Journal articles on the topic 'Roger Bacon High School'

Summary Expositions of the history of western linguistics, especially those designed for a novice readership, often refer to a passage from the writings of the twelfth-century scholar Roger Bacon. That passage is conventionally interpreted as an assertion of the existence of universal grammar, framed in the terms of early medieval language science. Among generative grammarians, the text from Bacon has been construed as evidence for the longevity of a concept which Chomskyan linguistics now reformulates in modern guise. Generativists also sometimes cite another passage, in this case taken from a 1957 text by the American descriptivist Martin Joos. The quotation from Joos performs an inverse function compared to that from Bacon, in that it is taken to epitomize the anti-universalism of early twentieth-century descriptivism. As such, Joos’ words are employed to distinguish generative grammar from the intellectual context of the immediately preceding school of linguistics. There are reasons to doubt the historical accuracy of the conventional readings of both these passages. This article re-opens the question of what Bacon meant and what Joos meant, then examines how their words have been incorporated into recent generative literature. As a case study in the historical orientation of modern linguistics, I find generative theory to be less interested in understanding other cultures’ ideas about language than in using historical material to advance its own self-representation. Is this a legitimate use of the past?

Now… roger whitmore is an arkansas state highway patrolman for Sevier County. Only one other trooper is assigned to the county, so Roger and his coworker, Phillip Glasgow, must share a rotating-duty schedule. Roger began his career in law enforcement after he graduated from high school by becoming a patrolman for Ashdown, a small town in southwest Arkansas where he grew up. Roger decided on a career in law enforcement because he wanted to help people and he found that the everyday job of a police officer is serving people.

The aims of this study are: 1. To describe the causes of lack of self-discipline in online learning during the COVID-19 pandemic by PGRI 2 Kayen High School students, 2. To overcome the low self-discipline of students in online learning during the COVID-19 pandemic with technical behavioristic counseling. self-management.The type of research used is a case study of guidance and counseling. The subjects studied in class XI IPA 5 were two students who had low learning discipline behavior in online learning. Data collection methods used are methods: observation, interviews, and documentation. Data analysis used bacon system induction analysis.The results of the research there are two factors: 1) Internal factors, students do not have interest, feel lazy, lack motivation, 2) external factors, from outside students lack parental attention and encouragement. After conducting behavioristic counseling with self-management techniques, the counselee can show a change in more disciplined learning in online learning.

Langston Hughes was an American artist, writer, and dramatist whose African-American subjects made him an essential supporter of the Harlem Renaissance of the 1920s. Langston Hughes was conceived on February 1, 1902, in Joplin, Missouri. He distributed his first lyric in 1921. He went to Columbia University, yet left following one year to travel. He proceeded to compose incalculable works of verse, writing and plays, and in addition a prominent section for the Chicago Defender. He passed away from this world on May 22, 1967. (Editors, 2014) When you were younger, has anyone treated you good or bad according to your behavior? Or do you remember any incident of your life in which you made a mistake and someone offered you a chance for changing your life? Langston Hughes' short story, “Thank You, Ma'am”, distributed in 1958, catches the two circumstances. Langston Hughes was a vital and productive essayist amid the Harlem Renaissance of the mid twentieth century. He expounded on African-American life and experience. Much thanks to You Ma'am is about what happens when a high school kid and a more seasoned working lady crash on a Harlem road. There are three major topics present in “Thank You, Ma'am”: Forgiveness and Empathy, the Power of Love and Trust, and Christian Charity. At the point when Roger first grabs the handbag of Mrs. Luella Bates Washington Jones, she wrestles him and hauls him to her outfitted room at the back of a house. The peak of the story is when Roger does not leave.

<p class="04Abstrak">Textbook is one of learning sources used in history learning in school. History learning has function to preserve collective memories and necessary values, such as Bhineka Tunggal Ika. This research aims to reveal depiction and representation of Bhineka Tunggal Ika value in history textbooks. It is qualitative research using critical discourse analysis, particularly representative analysis model by Roger Fowler. Data sources in the research are the senior high school textbooks based on 2006 curriculum which can be downloaded at bse.kemdikbud.go.id. website. Method of collecting data is conducted by documentation technique. The validity of discourse analysis refers to Ibnu Hamad’s opinion, namely holistic, historical situatedness, and theory. Next, analysis is conducted using critical discourse analysis by Fairclough namely description, interpretation and explanation. The result of research shows that Bhineka Tunggal Ika is represented in various themes such as assimilation/acculturation/ syncretism, differences/diversity/plurality/complexity/multicultural, distinction/discrimination and unity. Bhineka Tunggal Ika should be understand as both a result and continuous process.</p><p> </p><p class="04Abstrak">Buku teks merupakan salah satu sumber belajar yang digunakan dalam pembelajaran sejarah di sekolah. Pembelajaran sejarah berfungsi untuk melestarikan memori kolektif dan nilai-nilai yang dianggap penting, salah satunya Bhineka Tunggal Ika. Penelitian ini bertujuan untuk untuk mengungkap penggambaran dan representasi nilai Bhineka Tunggal Ika dalam buku teks sejarah. Penelitian ini merupakan penelitian kualitatif dengan menggunakan metode analisis wacana kritis, terutama analisis representasi model Roger Fowler. Sumber data pada penelitian ini adalah buku teks sejarah SMA berdasarkan kurikulum 2006 yang dapat diunduh pada laman bse.kemdikbud.go.id. Pengumpulan data dilakukan dengan teknik dokumentasi.Validitas analisis wacana mengacu pada pendapat Ibnu Hamad, yaitu holistic, historical situatedness, dan teori.Selanjutnya analisis dilakukan dengan menggunakan model analisis wacana kritis Fairclough yaitu deskripsi, interpretasi, dan eksplanasi. Hasil penelitian menunjukkan bahwa Bhineka Tunggal Ika direpresentasikan dalam berbagai tema seperti pembauran/akulturasi/sinkretisme, perbedaan/ keragaman/ pluralitas/ kemajemukan/ multikultural, pembedaan/diskriminasi serta persatuan dan kesatuan. Bhineka Tunggal Ika perlu dipahami sebagai hasil maupun proses yang terus berlanjut.</p><p> </p>

Textbooks are one of the sources used in history learning in class and have an important meaning in Strengthening Character Education (PPK). Although there are doubts about the extent to which the integration of the value of PPK in writing Indonesian History textbooks is because the textbooks were born earlier than PPK. This study aims to describe the PPK discourse in the Indonesian History textbook 2013 Curriculum of Senior High Schools (SMA). The research approach used is a qualitative type of critical discourse analysis model Roger Fowler et al. The main data source is in the revised edition of the High School Indonesia History textbook 2013. The research data was collected by means of documentation. While the data are analyzed with two levels, namely the micro-level which takes into account the composition of words and sentences in the text, and the macro-level that links with the history books and the value of character education. Data checking is carried out holistically, historically situated, and theoretically by observing PPK in Indonesian History textbooks. The results of this study present nationalism as the theme of character values ​​that most often appears in Indonesian History textbooks, followed by values ​​of independence, religion, integrity, and mutual cooperation. The discourse of nationalism is very dominant in almost every textbook, especially narratives about the spirit of nationalism in the process of nation and state formation.

AbstractCooperative Learning’s (CL) implementation has received an incredible amount of research attention from academics held in high esteem. However, the researcher claims that it is up to every new generation of educators to formulate their conclusions regarding CL’s effectiveness in a contemporary classroom. Although the author begins by situating CL as a pedagogical tool that goes back nearly fifty years and insinuates a progression in use, he also claims CL should not only be compared to itself for scrutiny but it should be compared with the current generation’s academic needs. Later Baby Boomers that graduated high school in the 1980’s experienced a radically different academia than Generation X, Y, or Gen Z’ers, consequently a valid comparative analysis must see CL through present day lens. The author further claims, with the exception of references to CL’s beginnings, the date parameter for findings are limited to the last fifteen months which includes all of 2017 and half of 2016. The document continues by contextualizing CL’s precursors along with its distinctive historical genesis. Furthermore, the objective of this paper is not only to take a snapshot of the current CL literature based on the iconic five elements of CL formulated by David W. Johnson, Roger T. Johnson, and Edythe Johnson Holubec (1989), but to also provide a litmus test on the current relevancy of CL in thepost-millennial age.The author claims his theoretical framework centers on several factors composed of cognitive, behavioral, and social interdependence. The conclusions are based on three tendencies or categories in the literature that point to a) pre-implementation, b) implementation and c) post-implementation. These three tendencies are also described as the rationalization for implementation, context of the implementation, and the effects of CL’s outcomes. Furthermore, the results chronical the importance of CL in maintaining a student’s social presence in light of current social or anti-social trends.

A time there was when it was de rigueur for the self-respecting English composer to sample the life and art of our Germanic neighbours. A little time in the Land der Musik, it seemed, might help them make their own a little less ohne. Elgar supped at the springs in the Bavarian Highlands; Sullivan, Stanford and others in the Leipzig low-lands. It remains perplexing to the German mind that a reference to the ‘Frankfurt School’ in conversation with an Englishman can elicit praise for Percy Grainger, Roger Quilter and Co., but not a word about Adorno. Even Britten would have studied with Alban Berg, had the RCM not declared him ‘immoral’, thus forcing Ben to seek out immorality closer to home. To be sure, the rise of National Socialism reversed the tide for a while (the present writer is typical of his generation in that he owes the quality of his musical education to German-Jewish émigrés). But Gemiania proves today as seductive as ever to the English. Thanks to better pay and employment prospects, our finest graduates are regularly lured across the water to join their countrymen in maintaining the high standards of provincial German opera houses and orchestras. Our composers might on the whole be not as popular; but mentioning the name of Brian Ferneyhough still elicits the same mixture of awe, reverence and enthusiasm in German conservatories and radio studios as would a reference to the Pope in Cracow or to David Beckham at Old Trafford.

Este artigo é um recorte dos resultados produzidos por meio da pesquisa de mestrado “Práticas e representações de leitura literária no Ifes/Campus de Alegre: uma história com rosto e voz”. A pesquisa investigou como a leitura literária acontece nessa escola de ensino técnico, mapeando em qual contexto leitor o grupo social dos alunos dessa instituição está inserido, quais são suas práticas e representações de leitura. Para isso, a investigação dialogou com o trabalho do historiador francês Roger Chartier e os princípios epistemológicos da História Cultural, no que se refere à história do livro, da leitura e da literatura. No desenvolvimento do trabalho, foram realizadas pesquisas bibliográfico-documental e de campo, em perspectiva qualitativa, utilizando o método dedutivo. Considerando o princípio de que toda realidade cultural é construída nas relações existentes entre os grupos sociais, constatou-se a existência de uma prática de leitura que se desvencilha do trabalho com leitura de literatura em sala de aula. Foram identificadas, ainda, as modalidades partilhadas de ler das comunidades de leitores presentes no contexto estudado: percebemos que as principais vias de acesso e as formas de aquisição do objeto cultural (livro de literatura) acontecem por meio de empréstimos e trocas entre os próprios alunos e constatamos que seus pares são os principais mediadores da leitura literária existente nesse espaço. Os resultados presentes neste trabalham nos oportunizam pensar em como intervir no contexto de formação do leitor de literatura em uma escola de ensino médio.Palavras-chave: Leitura Literária. Ensino Médio. Práticas e Representações.Clandestine literary readings in the context of a capixaba technical schoolABSTRACTThis article is a summary of the results produced through the masters research "Practices and representations of literary reading in Ifes / Campus de Alegre: a history with face and voice". The research investigated how the literary reading happens in this technical school, mapping in which reader context the social group of the students of this institution is inserted, what are their practices and representations of reading. To this end, the research was a dialogue with the work of the French historian Roger Chartier and the epistemological principles of Cultural History in the history of books, reading and literature. In the development of the work, bibliographical-documental and field research were carried out, in a qualitative perspective, using the deductive method. Considering the principle that all cultural reality is built in the existing relations between social groups, it was verified the existence of a practice of reading that gets rid of work with reading literature in the classroom. We also identified the shared modalities of reading from the communities of readers present in the context studied: we perceive that the main access routes and the forms of acquisition of the cultural object (literature book) happen through loans and exchanges between the students themselves And we find that their peers are the main mediators of literary reading in this space. The results present in this work allow us to think about how to intervene in the context of the formation of the literary reader in a high school.Keywords: Literary Reading. High school. Practices and Representations.Lecturas literarias clandestinas en el contexto de una escuela técnica capixabaRESUMENEste artículo es un recorte de los resultados producidos por medio de la investigación de maestría "Prácticas y representaciones de lectura literaria en el Ifes / Campus de Alegre: una historia con rostro y voz". La investigación investigó cómo la lectura literaria ocurre en esa escuela de enseñanza técnica, mapeando en qué contexto lector el grupo social de los alumnos de esa institución está inserto, cuáles son sus prácticas y representaciones de lectura. Para ello, la investigación dialogó con el trabajo del historiador francés Roger Chartier y los principios epistemológicos de la Historia Cultural, en lo que se refiere a la historia del libro, de la lectura y de la literatura. En el desarrollo del trabajo, se realizaron investigaciones bibliográficas-documental y de campo, en perspectiva cualitativa, utilizando el método deductivo. Considerando el principio de que toda realidad cultural se construye en las relaciones existentes entre los grupos sociales, se constató la existencia de una práctica de lectura que se desprende del trabajo con lectura de literatura en el aula. Se identificaron, además, las modalidades compartidas de lectura de las comunidades de lectores presentes en el contexto estudiado: percibimos que las principales vías de acceso y las formas de adquisición del objeto cultural (libro de literatura) ocurren por medio de préstamos e intercambios entre los propios alumnos y constatamos que sus pares son los principales mediadores de la lectura literaria existente en ese espacio. Los resultados presentes en este trabajo nos permiten pensar en cómo intervenir en el contexto de formación del lector de literatura en una escuela secundaria.Palabras clave: Lectura Literaria. Enseñanza Media. Prácticas y Representaciones.

Alexander Robertus Todd (Alex to his friends), was born in October 1907 in Cathcart, to the south of Glasgow. His father, Alexander Todd, of southern Scottish descent, was at first a clerk in the Glasgow Subway Railway Company and later its Secretary; subsequently he was the Managing Director of the Drapery and Furnishing Co–operative Society Ltd in Glasgow. He was ambitious to better himself and his family and although his formal teaching had ended at thirteen he held a strong regard for education and was determined, as was his wife Jane (née Lowry) that it should not be denied to their children. As their affluence increased they moved to the village of Clarkston, whence Alex had to trudge one and a half miles each day to the public school in Cathcart. One should recall that this was during wartime: life was hard and boots were of poor quality. At the age of eleven he passed the entrance examination to Allan Glen's school, the Glasgow High School of Science in the centre of the city. Among the teachers was Robert Gillespie, who taught chemistry and fostered Alex's growing interest in that subject. This gave him the impetus, after passing the Higher Leaving Certificate examination in 1924, to enter the University of Glasgow to read for an honours degree in chemistry. Once there, he was recognized by his teachers as a highly talented student, taking the James Black Medal and the Roger Muirhead Prize in his first year, which also gave him a scholarship for the rest of his course. Alex graduated BSc with first class honours in 1928 and was awarded a Carnegie Research Scholarship of €100 a year to work with Professor T.S. Patterson. He and his predecessor, G.G. Henderson, F.R.S., had strong interests in alchemy and the history of chemistry. The latter subject was even compulsory in the final year. Alex was interested in this and, much later in life, spoke and wrote knowledgeably on several aspects of the history of organic chemistry. Patterson's research interest was optical rotatory dispersion and, although Todd's first two papers were published jointly with Patterson in 1929 (1, 2)*, it was clear that a subject in which theory and practice made little contact was not for him. With encouragement from Patterson, Alex transferred to the University of Frankfurt to work in the laboratory of W. Borsche.

Abstract: Qualitative research with a case study design aims to describe the implementation of GLS in SDN 5 Menteng Palangka Raya, viewed from aspects: (1) stages of GLS implementation, (2) mechanism of GLS implementation, and (3) supporting factors and constraints in GLS implementation. The data sources in this study are the principal, librarian, and 2 class teachers. Data collection techniques carried out by observation, interviews, and documentation. Data analysis uses interactive data patterns from Miles and Huberman (1994). The results showed that: (1) The stages of GLS were carried out only in the initial stages (habituation of iteration) through reading and writing activities, (2) The mechanism of GLS implementation was carried out based on basic management principles, namely: GLS planning, GLS organizing, GLS mobilization, and GLS monitoring and evaluation, (3) Supporting factors for the implementation of GLS include the high interest of students to titrate, commitment and enthusiasm of teaching teachers, literacy programs carried out on a scheduled basis, the availability of school infrastructure that supports literacy; While the inhibiting factor is the teacher still has not received coaching in the form of training to implement GLS, the condition of the collection of damaged reading books, as well as the evaluation function of GLS that has not been implemented thoroughly. Keywords: Implementation, School Literacy Movements, SDN 5 Menteng Abstrak: Penelitian kualitatif dengan rancangan studi kasus ini bertujuan untuk mendeskripsikan tentang Implementasi GLS di SDN 5 Menteng Palangka Raya, dilihat dari aspek: (1) tahapan implementasi GLS, (2) Mekanisme implementasi GLS, dan (3) Faktor pendukung dan kendala dalam implementasi GLS. Sumber data dalam penelitian ini adalah kepala sekolah, tenaga pustakawan, dan 2 orang guru kelas. Teknik pengumpulan data dilakukan dengan cara observasi, wawancara, dan dokumentasi. Analisis data menggunakan pola interaktif data dari Miles dan Huberman (1994). Hasil penelitian menunjukan bahwa: (1) Tahapan GLS yang dilaksanakan baru pada tahap awal (pembiasaan berliterasi) melalui aktivitas membaca dan menulis, (2) Mekanisme implementasi GLS dilaksanakan dengan mendasarkan pada prinsip dasar manajemen yaitu: perencanaan GLS, pengorganisasian GLS, penggerakan GLS, serta pengawasan dan evaluasi GLS, (3) Faktor pendukung implementasi GLS meliputi minat yang tinggi dari siswa untuk berliterasi, komitmen dan semangat guru mengajar, program literasi dilaksanakan secara terjadwal, tersedianya sarana prasarana sekolah yang mendukung pelaksanaan literasi; Sedangkan faktor penghambatnya adalah guru masih belum menerima pembinaan dalam bentuk pelatihan untuk melaksanakan GLS, kondisi koleksi buku bacaan yang rusak, serta fungsi evaluasi GLS yang belum dilaksanakan secara menyeluruh. Kata Kunci: Implementasi, Gerakan Literasi Sekolah, SDN 5 Menteng References: Bogdan, R. C., & Biklen, S. K. (1992). Qualitative Research for Education, second edition. USA: Allyn and Bacon. Hendrawati, S. (2018). Fungsi-Fungsi Manaemen Sekolah. Diakses 19 Maret 2018, dari: https://www.academia.edu/11289318/Fungsi_Manajemen_Sekolah. Kemendikbud. (2016). Desain Induk Gerakan Literasi Sekolah. Jakarta: Direktorat Jenderal Pendidikan Dasar dan Menengah Kementerian Pendidikan dan Kebudayaan Republik Indonesia. Peraturan Menteri Pendidikan dan Kebudayaan Nomor 23 Tahun 2015 tentang Penumbuhan Budi Pekerti. Rachmawati, F. (2008). Dunia di Balik Kata (Pintar Membaca). Yogyakarta: Citra Aji Parama. Ulfatin, N. (2014). Metode Penelitian Kualitatif di Bidang Pendidikan: Teori dan Aplikasinya. Malang: Bayumedia Publishing. Undang-Undang Dasar Tahun 1945.

Martin K. Sorge. The Other Price of Hitler's War. German Military and Civilian Losses Resulting from World War II. Westport, CT: Greenwood Press, 1986. Pp. xx, 175. Cloth, $32.95; M. K. Dziewanowski. War At Any Price: World War II in Europe, 1939-1945. Englewood Cliffs, NJ: Prentice-Hall, 1987. Pp. xiv, 386. Paper, $25.67. Review by Lawrence S. Rines of Quincy Community College. David Goldfield. Promised Land: The South Since 1945. Arlington Heights, IL: Harlan Davidson, Inc., 1987. Pp. xiii, 262. Cloth, $19.95, Paper, $9.95; Alexander P. Lamis. The Two Party South. New York: Oxford University Press, 1984. Pp. x, 317. Cloth, $25.00; Paper, $8.95. Review by Ann W. Ellis of Kennesaw College. Walter J. Fraser, Jr., R. Frank Saunders, Jr., and Jon L. Wakelyn, eds. The Web of Southern Social Relations: Women, Family, and Education. Athens: University of Georgia Press, 1985. Pp. XVII, 257. Paper, $12.95. Review by Thomas F. Armstrong of Georgia College. William H. Pease and Jane H. Pease. The Web of Progress: Private Values and Public Styles in Boston and Charleston, 1828-1842. New York and Oxford: Oxford University Press, 1985. Pp. xiv, 334. Paper, $12.95. Review by Peter Gregg Slater of Mercy College. Stephen J. Lee. The European Dictatorships, 1918-1945. London and New York: Methuen, 1987. Pp. xv, 343. Cloth, $47.50; Paper, $15.95. Review by Brian Boland of Lockport Central High School, Lockport, IL. Todd Gitlin. The Sixties: Days of Hope, Days of Rage. New York: Bantam, 1987. Pp. 483. Cloth, $19.95; Maurice Isserman. IF I HAD A HAMMER... : The Death of the Old Left and the Birth of the New Left. New York: Basic Books, 1987. Pp. xx, 244. Cloth, $18.95. Review by Charles T. Banner-Haley of Martin Luther King, Jr. Center for Nonviolent Social Change, Inc. Donald Alexander Downs. Nazis in Skokie: Freedom, Community, and the First Amendment. Notre Dame IN: Notre Dame Press, 1985. Pp. 227. Paper, $9.95. Review by Benjamin Tate of Macon Junior College. Paul Preston, The Triumph of Democracy in Spain. London and New York: Methuen, 1986. Pp. 227. Cloth, $32.00. Review by Victoria L. Enders of Northern Arizona University. Robert B. Downs. Images of America: Travelers from Abroad in the New World. Urbana and Chicago: University of Illinois Press, 1987. Pp. 232. Cloth, $24.95. Review by James F. Marran of New Trier Township High School, Winnetka, IL. Joel H. Silbey. The Partisan Imperative: The Dynamics of American Politics Before the Civil War. New York and Oxford: Oxford University Press, 1985. Pp. viii, 234. Paper, $8.95. Review by John T. Reilly of Mount Saint Mary College. Barbara J. Howe, Dolores A. Fleming, Emory L. Kemp, and Ruth Ann Overbeck. Houses and Homes: Exploring Their History. Nashville: The American Association for State and Local History, 1987. Pp. xii, 168. Paper, $13.95; $11.95 to AASLH members. Review by Marsha L. Frey of Kansas State University. Thomas C. Cochran. Challenges to American Values: Society, Business and Religion. New York and Oxford: Oxford University Press, 1987. Pp. 147. Paper, $6.95. Review by H. Roger Grant of University of Akron. M.S. Anderson. Europe in the Eighteenth Century, 1713-1783. London and New York: Longman, 1987. Third Edition. Pp. xii, 539. Cloth, $34.95. Review by Robert Lindsay of the University of Montana.

