jelalokjen was conceptualised as traditional education framed mainly within the community context. In the past, jelalokjen was practiced and transmitted to the younger generation for cultural continuity. During the arrival of colonial administrations into the RMI, jelalokjen was likened to the western notions of education and schooling (Kupferman, 2004). Today, the primary function of jelalokjen, as traditional and formal education, it is for “survival in a hostile [and challenging] environment” (Kupferman, 2004, p. 43). Because western approaches to learning in the RMI have not always resulted in positive outcomes for those engaged within the education system, as school leaders who value our cultural knowledge and practices, and aspire to maintain our language with the next generation, we turn to Kanne Lobal, a practice embedded in our navigation stories, collective aspirations, and leadership. The significance in the development of Kanne Lobal, as an appropriate framework for education and leadership, resulted in us coming together and working together. Not only were we able to share our leadership concerns, however, the engagement strengthened our connections with each other as school leaders, our communities, and the Public Schooling System (PSS). Prior to that, many of us were in competition for resources. Educational Leadership: IQBE and GCSL Leadership is a valued practice in the RMI. Before the IQBE programme started in 2018, the majority of the school leaders on the main island of Majuro had not engaged in collaborative partnerships with each other before. Our main educational purpose was to achieve accreditation from the Western Association of Schools and Colleges (WASC), an accreditation commission for schools in the United States. The WASC accreditation dictated our work and relationships and many school leaders on Majuro felt the pressure of competition against each other. We, the authors in this paper, share our collective bwebwenato, highlighting our school leadership experiences and how we gained strength from our own ancestral knowledge to empower “us”, to collaborate with each other, our teachers, communities, as well as with PSS; a collaborative partnership we had not realised in the past. The paucity of literature that captures Kajin Majol (Marshallese language) and education in general in the RMI is what we intend to fill by sharing our reflections and experiences. To move our educational practices forward we highlight Kanne Lobal, a cultural approach that focuses on our strengths, collective social responsibilities and wellbeing. For a long time, there was no formal training in place for elementary school leaders. School principals and vice principals were appointed primarily on their academic merit through having an undergraduate qualification. As part of the first cohort of fifteen school leaders, we engaged in the professional training programme, the Graduate Certificate in School Leadership (GCSL), refitted to our context after its initial development in the Solomon Islands. GCSL was coordinated by the Institute of Education (IOE) at the University of the South Pacific (USP). GCSL was seen as a relevant and appropriate training programme for school leaders in the RMI as part of an Asia Development Bank (ADB) funded programme which aimed at “Improving Quality Basic Education” (IQBE) in parts of the northern Pacific. GCSL was managed on Majuro, RMI’s main island, by the director at the time Dr Irene Taafaki, coordinator Yolanda McKay, and administrators at the University of the South Pacific’s (USP) RMI campus. Through the provision of GCSL, as school leaders we were encouraged to re-think and draw-from our own cultural repository and connect to our ancestral knowledge that have always provided strength for us. This kind of thinking and practice was encouraged by our educational leaders (Heine, 2002). We argue that a culturally-affirming and culturally-contextual framework that reflects the lived experiences of Marshallese people is much needed and enables the disruption of inherent colonial processes left behind by Western and Eastern administrations which have influenced our education system in the RMI (Heine, 2002). Kanne Lobal, an approach utilising a traditional navigation has warranted its need to provide solutions for today’s educational challenges for us in the RMI. Education in the Pacific Education in the Pacific cannot be understood without contextualising it in its history and culture. It is the same for us in the RMI (Heine, 2002; Walsh et al., 2012). The RMI is located in the Pacific Ocean and is part of Micronesia. It was named after a British captain, John Marshall in the 1700s. The atolls in the RMI were explored by the Spanish in the 16th century. Germany unsuccessfully attempted to colonize the islands in 1885. Japan took control in 1914, but after several battles during World War II, the US seized the RMI from them. In 1947, the United Nations made the island group, along with the Mariana and Caroline archipelagos, a U.S. trust territory (Walsh et al, 2012). Education in the RMI reflects the colonial administrations of Germany, Japan, and now the US. Before the turn of the century, formal education in the Pacific reflected western values, practices, and standards. Prior to that, education was informal and not binded to formal learning institutions (Thaman, 1997) and oral traditions was used as the medium for transmitting learning about customs and practices living with parents, grandparents, great grandparents. As alluded to by Jiba B. Kabua (2004), any “discussion about education is necessarily a discussion of culture, and any policy on education is also a policy of culture” (p. 181). It is impossible to promote one without the other, and it is not logical to understand one without the other. Re-thinking how education should look like, the pedagogical strategies that are relevant in our classrooms, the ways to engage with our parents and communities - such re-thinking sits within our cultural approaches and frameworks. Our collective attempts to provide a cultural framework that is relevant and appropriate for education in our context, sits within the political endeavour to decolonize. This means that what we are providing will not only be useful, but it can be used as a tool to question and identify whether things in place restrict and prevent our culture or whether they promote and foreground cultural ideas and concepts, a significant discussion of culture linked to education (Kabua, 2004). Donor funded development aid programmes were provided to support the challenges within education systems. Concerned with the persistent low educational outcomes of Pacific students, despite the prevalence of aid programmes in the region, in 2000 Pacific educators and leaders with support from New Zealand Aid (NZ Aid) decided to intervene (Heine, 2002; Taufe’ulungaki, 2014). In April 2001, a group of Pacific educators and leaders across the region were invited to a colloquium funded by the New Zealand Overseas Development Agency held in Suva Fiji at the University of the South Pacific. The main purpose of the colloquium was to enable “Pacific educators to re-think the values, assumptions and beliefs underlying [formal] schooling in Oceania” (Benson, 2002). Leadership, in general, is a valued practice in the RMI (Heine, 2002). Despite education leadership being identified as a significant factor in school improvement (Sanga & Chu, 2009), the limited formal training opportunities of school principals in the region was a persistent concern. As part of an Asia Development Bank (ADB) funded project, the Improve Quality Basic Education (IQBE) intervention was developed and implemented in the RMI in 2017. Mentoring is a process associated with the continuity and sustainability of leadership knowledge and practices (Sanga & Chu, 2009). It is a key aspect of building capacity and capabilities within human resources in education (ibid). Indigenous knowledges and education research According to Hilda Heine, the relationship between education and leadership is about understanding Marshallese history and culture (cited in Walsh et al., 2012). It is about sharing indigenous knowledge and histories that “details for future generations a story of survival and resilience and the pride we possess as a people” (Heine, cited in Walsh et al., 2012, p. v). This paper is fuelled by postcolonial aspirations yet is grounded in Pacific indigenous research. This means that our intentions are driven by postcolonial pursuits and discourses linked to challenging the colonial systems and schooling in the Pacific region that privileges western knowledge and learning and marginalises the education practices and processes of local people (Thiong’o, 1986). A point of difference and orientation from postcolonialism is a desire to foreground indigenous Pacific language, specifically Majin Majol, through Marshallese concepts. Our collective bwebwenato and conversation honours and values kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness) (Taafaki & Fowler, 2019). Pacific leaders developed the Rethinking Pacific Education Initiative for and by Pacific People (RPEIPP) in 2002 to take control of the ways in which education research was conducted by donor funded organisations (Taufe’ulungaki, 2014). Our former president, Dr Hilda Heine was part of the group of leaders who sought to counter the ways in which our educational and leadership stories were controlled and told by non-Marshallese (Heine, 2002). As a former minister of education in the RMI, Hilda Heine continues to inspire and encourage the next generation of educators, school leaders, and researchers to re-think and de-construct the way learning and education is conceptualised for Marshallese people. The conceptualisation of Kanne Lobal acknowledges its origin, grounded in Marshallese navigation knowledge and practice. Our decision to unpack and deconstruct Kanne Lobal within the context of formal education and leadership responds to the need to not only draw from indigenous Marshallese ideas and practice but to consider that the next generation will continue to be educated using western processes and initiatives particularly from the US where we get a lot of our funding from. According to indigenous researchers Dawn Bessarab and Bridget Ng’andu (2010), doing research that considers “culturally appropriate processes to engage with indigenous groups and individuals is particularly pertinent in today’s research environment” (p. 37). Pacific indigenous educators and researchers have turned to their own ancestral knowledge and practices for inspiration and empowerment. Within western research contexts, the often stringent ideals and processes are not always encouraging of indigenous methods and practices. However, many were able to ground and articulate their use of indigenous methods as being relevant and appropriate to capturing the realities of their communities (Nabobo-Baba, 2008; Sualii-Sauni & Fulu-Aiolupotea, 2014; Thaman, 1997). At the same time, utilising Pacific indigenous methods and approaches enabled research engagement with their communities that honoured and respected them and their communities. For example, Tongan, Samoan, and Fijian researchers used the talanoa method as a way to capture the stories, lived realities, and worldviews of their communities within education in the diaspora (Fa’avae, Jones, & Manu’atu, 2016; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014; Vaioleti, 2005). Tok stori was used by Solomon Islander educators and school leaders to highlight the unique circles of conversational practice and storytelling that leads to more positive engagement with their community members, capturing rich and meaningful narratives as a result (Sanga & Houma, 2004). The Indigenous Aborigine in Australia utilise yarning as a “relaxed discussion through which both the researcher and participant journey together visiting places and topics of interest relevant” (Bessarab & Ng’andu, 2010, p. 38). Despite the diverse forms of discussions and storytelling by indigenous peoples, of significance are the cultural protocols, ethics, and language for conducting and guiding the engagement (Bessarab & Ng’andu, 2010; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014). Through the ethics, values, protocols, and language, these are what makes indigenous methods or frameworks unique compared to western methods like in-depth interviews or semi-structured interviews. This is why it is important for us as Marshallese educators to frame, ground, and articulate how our own methods and frameworks of learning could be realised in western education (Heine, 2002; Jetnil-Kijiner, 2014). In this paper, we utilise bwebwenato as an appropriate method linked to “talk story”, capturing our collective stories and experiences during GCSL and how we sought to build partnerships and collaboration with each other, our communities, and the PSS. Bwebwenato and drawing from Kajin Majel Legends and stories that reflect Marshallese society and its cultural values have survived through our oral traditions. The practice of weaving also holds knowledge about our “valuable and earliest sources of knowledge” (Taafaki & Fowler, 2019, p. 2). The skilful navigation of Marshallese wayfarers on the walap (large canoes) in the ocean is testament of their leadership and the value they place on ensuring the survival and continuity of Marshallese people (Taafaki & Fowler, 2019; Walsh et al., 2012). During her graduate study in 2014, Kathy Jetnil-Kijiner conceptualised bwebwenato as being the most “well-known form of Marshallese orality” (p. 38). The Marshallese-English dictionary defined bwebwenato as talk, conversation, story, history, article, episode, lore, myth, or tale (cited in Jetnil Kijiner, 2014). Three years later in 2017, bwebwenato was utilised in a doctoral project by Natalie Nimmer as a research method to gather “talk stories” about the experiences of 10 Marshallese experts in knowledge and skills ranging from sewing to linguistics, canoe-making and business. Our collective bwebwenato in this paper centres on Marshallese ideas and language. The philosophy of Marshallese knowledge is rooted in our “Kajin Majel”, or Marshallese language and is shared and transmitted through our oral traditions. For instance, through our historical stories and myths. Marshallese philosophy, that is, the knowledge systems inherent in our beliefs, values, customs, and practices are shared. They are inherently relational, meaning that knowledge systems and philosophies within our world are connected, in mind, body, and spirit (Jetnil-Kijiner, 2014; Nimmer, 2017). Although some Marshallese believe that our knowledge is disappearing as more and more elders pass away, it is therefore important work together, and learn from each other about the knowledges shared not only by the living but through their lamentations and stories of those who are no longer with us (Jetnil-Kijiner, 2014). As a Marshallese practice, weaving has been passed-down from generation to generation. Although the art of weaving is no longer as common as it used to be, the artefacts such as the “jaki-ed” (clothing mats) continue to embody significant Marshallese values and traditions. For our weavers, the jouj (check spelling) is the centre of the mat and it is where the weaving starts. When the jouj is correct and weaved well, the remainder and every other part of the mat will be right. The jouj is symbolic of the “heart” and if the heart is prepared well, trained well, then life or all other parts of the body will be well (Taafaki & Fowler, 2019). In that light, we have applied the same to this paper. Conceptualising and drawing from cultural practices that are close and dear to our hearts embodies a significant ontological attempt to prioritize our own knowledge and language, a sense of endearment to who we are and what we believe education to be like for us and the next generation. The application of the phrase “Majolizing '' was used by the Ministry of Education when Hilda Heine was minister, to weave cultural ideas and language into the way that teachers understand the curriculum, develop lesson plans and execute them in the classroom. Despite this, there were still concerns with the embedded colonized practices where teachers defaulted to eurocentric methods of doing things, like the strategies provided in the textbooks given to us. In some ways, our education was slow to adjust to the “Majolizing '' intention by our former minister. In this paper, we provide Kanne Lobal as a way to contribute to the “Majolizing intention” and perhaps speed up yet still be collectively responsible to all involved in education. Kajin Wa and Kanne Lobal “Wa” is the Marshallese concept for canoe. Kajin wa, as in canoe language, has a lot of symbolic meaning linked to deeply-held Marshallese values and practices. The canoe was the foundational practice that supported the livelihood of harsh atoll island living which reflects the Marshallese social world. The experts of Kajin wa often refer to “wa” as being the vessel of life, a means and source of sustaining life (Kelen, 2009, cited in Miller, 2010). “Jouj” means kindness and is the lower part of the main hull of the canoe. It is often referred to by some canoe builders in the RMI as the heart of the canoe and is linked to love. The jouj is one of the first parts of the canoe that is built and is “used to do all other measurements, and then the rest of the canoe is built on top of it” (Miller, 2010, p. 67). The significance of the jouj is that when the canoe is in the water, the jouj is the part of the hull that is underwater and ensures that all the cargo and passengers are safe. For Marshallese, jouj or kindness is what living is about and is associated with selflessly carrying the responsibility of keeping the family and community safe. The parts of the canoe reflect Marshallese culture, legend, family, lineage, and kinship. They embody social responsibilities that guide, direct, and sustain Marshallese families’ wellbeing, from atoll to atoll. For example, the rojak (boom), rojak maan (upper boom), rojak kōrā (lower boom), and they support the edges of the ujelā/ujele (sail) (see figure 1). The literal meaning of rojak maan is male boom and rojak kōrā means female boom which together strengthens the sail and ensures the canoe propels forward in a strong yet safe way. Figuratively, the rojak maan and rojak kōrā symbolise the mother and father relationship which when strong, through the jouj (kindness and love), it can strengthen families and sustain them into the future. Figure 1. Parts of the canoe Source: https://www.canoesmarshallislands.com/2014/09/names-of-canoe-parts/ From a socio-cultural, communal, and leadership view, the canoe (wa) provides understanding of the relationships required to inspire and sustain Marshallese peoples’ education and learning. We draw from Kajin wa because they provide cultural ideas and practices that enable understanding of education and leadership necessary for sustaining Marshallese people and realities in Oceania. When building a canoe, the women are tasked with the weaving of the ujelā/ujele (sail) and to ensure that it is strong enough to withstand long journeys and the fierce winds and waters of the ocean. The Kanne Lobal relates to the front part of the ujelā/ujele (sail) where the rojak maan and rojak kōrā meet and connect (see the red lines in figure 1). Kanne Lobal is linked to the strategic use of the ujelā/ujele by navigators, when there is no wind north wind to propel them forward, to find ways to capture the winds so that their journey can continue. As a proverbial saying, Kanne Lobal is used to ignite thinking and inspire and transform practice particularly when the journey is rough and tough. In this paper we draw from Kanne Lobal to ignite, inspire, and transform our educational and leadership practices, a move to explore what has always been meaningful to Marshallese people when we are faced with challenges. The Kanne Lobal utilises our language, and cultural practices and values by sourcing from the concepts of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). A key Marshallese proverb, “Enra bwe jen lale rara”, is the cultural practice where families enact compassion through the sharing of food in all occurrences. The term “enra” is a small basket weaved from the coconut leaves, and often used by Marshallese as a plate to share and distribute food amongst each other. Bwe-jen-lale-rara is about noticing and providing for the needs of others, and “enra” the basket will help support and provide for all that are in need. “Enra-bwe-jen-lale-rara” is symbolic of cultural exchange and reciprocity and the cultural values associated with building and maintaining relationships, and constantly honouring each other. As a Marshallese practice, in this article we share our understanding and knowledge about the challenges as well as possible solutions for education concerns in our nation. In addition, we highlight another proverb, “wa kuk wa jimor”, which relates to having one canoe, and despite its capacity to feed and provide for the individual, but within the canoe all people can benefit from what it can provide. In the same way, we provide in this paper a cultural framework that will enable all educators to benefit from. It is a framework that is far-reaching and relevant to the lived realities of Marshallese people today. Kumit relates to people united to build strength, all co-operating and working together, living in peace, harmony, and good health. Kanne Lobal: conceptual framework for education and leadership An education framework is a conceptual structure that can be used to capture ideas and thinking related to aspects of learning. Kanne Lobal is conceptualised and framed in this paper as an educational framework. Kanne Lobal highlights the significance of education as a collective partnership whereby leadership is an important aspect. Kanne Lobal draws-from indigenous Marshallese concepts like kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness, heart). The role of a leader, including an education leader, is to prioritise collective learning and partnerships that benefits Marshallese people and the continuity and survival of the next generation (Heine, 2002; Thaman, 1995). As described by Ejnar Aerōk, an expert canoe builder in the RMI, he stated: “jerbal ippān doon bwe en maron maan wa e” (cited in Miller, 2010, p. 69). His description emphasises the significance of partnerships and working together when navigating and journeying together in order to move the canoe forward. The kubaak, the outrigger of the wa (canoe) is about “partnerships”. For us as elementary school leaders on Majuro, kubaak encourages us to value collaborative partnerships with each other as well as our communities, PSS, and other stakeholders. Partnerships is an important part of the Kanne Lobal education and leadership framework. It requires ongoing bwebwenato – the inspiring as well as confronting and challenging conversations that should be mediated and negotiated if we and our education stakeholders are to journey together to ensure that the educational services we provide benefits our next generation of young people in the RMI. Navigating ahead the partnerships, mediation, and negotiation are the core values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). As an organic conceptual framework grounded in indigenous values, inspired through our lived experiences, Kanne Lobal provides ideas and concepts for re-thinking education and leadership practices that are conducive to learning and teaching in the schooling context in the RMI. By no means does it provide the solution to the education ills in our nation. However, we argue that Kanne Lobal is a more relevant approach which is much needed for the negatively stigmatised system as a consequence of the various colonial administrations that have and continue to shape and reframe our ideas about what education should be like for us in the RMI. Moreover, Kannel Lobal is our attempt to decolonize the framing of education and leadership, moving our bwebwenato to re-framing conversations of teaching and learning so that our cultural knowledge and values are foregrounded, appreciated, and realised within our education system. Bwebwenato: sharing our stories In this section, we use bwebwenato as a method of gathering and capturing our stories as data. Below we capture our stories and ongoing conversations about the richness in Marshallese cultural knowledge in the outer islands and on Majuro and the potentialities in Kanne Lobal. Danny Jim When I was in third grade (9-10 years of age), during my grandfather’s speech in Arno, an atoll near Majuro, during a time when a wa (canoe) was being blessed and ready to put the canoe into the ocean. My grandfather told me the canoe was a blessing for the family. “Without a canoe, a family cannot provide for them”, he said. The canoe allows for travelling between places to gather food and other sources to provide for the family. My grandfather’s stories about people’s roles within the canoe reminded me that everyone within the family has a responsibility to each other. Our women, mothers and daughters too have a significant responsibility in the journey, in fact, they hold us, care for us, and given strength to their husbands, brothers, and sons. The wise man or elder sits in the middle of the canoe, directing the young man who help to steer. The young man, he does all the work, directed by the older man. They take advice and seek the wisdom of the elder. In front of the canoe, a young boy is placed there and because of his strong and youthful vision, he is able to help the elder as well as the young man on the canoe. The story can be linked to the roles that school leaders, teachers, and students have in schooling. Without each person knowing intricately their role and responsibility, the sight and vision ahead for the collective aspirations of the school and the community is difficult to comprehend. For me, the canoe is symbolic of our educational journey within our education system. As the school leader, a central, trusted, and respected figure in the school, they provide support for teachers who are at the helm, pedagogically striving to provide for their students. For without strong direction from the school leaders and teachers at the helm, the students, like the young boy, cannot foresee their futures, or envisage how education can benefit them. This is why Kanne Lobal is a significant framework for us in the Marshall Islands because within the practice we are able to take heed and empower each other so that all benefit from the process. Kanne Lobal is linked to our culture, an essential part of who we are. We must rely on our own local approaches, rather than relying on others that are not relevant to what we know and how we live in today’s society. One of the things I can tell is that in Majuro, compared to the outer islands, it’s different. In the outer islands, parents bring children together and tell them legends and stories. The elders tell them about the legends and stories – the bwebwenato. Children from outer islands know a lot more about Marshallese legends compared to children from the Majuro atoll. They usually stay close to their parents, observe how to prepare food and all types of Marshallese skills. Loretta Joseph Case There is little Western influence in the outer islands. They grow up learning their own culture with their parents, not having tv. They are closely knit, making their own food, learning to weave. They use fire for cooking food. They are more connected because there are few of them, doing their own culture. For example, if they’re building a house, the ladies will come together and make food to take to the males that are building the house, encouraging them to keep on working - “jemjem maal” (sharpening tools i.e. axe, like encouraging workers to empower them). It’s when they bring food and entertainment. Rubon Rubon Togetherness, work together, sharing of food, these are important practices as a school leader. Jemjem maal – the whole village works together, men working and the women encourage them with food and entertainment. All the young children are involved in all of the cultural practices, cultural transmission is consistently part of their everyday life. These are stronger in the outer islands. Kanne Lobal has the potential to provide solutions using our own knowledge and practices. Connie Joel When new teachers become a teacher, they learn more about their culture in teaching. Teaching raises the question, who are we? A popular saying amongst our people, “Aelon kein ad ej aelon in manit”, means that “Our islands are cultural islands”. Therefore, when we are teaching, and managing the school, we must do this culturally. When we live and breathe, we must do this culturally. There is more socialising with family and extended family. Respect the elderly. When they’re doing things the ladies all get together, in groups and do it. Cut the breadfruit, and preserve the breadfruit and pandanus. They come together and do it. Same as fishing, building houses, building canoes. They use and speak the language often spoken by the older people. There are words that people in the outer islands use and understand language regularly applied by the elderly. Respect elderly and leaders more i.e., chiefs (iroj), commoners (alap), and the workers on the land (ri-jerbal) (social layer under the commoners). All the kids, they gather with their families, and go and visit the chiefs and alap, and take gifts from their land, first produce/food from the plantation (eojōk). Tommy Almet The people are more connected to the culture in the outer islands because they help one another. They don’t have to always buy things by themselves, everyone contributes to the occasion. For instance, for birthdays, boys go fishing, others contribute and all share with everyone. Kanne Lobal is a practice that can bring people together – leaders, teachers, stakeholders. We want our colleagues to keep strong and work together to fix problems like students and teachers’ absenteeism which is a big problem for us in schools. Demetria Malachi The culture in the outer islands are more accessible and exposed to children. In Majuro, there is a mixedness of cultures and knowledges, influenced by Western thinking and practices. Kanne Lobal is an idea that can enhance quality educational purposes for the RMI. We, the school leaders who did GCSL, we want to merge and use this idea because it will help benefit students’ learning and teachers’ teaching. Kanne Lobal will help students to learn and teachers to teach though traditional skills and knowledge. We want to revitalize our ways of life through teaching because it is slowly fading away. Also, we want to have our own Marshallese learning process because it is in our own language making it easier to use and understand. Essentially, we want to proudly use our own ways of teaching from our ancestors showing the appreciation and blessings given to us. Way Forward To think of ways forward is about reflecting on the past and current learnings. Instead of a traditional discussion within a research publication, we have opted to continue our bwebwenato by sharing what we have learnt through the Graduate Certificate in School Leadership (GCSL) programme. Our bwebwenato does not end in this article and this opportunity to collaborate and partner together in this piece of writing has been a meaningful experience to conceptualise and unpack the Kanne Lobal framework. Our collaborative bwebwenato has enabled us to dig deep into our own wise knowledges for guidance through mediating and negotiating the challenges in education and leadership (Sanga & Houma, 2004). For example, bwe-jen-lale-rara reminds us to inquire, pay attention, and focus on supporting the needs of others. Through enra-bwe-jen-lale-rara, it reminds us to value cultural exchange and reciprocity which will strengthen the development and maintaining of relationships based on ways we continue to honour each other (Nimmer, 2017). We not only continue to support each other, but also help mentor the next generation of school leaders within our education system (Heine, 2002). Education and leadership are all about collaborative partnerships (Sanga & Chu, 2009; Thaman, 1997). Developing partnerships through the GCSL was useful learning for us. It encouraged us to work together, share knowledge, respect each other, and be kind. The values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity) are meaningful in being and becoming and educational leader in the RMI (Jetnil-Kijiner, 2014; Miller, 2010; Nimmer, 2017). These values are meaningful for us practice particularly given the drive by PSS for schools to become accredited. The workshops and meetings delivered during the GCSL in the RMI from 2018 to 2019 about Kanne Lobal has given us strength to share our stories and experiences from the meeting with the stakeholders. But before we met with the stakeholders, we were encouraged to share and speak in our language within our courses: EDP05 (Professional Development and Learning), EDP06 (School Leadership), EDP07 (School Management), EDP08 (Teaching and Learning), and EDP09 (Community Partnerships). In groups, we shared our presentations with our peers, the 15 school leaders in the GCSL programme. We also invited USP RMI staff. They liked the way we presented Kannel Lobal. They provided us with feedback, for example: how the use of the sail on the canoe, the parts and their functions can be conceptualised in education and how they are related to the way that we teach our own young people. Engaging stakeholders in the conceptualisation and design stages of Kanne Lobal strengthened our understanding of leadership and collaborative partnerships. Based on various meetings with the RMI Pacific Resources for Education and Learning (PREL) team, PSS general assembly, teachers from the outer islands, and the PSS executive committee, we were able to share and receive feedback on the Kanne Lobal framework. The coordinators of the PREL programme in the RMI were excited by the possibilities around using Kanne Lobal, as a way to teach culture in an inspirational way to Marshallese students. Our Marshallese knowledge, particularly through the proverbial meaning of Kanne Lobal provided so much inspiration and insight for the groups during the presentation which gave us hope and confidence to develop the framework. Kanne Lobal is an organic and indigenous approach, grounded in Marshallese ways of doing things (Heine, 2002; Taafaki & Fowler, 2019). Given the persistent presence of colonial processes within the education system and the constant reference to practices and initiatives from the US, Kanne Lobal for us provides a refreshing yet fulfilling experience and makes us feel warm inside because it is something that belongs to all Marshallese people. Conclusion Marshallese indigenous knowledge and practices provide meaningful educational and leadership understanding and learnings. They ignite, inspire, and transform thinking and practice. The Kanne Lobal conceptual framework emphasises key concepts and values necessary for collaborative partnerships within education and leadership practices in the RMI. The bwebwenato or talk stories have been insightful and have highlighted the strengths and benefits that our Marshallese ideas and practices possess when looking for appropriate and relevant ways to understand education and leadership. Acknowledgements We want to acknowledge our GCSL cohort of school leaders who have supported us in the development of Kanne Lobal as a conceptual framework. A huge kommol tata to our friends: Joana, Rosana, Loretta, Jellan, Alvin, Ellice, Rolando, Stephen, and Alan. References Benson, C. (2002). Preface. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (p. iv). Suva, Fiji: University of the South Pacific, Institute of Education. Bessarab, D., Ng’andu, B. (2010). Yarning about yarning as a legitimate method in indigenous research. International Journal of Critical Indigenous Studies, 3(1), 37-50. Fa’avae, D., Jones, A., & Manu’atu, L. (2016). Talanoa’i ‘a e talanoa - talking about talanoa: Some dilemmas of a novice researcher. AlterNative: An Indigenous Journal of Indigenous Peoples,12(2),138-150. Heine, H. C. (2002). A Marshall Islands perspective. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (pp. 84 – 90). Suva, Fiji: University of the South Pacific, Institute of Education. Infoplease Staff (2017, February 28). Marshall Islands, retrieved from https://www.infoplease.com/world/countries/marshall-islands Jetnil-Kijiner, K. (2014). Iep Jaltok: A history of Marshallese literature. (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Kabua, J. B. (2004). We are the land, the land is us: The moral responsibility of our education and sustainability. In A.L. Loeak, V.C. Kiluwe and L. Crowl (Eds.), Life in the Republic of the Marshall Islands, pp. 180 – 191. Suva, Fiji: University of the South Pacific. Kupferman, D. (2004). Jelalokjen in flux: Pitfalls and prospects of contextualising teacher training programmes in the Marshall Islands. Directions: Journal of Educational Studies, 26(1), 42 – 54. http://directions.usp.ac.fj/collect/direct/index/assoc/D1175062.dir/doc.pdf Miller, R. L. (2010). Wa kuk wa jimor: Outrigger canoes, social change, and modern life in the Marshall Islands (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Nabobo-Baba, U. (2008). Decolonising framings in Pacific research: Indigenous Fijian vanua research framework as an organic response. AlterNative: An Indigenous Journal of Indigenous Peoples, 4(2), 141-154. Nimmer, N. E. (2017). Documenting a Marshallese indigenous learning framework (Unpublished doctoral thesis). Honolulu, HW: University of Hawaii. Sanga, K., & Houma, S. (2004). Solomon Islands principalship: Roles perceived, performed, preferred, and expected. Directions: Journal of Educational Studies, 26(1), 55-69. Sanga, K., & Chu, C. (2009). Introduction. In K. Sanga & C. Chu (Eds.), Living and Leaving a Legacy of Hope: Stories by New Generation Pacific Leaders (pp. 10-12). NZ: He Parekereke & Victoria University of Wellington. Suaalii-Sauni, T., & Fulu-Aiolupotea, S. M. (2014). Decolonising Pacific research, building Pacific research communities, and developing Pacific research tools: The case of the talanoa and the faafaletui in Samoa. Asia Pacific Viewpoint, 55(3), 331-344. Taafaki, I., & Fowler, M. K. (2019). Clothing mats of the Marshall Islands: The history, the culture, and the weavers. US: Kindle Direct. Taufe’ulungaki, A. M. (2014). Look back to look forward: A reflective Pacific journey. In M. ‘Otunuku, U. Nabobo-Baba, S. Johansson Fua (Eds.), Of Waves, Winds, and Wonderful Things: A Decade of Rethinking Pacific Education (pp. 1-15). Fiji: USP Press. Thaman, K. H. (1995). Concepts of learning, knowledge and wisdom in Tonga, and their relevance to modern education. Prospects, 25(4), 723-733. Thaman, K. H. (1997). Reclaiming a place: Towards a Pacific concept of education for cultural development. The Journal of the Polynesian Society, 106(2), 119-130. Thiong’o, N. W. (1986). Decolonising the mind: The politics of language in African literature. Kenya: East African Educational Publishers. Vaioleti, T. (2006). Talanoa research methodology: A developing position on Pacific research. Waikato Journal of Education, 12, 21-34. Walsh, J. M., Heine, H. C., Bigler, C. M., & Stege, M. (2012). Etto nan raan kein: A Marshall Islands history (First Edition). China: Bess Press.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The article provides a review of the problems handled by historian of science Fernando Vidal and sociologist Francisco Ortega in their book Being Brains: Making the Cerebral Subject (Fordham University Press, 2017). They delve into the anthropological figure of the cerebral subject, a figure which depends upon on the thesis of a connection between the brain and the self (personality): the brain generates personality and defines its behavior. This thesis in a naturalized form is promoted by neuroscience as the cutting edge of research into human nature. At the same time, it has spread far beyond the precincts of science and is generating diverse practices and discourses that have a direct impact on the lives of individuals. Thus, scientific knowledge as the truth about human nature becomes the core of the technologies governing the self. Vidal and Ortega place the thesis about the connection between the brain and the personality in historical context and show that it appeared in the 17th century long before the birth of modern neuroscience and that it has its own history. Neuroscience has inherited it and adopted it as its own premise. The figure of the cerebral subject thus motivates the research into the brain, although it is not a result of it; but this does not negate the fact that its dissemination and entrenchment is due to the stream of scientific facts. On the basis of various materials and recent social research data, Vidal and Ortega trace the ideology of the cerebral subject, analyse the disciplines supporting it that were formed as a result the introduction of neuroscience into the human sciences, and discuss the theoretical and practical consequences of a neuro-essentialism that reduces the nature of a person to the brain. Although this idea has become part of common sense, Vidal and Ortega show that the cerebral subject coexists with other types of self and that individuals pragmatically resort to discourse about the brain only in particular situations.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Refereed publications (also known as peer-reviewed) are the currency of academia, yet many PhD theses in Australia result in only one or two such papers. Typically, a doctoral thesis requires the candidate to present (and pass) a public Confirmation Seminar, around nine to twelve months into candidacy, in which a panel of the candidate’s supervisors and invited experts adjudicate upon whether the work is likely to continue and ultimately succeed in the goal of a coherent and original contribution to knowledge. A Final Seminar, also public and sometimes involving the traditional viva voce or oral defence of the thesis, is presented two or three months before approval is given to send the 80,000 to 100,000 word tome off for external examination. And that soul-destroying or elation-releasing examiner’s verdict can be many months in the delivery: a limbo-like period during which the candidate’s status as a student is ended and her or his receipt of any scholarship or funding guerdon is terminated with perfunctory speed. This is the only time most students spend seriously writing up their research for publication although, naturally, many are more involved in job hunting as they pin their hopes on passing the thesis examination.There is, however, a slightly more palatable alternative to this nail-biting process of the traditional PhD, and that is the PhD by Published Papers (also known as PhD by Publications or PhD by Published Works). The form of my own soon-to-be-submitted thesis, it permits the submission for examination of a collection of papers that have been refereed and accepted (or are in the process of being refereed) for publication in academic journals or books. Apart from the obvious benefits in getting published early in one’s (hopefully) burgeoning academic career, it also takes away a lot of the stress come final submission time. After all, I try to assure myself, the thesis examiners can’t really discredit the process of double-blind, peer-review the bulk of the thesis has already undergone: their job is to examine how well I’ve unified the papers into a cohesive thesis … right? But perhaps they should at least be wary, because, unfortunately, the requirements for this kind of PhD vary considerably from institution to institution and there have been some cases where the submitted work is of questionable quality compared to that produced by graduates from more demanding universities. Hence, this paper argues that in my subject area of interest—film and television studies—there is a huge range in the set requirements for doctorates, from universities that award the degree to film artists for prior published work that has undergone little or no academic scrutiny and has involved little or no on-campus participation to at least three Australian universities that require candidates be enrolled for a minimum period of full-time study and only submit scholarly work generated and published (or submitted for publication) during candidature. I would also suggest that uncertainty about where a graduate’s work rests on this continuum risks confusing a hard-won PhD by Published Papers with the sometimes risible honorary doctorate. Let’s begin by dredging the depths of those murky, quasi-academic waters to examine the occasionally less-than-salubrious honorary doctorate. The conferring of this degree is generally a recognition of an individual’s body of (usually published) work but is often conferred for contributions to knowledge or society in general that are not even remotely academic. The honorary doctorate does not usually carry with it the right to use the title “Dr” (although many self-aggrandising recipients in the non-academic world flout this unwritten code of conduct, and, indeed, Monash University’s Monash Magazine had no hesitation in describing its 2008 recipient, musician, screenwriter, and art-school-dropout Nick Cave, as “Dr Cave” (O’Loughlin)). Some shady universities even offer such degrees for sale or ‘donation’ and thus do great damage to that institution’s credibility as well as to the credibility of the degree itself. Such overseas “diploma mills”—including Ashwood University, Belford University, Glendale University and Suffield University—are identified by their advertising of “Life Experience Degrees,” for which a curriculum vitae outlining the prospective graduand’s oeuvre is accepted on face value as long as their credit cards are not rejected. An aspiring screen auteur simply specifies film and television as their major and before you can shout “Cut!” there’s a degree in the mail. Most of these pseudo-universities are not based in Australia but are perfectly happy to confer their ‘titles’ to any well-heeled, vanity-driven Australians capable of completing the online form. Nevertheless, many academics fear a similarly disreputable marketplace might develop here, and Norfolk Island-based Greenwich University presents a particularly illuminating example. Previously empowered by an Act of Parliament consented to by Senator Ian Macdonald, the then Minister for Territories, this “university” had the legal right to confer honorary degrees from 1998. The Act was eventually overridden by legislation passed in 2002, after a concerted effort by the Australian Universities Quality Agency Ltd. and the Australian Vice-Chancellors’ Committee to force the accreditation requirements of the Australian Qualifications Framework upon the institution in question, thus preventing it from making degrees available for purchase over the Internet. Greenwich University did not seek re-approval and soon relocated to its original home of Hawaii (Brown). But even real universities flounder in similarly muddy waters when, unsolicited, they make dubious decisions to grant degrees to individuals they hold in high esteem. Although meaning well by not courting pecuniary gain, they nevertheless invite criticism over their choice of recipient for their honoris causa, despite the decision usually only being reached after a process of debate and discussion by university committees. Often people are rewarded, it seems, as much for their fame as for their achievements or publications. One such example of a celebrity who has had his onscreen renown recognised by an honorary doctorate is film and television actor/comedian Billy Connolly who was awarded an Honorary Doctor of Letters by The University of Glasgow in 2006, prompting Stuart Jeffries to complain that “something has gone terribly wrong in British academia” (Jeffries). Eileen McNamara also bemoans the levels to which some institutions will sink to in search of media attention and exposure, when she writes of St Andrews University in Scotland conferring an honorary doctorate to film actor and producer, Michael Douglas: “What was designed to acknowledge intellectual achievement has devolved into a publicity grab with universities competing for celebrity honorees” (McNamara). Fame as an actor (and the list gets even weirder when the scope of enquiry is widened beyond the field of film and television), seems to be an achievement worth recognising with an honorary doctorate, according to some universities, and this kind of discredit is best avoided by Australian institutions of higher learning if they are to maintain credibility. Certainly, universities down under would do well to follow elsewhere than in the footprints of Long Island University’s Southampton College. Perhaps the height of academic prostitution of parchments for the attention of mass media occurred when in 1996 this US school bestowed an Honorary Doctorate of Amphibious Letters upon that mop-like puppet of film and television fame known as the “muppet,” Kermit the Frog. Indeed, this polystyrene and cloth creation with an anonymous hand operating its mouth had its acceptance speech duly published (see “Kermit’s Acceptance Speech”) and the Long Island University’s Southampton College received much valuable press. After all, any publicity is good publicity. Or perhaps this furry frog’s honorary degree was a cynical stunt meant to highlight the ridiculousness of the practice? In 1986 a similar example, much closer to my own home, occurred when in anticipation and condemnation of the conferral of an honorary doctorate upon Prince Philip by Monash University in Melbourne, the “Members of the Monash Association of Students had earlier given a 21-month-old Chihuahua an honorary science degree” (Jeffries), effectively suggesting that the honorary doctorate is, in fact, a dog of a degree. On a more serious note, there have been honorary doctorates conferred upon far more worthy recipients in the field of film and television by some Australian universities. Indigenous film-maker Tracey Moffatt was awarded an honorary doctorate by Griffith University in November of 2004. Moffatt was a graduate of the Griffith University’s film school and had an excellent body of work including the films Night Cries: A Rural Tragedy (1990) and beDevil (1993). Acclaimed playwright and screenwriter David Williamson was presented with an Honorary Doctorate of Letters by The University of Queensland in December of 2004. His work had previously picked up four Australian Film Institute awards for best screenplay. An Honorary Doctorate of Visual and Performing Arts was given to film director Fred Schepisi AO by The University of Melbourne in May of 2006. His films had also been earlier recognised with Australian Film Institute awards as well as the Golden Globe Best Miniseries or Television Movie award for Empire Falls in 2006. Director George Miller was crowned with an Honorary Doctorate in Film from the Australian Film, Television, and Radio School in April 2007, although he already had a medical doctor’s testamur on his wall. In May of this year, filmmaker George Gittoes, a fine arts dropout from The University of Sydney, received an honorary doctorate by The University of New South Wales. His documentaries, Soundtrack to War (2005) and Rampage (2006), screened at the Sydney and Berlin film festivals, and he has been employed by the Australian Government as an official war artist. Interestingly, the high quality screen work recognised by these Australian universities may have earned the recipients ‘real’ PhDs had they sought the qualification. Many of these film artists could have just as easily submitted their work for the degree of PhD by Published Papers at several universities that accept prior work in lieu of an original exegesis, and where a film is equated with a book or journal article. But such universities still invite comparisons of their PhDs by Published Papers with honorary doctorates due to rather too-easy-to-meet criteria. The privately funded Bond University, for example, recommends a minimum full-time enrolment of just three months and certainly seems more lax in its regulations than other Antipodean institution: a healthy curriculum vitae and payment of the prescribed fee (currently AUD$24,500 per annum) are the only requirements. Restricting my enquiries once again to the field of my own research, film and television, I note that Dr. Ingo Petzke achieved his 2004 PhD by Published Works based upon films produced in Germany well before enrolling at Bond, contextualized within a discussion of the history of avant-garde film-making in that country. Might not a cynic enquire as to how this PhD significantly differs from an honorary doctorate? Although Petzke undoubtedly paid his fees and met all of Bond’s requirements for his thesis entitled Slow Motion: Thirty Years in Film, one cannot criticise that cynic for wondering if Petzke’s films are indeed equivalent to a collection of refereed papers. It should be noted that Bond is not alone when it comes to awarding candidates the PhD by Published Papers for work published or screened in the distant past. Although yet to grant it in the area of film or television, Swinburne University of Technology (SUT) is an institution that distinctly specifies its PhD by Publications is to be awarded for “research which has been carried out prior to admission to candidature” (8). Similarly, the Griffith Law School states: “The PhD (by publications) is awarded to established researchers who have an international reputation based on already published works” (1). It appears that Bond is no solitary voice in the academic wilderness, for SUT and the Griffith Law School also apparently consider the usual milestones of Confirmation and Final Seminars to be unnecessary if the so-called candidate is already well published. Like Bond, Griffith University (GU) is prepared to consider a collection of films to be equivalent to a number of refereed papers. Dr Ian Lang’s 2002 PhD (by Publication) thesis entitled Conditional Truths: Remapping Paths To Documentary ‘Independence’ contains not refereed, scholarly articles but the following videos: Wheels Across the Himalaya (1981); Yallambee, People of Hope (1986); This Is What I Call Living (1988); The Art of Place: Hanoi Brisbane Art Exchange (1995); and Millennium Shift: The Search for New World Art (1997). While this is a most impressive body of work, and is well unified by appropriate discussion within the thesis, the cynic who raised eyebrows at Petzke’s thesis might also be questioning this thesis: Dr Lang’s videos all preceded enrolment at GU and none have been refereed or acknowledged with major prizes. Certainly, the act of releasing a film for distribution has much in common with book publishing, but should these videos be considered to be on a par with academic papers published in, say, the prestigious and demanding journal Screen? While recognition at awards ceremonies might arguably correlate with peer review there is still the question as to how scholarly a film actually is. Of course, documentary films such as those in Lang’s thesis can be shown to be addressing gaps in the literature, as is the expectation of any research paper, but the onus remains on the author/film-maker to demonstrate this via a detailed contextual review and a well-written, erudite argument that unifies the works into a cohesive thesis. This Lang has done, to the extent that suspicious cynic might wonder why he chose not to present his work for a standard PhD award. Another issue unaddressed by most institutions is the possibility that the publications have been self-refereed or refereed by the candidate’s editorial colleagues in a case wherein the papers appear in a book the candidate has edited or co-edited. Dr Gillian Swanson’s 2004 GU thesis Towards a Cultural History of Private Life: Sexual Character, Consuming Practices and Cultural Knowledge, which addresses amongst many other cultural artefacts the film Lawrence of Arabia (David Lean 1962), has nine publications: five of which come from two books she co-edited, Nationalising Femininity: Culture, Sexuality and Cinema in Britain in World War Two, (Gledhill and Swanson 1996) and Deciphering Culture: Ordinary Curiosities and Subjective Narratives (Crisp et al 2000). While few would dispute the quality of Swanson’s work, the persistent cynic might wonder if these five papers really qualify as refereed publications. The tacit understanding of a refereed publication is that it is blind reviewed i.e. the contributor’s name is removed from the document. Such a system is used to prevent bias and favouritism but this level of anonymity might be absent when the contributor to a book is also one of the book’s editors. Of course, Dr Swanson probably took great care to distance herself from the refereeing process undertaken by her co-editors, but without an inbuilt check, allegations of cronyism from unfriendly cynics may well result. A related factor in making comparisons of different university’s PhDs by Published Papers is the requirements different universities have about the standard of the journal the paper is published in. It used to be a simple matter in Australia: the government’s Department of Education, Science and Training (DEST) held a Register of Refereed Journals. If your benefactor in disseminating your work was on the list, your publications were of near-unquestionable quality. Not any more: DEST will no longer accept nominations for listing on the Register and will not undertake to rule on whether a particular journal article meets the HERDC [Higher Education Research Data Collection] requirements for inclusion in publication counts. HEPs [Higher Education Providers] have always had the discretion to determine if a publication produced in a journal meets the requirements for inclusion in the HERDC regardless of whether or not the journal was included on the Register of Refereed Journals. As stated in the HERDC specifications, the Register is not an exhaustive list of all journals which satisfy the peer-review requirements (DEST). The last listing for the DEST Register of Refereed Journals was the 3rd of February 2006, making way for a new tiered list of academic journals, which is currently under review in the Australian tertiary education sector (see discussion of this development in the Redden and Mitchell articles in this issue). In the interim, some university faculties created their own rankings of journals, but not the Faculty of Creative Industries at the Queensland University of Technology (QUT) where I am studying for my PhD by Published Papers. Although QUT does not have a list of ranked journals for a candidate to submit papers to, it is otherwise quite strict in its requirements. The QUT University Regulations state, “Papers submitted as a PhD thesis must be closely related in terms of subject matter and form a cohesive research narrative” (QUT PhD regulation 14.1.2). Thus there is the requirement at QUT that apart from the usual introduction, methodology and literature review, an argument must be made as to how the papers present a sustained research project via “an overarching discussion of the main features linking the publications” (14.2.12). It is also therein stated that it should be an “account of research progress linking the research papers” (4.2.6). In other words, a unifying essay must make an argument for consideration of the sometimes diversely published papers as a cohesive body of work, undertaken in a deliberate journey of research. In my own case, an aural auteur analysis of sound in the films of Rolf de Heer, I argue that my published papers (eight in total) represent a journey from genre analysis (one paper) to standard auteur analysis (three papers) to an argument that sound should be considered in auteur analysis (one paper) to the major innovation of the thesis, aural auteur analysis (three papers). It should also be noted that unlike Bond, GU or SUT, the QUT regulations for the standard PhD still apply: a Confirmation Seminar, Final Seminar and a minimum two years of full-time enrolment (with a minimum of three months residency in Brisbane) are all compulsory. Such milestones and sine qua non ensure the candidate’s academic progress and intellectual development such that she or he is able to confidently engage in meaningful quodlibets regarding the thesis’s topic. Another interesting and significant feature of the QUT guidelines for this type of degree is the edict that papers submitted must be “published, accepted or submitted during the period of candidature” (14.1.1). Similarly, the University of Canberra (UC) states “The articles or other published material must be prepared during the period of candidature” (10). Likewise, Edith Cowan University (ECU) will confer its PhD by Publications to those candidates whose thesis consists of “only papers published in refereed scholarly media during the period of enrolment” (2). In other words, one cannot simply front up to ECU, QUT, or UC with a résumé of articles or films published over a lifetime of writing or film-making and ask for a PhD by Published Papers. Publications of the candidate prepared prior to commencement of candidature are simply not acceptable at these institutions and such PhDs by Published Papers from QUT, UC and ECU are entirely different to those offered by Bond, GU and SUT. Furthermore, without a requirement for a substantial period of enrolment and residency, recipients of PhDs by Published Papers from Bond, GU, or SUT are unlikely to have participated significantly in the research environment of their relevant faculty and peers. Such newly minted doctors may be as unfamiliar with the campus and its research activities as the recipient of an honorary doctorate usually is, as he or she poses for the media’s cameras en route to the glamorous awards ceremony. Much of my argument in this paper is built upon the assumption that the process of refereeing a paper (or for that matter, a film) guarantees a high level of academic rigour, but I confess that this premise is patently naïve, if not actually flawed. Refereeing can result in the rejection of new ideas that conflict with the established opinions of the referees. Interdisciplinary collaboration can be impeded and the lack of referee’s accountability is a potential problem, too. It can also be no less nail-biting a process than the examination of a finished thesis, given that some journals take over a year to complete the refereeing process, and some journal’s editorial committees have recognised this shortcoming. Despite being a mainstay of its editorial approach since 1869, the prestigious science journal, Nature, which only publishes about 7% of its submissions, has led the way with regard to varying the procedure of refereeing, implementing in 2006 a four-month trial period of ‘Open Peer Review’. Their website states, Authors could choose to have their submissions posted on a preprint server for open comments, in parallel with the conventional peer review process. Anyone in the field could then post comments, provided they were prepared to identify themselves. Once the usual confidential peer review process is complete, the public ‘open peer review’ process was closed and the editors made their decision about publication with the help of all reports and comments (Campbell). Unfortunately, the experiment was unpopular with both authors and online peer reviewers. What the Nature experiment does demonstrate, however, is that the traditional process of blind refereeing is not yet perfected and can possibly evolve into something less problematic in the future. Until then, refereeing continues to be the best system there is for applying structured academic scrutiny to submitted papers. With the reforms of the higher education sector, including forced mergers of universities and colleges of advanced education and the re-introduction of university fees (carried out under the aegis of John Dawkins, Minister for Employment, Education and Training from 1987 to 1991), and the subsequent rationing of monies according to research dividends (calculated according to numbers of research degree conferrals and publications), there has been a veritable explosion in the number of institutions offering PhDs in Australia. But the general public may not always be capable of differentiating between legitimately accredited programs and diploma mills, given that the requirements for the first differ substantially. From relatively easily obtainable PhDs by Published Papers at Bond, GU and SUT to more rigorous requirements at ECU, QUT and UC, there is undoubtedly a huge range in the demands of degrees that recognise a candidate’s published body of work. The cynical reader may assume that with this paper I am simply trying to shore up my own forthcoming graduation with a PhD by Published papers from potential criticisms that it is on par with a ‘purchased’ doctorate. Perhaps they are right, for this is a new degree in QUT’s Creative Industries faculty and has only been awarded to one other candidate (Dr Marcus Foth for his 2006 thesis entitled Towards a Design Methodology to Support Social Networks of Residents in Inner-City Apartment Buildings). But I believe QUT is setting a benchmark, along with ECU and UC, to which other universities should aspire. In conclusion, I believe further efforts should be undertaken to heighten the differences in status between PhDs by Published Papers generated during enrolment, PhDs by Published Papers generated before enrolment and honorary doctorates awarded for non-academic published work. Failure to do so courts cynical comparison of all PhD by Published Papers with unearnt doctorates bought from Internet shysters. References Brown, George. “Protecting Australia’s Higher Education System: A Proactive Versus Reactive Approach in Review (1999–2004).” Proceedings of the Australian Universities Quality Forum 2004. Australian Universities Quality Agency, 2004. 11 June 2008 ‹http://www.auqa.edu.au/auqf/2004/program/papers/Brown.pdf>. Campbell, Philip. “Nature Peer Review Trial and Debate.” Nature: International Weekly Journal of Science. December 2006. 11 June 2008 ‹http://www.nature.com/nature/peerreview/> Crisp, Jane, Kay Ferres, and Gillian Swanson, eds. Deciphering Culture: Ordinary Curiosities and Subjective Narratives. London: Routledge, 2000. Department of Education, Science and Training (DEST). “Closed—Register of Refereed Journals.” Higher Education Research Data Collection, 2008. 11 June 2008 ‹http://www.dest.gov.au/sectors/research_sector/online_forms_services/ higher_education_research_data_ collection.htm>. Edith Cowan University. “Policy Content.” Postgraduate Research: Thesis by Publication, 2003. 11 June 2008 ‹http://www.ecu.edu.au/GPPS/policies_db/tmp/ac063.pdf>. Gledhill, Christine, and Gillian Swanson, eds. Nationalising Femininity: Culture, Sexuality and Cinema in Britain in World War Two. Manchester: Manchester UP, 1996. Griffith Law School, Griffith University. Handbook for Research Higher Degree Students. 24 March 2004. 11 June 2008 ‹http://www.griffith.edu.au/centre/slrc/pdf/rhdhandbook.pdf>. Jeffries, Stuart. “I’m a celebrity, get me an honorary degree!” The Guardian 6 July 2006. 11 June 2008 ‹http://education.guardian.co.uk/higher/comment/story/0,,1813525,00.html>. Kermit the Frog. “Kermit’s Commencement Address at Southampton Graduate Campus.” Long Island University News 19 May 1996. 11 June 2008 ‹http://www.southampton.liu.edu/news/commence/1996/kermit.htm>. McNamara, Eileen. “Honorary senselessness.” The Boston Globe 7 May 2006. ‹http://www. boston.com/news/local/articles/2006/05/07/honorary_senselessness/>. O’Loughlin, Shaunnagh. “Doctor Cave.” Monash Magazine 21 (May 2008). 13 Aug. 2008 ‹http://www.monash.edu.au/pubs/monmag/issue21-2008/alumni/cave.html>. Queensland University of Technology. “Presentation of PhD Theses by Published Papers.” Queensland University of Technology Doctor of Philosophy Regulations (IF49). 12 Oct. 2007. 11 June 2008 ‹http://www.mopp.qut.edu.au/Appendix/appendix09.jsp#14%20Presentation %20of%20PhD%20Theses>. Swinburne University of Technology. Research Higher Degrees and Policies. 14 Nov. 2007. 11 June 2008 ‹http://www.swinburne.edu.au/corporate/registrar/ppd/docs/RHDpolicy& procedure.pdf>. University of Canberra. Higher Degrees by Research: Policy and Procedures (The Gold Book). 7.3.3.27 (a). 15 Nov. 2004. 11 June 2008 ‹http://www.canberra.edu.au/research/attachments/ goldbook/Pt207_AB20approved3220arp07.pdf>.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