Este texto originou-se a partir de uma pesquisa de doutorado realizada em uma escola pública de ensino médio do Estado do Rio de Janeiro. O principal objetivo do trabalho era discutir - com professores e alunos - alguns temas relacionados às suas concepções e práticas de leitura, utilizando como recuroso metodológico imagens produzidas pelos sujeitos da pesquisa. Diferentes concepções sobre a leitura, a relação entre a leitura literária e outros tipos de leitura e dessas com as "novas tecnologias", o papel da escola, motivando ou não o acesso aos diferentes suportes e textos, foram alguns dos tópicos discutidos naquele estudo. Durante a realização da pesquisa abordei a leitura como prática cultural, nos termos propostos pela história cultural. Este texto privilegia um recorte desta discussão, abordando a relação entre a imagem, a leitura e a escola. Palavras-chave: Leitura; Jovens; Imagem; Escola; Televisão. ABSTRACTThis paper is a result of a doctoral research, in a public high school in Rio de Janeiro. The main objective of this work was to discuss - with teachers and students - some topics related to their conceptions and practices about reading, throughout pictures that were taken by them during the research. The different ideas about reading, the link between literary reading and other kinds of reading with "new technologies", the function of school, motivating - or not - the access to different places of reading, were some of the topics discussed throughout the research. During the research I analyzed reading as a cultural practice, as proposed by cultural history. The present text emphasizes a part of this discussion focusing on the relationship between image, reading and the school.Keywords: Lecture; Youth; Image; School; Television.RESUMENEste trabajo es el resultado de una investigación doctoral , en una escuela secundaria pública en Río de Janeiro. El principal objetivo de este trabajo fue discutir - con maestros y estudiantes - algunos temas relacionados con sus concepciones y prácticas acerca de la lectura , a lo largo de las imágenes que fueron tomadas por ellos durante la investigación. Las diferentes ideas acerca de la lectura, la relación entre la lectura literaria y otros tipos de lectura con "nuevas tecnologías", la función de la escuela, motivando - o no - el acceso a los diferentes lugares de lectura, fueron algunos de los temas tratados a lo largo de la investigación. Durante la investigación la lectura fue tratada como práctica cultural, según lo propuesto por la historia cultural. El presente texto hace trata de una parte de esta discusión que se centra en la relación entre la imagen, la lectura y la escuela .Palabras Clave: Lectura; Juventud; Imagen; Escuela; Televisión. ReferênciasADORNO, T.W. ; HORKHEIMER, M. A indústria cultural: o esclarecimento como mistificação das massas. In ______. Dialética do esclarecimento. Rio de Janeiro, 1985. p.113-156.BACCEGA, M.A. Televisão e escola: uma mediação possível. São Paulo: Senac, 2003.CALVINO, I. Visibilidade. In: ______. Seis propostas para o próximo milênio. Rio de Janeiro: Companhia das Letras, 1990.CANCLINI, N.G. Leitores, espectadores e internautas. São Paulo: Iluminuras, 2008.CARRIÈRE, J.; ECO, U. Não contem com o fim do livro. Rio de Janeiro: Record, 2010.CHARTIER, Roger. A ordem dos livros. Leitores, autores e bibliotecas na Europa entre os séculos XIV e XVIII. Brasília: Universidade de Brasília, 1994.______. A aventura do livro: do leitor ao navegador. São Paulo: Imprensa Oficial de São Paulo: Editora UNESP, 1998.______. Cultura escrita , literatura e história: conversas de Roger Chartier com Carlos Aguirre Anaya, Jesús Anaya Rosique, Daniel Goldin e Antonio Saborit. Porto Alegre: ARTMED, 2001.______. Os desafios da escrita. São Paulo: Editora UNESP, 2002.______. Formas e sentido: entre distinção e apropriação. Campinas: Mercado de Letras; Associação de Leitura do Brasil (ALB), 2003.CERTEAU, Michel de. A invenção do cotidiano: 1 - as artes de fazer. 10. ed. Petrópolis, Rio de Janeiro: Vozes, 2004.DARNTON, R. A questão dos livros: passado, presente e futuro. São Paulo: Companhia das Letras, 2010.ECO, U. Apocalípticos e Integrados. São Paulo: Perspectiva, 1970.______. From Internet to Gutenberg. Nov., 1996. Disponível em: . Acesso em: 2 jul. 2010.JACOBY, S. Criança e literatura: mais livros, mais livres. In: ______. (Org). A criança e a produção cultural: do brinquedo à literatura. Porto Alegre: Mercado Aberto, 2003. p. 183-208.JACQUINOT-DELAUNAY, G. Convergência tecnológica, divergências pedagógicas: algumas observações sobre os "nativos digitais" e a escola. In: BARBOSA, M.; FERNADES, M. ; MORAIS, O. J. (Orgs.). Comunicação, educação e cultura na era digital. São Paulo: INTERCOM, 2009. p. 167-181.MACHADO, A. Fim do livro? Estudos Avançados, São Paulo, v. 8, n. 21, maio/ago. 1994. p. 201-214._______. O quarto iconoclasmo. In: ______. O quarto iconoclasmo e outros ensaios hereges. Rio de Janeiro: Rios Ambiciosos / Contracapa, 2001._______. A televisão levada a sério. 3. ed. São Paulo: Senac, 2003.MARTÍN-BARBERO, J. Dos meios às mediações: comunicação, cultura e hegemonia. 2. ed. Rio de Janeiro: Editora UFRJ, 2003.MARTÍN-BARBERO, J. ; REY, G. Os exercícios do ver: hegemonia audiovisual e ficção televisiva. 2. ed. São Paulo: Sêneca, 2004.OROZCO GÓMEZ, G. Entre Telas: Novos papéis comunicativos das audiências. In: BARBOSA, M.; FERNADES, M. ; MORAIS, O.J. (Orgs.). Comunicação, educação e cultura na era digital. São Paulo: INTERCOM, 2009. p. 167-181.OSWALD, M. L.M. A relação do jovem com a imagem: um desafio ao campo de investigação sobre a leitura. In: Reunião Anual da Associação de Pós-Graduação em Educação, 30., 2007, Caxambú. Anais Eletrônicos... Rio de Janeiro: Anped , 2007. Disponível em . 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Mathematics courses are given to students from elementary school to higher education which equip them with logical, analytical, systematic, critical, and creative thinking skills, as well as the ability to work together. According to the Organization for Economics Cooperation and Development (OECD) year 2013, the concep of mathematical literacy in Programme for International Student Assessment (PISA) supports the importance of developing strong understanding of pure mathematical concepts and the benefits involved in exploration in the abstract world of mathematics. This research produces a Mathematics strategic learning analysis of grade IX that supports high-order mathematical thinking skills (HOMT). Two (2) parts of the materials will be discussed more focused, ie (a) learning materials and (b) learning strategies. With a learning syllabus that supports the HOMT, the opportunity to increase the value of Mathematics education is greater, one of which is formulate challenging questions. Challenging Mathematical questions will meet the criteria of high-level questions (PISA has a level of questions from level 1 to level 6). HOMT supports the development of a strong understanding of pure mathematical concepts and is useful in exploration in the abstract world of mathematics. The sources of data used in the preparation of this reseach are the results of the PISA survey in 2006 and 2012 and the 2013 curriculum book sourced from the Ministry of Education and Culture. Keywords: Mathematics grade IX, 2013 curriculum, PISA, HOMT Abstrak Mata pelajaran Matematika diberikan kepada semua peserta didik mulai dari sekolah dasar untuk membekali peserta didik dengan kemampuan berpikir logis, analitis, sistematis, kritis, dan kreatif, serta kemampuan bekerja sama. Menurut Organization for Economics Coopration and Development (OECD) tahun 2013, konsepsi literasi matematika dalam Program for International Student Assessment PISA mendukung pentingnya siswa mengembangkan pemahaman yang kuat tentang konsep-konsep matematika murni dan manfaat yang terlibat dalam eksplorasi dalam dunia abstrak matematika. Penelitian ini menghasilkan sebuah analisis trategi pembelajaran matematika Kelas IX yang mendukung kemampuan berpikir tingkat tinggi matematika (HOMT). Dua (2) bagian dari materi akan dibahas lebih fokus, yaitu (a) materi pembelajaran dan (b) strategi pembelajaran. Dengan silabus pembelajaran yang mendukung HOMT tersebut maka peluang untuk meningkatkan nilai pendidikan Matematika lebih besar, salah satu di antaranya adalah dapat disusunnya soal-soal yang menantang. Soal-soal matematika yang menantang akan memenuhi kriteria soal level tinggi (PISA memiliki tingkatan soal dari level 1 hingga level 6). HOMT mendukung pengembangan pemahaman yang kuat tentang konsep-konsep matematika murni dan bermanfaat dalam eksplorasi dalam dunia abstrak matematika. Sumber data yang digunakan dalam penyusunan buku penelitian ini adalah hasil survey PISA tahun 2006 dan 2012 dan buku kurikulum 2013 yang bersumber dari Kementerian Pendidikan dan Kebudayaan. Kata Kunci: Matematika kelas IX, Kurikulum 2013, PISA, HOMT References B. Johnson. 2002. Contextual Teaching and Learning: What it is and why it’s here to stay. Corwin Press,Inc. California. A. Dahlan. 2009. Pengembangan model computer based e-learning untuk meningkatkan kemampuan high order mathematical thinking siswa SMA. LPPM UPI. Bandung. Watson and E. M. Glaser. 1980. Critical Thinking Appraisal. Harcourt Brace Jovanovich, Inc. New York. Hakim. 2016. Analisis Gambaran Kompetensi Guru Terhadap Prestasi Belajar Siswa SMP Pada Ujian Nasional Tahun 2015 Provinsi Daerah Istimewa Yogyakarta. Pusat Data dan Statistik Pendidikan dan Kebudayaan. Jakarta. Abdurrahman. 2003. Pendidikan Bagi Anak Berkesulitan Belajar. Rineka Cipta. Jakarta. Nata. 2009. Perspektif Islam Tentang Strategi Pembelajaran. Kencana Prenada Media Group. Jakarta. Purwanto. 2004. Psikologi Pendidikan. Remaja Rosdakarya. Bandung OECD. 2012. OECD Programme for International Student Assessment 2012. OECD. Westat. OECD. 2006. OECD Programme for International Student Assessment 2006. OECD. Westat. P. P. Kemdikbud. 2016. Penilaian yang Berkualitas untuk Pendidikan yang Berkualitas [Online]. Available:http://litbang.kemdikbud.go.id/pengumuman/Mengenal%20Puspendik%205%20Jan %202015-2.pdf. [Accessed 07 Feb 2016]. K. d. Perbukuan. 2015. Buku Guru Matematika Kelas IX SMP/MTs. Kementerian Pendidikan dan Kebudayaan. Jakarta. H. Ennis. 1985. Critical Thinking. University of lllinois. New Jersey: Prentice Hall. W. Weisberg. 2006. Expertise and Reason in Creative Thinking: Evidence from Case Studies and the Laboratory. Cambridge University Press. Cambridge. Mariana. 2011. Penerapan pendekatan kontekstual dengan pemberian tugas mind map setelah pembelajaran terhadap peningkatan kemampuan koneksi matematis siswa SMP. Krulik and J. A. Rudnick. 1995. The New Sourcebook for Teaching Reasoning and Problem Solving in Elementary School. Allyn & Bacon. Needham Heights. Sardiman. 1987. Interaksi dan Motivasi Belajar Mengajar. Rajawali Pers. Jakarta. Suwarma and D. Mayadiana. 2009. Suatu Alternatif Pembelajaran Kemampuan Berpikir Kritis Matematika. Cakrawala Maha Karya. Jakarta Gustiningsi. 2015. Pengembangan Soal Matematika Model Pisa Untuk Mengetahui Kemampuan Berpikir Kritis Matematis Siswa Kelas VII. Jurnal Pendidikan Matematika JPM RAFA , vol. Vol.1, no. No.1, September 2015. Y. E. Siswono. 2016. Berpikir Kritis dan Berpikir Kreatif sebagai Fokus Pembelajaran Matematika in Seminar Nasional Matematika Dan Pendidikan Matematika (1st SENATIK). Semarang.

THE SCIENTIFIC METHOD: An Evolution of Thinking from Darwin to Dewey by Henry M. Cowles. Cambridge, MA: Harvard University Press, 2020. 384 pages. Hardcover; $35.00. ISBN: 9780674976191. *Despite its main title, this book is not an analysis of the scientific method as such, or its use by scientists, but rather it is a socio-cultural history of that method as an idea, as the subtitle indicates. Cowles begins the book with the eye-catching claim: "The scientific method does not exist. But 'the scientific method' does." By this he means that the scientific method, as portrayed in (high school) science textbooks, does not exist as a universal method employed by scientists in their quest for new knowledge. Rather, what does exist is a history of ideas: a set of philosophical ideas that transformed into notions about the mind and cognition, which ultimately ended up as a set of steps in introductory chapters in textbooks presented as a universal method. *Cowles combines exhaustive research with interesting storytelling to weave a fascinating narrative about the history of the idea of method. The second chapter, "Hypothesis Unbound," sets the stage for his narrative: although Thomas Carlyle, Charles Babbage, and John Herschel make cameo appearances here, Cowles's main thread is the public philosophical disagreement between William Whewell and John Stuart Mill on what constituted thinking. This prepares the ground for Cowles's main thread, which begins in earnest with the third chapter, "Nature's Method." Here he suggests that Charles Darwin's goal of presenting evolution meant paying close attention to methods of thinking--and this began the story of how a philosophical idea about method evolved into taking it as a natural form of cognition. *Chapter four, "Mental Evolution," highlights Alexander Bain and Herbert Spencer's thought, which takes the debates about method and evolution into the realm of social development, whereas chapter five, "A Living Science," chronicles the rise of pragmatism in the United States--with Charles Pierce and William James--and its use of method as a way to think about logic, psychology, and practical problem-solving. Chapter six, "Animal Intelligence," feels a bit like an interlude with its focus on the rise of behaviorism in psychology, featuring John Watson, Edward Thorndike, and B. F. Skinner. Cowles's history ends with two chapters entitled "Laboratory School" and "A Method Only," in which he narrates how John Dewey's book How We Think became the basis for embedding this naturalized model of thinking into textbooks as "the scientific method." The main threads of Cowles's narrative move from discussions around what sort of methodology might unite science generally to the way that psychology sought to read "method" as a way of understanding intelligence and cognition. *As a book of cultural history, The Scientific Method is a fascinating, detailed account of how "method" threaded its way through political, cultural, social, and academic discussions. Cowles's chapters are exhaustively researched, and are peppered with quotes and anecdotes. It is impressive scholarship, although perhaps dizzying at times, for it is sometimes difficult to keep track of the main theme in the myriad of detail that rushes at the reader. This also makes the book feel a bit unfocused--as a chapter develops its rich details of analysis and discovery, the main idea about accounting for "the scientific method" seems to get lost; at times, it is difficult to see the relevance of all the rich and interesting detail to the book's main point. *Further, although the book claims, in its first chapter, to show that there is no such thing as "the scientific method," it actually spends little to no time actually analyzing the legitimacy of "the method" itself or its possible use among scientists, either in the social or natural sciences. Do psychologists or sociologists use (something like) scientific methods? Do biologists, chemists, or physicists? Cowles's book says little about this. Although Cowles's introductory claim might lead a reader to think that they would find at least reference to philosophical analyses of the scientific method--such as Barry Gower's historical and philosophical book, Scientific Method (Routledge, 1997)--Cowles's book is not about the use of methods by actual scientists in the course of their research nor about a philosophical analysis of the philosophical debates and controversies around "the scientific method." This might have required substantive discussion--perhaps with their own chapters--about figures such as Galileo Galilei, Francis Bacon, and Isaac Newton, as well as more recent figures such as Rudolf Carnap, Karl Popper, and Hans Reichenbach; discussions around induction and truth would have figured more prominently as well. Although, at the start of the book, a reader might feel that the book is meant to be a complete history of this idea, in the end, it has a more limited claim--that is, how "the scientific method" ended up as a set of steps of inquiry in (high school) science textbooks. Cowles's book is an interesting history of this more limited claim, and those looking for a more conceptual or philosophical discussion around the merits of "the" scientific method, will have to look elsewhere. *Reviewed by Clarence W. Joldersma, Professor, Philosophy of Education, and Director, Master of Education Program, Calvin University, Grand Rapids, MI 49546.

Mastery of Indonesian language skills for children is still a challenge for teachers and parents. Teachers need an effective learning model to improve Indonesian language skills and knowledge. This research aims to develop an active and innovative Indonesian language learning model for children aged 8 years by collaborating with the Numbered Heads Together, Sample Non-Examples, and Guess Words (NET) learning models. This research is a test of the effectiveness of the learning model with a small group trial study carried out at MI Kompa, and a large group trial carried out at MI Adda'wah and MIN I Sukabumi Parungkuda. Data collection techniques were carried out using a mixture of two types of data, qualitative and quantitative. The research results show that the development of the NET learning model in Indonesian language subjects has succeeded in improving children's learning outcomes. Therefore, the results of this study can be used as a starting point for further research. This study has limitations in using descriptive statistical data that do not yet explain the factors that influence the success of the proposed learning model. The results can also provide a basic approach to support further analysis of the impact of using learning strategies in the classroom, both in increasing student and teacher activity. Keywords: numbered heads together, non-examples, guess the words, Indonesian, eight-year-old children References: Bloom, B. S., Krathwohl, D. R., & Masia, B. B. (1984). Bloom taxonomy of educational objectives. In Allyn and Bacon. Pearson Education London. Burns, M., Pierson, E., & Reddy, S. (2014). Working together: How teachers teach and students learn in collaborative learning environments. International Journal of Instruction, 7(1). Hidayat, U. S. (2016). Model-Model Pembelajaran Efektif. Bina Mulia Publishing. Iskatiana, E. (2017). Pengaruh Strategi Pembelajaran Problem Based Learning dan Kooperatif Tipe Number Head Together (NHT) terhadap Hasil Belajar Matematika pada Siswa Kelas V di SD Bangunharjo. Trihayu: Jurnal Pendidikan Ke-SD-An, 4(1). Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership, 47(4), 12–15. Kurniasih, I., & Sani, B. (2015). Ragam pengembangan model pembelajaran untuk peningkatan profesionalitas guru. Jakarta: Kata Pena, 71–72. Kurniawan, M. I. (2015). Tri pusat pendidikan sebagai sarana pendidikan karakter anak sekolah dasar. PEDAGOGIA: Jurnal Pendidikan, 4(1), 41–49. Listiadi, A., Sulistyowati, R., & Sakti, N. C. (2019). Improving learning quality through NHT cooperation model in Indonesian vocational schools. KnE Social Sciences, 884–902. Nursyamsi, S. Y., & Corebima, A. D. (2016). The effect of numbered heads together (NHT) learning strategy on the retention of senior high school students in Muara Badak, East Kalimantan, Indonesia. European Journal of Education Studies. Rahmawati, I., Shodiqin, A., & Sugiyanti, S. (2018). Efektivitas Model Pembelajaran Numbered Head Together Berbantuan Media Prezi Terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas Viii. Senatik 2018. Saadie, M. (2007). Strategi Pambelajaran Bahasa Indonesia. Jakarta: Unversitas Terbuka. Santoso, H. (2011). Membangun minat baca anak usia dini melalui penyediaan buku bergambar. Universitas Negeri Malang. Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33. Solchan, T. W., Mulyati, Y., Syarif, M., Yunus, M., Werdiningsih, E., & Pramuki, B. E. (2008). Pendidikan Bahasa Indonesia di SD. Jakarta: Universitas Terbuka. Susanto, H. (2016). Membangun budaya literasi dalam pembelajaran bahasa Indonesia menghadapi era mea. Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 1(1), 12–16. Zulela, M. S. (2012). Pembelajaran Bahasa Indonesia Apresiasi Sastra di Sekolah Dasar. Bandung: Remaja Rosdakarya.

Michael B. Katz. Reconstructing American Education. Cambridge and London: Harvard University Press, 1987. Pp. viii, 212. Cloth, $22.50; E. D. Hirsch, Jr. Cultural Literacy: What Every American Needs to Know. Boston: Houghton Mifflin Co., 1987. Pp. xvii, 251. Cloth, $16.45; Diana Ravitch and Chester E. Finn, Jr. What Do Our 17-Year-Olds Know? A Report on the First National Assessment of History and Literature. New York: Harper & Row, 1987. Pp. ix, 293. Cloth, $15.95. Review by Richard A. Diem of The University of Texas at San Antonio. Henry J. Steffens and Mary Jane Dickerson. Writer's Guide: History. Lexington, Massachusetts, and Toronto: D. C. Heath and Company, 1987. Pp. x, 211. Paper, $6.95. Review by William G. Wraga of Bernards Township Public Schools, Basking Ridge, New Jersey. J. Kelley Sowards, ed. Makers of the Western Tradition: Portraits from History. New York: St. Martin's Press, 1987. Fourth edition. Vol: 1: Pp. ix, 306. Paper, $12.70. Vol. 2: Pp. ix, 325. Paper, $12.70. Review by Robert B. Luehrs of Fort Hays State University. John L. Beatty and Oliver A. Johnson, eds. Heritage of Western Civilization. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1987. Sixth Edition. Volume I: Pp. xi, 465. Paper, $16.00; Volume II: pp. xi, 404. Paper, $16.00. Review by Dav Levinson of Thayer Academy, Braintree, Massachusetts. Lynn H. Nelson, ed. The Human Perspective: Readings in World Civilization. New York: Harcourt Brace Jovanovich, 1987. Vol. I: The Ancient World to the Early Modern Era. Pp. viii, 328. Paper, $10.50. Vol. II: The Modern World Through the Twentieth Century. Pp, x, 386. Paper, 10.50. Review by Gerald H. Davis of Georgia State University. Gerald N. Grob and George Attan Billias, eds. Interpretations of American History: Patterns and Perspectives. New York: The Free Press, 1987. Fifth Edition. Volume I: Pp. xi, 499. Paper, $20.00: Volume II: Pp. ix, 502. Paper, $20.00. Review by Larry Madaras of Howard Community College. Eugene Kuzirian and Larry Madaras, eds. Taking Sides: Clashing Views on Controversial Issues in American History. -- Volume II: Reconstruction to the Present. Guilford, Connecticut: The Dushkin Publishing Groups, Inc., 1987. Pp. xii, 384. Paper, $9.50. Review by James F. Adomanis of Anne Arundel County Public Schools, Annapolis, Maryland. Joann P. Krieg, ed. To Know the Place: Teaching Local History. Hempstead, New York: Hofstra University Long Island Studies Institute, 1986. Pp. 30. Paper, $4.95. Review by Marilyn E. Weigold of Pace University. Roger Lane. Roots of Violence in Black Philadelphia, 1860-1900. Cambridge, Massachusetts, and London: Harvard University Press, 1986. Pp. 213. Cloth, $25.00. Review by Ronald E. Butchart of SUNY College at Cortland. Pete Daniel. Breaking the Land: The Transformation of Cotton, Tobacco, and Rice Cultures since 1880. Urbana and Chicago: University of Illinois Press, 1985. Pp. xvi, 352. Paper, $22.50. Review by Thomas S. Isern of Emporia State University. Norman L. Rosenberg and Emily S. Rosenberg. In Our Times: America Since World War II. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Third edition. Pp. xi, 316. Paper, $20.00; William H. Chafe and Harvard Sitkoff, eds. A History of Our Time: Readings on Postwar America. New York: Oxford University Press, 1987. Second edition. Pp. xiii, 453. Paper, $12.95. Review by Monroe Billington of New Mexico State University. Frank W. Porter III, ed. Strategies for Survival: American Indians in the Eastern United States. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. xvi, 232. Cloth, $35.00. Review by Richard Robertson of St. Charles County Community College. Kevin Sharpe, ed. Faction & Parliament: Essays on Early Stuart History. London and New York: Methuen, 1985. Pp. xvii, 292. Paper, $13.95; Derek Hirst. Authority and Conflict: England, 1603-1658. Cambridge: Harvard University Press, 1986. Pp. viii, 390. Cloth, $35.00. Review by K. Gird Romer of Kennesaw College. N. F. R. Crafts. British Economic Growth During the Industrial Revolution. New York: Oxford University Press, 1985. Pp. 193. Paper, $11.95; Maxine Berg. The Age of Manufactures, 1700-1820. New York: Oxford University Press, 1985. Pp. 378. Paper, $10.95. Review by C. Ashley Ellefson of SUNY College at Cortland. J. M. Thompson. The French Revolution. New York: Basil Blackwell, 1985 reissue. Pp. xvi, 544. Cloth, $45.00; Paper, $12.95. Review by W. Benjamin Kennedy of West Georgia College. J. P. T. Bury. France, 1814-1940. London and New York: Methuen, 1985. Fifth edition. Pp. viii, 288. Paper, $13.95; Roger Magraw. France, 1815-1914: The Bourgeois Century. New York and Oxford: Oxford University Press, 1985. Pp. 375. Cloth, $24.95; Paper, $9.95; D. M.G. Sutherland. France, 1789-1815: Revolution and Counterrevolution. New York and Oxford: Oxford University Press, 1986. Pp. 242. Cloth, $32.50; Paper, $12.95. Review by Fred R. van Hartesveldt of Fort Valley State College. Woodford McClellan. Russia: A History of the Soviet Period. Englewood Cliffs, New Jersey: Prentice-Hall, 1986. Pp. xi, 387. Paper, $23.95. Review by Pasquale E. Micciche of Fitchburg State College. Ranbir Vohra. China's Path to Modernization: A Historical Review from 1800 to the Present. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Pp. xiii, 302. Paper, $22.95. Reivew by Steven A. Leibo of Russell Sage College. John King Fairbank. China Watch. Cambridge and London: Harvard University Press, 1987. Pp. viii, Cloth, $20.00. Review by Darlene E. Fisher of New Trier Township High School, Winnetka, Illinois. Ronald Takaki, ed. From Different Shores: Perspectives on Race and Ethnicity in America. New York and Oxford: Oxford University Press, 1987. Pp. 253. Paper, $13.95. Review by Robert C. Sims of Boise State University.