IntroductionThere are two types of Africa. The first is a place where people and cultures live. The second is the image of Africa that has been invented through colonial knowledge and power. The colonial image of Africa, as the Other of Europe, a land “enveloped in the dark mantle of night” was supported by western states as it justified their colonial practices (Hegel 91). Any evidence that challenged the myth of the Dark Continent was destroyed, removed or ignored. While the looting of African natural resources has been studied, the looting of African knowledges hasn’t received as much attention, partly based on the assumption that Africans did not produce knowledge that could be stolen. This article invalidates this myth by examining the legacy of Ethiopia’s indigenous Ge’ez literature, and its looting and abduction by powerful western agents. The article argues that this has resulted in epistemic violence, where students of the Ethiopian indigenous education system do not have access to their books, while European orientalists use them to interpret Ethiopian history and philosophy using a foreign lens. The analysis is based on interviews with teachers and students of ten Ge’ez schools in Ethiopia, and trips to the Ethiopian manuscript collections in The British Library, The Princeton Library, the Institute of Ethiopian Studies and The National Archives in Addis Ababa.The Context of Ethiopian Indigenous KnowledgesGe’ez is one of the ancient languages of Africa. According to Professor Ephraim Isaac, “about 10,000 years ago, one single nation or community of a single linguistic group existed in Ethiopia, Eritrea, and the Horn of Africa” (The Habesha). The language of this group is known as Proto-Afroasiatic or Afrasian languages. It is the ancestor of the Semitic, Cush*tic, Nilotic, Omotic and other languages that are currently spoken in Ethiopia by its 80 ethnic groups, and the neighbouring countries (Diakonoff). Ethiopians developed the Ge’ez language as their lingua franca with its own writing system some 2000 years ago. Currently, Ge’ez is the language of academic scholarship, studied through the traditional education system (Isaac, The Ethiopian). Since the fourth century, an estimated 1 million Ge’ez manuscripts have been written, covering religious, historical, mathematical, medicinal, and philosophical texts.One of the most famous Ge’ez manuscripts is the Kebra Nagast, a foundational text that embodied the indigenous conception of nationhood in Ethiopia. The philosophical, political and religious themes in this book, which craft Ethiopia as God’s country and the home of the Ark of the Covenant, contributed to the country’s success in defending itself from European colonialism. The production of books like the Kebra Nagast went hand in hand with a robust indigenous education system that trained poets, scribes, judges, artists, administrators and priests. Achieving the highest stages of learning requires about 30 years after which the scholar would be given the rare title Arat-Ayina, which means “four eyed”, a person with the ability to see the past as well as the future. Today, there are around 50,000 Ge’ez schools across the country, most of which are in rural villages and churches.Ge’ez manuscripts are important textbooks and reference materials for students. They are carefully prepared from vellum “to make them last forever” (interview, 3 Oct. 2019). Some of the religious books are regarded as “holy persons who breathe wisdom that gives light and food to the human soul”. Other manuscripts, often prepared as scrolls are used for medicinal purposes. Each manuscript is uniquely prepared reflecting inherited wisdom on contemporary lives using the method called Tirguamme, the act of giving meaning to sacred texts. Preparation of books is costly. Smaller manuscript require the skins of 50-70 goats/sheep and large manuscript needed 100-120 goats/sheep (Tefera).The Loss of Ethiopian ManuscriptsSince the 18th century, a large quantity of these manuscripts have been stolen, looted, or smuggled out of the country by travellers who came to the country as explorers, diplomats and scientists. The total number of Ethiopian manuscripts taken is still unknown. Amsalu Tefera counted 6928 Ethiopian manuscripts currently held in foreign libraries and museums. This figure does not include privately held or unofficial collections (41).Looting and smuggling were sponsored by western governments, institutions, and notable individuals. For example, in 1868, The British Museum Acting Director Richard Holms joined the British army which was sent to ‘rescue’ British hostages at Maqdala, the capital of Emperor Tewodros. Holms’ mission was to bring treasures for the Museum. Before the battle, Tewodros had established the Medhanialem library with more than 1000 manuscripts as part of Ethiopia’s “industrial revolution”. When Tewodros lost the war and committed suicide, British soldiers looted the capital, including the treasury and the library. They needed 200 mules and 15 elephants to transport the loot and “set fire to all buildings so that no trace was left of the edifices which once housed the manuscripts” (Rita Pankhurst 224). Richard Holmes collected 356 manuscripts for the Museum. A wealthy British woman called Lady Meux acquired some of the most illuminated manuscripts. In her will, she bequeathed them to be returned to Ethiopia. However, her will was reversed by court due to a campaign from the British press (Richard Pankhurst). In 2018, the V&A Museum in London displayed some of the treasures by incorporating Maqdala into the imperial narrative of Britain (Woldeyes, Reflections).Britain is by no means the only country to seek Ethiopian manuscripts for their collections. Smuggling occurred in the name of science, an act of collecting manuscripts for study. Looting involved local collaborators and powerful foreign sponsors from places like France, Germany and the Vatican. Like Maqdala, this was often sponsored by governments or powerful financers. For example, the French government sponsored the Dakar-Djibouti Mission led by Marcel Griaule, which “brought back about 350 manuscripts and scrolls from Gondar” (Wion 2). It was often claimed that these manuscripts were purchased, rather than looted. Johannes Flemming of Germany was said to have purchased 70 manuscripts and ten scrolls for the Royal Library of Berlin in 1905. However, there was no local market for buying manuscripts. Ge’ez manuscripts were, and still are, written to serve spiritual and secular life in Ethiopia, not for buying and selling. There are countless other examples, but space limits how many can be provided in this article. What is important to note is that museums and libraries have accrued impressive collections without emphasising how those collections were first obtained. The loss of the intellectual heritage of Ethiopians to western collectors has had an enormous impact on the country.Knowledge Grabbing: The Denial of Access to KnowledgeWith so many manuscripts lost, European collectors became the narrators of Ethiopian knowledge and history. Edward Ullendorff, a known orientalist in Ethiopian studies, refers to James Bruce as “the explorer of Abyssinia” (114). Ullendorff commented on the significance of Bruce’s travel to Ethiopia asperhaps the most important aspect of Bruce’s travels was the collection of Ethiopic manuscripts… . They opened up entirely new vistas for the study of Ethiopian languages and placed this branch of Oriental scholarship on a much more secure basis. It is not known how many MSS. reached Europe through his endeavours, but the present writer is aware of at least twenty-seven, all of which are exquisite examples of Ethiopian manuscript art. (133)This quote encompasses three major ways in which epistemic violence occurs: denial of access to knowledge, Eurocentric interpretation of Ethiopian manuscripts, and the handling of Ge’ez manuscripts as artefacts from the past. These will be discussed below.Western ‘travellers’, such as Bruce, did not fully disclose how many manuscripts they took or how they acquired them. The abundance of Ethiopian manuscripts in western institutions can be compared to the scarcity of such materials among traditional schools in Ethiopia. In this research, I have visited ten indigenous schools in Wollo (Lalibela, Neakutoleab, Asheten, Wadla), in Gondar (Bahita, Kuskwam, Menbere Mengist), and Gojam (Bahirdar, Selam Argiew Maryam, Giorgis). In all of the schools, there is lack of Ge’ez manuscripts. Students often come from rural villages and do not receive any government support. The scarcity of Ge’ez manuscripts, and the lack of funding which might allow for the purchasing of books, means the students depend mainly on memorising Ge’ez texts told to them from the mouth of their teacher. Although this method of learning is not new, it currently is the only way for passing indigenous knowledges across generations.The absence of manuscripts is most strongly felt in the advanced schools. For instance, in the school of Qene, poetic literature is created through an in-depth study of the vocabulary and grammar of Ge’ez. A Qene student is required to develop a deep knowledge of Ge’ez in order to understand ancient and medieval Ge’ez texts which are used to produce poetry with multiple meanings. Without Ge’ez manuscripts, students cannot draw their creative works from the broad intellectual tradition of their ancestors. When asked how students gain access to textbooks, one student commented:we don’t have access to Birana books (Ge’ez manuscripts written on vellum). We cannot learn the ancient wisdom of painting, writing, and computing developed by our ancestors. We simply buy paper books such as Dawit (Psalms), Sewasew (grammar) or Degwa (book of songs with notations) and depend on our teachers to teach us the rest. We also lend these books to each other as many students cannot afford to buy them. Without textbooks, we expect to spend double the amount of time it would take if we had textbooks. (Interview, 3 Sep. 2019)Many students interrupt their studies and work as labourers to save up and buy paper textbooks, but they still don’t have access to the finest works taken to Europe. Most Ge’ez manuscripts remaining in Ethiopia are locked away in monasteries, church stores or other places to prevent further looting. The manuscripts in Addis Ababa University and the National Archives are available for researchers but not to the students of the indigenous system, creating a condition of internal knowledge grabbing.While the absence of Ge’ez manuscripts denied, and continues to deny, Ethiopians the chance to enrich their indigenous education, it benefited western orientalists to garner intellectual authority on the field of Ethiopian studies. In 1981, British Museum Director John Wilson said, “our Abyssinian holdings are more important than our Indian collection” (Bell 231). In reaction, Richard Pankhurst, the Director of Ethiopian Studies in Addis Ababa, responded that the collection was acquired through plunder. Defending the retaining of Maqdala manuscripts in Europe, Ullendorff wrote:neither Dr. Pankhurst nor the Ethiopian and western scholars who have worked on this collection (and indeed on others in Europe) could have contributed so significantly to the elucidation of Ethiopian history without the rich resources available in this country. Had they remained insitu, none of this would have been possible. (Qtd. in Bell 234)The manuscripts are therefore valued based on their contribution to western scholarship only. This is a continuation of epistemic violence whereby local knowledges are used as raw materials to produce Eurocentric knowledge, which in turn is used to teach Africans as though they had no prior knowledge. Scholars are defined as those western educated persons who can speak European languages and can travel to modern institutions to access the manuscripts. Knowledge grabbing regards previous owners as inexistent or irrelevant for the use of the grabbed knowledges.Knowledge grabbing also means indigenous scholars are deprived of critical resources to produce new knowledge based on their intellectual heritage. A Qene teacher commented: our students could not devote their time and energy to produce new knowledges in the same way our ancestors did. We have the tradition of Madeladel, Kimera, Kuteta, Mielad, Qene and tirguamme where students develop their own system of remembering, reinterpreting, practicing, and rewriting previous manuscripts and current ones. Without access to older manuscripts, we increasingly depend on preserving what is being taught orally by elders. (Interview, 4 Sep. 2019)This point is important as it relates to the common myth that indigenous knowledges are artefacts belonging to the past, not the present. There are millions of people who still use these knowledges, but the conditions necessary for their reproduction and improvement is denied through knowledge grabbing. The view of Ge’ez manuscripts as artefacts dismisses the Ethiopian view that Birana manuscripts are living persons. As a scholar told me in Gondar, “they are creations of Egziabher (God), like all of us. Keeping them in institutions is like keeping living bodies in graveyards” (interview, 5 Oct. 2019).Recently, the collection of Ethiopian manuscripts by western institutions has also been conducted digitally. Thousands of manuscripts have been microfilmed or digitised. For example, the EU funded Ethio-SPaRe project resulted in the digital collection of 2000 Ethiopian manuscripts (Nosnitsin). While digitisation promises better access for people who may not be able to visit institutions to see physical copies, online manuscripts are not accessible to indigenous school students in Ethiopia. They simply do not have computer or internet access and the manuscripts are catalogued in European languages. Both physical and digital knowledge grabbing results in the robbing of Ethiopian intellectual heritage, and denies the possibility of such manuscripts being used to inform local scholarship. Epistemic Violence: The European as ExpertWhen considered in relation to stolen or appropriated manuscripts, epistemic violence is the way in which local knowledge is interpreted using a foreign epistemology and gained dominance over indigenous worldviews. European scholars have monopolised the field of Ethiopian Studies by producing books, encyclopaedias and digital archives based on Ethiopian manuscripts, almost exclusively in European languages. The contributions of their work for western scholarship is undeniable. However, Kebede argues that one of the detrimental effects of this orientalist literature is the thesis of Semiticisation, the designation of the origin of Ethiopian civilisation to the arrival of Middle Eastern colonisers rather than indigenous sources.The thesis is invented to make the history of Ethiopia consistent with the Hegelian western view that Africa is a Dark Continent devoid of a civilisation of its own. “In light of the dominant belief that black peoples are incapable of great achievements, the existence of an early and highly advanced civilization constitutes a serious anomaly in the Eurocentric construction of the world” (Kebede 4). To address this anomaly, orientalists like Ludolph attributed the origin of Ethiopia’s writing system, agriculture, literature, and civilisation to the arrival of South Arabian settlers. For example, in his translation of the Kebra Nagast, Budge wrote: “the SEMITES found them [indigenous Ethiopians] negro savages, and taught them civilization and culture and the whole scriptures on which their whole literature is based” (x).In line with the above thesis, Dillman wrote that “the Abyssinians borrowed their Numerical Signs from the Greeks” (33). The views of these orientalist scholars have been challenged. For instance, leading scholar of Semitic languages Professor Ephraim Isaac considers the thesis of the Arabian origin of Ethiopian civilization “a Hegelian Eurocentric philosophical perspective of history” (2). Isaac shows that there is historical, archaeological, and linguistic evidence that suggest Ethiopia to be more advanced than South Arabia from pre-historic times. Various Ethiopian sources including the Kebra Nagast, the works of historian Asres Yenesew, and Ethiopian linguist Girma Demeke provide evidence for the indigenous origin of Ethiopian civilisation and languages.The epistemic violence of the Semeticisation thesis lies in how this Eurocentric ideological construction is the dominant narrative in the field of Ethiopian history and the education system. Unlike the indigenous view, the orientalist view is backed by strong institutional power both in Ethiopia and abroad. The orientalists control the field of Ethiopian studies and have access to Ge’ez manuscripts. Their publications are the only references for Ethiopian students. Due to Native Colonialism, a system of power run by native elites through the use of colonial ideas and practices (Woldeyes), the education system is the imitation of western curricula, including English as a medium of instruction from high school onwards. Students study the west more than Ethiopia. Indigenous sources are generally excluded as unscientific. Only the Eurocentric interpretation of Ethiopian manuscripts is regarded as scientific and objective.ConclusionEthiopia is the only African country never to be colonised. In its history it produced a large quantity of manuscripts in the Ge’ez language through an indigenous education system that involves the study of these manuscripts. Since the 19th century, there has been an ongoing loss of these manuscripts. European travellers who came to Ethiopia as discoverers, missionaries and scholars took a large number of manuscripts. The Battle of Maqdala involved the looting of the intellectual products of Ethiopia that were collected at the capital. With the introduction of western education and use of English as a medium of instruction, the state disregarded indigenous schools whose students have little access to the manuscripts. This article brings the issue of knowledge grapping, a situation whereby European institutions and scholars accumulate Ethiopia manuscripts without providing the students in Ethiopia to have access to those collections.Items such as manuscripts that are held in western institutions are not dead artefacts of the past to be preserved for prosperity. They are living sources of knowledge that should be put to use in their intended contexts. Local Ethiopian scholars cannot study ancient and medieval Ethiopia without travelling and gaining access to western institutions. This lack of access and resources has made European Ethiopianists almost the sole producers of knowledge about Ethiopian history and culture. For example, indigenous sources and critical research that challenge the Semeticisation thesis are rarely available to Ethiopian students. Here we see epistemic violence in action. Western control over knowledge production has the detrimental effect of inventing new identities, subjectivities and histories that translate into material effects in the lives of African people. In this way, Ethiopians and people all over Africa internalise western understandings of themselves and their history as primitive and in need of development or outside intervention. African’s intellectual and cultural heritage, these living bodies locked away in graveyards, must be put back into the hands of Africans.AcknowledgementThe author acknowledges the support of the Australian Academy of the Humanities' 2019 Humanities Travelling Fellowship Award in conducting this research.ReferencesBell, Stephen. “Cultural Treasures Looted from Maqdala: A Summary of Correspondence in British National Newspapers since 1981.” Kasa and Kasa. Eds. Tadesse Beyene, Richard Pankhurst, and Shifereraw Bekele. Addis Ababa: Ababa University Book Centre, 1990. 231-246.Budge, Wallis. A History of Ethiopia, Nubia and Abyssinia. London: Methuen and Co, 1982.Demeke, Girma Awgichew. The Origin of Amharic. Trenton: Red Sea Press, 2013.Diakonoff, Igor M. Afrasian Languages. Moscow: Nauka, 1988.Dillmann, August. Ethiopic Grammar. Eugene: Wipf & Stock, 2005.Hegel, Georg W.F. The Philosophy of History. New York: Dover, 1956.Isaac, Ephraim. The Ethiopian Orthodox Tewahido Church. New Jersey: Red Sea Press, 2013.———. “An Open Letter to an Inquisitive Ethiopian Sister.” The Habesha, 2013. 1 Feb. 2020 <http://www.zehabesha.com/an-open-letter-to-an-inquisitive-young-ethiopian-sister-ethiopian-history-is-not-three-thousand-years/>.Kebra Nagast. "The Queen of Sheba and Her Only Son Menyelik I." Trans. Wallis Budge. London: Oxford UP, 1932.Pankhurst, Richard. "The Napier Expedition and the Loot Form Maqdala." Presence Africaine 133-4 (1985): 233-40.Pankhurst, Rita. "The Maqdala Library of Tewodros." Kasa and Kasa. Eds. Tadesse Beyene, Richard Pankhurst, and Shifereraw Bekele. Addis Ababa: Ababa University Book Centre, 1990. 223-230.Tefera, Amsalu. ነቅዐ መጻህፍት ከ መቶ በላይ በግዕዝ የተጻፉ የእኢትዮጵያ መጻህፍት ዝርዝር ከማብራሪያ ጋር።. Addis Ababa: Jajaw, 2019.Nosnitsin, Denis. "Ethio-Spare Cultural Heritage of Christian Ethiopia: Salvation, Preservation and Research." 2010. 5 Jan. 2019 <https://www.aai.uni-hamburg.de/en/ethiostudies/research/ethiospare/missions/pdf/report2010-1.pdf>. Ullendorff, Edward. "James Bruce of Kinnaird." The Scottish Historical Review 32.114, part 2 (1953): 128-43.Wion, Anaïs. "Collecting Manuscripts and Scrolls in Ethiopia: The Missions of Johannes Flemming (1905) and Enno Littmann (1906)." 2012. 5 Jan. 2019 <https://halshs.archives-ouvertes.fr/halshs-00524382/document>. Woldeyes, Yirga Gelaw. Native Colonialism: Education and the Economy of Violence against Traditions in Ethiopia. Trenton: Red Sea Press, 2017.———. “Reflections on Ethiopia’s Stolen Treasures on Display in a London Museum.” The Conversation. 2018. 5 June 2018 <https://theconversation.com/reflections-on-ethiopias-stolen-treasures-on-display-in-a-london-museum-97346>.Yenesew, Asres. ትቤ፡አክሱም፡መኑ፡ አንተ? Addis Ababa: Nigid Printing House, 1959 [1951 EC].

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Through my last lengthy writing project, it did not take long to I realise I had become obsessed with paths. The proof of it was there in my notebooks, and, most prominently, in the backlog of photographs cluttering the inner workings of my mobile phone. Most of the photographs I took had a couple of things in common: first, the astonishing greenness of the world they were describing; second, the way a road or path or corridor or pavement or trail led off into distance. The greenness was because I was in England, in summer, and mostly in a part of the country where green seems at times the only colour. I am not sure what it was about tailing perspective that caught me.Image 1: a) Undercliffe Cemetery, Bradford; b) Undercliffe Cemetery, Bradfordc) Leeds Road, Otley; d) Shibden Park, Halifax Image 2: a) Runswick Bay; b) St. Mary's Churchyard, Habberleyc) The Habberley Road, to Pontesbury; d) Todmorden, path to Stoodley Pike I was working on a kind of family memoir, tied up in my grandmother’s last days, which were also days I spent marching through towns and countryside I once knew, looking for clues about a place and its past. I had left the north-west of England a decade or so before, and I was grappling with what James Wood calls “homelooseness”, a sensation of exile that even economic migrants like myself encounter. It is a particular kind of “secular homelessness” in which “the ties that might bind one to Home have been loosened” (105-106). Loosened irrevocably, I might add. The kind of wandering which I embarked on is not unique. Wood describes it in himself, and in the work of W.G. Sebald—a writer who, he says, “had an exquisite sense of the varieties of not-belonging” (106).I walked a lot, mostly on paths I used to know. And when, later, I counted up the photographs I had taken of that similar-but-different scene, there were almost 500 of them, none of which I can bring myself to delete. Some were repeated, or nearly so—I had often tried to make sure the path in the frame was centred in the middle of the screen. Most of the pictures were almost entirely miscellaneous, and if it were not for a feature on my phone I could not work out how to turn off (that feature which tracks where each photograph was taken) I would not have much idea of what each picture represented. What’s clear is that there was some lingering significance, some almost-tangible metaphor, in the way I was recording the walking I was doing. This same significance is there, too (in an almost quantifiable way), in the thesis I was working on while I was taking the photographs: I used the word “path” 63 times in the version I handed to examiners, not counting all the times I could have, but chose not to—all the “pavements”, “trails”, “roads”, and “holloways” of it would add up to a number even more substantial. For instance, the word “walk”, or derivatives of it, comes up 115 times. This article is designed to ask why. I aim to focus on that metaphor, on that significance, and unpack the way life writing can intersect with both the journey of a life being lived, and the process of writing down that life (by process of writing I sometimes mean anything but: I mean the process of working towards the writing. Of going, of doing, of talking, of spending, of working, of thinking, of walking). I came, in the thesis, to view certain kinds of prose as a way of imitating the rhythms of the mind, but I think there’s something about that rhythm which associates it with the feet as well. Rebecca Solnit thinks so too, or, at least, that the processes of thinking and walking can wrap around each other, helixed or concatenated. In Wanderlust she says that:the rhythm of walking generates a kind of rhythm of thinking, and the passage through a landscape echoes or stimulates the passage through a series of thoughts. This creates an odd consonance between internal and external passage, one that suggests that the mind is also a landscape of sorts and that walking is one way to traverse it. (5-6)The “odd consonance” Solnit speaks of is a kind of seamlessness between the internal and external; it is something which can be aped on the page. And, in this way, prose can imitate the mind thinking. This way of writing is evident in the digression-filled, wandering, sinuous sentences of W.G. Sebald, and of Marcel Proust as well. I don’t want to entangle myself in the question of whether Proust and Sebald count as life writers here. I used them as models, and, at the very least, I think their prose manipulates the conceits of the autobiographical pact. In fact, Sebald often refused to label his own work; once he called his writing “prose [...] of indefinite form” (Franklin 123). My definition of life writing is, thus, indefinite, and merely indicates the field in which I work and know best.Edmund White, when writing on Proust, suggested that every page of Remembrance of Things Past—while only occasionally being a literal page of Proust’s mind thinking—is, nevertheless, “a transcript of a mind thinking [...] the fully orchestrated, ceaseless, and disciplined ruminations of one mind, one voice” (138). Ceaselessness, seamlessness ... there’s also a viscosity to this kind of prose—Virginia Woolf called it “impassioned”, and spoke of the way some prosecan lick up with its long glutinous tongue the most minute fragments of fact and mass them into the most subtle labyrinths, and listen silently at doors behind which only a murmur, only a whisper, is to be heard. With all the suppleness of a tool which is in constant use it can follow the windings and record the changes which are typical of the modern mind. To this, with Proust and Dostoevsky behind us, we must agree. (20)When I read White and Woolf it seemed they could have been talking about Sebald, too: everything in Sebald’s oeuvre is funnelled through what White described in Remembrance as the cyclopean “I” at the centre of the Proustian consciousness (138). The same could be said about Sebald: as Lynne Schwartz says, “All Sebald’s characters sound like the narrator” (15). And that narrator has very particular qualities, encouraged by the sense of homelooseness Wood describes: the Sebald narrator is a wanderer, by train through Italian cities and New York Suburbs, on foot through the empty reaches of the English countryside, exploring the history of each settlement he passes through [...] Wherever he travels, he finds strangely vacant streets and roads, not a soul around [...] Sebald’s books are famously strewn with evocative, gloomy black-and-white photographs that call up the presence of the dead, of vanished places, and also serve as proofs of his passage. (Schwartz 14) I tried to resist the urge to take photographs, for the simple reason that I knew I could not include them all in the finished thesis—even including some would seem (perhaps) derivative. But this method of wandering—whether on the page or in the world—was formative for me. And the linkage between thinking and walking, and walking and writing, and writing and thinking is worth exploring, if only to identify some reason for that need to show proof of passage.Walking in Proust and Sebald either forms the shape of narrative, or one its cruxes. Both found ways to let walking affect the rhythm, movement, motivation, and even the aesthetic of their prose. Sebald’s The Rings of Saturn, for example, is plotless because of the way it follows its narrator on a walking tour of Suffolk. The effect is similar to something Murray Baumgarten noticed in one of Sebald’s other books, The Emigrants: “The [Sebaldian] narrator discovers in the course of his travels (and with him the reader) that he is constructing the text he is reading, a text at once being imagined and destroyed, a fragment of the past, and a ruin that haunts the present” (268). Proust’s opus is a meditation on the different ways we can walk. Remembrance is a book about momentum—a book about movement. It is a book which always forges forward, but which always faces backward, where time and place can still and footsteps be paused in motion, or tiptoed upstairs and across tables or be caught in flight over the body of an octogenarian lying on a beach. And it is the walks of the narrator’s past—his encounters with landscape—that give his present (and future) thoughts impetus: the rhythms of his long-past progress still affect the way he moves and acts and thinks, and will always do so:the “Méséglise way” and the “Guermantes way” remain for me linked with many of the little incidents of that one of all the divers lives along whose parallel lines we are moved, which is the most abundant in sudden reverses of fortune, the richest in episodes; I mean the life of the mind [...] [T]he two “ways” give to those [impressions of the mind] a foundation, depth, a dimension lacking from the rest. They invest them, too, with a charm, a significance which is for me alone. (Swann’s Way 252-255)The two “ways”—walks in and around the town of Combray—are, for the narrator, frames through which he thinks about his childhood, and all the things which happened to him because of that childhood. I felt something similar through the process of writing my thesis: a need to allow the 3-mile-per-hour-connection between mind and body and place that Solnit speaks about seep into my work. I felt the stirrings of old ways; the places I once walked, which I photographed and paced, pulsed and pushed me forwards in the present and towards the future. I felt strangely attached to, and disconnected from, those pathways: lanes where I had rummaged for conkers; streets my grandparents had once lived and worked on; railways demolished because of roads which now existed, leaving only long, straight pathways through overgrown countryside suffused with time and memory. The oddness I felt might be an effect of what Wood describes as a “certain doubleness”, “where homesickness is a kind of longing for Britain and an irritation with Britain: sickness for and sickness of” (93-94). The model of seamless prose offered some way to articulate, at least, the particularities of this condition, and of the problem of connection—whether with place or the past. But it is in this shift away from conclusiveness, which occurs when the writer constructs-as-they-write, that Baumgarten sees seamlessness:rather than the defined edges, boundaries, and conventional perceptions promised by realism, and the efficient account of intention, action, causation, and conclusion implied by the stance of realistic prose, reader and narrator have to assimilate the past and present in a dream state in which they blend imperceptibly into each other. (277)It’s difficult to articulate the way in which the connection between walking, writing, and thinking works. Solnit draws one comparison, talking to the ways in which digression and association mix:as a literary structure, the recounted walk encourages digression and association, in contrast to the stricter form of a discourse or the chronological progression of a biographical or historical narrative [...] James Joyce and Virginia Woolf would, in trying to describe the workings of the mind, develop of style called stream of consciousness. In their novels Ulysses and Mrs Dalloway, the jumble of thoughts and recollections of their protagonists unfolds best during walks. This kind of unstructured, associative thinking is the kind most often connected to walking, and it suggests walking as not an analytical but an improvisational act. (21)I think the key, here, is the notion of association—in the making of connections, and, in my case, in the making of connections between present and past. When we walk we exist in a roving state, and with a dual purpose: Sophie Cunningham says that we walk to get from one place to the next, but also to insist that “what lies between our point of departure and our destination is important. We create connection. We pay attention to detail, and these details plant us firmly in the day, in the present” (Cunningham). The slipperiness of homelooseness can be emphasised in the slipperiness of seamless prose, and walking—situating self in the present—is a rebuttal of slipperiness (if, as I will argue, a rebuttal which has at its heart a contradiction: it is both effective and ineffective. It feels as close as is possible to something impossible to attain). Solnit argues that walking and what she calls “personal, descriptive, and specific” writing are suited to each other:walking is itself a way of grounding one’s thoughts in a personal and embodied experience of the world that it lends itself to this kind of writing. This is why the meaning of walking is mostly discussed elsewhere than in philosophy: in poetry, novels, letters, diaries, travellers’ accounts, and first-person essays. (26)If a person is searching for some kind of possible-impossible grounding in the past, then walking pace is the pace at which to achieve that sensation (both in the world and on the page). It is at walking pace that connections can be made, even if they can be sensed slipping away: this is the Janus-faced problem of attempting to uncover anything which has been. The search, in fact, becomes facsimile for the past itself, or for the inconclusiveness of the past. In my own work—in preparing for that work—I walked and wrote about walking up the flank of the hill which hovered above the house in which I lived before I left England. To get to the top, and the great stone monument which sits there, I had to pass that house. The door was open, and that was enough to unsettle. Baumgarten, again on The Emigrants, articulates the effect: “unresolved, fragmented, incomplete, relying on shards for evidence, the narrator insists on the inconclusiveness of his experience: rather than arriving at a conclusion, narrator and reader are left disturbed” (269).Sebald writes in his usual intense way about a Swiss writer, Robert Walser, who he calls le promeneur solitaire (“The Solitary Walker”). Walser was a prolific writer, but through the last years of his life wrote less and less until he ended up incapable of doing so: in the end, Sebald says, “the traces Robert Walser left on his path through life were so faint as to have almost been effaced altogether” (119).Sebald draws parallels between Walser and his own grandfather. Both have worked their way into Sebald’s prose, along with the author himself. Because of this co*cktail, I’ve come to read Sebald’s thoughts on Walser as sideways thoughts on his own prose (perhaps due to that cyclopean quality described by White). The works of the two writers share, at the very least, a certain incandescent ephemerality—a quality which exists in Sebald’s work, crystallised in the form and formlessness of a wasps’ nest. The wasps’ nest is a symbol Sebald uses in his book Vertigo, and which he talks to in an interview with Sarah Kafatou:do you know what a wasp’s nest is like? It’s made of something much much thinner than airmail paper: grey and as thin as possible. This gets wrapped around and around like pastry, like a millefeuille, and can get as big as two feet across. It weighs nothing. For me the wasp’s nest is a kind of ideal vision: an object that is extremely complicated and intricate, made out of something that hardly exists. (32)It is in this ephemerality that the walker’s way of moving—if not their journey—can be felt. The ephemerality is necessary because of the way the world is: the way it always passes. A work which is made to seem to encompass everything, like Remembrance of Things Past, is made to do so because that is the nature of what walking offers: an ability to comprehend the world solidly, both minutely and vastly, but with a kind of forgetting attached to it. When a person walks through the world they are firmly embedded in it, yes, but they are also always enacting a process of forgetting where they have been. This continual interplay between presence and absence is evidenced in the way in which Sebald and Proust build the consciousnesses they shape on the page—consciousnessess accustomed to connectedness. According to Sebald, it was through the prose of Walser that he learned this—or, at least, through an engagement with Walser’s world, Sebald, “slowly learned to grasp how everything is connected across space and time” (149). Perhaps it can be seen in the way that the Méséglise and Guermantes ways resonate for the Proustian narrator even when they are gone. Proust’s narrator receives a letter from an old love, in the last volume of Remembrance, which describes the fate of the Méséglise way (Swann’s way, that is—the title of the first volume in the sequence). Gilberte tells him that the battlefields of World War I have overtaken the paths they used to walk:the little road you so loved, the one we called the stiff Hawthorn climb, where you professed to be in love with me when you were a child, when all the time I was in love with you, I cannot tell you how important that position is. The great wheatfield in which it ended is the famous “slope 307,” the name you have so often seen recorded in the communiqués. The French blew up the little bridge over the Vivonne which, you remember, did not bring back your childhood to you as much as you would have liked. The Germans threw others across; during a year and a half they held one half of Combray and the French the other. (Time Regained 69-70)Lia Purpura describes, and senses, a similar kind of connectedness. The way in which each moment builds into something—into the ephemeral, shifting self of a person walking through the world—is emphasised because that is the way the world works:I could walk for miles right now, fielding all that passes through, rubs off, lends a sense of being—that rush of moments, objects, sensations so much like a cloud of gnats, a cold patch in the ocean, dust motes in a ray of sun that roil, gather, settle around my head and make up the daily weather of a self. (x)This is what seamless prose can emulate: the rush of moments and the folds and shapes which dust turns and makes. And, well, I am aware that this may seem a grand kind of conclusion, and even a peculiarly nonspecific one. But nonspecificity is built by a culmination of details, of sentences—it is built deliberately, to evoke a sense of looseness in the world. And in the associations which result, through the mind of the writer, their narrator, and the reader, much more than is evident on the page—Sebald’s “everything”—is flung to the surface. Of course, this “everything” is split through with the melancholy evident in the destruction of the Méséglise way. Nonspecificity becomes the result of any attempt to capture the past—or, at least, the past becomes less tangible the longer, closer, and slower your attempt to grasp it. In both Sebald and Proust the task of representation is made to feel seamless in echo of the impossibility of resolution.In the unbroken track of a sentence lies a metaphor for the way in which life is spent: under threat, forever assaulted by the world and the senses, and forever separated from what came before. The walk-as-method is entangled with the mind thinking and the pen writing; each apes the other, and all work towards the same kind of end: an articulation of how the world is. At least, in the hands of Sebald and Proust and through their long and complex prosodies, it does. For both there is a kind of melancholy attached to this articulation—perhaps because the threads that bind sever as well. The Rings of Saturn offers a look at this. The book closes with a chapter on the weaving of silk, inflected, perhaps, with a knowledge of the ways in which Robert Walser—through attempts to ensnare some of life’s ephemerality—became a victim of it:That weavers in particular, together with scholars and writers with whom they had much in common, tended to suffer from melancholy and all the evils associated with it, is understandable given the nature of their work, which forced them to sit bent over, day after day, straining to keep their eye on the complex patterns they created. It is difficult to imagine the depths of despair into which those can be driven who, even after the end of the working day, are engrossed in their intricate designs and who are pursued, into their dreams, by the feeling that they have got hold of the wrong thread. (283)Vladimir Nabokov, writing on Swann’s Way, gives a competing metaphor for thinking through the seamlessness afforded by walking and writing. It is, altogether, more optimistic: more in keeping with Purpura’s interpretation of connectedness: “Proust’s conversations and his descriptions merge into one another, creating a new unity where flower and leaf and insect belong to one and the same blossoming tree” (214). This is the purpose of long and complex books like The Rings of Saturn and Remembrance of Things Past: to draw the lines which link each and all together. To describe the shape of consciousness, to mimic the actions of a body experiencing its progress through the world. I think that is what the photographs I took when wandering attempt, in a failing way, to do. They all show a kind of relentlessness, but in that relentlessness is also, I think, the promise of connectedness—even if not connectedness itself. Each path aims forward, and articulates something of what came before and what might come next, whether trodden in the world or walked on the page.Author’s NoteI’d like to express my thanks to the anonymous reviewers who took time to improve this article. I’m grateful for their insights and engagement, and for the nuance they added to the final copy.References Baumgarten, Murray. “‘Not Knowing What I Should Think:’ The Landscape of Postmemory in W.G. Sebald’s The Emigrants.” Partial Answers: Journal of Literature and the History of Ideas 5.2 (2007): 267-287. 28 Sep. 2018 <https://doi.org/10.1353/pan.2007.0000>.Cunningham, Sophie. “Staying with the Trouble.” Australian Book Review 371 (May 2015). 23 June 2016 <https://www.australianbookreview.com.au/abr-online/archive/2015/2500-2015-calibre-prize-winner-staying-with-the-trouble>.Franklin, Ruth. “Rings of Smoke.” The Emergence of Memory: Conversations with W.G. Sebald. Ed. Lynne Sharon Schwartz. New York: Seven Stories Press, 2007. 121-122.Kafatou, Sarah. “An Interview with W.G. Sebald.” Harvard Review 15 (1998): 31-35. Nabokov, Vladimir. “Marcel Proust: The Walk by Swann’s Place.” 1980. Lectures on Literature. London: Picador, 1983. 207-250.Proust, Marcel. Swann’s Way. Part I. 1913. Trans. C.K. Scott Moncrieff in 1922. London: Chatto & Windus, 1960.———. Time Regained. 1927. Trans. Stephen Hudson. London: Chatto & Windus, 1957.Purpura, Lia. “On Not Pivoting”. Diagram 12.1 (n.d.). 21 June 2018 <http://thediagram.com/12_1/purpura.html>.Schwartz, Lynne Sharon, ed. The Emergence of Memory: Conversations with W.G. Sebald. New York: Seven Stories Press, 2007.Sebald, W.G. The Rings of Saturn. 1995. Trans. Michael Hulse in 1998. London: Vintage, 2002.——. “Le Promeneur Solitaire.” A Place in the Country. Trans. Jo Catling. London: Hamish Hamilton, 2013. 117-154.Solnit, Rebecca. Wanderlust: A History of Walking. 2001. London: Granta Publications, 2014.White, Edmund. Proust. London: Phoenix, 1999.Wood, James. The Nearest Thing to Life. London: Jonathan Cape, 2015.Woolf, Virginia. “The Narrow Bridge of Art.” Granite and Rainbow. USA: Harvest Books, 1975.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

IntroductionDreams feature frequently in poetry as framing devices for lyrical and narrative content. By contrast, Thom Gunn’s poem “The Annihilation of Nothing” (1958) theorises how dream, through its relationship to the states of sleeping and waking up, serves the creative process of practising poets. To this extent, Gunn is a challenging fellow traveller in the dream-poetry tradition. “The Annihilation of Nothing” is usually categorised by critics as a philosophical poem informed by Existentialist notions. This article supplements such a reading by showing how the poem’s Existentialism is related specifically to the creative process of writing poetry. Theory about the practice of writing poetry is potentially to be found as much in poetry itself as in commentary about poetry. Ultimately, Gunn’s poem sutures its philosophical concerns to the understanding of the poet’s creative process first theorised by John Keats as Negative Capability. Gunn’s poem suggests an abstract and structural approach to the use of dream to write poetry, informed by Keatsian negativity, which exploits that creatively fertile moment when sleep transforms into the waking state. Sigmund Freud’s assertion that sleep is the essential condition of dream supports the idea that, for Gunn, sleep in itself may have the power of dream for the writing of poetry. “The Annihilation of Nothing” offers practical guidance, informed by theory and philosophy, to poets keen to insert themselves into the dream-poetry tradition. Bolstering the reading of “The Annihilation of Nothing”, my article also considers an instance of Gunn’s non-fiction writing on poetry and dreams, in which he links “a series of anxiety dreams” to the writing of his poem “Jack Straw’s Castle” (1976). Dream Poetry and Thom Gunn The literature on the relationship of poetry and dreaming is massive, multi-faceted, and deeply impacted by the movement of history. A.C. Spearing’s Medieval Dream-Poetry reminds us that the literary combination of poetry and dreaming is many centuries old (Spearing passim). Since the late nineteenth century, the theories of Sigmund Freud and Carl Jung have invited new ways of activating the interpretation and creation of dream poetry (Shafton passim). A more recent contribution to the field of dream-poetry studies is Night Errands: How Poets Use Dreams, which foregrounds the voices of contemporary American poets reflecting on matters of poetry and dreaming through the personal essay form (Townley passim). In his article “Dream Poetry as Dream Work”, Richard A. Russo observes that “poets use dreams in many different ways” (13). My article works from the premise that dream-poetry can be identified and discussed even when a poet does not explicitly identify as a dream poet. The Anglo-American poet Thom Gunn (1929-2004) is not usually thought of as a dream poet; still, in an interview conducted in 1977, he states that “I think everything significant that happens to me—whether it’s an event, an idea or a dream—gets into my poetry eventually” (Scobie 13; my emphasis). Nor, so far as I am aware, has Gunn’s 1958 poem “The Annihilation of Nothing” ever been interpreted as a dream poem (Gunn, “Annihilation” 4). Framing Gunn’s poetry as dream poetry is therefore an unusual move in the appreciation of his work, which by that very token seeds fresh opportunities to contribute to the ongoing scholarly and practice-based conversations about dream poetry in general. As I will show in what follows, Gunn’s method of using dreams is very different from that of most other poets. Rather than fixating on, and elaborating, the details of this or that particular dream, Gunn works at a more general level, to explore how dreams relate to the poetic creative process. For this article, I am particularly interested in exploring how the powerfully activated philosophical elements of “The Annihilation of Nothing” intersect with an engagement with the craft of poetry making as this is influenced, not only by dream itself, but by the sleeping, dreaming and waking routine of Gunn as a practising poet. Additionally, I will be arguing that—against the grain of most dream poetry—Gunn tends to work with dream as a structural principle of poetic creation. This is evident not only in “The Annihilation of Nothing” but in Gunn’s non-fiction writing about the 1976 poem “Jack Straw’s Castle” (Gunn, “Jack” 48-56). This is not, however, to privilege the non-fiction voice of the poet over the voice within their poetry, in matters of theory. As much as theory about the practice of writing poetry is to be found in commentary about poetry, it is also to be found, I suggest, in poetry itself. Ultimately, Gunn contributes as much to the tradition of the poetic strategy of Negative Capability, as first theorised by the poet John Keats (“Negative Capability”), as to the tradition of dream poetry. “The Annihilation of Nothing”, Existentialism and the Craft of Poetry Writing “The Annihilation of Nothing” is a relatively short poem, and my reading of it for this article necessarily assumes close working knowledge of its nuances and complexities (if not its paradoxes) in the reader. For these reasons, I am including the text of the poem here, in full: Nothing remained: Nothing, the wanton nameThat nightly I rehearsed till led awayTo a dark sleep, or sleep that held one dream.In this a huge contagious absence lay,More space than space, over the cloud and slime,Defined but by the encroachments of its sway.Stripped to indifference at the turns of time,Whose end I knew, I woke without desire,And welcomed zero as a paradigm.But now it breaks—images burst with fireInto the quiet sphere where I have bided,Showing the landscape holding yet entire:The power that I envisaged, that presidedUltimate in its abstract devastations,Is merely change, the atoms it dividedComplete, in ignorance, new combinations.Only an infinite finitude I seeIn those peculiar lovely variations.It is despair that nothing cannot beFlares in the mind and leaves a smoky markOf dread. Look upward. Neither firm nor free,Purposeless matter hovers in the dark. (Gunn, “Annihilation” 4) “The Annihilation of Nothing” has been categorised by literary critics as one of Gunn’s philosophical poems and it is generally interpreted using an Existentialist lens. B.J.C. Hinton, for example, states that the poem “is based on an existentialist problem and adopts its terminology” (131). Additionally, “the poem is based on the paradox that nothingness, itself often a subject of terror, is seen first as comforting and then as illusory. This fusing of philosophical inquiry and genuine passion is typical of Gunn at his best, and gives the poem great force” (Hinton 143-144). Curiously, I have not been able to locate any reading of Gunn’s poem that unpacks what is arguably the poem’s most obvious detail: that is, the narrator falls asleep, experiences “a dark sleep, or sleep that held one dream”, then wakes up. Hinton notes that the poem’s “very title is based on terms common in [Jean-Paul] Sartre’s L’Etre et le neant” (143) but he overlooks the fact that the poem’s key term, “nothing”, is part of the narrator’s method of falling asleep: “Nothing, the wanton name / That nightly I rehearsed till led away / To a dark sleep.” When the word (“wanton name”) has served its purpose and the narrator has fallen asleep, precisely “Nothing remained”; the word has been replaced by the state it describes. Such a pointed differentiation of the word and the state invites the reader to grapple with that most intriguing of concepts: nothingness as a something that is nothing. The last line of the first stanza deepens the poetic meaning of nothingness in Gunn’s hands. “To a dark sleep, or sleep that held one dream” suggests an equivalence between “sleep” and “dream”. The comma before the “or” implies that a “sleep that held one dream” is just another way of saying “a dark sleep,” while the notion of “one dream” strengthens this implication—one sleep and one dream coincide with each other in their matching singularity. Dream, Gunn seems to be suggesting, is what “darkens” sleep; all the same, sleep always already retains strong cultural associations with darkness, which suggests that the poet is actually more concerned to hollow out the concept of dream, as a marker of nothingness. Dream, in this reading, thus exists in an ambiguous overlap with the notion of sleep itself; within this overlap, furthermore, dream’s nothingness consists in its absorption into sleep. In other words, the Existentialist philosophy of the poem is activated as a dialogue between the concepts of a dream that is nothing—one reduced, as it were, to the status of mere (dream-less) sleep—and the freshly waking state of the narrator, which identifies the period when Sartrean being rushes in to replace dream-sleep nothingness. Being and nothingness are overlaid onto, and to an extent replaced by, the twin states of waking from sleep and of a dream that, far from being any dream in particular, is characterised only as “a dark sleep”. When the philosophical or Existentialist framework for the reading of “The Annihilation of Nothing” is nudged to one side, though not abandoned, and the dream and waking-from-sleep elements of the poem are given their appropriate weight in the interpretation of the poem, an affiliation with the tradition of dream poetry emerges. Certainly, Gunn’s poem exhibits features linked to Sartre’s philosophical preoccupations, but its Existentialist engagement, I suggest, is narrowed to a concern with the borderline between sleep and the waking state as the condition of a certain mode of poetic creation. In this lies the connection to the tradition of dream poetry, and the distinctiveness of Gunn’s intervention into that tradition. To this extent, “The Annihilation of Nothing” straddles philosophy and the craft of poetry writing. The discussion of dream in an abstract or philosophical sense is precisely what makes Gunn’s poem a practical resource for other poets, with their own dreams to transform into poetry. Poetic creation, for Gunn, relates to the activation of those energies present at the borderline of sleep and being awake. These energies, in turn, relate to the theory of Negative Capability. Negative Capability in “The Annihilation of Nothing” To continue to unpack Gunn’s lesson in poetry-making, I underscore how odd it is, in the first place, that Hinton links Gunn’s poem to a work of prose philosophy by Jean-Paul Sartre rather than to a more poetically cognate antecedent. A more appropriate companion text to Gunn’s poem than Sartre’s Existentialist masterpiece, I suggest, is the poetic strategy known as Negative Capability. The Glossary of Poetic Terms managed by the Poetry Foundation discusses Negative Capability in terms of “the artist’s access to truth without the pressure and framework of logic or science” and defines it, in part, as “the [poet’s] power to bury self-consciousness [and] dwell in a state of openness to all experience” (“Negative Capability”). The poet John Keats was, of course, the first to articulate the theory of Negative Capability (“Negative Capability”). What evidence is there that Negative Capability, rather than Existentialism, is a more relevant accompaniment to Gunn’s poem? Stanzas two and three describe the nothingness of a dream that is only “a dark sleep” through reference to “a huge contagious absence” and to the comment “And welcomed zero as a paradigm.” Notice what is happening here. The absence is deemed “contagious”, and a “paradigm” is usually defined as a typical example or pattern of something. What appears to be going on here is an attempt to show how creation is triggered by concepts aligned with negativity, such as absence and zero. Such concepts further align, like unconscious sleep itself, with Keats’s “[buried] self-consciousness”. In mirror image, the same pattern shows up later on in the poem. Whereas the first three stanzas of “The Annihilation of Nothing” detail the descent into sleep, dream and nothingness, the stanzas after the fourth stanza are all about the creation that occurs upon waking, at the end of dream, with the advent of what might be called (creative) somethingness. Crucially, this period of creation possesses an element that mirrors the “contagious absence” and “zero as a paradigm” gestures from earlier in the poem. Previously, nothingness was expressed as a prompt to creation (“contagious” and “a paradigm”); here, in a 180 degree switch, somethingness is only indirectly expressed by reference to its polar opposite. The key line is “It is despair that nothing cannot be.” Creation is shadowed by a sort of negative energy; it comes about only through the annihilation of nothing, or “in [self-?] ignorance”: “The power that I envisaged, that presided / Ultimate in its abstract devastations, / Is merely change, the atoms it divided / Complete, in ignorance, new combinations.” The negative with a positive charge has been replaced by the positive with a negative charge, twin movements which reassert Keats’s theory of poetic creation. Nothingness prompts the creation of somethingness while somethingness always retains its debt to nothingness. Negative Capability thus tarries between the lines of “The Annihilation of Nothing.” Creation simmers away even in the midst of nothingness and absence (in the early stages of the poem), without the support of self-consciousness. Reversing and reinforcing this, the activism of poetic creation (which is conventionally based in self-consciousness) is strangely inverted in the final sections of the poem, where the somethingness of poetic creation is figured merely as a by-product of the “despair that nothing cannot be.” In fine, Gunn’s poem transfigures Existentialism in such a way that it produces a new version of Keats’s theory of Negative Capability. And Gunn’s intervention is precisely a theoretical intervention, to the extent that it produces transferable knowledge, about the production of poetry, related to how the writing of poetry may be structured in relationship to the division—at heart Existentialist—between sleeping (configured in Gunn’s poem as a new form of dreaming) and creatively waking up. There is an interesting crossover here between Gunn’s poem and Freud’s idea from The Interpretation of Dreams that “at bottom dreams are nothing other than a particular form of thinking, made possible by the conditions of the state of sleep” (Freud 510, fn. 1; my emphasis second). As part of his contribution to a theory of the creative practice of poetry writing, Gunn draws out something not always given its due weight in Freudian theory: that is, the crucial if not essential connection between sleep and dream. It is this connection, I suggest, that Gunn sees as vital to the practice of writing poetry in the tradition of dream poetry. The moment of waking from sleep is when (dream-like) Negative Capability may be most fruitfully activated. Indeed, Gunn comes close to suggesting, in “The Annihilation of Nothing”, that whether one dreams or not is inconsequential, so long as one has—quite mysteriously—“a dark sleep.” The sleep state itself—necessarily accompanied by the waking from sleep—may possess the creative power of dream when it comes to the writing of poetry. “Jack Straw’s Castle” and Dream-Poetry Structure Further theoretical knowledge may be harvested from another moment in Gunn’s discourse, in which he responds to an interviewer’s question about the process of writing “Jack Straw’s Castle”. As suggested above, I do not see a distinction, and certainly not a hierarchy, between theory about poetry writing to be found within poetry itself and theory about poetry writing constructed within a non-fictional context, as in the interview containing this exchange: WS [W.I. Scobie]: Why are there so many references to rooms in your poetry—not only rooms, but dungeons, cellars, cells—confining spaces?…TG [Thom Gunn]: While I was writing Jack Straw’s Castle I was moving from a house I’d lived in for ten years into this place [Gunn’s house in San Francisco], and I had a series of anxiety dreams. I had moved into the wrong house. I had moved in with the wrong people. Once to my horror I found I was sharing an apartment with [Richard] Nixon. Very often I would keep discovering new rooms in the house that I’d known nothing about. All this became very much the scheme for the nightmare world of Jack Straw’s Castle. (Scobie 11; my emphasis) Gunn’s theoretical attitude to dream in this non-fiction commentary bears similarities, I suggest, to his theorisation of dream in “The Annihilation of Nothing”. Rather than stressing the content of his “anxiety dreams” (for example, individual houses or Richard Nixon), Gunn characteristically emphasises the structural aspect of dream. His choice of words is significant: Gunn’s dreams become a “scheme” for the production of poetry. Granted, the content of “Jack Straw’s Castle” does include many references to rooms and the like, but Gunn segues, in this interview extract, from content to form. Notably, in this context, “Jack Straw’s Castle” is divided into eleven sections, as if the poet (in writing the poem) and the reader (in reading it) were moving from one section to the next the way one moves from one room to the next. (It is perhaps no coincidence that Gunn’s best-known poem is entitled “On the Move”.) The Existentialist and person-focused structural approach to the writing of poetry of “The Annihilation of Nothing” is replaced here by a more formal type of structure. Conclusion This article has attempted to locate Thom Gunn within the tradition of dream poetry even as he challenges the mainstream of that tradition. His challenge lies in how he constructs dream as a structural prompt to the writing of poetry, in a way that departs from the more familiar dream-poetry approach of elaborating the lyrical or narrative content of this or that particular dream. Gunn is both a practitioner of dream poetry and also, in the footsteps of John Keats and others, a theorist of the writing of poetry. Theory about the practice of writing poetry is potentially to be found as much in poetry itself as in commentary about poetry. The main focus of the article has been Gunn’s poem “The Annihilation of Nothing”. My intent has not been to show that the Existentialist reading of this poem is wrong, so much as to show that it must be supplemented by attention to the poem’s concern with dreaming, sleeping and waking and, by extension, to the specific Existentialism of the practising writer of poetry. Read this way, the poem presents itself as a text in the tradition of Negative Capability. References Freud, Sigmund. The Interpretation of Dreams. New York: Basic Books, 2010. Gunn, Thom. “Jack Straw’s Castle.” Jack Straw’s Castle. London: Faber and Faber, 1976. 48-56. ———. “On the Move.” Poetry Foundation, 1957. 3 Feb. 2020 <https://www.poetryfoundation.org/poems/57037/on-the-move>. ———. “The Annihilation of Nothing.” Poetry 93.1 (Oct. 1958): 4. 3 Feb. 2020 <https://www.poetryfoundation.org/poetrymagazine/browse?contentId=27820>. Hinton, B.J.C. The Poetry of Thom Gunn. M.A. thesis. Faculty of Arts, Birmingham University, 1975. 3 Feb. 2020 <https://etheses.bham.ac.uk/id/eprint/5366/1/Hinton1975MA.pdf>.“Negative Capability.” Glossary of Poetic Terms. Poetry Foundation, 2020. 3 Feb. 2020 <https://www.poetryfoundation.org/learn/glossary-terms/negative-capability>. Russo, Richard A. “Dream Poetry as Dream Work.” Dreaming 13.1 (Mar. 2003): 13-27. 3 Feb. 2020 <https://link.springer.com/article/10.1023/A:1022134200865>. Scobie, W.I. “Gunn in America.” London Magazine (Dec. 1977): 5-15. Shafton, Anthony. Dream Reader: Contemporary Approaches to the Understanding of Dreams. Albany: State University of New York Press, 1995. Spearing, A.C. Medieval Dream-Poetry. Cambridge: Cambridge University Press, 1976. Townley, Roderick. Night Errands: How Poets Use Dreams. Pittsburgh: University of Pittsburgh Press, 1999.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