Background: Although sleep has been identified as an important modifiable risk factor for sports injury, the effect of decreased sleep on sports injuries in adolescents is poorly studied. Purpose: To systematically review published literature to examine if a lack of sleep is associated with sports injuries in adolescents and to delineate the effects of chronic versus acute lack of sleep. Methods: PubMed and EMBASE databases were systematically searched for studies reporting statistics regarding the relationship between sleep and sports injury in adolescents aged <19 years published between 1/1/1997 and 12/21/2017. From included studies, the following information was extracted: bibliographic and demographic information, reported outcomes related to injury and sleep, and definitions of injury and decreased sleep. Additionally, a NOS (Newcastle-Ottawa Scale) assessment and an evaluation of the OCEM (Oxford Center for Evidence-Based Medicine) level of evidence for each study was conducted to assess each study’s individual risk of bias, and the risk of bias across all studies. Results: Of 907 identified articles, 7 met inclusion criteria. Five studies reported that adolescents who chronically slept poorly were at a significantly increased likelihood of experiencing a sports or musculoskeletal injury. Two studies reported on acute sleep behaviors. One reported a significant positive correlation between acutely poor sleep and injury, while the other study reported no significant correlation. In our random effects model, adolescents who chronically slept poorly were more likely to be injured than those who slept well (OR 1.58, 95% CI 1.05 to 2.37, p = 0.03). OCEM criteria assessment showed that all but one study (a case-series) were of 2b level of evidence—which is the highest level of evidence possible for studies which were not randomized control trials or systematic reviews. NOS assessment was conducted for all six cohort studies to investigate each study’s individual risk of bias. Five out of six of these studies received between 4 to 6 stars, categorizing them as having a moderate risk of bias. One study received 7 stars, categorizing it as having a low risk of bias. NOS assessment revealed that the most consistent source of bias was in ascertainment of exposure: all studies relied on self-reported data regarding sleep hours rather than a medical or lab record of sleep hours. Conclusions: Chronic lack of sleep in adolescents is associated with greater risk of sports and musculoskeletal injuries. Current evidence cannot yet definitively determine the effect of acute lack of sleep on injury rates. Our results thus suggest that adolescents who either chronically sleep less than 8 hours per night, or have frequent night time awakenings, are more likely to experience sports or musculoskeletal injuries. [Figure: see text][Figure: see text][Table: see text][Table: see text][Table: see text] References used in tables and full manuscript Barber Foss KD, Myer GD, Hewett TE. Epidemiology of basketball, soccer, and volleyball injuries in middle-school female athletes. Phys Sportsmed. 2014;42(2):146-153. Adirim TA, Cheng TL. Overview of injuries in the young athlete. Sports Med. 2003;33(1):75-81. Valovich McLeod TC, Decoster LC, Loud KJ, et al. National Athletic Trainers’ Association position statement: prevention of pediatric overuse injuries. J Athl Train. 2011;46(2):206-220. Milewski MD, Skaggs DL, Bishop GA, et al. Chronic lack of sleep is associated with increased sports injuries in adolescent athletes. J Pediatr Orthop. 2014;34(2):129-133. Wheaton AG, Olsen EO, Miller GF, Croft JB. Sleep Duration and Injury-Related Risk Behaviors Among High School Students--United States, 2007-2013. MMWR Morb Mortal Wkly Rep. 2016;65(13):337-341. Paruthi S, Brooks LJ, D’Ambrosio C, et al. Consensus Statement of the American Academy of Sleep Medicine on the Recommended Amount of Sleep for Healthy Children: Methodology and Discussion. Journal of clinical sleep medicine: JCSM: official publication of the American Academy of Sleep Medicine. 2016;12(11):1549-1561. Watson NF, Badr MS, Belenky G, et al. Joint Consensus Statement of the American Academy of Sleep Medicine and Sleep Research Society on the Recommended Amount of Sleep for a Healthy Adult: Methodology and Discussion. Sleep. 2015;38(8):1161-1183. Juliff LE, Halson SL, Hebert JJ, Forsyth PL, Peiffer JJ. Longer Sleep Durations Are Positively Associated With Finishing Place During a National Multiday Netball Competition. J Strength Cond Res. 2018;32(1):189-194. Beedie CJ, Terry PC, Lane AM. 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Int J Adolesc Med Health. 2008;20(4):501-512. Wells G, Shea B, O’Connell D, et al. The Newcastle-Ottawa Scale (NOS) for assessing the quality of nonrandomised studies in meta-analyses. http://www.ohri.ca/programs/clinical_epidemiology/oxford.asp . Luke A, Lazaro RM, Bergeron MF, et al. Sports-related injuries in youth athletes: is overscheduling a risk factor? Clin J Sport Med. 2011;21(4):307-314. University of Oxford Center for Evidence-Based Medicine. Oxford Centre for Evidence-based Medicine – Levels of Evidence. 2009; https://www.cebm.net/2009/06/oxford-centre-evidence-based-medicine-levels-evidence-march-2009/ . von Rosen P, Frohm A, Kottorp A, Friden C, Heijne A. Too little sleep and an unhealthy diet could increase the risk of sustaining a new injury in adolescent elite athletes. Scand J Med Sci Sports. 2017;27(11):1364-1371. von Rosen P, Frohm A, Kottorp A, Friden C, Heijne A. Multiple factors explain injury risk in adolescent elite athletes: Applying a biopsychosocial perspective. Scand J Med Sci Sports. 2017;27(12):2059-2069. Picavet HS, Berentzen N, Scheuer N, et al. Musculoskeletal complaints while growing up from age 11 to age 14: the PIAMA birth cohort study. Pain. 2016;157(12):2826-2833. Kim SY, Sim S, Kim SG, Choi HG. Sleep Deprivation Is Associated with Bicycle Accidents and Slip and Fall Injuries in Korean Adolescents. PLoS One. 2015;10(8): e0135753. Stare J, Maucort-Boulch D. Odds Ratio, Hazard Ratio and Relative Risk. Metodoloski Zvezki. 2016;13(1):59-67. Watson AM. Sleep and Athletic Performance. Curr Sports Med Rep. 2017;16(6):413-418. Stracciolini A, Stein CJ, Kinney S, McCrystal T, Pepin MJ, Meehan Iii WP. Associations Between Sedentary Behaviors, Sleep Patterns, and BMI in Young Dancers Attending a Summer Intensive Dance Training Program. J Dance Med Sci. 2017;21(3):102-108. Stracciolini A, Shore BJ, Pepin MJ, Eisenberg K, Meehan WP, 3 rd. Television or unrestricted, unmonitored internet access in the bedroom and body mass index in youth athletes. Acta Paediatr. 2017;106(8):1331-1335. Snyder Valier AR, Welch Bacon CE, Bay RC, Molzen E, Lam KC, Valovich McLeod TC. Reference Values for the Pediatric Quality of Life Inventory and the Multidimensional Fatigue Scale in Adolescent Athletes by Sport and Sex. Am J Sports Med. 2017;45(12):2723-2729. Simpson NS, Gibbs EL, Matheson GO. Optimizing sleep to maximize performance: implications and recommendations for elite athletes. Scand J Med Sci Sports. 2017;27(3):266-274. Liiv H, Jurimae T, Klonova A, Cicchella A. Performance and recovery: stress profiles in professional ballroom dancers. Med Probl Perform Art. 2013;28(2):65-69. Van Der Werf YD, Van Der Helm E, Schoonheim MM, Ridderikhoff A, Van Someren EJ. Learning by observation requires an early sleep window. Proc Natl Acad Sci U S A. 2009;106(45):18926- 18930. Lee AJ, Lin WH. 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Francis Thomas Bacon, known to all his friends as Tom, was a gentleman scientist with impeccable antecedents. He was a direct descendant of Sir Nicholas Bacon, Lord Keeper of the Great Seal in the time of Queen Elizabeth I. Sir Nicholas’s son by his second marriage was Sir Francis Bacon (1561-1626), Lord Keeper of the Great Seal in the time of James the First, the author of Bacon’s Esay, Novum Organum, The New Atlantis , etc., who became Baron Verulam, Viscount St Albans. He persuaded his contemporaries that a scientific society should be founded in England; this led to the formation of the Royal Society itself. It is also quite possible that Tom was a descendant of the family of Roger Bacon of Oxford (1214-1294) who also was a pioneer of science. Tom Bacon was born at Ramsden Hall, Billericay. His father, Thomas Walter Bacon (1863-1950) was an electrical engineer who, during the later years of the last century, had worked for the Eastern Telegraph Company, both in their workshops in London and in their cable ships. He encouraged his sons to aim for careers in science and engineering. Tom was educated first at St Peters Court Preparatory School in Broadstairs Kent; he had hoped for a career in the Royal Navy but was turned down for Osborne at the age of 12 owing to failing the eyesight test. He then went on to Eton from 1918 to 1922, gaining the School Physics Prize in 1922. From Eton Tom went up to Trinity College, Cambridge, taking the Mechanical Sciences Tripos in 1925. It was while he was at Cambridge that Bacon realized the significance of the Carnot limitation on the thermal efficiency of heat engines and this was to influence almost the whole of the rest of his life.

<p>In modern society, the task of a school - based on the ideas of humanistic pedagogy Roger, (1995) is to ensure each pupil with a high quality education that is appropriate to his/her needs, promotes independence and helps him/her to develop as an individual. The objective of this work is to analyze purposeful activities in a teacher's work realizing the educational goal of developing a pupil as an independent personality. This paper has used the results showing that teachers who are acutely aware of their goals, are strong-willed, self-confident, motivated to activity and continuously evolve themselves succeed in educational work. Those are teachers who work purposefully on developing a pupil as an independent personality.</p>

Abstract This article presents some results of research seeking to understand the disputes for the legitimate reading of literary works in daily school life. Based on it, it was understood that reading gains meanings in the fabric of daily life as the actions of teachers and students reveal socially structured points of view on the issue, frequently questioning the school imperatives. To this end, in dialogue with authors such as Pierre Bourdieu and Roger Chartier, class observations were carried out in three Portuguese-speaking high school classes, two of which in the regular modality and one in Young Adults Education (EJA), whose records originated the Field Diaries. Thus, the investigation uses the resources of school ethnography. Semi-structured interviews with two teachers and eight students, teenagers and adults, also make up the research material. Thus, the objective was to understand the tensions related to legitimate culture within a level of education that has been going through various processes of expansion and questioning of its formative meanings. The analysis of sources allows us to see reading as an element that supports and structures a relevant dimension of school life, while its meanings are constructed according to the logic of everyday interactions that help in the classification and identification of legitimate practices. It was possible to describe classrooms in the image of the palimpsest, in which the reading references of students and teachers occupy a marginal space but put pressure on the activities and literary dispositions offered to students.

Henry Gilman, one of the outstanding organic chemists of the century, and one of its best known chemical personalities, died on 7 November 1986. He was born in Boston, Massachusetts, on 9 May 1893, the third member of a family of six sons and two daughters. His father was a tailor, active in trade union affairs. He attended a high school in Boston and from there went on to Harvard University where he received the B.S. degree ( summa cum laude ) in 1915. His first acquaintance with research came during his final year as an undergraduate, during which he worked with Roger Adams on the synthesis of substituted phenyl esters of oxalic acids, demonstrating the use of the new reagent oxalyl chloride; an account of the results appeared in the Journal of the American Chemical Society in 1915 (1). This experience was of major importance in arousing Gilman’s interest in research and in 1976 he recalled it in the following terms [1]: ‘A sheer delight. Here I was, just a senior. We’d work at night until 11 or 12 o’clock, without any compulsion-just for the joy of it.’

Propomos investigar a prática de ensino dos professores de História com o uso de imagens. O estudo objetiva compreender como os professores de História do Liceu do Ceará podem utilizar mais proficientemente as iconografias de Jean-Baptiste Debret para lecionar História no ensino médio. As fontes de pesquisa são as entrevistas e a bibliografia consultada. Analisou-se nas entrevistas a concepção de imagem e de sua condizente utilização em sala de aula. O referencial teórico-metodológico se fundamenta na História Cultural, partindo doconceito de representação elaborado por Roger Chartier (2002; 1991) e a leitura de imagens proposta por Peter Burke (2004) e Sandra JatahyPesavento (2008). Constatou-se que a utilização das imagens de Debret tiveram significado, quando relacionadas com outras linguagens e estabeleceram associações com diferentes tempos históricos. Á medida que os docentes dialogam com outras áreas do conhecimento, constitui-se bases teóricas que permitem a utilização de imagens no ensino de História.Palavras-chave: Ensino de História; Imagem; Jean-Baptiste Debret. Debret’s images in teaching history in Liceu Ceará, Fortaleza (Jacarecanga)Abstract We propose to investigate the practice of teaching of history teachers with the use of images. The study aims to understand how history teachers of the Lyceum of Ceará could use more proficiently the iconography of JeanBaptisteDebret to teach history in high school. The research sources are interviews and the consulted bibliography. We analyzed in the interviews the conception of image and and the consistent use in the classroom. The theoretic methodological framework is based on Cultural History, starting from the concept of representation elaborated by Roger Chartier (2002; 1991) and reading of images proposed by Peter Burke (2004) and Sandra JatahyPesavento (2008). It was found that the using of Debret’s pictures had meaning when related to other languages and established associations with different historical times. To the extent that teachers dialogue with other areas of knowledge, constitutes a theoretical basis that allow the use of images in teaching history.Keywords: Teaching of History; Picture; Jean-Baptiste Debret.

Name: Roger Horton1 Date of Birth: June 1, 19842 Drug Allergies: None known3 Immunizations: Complete4 Wednesday, June 9, 1993 1 PM CHIEF COMPLAINT: Fell and hit side and head. PRESENT ILLNESS: At 12:15 PM was swinging high on swing at schoolyard. Fell off at top of arc and landed on hard ground, striking right side of body and right side of head. Remembers landing and "seeing stars," then being surrounded by others. Does not think he lost consciousness. Walked into school, with help. PAST MEDICAL HISTORY (as recorded on problem list): Occasional wheezing, relieved by albuterol inhaler. Fracture, left radius, age 6. PHYSICAL EXAMINATION: Slim, pale boy, sitting quietly on table. Complains of headache; feels "sick to my stomach" and cold. Right shoulder and hip hurt; neck does not. Weight: 58 lb Temperature: 98.2°F, orally Pulse rate: 92 beats/min Respiratory rate: 20 breaths/min Blood pressure: 120/70 Head: Tender and mildly swollen over right parietal area. Eyes: Sclerae clear. Pupils equal in size and reactive. Extraocular movements full without nystagmus. Media clear. Optic discs sharp. Venous pulsations noted. No retinal hemorrhages. Acuity 20/26 in each eye. Ears: Clear tympanic membranes without blood. Nose: Clear; no discharge. Mouth/throat: Clear; no injury noted. Neck: Full movement without pain. Mild tenderness on right side. Chest: Breathing easily. Clear sounds. No tenderness of ribs. Heart: Good sounds in regular rhythm without murmurs.