This article explores resilience as it is experienced by refugees in the context of a relational community, visiting the notions of trauma, a thicker description of resilience and the trajectory toward positive growth through community. It calls for going beyond a Western biomedical therapeutic approach of exploration and adopting more of an emic perspective incorporating the worldview of the refugees. The challenge is for service providers working with refugees (who have experienced trauma) to move forward from a ‘harm minimisation’ model of care to recognition of a facilitative, productive community of people who are in a transitional phase between homelands. Contextualising Trauma Prior to the 1980s, the term ‘trauma’ was not widely used in literature on refugees and refugee mental health, hardly existing as a topic of inquiry until the mid-1980’s (Summerfield 422). It first gained prominence in relation to soldiers who had returned from Vietnam and in need of medical attention after being traumatised by war. The term then expanded to include victims of wars and those who had witnessed traumatic events. Seahorn and Seahorn outline that severe trauma “paralyses you with numbness and uses denial, avoidance, isolation as coping mechanisms so you don’t have to deal with your memories”, impacting a person‘s ability to risk being connected to others, detaching and withdrawing; resulting in extreme loneliness, emptiness, sadness, anxiety and depression (6). During the Civil War in the USA the impact of trauma was referred to as Irritable Heart and then World War I and II referred to it as Shell Shock, Neurosis, Combat Fatigue, or Combat Exhaustion (Seahorn & Seahorn 66, 67). During the twenty-five years following the Vietnam War, the medicalisation of trauma intensified and Post Traumatic Stress Disorder (PTSD) became recognised as a medical-psychiatric disorder in 1980 in the American Psychiatric Association international diagnostic tool Diagnostic Statistical Manual (DSM–III). An expanded description and diagnosis of PTSD appears in the DSM-IV, influenced by the writings of Harvard psychologist and scholar, Judith Herman (Scheper-Hughes 38) The Diagnostic and Statistical Manual (DSM-IV) of Mental Disorders (American Psychiatric Association, 2000) outlines that experiencing the threat of death, injury to oneself or another or finding out about an unexpected or violent death, serious harm, or threat of the same kind to a family member or close person are considered traumatic events (Chung 11); including domestic violence, incest and rape (Scheper-Hughes 38). Another significant development in the medicalisation of trauma occurred in 1998 when the Victorian Foundation for Survivors of Torture (VFST) released an influential report titled ‘Rebuilding Shattered Lives’. This then gave clinical practice a clearer direction in helping people who had experienced war, trauma and forced migration by providing a framework for therapeutic work. The emphasis became strongly linked to personal recovery of individuals suffering trauma, using case management as the preferred intervention strategy. A whole industry soon developed around medical intervention treating people suffering from trauma related problems (Eyber). Though there was increased recognition for the medicalised discourse of trauma and post-traumatic stress, there was critique of an over-reliance of psychiatric models of trauma (Bracken, et al. 15, Summerfield 421, 423). There was also expressed concern that an overemphasis on individual recovery overlooked the socio-political aspects that amplify trauma (Bracken et al. 8). The DSM-IV criteria for PTSD model began to be questioned regarding the category of symptoms being culturally defined from a Western perspective. Weiss et al. assert that large numbers of traumatized people also did not meet the DSM-III-R criteria for PTSD (366). To categorize refugees’ experiences into recognizable, generalisable psychological conditions overlooked a more localized culturally specific understanding of trauma. The meanings given to collective experience and the healing strategies vary across different socio-cultural groupings (Eyber). For example, some people interpret suffering as a normal part of life in bringing them closer to God and in helping gain a better understanding of the level of trauma in the lives of others. Scheper-Hughes raise concern that the PTSD model is “based on a conception of human nature and human life as fundamentally vulnerable, frail, and humans as endowed with few and faulty defence mechanisms”, and underestimates the human capacity to not only survive but to thrive during and following adversity (37, 42). As a helping modality, biomedical intervention may have limitations through its lack of focus regarding people’s agency, coping strategies and local cultural understandings of distress (Eyber). The benefits of a Western therapeutic model might be minimal when some may have their own culturally relevant coping strategies that may vary to Western models. Bracken et al. document case studies where the burial rituals in Mozambique, obligations to the dead in Cambodia, shared solidarity in prison and the mending of relationships after rape in Uganda all contributed to the healing process of distress (8). Orosa et al. (1) asserts that belief systems have contributed in helping refugees deal with trauma; Brune et al. (1) points to belief systems being a protective factor against post-traumatic disorders; and Peres et al. highlight that a religious worldview gives hope, purpose and meaning within suffering. Adopting a Thicker Description of Resilience Service providers working with refugees often talk of refugees as ‘vulnerable’ or ‘at risk’ populations and strive for ‘harm minimisation’ among the population within their care. This follows a critical psychological tradition, what (Ungar, Constructionist) refers to as a positivist mode of inquiry that emphasises the predictable relationship between risk and protective factors (risk and coping strategies) being based on a ‘deficient’ outlook rather than a ‘future potential’ viewpoint and lacking reference to notions of resilience or self-empowerment (342). At-risk discourses tend to focus upon antisocial behaviours and appropriate treatment for relieving suffering rather than cultural competencies that may be developing in the midst of challenging circ*mstances. Mares and Newman document how the lives of many refugee advocates have been changed through the relational contribution asylum seekers have made personally to them in an Australian context (159). Individuals may find meaning in communal obligations, contributing to the lives of others and a heightened solidarity (Wilson 42, 44) in contrast to an individual striving for happiness and self-fulfilment. Early naturalistic accounts of mental health, influenced by the traditions of Western psychology, presented thin descriptions of resilience as a quality innate to individuals that made them invulnerable or strong, despite exposure to substantial risk (Ungar, Thicker 91). The interest then moved towards a non-naturalistic contextually relevant understanding of resilience viewed in the social context of people’s lives. Authors such as Benson, Tricket and Birman (qtd. in Ungar, Thicker) started focusing upon community resilience, community capacity and asset-building communities; looking at areas such as - “spending time with friends, exercising control over aspects of their lives, seeking meaningful involvement in their community, attaching to others and avoiding threats to self-esteem” (91). In so doing far more emphasis was given in developing what Ungar (Thicker) refers to as ‘a thicker description of resilience’ as it relates to the lives of refugees that considers more than an ability to survive and thrive or an internal psychological state of wellbeing (89). Ungar (Thicker) describes a thicker description of resilience as revealing “a seamless set of negotiations between individuals who take initiative, and an environment with crisscrossing resources that impact one on the other in endless and unpredictable combinations” (95). A thicker description of resilience means adopting more of what Eyber proposes as an emic approach, taking on an ‘insider perspective’, incorporating the worldview of the people experiencing the distress; in contrast to an etic perspective using a Western biomedical understanding of distress, examined from a position outside the social or cultural system in which it takes place. Drawing on a more anthropological tradition, intervention is able to be built with local resources and strategies that people can utilize with attention being given to cultural traditions within a socio-cultural understanding. Developing an emic approach is to engage in intercultural dialogue, raise dilemmas, test assumptions, document hopes and beliefs and explore their implications. Under this approach, healing is more about developing intelligibility through one’s own cultural and social matrix (Bracken, qtd. in Westoby and Ingamells 1767). This then moves beyond using a Western therapeutic approach of exploration which may draw on the rhetoric of resilience, but the coping strategies of the vulnerable are often disempowered through adopting a ‘therapy culture’ (Furedi, qtd. in Westoby and Ingamells 1769). Westoby and Ingamells point out that the danger is by using a “therapeutic gaze that interprets emotions through the prism of disease and pathology”, it then “replaces a socio-political interpretation of situations” (1769). This is not to dismiss the importance of restoring individual well-being, but to broaden the approach adopted in contextualising it within a socio-cultural frame. The Relational Aspect of Resilience Previously, the concept of the ‘resilient individual’ has been of interest within the psychological and self-help literature (Garmezy, qtd. in Wilson) giving weight to the aspect of it being an innate trait that individuals possess or harness (258). Yet there is a need to explore the relational aspect of resilience as it is embedded in the network of relationships within social settings. A person’s identity and well-being is better understood in observing their capacity to manage their responses to adverse circ*mstances in an interpersonal community through the networks of relationships. Brison, highlights the collective strength of individuals in social networks and the importance of social support in the process of recovery from trauma, that the self is vulnerable to be affected by violence but resilient to be reconstructed through the help of others (qtd. in Wilson 125). This calls for what Wilson refers to as a more interdisciplinary perspective drawing on cultural studies and sociology (2). It also acknowledges that although individual traits influence the action of resilience, it can be learned and developed in adverse situations through social interactions. To date, within sociology and cultural studies, there is not a well-developed perspective on the topic of resilience. Resilience involves a complex ongoing interaction between individuals and their social worlds (Wilson 16) that helps them make sense of their world and adjust to the context of resettlement. It includes developing a perspective of people drawing upon negative experiences as productive cultural resources for growth, which involves seeing themselves as agents of their own future rather than suffering from a sense of victimhood (Wilson 46, 258). Wilson further outlines the display of a resilience-related capacity to positively interpret and derive meaning from what might have been otherwise negative migration experiences (Wilson 47). Wu refers to ‘imagineering’ alternative futures, for people to see beyond the current adverse circ*mstances and to imagine other possibilities. People respond to and navigate their experience of trauma in unique, unexpected and productive ways (Wilson 29). Trauma can cripple individual potential and yet individuals can also learn to turn such an experience into a positive, productive resource for personal growth. Grief, despair and powerlessness can be channelled into hope for improved life opportunities. Social networks can act as protection against adversity and trauma; meaningful interpersonal relationships and a sense of belonging assist individuals in recovering from emotional strain. Wilson asserts that social capabilities assist people in turning what would otherwise be negative experiences into productive cultural resources (13). Graybeal (238) and Saleeby (297) explore resilience as a strength-based practice, where individuals, families and communities are seen in relation to their capacities, talents, competencies, possibilities, visions, values and hopes; rather than through their deficiencies, pathologies or disorders. This does not present an idea of invulnerability to adversity but points to resources for navigating adversity. Resilience is not merely an individual trait or a set of intrinsic behaviours that can be displayed in ‘resilient individuals’. Resilience, rather than being an unchanging attribute, is a complex socio-cultural phenomenon, a relational concept of a dynamic nature that is situated in interpersonal relations (Wilson 258). Positive Growth through a Community Based Approach Through migrating to another country (in the context of refugees), Falicov, points out that people often experience a profound loss of their social network and cultural roots, resulting in a sense of homelessness between two worlds, belonging to neither (qtd. in Walsh 220). In the ideological narratives of refugee movements and diasporas, the exile present may be collectively portrayed as a liminality, outside normal time and place, a passage between past and future (Eastmond 255). The concept of the ‘liminal’ was popularised by Victor Turner, who proposed that different kinds of marginalised people and communities go through phases of separation, ‘liminali’ (state of limbo) and reincorporation (qtd. in Tofighian 101). Difficulties arise when there is no closure of the liminal period (fleeing their former country and yet not being able to integrate in the country of destination). If there is no reincorporation into mainstream society then people become unsettled and feel displaced. This has implications for their sense of identity as they suffer from possible cultural destabilisation, not being able to integrate into the host society. The loss of social supports may be especially severe and long-lasting in the context of displacement. In gaining an understanding of resilience in the context of displacement, it is important to consider social settings and person-environment transactions as displaced people seek to experience a sense of community in alternative ways. Mays proposed that alternative forms of community are central to community survival and resilience. Community is a source of wellbeing for building and strengthening positive relations and networks (Mays 590). Cottrell, uses the concept of ‘community competence’, where a community provides opportunities and conditions that enable groups to navigate their problems and develop capacity and resourcefulness to cope positively with adversity (qtd. in Sonn and Fisher 4, 5). Chaskin, sees community as a resilient entity, countering adversity and promoting the well-being of its members (qtd. in Canavan 6). As a point of departure from the concept of community in the conventional sense, I am interested in what Ahmed and Fortier state as moments or sites of connection between people who would normally not have such connection (254). The participants may come together without any presumptions of ‘being in common’ or ‘being uncommon’ (Ahmed and Fortier 254). This community shows little differentiation between those who are welcome and those who are not in the demarcation of the boundaries of community. The community I refer to presents the idea as ‘common ground’ rather than commonality. Ahmed and Fortier make reference to a ‘moral community’, a “community of care and responsibility, where members readily acknowledge the ‘social obligations’ and willingness to assist the other” (Home office, qtd. in Ahmed and Fortier 253). Ahmed and Fortier note that strong communities produce caring citizens who ensure the future of caring communities (253). Community can also be referred to as the ‘soul’, something that stems out of the struggle that creates a sense of solidarity and cohesion among group members (Keil, qtd. in Sonn and Fisher 17). Often shared experiences of despair can intensify connections between people. These settings modify the impact of oppression through people maintaining positive experiences of belonging and develop a positive sense of identity. This has enabled people to hold onto and reconstruct the sociocultural supplies that have come under threat (Sonn and Fisher 17). People are able to feel valued as human beings, form positive attachments, experience community, a sense of belonging, reconstruct group identities and develop skills to cope with the outside world (Sonn and Fisher, 20). Community networks are significant in contributing to personal transformation. Walsh states that “community networks can be essential resources in trauma recovery when their strengths and potential are mobilised” (208). Walsh also points out that the suffering and struggle to recover after a traumatic experience often results in remarkable transformation and positive growth (208). Studies in post-traumatic growth (Calhoun & Tedeschi) have found positive changes such as: the emergence of new opportunities, the formation of deeper relationships and compassion for others, feelings strengthened to meet future life challenges, reordered priorities, fuller appreciation of life and a deepening spirituality (in Walsh 208). As Walsh explains “The effects of trauma depend greatly on whether those wounded can seek comfort, reassurance and safety with others. Strong connections with trust that others will be there for them when needed, counteract feelings of insecurity, hopelessness, and meaninglessness” (208). Wilson (256) developed a new paradigm in shifting the focus from an individualised approach to trauma recovery, to a community-based approach in his research of young Sudanese refugees. Rutter and Walsh, stress that mental health professionals can best foster trauma recovery by shifting from a predominantly individual pathology focus to other treatment approaches, utilising communities as a capacity for healing and resilience (qtd. in Walsh 208). Walsh highlights that “coming to terms with traumatic loss involves making meaning of the trauma experience, putting it in perspective, and weaving the experience of loss and recovery into the fabric of individual and collective identity and life passage” (210). Landau and Saul, have found that community resilience involves building community and enhancing social connectedness by strengthening the system of social support, coalition building and information and resource sharing, collective storytelling, and re-establishing the rhythms and routines of life (qtd. in Walsh 219). Bracken et al. suggest that one of the fundamental principles in recovery over time is intrinsically linked to reconstruction of social networks (15). This is not expecting resolution in some complete ‘once and for all’ getting over it, getting closure of something, or simply recovering and moving on, but tapping into a collective recovery approach, being a gradual process over time. Conclusion A focus on biomedical intervention using a biomedical understanding of distress may be limiting as a helping modality for refugees. Such an approach can undermine peoples’ agency, coping strategies and local cultural understandings of distress. Drawing on sociology and cultural studies, utilising a more emic approach, brings new insights to understanding resilience and how people respond to trauma in unique, unexpected and productive ways for positive personal growth while navigating the experience. This includes considering social settings and person-environment transactions in gaining an understanding of resilience. Although individual traits influence the action of resilience, it can be learned and developed in adverse situations through social interactions. Social networks and capabilities can act as a protection against adversity and trauma, assisting people to turn what would otherwise be negative experiences into productive cultural resources (Wilson 13) for improved life opportunities. The promotion of social competence is viewed as a preventative intervention to promote resilient outcomes, as social skill facilitates social integration (Nettles and Mason 363). As Wilson (258) asserts that resilience is not merely an individual trait or a set of intrinsic behaviours that ‘resilient individuals’ display; it is a complex, socio-cultural phenomenon that is situated in interpersonal relations within a community setting. References Ahmed, Sara, and Anne-Marie Fortier. “Re-Imagining Communities.” International of Cultural Studies 6.3 (2003): 251-59. Bracken, Patrick. J., Joan E. Giller, and Derek Summerfield. Psychological Response to War and Atrocity: The Limitations of Current Concepts. Elsevier Science, 1995. 8 Aug, 2013 ‹http://www.freedomfromtorture.org/sites/default/files/documents/Summerfield-PsychologicalResponses.pdf>. Brune, Michael, Christian Haasen, Michael Krausz, Oktay Yagdiran, Enrique Bustos and David Eisenman. “Belief Systems as Coping Factors for Traumatized Refugees: A Pilot Study.” Eur Psychiatry 17 (2002): 451-58. Canavan, John. “Resilience: Cautiously Welcoming a Contested Concept.” Child Care in Practice 14.1 (2008): 1-7. Chung, Juna. Refugee and Immigrant Survivors of Trauma: A Curriculum for Social Workers. Master’s Thesis for California State University. Long Beach, 2010. 1-29. Eastmond, Maria. “Stories of Lived Experience: Narratives in Forced Migration Research.” Journal of Refugee Studies 20.2 (2007): 248-64. Eyber, Carola “Cultural and Anthropological Studies.” In Forced Migration Online, 2002. 8 Aug, 2013. ‹http://www.forcedmigration.org/research-resources/expert-guides/psychosocial- issues/cultural-and-anthropological-studies>. Graybeal, Clay. “Strengths-Based Social Work Assessment: Transforming the Dominant Paradigm.” Families in Society 82.3 (2001): 233-42. Kleinman, Arthur. “Triumph or Pyrrhic Victory? The Inclusion of Culture in DSM-IV.” Harvard Rev Psychiatry 4 (1997): 343-44. Mares, Sarah, and Louise Newman, eds. Acting from the Heart- Australian Advocates for Asylum Seekers Tell Their Stories. Sydney: Finch Publishing, 2007. Mays, Vicki M. “Identity Development of Black Americans: The Role of History and the Importance of Ethnicity.” American Journal of Psychotherapy 40.4 (1986): 582-93. Nettles, Saundra Murray, and Michael J. Mason. “Zones of Narrative Safety: Promoting Psychosocial Resilience in Young People.” The Journal of Primary Prevention 25.3 (2004): 359-73. Orosa, Francisco J.E., Michael Brune, Katrin Julia Fischer-Ortman, and Christian Haasen. “Belief Systems as Coping Factors in Traumatized Refugees: A Prospective Study.” Traumatology 17.1 (2011); 1-7. Peres, Julio F.P., Alexander Moreira-Almeida, Antonia, G. Nasello, and Harold, G. Koenig. “Spirituality and Resilience in Trauma Victims.” J Relig Health (2006): 1-8. Saleebey, Dennis. “The Strengths Perspective in Social Work Practice: Extensions and Cautions.” Social Work 41.3 (1996): 296-305. Scheper-Hughes, Nancy. “A Talent for Life: Reflections on Human Vulnerability and Resilience.” Ethnos 73.1 (2008): 25-56. Seahorn, Janet, J. and Anthony E. Seahorn. Tears of a Warrior. Ft Collins, USA: Team Pursuits, 2008. Sonn, Christopher, and Adrian Fisher. “Sense of Community: Community Resilient Responses to Oppression and Change.” Unpublished article. Curtin University of Technology & Victoria University of Technology: undated. Summerfield, Derek. “Childhood, War, Refugeedom and ‘Trauma’: Three Core Questions for Medical Health Professionals.” Transcultural Psychiatry 37.3 (2000): 417-433. Tofighian, Omid. “Prolonged Liminality and Comparative Examples of Rioting Down Under”. Fear and Hope: The Art of Asylum Seekers in Australian Detention Centres Literature and Aesthetics (Special Edition) 21 (2011): 97-103. Ungar, Michael. “A Constructionist Discourse on Resilience: Multiple Contexts, Multiple Realities Among at-Risk Children and Youth.” Youth Society 35.3 (2004): 341-365. Ungar, Michael. “A Thicker Description of Resilience.” The International Journal of Narrative Therapy and Community Work 3 & 4 (2005): 85-96. Walsh, Froma. “Traumatic Loss and Major Disasters: Strengthening Family and Community Resilience.” Family Process 46.2 (2007): 207-227. Weiss, Daniel. S., Charles R. Marmar, William. E. Schlenger, John. A. Fairbank, Kathleen Jordon, Richard L. Hough, and Richard A. Kulka. “The Prevalence of Lifetime and Partial Post- Traumatic Stress Disorder in Vietnam Theater Veterans.” Journal of Traumatic Stress 5.3 (1992):365-76. Westoby, Peter, and Ann Ingamells. “A Critically Informed Perspective of Working with Resettling Refugee Groups in Australia.” British Journal of Social Work 40 (2010): 1759-76. Wilson, Michael. “Accumulating Resilience: An Investigation of the Migration and Resettlement Experiences of Young Sudanese People in the Western Sydney Area.” PHD Thesis. University of Western Sydney ( 2012): 1-297. Wu, K. M. “Hope and World Survival.” Philosophy Forum 12.1-2 (1972): 131-48.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Introduction Crime fiction is one of the world’s most popular genres. Indeed, it has been estimated that as many as one in every three new novels, published in English, is classified within the crime fiction category (Knight xi). These new entrants to the market are forced to jostle for space on bookstore and library shelves with reprints of classic crime novels; such works placed in, often fierce, competition against their contemporaries as well as many of their predecessors. Raymond Chandler, in his well-known essay The Simple Art of Murder, noted Ernest Hemingway’s observation that “the good writer competes only with the dead. The good detective story writer […] competes not only with all the unburied dead but with all the hosts of the living as well” (3). In fact, there are so many examples of crime fiction works that, as early as the 1920s, one of the original ‘Queens of Crime’, Dorothy L. Sayers, complained: It is impossible to keep track of all the detective-stories produced to-day [sic]. Book upon book, magazine upon magazine pour out from the Press, crammed with murders, thefts, arsons, frauds, conspiracies, problems, puzzles, mysteries, thrills, maniacs, crooks, poisoners, forgers, garrotters, police, spies, secret-service men, detectives, until it seems that half the world must be engaged in setting riddles for the other half to solve (95). Twenty years after Sayers wrote on the matter of the vast quantities of crime fiction available, W.H. Auden wrote one of the more famous essays on the genre: The Guilty Vicarage: Notes on the Detective Story, by an Addict. Auden is, perhaps, better known as a poet but his connection to the crime fiction genre is undisputed. As well as his poetic works that reference crime fiction and commentaries on crime fiction, one of Auden’s fellow poets, Cecil Day-Lewis, wrote a series of crime fiction novels under the pseudonym Nicholas Blake: the central protagonist of these novels, Nigel Strangeways, was modelled upon Auden (Scaggs 27). Interestingly, some writers whose names are now synonymous with the genre, such as Edgar Allan Poe and Raymond Chandler, established the link between poetry and crime fiction many years before the publication of The Guilty Vicarage. Edmund Wilson suggested that “reading detective stories is simply a kind of vice that, for silliness and minor harmfulness, ranks somewhere between crossword puzzles and smoking” (395). In the first line of The Guilty Vicarage, Auden supports Wilson’s claim and confesses that: “For me, as for many others, the reading of detective stories is an addiction like tobacco or alcohol” (406). This indicates that the genre is at best a trivial pursuit, at worst a pursuit that is bad for your health and is, increasingly, socially unacceptable, while Auden’s ideas around taste—high and low—are made clear when he declares that “detective stories have nothing to do with works of art” (406). The debates that surround genre and taste are many and varied. The mid-1920s was a point in time which had witnessed crime fiction writers produce some of the finest examples of fiction to ever be published and when readers and publishers were watching, with anticipation, as a new generation of crime fiction writers were readying themselves to enter what would become known as the genre’s Golden Age. At this time, R. Austin Freeman wrote that: By the critic and the professedly literary person the detective story is apt to be dismissed contemptuously as outside the pale of literature, to be conceived of as a type of work produced by half-educated and wholly incompetent writers for consumption by office boys, factory girls, and other persons devoid of culture and literary taste (7). This article responds to Auden’s essay and explores how crime fiction appeals to many different tastes: tastes that are acquired, change over time, are embraced, or kept as guilty secrets. In addition, this article will challenge Auden’s very narrow definition of crime fiction and suggest how Auden’s religious imagery, deployed to explain why many people choose to read crime fiction, can be incorporated into a broader popular discourse on punishment. This latter argument demonstrates that a taste for crime fiction and a taste for justice are inextricably intertwined. Crime Fiction: A Type For Every Taste Cathy Cole has observed that “crime novels are housed in their own section in many bookshops, separated from literary novels much as you’d keep a child with measles away from the rest of the class” (116). Times have changed. So too, have our tastes. Crime fiction, once sequestered in corners, now demands vast tracts of prime real estate in bookstores allowing readers to “make their way to the appropriate shelves, and begin to browse […] sorting through a wide variety of very different types of novels” (Malmgren 115). This is a result of the sheer size of the genre, noted above, as well as the genre’s expanding scope. Indeed, those who worked to re-invent crime fiction in the 1800s could not have envisaged the “taxonomic exuberance” (Derrida 206) of the writers who have defined crime fiction sub-genres, as well as how readers would respond by not only wanting to read crime fiction but also wanting to read many different types of crime fiction tailored to their particular tastes. To understand the demand for this diversity, it is important to reflect upon some of the appeal factors of crime fiction for readers. Many rules have been promulgated for the writers of crime fiction to follow. Ronald Knox produced a set of 10 rules in 1928. These included Rule 3 “Not more than one secret room or passage is allowable”, and Rule 10 “Twin brothers, and doubles generally, must not appear unless we have been duly prepared for them” (194–6). In the same year, S.S. Van Dine produced another list of 20 rules, which included Rule 3 “There must be no love interest: The business in hand is to bring a criminal to the bar of justice, not to bring a lovelorn couple to the hymeneal altar”, and Rule 7 “There simply must be a corpse in a detective novel, and the deader the corpse the better” (189–93). Some of these directives have been deliberately ignored or have become out-of-date over time while others continue to be followed in contemporary crime writing practice. In sharp contrast, there are no rules for reading this genre. Individuals are, generally, free to choose what, where, when, why, and how they read crime fiction. There are, however, different appeal factors for readers. The most common of these appeal factors, often described as doorways, are story, setting, character, and language. As the following passage explains: The story doorway beckons those who enjoy reading to find out what happens next. The setting doorway opens widest for readers who enjoy being immersed in an evocation of place or time. The doorway of character is for readers who enjoy looking at the world through others’ eyes. Readers who most appreciate skilful writing enter through the doorway of language (Wyatt online). These doorways draw readers to the crime fiction genre. There are stories that allow us to easily predict what will come next or make us hold our breath until the very last page, the books that we will cheerfully lend to a family member or a friend and those that we keep close to hand to re-read again and again. There are settings as diverse as country manors, exotic locations, and familiar city streets, places we have been and others that we might want to explore. There are characters such as the accidental sleuth, the hardboiled detective, and the refined police officer, amongst many others, the men and women—complete with idiosyncrasies and flaws—who we have grown to admire and trust. There is also the language that all writers, regardless of genre, depend upon to tell their tales. In crime fiction, even the most basic task of describing where the murder victim was found can range from words that convey the genteel—“The room of the tragedy” (Christie 62)—to the absurd: “There it was, jammed between a pallet load of best export boneless beef and half a tonne of spring lamb” (Maloney 1). These appeal factors indicate why readers might choose crime fiction over another genre, or choose one type of crime fiction over another. Yet such factors fail to explain what crime fiction is or adequately answer why the genre is devoured in such vast quantities. Firstly, crime fiction stories are those in which there is the committing of a crime, or at least the suspicion of a crime (Cole), and the story that unfolds revolves around the efforts of an amateur or professional detective to solve that crime (Scaggs). Secondly, crime fiction offers the reassurance of resolution, a guarantee that from “previous experience and from certain cultural conventions associated with this genre that ultimately the mystery