Saturday, 24 July 1971, Tower Mill Hotel The man jiggles the brick, gauges its weight. His stout hand, a flash of his watch dial, the sleeve rolled back, muscles on the upper arm bundled tight. His face half-erased by the dark. There’s something going on beneath the surface that Murray can’t grasp. He thinks of the three witches in Polanski’s Macbeth, huddled together on the beach, digging a circle in the sand with bare hands, unwrapping their filthy bundle. A ritual. The brick’s in the air and it’s funny but Murray expected it to spin but it doesn’t, it holds its position, arcs forward, as though someone’s taken the sky and pulled it sideways to give the impression of movement, like those chase scenes in the Punch and Judy shows you don’t see anymore. The brick hits the cement and fractures. Red dust on cops’ shined shoes. Murray feels the same sense of shock he’d felt, sitting in the sagging canvas seat at one of his film nights, recognising the witches’ bundle, a severed human arm, hacked off just before the elbow; both times looking so intently, he had no distance or defence when the realisation came. ‘What is it?’ says Lan. Murray points to the man who threw the brick but she is looking the other way, at a cop in a white riot helmet, head like a globe, swollen up as though bitten. Lan stands on Murray’s feet to see. The pig yells through a megaphone: ‘You’re occupying too much of the road. It’s illegal. Step back. Step back.’ Lan’s back is pressed against Murray’s stomach; her bum fits snugly to his groin. He resists the urge to plant his cold hands on her warm stomach, to watch her squirm. She turns her head so her mouth is next to his ear, says, ‘Don’t move.’ She sounds winded, her voice without force. He’s pinned to the ground by her feet. Again, ‘Step back. Step back.’ Next to him, Roger begins a chant. ‘Springboks,’ he yells, the rest of the crowd picking up the chant, ‘out now!’ ‘Springboks!’ ‘Out now!’ Murray looks up, sees a hand pressed against the glass in one of the hotel’s windows, quickly withdrawn. The hand belongs to a white man, for sure. It must be one of the footballers, although the gesture is out of keeping with his image of them. Too timid. He feels tired all of a sudden. But Jacobus Johannes Fouché’s voice is in his head, these men—the Springboks—represent the South African way of life, and the thought of the bastard Bjelke inviting them here. He, Roger and Lan were there the day before when the footballers pulled up outside the Tower Mill Hotel in a black and white bus. ‘Can you believe the cheek of those bastards?’ said Roger when they saw them bounding off the bus, legs the span of Murray’s two hands. A group of five Nazis had been lined up in front of the glass doors reflecting the city, all in uniform: five sets of white shirts and thin black ties, five sets of khaki pants and storm-trooper boots, each with a red sash printed with a black and white swastika tied around their left arms, just above the elbow. The Springboks strode inside, ignoring the Nazi’s salute. The protestors were shouting. An apple splattered wetly on the sidewalk. Friday, 7 April 1972, St Lucia Lan left in broad daylight. Murray didn’t know why this upset him, except that he had a vague sense that she should’ve gone in the night time, under the cover of dark. The guilty should sneak away, with bowed heads and faces averted, not boldly, as though going for an afternoon walk. Lan had pulled down half his jumpers getting the suitcase from the top of the cupboard. She left his clothes scattered across the bedroom, victims of an explosion, an excess of emotion. In the two days after Lan left, Murray scours the house looking for some clue to where she was, maybe a note to him, blown off the table in the wind, or put down and forgotten in the rush. Perhaps there was a letter from her parents, bankrupt, demanding she return to Vietnam. Or a relative had died. A cousin in the Viet Cong napalmed. He finds a packet of her tampons in the bathroom cupboard, tries to flush them down the toilet, but they keep floating back up. They bloat; the knotted strings make them look like some strange water-dwelling creature, paddling in the bowl. He pees in the shower for a while, but in the end he scoops the tampons back out again with the holder for the toilet brush. The house doesn’t yield anything, so he takes to the garden, circles the place, investigates its underbelly. The previous tenant had laid squares of green carpet underneath, off-cuts that met in jagged lines, patches of dirt visible. Murray had set up two sofas, mouldy with age, on the carpeted part, would invite his friends to sit with him there, booze, discuss the state of the world and the problem with America. Roger rings in the afternoon, says, ‘What gives? We were supposed to have lunch.’ Murray says, ‘Lan’s left me.’ He knows he will cry soon. ‘Oh Christ. I’m so sorry,’ says Roger. Murray inhales, snuffs up snot. Roger coughs into the receiver. ‘It was just out of the blue,’ says Murray. ‘Where’s she gone?’ ‘I don’t know.’ ‘She didn’t say anything?’ ‘No,’ says Murray. ‘She could be anywhere. Maybe you should call the police, put in a missing report,’ says Roger. ‘I’m not too friendly with the cops,’ says Murray, and coughs. ‘You sound a bit crook. I’ll come over,’ says Roger. ‘That’d be good,’ says Murray. Roger turns up at the house an hour later, wearing wide pants and a tight collared shirt with thick white and red stripes. He’s growing a moustache, only cuts his hair when he visits his parents. Murray says, ‘I’ll make us a cuppa.’ Roger nods, sits down at the vinyl table with his hands resting on his knees. He says, ‘Are you coming to 291 on Sunday?’ 291 St Paul’s Terrace is the Brisbane Communist Party’s headquarters. Murray says, ‘What’s on?’ ‘Billy needs someone to look after the bookshop.’ Murray gives Roger a mug of tea, sits down with his own mug between his elbows, and cradles his head in his hands so his hair falls over his wrists. After a minute, Roger says, ‘Does her family know?’ Murray makes a strange noise through his hands. ‘I don’t even know how to contact them,’ he says. ‘She wrote them letters—couldn’t afford to phone—but she’s taken everything with her. The address book. Everything.’ Murray knows nothing of the specifics of Lan’s life before she met him. She was the first Asian he’d ever spoken to. She wore wrap-around skirts that changed colour in the sun; grew her hair below the waist; sat in the front row in class and never spoke. He liked the shape of her calf as it emerged from her skirt. He saw her on the great lawn filming her reflection in a window with a Sony Portapak and knew that he wanted her more than anything. Murray seduced her by saying almost nothing and touching her as often as he could. He was worried about offending her. What reading he had done made him aware of his own ignorance, and his friend in Psych told him that when you touch a girl enough — especially around the aureole — a hormone is released that bonds them to you, makes them sad when you leave them or they leave you. In conversation, Murray would put his hand on Lan’s elbow, once on the top of her head. Lan was ready to be seduced. Murray invited her to a winter party in his backyard. They kissed next to the fire and he didn’t notice until the next morning that the rubber on the bottom of his shoe melted in the flames. She moved into his house quickly, her clothes bundled in three plastic bags. He wanted her to stay in bed with him all day, imagined he was John Lennon and she Yoko Ono. Their mattress became a soup of discarded clothes, bread crumbs, wine stains, come stains, ash and flakes of pot. He resented her when she told him that she was bored, and left him, sheets pulled aside to reveal his erection, to go to class. Lan tutored high-schoolers for a while, but they complained to their mothers that they couldn’t understand her accent. She told him her parents wanted her to come home. The next night he tidied the house, and cooked her dinner. Over the green peas and potato—Lan grated ginger over hers, mixed it with chili and soy sauce, which she travelled all the way to Chinatown on a bus to buy—Murray proposed. They were married in the botanic gardens, surrounded by Murray’s friends. The night before his father called him up and said, ‘It’s not too late to get out of it. You won’t be betraying the cause.’ Murray said, ‘You have no idea what this means to me,’ and hung up on him. Sunday, 9 April 1972, 291 St Paul’s Terrace Murray perches on the backless stool behind the counter in The People’s Bookshop. He has the sense he is on the brink of something. His body is ready for movement. When a man walks into the shop, Murray panics because Billy hadn’t shown him how to use the cash register. He says, ‘Can I help?’ anyway. ‘No,’ says the man. The man walks the length of the shelves too fast to read the titles. He stops at a display of Australiana on a tiered shelf, slides his hand down the covers on display. He pauses at Crocodile Hunt. The cover shows a drawing of a bulky crocodile, scaled body bent in an S, its jaws under the man’s thumb. He picks it up, examines it. Murray thinks it odd that he doesn’t flip it over to read the blurb. He walks around the whole room once, scanning the shelves, reaches Murray at the counter and puts the book down between them. Murray picks it up, turns it over, looking for a price. It’s stuck on the back in faded ink. He opens his mouth to tell the man how much, and finds him staring intently at the ceiling. Murray looks up too. A hairline crack runs along the surface and there are bulges in the plaster where the wooden framework’s swollen. It’s lower than Murray remembers. He thinks that if he stood on his toes he could reach it with the tips of his fingers. Murray looks down again to find the man staring at him. Caught out, Murray mutters the price, says, ‘You don’t have it in exact change, do you?’ The man nods, fumbles around in his pocket for a bit and brings out a note, which he lays at an angle along the bench top. He counts the coins in the palm of his hand. He makes a fist around the coins, brings his hand over the note and lets go. The coins fall, clinking, over the bench. One spins wildly, rolls past Murray’s arm and across the bench. Murray lets it fall. He recognises the man now; it is the act of release that triggers the memory, the fingers spread wide, the wrist bent, the black watch band. This is the man who threw the brick in the Springbok protest. Dead set. He looks up again, expecting to see the same sense of recognition in the man, but he is walking out of the shop. Murray follows him outside, leaving the door open and the money still on the counter. The man is walking right along St Paul’s Terrace. He tucks the book under his arm to cross Barry Parade, as though he might need both hands free to wave off the oncoming traffic. Murray stands on the other side of the road, unsure of what to do. When Murray came outside, he’d planned to hail the man, tell him he recognised him from the strike and was a fellow comrade. They give discounts to Communist Party members. Outside the shop, it strikes him that perhaps the man is not one of them at all. Just because he was at the march doesn’t make him a communist. Despite the unpopularity of the cause —‘It’s just fucking football,’ one of Murray’s friends had said. ‘What’s it got to do with anything?’— there had been many types there, a mixture of labour party members; unionists; people in the Radical Club and the Eureka Youth League; those not particularly attached to anyone. He remembers again the brick shattered on the ground. It hadn’t hit anyone, but was an incitement to violence. This man is dangerous. Murray is filled again with nervous energy, which leaves him both dull-witted and super-charged, as though he is a wind-up toy twisted tight and then released, unable to do anything but move in the direction he’s facing. He crosses the road about five metres behind the man, sticks to the outer edge of the pavement, head down. If he moves his eyes upwards, while still keeping his neck lowered, he can see the shoes of the man, his white socks flashing with each step. The man turns the corner into Brunswick Street. He stops at a car parked in front of the old Masonic Temple. Murray walks past fast, unsure of what to do next. The Temple’s entry is set back in the building, four steps leading up to a red door. Murray ducks inside the alcove, looks up to see the man sitting in the driver’s seat pulling out the pages of Crocodile Hunt and feeding them through the half wound-down window where they land, fanned out, on the road. When he’s finished dismembering the book, the man spreads the page-less cover across the back of the car. The crocodile, snout on the side, one eye turned outwards, stares out into the street. The man flicks the ignition and drives, the pages flying out and onto the road in his wake. Murray sits down on the steps of the guild and smokes. He isn’t exactly sure what just happened. The man must have bought the book just because he liked the picture on the front of the cover. But it’s odd though that he had bothered to spend so much just for one picture. Murray remembers how he had paced the shop and studiously examined the ceiling. He’d given the impression of someone picking out furniture for the room, working out the dimensions so some chair or table would fit. A cough. Murray looks up. The man’s standing above him, his forearm resting on the wall, elbow bent. His other arm hangs at his side, hand bunched up around a bundle of keys. ‘I wouldn’t of bothered following me, if I was you,’ the man says. ‘The police are on my side. Special branch are on my side.’ He pushes himself off the wall, stands up straight, and says, ‘Heil Hitler.’ Tuesday April 19, 1972, 291 St Paul’s Terrace Murray brings his curled fist down on the door. It opens with the force of his knock and he feels like an idiot for even bothering. The hallway’s dark. Murray runs into a filing cabinet, swears, and stands in the centre of the corridor, with his hand still on the cabinet, calling, ‘Roger! Roger!’ Murray told Roger he’d come here when he called him. Murray was walking back from uni, and on the other side of the road to his house, ready to cross, he saw there was someone standing underneath the house, looking out into the street. Murray didn’t stop. He didn’t need to. He knew it was the man from the bookshop, the Nazi. Murray kept walking until he reached the end of the street, turned the corner and then ran. Back on campus, he shut himself in a phone box and dialed Roger’s number. ‘I can’t get to my house,’ Murray said when Roger picked up. ‘Lock yourself out, did you?’ said Roger. ‘You know that Nazi? He’s back again.’ ‘I don’t get it,’ said Roger. ‘It doesn’t matter. I need to stay with you,’ said Murray. ‘You can’t. I’m going to a party meeting.’ ‘I’ll meet you there.’ ‘Ok. If you want.’ Roger hung up. Now, Roger stands framed in the doorway of the meeting room. ‘Hey Murray, shut up. I can hear you. Get in here.’ Roger switches on the hallway light and Murray walks into the meeting room. There are about seven people, sitting on hard metal chairs around a long table. Murray sits next to Roger, nods to Patsy, who has nice breasts but is married. Vince says, ‘Hi, Murray, we’re talking about the moratorium on Friday.’ ‘You should bring your pretty little Vietnamese girl,’ says Billy. ‘She’s not around anymore,’ says Roger. ‘That’s a shame,’ says Patsy. ‘Yeah,’ says Murray. ‘Helen Dashwood told me her school has banned them from wearing moratorium badges,’ says Billy. ‘Far out,’ says Patsy. ‘We should get her to speak at the rally,’ says Stella, taking notes, and then, looking up, says, ‘Can anyone smell burning?’ Murray sniffs, says ‘I’ll go look.’ They all follow him down the hall. Patsy says, behind him, ‘Is it coming from the kitchen?’ Roger says, ‘No,’ and then the windows around them shatter. Next to Murray, a filing cabinet buckles and twists like wet cardboard in the rain. A door is blown off its hinges. Murray feels a moment of great confusion, a sense that things are sliding away from him spectacularly. He’s felt this once before. He wanted Lan to sit down with him, but she said she didn’t want to be touched. He’d pulled her to him, playfully, a joke, but he was too hard and she went limp in his hands. Like she’d been expecting it. Her head hit the table in front of him with a sharp, quick crack. He didn’t understand what happened; he had never experienced violence this close. He imagined her brain as a line drawing with the different sections coloured in, like his Psych friend had once showed him, except squashed in at the bottom. She had recovered, of course, opened her eyes a second later to him gasping. He remembered saying, ‘I just want to hold you. Why do you always do this to me?’ and even to him it hadn’t made sense because he was the one doing it to her. Afterwards, Murray had felt hungry, but couldn’t think of anything that he’d wanted to eat. He sliced an apple in half, traced the star of seeds with his finger, then decided he didn’t want it. He left it, already turning brown, on the kitchen bench. Author’s Note No one was killed in the April 19 explosion, nor did the roof fall in. The bookstore, kitchen and press on the first floor of 291 took the force of the blast (Evans and Ferrier). The same night, a man called The Courier Mail (1) saying he was a member of a right wing group and had just bombed the Brisbane Communist Party Headquarters. He threatened to bomb more on Friday if members attended the anti-Vietnam war moratorium that day. He ended his conversation with ‘Heil Hitler.’ Gary Mangan, a known Nazi party member, later confessed to the bombing. He was taken to court, but the Judge ruled that the body of evidence was inadmissible, citing a legal technicality. Mangan was not charged.Ian Curr, in his article, Radical Books in Brisbane, publishes an image of the Communist party quarters in Brisbane. The image, entitled ‘After the Bomb, April 19 1972,’ shows detectives interviewing those who were in the building at the time. One man, with his back to the camera, is unidentified. I imagined this unknown man, in thongs with the long hair, to be Murray. It is in these gaps in historical knowledge that the writer of fiction is free to imagine. References “Bomb in the Valley, Then City Shots.” The Courier Mail 20 Apr. 1972: 1. Curr, Ian. Radical Books in Brisbane. 2008. 24 Jun. 2011 < http://workersbushtelegraph.com.au/2008/07/18/radical-books-in-brisbane/ >. Evans, Raymond, and Carole Ferrier. Radical Brisbane: An Unruly History. Brisbane: Vulgar Press, 2004.

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Art Imitating ArtThis article discusses the global, historical and literary references that are present in the video game franchise Bayonetta. In particular, references to Dante’s Divine Comedy, the works of Dr John Dee, and European traditions of witchcraft are examined. Bayonetta is modern in the sense that she is a woman of the world. Her character shows how history and literature may be used, re-used, and evolve into new formats, and how modern games travel abroad through time and space.Drawing creative inspiration from other works is nothing new. Ideas and themes, art and literature are frequently borrowed and recast. Carmel Cedro cites Northrop Frye in the example of William Shakespeare and Charles Dickens. These writers created stories and characters that have developed a level of acclaim and resonated with many individuals, resulting in countless homages over the years. The forms that these appropriations take vary widely. Media formats, such as film adaptations and even books, take the core characters or narrative from the original and re-work them into a different context. For example, the novel Treasure Island by Robert Louis Stevenson published in 1883 was adapted into the 2002 Walt Disney animated film Treasure Planet. The film maintained the concepts of the original narrative and retained key characters but re-imaged them to fit the science fiction genre (Clements and Musker).The video-game franchise Bayonetta draws inspiration from distinct sources creating the foundation for the universe and some plot points to enhance the narrative. The main sources are Dante’s Divine Comedy, the projections of John Dee and his mystical practices as well as the medieval history of witches.The Vestibule: The Concept of BayonettaFigure 1: Bayonetta Concept ArtBayonetta ConceptsThe concept of Bayonetta was originally developed by video game designer Hideki Kamiya, known previously for his work including The Devil May Cry and the Resident Evil game series. The development of Bayonetta began with Kamiya requesting a character design that included three traits: a female lead, a modern witch, and four guns. This description laid the foundations for what was to become the hack and slash fantasy heroine that would come to be known as Bayonetta. "Abandon all hope ye who enter here"The Divine Comedy, written by Dante Alighieri during the 1300s, was a revolutionary piece of literature for its time, in that it was one of the first texts that formalised the vernacular Italian language by omitting the use of Latin, the academic language of the time. Dante’s work was also revolutionary in its innovative contemplations on religion, art and sciences, creating a literary collage of such depth that it would continue to inspire hundreds of years after its first publication.Figure 2: Domenico di Michelino’s fresco of Dante and his Divine Comedy, surrounded by depictions of scenes in the textBayonetta explores the themes of The Divine Comedy in a variety of ways, using them as an obvious backdrop, along with subtle homages and references scattered throughout the game. The world of Bayonetta is set in the Trinity of Realities, three realms that co-exist forming the universe: Inferno, Paradiso and the Chaos realm—realm of humans—and connected by Purgitorio—the intersection of the trinity. In the game, Bayonetta travels throughout these realms, primarily in the realm of Purgitorio, the area in which magical and divine entities may conduct their business. However, there are stages within the game where Bayonetta finds herself in Paradiso and the human realm. This is a significant factor relating to The Divine Comedy as these realms also form the areas explored by Dante in his epic poem. The depth of these parallels is not exclusive to factors in Dante’s masterpiece, as there are also references to other art and literature inspired by Dante’s legacy. For example, the character Rodin in Bayonetta runs a bar named “The Gates of Hell.” In 1917 French artist Auguste Rodin completed a sculpture, The Gates of Hell depicting scenes and characters from The Divine Comedy. Rodin’s bar in Bayonetta is manifested as a dark impressionist style of architecture, with an ominous atmosphere. In early concept art, the proprietor of the bar was to be named Mephisto (Kamiya) derived from “Mephistopheles”, another name for the devil in some mythologies. Figure 3: Auguste Rodin's Gate of Hell, 1917Aspects of Dante’s surroundings and the theological beliefs of his time can be found in Bayonetta, as well as in the 2013 anime film adaptation Bayonetta, Bloody Fate. The Christian virtues, revered during the European Middle Ages, manifest themselves as enemies and adversaries that Bayonetta must combat throughout the game. Notably, the names of the cardinal virtues serve as “boss ranked” foes. Enemies within a game, usually present at the end of a level and more difficult to defeat than regular enemies within “Audito Sphere” of the “Laguna Hierarchy” (high levels of the hierarchy within the game), are named in Italian; Fortitudo, Temperantia, Lustitia, and Sapientia. These are the virtues of Classical Greek Philosophy, and reflect Dante’s native language as well as the impact the philosophies of Ancient Greece had on his writings. The film adaption of Bayonetta incorporated many elements from the game. To adjust the game effectively, it was necessary to augment the plot in order to fit the format of this alternate media. As it was no longer carried by gameplay, the narrative became paramount. The diverse plot points of the new narrative allowed for novel possibilities for further developing the role of The Divine Comedy in Bayonetta. At the beginning of the movie, for example, Bayonetta enters as a nun, just as she does in the game, only here she is in church praying rather than in a graveyard conducting a funeral. During her prayer she recites “I am the way into the city of woe, abandon all hope, oh, ye who enter here,” which is a Canto of The Divine Comedy. John Dee and the AngelsDr John Dee (1527—1608), a learned man of Elizabethan England, was a celebrated philosopher, mathematician, scientist, historian, and teacher. In addition, he was a researcher of magic and occult arts, as were many of his contemporaries. These philosopher magicians were described as Magi and John Dee was the first English Magus (French). He was part of a school of study within the Renaissance intelligensia that was influenced by the then recently discovered works of the gnostic Hermes Trismegistus, thought to be of great antiquity. This was in an age when religion, philosophy and science were intertwined. Alchemy and chemistry were still one, and astronomers, such as Johannes Kepler and Tyco Brahe cast horoscopes. John Dee engaged in spiritual experiments that were based in his Christian faith but caused him to be viewed in some circles as dangerously heretical (French).Based on the texts of Hermes Trismegistas and other later Christian philosophical and theological writers such as Dionysius the Areopagite, Dee and his contemporaries believed in celestial hierarchies and levels of existence. These celestial hierarchies could be accessed by “real artificial magic,” or applied science, that included mathematics, and the cabala, or the mystical use of permutations of Hebrew texts, to access supercelestial powers (French). In his experiments in religious magic, Dee was influenced by the occult writings of Heinrich Cornelius Agrippa (1486—1535). In Agrippa’s book, De Occulta Philosophia, there are descriptions for seals, symbols and tables for summoning angels, to which Dee referred in his accounts of his own magic experiments (French). Following his studies, Dee constructed a table with a crystal placed on it. By use of suitable rituals prescribed by Agrippa and others, Dee believed he summoned angels within the crystal, who could be seen and conversed with. Dee did not see these visions himself, but conversed with the angels through a skryer, or medium, who saw and heard the celestial beings. Dee recorded his interviews in his “Spiritual Diaries” (French). Throughout Bayonetta there are numerous seals and devices that would appear to be inspired by the work of Dee or other Renaissance Magi.In these sessions, John Dee, through his skryer Edward Kelley, received instruction from several angels. The angels led him to believe he was to be a prophet in the style of the biblical Elijah or, more specifically like Enoch, whose prophesies were detailed in an ancient book that was not part of the Bible, but was considered by many scholars as divinely inspired. As a result, these experiments have been termed “Enochian conversations.” The prophesies received by Dee foretold apocalyptic events that were to occur soon and God’s plan for the world. The angels also instructed Dee in a system of magic to allow him to interpret the prophesies and participate in them as a form of judge. Importantly, Dee was also taught elements of the supposed angelic language, which came to be known as “Enochian” (Ouellette). Dee wrote extensively about his interviews with the angels and includes statements of their hierarchy (French, Ouellette). This is reflected in the “Laguna Hierarchy” of Bayonetta, sharing similarities in name and appearance of the angels Dee had described. Platinum Games creative director Jean-Pierre Kellams acted as writer and liaison, assisting the English adaptation of Bayonetta and was tasked by Hideki Kamiya to develop Bayonetta’s incantations and subsequently the language of the angels within the game (Kellams).The Hammer of WitchesOne of the earliest and most integral components of the Bayonetta franchise is the fact that the title character is a witch. Witches, sorcerers and other practitioners of magic have been part of folklore for centuries. Hideki Kamiya stated that the concept of” classical witches” was primarily a European legend. In order to emulate this European dimension, he had envisioned Bayonetta as having a British accent which resulted in the game being released in English first, even though Platinum Games is a Japanese company (Kamiya). The Umbra Witch Clan hails from Europe within the Bayonetta Universe and relates more closely to the traditional European medieval witch tradition (Various), although some of the charms Bayonetta possesses acknowledge the witches of different parts of the world and their cultural context. The Evil Harvest Rosary is said to have been created by a Japanese witch in the game. Bayonetta herself and other witches of the game use their hair as a conduit to summon demons and is known as “wicked weaves” within the game. She also creates her tight body suit out of her hair, which recedes when she decides to use a wicked weave. Using hair in magic harks back to a legend that witches often utilised hair in their rituals and spell casting (Guiley). It is also said that women with long and beautiful hair were particularly susceptible to being seduced by Incubi, a form of demon that targets sleeping women for sexual intercourse. According to some texts (Kramer), witches formed into the beings that they are through consensual sex with a devil, as stated in Malleus Maleficarum of the 1400s, when he wrote that “Modern Witches … willingly embrace this most foul and miserable form of servitude” (Kramer). Bayonetta wields her sexuality as proficiently as she does any weapon. This lends itself to the belief that women of such a seductive demeanour were consorts to demons.Purgitorio is not used in the traditional sense of being a location of the afterlife, as seen in The Divine Comedy, rather it is depicted as a dimension that exists concurrently within the human realm. Those who exist within this Purgitorio cannot be seen with human eyes. Bayonetta’s ability to enter and exit this space with the use of magic is likened to the myth that witches were known to disappear for periods of time and were purported to be “spirited away” from the human world (Kamiya).Recipes for gun powder emerge from as early as the 1200s but, to avoid charges of witchcraft due to superstitions of the time, they were hidden by inventors such as Roger Bacon (McNab). The use of “Bullet Arts” in Bayonetta as the main form of combat for Umbra Witches, and the fact that these firearm techniques had been honed by witches for centuries before the witch hunts, implies that firearms were indeed used by dark magic practitioners until their “discovery” by ordinary humans in the Bayonetta universe. In addition to this, that “Lumen Sages” are not seen to practice bullet arts, builds on the idea of guns being a practice of black magic. “Lumen Sages” are the Light counterpart and adversaries of the Umbra Witches in Bayonetta. The art of Alchemy is incorporated into Bayonetta as a form of witchcraft. Players may create their own health, vitality, protective and mana potions through a menu screen. This plays on the taboo of chemistry and alchemy of the 1500s. As mentioned, John Dee's tendency to dabble in such practices was considered by some to be heretical (French, Ouellette).Light and dark forces are juxtaposed in Bayonetta through the classic adversaries, Angels and Demons. The moral flexibility of both the light and dark entities in the game leaves the principles of good an evil in a state of ambiguity, which allows for uninhibited flow in the story and creates a non-linear and compelling narrative. Through this non-compliance with the pop culture counterparts of light and dark, gamers are left to question the foundations of old cultural norms. This historical context lends itself to the Bayonetta story not only by providing additional plot points, but also by justifying the development decisions that occur in order to truly flesh out Bayonetta’s character.ConclusionCompelling story line, characters with layered personality, and the ability to transgress boundaries of time and travel are all factors that provide a level of depth that has become an increasingly important aspect in modern video gameplay. Gamers love “Easter eggs,” the subtle references and embellishments scattered throughout a game that make playing games like Bayonetta so enjoyable. Bayonetta herself is a global traveller whose journeying is not limited to “abroad.” She transgresses cultural, time, and spatial boundaries. The game is a mosaic of references to spatial time dimensions, literary, and historical sources. This mix of borrowings has produced an original gameplay and a unique storyline. Such use of literature, mythology, and history to enhance the narrative creates a quest game that provides “meaningful play” (Howard). This process of creation of new material from older sources is a form of renewal. As long as contemporary culture presents literature and history to new audiences, the older texts will not be forgotten, but these elements will undergo a form of renewal and restoration and the present-day culture will be enhanced as a result. In the words of Bayonetta herself: “As long as there’s music, I’ll keep on dancing.”ReferencesCedro, Carmel. "Dolly Varden: Sweet Inspiration." Australasian Journal of Popular Culture 2.1 (2012): 37-46. French, Peter J. John Dee: The World of an Elizabethan Magus. London: London, Routledge and K. Paul, 1972. Guiley, Rosemary. The Encyclopedia of Demons and Demonology. Infobase Publishing, 2009. Howard, Jeff. Quests: Design, Theory, and History in Games and Narratives. Wellesley, Mass.: A.K. Peters, 2008. Kamiya, Hideki.Bayonetta. 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Of all the characteristics that may be emphasised by those seeking to set apart the serious, authoritative critic from the inconsequential, workaday reviewer, perhaps the most fundamental is the liberty typically enjoyed by the former. So, while the celebrated literary critic F.R. Leavis (in The Great Tradition) is able to confidently assert in microscopic detail the comparative merits of Lawrence, Joyce, Conrad and Woolf, what Meaghan Morris (106) calls the “gulp it down, chew it over, throw it up” crowd strive (in no more than five hundred words and by close of business today, thanks very much) to explain why John Grisham’s latest tome will turn either heads or stomachs. Amongst reviewers, not surprisingly, one can find hugely varying levels of competence and principle. But when it comes to contemporary music, where the art of the review continues to be practiced across a wide range of media, there are many commentators who would deem the virtues of competence and principle irrelevant to begin with. These critics can be grouped into two distinct camps. On the one hand, it has long been argued that discussions of music (popular or otherwise) are intrinsically flawed if they eschew technical analysis. Thus Wilfrid Mellers, in his 1973 book The Music of the Beatles: Twilight of the Gods, states that “descriptive accounts of music cannot be valid unless they are based on what happens in musical terms” (15). In what amounts to a variation on Mellers’s theme, cultural studies analysts have largely studied popular music as “an expression of rebellion, subversion, resistance and critique” (Regev 258), thereby supporting the view that the sounds themselves cannot be discussed with any authority outside of musicology departments. In this way the virtues of Madonna (and, largely due to her extra-musical activities and role in the development of the video clip, it almost always was Madonna) could be couched in terms of ideological meaning without the need to negotiate the awkward terrain of aesthetic content (Frith 14). At the same time, those few critics who shared Mellers’s technical grounding were poking at the alien specimen that is contemporary music with an entirely different set of instruments, but more or less the same results – that is, conducting no doubt useful but ultimately bloodless examinations. A prime example of this is William Echard’s amazingly meticulous musicological/semiotic dismantling of Neil Young’s “Powderfinger”, from which it is nonetheless impossible to discern whether the author actually likes the song in question. However, a second arm of criticism has been even more dismissive of modern music writing. Because here is where Michael Bywater, Martha Bayles, Roger Scruton and others conclude, by implication, that there is no value in such practices for the simple reason that there is essentially no aesthetic value in contemporary music, period. This school of thought, emanating from a lonely island fortress mired in a perceived sea of mass-cultural pollutants, takes Frankfurt School culture industry critique to its (il)logical nadir by roping off high culture from its insidious, ubiquitous opposite and claiming entire genres, such as popular music, to be inherently anti-intellectual: “Pop is surface all the way down. The musical toolbag contains only surface instruments – rhythmic thud, punch, whine and whop – and the emotions, too, are superficial” (Bywater 44). On this thinking the new Eminem record, for example, is seen as part of a phenomenon to brood over rather than as a distinct artefact worthy of thoughtful evaluation. Both strands of critical thought – the first locking contemporary music inside the musicology building, the second dropping it in the garbage can outside – are characterised by the kind of uncompromising, one-way dialogue Robert Dessaix describes as “excluding”. This style of argument, even when meritorious, ensures that anyone who approaches from outside certain scholarly circles is “silenced – but not by respect for authority” (129). It also calls to mind another commonly cited distinction between critic and reviewer (discussed in Morris 108-9) – a superiority of knowledge and taste that defines not only the serious critic but also the limited scope of his or her audience. Although the popular press, too, has its fair share of didactic prose, Dessaix’s theory does suggest where the worth may lie in an oft-maligned occupation like record reviewing. While non-academic music writers must endure likely time and word limitations, the twin criticisms of abstraction and irrelevance, and the tedious old “dancing about architecture” cliché, at least there is some chance they will invite “complicity in an unexpected adventure” (133) by deftly treading that fine line between expert and enthusiast. Whether plotting a course through English literature à la Leavis or discussing the latest batch of Scandinavian death metal albums, it would be churlish to claim that the role of critic/reviewer is not a legitimate one: the impossibly vast array of cultural productions accessible to the modern-day audience make some form of “expert” guidance indispensable. So, as new music tumbles down upon us like an endless monsoonal rain, thousands of fans masquerading as journalists (or, more frighteningly, journalists masquerading as fans) dutifully strive to sort the releases of the past week, year or decade into some semblance of order … and, as with all criticism, the judgements they come up with are only part of the story. The greatest trick a reviewer (and when referring to the practice of “reviewing” one trusts that at least some degree of editorial control is involved – read the customer comments at Amazon.com and weep) can master is to convince the reader that his or her piece of creative non-fiction is a minor work of art, whilst simultaneously putting forward a lucid argument to the effect that the object under scrutiny is (or isn’t, as the case may be) a valuable one. And, despite the endless kilometres of formulaic and/or sycophantic copy that clog review columns in newspapers, magazines, and on innumerable Web-sites, it does happen every now and then. In Spin magazine’s review of the year 2000’s musical landscape, Jon Dolan provided the following capsule review of P.J. Harvey’s fifth album, Stories from the City, Stories from the Sea: Chapter V: Polly Gets Her Gun. But it’s not the return to true grit that makes this her best record since she was Jesus with PMS; it’s that whereas the old stuff took your head off, this rewires your guts. All the beautiful bullshit’s here – pathetic fallacies, Patti Smith mythopoeia, a Thom Yorke duet – but it’s more earned, more cathartic. Sand in her joints. Wind through her hair. Blood on her tracks. What I believe Dolan achieves here is a near-perfect amalgamation of instruction and art. He doesn’t ram his analysis down our throats – to discover how he feels about Harvey, the writer assumes you actually might know something about her yourself: her approximate location on the rock family tree (the Patti Smith allusion is indirect, yet perceptive); that she has been brilliant before (this record merely presenting a new type of brilliance); that at its best her music is complicated and unconventional, furious and revolutionary. The subtlety of the writing evokes shared connections for those familiar with the artist’s recorded output, at the same time inviting neophytes to come and see what all the fuss is about. Not only do the last three sentences summarise Harvey’s resolve, free will and intensity in thrillingly-eloquent prose, but the oblique Bob Dylan reference invites readers to consider complex associations across space and time whilst implicitly recognising their ability to figure out those associations for themselves. And all of this in well under one hundred words. Dolan’s seamless, perspicacious set-piece is evidence that, in all forms of art, the informal-yet-intelligent review can stand alongside the meticulous, highly-ritualised assessment of the academically-situated critic. Of course serious criticism has an important role but it certainly doesn’t have a monopoly on intelligent writing, and besides, there are some aesthetic pleasures that are only enhanced by a less pretentious style of analysis. Or, as P.J. Harvey herself puts it on Stories from the City, Stories from the Sea: “I can’t believe life’s so complex/when I just want to sit here and watch you undress.” The art of the entertaining, insightful review is alive and well in creative non-fiction; you just have to sort through a considerable amount of chaff to find it. References Bayles, Martha. “Body and Soul: The Musical Miseducation of the Youth.” Public Interest 131 (1998): 36-49. Bywater, Michael. “Never Mind the Width, Feel the Lack of Quality.” The Spectator 13 May 1995: 44-5. Dessaix, Robert. (& So Forth). Sydney: MacMillan, 1998. Echard, William. “An Analysis of Neil Young’s ‘Powderfinger’ Based on Mark Johnson’s Image Schemata.” Popular Music 18.1 (1999): 133-44. Frith, Simon. Performing Rites: Evaluating Popular Music. Oxford: Oxford UP, 1996. Leavis, F.R. The Great Tradition. Harmondsworth: Penguin, 1948. Mellers, Wilfrid. The Music of the Beatles: Twilight of the Gods. New York: Schirmer, 1973. Morris, Meaghan. The Pirate’s Fiancee. London: Verso, 1988. Regev, Motti. “The ‘Pop-Rockization’ of Popular Music.” Popular Music Studies. Ed. David Hesmondhalgh and Keith Negus. London: Arnold, 2002. 117-30. Scruton, Roger. Aesthetics of Music. Oxford: Clarendon, 1997. Citation reference for this article MLA Style Biron, Dean. "The Tortoise and the Hare." M/C Journal 8.5 (2005). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0510/05-biron.php>. APA Style Biron, D. (Oct. 2005) "The Tortoise and the Hare," M/C Journal, 8(5). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0510/05-biron.php>.