will be fully explained” (Zunshine 122). For Auden, the definition of the crime novel was quite specific, and he argued that referring to the genre by “the vulgar definition, ‘a Whodunit’ is correct” (407). Auden went on to offer a basic formula stating that: “a murder occurs; many are suspected; all but one suspect, who is the murderer, are eliminated; the murderer is arrested or dies” (407). The idea of a formula is certainly a useful one, particularly when production demands—in terms of both quality and quantity—are so high, because the formula facilitates creators in the “rapid and efficient production of new works” (Cawelti 9). For contemporary crime fiction readers, the doorways to reading, discussed briefly above, have been cast wide open. Stories relying upon the basic crime fiction formula as a foundation can be gothic tales, clue puzzles, forensic procedurals, spy thrillers, hardboiled narratives, or violent crime narratives, amongst many others. The settings can be quiet villages or busy metropolises, landscapes that readers actually inhabit or that provide a form of affordable tourism. These stories can be set in the past, the here and now, or the future. Characters can range from Edgar Allan Poe’s C. Auguste Dupin to Dashiell Hammett’s Sam Spade, from Agatha Christie’s Miss Jane Marple to Kerry Greenwood’s Honourable Phryne Fisher. Similarly, language can come in numerous styles from the direct (even rough) words of Carter Brown to the literary prose of Peter Temple. Anything is possible, meaning everything is available to readers. For Auden—although he required a crime to be committed and expected that crime to be resolved—these doorways were only slightly ajar. For him, the story had to be a Whodunit; the setting had to be rural England, though a college setting was also considered suitable; the characters had to be “eccentric (aesthetically interesting individuals) and good (instinctively ethical)” and there needed to be a “completely satisfactory detective” (Sherlock Holmes, Inspector French, and Father Brown were identified as “satisfactory”); and the language descriptive and detailed (406, 409, 408). To illustrate this point, Auden’s concept of crime fiction has been plotted on a taxonomy, below, that traces the genre’s main developments over a period of three centuries. As can be seen, much of what is, today, taken for granted as being classified as crime fiction is completely excluded from Auden’s ideal. Figure 1: Taxonomy of Crime Fiction (Adapted from Franks, Murder 136) Crime Fiction: A Personal Journey I discovered crime fiction the summer before I started high school when I saw the film version of The Big Sleep starring Humphrey Bogart and Lauren Bacall. A few days after I had seen the film I started reading the Raymond Chandler novel of the same title, featuring his famous detective Philip Marlowe, and was transfixed by the second paragraph: The main hallway of the Sternwood place was two stories high. Over the entrance doors, which would have let in a troop of Indian elephants, there was a broad stained-glass panel showing a knight in dark armour rescuing a lady who was tied to a tree and didn’t have any clothes on but some very long and convenient hair. The knight had pushed the visor of his helmet back to be sociable, and he was fiddling with the knots on the ropes that tied the lady to the tree and not getting anywhere. I stood there and thought that if I lived in the house, I would sooner or later have to climb up there and help him. He didn’t seem to be really trying (9). John Scaggs has written that this passage indicates Marlowe is an idealised figure, a knight of romance rewritten onto the mean streets of mid-20th century Los Angeles (62); a relocation Susan Roland calls a “secular form of the divinely sanctioned knight errant on a quest for metaphysical justice” (139): my kind of guy. Like many young people I looked for adventure and escape in books, a search that was realised with Raymond Chandler and his contemporaries. On the escapism scale, these men with their stories of tough-talking detectives taking on murderers and other criminals, law enforcement officers, and the occasional femme fatale, were certainly a sharp upgrade from C.S. Lewis and the Chronicles of Narnia. After reading the works written by the pioneers of the hardboiled and roman noir traditions, I looked to other American authors such as Edgar Allan Poe who, in the mid-1800s, became the father of the modern detective story, and Thorne Smith who, in the 1920s and 1930s, produced magical realist tales with characters who often chose to dabble on the wrong side of the law. This led me to the works of British crime writers including Arthur Conan Doyle, Agatha Christie, and Dorothy L. Sayers. My personal library then became dominated by Australian writers of crime fiction, from the stories of bushrangers and convicts of the Colonial era to contemporary tales of police and private investigators. There have been various attempts to “improve” or “refine” my tastes: to convince me that serious literature is real reading and frivolous fiction is merely a distraction. Certainly, the reading of those novels, often described as classics, provide perfect combinations of beauty and brilliance. Their narratives, however, do not often result in satisfactory endings. This routinely frustrates me because, while I understand the philosophical frameworks that many writers operate within, I believe the characters of such works are too often treated unfairly in the final pages. For example, at the end of Ernest Hemingway’s A Farewell to Arms, Frederick Henry “left the hospital and walked back to the hotel in the rain” after his son is stillborn and “Mrs Henry” becomes “very ill” and dies (292–93). Another example can be found on the last page of George Orwell’s Nineteen Eighty-Four when Winston Smith “gazed up at the enormous face” and he realised that he “loved Big Brother” (311). Endings such as these provide a space for reflection about the world around us but rarely spark an immediate response of how great that world is to live in (Franks Motive). The subject matter of crime fiction does not easily facilitate fairy-tale finishes, yet, people continue to read the genre because, generally, the concluding chapter will show that justice, of some form, will be done. Punishment will be meted out to the ‘bad characters’ that have broken society’s moral or legal laws; the ‘good characters’ may experience hardships and may suffer but they will, generally, prevail. Crime Fiction: A Taste For Justice Superimposed upon Auden’s parameters around crime fiction, are his ideas of the law in the real world and how such laws are interwoven with the Christian-based system of ethics. This can be seen in Auden’s listing of three classes of crime: “(a) offenses against God and one’s neighbor or neighbors; (b) offenses against God and society; (c) offenses against God” (407). Murder, in Auden’s opinion, is a class (b) offense: for the crime fiction novel, the society reflected within the story should be one in “a state of grace, i.e., a society where there is no need of the law, no contradiction between the aesthetic individual and the ethical universal, and where murder, therefore, is the unheard-of act which precipitates a crisis” (408). Additionally, in the crime novel “as in its mirror image, the Quest for the Grail, maps (the ritual of space) and timetables (the ritual of time) are desirable. Nature should reflect its human inhabitants, i.e., it should be the Great Good Place; for the more Eden-like it is, the greater the contradiction of murder” (408). Thus, as Charles J. Rzepka notes, “according to W.H. Auden, the ‘classical’ English detective story typically re-enacts rites of scapegoating and expulsion that affirm the innocence of a community of good people supposedly ignorant of evil” (12). This premise—of good versus evil—supports Auden’s claim that the punishment of wrongdoers, particularly those who claim the “right to be omnipotent” and commit murder (409), should be swift and final: As to the murderer’s end, of the three alternatives—execution, suicide, and madness—the first is preferable; for if he commits suicide he refuses to repent, and if he goes mad he cannot repent, but if he does not repent society cannot forgive. Execution, on the other hand, is the act of atonement by which the murderer is forgiven by society (409). The unilateral endorsem*nt of state-sanctioned murder is problematic, however, because—of the main justifications for punishment: retribution; deterrence; incapacitation; and rehabilitation (Carter Snead 1245)—punishment, in this context, focuses exclusively upon retribution and deterrence, incapacitation is achieved by default, but the idea of rehabilitation is completely ignored. This, in turn, ignores how the reading of crime fiction can be incorporated into a broader popular discourse on punishment and how a taste for crime fiction and a taste for justice are inextricably intertwined. One of the ways to explore the connection between crime fiction and justice is through the lens of Emile Durkheim’s thesis on the conscience collective which proposes punishment is a process allowing for the demonstration of group norms and the strengthening of moral boundaries. David Garland, in summarising this thesis, states: So although the modern state has a near monopoly of penal violence and controls the administration of penalties, a much wider population feels itself to be involved in the process of punishment, and supplies the context of social support and valorization within which state punishment takes place (32). It is claimed here that this “much wider population” connecting with the task of punishment can be taken further. Crime fiction, above all other forms of literary production, which, for those who do not directly contribute to the maintenance of their respective legal systems, facilitates a feeling of active participation in the penalising of a variety of perpetrators: from the issuing of fines to incarceration (Franks Punishment). Crime fiction readers are therefore, temporarily at least, direct contributors to a more stable society: one that is clearly based upon right and wrong and reliant upon the conscience collective to maintain and reaffirm order. In this context, the reader is no longer alone, with only their crime fiction novel for company, but has become an active member of “a moral framework which binds individuals to each other and to its conventions and institutions” (Garland 51). This allows crime fiction, once viewed as a “vice” (Wilson 395) or an “addiction” (Auden 406), to be seen as playing a crucial role in the preservation of social mores. It has been argued “only the most literal of literary minds would dispute the claim that fictional characters help shape the way we think of ourselves, and hence help us articulate more clearly what it means to be human” (Galgut 190). Crime fiction focuses on what it means to be human, and how complex humans are, because stories of murders, and the men and women who perpetrate and solve them, comment on what drives some people to take a life and others to avenge that life which is lost and, by extension, engages with a broad community of readers around ideas of justice and punishment. It is, furthermore, argued here that the idea of the story is one of the more important doorways for crime fiction and, more specifically, the conclusions that these stories, traditionally, offer. For Auden, the ending should be one of restoration of the spirit, as he suspected that “the typical reader of detective stories is, like myself, a person who suffers from a sense of sin” (411). In this way, the “phantasy, then, which the detective story addict indulges is the phantasy of being restored to the Garden of Eden, to a state of innocence, where he may know love as love and not as the law” (412), indicating that it was not necessarily an accident that “the detective story has flourished most in predominantly Protestant countries” (408). Today, modern crime fiction is a “broad church, where talented authors raise questions and cast light on a variety of societal and other issues through the prism of an exciting, page-turning story” (Sisterson). Moreover, our tastes in crime fiction have been tempered by a growing fear of real crime, particularly murder, “a crime of unique horror” (Hitchens 200). This has seen some readers develop a taste for crime fiction that is not produced within a framework of ecclesiastical faith but is rather grounded in reliance upon those who enact punishment in both the fictional and real worlds. As P.D. James has written: [N]ot by luck or divine intervention, but by human ingenuity, human intelligence and human courage. It confirms our hope that, despite some evidence to the contrary, we live in a beneficent and moral universe in which problems can be solved by rational means and peace and order restored from communal or personal disruption and chaos (174). Dorothy L. Sayers, despite her work to legitimise crime fiction, wrote that there: “certainly does seem a possibility that the detective story will some time come to an end, simply because the public will have learnt all the tricks” (108). Of course, many readers have “learnt all the tricks”, or most of them. This does not, however, detract from the genre’s overall appeal. We have not grown bored with, or become tired of, the formula that revolves around good and evil, and justice and punishment. Quite the opposite. Our knowledge of, as well as our faith in, the genre’s “tricks” gives a level of confidence to readers who are looking for endings that punish murderers and other wrongdoers, allowing for more satisfactory conclusions than the, rather depressing, ends given to Mr. Henry and Mr. Smith by Ernest Hemingway and George Orwell noted above. Conclusion For some, the popularity of crime fiction is a curious case indeed. When Penguin and Collins published the Marsh Million—100,000 copies each of 10 Ngaio Marsh titles in 1949—the author’s relief at the success of the project was palpable when she commented that “it was pleasant to find detective fiction being discussed as a tolerable form of reading by people whose opinion one valued” (172). More recently, upon the announcement that a Miles Franklin Award would be given to Peter Temple for his crime novel Truth, John Sutherland, a former chairman of the judges for one of the world’s most famous literary awards, suggested that submitting a crime novel for the Booker Prize would be: “like putting a donkey into the Grand National”. Much like art, fashion, food, and home furnishings or any one of the innumerable fields of activity and endeavour that are subject to opinion, there will always be those within the world of fiction who claim positions as arbiters of taste. Yet reading is intensely personal. I like a strong, well-plotted story, appreciate a carefully researched setting, and can admire elegant language, but if a character is too difficult to embrace—if I find I cannot make an emotional connection, if I find myself ambivalent about their fate—then a book is discarded as not being to my taste. It is also important to recognise that some tastes are transient. Crime fiction stories that are popular today could be forgotten tomorrow. Some stories appeal to such a broad range of tastes they are immediately included in the crime fiction canon. Yet others evolve over time to accommodate widespread changes in taste (an excellent example of this can be seen in the continual re-imagining of the stories of Sherlock Holmes). Personal tastes also adapt to our experiences and our surroundings. A book that someone adores in their 20s might be dismissed in their 40s. A storyline that was meaningful when read abroad may lose some of its magic when read at home. Personal events, from a change in employment to the loss of a loved one, can also impact upon what we want to read. Similarly, world events, such as economic crises and military conflicts, can also influence our reading preferences. Auden professed an almost insatiable appetite for crime fiction, describing the reading of detective stories as an addiction, and listed a very specific set of criteria to define the Whodunit. Today, such self-imposed restrictions are rare as, while there are many rules for writing crime fiction, there are no rules for reading this (or any other) genre. People are, generally, free to choose what, where, when, why, and how they read crime fiction, and to follow the deliberate or whimsical paths that their tastes may lay down for them. Crime fiction writers, past and present, offer: an incredible array of detective stories from the locked room to the clue puzzle; settings that range from the English country estate to city skyscrapers in glamorous locations around the world; numerous characters from cerebral sleuths who can solve a crime in their living room over a nice, hot cup of tea to weapon wielding heroes who track down villains on foot in darkened alleyways; and, language that ranges from the cultured conversations from the novels of the genre’s Golden Age to the hard-hitting terminology of forensic and legal procedurals. Overlaid on these appeal factors is the capacity of crime fiction to feed a taste for justice: to engage, vicariously at least, in the establishment of a more stable society. Of course, there are those who turn to the genre for a temporary distraction, an occasional guilty pleasure. There are those who stumble across the genre by accident or deliberately seek it out. There are also those, like Auden, who are addicted to crime fiction. So there are corpses for the conservative and dead bodies for the bloodthirsty. There is, indeed, a murder victim, and a murder story, to suit every reader’s taste. References Auden, W.H. “The Guilty Vicarage: Notes on The Detective Story, By an Addict.” Harper’s Magazine May (1948): 406–12. 1 Dec. 2013 ‹http://www.harpers.org/archive/1948/05/0033206›. Carter Snead, O. “Memory and Punishment.” Vanderbilt Law Review 64.4 (2011): 1195–264. Cawelti, John G. Adventure, Mystery and Romance: Formula Stories as Art and Popular Culture. Chicago: U of Chicago P, 1976/1977. Chandler, Raymond. The Big Sleep. London: Penguin, 1939/1970. ––. The Simple Art of Murder. New York: Vintage Books, 1950/1988. Christie, Agatha. The Mysterious Affair at Styles. London: HarperCollins, 1920/2007. Cole, Cathy. Private Dicks and Feisty Chicks: An Interrogation of Crime Fiction. Fremantle: Curtin UP, 2004. Derrida, Jacques. “The Law of Genre.” Glyph 7 (1980): 202–32. Franks, Rachel. “May I Suggest Murder?: An Overview of Crime Fiction for Readers’ Advisory Services Staff.” Australian Library Journal 60.2 (2011): 133–43. ––. “Motive for Murder: Reading Crime Fiction.” The Australian Library and Information Association Biennial Conference. Sydney: Jul. 2012. ––. “Punishment by the Book: Delivering and Evading Punishment in Crime Fiction.” Inter-Disciplinary.Net 3rd Global Conference on Punishment. Oxford: Sep. 2013. Freeman, R.A. “The Art of the Detective Story.” The Art of the Mystery Story: A Collection of Critical Essays. Ed. Howard Haycraft. New York: Simon & Schuster, 1924/1947. 7–17. Galgut, E. “Poetic Faith and Prosaic Concerns: A Defense of Suspension of Disbelief.” South African Journal of Philosophy 21.3 (2002): 190–99. Garland, David. Punishment and Modern Society: A Study in Social Theory. Chicago: U of Chicago P, 1993. Hemingway, Ernest. A Farewell to Arms. London: Random House, 1929/2004. ––. in R. Chandler. The Simple Art of Murder. New York: Vintage Books, 1950/1988. Hitchens, P. A Brief History of Crime: The Decline of Order, Justice and Liberty in England. London: Atlantic Books, 2003. James, P.D. Talking About Detective Fiction. New York: Alfred A. Knopf, 2009. Knight, Stephen. Crime Fiction since 1800: Death, Detection, Diversity, 2nd ed. New York: Palgrave Macmillian, 2010. Knox, Ronald A. “Club Rules: The 10 Commandments for Detective Novelists, 1928.” Ronald Knox Society of North America. 1 Dec. 2013 ‹http://www.ronaldknoxsociety.com/detective.html›. Malmgren, C.D. “Anatomy of Murder: Mystery, Detective and Crime Fiction.” Journal of Popular Culture Spring (1997): 115–21. Maloney, Shane. The Murray Whelan Trilogy: Stiff, The Brush-Off and Nice Try. Melbourne: Text Publishing, 1994/2008. Marsh, Ngaio in J. Drayton. Ngaio Marsh: Her Life in Crime. Auckland: Harper Collins, 2008. Orwell, George. Nineteen Eighty-Four. London: Penguin Books, 1949/1989. Roland, Susan. From Agatha Christie to Ruth Rendell: British Women Writers in Detective and Crime Fiction. London: Palgrave, 2001. Rzepka, Charles J. Detective Fiction. Cambridge: Polity, 2005. Sayers, Dorothy L. “The Omnibus of Crime.” The Art of the Mystery Story: A Collection of Critical Essays. Ed. Howard Haycraft. New York: Simon & Schuster, 1928/1947. 71–109. Scaggs, John. Crime Fiction: The New Critical Idiom. London: Routledge, 2005. Sisterson, C. “Battle for the Marsh: Awards 2013.” Black Mask: Pulps, Noir and News of Same. 1 Jan. 2014 http://www.blackmask.com/category/awards-2013/ Sutherland, John. in A. Flood. “Could Miles Franklin turn the Booker Prize to Crime?” The Guardian. 1 Jan. 2014 ‹http://www.guardian.co.uk/books/2010/jun/25/miles-franklin-booker-prize-crime›. Van Dine, S.S. “Twenty Rules for Writing Detective Stories.” The Art of the Mystery Story: A Collection of Critical Essays. Ed. Howard Haycraft. New York: Simon & Schuster, 1928/1947. 189-93. Wilson, Edmund. “Who Cares Who Killed Roger Ackroyd.” The Art of the Mystery Story: A Collection of Critical Essays. Ed. Howard Haycraft. New York: Simon & Schuster, 1944/1947. 390–97. Wyatt, N. “Redefining RA: A RA Big Think.” Library Journal Online. 1 Jan. 2014 ‹http://lj.libraryjournal.com/2007/07/ljarchives/lj-series-redefining-ra-an-ra-big-think›. Zunshine, Lisa. Why We Read Fiction: Theory of Mind and the Novel. Columbus: Ohio State UP, 2006.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Fig. 1: Photo by Miguel Orós, from unsplash.comFeminism has stalled at the bedroom door. In the post-#metoo era, more than ever, we need intimate civil rights in our relationships to counter the worrisome prevailing trends: Intimate partner violence. Interpersonal abuse. Date rape. Sexual harassment. Online harassment. Bullying. Rage. Sexual Assault. Abusive relationships. Revenge p*rn. There’s a lot of damage done when we get up close and personal. In the 21st century, we have come far in terms of equality and respect between the genders, so there’s a lot to celebrate. We also note that the Australian government has stepped in recently with the theme ‘Keeping Australians safe and secure’, by pledging $78 million to combat domestic violence, much of which takes place behind closed doors (Morrison 2019). Herein lies the issue: while governments legislate to protect victims of domestic violence — out of the public eye, private behaviours cannot be closely monitored, and the lack of social enforcement of these laws threatens the safety of intimate relationships. Rather, individuals are left to their own devices. We outline here a guideline for intimate civility, an individually-embraced code of conduct that could guide interpersonal dynamics within the intimate space of relationships. Civility does not traditionally ‘belong’ in our most intimate relationships. Rather, it’s been presumed, even idealised, that intimacy in our personal lives transcends the need for public values to govern relationships between/among men and women (i.e., that romantic love is all you need). Civility developed as a public, gendered concept. Historically, a man’s home – and indeed, his partner – became his dominion, promoting hegemonic constructions of masculinity, and values that reflect competition, conquest, entitlement and ownership. Moreover, intimate relationships located in the private domain can also be considered for/by both men and women a retreat, a bastion against, or excluded from the controls and demands of the public or ‘polis’ - thus from the public requirement for civility, further enabling its breakdown. The feminist political theorist Carole Pateman situated this historical separation as an inheritance of Hegel’s double dilemma: first, a class division between civil society and the state (between the economic man/woman, or private enterprise and public power) and second, a patriarchal division between the private family (and intimate relationships) and civil society/the state. The private location, she argues, is “an association constituted by ties of love, blood … subjection and particularity” rather than the public sphere, “an association of free and equal individuals” (225). In Hegel’s dilemma, personal liberty is a dualism, only constructed in relation to a governed, public (patriarchal) state. Alternately, Carter depicts civility as a shared moral good, where civility arises not only because of concern over consequences, but also demonstrates our intrinsic moral obligation to respect people in general. This approach subsequently challenges our freedom to carry out private, uncivil acts within a truly civil society.Challenges to Gender EthicsHow can we respond to this challenge in gender ethics? Intimate civility is a term coined by Elizabeth Reid Boyd and Abigail Bray. It came out of their discussions proposing “a new poetics of romance” which called for rewritten codes of interpersonal conduct, an “entente cordiale; a cordial truce to end the sex wars”. Reid Boyd and Bray go further:Politeness is personal and political. We reclaim courtesy as applied sexual and social ethics, an interpersonal, intimate ethics, respectful and tolerant of difference. Gender ethics must be addressed, for they have global social and cultural ramifications that we should not underestimate. (xx)As researchers, we started to explore the idea of intimate civility in interpersonal violence, developing an analysis using social construction and attachment theory simultaneously. In defining the term, we soon realised the concept had wider applications that could change how we think about our most intimate relationships – and how we behave in them. Conceptualising intimate civility involves imagining rights and responsibilities within the private sphere, whether or not loving, familial and natural. Intimate civility can operate through an individually embraced code of conduct to guide interpersonal dynamics within the intimate space of relationships.Gringart, Grobbelaar, and Bender explored the concept of intimate civility by investigating women’s perspectives on what may harmonise their intimate relationships. Women’s most basic desires included safety, equality and respect in the bedroom. In other words, intimate civility is an enactment of human-rights, the embodiment of regard for another human being, insofar as it is a form of ensuring physical and mental integrity, life, safety and protection of all beings. Thus, if intimate civility existed as a core facet of each individual’s self-concept, the manifestation of intimate partner violence ideally would not occur. Rage, from an intimate civility perspective, rips through any civil response and generates misconduct towards another. When we hold respect for others as equal moral beings, civility is key to contain conflicts, which prevents the escalation of disagreements into rage. Intimate civility proposes that civility becomes the baseline behaviour that would be reciprocated between two individuals within the private domain of intimate relationships. Following this notion, intimate civility is the foremost casualty in many relationships characterised by intimate partner violence. The current criminalisation of intimate partner violence leaves unexplored the previously privatised property of the relational – including the inheritance of centuries of control of women’s bodies and sexuality – and how far, in this domain, notions of civility might liberate and/or oppress. The feminist philosopher Luce Irigaray argues that these kinds of ‘sexuate rights’ must apply to both men and women and the reality of their needs and desires. Equality, she argued, could not be achieved without a rewriting of the rights and obligations of each sex, qua different, in social rights and obligations (Yan).Synonyms for intimacy include, amongst others, closeness, attachment, togetherness, warmth, mutual affection, familiarity and privacy. Indirectly, sexual relations are also often synonymous with intimate relationships. However, sex is not intimacy, as both sex and intimacy both exist without the other. Bowlby proposed that throughout our lives we are attentive to the responsiveness and the availability of those that we are attached to, and suggested that “intimate attachments to other human beings are the hub around which a person’s life revolves, not only when he is an infant or a toddler, but throughout his adolescence and his years of maturity as well, and on into old age” (442). Although love is not by nature reciprocal, in intimacy we seek reciprocity – to love one another at the same time in a shared form of commitment. Kierkegaard hypothesised that genuine love is witnessed by one continuing to love another after their death as it obviates any doubt that the beloved was loved and was not merely instrumental (Soble).Intimate Civility as a Starting PointCivility includes qualities such as trust, duty, morality, sacrifice, self-restraint, respect, and fairness; a common standard allowing individuals to work, live and associate together. Intimacy encourages caring, loyalty, empathy, honesty, and self-knowledge. Thus, intimate civility should begin with those closest to us; being civil in our most intimate relationships. It advocates the genuine use of terms of endearment, not terms of abuse. We can only develop qualities such as morality and empathy, crucial for intimate relationships, if we have experienced secure, intimate relationships. Individuals reared in homes devoid of intimate civility will be challenged to identify and promote the interest or wellbeing of their intimate counterparts, and have to seek outside help to learn these skills: it is a learnt behaviour, both at an interpersonal and societal level. Individuals whose parents were insensitive to their childhood needs, and were unable to perceive, interpret and respond appropriately to their subtle communications, signals, wishes and mood will be flailing in this interpersonal skill (Holmes and Slade). Similarly, the individual’s inclusion in a civil society will only be achieved if their surrounding environment promotes and values virtues such as compassion, fairness and cooperation. This may be a challenging task. We envisage intimate civility as a starting point. It provides a focus to discuss and explore civil rights, obligations and responsibilities, between and among women and men in their personal relationships. As stated above, intimate civility begins with one's relationship with oneself and the closest relationships in the home, and hopefully reaches outwards to all kinds of relationships, including same sex, transgender, and other roles within non-specific gender assignment. Therefore, exploring the concept of intimate civility has applications in personal therapy, family counselling centres and relationship counselling environments, or schools in sexual education, or in universities promoting student safety. For example, the 2019 “Change the Course” report was recently released to augment Universities Australia’s 2016 campaign that raised awareness on sexual assault on campus. While it is still under development, we envision that intimate civility decalogue outlined here could become a checklist to assist in promoting awareness regarding abuse of power and gender roles. A recent example of cultural reframing of gender and power in intimate relationships is the Australian Government’s 2018 Respect campaign against gender violence. These recent campaigns promote awareness that intimate civility is integrated with a more functional society.These campaigns, as the images demonstrate, aim at quantifying connections between interactions on an intimate scale in individual lives, and their impacts in shaping civil society in the arena of gender violence. They highlight the elasticity of the bonds between intimate life and civil society and our collective responsibility as citizens for reworking both the gendered and personal civility. Fig. 2: Photo by Tyler Nix: Hands Spelling Out LOVE, from unsplash.comThe Decalogue of Intimate Civility Overall, police reports of domestic violence are heavily skewed towards male on female, but this is not always the case. The Australian government recently reported that “1 in 6 Australian women and 1 in 16 men have been subjected, since the age of 15, to physical and/or sexual violence by a current or previous cohabiting partner” (Australian Institutes of Health and Welfare). Rather than reiterating the numbers, we envisage the decalogue (below) as a checklist of concepts designed to discuss and explore rights, obligations and responsibilities, between and among both partners in their intimate relationships. As such, this decalogue forms a basis for conversation. Intimate civility involves a relationship with these ten qualities, with ourselves, and each other.1) Intimate civility is personal and political. Conceptualising intimate civility involves imagining rights and responsibilities within the private sphere. It is not an impingement on individual liberty or privacy but a guarantor of it. Civil society requires us not to defend private infringements of inter-personal respect. Private behaviours are both intimate in their performance and the springboard for social norms. In Geoffrey Rush’s recent defamation case his defence relied not on denying claims he repeatedly touched his fellow actor’s genitalia during their stage performance in a specific scene, despite her requests to him that he stop, but rather on how newspaper reporting of her statements made him out to be a “sexual pervert”, reflecting the complex link between this ‘private’ interaction between two people and its very public exposé (Wells). 