“I’m fat–and it’s okay! It doesn’t mean I’m stupid, or ugly, or lazy, or selfish. I’m fat!” so proclaims Joy Nash in her YouTube video, A Fat Rant. “Fat! It’s three little letters–what are you afraid of?!” This is the question I pose to my class on day one of Fat Studies. Sadly, many college students do fear fat, and negative attitudes toward fat people are quite prevalent in this population (Ambwani et al. 366). As I teach it, Fat Studies is cross-listed between Psychology and Gender Studies. However, most students who enrol have majors in Psychology or other behavioural health science fields in which weight bias is particularly pronounced (Watkins and Concepcion 159). Upon finding stronger bias among third- versus first-year Physical Education students, O’Brien, Hunter, and Banks (308) speculated that the weight-centric curriculum that typifies this field actively engenders anti-fat attitudes. Based on their exploration of textbook content, McHugh and Kasardo (621) contend that Psychology too is complicit in propagating weight bias by espousing weight-centric messages throughout the curriculum. Such messages include the concepts that higher body weight invariably leads to poor health, weight control is simply a matter of individual choice, and dieting is an effective means of losing weight and improving health (Tylka et al.). These weight-centric tenets are, however, highly contested. For instance, there exists a body of research so vast that it has its own name, the “obesity paradox” literature. This literature (McAuley and Blair 773) entails studies that show that “obese” persons with chronic disease have relatively better survival rates and that a substantial portion of “overweight” and “obese” individuals have levels of metabolic health similar to or better than “normal” weight individuals (e.g., Flegal et al. 71). Finally, the “obesity paradox” literature includes studies showing that cardiovascular fitness is a far better predictor of mortality than weight. In other words, individuals may be both fit and fat, or conversely, unfit and thin (Barry et al. 382). In addition, Tylka et al. review literature attesting to the complex causes of weight status that extend beyond individual behaviour, ranging from genetic predispositions to sociocultural factors beyond personal control. Lastly, reviews of research on dieting interventions show that these are overwhelmingly ineffective in producing lasting weight loss or actual improvements in health and may in fact lead to disordered eating and other unanticipated adverse consequences (e.g., Bacon and Aphramor; Mann et al. 220; Salas e79; Tylka et al.).The newfound, interdisciplinary field of scholarship known as Fat Studies aims to debunk weight-centric misconceptions by elucidating findings that counter these mainstream suppositions. Health At Every Size® (HAES), a weight-neutral approach to holistic well-being, is an important facet of Fat Studies. The HAES paradigm advocates intuitive eating and pleasurable physical activity for health rather than restrictive dieting and regimented exercise for weight loss. HAES further encourages body acceptance of self and others regardless of size. Empirical evidence shows that HAES-based interventions improve physical and psychological health without harmful side-effects or high dropout rates associated with weight loss interventions (Bacon and Aphramor; Clifford et al. “Impact of Non-Diet Approaches” 143). HAES, like the broader field of Fat Studies, seeks to eradicate weight-based discrimination, positioning weight bias as a social justice issue that intersects with oppression based on other areas of difference such as gender, race, and social class. Much like Queer Studies, Fat Studies seeks to reclaim the word, fat, thus stripping it of its pejorative connotations. As Nash asserts in her video, “Fat is a descriptive physical characteristic. It’s not an insult, or an obscenity, or a death sentence!” As an academic discipline, Fat Studies is expanding its visibility and reach. The Fat Studies Reader, the primary source of reading for my course, provides a comprehensive overview of the field (Rothblum and Solovay 1). This interdisciplinary anthology addresses fat history and activism, fat as social inequality, fat in healthcare, and fat in popular culture. Ward (937) reviews this and other recently-released fat-friendly texts. The field features its own journal, Fat Studies: An Interdisciplinary Journal of Body Weight and Society, which publishes original research, overview articles, and reviews of assorted media. Both the Popular Culture Association and National Women’s Studies Association have special interest groups devoted to Fat Studies, and the American Psychological Association’s Division on the Psychology of Women has recently formed a task force on sizism (Bergen and Carrizales 22). Furthermore, Fat Studies conferences have been held in Australia and New Zealand, and the third annual Weight Stigma Conference will occur in Iceland, September 2015. Although the latter conference is not necessarily limited to those who align themselves with Fat Studies, keynote speakers include Ragen Chastain, a well-known member of the fat acceptance movement largely via her blog, Dances with Fat. The theme of this year’s conference, “Institutionalised Weightism: How to Challenge Oppressive Systems,” is consistent with Fat Studies precepts:This year’s theme focuses on the larger social hierarchies that favour thinness and reject fatness within western culture and how these systems have dictated the framing of fatness within the media, medicine, academia and our own identities. What can be done to oppose systemised oppression? What can be learned from the fight for social justice and equality within other arenas? Can research and activism be united to challenge prevailing ideas about fat bodies?Concomitantly, Fat Studies courses have begun to appear on college campuses. Watkins, Farrell, and Doyle-Hugmeyer (180) identified and described four Fat Studies and two HAES courses that were being taught in the U.S. and abroad as of 2012. Since then, a Fat Studies course has been taught online at West Virginia University and another will soon be offered at Washington State University. Additionally, a new HAES class has been taught at Saint Mary’s College of California during the last two academic years. Cameron (“Toward a Fat Pedagogy” 28) describes ways in which nearly 30 instructors from five different countries have incorporated fat studies pedagogy into university courses across an array of academic areas. This growing trend is manifested in The Fat Pedagogy Reader (Russell and Cameron) due out later this year. In this article, I describe content and pedagogical strategies that I use in my Fat Studies course. I then share students’ qualitative reactions, drawing upon excerpts from written assignments. During the term reported here, the class was comprised of 17 undergraduate and 5 graduate students. Undergraduate majors included 47% in Psychology, 24% in Women Studies, 24% in various other College of Liberal Arts fields, and 6% in the College of Public Health. Graduate majors included 40% in the College of Public Health and 60% in the College of Education. Following submission of final grades, students provided consent via email allowing written responses on assignments to be anonymously incorporated into research reports. Assignments drawn upon for this report include weekly reading reactions to specific journal articles in which students were to summarise the main points, identify and discuss a specific quote or passage that stood out to them, and consider and discuss applicability of the information in the article. This report also utilises responses to a final assignment in which students were to articulate take-home lessons from the course.Despite the catalogue description, many students enter Fat Studies with a misunderstanding of what the course entails. Some admitted that they thought the course was about reducing obesity and the presumed health risks associated with this alleged pathological condition (Watkins). Others understood, but were somewhat dubious, at least at the outset, “Before I began this class, I admit that I was skeptical of what Fat Studies meant.” Another student experienced “a severe cognitive dissonance” between the Fat Studies curriculum and that of a previous behavioural health class:My professor spent the entire quarter spouting off statistics, such as the next generation of children will be the first generation to have a lower life expectancy than their parents and the ever increasing obesity rates that are putting such a tax on our health care system, and I took her words to heart. I was scared for myself and for the populations I would soon be working with. I was worried that I was destined to a chronic disease and bothered that my BMI was two points above ‘normal.’ I believed everything my professor alluded to on the danger of obesity because it was things I had heard in the media and was led to believe all my life.Yet another related, “At first, I will be honest, it was hard for me to accept a lot of this information, but throughout the term every class changed my mind about my view of fat people.” A few students have voiced even greater initial resistance. During a past term, one student lamented that the material represented an attack on her intended behavioural health profession. Cameron (“Learning to Teach Everybody”) describes comparable reactions among students in her Critical Obesity course taught within a behavioural health science unit. Ward (937) attests that, even in Gender Studies, fat is the topic that creates the most controversy. Similarly, she describes students’ immense discomfort when asked to entertain perspectives that challenge deeply engrained ideas inculcated by our culture’s “obesity epidemic.” Discomfort, however, is not necessarily antithetical to learning. In prompting students to unlearn “the biomedically-informed truth of obesity, namely that fat people are unfit, unhealthy, and in need of ‘saving’ through expert interventions,” Moola at al. recommend equipping them with an “ethics of discomfort” (217). No easy task, “It requires courage to ask our students to forgo the security of prescriptive health messaging in favour of confusion and uncertainty” (221). I encourage students to entertain conflicting perspectives by assigning empirically-based articles emanating from peer-reviewed journals in their own disciplines that challenge mainstream discourses on obesity (e.g., Aphramor; Bombak e60; Tomiyama, Ahlstrom, and Mann 861). Students whose training is steeped in the scientific method seem to appreciate having quantitative data at their disposal to convince themselves–and their peers and professors–that widely held weight-centric beliefs and practices may not be valid. One student remarked, “Since I have taken this course, I feel like I am prepared to discuss the fallacy of the weight-health relationship,” citing specific articles that would aid in the effort. Likewise, Cameron’s (“Learning to Teach Everybody”) students reported a need to read research reports in order to begin questioning long-held beliefs.In addition, I assign readings that provide students with the opportunity to hear the voices of fat people themselves, a cornerstone of Fat Studies. Besides chapters in The Fat Studies Reader authored by scholars and activists who identify as fat, I assign qualitative articles (e.g., Lewis et al.) and narrative reports (e.g., Pause 42) in which fat people describe their experiences with weight and weight bias. Additionally, I provide positive images of fat people via films and websites (Clifford et al. HAES®; Watkins; Watkins and Doyle-Hugmeyer 177) in order to counteract the preponderance of negative, dehumanising portrayals in popular media (e.g., Ata and Thompson 41). In response, a student stated:One of the biggest things I took away from this term was the confidence I found in fat women through films and stories. They had more confidence than I have seen in any tiny girl and owned the body they were given.I introduce “normal” weight allies as well, most especially Linda Bacon whose treatise on thin privilege tends to set the stage for viewing weight bias as a form of oppression (Bacon). One student observed, “It was a relief to be able to read and talk about weight oppression in a classroom setting for once.” Another appreciated that “The class did a great job at analysing fat as oppression and not like a secondhand oppression as I have seen in my past classes.” Typically, fat students were already aware of weight-based privilege and oppression, often painfully so. Thinner students, however, were often astonished by this concept, several describing Bacon’s article as “eye-opening.” In reaction, many vowed to act as allies:This class has really opened my eyes and prepared me to be an ally to fat people. It will be difficult for some time while I try to get others to understand my point of view on fat people but I believe once there are enough allies, people’s minds will really start changing and it will benefit everyone for the better.Pedagogically, I choose to share my own experiences as they relate to course content and encourage students, at least in their written assignments, to do the same. Other instructors refrain from this practice for fear of reinforcing traditional discourses or eliciting detrimental reactions from students (Watkins, Farrell, and Doyle-Hugmeyer 191). Nevertheless, this tack seems to work well in my course, with many students opting to disclose their relevant circumstances during classroom discussions: Throughout the term I very much valued and appreciated when classmates would share their experiences. I love listening and hearing to others experiences and I think that is a great way to understand the material and learn from one another.It really helped to read different articles and hear classmates discuss and share stories that I was able to relate to. The idea of hearing people talk about issues that I thought I was the only one who dealt with was so refreshing and enlightening.The structure of this class allowed me to learn how this information is applicable to my life and made it deeper than just memorising information.Thus far, across three terms, no student has described iatrogenic effects from this process. In fact, most attribute positive transformations to the class. These include enhanced body acceptance of self and others: This class decreased my fat phobia towards others and gave me a better understanding about the intersectionality of one’s weight. For example, I now feel that I no longer view my family in a fat phobic way and I also feel responsible for educating my brother and helping him develop a strong self-esteem regardless of his size.I never thought this class would change my life, almost save my life. Through studies shown in class and real life people following their dreams, it made my mind completely change about how I view my body and myself.I can only hope that in the future, I will be more forgiving, tolerant, and above all accepting of myself, much less others. Regardless of a person’s shape and size, we are all beautiful, and while I’m just beginning to understand this, it can only get better from here.Students also reported becoming more savvy consumers of weight-centric media messages as well as realigning their eating and exercise behaviour in accordance with HAES: I find myself disgusted at the television now, especially with the amount of diet ads, fitness club ads, and exercise equipment ads all aimed at making a ‘better you.’ I now know that I would never be better off with a SlimFast shake, P90X, or a Total Gym. I would be better off eating when I’m hungry, working out because it is fun, and still eating Thin Mints when I want to. Prior to this class, I would work out rigorously, running seven miles a day. Now I realise why at times I dreaded to work out, it was simply a mathematical system to burn the energy that I had acquired earlier in the day. Instead what I realise I should do is something I enjoy, that way I will never get tired of whatever I am doing. While I do enjoy running, other activities would bring more joy while engaging in a healthy lifestyle like hiking or mountain biking.I will never go on another diet. I will stop choosing exercises I don’t love to do. I will not weigh myself every single day hoping for the number on the scale to change.A reduction in self-weighing was perhaps the most frequent behaviour change that students expressed. This is particularly valuable in that frequent self-weighing is associated with disordered eating and unhealthy weight control behaviours (Neumark-Sztainer et al. 811):I have realised that the number on the scale is simply a number on the scale. That number does not define who you are. I have stopped weighing myself every morning. I put the scale in the storage closet so I don’t have to look at it. I even encouraged my roommate to stop weighing herself too. What has been most beneficial for me to take away from this class is the notion that the number on the scale has so much less to do with fitness levels than most people understand. Coming from a numbers obsessed person like myself, this class has actually gotten me to leave the scales behind. I used to weigh myself every single day and my self-confidence reflected whether I was up or down in weight from the day before. It seems so silly to me now. From this class, I take away a new outlook on body diversity. I will evaluate who I am for what I do and not represent myself with a number. I’m going to have my cake this time, and actually eat it too!Finally, students described ways in which they might carry the concepts from Fat Studies into their future professions: I want to go to law school. This model is something I will work toward in the fight for social justice.As a teacher and teacher of teachers, I plan to incorporate discussions on size diversity and how this should be addressed within the field of adapted physical education.I do not know how I would have gone forward if I had never taken this class. I probably would have continued to use weight loss as an effective measure of success for both nutrition and physical activity interventions. I will never be able to think about the obesity prevention movement in the same way.Since I am working toward being a clinical psychologist, I don’t want to have a client who is pursuing weight loss and then blindly believe that they need to lose weight. I’d rather be of the mindset that every person is unique, and that there are other markers of health at every size.Jones and Hughes-Decatur (59) call for increased scholarship illustrating and evaluating critical body pedagogies so that teachers might provide students with tools to critique dominant discourses, helping them forge healthy relationships with their own bodies in the process. As such, this paper describes elements of a Fat Studies class that other instructors may choose to adopt. It additionally presents qualitative data suggesting that students came to think about fat and fat people in new and divergent ways. Qualitative responses also suggest that students developed better body image and more adaptive eating and exercise behaviours throughout the term. Although no students have yet described lasting adverse effects from the class, one stated that she would have preferred less of a focus on health and more of a focus on issues such as fat fashion. Indeed, some Fat Studies scholars (e.g., Lee) advocate separating discussions of weight bias from discussions of health status to avoid stigmatising fat people who do experience health problems. While concerns about fostering healthism within the fat acceptance movement are valid, as a behavioural health professional with an audience of students training in these fields, I have chosen to devote three weeks of our ten week term to this subject matter. Depending on their academic background, others who teach Fat Studies may choose to emphasise different aspects such as media representations or historical connotations of fat.Nevertheless, the preponderance of positive comments evidenced throughout students’ assignments may certainly be a function of social desirability. Although I explicitly invite critique, and in fact assign readings (e.g., Welsh 33) and present media that question HAES and Fat Studies concepts, students may still feel obliged to articulate acceptance of and transformations consistent with the principles of these movements. As a more objective assessment of student outcomes, I am currently conducting a quantitative evaluation, in which I remain blind to students’ identities, of this year’s Fat Studies course compared to other upper division/graduate Psychology courses, examining potential changes in weight bias, body image and dieting behaviour, adherence to appearance-related media messages, and obligatory exercise behaviour. I postulate results akin to those of Humphrey, Clifford, and Neyman Morris (143) who found reductions in weight bias, improved body image, and improved eating behaviour among college students as a function of their HAES course. As Fat Studies pedagogy proliferates, instructors are called upon to share their teaching strategies, document the effects, and communicate these results within and outside of academic spheres.ReferencesAmbwani, Suman, Katherine M. Thomas, Christopher J. Hopwood, Sara A. Moss, and Carlos M. Grilo. “Obesity Stigmatization as the Status Quo: Structural Considerations and Prevalence among Young Adults in the U.S.” Eating Behaviors 15.3 (2014): 366-370. Aphramor, Lucy. “Validity of Claims Made in Weight Management Research: A Narrative Review of Dietetic Articles.” Nutrition Journal 9 (2010): n. pag. 15 May 2015 ‹http://www.nutritionj.com/content/9/1/30›.Ata, Rheanna M., and J. Kevin Thompson. “Weight Bias in the Media: A Review of Recent Research.” Obesity Facts 3.1 (2010): 41-46.Bacon, Linda. “Reflections on Fat Acceptance: Lessons Learned from Thin Privilege.” 2009. 23 Apr. 2015 ‹http://www.lindabacon.org/Bacon_ThinPrivilege080109.pdf›.Bacon, Linda, and Lucy Aphramor. “Weight Science: Evaluating the Evidence for a Paradigm Shift.” Nutrition Journal 10 (2011). 23 Apr. 2015 ‹http://www.nutritionj.com/content/10/1/9›.Barry, Vaughn W., Meghan Baruth, Michael W. Beets, J. Larry Durstine, Jihong Liu, and Steven N. Blair. “Fitness vs. Fatness on All-Cause Mortality: A Meta-Analysis.” Progress in Cardiovascular Diseases 56.4 (2014): 382-390.Bergen, Martha, and Sonia Carrizales. “New Task Force Focused on Size.” The Feminist Psychologist 42.1 (2015): 22.Bombak, Andrea. “Obesity, Health at Every Size, and Public Health Policy.” American Journal of Public Health 104.2 (2014): e60-e67.Cameron, Erin. “Learning to Teach Everybody: Exploring the Emergence of an ‘Obesity” Pedagogy’.” The Fat Pedagogy Reader: Challenging Weight-Based Oppression in Education. Eds. Erin Cameron and Connie Russell. New York: Peter Lang Publishing, in press.Cameron, Erin. “Toward a Fat Pedagogy: A Study of Pedagogical Approaches Aimed at Challenging Obesity Discourses in Post-Secondary Education.” Fat Studies 4.1 (2015): 28-45.Chastain, Ragen. Dances with Fat. 15 May 2015 ‹https://danceswithfat.wordpress.com/blog/›.Clifford, Dawn, Amy Ozier, Joanna Bundros, Jeffrey Moore, Anna Kreiser, and Michele Neyman Morris. “Impact of Non-Diet Approaches on Attitudes, Behaviors, and Health Outcomes: A Systematic Review.” Journal of Nutrition Education and Behavior 47.2 (2015): 143-155.Clifford, Dawn, Patti Lou Watkins, and Rebecca Y. Concepcion. “HAES® University: Bringing a Weight Neutral Message to Campus.” Association for Size Diversity and Health, 2015. 23 Apr. 2015 ‹https://www.sizediversityandhealth.org/content.asp?id=258›.Fat Studies: An Interdisciplinary Journal of Body Weight and Society. 23 Apr. 2015 ‹http://www.tandfonline.com/toc/ufts20/current#.VShpqdhFDBC›.Flegal, Katherine M., Brian K. Kit, Heather Orpana, and Barry L. Graubard. “Association of All-Cause Mortality with Overweight and Obesity Using Standard Body Mass Index Categories: A Systematic Review and Meta-Analysis.” Journal of the American Medical Association 309.1 (2013): 71-82.Humphrey, Lauren, Dawn Clifford, and Michelle Neyman Morris. “Health At Every Size College Course Reduces Dieting Behaviors and Improves Intuitive Eating, Body Esteem, and Anti-Fat Attitudes.” Journal of Nutrition Education and Behavior, in press.Jones, Stephanie, and Hilary Hughes-Decatur. “Speaking of Bodies in Justice-Oriented Feminist Teacher Education.” Journal of Teacher Education 63.1 (2012): 51-61.Lee, Jenny. Embodying Stereotypes: Memoir, Fat and Health. Fat Studies: Reflective Intersections, July 2012, Wellington, NZ. Unpublished conference paper.Lewis, Sophie, Samantha L. Thomas, Jim Hyde, David Castle, R. Warwick Blood, and Paul A. Komesaroff. “’I Don't Eat a Hamburger and Large Chips Every Day!’ A Qualitative Study of the Impact of Public Health Messages about Obesity on Obese Adults.” BMC Public Health 10.309 (2010). 23 Apr 2015 ‹http://www.biomedcentral.com/1471-2458/10/309›.Mann, Traci, A. Janet Tomiyama, Erika Westling, Ann-Marie Lew, Barbara Samuels, and Jason Chatman. “Medicare’s Search for Effective Obesity Treatments: Diets Are Not the Answer.” American Psychologist 62.3 (2007): 220-233.McAuley, Paul A., and Steven N. Blair. “Obesity Paradoxes.” Journal of Sports Sciences 29.8 (2011): 773-782. McHugh, Maureen C., and Ashley E. Kasardo. “Anti-Fat Prejudice: The Role of Psychology in Explication, Education and Eradication.” Sex Roles 66.9-10 (2012): 617-627.Moola, Fiona J., Moss E. Norman, LeAnne Petherick, and Shaelyn Strachan. “Teaching across the Lines of Fault in Psychology and Sociology: Health, Obesity and Physical Activity in the Canadian Context.” Sociology of Sport Journal 31.2 (2014): 202-227.Nash, Joy. “A Fat Rant.” YouTube, 17 Mar. 2007. 23 Apr. 2015 ‹https://www.youtube.com/watch?v=yUTJQIBI1oA›.Neumark-Sztainer, Dianne, Patricia van den Berg, Peter J. Hannan, and Mary Story. “Self-Weighing in Adolescents: Helpful or Harmful? Longitudinal Associations with Body Weight Changes and Disordered Eating.” Journal of Adolescent Health 39.6 (2006): 811–818.O’Brien, K.S., J.A. Hunter, and M. Banks. “Implicit Anti-Fat Bias in Physical Educators: Physical Attributes, Ideology, and Socialization.” International Journal of Obesity 31.2 (2007): 308-314.Pause, Cat. “Live to Tell: Coming Out as Fat.” Somatechnics 2.1 (2012): 42-56.Rothblum, Esther, and Sondra Solovay, eds. The Fat Studies Reader. New York: New York University Press, 2009.Russell, Connie, and Erin Cameron, eds. The Fat Pedagogy Reader: Challenging Weight-Based Oppression in Education. New York: Peter Lang Publishing, in press. Salas, Ximena Ramos. “The Ineffectiveness and Unintended Consequences of the Public Health War on Obesity.” Canadian Journal of Public Health 106.2 (2015): e79-e81. Tomiyama, A. Janet, Britt Ahlstrom, and Traci Mann. “Long-Term Effects of Dieting: Is Weight Loss Related to Health?” Social and Personality Psychology Compass 7.12 (2013): 861-877.Tylka, Tracy L., Rachel A. Annunziato, Deb Burgard, Sigrun Daníelsdóttir, Ellen Shuman, Chad Davis, and Rachel M. Calogero. “The Weight-Inclusive versus Weight-Normative Approach to Health: Evaluating the Evidence for Prioritizing Well-Being over Weight Loss.” Journal of Obesity (2014). 23 Apr. 2015 ‹http://www.hindawi.com/journals/jobe/2014/983495/›.Ward, Anna E. “The Future of Fat.” American Quarterly 65.4 (2013): 937-947.Watkins, Patti Lou. “Inclusion of Fat Studies in a Difference, Power, and Discrimination Curriculum.” The Fat Pedagogy Reader: Challenging Weight-Based Oppression in Education. Eds. Erin Cameron and Connie Russell. New York: Peter Lang Publishing, in press. Watkins, Patti Lou, and Rebecca Y. Concepcion. “Teaching HAES to Health Care Students and Professionals.” Wellness Not Weight: Motivational Interviewing and a Non-Diet Approach. Ed. Ellen Glovsky. San Diego: Cognella Academic Publishing, 2014: 159-169. Watkins, Patti Lou, and Andrea Doyle-Hugmeyer. “Teaching about Eating Disorders from a Fat Studies Perspective. Transformations 23.2 (2013): 147-158. Watkins, Patti Lou, Amy E. Farrell, and Andrea Doyle Hugmeyer. “Teaching Fat Studies: From Conception to Reception. Fat Studies 1.2 (2012): 180-194. Welsh, Taila L. “Healthism and the Bodies of Women: Pleasure and Discipline in the War against Obesity.” Journal of Feminist Scholarship 1 (2011): 33-48. Weight Stigma Conference. 23 Apr. 2015 ‹http://stigmaconference.com/›.