2) Intimate civility is an enactment of a civil right, insofar as it is a form of ensuring physical and mental integrity, life, safety and protection. Intimate civility should begin with those closest to us. An example of this ethic at work is the widening scope of criminalisation of intimate partner abuse to include all forms of abusive interactions between people. Stalking and the pre-cursors to physical violence such as controlling behaviours, online bullying or any actions used to instil fear or insecurity in a partner, are accorded legal sanctions. 3) Intimate civility is polite. Politeness is more than manners. It relates to our public codes of conduct, to behaviours and laws befitting every civilian of the ‘polis’. It includes the many acts of politeness that are required behind closed doors and the recognition that this is the place from which public civility emerges. For example, the modern parent may hope that what they sanction as “polite” behaviour between siblings at home might then become generalised by the child into their public habits and later moral expectations as adults. In an ideal society, the micro-politics of family life become the blueprint for moral development for adult expectations about personal conduct in intimate and public life.4) Intimate civility is equitable. It follows Luce Irigaray’s call for ‘sexuate rights’ designed to apply to men and women and the reality of their needs and desires, in a rewriting of the social rights and obligations of each sex (Yan and Irigaray). Intimate civility extends this notion of rights to include all those involved in personal relations. This principle is alive within systemic family therapy which assumes that while not all members of the family system are always able to exert equal impacts or influence, they each in principle are interdependent participants influencing the system as a whole (Dallos and Draper). 5) Intimate civility is dialectical. The separation of intimacy and civility in Western society and thought is itself a dualism that rests upon other dualisms: public/private, constructed/natural, male/female, rational/emotional, civil/criminal, individual/social, victim/oppressor. Romantic love is not a natural state or concept, and does not help us to develop safe governance in the world of intimate relationships. Instead, we envisage intimate civility – and our relationships – as dynamic, dialectical, discursive and interactive, above and beyond dualism. Just as individuals do not assume that consent for sexual activity negotiated in one partnership under a set of particular conditions, is consent to sexual activity in all partnerships in any conditions. So, dialectics of intimate civility raises the expectation that what occurs in interpersonal relationships is worked out incrementally, between people over time and particular to their situation and experiences. 6) Intimate civility is humane. It can be situated in what Julia Kristeva refers to as the new humanism, emerging (and much needed) today. “This new humanism, interaction with others – all the others – socially marginalised, racially discriminated, politically, sexually, biologically or psychically persecuted others” (Kristeva, 2016: 64) is only possible if we immerse ourselves in the imaginary, in the experience of ‘the other’. Intimate civility takes on a global meaning when human rights action groups such as Amnesty International address the concerns of individuals to make a social difference. Such organisations develop globally-based digital platforms for interested individuals to become active about shared social concerns, understanding that the new humanism ethic works within and between individuals and can be harnessed for change.7) Intimate civility is empathic. It invites us to create not-yet-said, not-yet-imagined relationships. The creative space for intimate civility is not bound by gender, race or sexuality – only by our imaginations. “The great instrument of moral good is the imagination,” wrote the poet Shelley in 1840. Moral imagination (Reid Boyd) helps us to create better ways of being. It is a form of empathy that encourages us to be kinder and more loving to ourselves and each other, when we imagine how others might feel. The use of empathic imagination for real world relational benefits is common in traditional therapeutic practices, such as mindfulness, that encourages those struggling with self compassion to imagine the presence of a kind friend or ally to support them at times of hardship. 8) Intimate civility is respectful. Intimate civility is the foremost casualty in many relationships characterised by forms of abuse and intimate partner violence. “Respect”, wrote Simone Weil, “is due to the human being as such, and is not a matter of degree” (171). In the intimate civility ethic this quality of respect accorded as a right of beings is mutual, including ourselves with the other. When respect is eroded, much is lost. Respect arises from empathy through attuned listening. The RESPECT! Campaign originating from the Futures without Violence organisation assumes healthy relationships begin with listening between people. They promote the understanding that the core foundation of human wellbeing is relational, requiring inter-personal understanding and respect.9) Intimate civility is a form of highest regard. When we regard another we truly see them. To hold someone in high regard is to esteem them, to hold them above others, not putting them on a pedestal, or insisting they are superior, but to value them for who they are. To be esteemed for our interior, for our character, rather than what we display or what we own. It connects with the humanistic psychological concept of unconditional positive regard. The highest regard holds each other in arms and in mind. It is to see/look at, to have consideration for, and to pay attention to, recently epitomised by the campaign against human trafficking, “Can You See Me?” (Human Trafficking), whose purpose is to foster public awareness of the non-verbal signs and signals between individuals that indicate human trafficking may be taking place. In essence, teaching communal awareness towards the victimisation of individuals. 10) Intimate civility is intergenerational. We can only develop qualities such as morality and empathy, crucial for intimate relationships, if we have experienced (or imagined) intimate relationships where these qualities exist. Individuals reared in homes devoid of intimate civility could be challenged to identify and promote the interest or wellbeing of their intimate counterparts; it is a learnt behaviour, both at an interpersonal and societal level. Childhood developmental trauma research (Spinazzola and Ford) reminds us that the interaction of experiences, relational interactions, contexts and even our genetic amkeup makes individuals both vulnerable to repeating the behaviour of past generations. However, treatment of the condition and surrounding individuals with people in their intimate world who have different life experiences and personal histories, i.e., those who have acquired respectful relationship habits, can have a positive impact on the individuals’ capacity to change their learned negative behaviours. In conclusion, the work on intimate civility as a potential concept to alleviate rage in human relationships has hardly begun. The decalogue provides a checklist that indicates the necessity of ‘intersectionality’ — where the concepts of intimate civility connect to many points within the public/private and personal/political domains. Any analysis of intimacy must reach further than prepositions tied to social construction and attachment theory (Fonagy), to include current understandings of trauma and inter-generational violence and the way these influence people’s ability to act in healthy and balanced interpersonal relationships. While not condoning violent acts, locating the challenges to intimate civility on both personal and societal levels may leverage a compassionate view of those caught up in interpersonal violence. The human condition demands that we continue the struggle to meet the challenges of intimate civility in our personal actions with others as well as the need to replicate civil behaviour throughout all societies. ReferencesBowlby, John. Attachment and Loss. Vol. 3. New York: Basic Books, 1980.Carter, Stephen. Civility: Manners, Morals and the Etiquette of Democracy. New York: Basic Books, 1998.Dallos, Rudi, and Ros Draper. An Introduction to Family Therapy: Systemic Theory and Practice. 2nd ed. Open University Press: Berkshire, 2005.Australian Institutes of Health and Welfare, Australian Government. Family, Domestic and Sexual Violence in Australia. 2018. 6 Feb. 2019 <https://www.aihw.gov.au/reports/domestic-violence/family-domestic-sexual-violence-in-australia-2018/contents/summary>. Fonagy, Peter. Attachment Theory and Psychoanalysis. New York: Other Press, 2001.Gringart, Eyal, Madalena Grobbelaar, and Alise Bender. Intimate Civility: The Perceptions and Experiences of Women on Harmonising Intimate Relationships. Honours thesis, 2018.Holmes, Jeremy, and Arietta Slade. Attachment in Therapeutic Practice. Los Angeles: Sage, 2018. Human Trafficking, Jan. 2019. 14 Feb. 2019 <https://www.a21.org/content/can-you-see-me/gnsqqg?permcode=gnsqqg&site=true>.Kristeva, Julia. Teresa My Love: An Imagined Life of the Saint of Avila. New York: Columbia UP, 2016.Morrison, Scott. “National Press Club Address.” 11 Feb. 2019. 26 Feb. 2019 <https://www.pm.gov.au/media/national-press-club-address-our-plan-keeping-australians-safe-and-secure>.Pateman, Carole. “The Patriarchal Welfare State.” Defining Women: Social Institutions and Gender Divisions. Eds. Linda McDowell and Rosemary Pringle. London: Polity Press, 1994. 223-45.Reid Boyd, Elizabeth. “How Creativity Can Help Us Cultivate Moral Imagination.” The Conversation, 30 Jan. 2019. 11 Feb. 2019 <http://theconversation.com/how-creativity-can-help-us-cultivate-moral-imagination-101968>.Reid Boyd, Elizabeth, and Abigail Bray. Ladies and Gentlemen: Sex, Love and 21st Century Courtesy. Unpublished book proposal, 2005.Commonwealth of Australia. Respect Campaign. 2018, 9 Jan. 2019 <http://www.respect.gov.au/the-campaign/campaign-materials/>.Shelley, Percy Bysshe. A Defence of Poetry. London: Ginn and Company, 1840.Soble, Alan. Philosophy of Sex and Love. St Paul, MN: Paragon House, 1998.Weil, Simone. Waiting on God. London: Fontana Collins, 1968.Wells, Jamelle. “Geoffrey Rush, Erin Norvill and the Daily Telegraph: The Stakes Are High in This Defamation Trial.” ABC News 12 Nov. 2018. 23 Feb. 2019 <http://www.abc.net.au/news/2018-11-10/geoffrey-rush-defamation-trial-a-drama-with-final-act-to-come/10483944>.Yan, Liu, and Luce Irigaray. “Feminism, Sexuate Rights and the Ethics of Sexual Difference: An Interview with Luce Irigaray.” Foreign Literature Studies (2010): 1-9.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Introduction The term ‘resilience’ is on everyone’s lips - from politicians to community service providers to the seemingly endless supply of self-help gurus. The concept is undergoing a renaissance of sorts in contemporary Western society; but why resilience now? One possible explanation is that individuals and their communities are experiencing increased and intensified levels of adversity and hardship, necessitating the accumulation and deployment of ‘more resilience’. Whilst a strong argument could made that this is in fact the case, it would seem that the capacity to survive and thrive has been a feature of human survival and growth long before we had a name for it. Rather than an inherent characteristic, trait or set of behaviours of particularly ‘resilient’ individuals or groups, resilience has come to be viewed more as a common and everyday capacity, expressed and expressible by all people. Having researched the concept for some time now, we believe that we are only marginally closer to understanding this captivating but ultimately elusive concept. What we are fairly certain of is that resilience is more than basic survival but less than an invulnerability to adversity, resting somewhere in the middle of these two extremes. Given the increasing prevalence of populations affected by war and other disasters, we are certain however that efforts to better understand the accumulative dynamics of resilience, are now, more than ever, a vital area of public and academic concern. In our contemporary world, the concept of resilience is coming to represent a vital conceptual tool for responding to the complex challenges emerging from broad scale movements in climate change, rural and urban migration patterns, pollution, economic integration and other consequences of globalisation. In this article, the phenomenon of human resilience is defined as the cumulative build-up of both particular kinds of knowledge, skills and capabilities as well as positive affects such as hope, which sediment over time as transpersonal capacities for self-preservation and ongoing growth (Wilson). Although the accumulation of positive affect is crucial to the formation of resilience, the ability to re-imagine and utilise negative affects, events and environmental limitations, as productive cultural resources, is a reciprocal and under-researched aspect of the phenomenon. In short, we argue that resilience is the protective shield, which capacitates individuals and communities to at least deal with, and at best, overcome potential challenges, while also facilitating the realisation of hoped-for objects and outcomes. Closely tied to the formation of resilience is the lived experience of hope and hoping practices, with an important feature of resilience related to the future-oriented dimensions of hope (Parse). Yet it is important to note that the accumulation of hope, as with resilience, is not headed towards some state of invulnerability to adversity; as presumed to exist in the foundational period of psychological research on the construct (Garmezy; Werner and Smith; Werner). In contrast, we argue that the positive affective experience of hopefulness provides individuals and communities with a means of enduring the present, while the future-oriented dimensions of hope offer them an instrument for imagining a better future to come (Wilson). Given the complex, elusive and non-uniform nature of resilience, it is important to consider the continued relevance of the resilience concept. For example, is resilience too narrow a term to describe and explain the multiple capacities, strategies and resources required to survive and thrive in today’s world? Furthermore, why do some individuals and communities mobilise and respond to a crisis; and why do some collapse? In a related discussion, Ungar (Constructionist) posed the question, “Why keep the term resilience?” Terms like resilience, even strengths, empowerment and health, are a counterpoint to notions of disease and disorder that have made us look at people as glasses half empty rather than half full. Resilience reminds us that children survive and thrive in a myriad of ways, and that understanding the etiology of health is as, or more, important than studying the etiology of disease. (Ungar, Constructionist 91) This productive orientation towards health, creativity and meaning-making demonstrates the continued conceptual and existential relevance of resilience, and why it will remain a critical subject of inquiry now and into the future. Early Psychological Studies of Resilience Definitions of resilience vary considerably across disciplines and time, and according to the theoretical context or group under investigation (Harvey and Delfabro). During the 1970s and early 1980s, the developmental literature on resilience focused primarily on the “personal qualities” of “resilient children” exposed to adverse life circ*mstances (Garmezy Vulnerability; Masten; Rutter; Werner). From this narrow and largely individualistic viewpoint, resilience was defined as an innate “self-righting mechanism” (Werner and Smith 202). Writing from within the psychological tradition, Masten argued that the early research on resilience (Garmezy Vulnerability; Werner and Smith) regularly implied that resilient children were special or remarkable by virtue of their invulnerability to adversity. As research into resilience progressed, researchers began to acknowledge the ordinariness or everydayness of resilience-related phenomena. Furthermore, that “resilience may often derive from factors external to the child” (Luthar; Cicchetti and Becker 544). Besides the personal attributes of children, researchers within the psychological sciences also began to explore the effects of family dynamics and impacts of the broader social environment in the development of resilience. Rather than identifying which child, family or environmental factors were resilient or resilience producing, they turned their attention to how these underlying protective mechanisms facilitated positive resilience outcomes. As research evolved, resilience as an absolute or unchanging attribute made way for more relational and dynamic conceptualisations. As Luthar et al noted, “it became clear that positive adaptation despite exposure to adversity involves a developmental progression, such that new vulnerabilities and/or strengths often emerge with changing life circ*mstances” (543-44). Accordingly, resilience came to be viewed as a dynamic process, involving positive adaptations within contexts of adversity (Luthar et al. 543). Although closer to the operational definition of resilience argued for here, there remain a number of definitional concerns and theoretical limitations of the psychological approach; in particular, the limitation of positive adaptation to the context of significant adversity. In doing so, this definition fails to account for the subjective experience and culturally located understandings of ‘health’, ‘adversity’ and ‘adaptation’ so crucial to the formation of resilience. Our major criticism of the psychodynamic approach to resilience relates to the construction of a false dichotomy between “resilient” and “non-resilient” individuals. This dichotomy is perpetuated by psychological approaches that view resilience as a distinct construct, specific to “resilient” individuals. In combating this assumption, Ungar maintained that this bifurcation could be replaced by an understanding of mental health “as residing in all individuals even when significant impairment is present” (Thicker 352). We tend to agree. In terms of economic resilience, we must also be alert to similar false binaries that place the first and low-income world into simple, apposite positions of coping or not-coping, ‘having’ or ‘not-having’ resilience. There is evidence to indicate, for example, that emerging economies fared somewhat better than high-income nations during the global financial crisis (GFC). According to Frankel and Saravelos, several low-income nations attained better rates of gross domestic product GDP, though the impacts on the respective populations were found to be equally hard (Lane and Milesi-Ferretti). While the reasons for this are broad and complex, a study by Kose and Prasad found that a broad set of policy tools had been developed that allowed for greater flexibility in responding to the crisis. Positive Affect Despite Adversity An emphasis on deficit, suffering and pathology among marginalised populations such as refugees and young people has detracted from culturally located strengths. As Te Riele explained, marginalised young people residing in conditions of adversity are often identified within “at-risk” discourses. These social support frameworks have tended to highlight pathologies and antisocial behaviours rather than cultural competencies. This attitude towards marginalised “at risk” young people has been perpetuated by psychotherapeutic discourse that has tended to focus on the relief of suffering and treatment of individual pathologies (Davidson and Shahar). By focusing on pain avoidance and temporary relief, we may be missing opportunities to better understand the productive role of ‘negative’ affects and bodily sensations in alerting us to underlying conditions, in need of attention or change. A similar deficit approach is undertaken through education – particularly civics – where young people are treated as ‘citizens in waiting’ (Collin). From this perspective, citizenship is something that young people are expected to ‘grow into’, and until that point, are seen as lacking any political agency or ability to respond to adversity (Holdsworth). Although a certain amount of internal discomfort is required to promote change, Davidson and Shahar noted that clinical psychotherapists still “for the most part, envision an eventual state of happiness – both for our patients and for ourselves, described as free of tension, pain, disease, and suffering” (229). In challenging this assumption, they asked, But if desiring-production is essential to what makes us human, would we not expect happiness or health to involve the active, creative process of producing? How can one produce anything while sitting, standing, or lying still? (229) A number of studies exploring the affective experiences of migrants have contested the embedded psychological assumption that happiness or well-being “stands apart” from experiences of suffering (Crocker and Major; Fozdar and Torezani; Ruggireo and Taylor; Tsenkova, Love, Singer and Ryff). A concern for Ahmed is how much the turn to happiness or happiness turn “depends on the very distinction between good and bad feelings that presume bad feelings are backward and conservative and good feelings are forward and progressive” (Happiness 135). Highlighting the productive potential of unhappy affects, Ahmed suggested that the airing of unhappy affects in their various forms provides people with “an alternative set of imaginings of what might count as a good or at least better life” (Happiness 135). An interesting feature of refugee narratives is the paradoxical relationship between negative migration experiences and the reporting of a positive life outlook. In a study involving former Yugoslavian, Middle Eastern and African refugees, Fozdar and Torezani investigated the “apparent paradox between high-levels of discrimination experienced by humanitarian migrants to Australia in the labour market and everyday life” (30), and the reporting of positive wellbeing. The interaction between negative experiences of discrimination and reports of wellbeing suggested a counter-intuitive propensity among refugees to adapt to and make sense of their migration experiences in unique, resourceful and life-affirming ways. In a study of unaccompanied Sudanese youth living in the United States, Goodman reported that, “none of the participants displayed a sense of victimhood at the time of the interviews” (1182). Although individual narratives did reflect a sense of victimisation and helplessness relating to the enormity of past trauma, the young participants viewed themselves primarily as survivors and agents of their own future. Goodman further stated that the tone of the refugee testimonials was not bitter: “Instead, feelings of brotherliness, kindness, and hope prevailed” (1183). Such response patterns among refugees and trauma survivors indicate a similar resilience-related capacity to positively interpret and derive meaning from negative migration experiences and associated emotions. It is important to point out that demonstrations of resilience appear loosely proportional to the amount or intensity of adverse life events experienced. However, resilience is not expressed or employed uniformly among individuals or communities. Some respond in a resilient manner, while others collapse. On this point, an argument could be made that collapse and breakdown is a built-in aspect of resilience, and necessary for renewal and ongoing growth. Cultures of Resilience In a cross continental study of communities living and relying on waterways for their daily subsistence, Arvanitakis is involved in a broader research project aiming to understand why some cultures collapse and why others survive in the face of adversity. The research aims to look beyond systems of resilience, and proposes the term ‘cultures of resilience’ to describe the situated strategies of these communities for coping with a variety of human-induced environmental challenges. More specifically, the concept of ‘cultures of resilience’ assists in explaining the specific ways individuals and communities are responding to the many stresses and struggles associated with living on the ‘front-line’ of major waterways that are being impacted by large-scale, human-environment development and disasters. Among these diverse locations are Botany Bay (Australia), Sankhla Lake (Thailand), rural Bangladesh, the Ganges (India), and Chesapeake Bay (USA). These communities face very different challenges in a range of distinctive contexts. Within these settings, we have identified communities that are prospering despite the emerging challenges while others are in the midst of collapse and dispersion. In recognising the specific contexts of each of these communities, the researchers are working to uncover a common set of narratives of resilience and hope. We are not looking for the ’magic ingredient’ of resilience, but what kinds of strategies these communities have employed and what can they learn from each other. One example that is being pursued is a community of Thai rice farmers who have reinstated ceremonies to celebrate successful harvests by sharing in an indigenous rice species in the hope of promoting a shared sense of community. These were communities on the cusp of collapse brought on by changing economic and environmental climates, but who have reversed this trend by employing a series of culturally located practices. The vulnerability of these communities can be traced back to the 1960s ‘green revolution’ when they where encouraged by local government authorities to move to ‘white rice’ species to meet export markets. In the process they were forced to abandoned their indigenous rice varieties and abandon traditional seed saving practices (Shiva, Sengupta). Since then, the rice monocultures have been found to be vulnerable to the changing climate as well as other environmental influences. The above ceremonies allowed the farmers to re-discover the indigenous rice species and plant them alongside the ‘white rice’ for export creating a more robust harvest. The indigenous species are kept for local consumption and trade, while the ‘white rice’ is exported, giving the farmers access to both the international markets and income and the local informal economies. In addition, the indigenous rice acts as a form of ‘insurance’ against the vagaries of international trade (Shiva). Informants stated that the authorities that once encouraged them to abandon indigenous rice species and practices are now working with the communities to re-instigate these. This has created a partnership between the local government-funded research centres, government institutions and the farmers. A third element that the informants discussed was the everyday practices that prepare a community to face these challenges and allow it recover in partnership with government, including formal and informal communication channels. These everyday practices create a culture of reciprocity where the challenges of the community are seen to be those of the individual. This is not meant to romanticise these communities. In close proximity, there are also communities engulfed in despair. Such communities are overwhelmed with the various challenges described above of changing rural/urban settlement patterns, pollution and climate change, and seem to have lacked the cultural and social capital to respond. By contrasting the communities that have demonstrated resilience and those that have not been overwhelmed, it is becoming increasingly obvious that there is no single 'magic' ingredient of resilience. What exist are various constituted factors that involve a combination of community agency, social capital, government assistance and structures of governance. The example of the rice farmers highlights three of these established practices: working across formal and informal economies; crossing localised and expert knowledge as well as the emergence of everyday practices that promote social capital. As such, while financial transactions occur that link even the smallest of communities to the global economy, there is also the everyday exchange of cultural practices, which is described elsewhere by Arvanitakis as 'the cultural commons': visions of hope, trust, shared intellect, and a sense of safety. Reflecting the refugee narratives citied above, these communities also report a positive life outlook, refusing to see themselves as victims. There is a propensity among members of these communities to adapt an outlook of hope and survival. Like the response patterns among refugees and trauma survivors, initial research is confirming a resilience-related capacity to interpret the various challenges that have been confronted, and see their survival as reason to hope. Future Visions, Hopeful Visions Hope is a crucial aspect of resilience, as it represents a present- and future-oriented mode of situated defence against adversity. The capacity to hope can increase one’s powers of action despite a complex range of adversities experienced in everyday life and during particularly difficult times. The term “hope” is commonly employed in a tokenistic way, as a “nice” rhetorical device in the mind-body-spirit or self-help literature or as a strategic instrument in increasingly empty domestic and international political vocabularies. With a few notable exceptions (Anderson; Bloch; Godfrey; Hage; Marcel; Parse; Zournazi), the concept of hope has received only modest attention from within sociology and cultural studies. Significant increases in the prevalence of war and disaster-affected populations makes qualitative research into the lived experience of hope a vital subject of academic interest. Parse observed among health care professionals a growing attention to “the lived experience of hope”, a phenomenon which has significant consequences for health and the quality of one’s life (vvi). Hope is an integral aspect of resilience as it can act as a mechanism for coping and defense in relation to adversity. Interestingly, it is during times of hardship and adversity that the phenomenological experience of hope seems to “kick in” or “switch on”. With similarities to the “taken-for-grantedness” of resilience in everyday life, Anderson observed that hope and hoping are taken-for-granted aspects of the affective fabric of everyday life in contemporary Western culture. Although the lived experience of hope, namely, hopefulness, is commonly conceptualised as a “future-oriented” state of mind, the affectivity of hope, in the present moment of hoping, has important implications in terms of resilience formation. The phrase, the “lived deferral of hope” is an idea that Wilson has developed elsewhere which hopefully brings together and holds in creative tension the two dominant perspectives on hope as a lived experience in the present and a deferred, future-oriented practice of hoping and hopefulness. Zournazi defined hope as a “basic human condition that involves belief and trust in the world” (12). She argued that the meaning of hope is “located in the act of living, the ordinary elements of everyday life” and not in “some future or ideal sense” (18). Furthermore, she proposed a more “everyday” hope which “is not based on threat or deferral of gratification”, but is related to joy “as another kind of contentment – the affirmation of life as it emerges and in the transitions and movements of our everyday lives and relationships” (150). While qualitative studies focusing on the everyday experience of hope have reinvigorated academic research on the concept of hope, our concept of “the lived deferral of hope” brings together Zournazi’s “everyday hope” and the future-oriented dimensions of hope and hoping practices, so important to the formation of resilience. Along similar lines to Ahmed’s (Happy Objects) suggestion that happiness “involves a specific kind of intentionality” that is “end-orientated”, practices of hope are also intentional and “end-orientated” (33). If objects of hope are a means to happiness, as Ahmed wrote, “in directing ourselves towards this or that [hope] object we are aiming somewhere else: toward a happiness that is presumed to follow” (Happy Objects 34), in other words, to a hope that is “not yet present”. It is the capacity to imagine alternative possibilities in the future that can help individuals and communities endure adverse experiences in the present and inspire confidence in the ongoingness of their existence. Although well-intentioned, Zournazi’s concept of an “everyday hope” seemingly ignores the fact that in contexts of daily threat, loss and death there is often a distinct lack of affirmative or affirmable things. In these contexts, the deferral of joy and gratification, located in the future acquisition of objects, outcomes or ideals, can be the only means of getting through particularly difficult events or circ*mstances. One might argue that hope in hopeless situations can be disabling; however, we contend that hope is always enabling to some degree, as it can facilitate alternative imaginings and temporary affective relief in even in the most hopeless situations. Hope bears similarity to resilience in terms of its facilities for coping and endurance. Likewise the formation and maintenance of hope can help individuals and communities endure and cope with adverse events or circ*mstances. The symbolic dimension of hope capacitates individuals and communities to endure the present without the hoped-for outcomes and to live with the uncertainty of their attainment. In the lives of refugees, for example, the imaginative dimension of hope is directly related to resilience in that it provides them with the ability to respond to adversity in productive and life-affirming ways. For Oliver, hope “provides continuity between the past and the present…giving power to find meaning in the worst adversity” (in Parse 16). In terms of making sense of the migration and resettlement experiences of refugees and other migrants, Lynch proposed a useful definition of hope as “the fundamental knowledge and feeling that there is a way out of difficulty, that things can work out” (32). As it pertains to everyday mobility and life routes, Parse considered hope to be “essential to one’s becoming” (32). She maintained that hope is a lived experience and “a way of propelling self toward envisioned possibilities in everyday encounters with the world” (p. 12). Expanding on her definition of the lived experience of hope, Parse stated, “Hope is anticipating possibilities through envisioning the not-yet in harmoniously living the comfort-discomfort of everydayness while unfolding a different perspective of an expanding view” (15). From Nietzsche’s “classically dark version of hope” (in Hage 11), Parse’s “positive” definition of hope as a propulsion to envisaged possibilities would in all likelihood be defined as “the worst of all evils, for it protracts the torment of man”. Hage correctly pointed out that both the positive and negative perspectives perceive hope “as a force that keeps us going in life” (11). Parse’s more optimistic vision of hope as propulsion to envisaged possibilities links nicely to what Arvanitakis described as an ‘active hope’. According to him, the idea of ‘active hope’ is not only a vision that a better world is possible, but also a sense of agency that our actions can make this happen. Conclusion As we move further into the 21st century, humankind will be faced with a series of traumas, many of which are as yet unimagined. To meet these challenges, we, as a global collective, will need to develop specific capacities and resources for coping, endurance, innovation, and hope, all of which are involved the formation of resilience (Wilson 269). Although the accumulation of resilience at an individual level is important, our continued existence, survival, and prosperity lie in the strength and collective will of many. As Wittgenstein wrote, the strength of a thread “resides not in the fact that some one fibre runs through its whole length, but in the overlapping of many fibres” (xcv). If resilience can be accumulated at the level of the individual, it follows that it can be accumulated as a form of capital at the local, national, and international levels in very real and meaningful ways. References Ahmed, Sara. ed. “Happiness.” A Journal of Culture/Theory/Politics 65 (2007-8): i-155. ———. “Happy Objects.” The Affect Theory Reader. Eds. M. Gregg and G. J. Seigworth. Durham and London: Duke University Press, 2010. 