We live in an era in which the ‘active learner’ has become accepted as the fundamental goal of good teaching from early childcare to university education (Silberman; University of Melbourne University). In this paper we reflect upon the arts of stillness in contemporary classrooms based on research in schools across Sydney (Watkins and Noble).Part of the context for this paper is the way ‘activity’ has been uncritically elevated to a pedagogic principle in contemporary education. Over several decades a critique of traditional or more formal approaches to education has produced an increasing emphasis on learning that is said to be more engaged often under labels such as ‘discovery’ or ‘experiential’ learning, enquiry methods or ‘learning by doing’. This desire to give students a greater role in the educational process is admirable. It is also seen to be more democratic and ‘relevant’ to young people (Cope & Kalantzis). Positioned against a straw man of ‘passive learning’, characterised by the dominance of teacher direction, rote learning and individuated desk work, this active learning or progressivist perspective on education privileges student ‘ownership’ of curriculum, group-based activity and the ‘doing’ of things. Stillness is characterised as a ‘problem of passivity’, a ‘disease’ of ‘chalk and talk’ (Lucas 84-85). In its most extreme form, this emphasis on activity has been translated into ‘educational kinesiology’ and ‘brain gym’, in which physical movement is seen to have a direct, beneficial effect on learning, often in place of content-based curriculum (Lucas 50). In this paper we don’t engage in a critique of ‘active learning’ per se; rather, taking seriously Foucault’s insistence on the productivity of discipline, we argue stillness is crucial to scholarly labour.Part of the context for this research is public anxiety about ‘Asian success’ within Australian education systems. Students from ‘Asian’ backgrounds are often perceived as having a cultural proneness towards educational achievement (Duffy 28). These perceptions rest on assumptions about ‘Asian values’ of family, sacrifice, hard work and success (Robinson). These assumptions, however, are problematic (Wu and Singh), and carry a concern that such students are ‘passive’ in the classroom, deferential to traditional forms of education and obsessed with exams. Certainly, despite their success, these students don’t conform to what many teachers favour as the ideal learner within the dominant paradigm of progressivism (Cope & Kalantzis 4). These anxieties have also emerged in response to the proliferation of coaching colleges which are seen to transgress western notions of childhood.The research – based on a parent survey in 10 primary schools, interviews with Year 3 teachers, parents and students and classroom observations in six of these schools – explored the extent to which a ‘disposition’ to academic achievement can be explained by ethnicity or relates to a complex set of socio-cultural factors. The report from this study engages with the broad question of the relationship between ethnicity and, what we call, following Bourdieu, the ‘scholarly habitus’ (Watkins & Noble). Against a pathologising of cultural background, it examines the ways achievement is embodied as orientations to learning through different home and school practices. Here we use examples drawn from the observations to focus on the capacities for self-discipline and stillness that can foster achievement. Against the tendency to equate stillness with inaction, we argue that a 'productive stillness' underlines capacities for sustained attention and self-direction. This bodily discipline entails a state of composure, a 'staying' of movement which entails a readiness for action necessary for academic tasks. While not all stillness is ‘productive’, we argue there are forms of stillness which are conducive to the formation of the 'scholarly habitus' (Bourdieu, Logic). The Bodily Capacity for Scholarly LabourBourdieu (State) refers to dispositions that are valued in education: self-discipline, the ability to work intensively, confidence, independence, contemplation, abstraction and the value of excellence. Yet he is less interested in exploring these capacities in relation to teaching practice than in discussing them as forms of social distinction. Educational applications of Bourdieu also focus on the social reproduction of inequality, separate to the technical competencies of schooling, although Bourdieu does not differentiate between them (Lareau and Weininger). To understand the uneven distribution of educational competencies, however, they first need to be examined as bodily capacities that are enabling.To do this, let us contrast two classrooms in Broughton PS, a large school in a low-to-mid SES area in Sydney’s inner south-west with large numbers of Arabic-speaking and Asian students, and smaller groups of Anglo, Pasifika and African students. One class is an enrichment class, in which high ability students are placed and where there is a strong focus on academic work. The other class has many of the least able students. The enrichment class comprises students of mostly Chinese background, with a smaller number of Vietnamese, Indian and Anglo background. There is one Arabic-speaking student but no Pasifika students. The second class is more diverse, and has many Pasifika students, with fewer Chinese, Arabic and Anglo students.The first time we saw the enrichment class was after recess. Students shuffled into their classroom and sat down at their desks with minimum fuss. Many of them pulled out books and read them while waiting for their teacher, Heather, to enter. If they talked, it was quietly, and often about what they were reading. They sat still: the posture of most students was upright, even when they were working. Some students occasionally rocked back, stretching arms and legs. Overall, however, these students had mastered the arts of stillness. Sonia, of Chinese background, is a case in point – she was always work-focused, sitting still and getting on with it. Even during unstructured discussion she remained task-orientated displaying a substantial investment in her work.In the second class the students bustled in, taking a while to settle. Kids stood around chatting, playing, shoving each other until the teacher, Betty, shouted at them, which she did a lot. The noise of the students never abated, even as the teacher was giving instructions, and it frequently reached high levels. There was constant movement as students came in late, and teachers and students wandered in and out. Kids visited other kids; one student rolled on the floor. When they were directed to sit at the front, several squatted, some sat away from the area, several simply stood. When they were at their desks, many slouched forward or leant back; a large number of the students rocked on their chairs during the sessions, some constantly. The directions of the teacher to put ‘feet on floor’ and ‘hands on heads’, or putting her fingers to her lips to gesture for them to be quiet, shouting or by counting back from 5 had little effect. This class was a very active group, but little work got done. They did not have sustained capacities of stillness appropriate for academic activities. In the enrichment class, the teacher didn’t have to check noise or movement very often – the students had internalised these behaviours as capacities that directed their work. Occasionally, they policed each other if they were disrupted. There was occasional talk, but it tended to be in whispers. If the task required it, there was plenty of discussion; and some of the students didn’t hesitate in challenging the teacher when she made a mistake. These students’ stillness and quiet was by-and-large productive and appropriate. We call this a state of composure, a readiness for activity. When required, this class was capable of concentration and application; or, alternatively, discussion. We call it composure because it links to Foucault’s (162-3) insight that modern forms of discipline rest on a ‘composition of forces’ which not only produce an efficient organisation but individuals with a disposition towards acting skilfully.Betty’s class, in contrast, was in a state of decomposure, with unproductive movement and noise. They were rarely still, posture was poor, and many students spent little time attending to work or the teacher. They were rarely ready for work when the teacher called them to it. Rather they saw a change in activity as a chance for movement and chatter. This was not the caged resentment that Willis described in his analysis of resistance to school amongst working class boys. It was not a form of conscious insubordination, though a similar form of ‘self-damnation’ was evident.Sonny, a Samoan boy in this class, in contrast to Sonia, struggled to stay on-task for more than a few minutes, and clearly had little investment in his work. He generally didn’t care where he was at with the task, and expected the teacher to constantly direct him. Sonny was a very large child – the teacher commented that his physical presence in the class was an ongoing problem as he was unaware of other children, constantly bowling them over. The teacher struggled to manage Sonny’s body. He talked frequently and loudly, and leant back on his chair despite being placed in a way that pinned him against a cupboard. His location in the class was telling. He was sitting at a table with students who followed tasks, separated from the usual troublemakers. This is significant for another reason of which Sonny was not fully conscious. At one stage in the lesson he sat bolt upright and pointing at each of his tablemates, yelled, ‘Miss, why am I sitting with all Chinese?’ Betty apparently hoped that being with the quieter Chinese students Sonny would not only be out of harm’s way, he might absorb the skills of application they possessed!This uneven distribution of capacities was also seen in the way different classes undertook a maths assessment task on fractions. While other classes treated it as a general lesson, in the enrichment class it was completed in test conditions, which the teacher later commented the kids loved. The teacher explained the task and the conditions – that there should be no copying, to work in silence, concentrate on the questions, the amount of time they’d get and what to do when they finished (further maths work). She initiated an enthusiastic class discussion of the topic (fractions), reminded them of work they had completed in this area and got them to go through basic aspects of fractions. The task was distributed and students immediately filled in their name and the date. When they commenced their work she moved around the room monitoring their progress. Occasionally she directed a student to reread the instructions and towards the end she reminded them to check their work and then gave them a five-minute warning. There was little movement, fiddling or talk, unless it was a question of clarification directed to the teacher. Most finished and moved quickly onto their maths workbooks. There was a lively discussion afterwards as the class went through the questions and discussed the answers and procedure. Overall, there was a clear sense of a strong investment in the process and the product: with many showing real annoyance when they got things wrong, and deep pleasure when they were correct. While the contrast between these classes is clear, and show an uneven distribution of particular capacities, we should be careful not to make a simple assumption that stillness, quiet and obedience are good, and their opposites bad. Apart from the fact that the enrichment class showed itself capable of vociferous and physical behaviour (as when they were completing a craft activity), the point is really about the appropriateness and productivity of these embodied competencies for particular tasks, and the ability to move between these capacities when necessary.Stillness, and its attendant capacities described above, is not a good in and of itself. There is another kind of stillness that we found in a class in another school we observed. Chestervale PS was in a middle class area in a northern suburb of Sydney that was favoured by parents of Chinese background. This class was by no means as unruly as Sonny’s – classroom behaviour was generally well managed by the teacher, and the students were fairly adept at following tasks. Two students we observed – Walter (of Chinese background) and Eric (of Anglo background) – seemed at first glance to be well-behaved students who did their work. Watching these boys for several hours, however, we became aware of the fact that for large chunks of the classroom time they did nothing, but were not recognised as doing so. Walter spent 45 minutes without adding anything to his writing – a straightforward comprehension task. This was also run in near-test-like conditions of quiet concentration, and Walter, apart from a few minor distractions, seemed to be focused on the pages in front of him but actually wrote nothing in the lesson. The teacher strolled around checking students’ work and giving advice or praise as needed – she managed the class quite well – but seemed not to notice when she checked Walter’s work that he hadn’t written anything. Eric, rather more obviously distracted, but who nevertheless seemed to complete 1-2 questions, got by with little work by being, like Walter, generally quiet. His distractions amounted to little more than staring at the contents of the shelf next to him and fidgeting. Walter and Eric were acquiring specific types of capacities – skills in getting out of work that are also fundamentally unproductive. Walter’s general abilities allowed him to float through the class, but Eric’s failure to develop productive capacities was demonstrated in his poor reading and writing levels. We don’t wish to participate in the academic romanticisation of such tactics as ‘resistance’, however, because while this ‘ordinary art’ is diversionary it does not ultimately work to ‘the advantage’ of the student (de Certeau 29-31). Rather, it is simply disabling.This example highlights two important points. First, as mentioned, stillness and quiet are not in themselves signs of educational ‘productivity’ – such capacities always have to be seen in context, related to specific tasks and aims. Many teachers may encourage stillness and quiet – even reward it – simply because it produces an orderly classroom. Second, we should be wary of looking to ethnicity as an explanation of the uneven distribution of capacities: Eric, as an Anglo student, isn’t subject to the kind of cultural pathologising usually reserved for students of particular ethnic backgrounds and Walter, clearly, did not match the stereotype of an academically engaged Chinese student. These issues are taken up in the larger report. Disciplining the Scholarly HabitusOur point is not just to outline some differences in abilities, but to begin to analyse how these contribute to the dispositions, or lack thereof, of the scholarly habitus, to think about how these capacities relate to particular kinds of practices at home and school which instil specific kinds of discipline, and thus eventually to elaborate links between schooling and cultural background. Neither popular pathologies of cultural difference nor sociologies of education which reduce these complexities to either class or gender adequately account for the capacities and practices at stake here (Watkins and Noble).The comparative account of these vignettes of classroom practice provide examples of different disciplinary forms demonstrating the ways in which school structures and pedagogic practices affect students’ engagement in learning and overall performance at school. As indicated, the notion of discipline used here does not simply pertain to control, operating as a negative force inhibiting learning – though a disabling discipline of control was apparent in the pedagogy some teachers employed and also framed some whole school practices. Discipline, here, has a broader meaning. As Foucault intended, it also refers to the knowledge and skills which need to be mastered in order to achieve success in particular fields. Foucault famously analyses the roles of discipline in the functioning of modern institutions. He describes the emergence of the school in modern times as ‘a machine for learning’. Despite his much-repeated insistence on the productive and enabling nature of discipline (and his insight that discipline ‘is no longer simply an art of distributing bodies, … but of composing forces in order to obtain an efficient machine’), it is the machine-like and oppressive quality of discipline that is often the focus. In relation to the nineteenth century school, for example, he describes it as a ‘morality of obedience’ based on a prescriptive discipline of absolute silence and a Pavlovian process of ‘signalisation’ and response (164-7).Sonia’s class (the enrichment class), however, is not one where passivity or docility is the rule – and illustrates better the form of disciplined, productive stillness crucial to educational activity. As this first group of students demonstrates, this discipline takes a material form, whereby students’ bodies are capacitated through the control and focus they embody. This recalls Foucault’s other focus captured in his view that ‘a disciplined body is the prerequisite of an efficient gesture’ (152). This discipline predisposes students towards particular types of endeavour; a discipline that takes the form of dispositions as in the scholarly habitus. Differing degrees of discipline resulting from the repeated performance of certain practices is what distinguishes the three groups of students in this paper.Writing, listening and talking in class are all forms of labour that require bodily control as well as forms of knowledge. Sonia, for example, evinced capacities of stillness, quiet, attention, self-direction and self-discipline which disposed her to engaged learning. This is a state of composure which evinces a readiness for activity. When required, she was capable of sustained application. This is not to be mistaken for docility – her stillness and quiet were productive for academic engagement. In contrast, many in Sonny’s class were far from composed. They did not have sustained capacities of stillness and quiet or the capacity for self-control in an educational environment. They manifested different types of bodily capacities which incline them, like Sonny, towards disengagement. Eric and Walter are different cases yet again. They displayed a degree of quiet and stillness that was unproductive, that didn’t ready them for engaged activity.This sense of bodily control also operates at basic levels of mastery as well as readiness for intellectual activity. Indeed, low-order capacities are stepping stones for higher order skills. It is difficult to develop literacy, for example, without mastering the physical skills of writing. Such skills require a certain posture and control for perfecting letter and word formation. Such mastery, for example, is needed for writing to become ‘transparent’: the student stops ‘thinking’ about forming the letter or word with the pen, and concentrates on the content of their writing. The physical nature of the labour of writing stops being a conscious task and becomes a largely unconscious capacity, which lends itself to the development of capacities in composition, analysis and abstraction. Neither Walter nor Eric had developed a mastery of the pen or their own body. In the case of Eric, Deirdre, his teacher, commented that he had ‘immature fine motor skills’, which affected his writing. She pointed out that ‘when your writing doesn’t come easy it is going to take longer’, which meant Eric ‘rarely completes things’. ConclusionAs Vitalis argued thousands of years ago, with writing, the whole body labours (cited in Ong 95). But this form of labour entails stillness, self-control and the bodily capacity for sustained intellectual engagement. Educational practice needs to not only return to an appreciation of the arts of stillness but to rethink the ways in which activity in learning is understood; the ways in which an active mind is reliant upon a composed yet capacitated body and the particular pedagogies that, from the early years of school, can promote this form of corporeal governance. ReferencesBourdieu, Pierre. The Logic of Practice. Trans. Richard Nice. Cambridge: Polity, 1990.———. The State Nobility. Trans. Lauretta Clough. Cambridge: Polity, 1996.Cope, Bill, and Mary Kalantzis. “Introduction.” In The Powers of Literacy. Eds. Bill Cope and Mary Kalantzis. London: Falmer. 1993. 1-21.De Certeau, Michel. The Practice of Everyday Life. Trans. Steven Rendall. Berkeley: U of California P, 1984.Duffy, Michael. “Improved by Asian Work Ethic.” Courier Mail 29 Sep. 2001: 28.Foucault, Michel. Discipline and Punish. Trans. Alan Sheridan. Harmondsworth: Penguin, 1977.Lareau, Annette, and Elliot Weininger. “Cultural Capital in Educational Research.” Theory and Society 32.5/6 (2003): 567-606.Lucas, Bill. Power Up your Mind. London: Nicholas Brealey, 2001.Ong, Walter. Orality and Literacy. London: Methuen, 1982.Robinson, Kathryn. “Looking for Father-Right.” In Race, Colour and Identity in Australia and New Zealand. Eds. John Docker and Gerhard Fischer. Kensington: UNSW P, 2000. 158-173.Silberman, Mel. The Active Learner. Boston: Allyn and Bacon, 1996.University of Melbourne. Active Learning. Academic Skills Unit. 6 Mar. 2009 ‹http://www.services.unimelb.edu.au/asu/resources/study/estudy008.html›.Watkins, Megan, and Greg Noble. Cultural Practices and Learning: Diversity, Discipline and Dispositions in Schooling. Penrith South: U of Western Sydney, 2008.Willis, Paul. Learning to Labour. Aldershot: Gower, 1977. Wu, Jianguo, and Michael Singh. ‘“Wishing for Dragon Children”: Ironies and Contradictions in China’s Educational Reforms and the Chinese Diaspora’s Disappointments with Australian Education.” The Australian Educational Researcher 31.2 (2004): 29-44.