29-51. Anderson, Ben. “Becoming and Being Hopeful: Towards a Theory of Affect.” Environment and Planning D: Society and Space 24 (2006): 733-752. Arvanitakis, James. “On Forgiveness, Hope and Community: Or the Fine Line Step between Authentic and Fractured Communities.” A Journey through Forgiveness, Ed. Malika Rebai Maamri, Nehama Verbin & Everett L. Worthington, Jr. Oxford: Interdisciplinary Press. 2010. 149-157 Bloch, Ernst. The Principle of Hope 1-3. Trans. N. Plaice, S. Place, P. Knight. Oxford, UK: Blackwell, 1986. Collin, Philippa. Young People Imagining a New Democracy: Literature Review. Sydney: Whitlam Institute, 2008. Crocker, Jennifer, and Brenda Major. “Social Stigma and Self-Esteem: The Self-Protective Properties of Stigma.” Psychological Review 96.4 (1989): 608-630. Davidson, Larry, and Golan Shahar. “From Deficit to Desire: A Philosophical Reconsideration of Action Models of Psychopathology.” Philosophy, Psychiatry, and Psychology 14.3 (200): 215-232. Fozdar, Farida, and Silvia Torezani. “Discrimination and Well-Being: Perceptions of Refugees in Western Australia.” The International Migration Review 42.1 (2008): 1-34. Frankel, Jeffrey A., and George Saravelos. “Are Leading Indicators of Financial Crises Useful for Assessing Country Vulnerability? Evidence from the 2008–09 Global Crisis”. NBER Working Paper 16047 (June 2010). Godfrey, Joseph J. A Philosophy of Human Hope. Dordrecht: Martinus Nijhoff, 1987. Goodman, Janice H. “Coping with Trauma and Hardship among Unaccompanied Refugee Youths from Sudan.” Qualitative Health Research 14.9 (2004): 1177-1196. Hage, Ghassan. Against Paranoid Nationalism: Searching for Hope in a Shrinking World. Sydney: Pluto Press Australia, 2002. Harvey, John, and Paul H. Delfabbro. “Psychological Resilience in Disadvantaged Youth: A Critical Review.” American Psychologist 39.1 (2004): 3-13. Holdsworth, Roger. Civic Engagement and Young People: A Report Commissioned by the City of Melbourne Youth Research Centre. Melbourne: Melbourne City Council, 2007. Garmezy, Norman. “Vulnerability Research and the Issue of Primary Prevention.” American Journal of Orthopsychiatry 41.1 (1971): 101-116. ———. "Stressors of Childhood." Stress, Coping and Development in Children. Eds N. Garmezy and M. Rutter. New York: McGraw-Hill, 1983. 43-84. ———. “Resiliency and Vulnerability to Adverse Developmental Outcomes Associated with Poverty.” American Behavioral Scientist 34.4 (1991): 416-430. Kose, Ayhan M., and Eswar S. Prasad. Emerging Markets: Resilience and Growth amid Global Turmoil. Washington, DC: Brookings, 2010. Lane, Philip., and Gian M. Milesi-Ferretti. “The Cross-Country Incidence of the Global Crisis.” IMF Working Paper 10.171 (2010). Luthar, Suniya S., Dante Cicchetti, and Bronwyn Becker. “The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work.” Child Development 71.3 (2000): 543—62. Lynch, William F. Images of Hope: Imagination as Healer of the Hopeless. Baltimore: Helicon Press, 1995. Marcel, Gabriel. hom*o Viator. Trans E. Craufurd. Chicago, IL: Henry Regnery, 1951. Masten, Ann S. “Ordinary Magic: Resilience Processes in Development.” American Psychologist 56.3 (2001): 227-309. Parse, Rosemarie R., ed. An International Human Becoming Perspective. London, UK: Jones & Bartlett, 1999. Ruggireo, Karen M., and Donald M. Taylor. “Why Minority Group Members Perceive or Do Not Perceive the Discrimination That Confronts Them: The Role of Self-Esteem and Perceived Control.” Journal of Personality and Social Psychology 73 (1997): 373-389. Rutter, Michael. “Psychosocial Resilience and Protective Mechanisms.” Risk and Protective Factors in the Development of Psychopathology. Eds J. Rolf, A. Masten, D. Cicchetti, K. Neuchterlein and S. Weintraub. Cambridge: Cambridge University Press,1990. Sengupta, Somini. Thirsty Giants: India Digs Deeper, But Wells Are Drying Up. The New York Times, 2006. Shiva, Vandana. The Violence of the Green Revolution. New York: Zed Books, 1991. ———. “Apples and Oranges.” The Asian Age 17 Aug. 2013. 17 Aug. 2013 ‹http://www.asianage.com/columnists/apples-and-oranges-744>. Te Riele, Kitty. “Youth 'at Risk': Further Marginalising the Marginalised?” Journal of Education Policy 21.2 (2006): 129-145. Tsenkova, Vera K., Gayle D. Love, Burton H. Singer, and Carol D Ryff. “Coping and Positive Affect Predict Longitudinal Change in Glycosylated Hemoglobin.” Health Psychology 27.2 (2008): 163-171. Ungar, Michael. “A Constructionist Discourse on Resilience: Multiple Contexts, Multiple Realities among at-Risk Children and Youth.” Youth Society 35.3 (2004): 341-365. ———. “A Thicker Description of Resilience.” The International Journal of Narrative Therapy and Community Work 3 & 4 (2005): 85-96. Werner, Emmy E. “Risk, Resilience, and Recovery. Perspectives from the Kauai Longitudinal Study.” Development and Psychopathology 5.4 (1993): 503-515. Werner, Emmy E., and Ruth S. Smith. Overcoming the Odds: High-Risk Children from Birth to Adulthood. Ithaca, NY: Cornell University Press, 1992. Wilson, Michael. Accumulating Resilience: An Investigation of the Migration and Resettlement Experiences of Young Sudanese People in the Western Sydney Area. PHD Thesis. University of Western Sydney, 2012. 1-297. Wittgenstein, Ludwig. Philosophical Investigations. Trans. G.E.M. Anscombe., P.M.S. Hacker, and Joachim Schulte. Malden, MA: Blackwell, 2009. Zournazi, Mary. Hope: New Philosophies for Change. Sydney: Pluto Press, 2002.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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›.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Introduction Cookbooks are an exceptional written record of what is largely an oral tradition. They have been described as “magician’s hats” due to their ability to reveal much more than they seem to contain (Wheaton, “Finding”). The first book printed in Germany was the Guttenberg Bible in 1456 but, by 1490, printing was introduced into almost every European country (Tierney). The spread of literacy between 1500 and 1800, and the rise in silent reading, helped to create a new private sphere into which the individual could retreat, seeking refuge from the community (Chartier). This new technology had its effects in the world of cookery as in so many spheres of culture (Mennell, All Manners). Trubek notes that cookbooks are the texts most often used by culinary historians, since they usually contain all the requisite materials for analysing a cuisine: ingredients, method, technique, and presentation. Printed cookbooks, beginning in the early modern period, provide culinary historians with sources of evidence of the culinary past. Historians have argued that social differences can be expressed by the way and type of food we consume. Cookbooks are now widely accepted as valid socio-cultural and historic documents (Folch, Sherman), and indeed the link between literacy levels and the protestant tradition has been expressed through the study of Danish cookbooks (Gold). From Apicius, Taillevent, La Varenne, and Menon to Bradley, Smith, Raffald, Acton, and Beeton, how can both manuscript and printed cookbooks be analysed as historic documents? What is the difference between a manuscript and a printed cookbook? Barbara Ketchum Wheaton, who has been studying cookbooks for over half a century and is honorary curator of the culinary collection in Harvard’s Schlesinger Library, has developed a methodology to read historic cookbooks using a structured approach. For a number of years she has been giving seminars to scholars from multidisciplinary fields on how to read historic cookbooks. This paper draws on the author’s experiences attending Wheaton’s seminar in Harvard, and on supervising the use of this methodology at both Masters and Doctoral level (Cashman; Mac Con Iomaire, and Cashman). Manuscripts versus Printed Cookbooks A fundamental difference exists between manuscript and printed cookbooks in their relationship with the public and private domain. Manuscript cookbooks are by their very essence intimate, relatively unedited and written with an eye to private circulation. Culinary manuscripts follow the diurnal and annual tasks of the household. They contain recipes for cures and restoratives, recipes for cleansing products for the house and the body, as well as the expected recipes for cooking and preserving all manners of food. Whether manuscript or printed cookbook, the recipes contained within often act as a reminder of how laborious the production of food could be in the pre-industrialised world (White). Printed cookbooks draw oxygen from the very fact of being public. They assume a “literate population with sufficient discretionary income to invest in texts that commodify knowledge” (Folch). This process of commoditisation brings knowledge from the private to the public sphere. There exists a subset of cookbooks that straddle this divide, for example, Mrs. Rundell’s A New System of Domestic Cookery (1806), which brought to the public domain her distillation of a lifetime of domestic experience. Originally intended for her daughters alone, Rundell’s book was reprinted regularly during the nineteenth century with the last edition printed in 1893, when Mrs. Beeton had been enormously popular for over thirty years (Mac Con Iomaire, and Cashman). Barbara Ketchum Wheaton’s Structured Approach Cookbooks can be rewarding, surprising and illuminating when read carefully with due effort in understanding them as cultural artefacts. However, Wheaton notes that: “One may read a single old cookbook and find it immensely entertaining. One may read two and begin to find intriguing similarities and differences. When the third cookbook is read, one’s mind begins to blur, and one begins to sense the need for some sort of method in approaching these documents” (“Finding”). Following decades of studying cookbooks from both sides of the Atlantic and writing a seminal text on the French at table from 1300-1789 (Wheaton, Savouring the Past), this combined experience negotiating cookbooks as historical documents was codified, and a structured approach gradually articulated and shared within a week long seminar format. In studying any cookbook, regardless of era or country of origin, the text is broken down into five different groupings, to wit: ingredients; equipment or facilities; the meal; the book as a whole; and, finally, the worldview. A particular strength of Wheaton’s seminars is the multidisciplinary nature of the approaches of students who attend, which throws the study of cookbooks open to wide ranging techniques. Students with a purely scientific training unearth interesting patterns by developing databases of the frequency of ingredients or techniques, and cross referencing them with other books from similar or different timelines or geographical regions. Patterns are displayed in graphs or charts. Linguists offer their own unique lens to study cookbooks, whereas anthropologists and historians ask what these objects can tell us about how our ancestors lived and drew meaning from life. This process is continuously refined, and each grouping is discussed below. Ingredients The geographic origins of the ingredients are of interest, as is the seasonality and the cost of the foodstuffs within the scope of each cookbook, as well as the sensory quality both separately and combined within different recipes. In the medieval period, the use of spices and large joints of butchers meat and game were symbols of wealth and status. However, when the discovery of sea routes to the New World and to the Far East made spices more available and affordable to the middle classes, the upper classes spurned them. Evidence from culinary manuscripts in Georgian Ireland, for example, suggests that galangal was more easily available in Dublin during the eighteenth century than in the mid-twentieth century. A new aesthetic, articulated by La Varenne in his Le Cuisinier Francois (1651), heralded that food should taste of itself, and so exotic ingredients such as cinnamon, nutmeg, and ginger were replaced by the local bouquet garni, and stocks and sauces became the foundations of French haute cuisine (Mac Con Iomaire). Some combinations of flavours and ingredients were based on humoral physiology, a long held belief system based on the writings of Hippocrates and Galen, now discredited by modern scientific understanding. The four humors are blood, yellow bile, black bile, and phlegm. It was believed that each of these humors would wax and wane in the body, depending on diet and activity. Galen (131-201 AD) believed that warm food produced yellow bile and that cold food produced phlegm. It is difficult to fathom some combinations of ingredients or the manner of service without comprehending the contemporary context within they were consumeSome ingredients found in Roman cookbooks, such as “garum” or “silphium” are no longer available. It is suggested that the nearest substitute for garum also known as “liquamen”—a fermented fish sauce—would be Naam Plaa, or Thai fish sauce (Grainger). Ingredients such as tea and white bread, moved from the prerogative of the wealthy over time to become the staple of the urban poor. These ingredients, therefore, symbolise radically differing contexts during the seventeenth century than in the early twentieth century. Indeed, there are other ingredients such as hominy (dried maize kernel treated with alkali) or grahams (crackers made from graham flour) found in American cookbooks that require translation to the unacquainted non-American reader. There has been a growing number of food encyclopaedias published in recent years that assist scholars in identifying such commodities (Smith, Katz, Davidson). The Cook’s Workplace, Techniques, and Equipment It is important to be aware of the type of kitchen equipment used, the management of heat and cold within the kitchen, and also the gradual spread of the industrial revolution into the domestic sphere. Visits to historic castles such as Hampton Court Palace where nowadays archaeologists re-enact life below stairs in Tudor times give a glimpse as to how difficult and labour intensive food production was. Meat was spit-roasted in front of huge fires by spit boys. Forcemeats and purees were manually pulped using mortar and pestles. Various technological developments including spit-dogs, and mechanised pulleys, replaced the spit boys, the most up to date being the mechanised rotisserie. The technological advancements of two hundred years can be seen in the Royal Pavilion in Brighton where Marie-Antoinin Carême worked for the Prince Regent in 1816 (Brighton Pavilion), but despite the gleaming copper pans and high ceilings for ventilation, the work was still back breaking. Carême died aged forty-nine, “burnt out by the flame of his genius and the fumes of his ovens” (Ackerman 90). Mennell points out that his fame outlived him, resting on his books: Le Pâtissier Royal Parisien (1815); Le Pâtissier Pittoresque (1815); Le Maître d’Hôtel Français (1822); Le Cuisinier Parisien (1828); and, finally, L’Art de la Cuisine Française au Dix-Neuvième Siècle (1833–5), which was finished posthumously by his student Pluméry (All Manners). Mennell suggests that these books embody the first paradigm of professional French cuisine (in Kuhn’s terminology), pointing out that “no previous work had so comprehensively codified the field nor established its dominance as a point of reference for the whole profession in the way that Carême did” (All Manners 149). The most dramatic technological changes came after the industrial revolution. Although there were built up ovens available in bakeries and in large Norman households, the period of general acceptance of new cooking equipment that enclosed fire (such as the Aga stove) is from c.1860 to 1910, with gas ovens following in c.1910 to the 1920s) and Electricity from c.1930. New food processing techniques dates are as follows: canning (1860s), cooling and freezing (1880s), freeze drying (1950s), and motorised delivery vans with cooking (1920s–1950s) (den Hartog). It must also be noted that the supply of fresh food, and fish particularly, radically improved following the birth, and expansion of, the railways. To understand the context of the cookbook, one needs to be aware of the limits of the technology available to the users of those cookbooks. For many lower to middle class families during the twentieth century, the first cookbook they would possess came with their gas or electrical oven. Meals One can follow cooked dishes from the kitchen to the eating place, observing food presentation, carving, sequencing, and serving of the meal and table etiquette. Meal times and structure changed over time. During the Middle Ages, people usually ate two meals a day: a substantial dinner around noon and a light supper in the evening (Adamson). Some of the most important factors to consider are the manner in which meals were served: either à la française or à la russe. One of the main changes that occurred during the nineteenth century was the slow but gradual transfer from service à la française to service à la russe. From medieval times to the middle of the nineteenth century the structure of a formal meal was not by “courses”—as the term is now understood—but by “services”. Each service could comprise of a choice of dishes—both sweet and savoury—from which each guest could select what appealed to him or her most (Davidson). The philosophy behind this form of service was the forementioned humoral physiology— where each diner chose food based on the four humours of blood, yellow bile, black bile, or phlegm. Also known as le grand couvert, the à la française method made it impossible for the diners to eat anything that was beyond arm’s length (Blake, and Crewe). Smooth service, however, was the key to an effective à la russe dinner since servants controlled the flow of food (Eatwell). The taste and temperature of food took centre stage with the à la russe dinner as each course came in sequence. Many historic cookbooks offer table plans illustrating the suggested arrangement of dishes on a table for the à la française style of service. Many of these dishes might be re-used in later meals, and some dishes such as hashes and rissoles often utilised left over components of previous meals. There is a whole genre of cookbooks informing the middle class cooks how to be frugal and also how to emulate haute cuisine using cheaper or ersatz ingredients. The number dining and the manner in which they dined also changed dramatically over time. From medieval to Tudor times, there might be hundreds dining in large banqueting halls. By the Elizabethan age, a small intimate room where master and family dined alone replaced the old dining hall where master, servants, guests, and travellers had previously dined together (Spencer). Dining tables remained portable until the 1780s when tables with removable leaves were devised. By this time, the bread trencher had been replaced by one made of wood, or plate of pewter or precious metal in wealthier houses. Hosts began providing knives and spoons for their guests by the seventeenth century, with forks also appearing but not fully accepted until the eighteenth century (Mason). These silver utensils were usually marked with the owner’s initials to prevent their theft (Flandrin). Cookbooks as Objects and the World of Publishing A thorough examination of the manuscript or printed cookbook can reveal their physical qualities, including indications of post-publication history, the recipes and other matter in them, as well as the language, organization, and other individual qualities. What can the quality of the paper tell us about the book? Is there a frontispiece? Is the book dedicated to an employer or a patron? Does the author note previous employment history in the introduction? In his Court Cookery, Robert Smith, for example, not only mentions a number of his previous employers, but also outlines that he was eight years working with Patrick Lamb in the Court of King William, before revealing that several dishes published in Lamb’s Royal Cookery (1710) “were never made or practis’d (sic) by him and others are extreme defective and imperfect and made up of dishes unknown to him; and several of them more calculated at the purses than the Gôut of the guests”. Both Lamb and Smith worked for the English monarchy, nobility, and gentry, but produced French cuisine. Not all Britons were enamoured with France, however, with, for example Hannah Glasse asserting “if gentlemen will have French cooks, they must pay for French tricks” (4), and “So much is the blind folly of this age, that they would rather be imposed on by a French Booby, than give encouragement to an good English cook” (ctd. in Trubek 60). Spencer contextualises Glasse’s culinary Francophobia, explaining that whilst she was writing the book, the Jacobite army were only a few days march from London, threatening to cut short the Hanoverian lineage. However, Lehmann points out that whilst Glasse was overtly hostile to French cuisine, she simultaneously plagiarised its receipts. Based on this trickling down of French influences, Mennell argues that “there is really no such thing as a pure-bred English cookery book” (All Manners 98), but that within the assimilation and simplification, a recognisable English style was discernable. Mennell also asserts that Glasse and her fellow women writers had an enormous role in the social history of cooking despite their lack of technical originality (“Plagiarism”). It is also important to consider the place of cookbooks within the history of publishing. Albala provides an overview of the immense outpouring of dietary literature from the printing presses from the 1470s. He divides the Renaissance into three periods: Period I Courtly Dietaries (1470–1530)—targeted at the courtiers with advice to those attending banquets with many courses and lots of wine; Period II The Galenic Revival (1530–1570)—with a deeper appreciation, and sometimes adulation, of Galen, and when scholarship took centre stage over practical use. Finally Period III The Breakdown of Orthodoxy (1570–1650)—when, due to the ambiguities and disagreements within and between authoritative texts, authors were freer to pick the ideas that best suited their own. Nutrition guides were consistent bestsellers, and ranged from small handbooks written in the vernacular for lay audiences, to massive Latin tomes intended for practicing physicians. Albala adds that “anyone with an interest in food appears to have felt qualified to pen his own nutritional guide” (1). Would we have heard about Mrs. Beeton if her husband had not been a publisher? How could a twenty-five year old amass such a wealth of experience in household management? What role has plagiarism played in the history of cookbooks? It is interesting to note that a well worn copy of her book (Beeton) was found in the studio of Francis Bacon and it is suggested that he drew inspiration for a number of his paintings from the colour plates of animal carcasses and butcher’s meat (Dawson). Analysing the post-publication usage of cookbooks is valuable to see the most popular recipes, the annotations left by the owner(s) or user(s), and also if any letters, handwritten recipes, or newspaper clippings are stored within the leaves of the cookbook. The Reader, the Cook, the Eater The physical and inner lives and needs and skills of the individuals who used cookbooks and who ate their meals merit consideration. Books by their nature imply literacy. Who is the book’s audience? Is it the cook or is it the lady of the house who will dictate instructions to the cook? Numeracy and measurement is also important. Where clocks or pocket watches were not widely available, authors such as seventeenth century recipe writer Sir Kenelm Digby would time his cooking by the recitation of the Lord’s Prayer. Literacy amongst protestant women to enable them to read the Bible, also enabled them to read cookbooks (Gold). How did the reader or eater’s religion affect the food practices? Were there fast days? Were there substitute foods for fast days? What about special occasions? Do historic cookbooks only tell us about the food of the middle and upper classes? It is widely accepted today that certain cookbook authors appeal to confident cooks, while others appeal to competent cooks, and others still to more cautious cooks (Bilton). This has always been the case, as has the differentiation between the cookbook aimed at the professional cook rather than the amateur. Historically, male cookbook authors such as Patrick Lamb (1650–1709) and Robert Smith targeted the professional cook market and the nobility and gentry, whereas female authors such as Eliza Acton (1799–1859) and Isabella Beeton (1836–1865) often targeted the middle class market that aspired to emulate their superiors’ fashions in food and dining. How about Tavern or Restaurant cooks? When did they start to put pen to paper, and did what they wrote reflect the food they produced in public eateries? Conclusions This paper has offered an overview of Barbara Ketchum Wheaton’s methodology for reading historic cookbooks using a structured approach. It has highlighted some of the questions scholars and researchers might ask when faced with an old cookbook, regardless of era or geographical location. By systematically examining the book under the headings of ingredients; the cook’s workplace, techniques and equipment; the meals; cookbooks as objects and the world of publishing; and reader, cook and eater, the scholar can perform magic and extract much more from the cookbook than seems to be there on first appearance. References Ackerman, Roy. The Chef's Apprentice. London: Headline, 1988. Adamson, Melitta Weiss. Food in Medieval Times. Westport, Connecticut: Greenwood P, 2004. Albala, Ken. Eating Right in the Renaissance. Ed. Darra Goldstein. Berkeley: U of California P, 2002. Beeton, Isabella. Beeton's Book of Household Management. London: S. Beeton, 1861. Bilton, Samantha. “The Influence of Cookbooks on Domestic Cooks, 1900-2010.” Petit Propos Culinaires 94 (2011): 30–7. Blake, Anthony, and Quentin Crewe. Great Chefs of France. London: Mitchell Beazley/ Artists House, 1978. Brighton Pavilion. 12 Jun. 2013 ‹http://www.guardian.co.uk/artanddesign/interactive/2011/sep/09/brighton-pavilion-360-interactive-panoramic›. Cashman, Dorothy. “An Exploratory Study of Irish Cookbooks.” Unpublished Master's Thesis. M.Sc. Dublin: Dublin Institute of Technology, 2009. Chartier, Roger. “The Practical Impact of Writing.” Trans. Arthur Goldhammer. A History of Private Lives: Volume III: Passions of the Renaissance. Ed. Roger Chartier. Cambridge, Massachusetts: Belknap P of Harvard U, 1989. 111-59. Davidson, Alan. The Oxford Companion to Food. New York: Oxford U P, 1999. Dawson, Barbara. “Francis Bacon and the Art of Food.” The Irish Times 6 April 2013. den Hartog, Adel P. “Technological Innovations and Eating out as a Mass Phenomenon in Europe: A Preamble.” Eating out in Europe: Picnics, Gourmet Dining and Snacks since the Late Eighteenth Century. Eds. Mark Jacobs and Peter Scholliers. Oxford: Berg, 2003. 263–80. Eatwell, Ann. “Á La Française to À La Russe, 1680-1930.” Elegant Eating: Four Hundred Years of Dining in Style. Eds. Philippa Glanville and Hilary Young. London: V&A, 2002. 48–52. Flandrin, Jean-Louis. “Distinction through Taste.” Trans. Arthur Goldhammer. A History of Private Lives: Volume III : Passions of the Renaissance. Ed. Roger Chartier. Cambridge, Massachusetts: Belknap P of Harvard U, 1989. 265–307. Folch, Christine. “Fine Dining: Race in Pre-revolution Cuban Cookbooks.” Latin American Research Review 43.2 (2008): 205–23. Glasse, Hannah. The Art of Cookery Made Plain and Easy; Which Far Exceeds Anything of the Kind Ever Published. 4th Ed. London: The Author, 1745. Gold, Carol. Danish Cookbooks: Domesticity and National Identity, 1616-1901. Seattle: U of Washington P, 2007. Grainger, Sally. Cooking Apicius: Roman Recipes for Today. Totnes, Devon: Prospect, 2006. Hampton Court Palace. “The Tudor Kitchens.” 12 Jun 2013 ‹http://www.hrp.org.uk/HamptonCourtPalace/stories/thetudorkitchens› Katz, Solomon H. Ed. Encyclopedia of Food and Culture (3 Vols). New York: Charles Scribner’s Sons, 2003. Kuhn, T. S. The Structure of Scientific Revolutions. Chicago: U of Chicago P, 1962. Lamb, Patrick. Royal Cookery:Or. The Complete Court-Cook. London: Abel Roper, 1710. Lehmann, Gilly. “English Cookery Books in the 18th Century.” The Oxford Companion to Food. Ed. Alan Davidson. Oxford: Oxford U P, 1999. 277–9. Mac Con Iomaire, Máirtín. “The Changing Geography and Fortunes of Dublin’s Haute Cuisine Restaurants 1958–2008.” Food, Culture & Society 14.4 (2011): 525–45. Mac Con Iomaire, Máirtín, and Dorothy Cashman. “Irish Culinary Manuscripts and Printed Cookbooks: A Discussion.” Petit Propos Culinaires 94 (2011): 81–101. Mason, Laura. Food Culture in Great Britain. Ed. Ken Albala. Westport CT.: Greenwood P, 2004. Mennell, Stephen. All Manners of Food. 2nd ed. Chicago: U of Illinois P, 1996. ---. “Plagiarism and Originality: Diffusionism in the Study of the History of Cookery.” Petit* Propos Culinaires 68 (2001): 29–38. Sherman, Sandra. “‘The Whole Art and Mystery of Cooking’: What Cookbooks Taught Readers in the Eighteenth Century.” Eighteenth Century Life 28.1 (2004): 115–35. Smith, Andrew F. Ed. The Oxford Companion to American Food and Drink. New York: Oxford U P, 2007. Spencer, Colin. British Food: An Extraordinary Thousand Years of History. London: Grub Street, 2004. Tierney, Mark. Europe and the World 1300-1763. Dublin: Gill and Macmillan, 1970. Trubek, Amy B. Haute Cuisine: How the French Invented the Culinary Profession. Philadelphia: U of Pennsylvania P, 2000. Wheaton, Barbara. “Finding Real Life in Cookbooks: The Adventures of a Culinary Historian”. 2006. Humanities Research Group Working Paper. 9 Sep. 2009 ‹http://www.phaenex.uwindsor.ca/ojs/leddy/index.php/HRG/article/view/22/27›. Wheaton, Barbara Ketcham. Savouring the Past: The French Kitchen and Table from 1300-1789. London: Chatto & Windus, 1983. White, Eileen, ed. The English Cookery Book: Historical Essays. Proceedings of the 16th Leeds Symposium on Food History 2001. Devon: Prospect, 2001.