The negative implications of children’s use of the Internet, particularly their loss of innocence through access to pornography, is a topic frequently addressed in public discussions and debate. These debates often take on a technologically determinist point of view and assume that technology directly influences children, usually in a harmful fashion. But what is really happening in the Australian family home? Are parents fearful of these risks, and if so what are they doing about it? A recent exploration of the everyday Internet lives of Australian families indicates that families manage these perceived risks in a variety of ways and are not overly troubled about this issue. Findings from the research project indicate that Australian parents are more concerned about some children’s excessive use of the Internet than about pornography. They construct the Internet as interfering with time available to carry out homework, chores, getting adequate sleep or participating in outdoor (fresh air) activities. This disparity, between public discourse regarding the protection of children in the online environment and the actual significance of this issue in the everyday lives of Australian families, reflects the domestic dynamics within the “moral economy of the household” (Silverstone et al. 15) whereby family relationships and household practices inform the manner in which technology is consumed within any given household. The research project described here (Family Internet: Theorising Domestic Internet Consumption, Production and Use Within Australian Families) is funded by an Australian Research Council Discovery Grant and investigates Internet use within Australian homes with specific reference to families with school-aged children. It explores how individual family members make sense of their family’s engagement with the Internet and investigates ways in which the Internet is integrated within Australian family life. Public Debates The relationship between children and technology is often addressed in public debates regarding children’s health, safety, social and educational development. Within these debates technology is usually held responsible for a variety of harmful consequences to children. These technological ‘effects’ range from the decline of children’s social relationships (with both peers and family); through sedentary lifestyles which impinge on fitness levels and the weight (body mass index) of children; to the corruption of children (and their loss of innocence) through access to unsuitable materials. These unsuitable texts include “soft and hardcore porn, Neo Nazi groups, paedophiles, racial and ethnic hatred” (Valentine et al. 157). Other digital technologies, such as computer and video games, are sometimes seen as exacerbating these problems and raise the spectre of the ‘Nintendo kid’, friendless and withdrawn (Marshall 73), lacking in social skills and unable to relate to others except through multi-player games – although this caricature appears far removed from children’s normal experience of computer gaming (Aisbett: Durkin and Aisbett). Such debates about the negative implications of the Internet and video games run simultaneously alongside government, educational and commercial promotion of these technologies, and the positioning of digital skills and connectivity as the key to children’s future education and employment. In this pro-technology discourse the family: …is being constructed as an entry point for the development of new computer-related literacies and social practices in young people … what is discursively produced within the global cultural economy as digital fun and games for young people, is simultaneously constructed as serious business for parents (Nixon 23). Thus, two conflicting discourses about children’s Internet use exist simultaneously whereby children are considered both “technically competent and at risk from their technical skills” (Valentine et al. 157). This anxiety is further exacerbated by the fear that parents are losing control of their children’s Internet activities because their own (the parents’) technical competencies are being surpassed by their children. Such fear may well be based on misleading information, particularly in the Australian context. The Australian Broadcasting Authority’s 2001 Internet@ home report “challenges the popular belief that parents lag behind their children in their interest and proficiency with online technology. Most often the household Internet ‘expert’ is an adult” (Aisbett 4). Nonetheless, this public anxiety is underscored by a concern that parents may not be sufficiently Internet-savvy to prevent their children’s access to pornography and other undesirable Internet content. This leads to the fundamental anxiety that parents’ natural power base will be diminished (Valentine et al. 157). In the case of children’s access to Internet porn it may well be that: although parents still occupy the role of initiated with regard to sexuality, if they are uninitiated technologically then they lose the power base from which to set the markers for progressive socialisation (Evans and Butkus 68). These popular fears do not take into consideration the context of Internet use in the real world—of children’s and parents’ actual experiences with and uses of the Internet. Parents have developed a variety of ways to manage these perceived risks in the home and are not usually overly concerned about their children’s exposure to unsuitable or inappropriate content on the Internet. Families’ everyday experiences of Internet consumption The home Internet is one site where most parents exercise some degree of care and control of their children, supervising both the quantity and quality of their children’s Internet experiences. When supervising their children’s access to particular Internet sites, parents in this study use a variety of strategies and approaches. These approaches range from a child-empowering ‘autonomous’ approach (which recognises children’s autonomy and competencies) to more authoritarian approaches (with the use of more direct supervision in order to restrict and protect children). At the same time children may use the Internet to affirm their autonomy or independence from their parents, as parents in this study affirm: He used to let me see the [onscreen] conversations but he won’t let me see them now. But that’s fine. If I come up and talk to him, he clicks the button and takes the screen off. (Kathy, pseudonyms used for interviewee contributions) Parents who tend to favour a child-empowering approach recognise their children’s autonomy, while at the same time having relatively high expectations of their children’s psychosocial competence and ability to handle a variety of media texts in a relatively sophisticated manner. When asked about her son’s access to adult Internet content, single mum Lisa indicated that Henry (17) had openly accessed Internet pornography a few years earlier. She expected (and allowed for) some exploration by her son. At the same time, she was not overly concerned that these materials would corrupt or harm him as she expected these explorations to be a transitory phase in his life: It doesn’t bother me at all. If he wants to do that then he can do it because he’ll get sick of it and I think initially it was ‘let’s see what we can do’. I remember once, he called me in and says ‘Mum, come and look at her boobs’ and I looked at it and I said ‘it’s disgusting’ or something and walked away and he laughed his head off. But I’ve never come in [lately] and found him looking at that stuff … It’s just not something that I’m … really worried about. It’s up to him (Lisa). As with this exchange, families often use media texts as tools in the socialisation of children. The provision of shared topics of conversation allows for discussions between generations: Such materials serve an agenda-setting role … [playing] an important role in providing a socioemotional context for the household within which learning takes place. Technoculture is consequently a critical tool for socialisation … ICTs also construct a framework on/with which to differentiate one member from another, to differentiate between generations, and to differentiate ways in which power and control can be asserted (Green 58). In this case, Lisa’s comment to her teenage son (‘it’s disgusting’) and her actions (in walking away) doubtlessly provided Henry with a social cue, an alternative attitude to his choice of online content. Further, in initiating this exchange with his mother, Henry is likely to have been making a statement about his own autonomy and transition into (heterosexual) manhood. In his interview, Henry openly acknowledged his earlier exploration of adult porn sites but (as his mother anticipated) he seems to have moved on from this particular phase. When asked whether he visited adult sites on the Internet Henry responded in his own succinct manner: Henry: Like porn and stuff? Not really. I probably did when I was a bit younger but it’s not really very exciting. Interviewer: That was when you first got it [the Internet] or when? Henry: Yeah, [two to three years earlier] all your friends come around and you check out the sites. It’s nothing exciting anymore. Sexual experiences and knowledge are an important currency within teenage boy culture (Holland et al. 1998) and like other teenage boys, Henry and his friends are likely to have used this technology in order to “negotiate their masculinity within the heterosexual economy of [their] peer group social relations”(Valentine et al. 160). In this case, it seemed to be a transitory stage within Henry’s peer (or community of interest) group and became less important as the teenagers grew into maturity. Many children and young people are also exploring the social world of Internet chat, with the potential risk of unwanted (and unsafe) face-to-face contact. Leonie, mother of teenage girls, explained her daughters’ ability to negotiate these potentially unsafe contacts: I suppose you just get a bit concerned about the chat lines and who they’re talking to sometimes but really they usually tell me … [to 17-year old daughter in the room] Like on the chat lines you, when, had that idiot … that one that was going to come over here. Just some idiots on there. A lot of the kids are teenagers. I know Shani’s [14] gotten on there a few times on the chat line and there’s been obviously someone asking them lewd questions and she’s usually blocked them and cut them off …(Leonie). Daughter Shani also discusses her experiences with unsafe (unwanted) Internet contact: “They go on about stuff that you don’t really want to talk about and it’s just ‘No, I don’t think so’” (Shani, 14). Shani went on to explain that she now prefers to use instant messaging with known (offline) friends—a preference now taken up by many teenagers (Holloway and Green: Livingstone and Bober). Electronic media play an important role in children’s transition to adulthood. The ubiquitousness of the World Wide Web, however, makes restriction and protection of children increasingly difficult to realise (Buckingham 84-5). Instead, many parents in this study are placing more importance on openness, consultation and discussion with their children about the media texts they encounter, rather than imposing restriction and regulation which these parents believe may well be “counter-productive” (Nightingale et al. 19). Of greater disquiet to many parents in this study than their children’s access to unsuitable online content is concern about their children’s possible excessive use of the Internet. Parents were typically more concerned about the amount of time some of their children were spending chatting to friends and playing online games. One mother explains: They [my daughters] started to use MSN whilst they were doing school work and obviously kids are able to listen to music, watch television, do a project. They can multi-task without all the confusion that I [would have] but we actually now, they’re not able to do MSN during the school week at all … so we now said to them, “if you want to ring somebody, give them a call, that’s fine, we don’t mind, but during the week no MSN” … we’ve actually restricted them (Stephanie). Parental concern about children’s excessive use of the Internet was most marked for parents of teenage children: adolescence being a time when “rules about media consumption can be an early site of resistance for young adults keen to take more power for themselves and their own lives” (Green 30). Father of two, Xavier, expressed his concern about (what he perceived as) his teenage son’s excessive use of the Internet: Well I think there’s far too much time … Gavin’ll spend a whole day on it. I try to get him to come to the footy on Sunday. No. He’s available for friends [for online gaming and chat on the Internet]. He’ll spend all day on the computer (Xavier). Son Gavin (16), in a separate interview, anticipated that this criticism had been made and felt compelled to counter it: Well he [dad] makes comments like saying I’m not fit enough ‘cause I spent too much time on the computer but I play soccer a lot. Like, I do sport perhaps everyday at school … I mean, I think, such a piece of crap (Gavin). Thus, the incorporation of the Internet into the domestic sphere often sees previously established boundaries (who uses what, when, where and for how long) redefined, challenged, resisted and defended by various family members. In this way the Internet (and other new media) helps shape (and is shaped by) the temporal and spatial boundaries within the home. Conclusion While all parents in the Family Internet study construct the Internet as a site which requires some level of care and control over their children’s online use, they use a variety of approaches when carrying out this supervisory role. Some parents tend to allow for children’s free exploration of the Internet and are relatively confident that their children are able to negotiate adult texts such as pornography in a comparatively sophisticated manner. Other parents, those inclined to protect their children from the dangers of adult content and unsafe Internet contact, choose to monitor and restrict their children’s access to the Internet to varying degrees. More consistent is parental concern about excessive use of the Internet, and the assumption that this displaces constructive use of children’s time. Public anxieties about children’s use of the Internet make assumptions about children’s media practices. Children (and their families) are often assumed to be less able to differentiate between suitable and unsuitable Internet texts and to deal with these potential dangers in a sensible manner. These fears presuppose a variety of negative impacts on children’s and young peoples’ lives which may have little to do with daily reality. Our exploration of families’ everyday experiences of Internet consumption highlights the disparity between public anxieties about Internet use and the importance of these anxieties in the everyday lives of families. The major concern of families – ill-disciplined and excessive Internet use – barely registers on the same scale as the public moral panic over children’s possible access to online pornography. These findings say less about the Internet as a locale in cyberspace than they do about the domestic dynamics of the household, parenting styles, relationships between parent(s) and children, and the sociocultural context of family life. References Aisbett, Kate. The Internet at Home: A Report on Internet Use in the Home. Sydney: Australian Broadcasting Authority, 2001. Buckingham, David. After the Death of Childhood: Growing up in the Age of Electronic Media. Cambridge, UK: Polity Press, 2000. Durkin, Kevin and Kate Aisbett. Computer Games and Australians Today. Sydney: Office of Film and Literature Classification, 1999. Evans, Mark and Clarice Butkus. “Regulating the Emergent: Cyberporn and the Traditional Media.” Media International Australia 85 (1997): 62-9. Green, Lelia. Technoculture: >From Alphabet to Cybersex. Crows Nest Australia: Allen and Unwin, 2002. Holland, Janet and Caroline Ramazanoglu, Sue Sharpe and Rachel Thomson. The Male in the Head: Young People, Heterosexuality and Power. London: Tufnell Press, 1998. Holloway, Donell and Lelia Green. “Home Is Where You Hang Your @: Australian Women on the Net.” Communications Research Forum. Canberra: Department of Communications, Information Technology and the Arts, 2003. Livingstone, Sonia and Magdalena Bober. UK Children Go Online: Listening to Young People’s Experiences. London: London School of Economics and Political Science, 2003. Marshall, P. David. “Technophobia: Video Games, Computer Hacks and Cybernetics.” Media International Australia 85 (1997): 70-8. Nightingale, Virginia, Dianne Dickenson and Catherine Griff. “Harm: Children’s Views About Media Harm and Program Classification.” Forum. Sydney, Australia, 2000. Nixon, Helen. “Fun and Games Are Serious Business.” Digital Diversions: Youth Culture in the Age of Multi-Media. Ed. J Sefton-Green. London: UCL Press, 1998. Silverstone, Roger, Eric Hirsch and David Morley. “Information and Communication and the Moral Economy of the Household.” Consuming Technologies: Media and Information in Domestic Spaces. Eds. Roger Silverstone and Eric Hirsch. London: Routledge, 1992. 17-31. Valentine, Gill, Sarah Holloway and Nick Bingham. “Transforming Cyberspace: Children’s Interventions in the New Public Sphere.” Children’s Geographies: Playing, Living, Learning. Eds. Sarah L. Holloway and Gill Valentine. London: Routledge, 2000. 156 – 93. MLA Style Holloway, Donell, Lelia Green & Robyn Quin. "What Porn?: Children and the Family Internet." M/C Journal 7.4 (2004). 10 October 2004 <http://www.media-culture.org.au/0410/02_children.php>. APA Style Holloway, D., Green, L. & Quin, R. (2004 Oct 11). What Porn?: Children and the Family Internet, M/C Journal, 7(4). Retrieved Oct 10 2004 from <http://www.media-culture.org.au/0410/02_children.php>

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. 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Introduction The highly contagious COVID-19 virus has presented particularly difficult public policy challenges. The relatively late emergence of an effective treatments and vaccines, the structural stresses on health care systems, the lockdowns and the economic dislocations, the evident structural inequalities in effected societies, as well as the difficulty of prevention have tested social and political cohesion. Moreover, the intrusive nature of many prophylactic measures have led to individual liberty and human rights concerns. As noted by the Victorian (Australia) Ombudsman Report on the COVID-19 lockdown in Melbourne, we may be tempted, during a crisis, to view human rights as expendable in the pursuit of saving human lives. This thinking can lead to dangerous territory. It is not unlawful to curtail fundamental rights and freedoms when there are compelling reasons for doing so; human rights are inherently and inseparably a consideration of human lives. (5) These difficulties have raised issues about the importance of social or community capital in fighting the pandemic. This article discusses the impacts of social and community capital and other factors on the governmental efforts to combat the spread of infectious disease through the maintenance of social distancing and household ‘bubbles’. It argues that the beneficial effects of social and community capital towards fighting the pandemic, such as mutual respect and empathy, which underpins such public health measures as social distancing, the use of personal protective equipment, and lockdowns in the USA, have been undermined as preventive measures because they have been transmogrified to become a salient aspect of the “culture wars” (Peters). In contrast, states that have relatively lower social capital such a China have been able to more effectively arrest transmission of the disease because the government was been able to generate and personify a nationalist response to the virus and thus generate a more robust social consensus regarding the efforts to combat the disease. Social Capital and Culture Wars The response to COVID-19 required individuals, families, communities, and other types of groups to refrain from extensive interaction – to stay in their bubble. In these situations, especially given the asymptomatic nature of many COVID-19 infections and the serious imposition lockdowns and social distancing and isolation, the temptation for individuals to breach public health rules in high. From the perspective of policymakers, the response to fighting COVID-19 is a collective action problem. In studying collective action problems, scholars have paid much attention on the role of social and community capital (Ostrom and Ahn 17-35). Ostrom and Ahn comment that social capital “provides a synthesizing approach to how cultural, social, and institutional aspects of communities of various sizes jointly affect their capacity of dealing with collective-action problems” (24). Social capital is regarded as an evolving social type of cultural trait (Fukuyama; Guiso et al.). Adger argues that social capital “captures the nature of social relations” and “provides an explanation for how individuals use their relationships to other actors in societies for their own and for the collective good” (387). The most frequently used definition of social capital is the one proffered by Putnam who regards it as “features of social organization, such as networks, norms and social trust that facilitate coordination and cooperation for mutual benefit” (Putnam, “Bowling Alone” 65). All these studies suggest that social and community capital has at least two elements: “objective associations” and subjective ties among individuals. Objective associations, or social networks, refer to both formal and informal associations that are formed and engaged in on a voluntary basis by individuals and social groups. Subjective ties or norms, on the other hand, primarily stand for trust and reciprocity (Paxton). High levels of social capital have generally been associated with democratic politics and civil societies whose institutional performance benefits from the coordinated actions and civic culture that has been facilitated by high levels of social capital (Putnam, Democracy 167-9). Alternatively, a “good and fair” state and impartial institutions are important factors in generating and preserving high levels of social capital (Offe 42-87). Yet social capital is not limited to democratic civil societies and research is mixed on whether rising social capital manifests itself in a more vigorous civil society that in turn leads to democratising impulses. Castillo argues that various trust levels for institutions that reinforce submission, hierarchy, and cultural conservatism can be high in authoritarian governments, indicating that high levels of social capital do not necessarily lead to democratic civic societies (Castillo et al.). Roßteutscher concludes after a survey of social capita indicators in authoritarian states that social capital has little effect of democratisation and may in fact reinforce authoritarian rule: in nondemocratic contexts, however, it appears to throw a spanner in the works of democratization. Trust increases the stability of nondemocratic leaderships by generating popular support, by suppressing regime threatening forms of protest activity, and by nourishing undemocratic ideals concerning governance (752). In China, there has been ongoing debate concerning the presence of civil society and the level of social capital found across Chinese society. If one defines civil society as an intermediate associational realm between the state and the family, populated by autonomous organisations which are separate from the state that are formed voluntarily by members of society to protect or extend their interests or values, it is arguable that the PRC had a significant civil society or social capital in the first few decades after its establishment (White). However, most scholars agree that nascent civil society as well as a more salient social and community capital has emerged in China’s reform era. This was evident after the 2008 Sichuan earthquake, where the government welcomed community organising and community-driven donation campaigns for a limited period of time, giving the NGO sector and bottom-up social activism a boost, as evidenced in various policy areas such as disaster relief and rural community development (F. Wu 126; Xu 9). Nevertheless, the CCP and the Chinese state have been effective in maintaining significant control over civil society and autonomous groups without attempting to completely eliminate their autonomy or existence. The dramatic economic and social changes that have occurred since the 1978 Opening have unsurprisingly engendered numerous conflicts across the society. In response, the CCP and State have adjusted political economic policies to meet the changing demands of workers, migrants, the unemployed, minorities, farmers, local artisans, entrepreneurs, and the growing middle class. Often the demands arising from these groups have resulted in policy changes, including compensation. In other circumstances, where these groups remain dissatisfied, the government will tolerate them (ignore them but allow them to continue in the advocacy), or, when the need arises, supress the disaffected groups (F. Wu 2). At the same time, social organisations and other groups in civil society have often “refrained from open and broad contestation against the regime”, thereby gaining the space and autonomy to achieve the objectives (F. Wu 2). Studies of Chinese social or community capital suggest that a form of modern social capital has gradually emerged as Chinese society has become increasingly modernised and liberalised (despite being non-democratic), and that this social capital has begun to play an important role in shaping social and economic lives at the local level. However, this more modern form of social capital, arising from developmental and social changes, competes with traditional social values and social capital, which stresses parochial and particularistic feelings among known individuals while modern social capital emphasises general trust and reciprocal feelings among both known and unknown individuals. The objective element of these traditional values are those government-sanctioned, formal mass organisations such as Communist Youth and the All-China Federation of Women's Associations, where members are obliged to obey the organisation leadership. The predominant subjective values are parochial and particularistic feelings among individuals who know one another, such as guanxi and zongzu (Chen and Lu, 426). The concept of social capital emphasises that the underlying cooperative values found in individuals and groups within a culture are an important factor in solving collective problems. In contrast, the notion of “culture war” focusses on those values and differences that divide social and cultural groups. Barry defines culture wars as increases in volatility, expansion of polarisation, and conflict between those who are passionate about religiously motivated politics, traditional morality, and anti-intellectualism, and…those who embrace progressive politics, cultural openness, and scientific and modernist orientations. (90) The contemporary culture wars across the world manifest opposition by various groups in society who hold divergent worldviews and ideological positions. Proponents of culture war understand various issues as part of a broader set of religious, political, and moral/normative positions invoked in opposition to “elite”, “liberal”, or “left” ideologies. Within this Manichean universe opposition to such issues as climate change, Black Lives Matter, same sex rights, prison reform, gun control, and immigration becomes framed in binary terms, and infused with a moral sensibility (Chapman 8-10). In many disputes, the culture war often devolves into an epistemological dispute about the efficacy of scientific knowledge and authority, or a dispute between “practical” and theoretical knowledge. In this environment, even facts can become partisan narratives. For these “cultural” disputes are often how electoral prospects (generally right-wing) are advanced; “not through policies or promises of a better life, but by fostering a sense of threat, a fantasy that something profoundly pure … is constantly at risk of extinction” (Malik). This “zero-sum” social and policy environment that makes it difficult to compromise and has serious consequences for social stability or government policy, especially in a liberal democratic society. Of course, from the perspective of cultural materialism such a reductionist approach to culture and political and social values is not unexpected. “Culture” is one of the many arenas in which dominant social groups seek to express and reproduce their interests and preferences. “Culture” from this sense is “material” and is ultimately connected to the distribution of power, wealth, and resources in society. As such, the various policy areas that are understood as part of the “culture wars” are another domain where various dominant and subordinate groups and interests engaged in conflict express their values and goals. Yet it is unexpected that despite the pervasiveness of information available to individuals the pool of information consumed by individuals who view the “culture wars” as a touchstone for political behaviour and a narrative to categorise events and facts is relatively closed. This lack of balance has been magnified by social media algorithms, conspiracy-laced talk radio, and a media ecosystem that frames and discusses issues in a manner that elides into an easily understood “culture war” narrative. From this perspective, the groups (generally right-wing or traditionalist) exist within an information bubble that reinforces political, social, and cultural predilections. American and Chinese Reponses to COVID-19 The COVID-19 pandemic first broke out in Wuhan in December 2019. Initially unprepared and unwilling to accept the seriousness of the infection, the Chinese government regrouped from early mistakes and essentially controlled transmission in about three months. This positive outcome has been messaged as an exposition of the superiority of the Chinese governmental system and society both domestically and internationally; a positive, even heroic performance that evidences the populist credentials of the Chinese political leadership and demonstrates national excellence. The recently published White Paper entitled “Fighting COVID-19: China in Action” also summarises China’s “strategic achievement” in the simple language of numbers: in a month, the rising spread was contained; in two months, the daily case increase fell to single digits; and in three months, a “decisive victory” was secured in Wuhan City and Hubei Province (Xinhua). This clear articulation of the positive results has rallied political support. Indeed, a recent survey shows that 89 percent of citizens are satisfied with the government’s information dissemination during the pandemic (C Wu). As part of the effort, the government extensively promoted the provision of “political goods”, such as law and order, national unity and pride, and shared values. For example, severe publishments were introduced for violence against medical professionals and police, producing and selling counterfeit medications, raising commodity prices, spreading ‘rumours’, and being uncooperative with quarantine measures (Xu). Additionally, as an extension the popular anti-corruption campaign, many local political leaders were disciplined or received criminal charges for inappropriate behaviour, abuse of power, and corruption during the pandemic (People.cn, 2 Feb. 2020). Chinese state media also described fighting the virus as a global “competition”. In this competition a nation’s “material power” as well as “mental strength”, that calls for the highest level of nation unity and patriotism, is put to the test. This discourse recalled the global competition in light of the national mythology related to the formation of Chinese nation, the historical “hardship”, and the “heroic Chinese people” (People.cn, 7 Apr. 2020). Moreover, as the threat of infection receded, it was emphasised that China “won this competition” and the Chinese people have demonstrated the “great spirit of China” to the world: a result built upon the “heroism of the whole Party, Army, and Chinese people from all ethnic groups” (People.cn, 7 Apr. 2020). In contrast to the Chinese approach of emphasising national public goods as a justification for fighting the virus, the U.S. Trump Administration used nationalism, deflection, and “culture war” discourse to undermine health responses — an unprecedented response in American public health policy. The seriousness of the disease as well as the statistical evidence of its course through the American population was disputed. The President and various supporters raged against the COVID-19 “hoax”, social distancing, and lockdowns, disparaged public health institutions and advice, and encouraged protesters to “liberate” locked-down states (Russonello). “Our federal overlords say ‘no singing’ and ‘no shouting’ on Thanksgiving”, Representative Paul Gosar, a Republican of Arizona, wrote as he retweeted a Centers for Disease Control list of Thanksgiving safety tips (Weiner). People were encouraged, by way of the White House and Republican leadership, to ignore health regulations and not to comply with social distancing measures and the wearing of masks (Tracy). This encouragement led to threats against proponents of face masks such as Dr Anthony Fauci, one of the nation’s foremost experts on infectious diseases, who required bodyguards because of the many threats on his life. Fauci’s critics — including President Trump — countered Fauci’s promotion of mask wearing by stating accusingly that he once said mask-wearing was not necessary for ordinary people (Kelly). Conspiracy theories as to the safety of vaccinations also grew across the course of the year. As the 2020 election approached, the Administration ramped up efforts to downplay the serious of the virus by identifying it with “the media” and illegitimate “partisan” efforts to undermine the Trump presidency. It also ramped up its criticism of China as the source of the infection. This political self-centeredness undermined state and federal efforts to slow transmission (Shear et al.). At the same time, Trump chided health officials for moving too slowly on vaccine approvals, repeated charges that high infection rates were due to increased testing, and argued that COVID-19 deaths were exaggerated by medical providers for political and financial reasons. These claims were amplified by various conservative media personalities such as Rush Limbaugh, and Sean Hannity and Laura Ingraham of Fox News. The result of this “COVID-19 Denialism” and the alternative narrative of COVID-19 policy told through the lens of culture war has resulted in the United States having the highest number of COVID-19 cases, and the highest number of COVID-19 deaths. At the same time, the underlying social consensus and social capital that have historically assisted in generating positive public health outcomes has been significantly eroded. According to the Pew Research Center, the share of U.S. adults who say public health officials such as those at the Centers for Disease Control and Prevention are doing an excellent or good job responding to the outbreak decreased from 79% in March to 63% in August, with an especially sharp decrease among Republicans (Pew Research Center 2020). Social Capital and COVID-19 From the perspective of social or community capital, it could be expected that the American response to the Pandemic would be more effective than the Chinese response. Historically, the United States has had high levels of social capital, a highly developed public health system, and strong governmental capacity. In contrast, China has a relatively high level of governmental and public health capacity, but the level of social capital has been lower and there is a significant presence of traditional values which emphasise parochial and particularistic values. Moreover, the antecedent institutions of social capital, such as weak and inefficient formal institutions (Batjargal et al.), environmental turbulence and resource scarcity along with the transactional nature of guanxi (gift-giving and information exchange and relationship dependence) militate against finding a more effective social and community response to the public health emergency. Yet China’s response has been significantly more successful than the Unites States’. Paradoxically, the American response under the Trump Administration and the Chinese response both relied on an externalisation of the both the threat and the justifications for their particular response. In the American case, President Trump, while downplaying the seriousness of the virus, consistently called it the “China virus” in an effort to deflect responsibly as well as a means to avert attention away from the public health impacts. As recently as 3 January 2021, Trump tweeted that the number of “China Virus” cases and deaths in the U.S. were “far exaggerated”, while critically citing the Centers for Disease Control and Prevention's methodology: “When in doubt, call it COVID-19. Fake News!” (Bacon). The Chinese Government, meanwhile, has pursued a more aggressive foreign policy across the South China Sea, on the frontier in the Indian sub-continent, and against states such as Australia who have criticised the initial Chinese response to COVID-19. To this international criticism, the government reiterated its sovereign rights and emphasised its “victimhood” in the face of “anti-China” foreign forces. Chinese state media also highlighted China as “victim” of the coronavirus, but also as a target of Western “political manoeuvres” when investigating the beginning stages of the pandemic. The major difference, however, is that public health policy in the United States was superimposed on other more fundamental political and cultural cleavages, and part of this externalisation process included the assignation of “otherness” and demonisation of internal political opponents or characterising political opponents as bent on destroying the United States. This assignation of “otherness” to various internal groups is a crucial element in the culture wars. While this may have been inevitable given the increasingly frayed nature of American society post-2008, such a characterisation has been activity pushed by local, state, and national leadership in the Republican Party and the Trump Administration (Vogel et al.). In such circumstances, minimising health risks and highlighting civil rights concerns due to public health measures, along with assigning blame to the democratic opposition and foreign states such as China, can have a major impact of public health responses. The result has been that social trust beyond the bubble of one’s immediate circle or those who share similar beliefs is seriously compromised — and the collective action problem presented by COVID-19 remains unsolved. Daniel Aldrich’s study of disasters in Japan, India, and US demonstrates that pre-existing high levels of social capital would lead to stronger resilience and better recovery (Aldrich). Social capital helps coordinate resources and facilitate the reconstruction collectively and therefore would lead to better recovery (Alesch et al.). Yet there has not been much research on how the pool of social capital first came about and how a disaster may affect the creation and store of social capital. Rebecca Solnit has examined five major disasters and describes that after these events, survivors would reach out and work together to confront the challenges they face, therefore increasing the social capital in the community (Solnit). However, there are studies that have concluded that major disasters can damage the social fabric in local communities (Peacock et al.). The COVID-19 epidemic does not have the intensity and suddenness of other disasters but has had significant knock-on effects in increasing or decreasing social capital, depending on the institutional and social responses to the pandemic. In China, it appears that the positive social capital effects have been partially subsumed into a more generalised patriotic or nationalist affirmation of the government’s policy response. Unlike civil society responses to earlier crises, such as the 2008 Sichuan earthquake, there is less evidence of widespread community organisation and response to combat the epidemic at its initial stages. This suggests better institutional responses to the crisis by the government, but also a high degree of porosity between civil society and a national “imagined community” represented by the national state. The result has been an increased legitimacy for the Chinese government. Alternatively, in the United States the transformation of COVID-19 public health policy into a culture war issue has seriously impeded efforts to combat the epidemic in the short term by undermining the social consensus and social capital necessary to fight such a pandemic. Trust in American institutions is historically low, and President Trump’s untrue contention that President Biden’s election was due to “fraud” has further undermined the legitimacy of the American government, as evidenced by the attacks directed at Congress in the U.S. capital on 6 January 2021. As such, the lingering effects the pandemic will have on social, economic, and political institutions will likely reinforce the deep cultural and political cleavages and weaken interpersonal networks in American society. Conclusion The COVID-19 pandemic has devastated global public health and impacted deeply on the world economy. Unsurprisingly, given the serious economic, social, and political consequences, different government responses have been highly politicised. Various quarantine and infection case tracking methods have caused concern over state power intruding into private spheres. The usage of face masks, social distancing rules, and intra-state travel restrictions have aroused passionate debate over public health restrictions, individual liberty, and human rights. Yet underlying public health responses grounded in higher levels of social capital enhance the effectiveness of public health measures. In China, a country that has generally been associated with lower social capital, it is likely that the relatively strong policy response to COVID-19 will both enhance feelings of nationalism and Chinese exceptionalism and help create and increase the store of social capital. 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India has one of the world’s highest proportions of plant-based consumers relative to its total population (Sawe). However, the view that India is a predominantly vegetarian nation is likely inaccurate, as recent findings from the 2014 Indian Census indicate that only three in ten Indians self-identity as vegetarian (Census of India). Other studies similarly estimate the prevalence of vegetarianism to range from about 25% (Mintel Global) to about 40% (Euromonitor International; Statista, “Share”), and many Indians are shifting from strict plant-based diets to more flexible versions of plant-based eating (Food and Agriculture Organization of the United Nations). When it comes to meat eating, poultry is the most widely consumed (USDA Foreign Agricultural Service; Organisation for Economic Co-operation and Development). Some claim that the changing consumer landscape is also eroding traditional taboos associated with beef and buffalo meat consumption (Kala; Bansal), with many tending to underreport their meat consumption due to religious and cultural stigmas (Bansal).This change in food choices is driven by several factors, such as increasing urbanisation (Devi et al.), rising disposable incomes (Devi et al.; Rukhmini), globalisation, and cross-cultural influences (Majumdar; Sinha). Today, the urban middle-class is one of India’s fastest growing consumer segments (Wharton School of the University of Pennsylvania), and the rise in the consumption of animal products is primarily occurring in urban India (National Sample Survey Office), making this an important market to investigate.From a global perspective, while many Western nations are increasingly adopting plant-based diets (Eswaran), the growth in meat consumption is predicted to mainly come from emerging markets (OECD/FAO) like India. With these points in mind, the purpose of this study was to explore contemporary eating practices in urban India and to understand how social structures, cultures, and traditions influence these practices. The findings indicate that the key reasons why many are transitioning away from plant-based diets are the rise of new and diverse meat-based foods in urban India, emerging tastes for meat-based cuisines, and meat becoming to be viewed as a status symbol. These factors are further elaborated upon in this article.MethodA key question of this research was “What are eating practices like in urban India today?” The question itself is a challenge, given India’s varied cultures and traditions, along with its myriad eating practices. Given this diversity, the study used an exploratory qualitative approach, where the main mode of data gathering was twenty-five unstructured individual face-to-face interviews, each approximately sixty minutes in duration. The discussions were left largely open to allow participants to share their unique eating practices and reflect on how their practices are shaped by other socio-cultural practices. The research used an iterative study design, which entailed cycles of simultaneous data collection, analysis, and subsequent adaptations made to some questions to refine the emerging theory. Within the defined parameters of the research objectives, saturation was adequately reached upon completion of twenty-five interviews.The sample comprised Mumbai residents aged 23 to 45 years, which is fairly representative given about a third of India’s population is aged under 40 (Central Intelligence Agency). Mumbai was selected as it is one of India’s largest cities (Central Intelligence Agency) and is considered the country’s commercial capital (Raghavan) and multicultural hub (Gulliver). The interviews were conducted at a popular restaurant in downtown Mumbai. The interviews were conducted predominantly in English, as it is India’s subsidiary official language (Central Intelligence Agency) and the participants were comfortable conversing in English. The sample included participants from two of India’s largest religions—Hindus (80%) and Muslims (13%) (Registrar General and Census Commissioner of India), and comprised an even split of males and females.The Market Research Society of India has developed a socio-economic classification (SEC) grid that segments urban households into twelve groups (Market Research Society of India). This segmentation is based on two questions: level of education—from illiteracy to a postgraduate degree—and the ownership of eleven items that range from fairly basic (e.g., electricity connection, gas stove) to relatively sophisticated (e.g., refrigerator, personal computer). As previous qualitative work has found that education levels and disposable incomes can significantly impact one’s ability to make informed and deliberate food choices (Khara), and given meat is a relatively expensive commodity in India (Puskar-Pasewicz), the study focused on the most affluent segments—i.e., SEC A1 and some of SEC A2.It is said that researcher values and predispositions are to some extent inseparable from the research process, and therefore that potential researcher bias must be managed by being self-aware, looking for contradictory data, and being open to different interpretations of the data (Ogden). As the interviewer is a vegan of Indian ethnicity, she attempted to manage researcher bias in several ways. Triangulation of data sources (e.g., interviews, observations, product analysis) helped provide a multi-faceted understanding of the topic (Patton). The discussion guide and findings were also discussed with researchers from different cultural and dietary backgrounds. It is also argued that when a researcher shares the same background as the participants—as was the case in this study—participants may remain silent on certain issues, as they may assume the researcher knows the context and nuances in relation to these issues (McGinn). This arose in some instances as some participants said, “it’s standard stuff you know?” The interviewer hence took an “outsider” role, stating “I’ll need to know what standard stuff is”, so as to reduce any expectation that she ought to understand the social norms, conventions, and cultural practices related to the issue (Leckie). This helped yield more elaborate discussions and greater insight into the topic from the participant’s own unique perspective.The Rise of New and Diverse Meat-based Foods in Urban India Since the early 1990s, which marked the beginning of globalisation in India, urban Indian food culture has undergone a significant change as food imports have been liberalised and international food brands have made their way into the domestic market (Vepa). As a result, India’s major urban centres appear to be witnessing a food revolution:Bombay has become so metropolitan, I mean it always was but it’s so much more in terms of food now … and it’s so tempting. (Female, age 32)The changing food culture has also seen an increase in new dishes, such as a lamb burger stuffed with blue cheese, and the desire to try out exotic meats such as octopus, camel, rabbit, and emu. Many participants described themselves as “food obsessed” and living in a “present and continuous state of food”, where “we finish a meal and we’ve already started discussing our next meal”.In comparison, traditional plant-based foods were seen to have not undergone the same transformation and were described as “boring” and “standard” in comparison to the more interesting and diverse meat-based dishes:a standard restaurant menu, you don’t have all the different leafy vegetables…It’s mostly a few paneer and this or that—and upon that they don’t do much justice to the vegetable itself. It’s the same masala which they mix in it so everything tastes the same to me. So that’s a big difference when you consider meats. If I eat chicken in different preparations it has a different taste, if I have fish each has a different taste. (Male, age 29)If I’m going out and I’m spending, then I’m not going to eat the same thing which I eat at home every day which is veg food ... I will always pick the non-vegetarian option. (Male, age 32)Liberalisation and the transformation of the local media landscape also appears to have encouraged a new form of consumerism (Sinha). One participant described how an array of new TV channels and programmes have opened up new horizons for food:The whole visual attraction of food, getting it into your living room or into your bedroom and showing you all this great stuff … [There are now] kiddie birthdays which are MasterChef birthdays. There are MasterChef team building activities … So food is very big and I think media has had a very, very large role to play in that. (Female, age 40+)In a similar vein, digital media has also helped shape the food revolution. India has the world’s second largest number of Internet users (Statista, Internet) and new technology seems to have changed the way urban Indians interact with food:We are using social sites. We see all the cooking tips and all the recipes. I have a wife and she’s like, “Oh, let’s cook it!” (Male, age 25)I see everything on YouTube and food channels and all that. I really like the presentation, how they just a little they cook the chicken breast. (Female, age 42)Smartphones and apps have also made access to new cuisines easier, and some participants have become accustomed to instant gratification, givendelivery boys who can satisfy your craving by delivering it to you … You order food from “Zomato” at twelve o’clock, one o’clock also. And order from “Sigree” in the morning also nowadays … more delivery options are there in India. (Male, age 30)This may also partially explain the growing popularity of fusion foods, which include meat-based variations of traditional plant-based dishes, such as meat-filled dosas and parathas.Emerging Tastes for Meat-based Cuisines Many highlighted the sensory pleasure derived from meat eating itself, focusing on a broad range of sensory qualities:There’s the texture, there’s the smell, there’s aroma, there’s the taste itself … Now imagine if chicken or beef was as soft as paneer, we probably wouldn’t enjoy it as much. There’s a bit of that pull. (Female, age 32)Some discussed adopting a plant-based diet for health-related reasons but also highlighted that the experience, overall, was short of satisfactory:I was doing one week of GM Diet … one day it was full of fruits, then one day it was full of vegetables. And then in the third day, when it was actually the chicken part, frankly speaking even I enjoyed … you just cannot have veggies everyday. (Female, age 35)Only eating veg, I think my whole mouth was, I think gone bad. Because I really wanted to have something … keema [minced meat]. (Female, age 38)Plant-based foods, in comparison to meat-based dishes, were described as “bland”, “boring”, and lacking in the “umami zing”. Even if cooked in the same spices, plant-based foods were still seen to be wanting:you have chicken curry and soya bean curry made from the same masala … but if you replace meat with some other substitutes, you’re gonna be able to tell the difference ... the taste of meat, I feel, is better than the taste of a vegetable. (Male, age 32)The thing is, vegetarian dishes are bland … They don’t get the feeling of the spices in the vegetarian dish ... So when you are eating something juicy, having a bite, it’s a mouthful thing. Vegetarian dishes are not mouthful. (Male, age 25)At the end of a vegetarian meal … I think that maybe [it is] a lack of fullness … I’m eating less because you get bored after a while. (Female, age 32)Tasting the Forbidden FruitIn India, chicken is considered to be widely acceptable, as pork is forbidden to Muslims and beef is prohibited for Hindus (Devi et al.; Jishnu). However, the desire for new flavours seems to be pushing the boundaries of what is deemed acceptable, as highlighted in the discussion below with a 25-year-old male Muslim participant:Participant: When I go out with my friends then I try new things like bacon.Moderator: Bacon?Participant: Yeah... when I went with my colleagues to this restaurant in Bandra—it’s called Saltwater Cafe. And they had this chicken burger with bacon wrapped on it.Moderator: Okay.Participant: And I didn’t know at the time that it’s bacon … They didn’t tell me what we are having … When I had it, I told them that it’s tasting like different, totally different, like I haven’t had this in my life.Moderator: Yeah.Participant: And when they told me that it’s bacon then, I thought, okay fine. Something new I can have. Now I’m old enough to make my own choices.Similarly, several Hindu participants expressed similar sentiments about beef consumption:One of our friends, he used to have beef. He said this tastes better than chicken so I tried it. (Male, age 30)I ended up ordering beef which I actually would never eat ... But then everyone was like, it’s a must try ... So I start off with eating the gravy and then it entices me. That’s when I go and try the meat. (Female, aged 23)Although studies on meat eating in India are limited, it seems that many prefer to consume meats outside the home (Suresh; Devi et al.), away from the watchful eyes of parents, partners and, in some instances, the neighbours:My dad would say if you want to eat beef or anything have it outside but don’t bring it home. (Male, age 29)One of my friends … he keeps secret from his girlfriend … he come with us and eat [meat] and tell us not to tell her. (Male, age 26)People around have a little bit of a different view towards people eating non-veg in that area—so we wouldn’t openly talk about eating non-veg when somebody from the locality is around. (Female, age 32)Further to this point, some discussed a certain thrill that arose from pushing social boundaries by eating these forbidden meats:feel excited ... it gave me confidence also. I didn’t know ... my own decision. Something that is riskier in my life, which I hadn’t done before. (Male, age 25)Meat as a Status SymbolIn urban India, meat is increasingly considered a status symbol (Roy; Esselborn; Goswami). Similarly, several participants highlighted that meat-based dishes tend to be cooked for special occasions:non-vegetarian meals [at home] were perceived as being more elaborate and more lavish probably as compared to vegetarian meals. (Male, age 34)Dal [a lentil dish] is one of the basic things which we don’t make in the house when you have guests, or when you have an occasion … We usually make biryani…gravies of chicken or mutton. (Female, age 38)Success in urban India tends to be measured through one’s engagement with commodities that hold status-enhancing appeal (Mathur), and this also appears to apply to eating practices. Among meat-eating communities, it was found that serving only plant-based foods on special occasions was potentially seen as “low grade” and not quite socially acceptable:It’s just considered not something special. In fact, you would be judged…they would be like, “Oh my God, they only served us vegetables.” (Female, age 32)If you are basically from a Gujarati family, you are helpless. You have to serve that thing [vegetarian food] ... But if you are a non-vegetarian … if you serve them veg, it looks too low grade. (Female, age 38)In fact, among some families, serving “simple vegetarian food” tended to be associated with sombre occasions such as funerals, where one tends to avoid eating certain foods that give rise to desires, such as meat. This is elaborated upon in the below discussion with a Hindu participant (female, aged 40+):Participant: So an aunt of mine passed away a little over a year ago … traditionally we have this 13 day thing where you eat—We call it “Oshoge”… the khaana [food] is supposed to be neutral.Moderator: The khaana is supposed to be vegetarian?Participant: Yeah, it’s not just vegetarian … You’re supposed to have very simple vegetarian food like boiled food or you know dahi [plain yoghurt] and puffed rice … after a day of that, we were all looking at each other and then my cousin said, “Let me teach you how to fillet fish.” Similarly, a Muslim participant mentioned how serving certain dishes—such as dal, a common vegetarian dish—tends to be reserved for funeral occasions and is therefore considered socially unacceptable for other occasions:I’m calling a guest and I make dal chawal [lentils and rice] okay? They will think, arrey yeh kya yeh mayat ka khaana hai kya? [oh what is this, is the food for a corpse or what]? ... I can make it on that particular day when somebody has died in the family ... but then whenever guest is at home, or there is an occasion, we cannot make dal. (Female, age 38)ConclusionUrban India is experiencing a shift in norms around food choices, as meat-based dishes appear to have become symbolic of the broader changing landscape. Meat is not only eaten for its sensory properties but also because of its sociocultural associations. In comparison, many plant-based foods are perceived as relatively bland and uninteresting. This raises the question of how to make plant-based eating more appealing, both in terms of social significance and sensory enjoyment. In view of the attachment to familiar customs against the backdrop of a rapidly changing urban culture (Sinha; Venkatesh), perhaps plant-based foods could be re-introduced to the urban Indian as a blend of Western novelty and traditional familiarity (Majumdar), thereby representing the “the new along with the old” (Sinha 18), and hence enhancing their status. 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Introduction There is much to be said about house and home and about our media’s role in defining, enabling, as well as undermining it. […] For we can no longer think about home, any longer than we can live at home, without our media. (Silverstone, “Why Study the Media” 88) For lesbians, inhabiting the queer slant may be a matter of everyday negotiation. This is not about the romance of being off line or the joy of radical politics (though it can be), but rather the everyday work of dealing with the perception of others, with the “straightening devices” and the violence that might follow when such perceptions congeal into social forms. (Ahmed 107) Picture this. Once or twice a week a small, black, portable TV set goes on a journey; down from the lofty heights of the top shelf of the built in storage cupboard into the far corner of the living room. A few hours later, it is being stuffed back into the closet. Not far away across town, another small TV set sits firmly in the corner of a living room. Yet, it remains inanimate for days on end. What do you see? The techno-stories conveyed in this paper are presented through – and anchored to – the idea of the cultural biography of things (Kopytoff 1986), revealing how objects (more specifically media technologies) produce and become part of an articulation of particular and conflicting moral economies of households (Silverstone, “Domesticating Domestication”; Silverstone, Hirsch and Morley, “Information and Communication”; Green). In this context, the concept of the domestication of ICTs has been widely applied in Media Studies during the 1990s and, more recently, been updated to account for the changes in technology, household composition, media regulation, and in fact the dislocation of domesticity itself (Berker, Hartmann, Punie and Ward). Remarkable as these mainstream techno-stories are in their elucidation of contemporary techno-practices, what is still absent is the consideration of how gender and sexuality intersect and are being done through ICT consumption at home, work and during leisure practices in alternative or queer households and families. Do lesbians ‘make’ house and home and in what ways are media and ICTs implicated in the everyday work of queer home-making strategies? As writings on queer subjects and cyberspace have proliferated in recent years, we can now follow a move to contextualize queer virtualities across on and offline experiences, mapping ‘complex geographies of un/belonging’ (Bryson, MacIntosh, Jordan and Lin) and a return to consider online media as part of a bigger ICT package that constitutes our queer everyday life-worlds (Karl). At the same time, fresh perspectives are now being developed with regards to the reconfiguration of domestic values by gay men and lesbians, demonstrating the ongoing processes of probing and negotiation of ‘home’ and the questioning of domesticity itself (Gorman-Murray). By aligning ideas and concepts developed by media theorists in the field of media domestication and consumption as well as (sexual) geographers, this paper makes a contribution towards our understanding of a queer sense of home and domesticity through the technological and more specifically television. It is based on two case studies, part of a larger longitudinal ethnographic study of women-centred households in Brighton, UK. Gill Valentine has identified the home and workplaces as spaces, which are encoded as heterosexual. Sexual identities are being constrained by ‘regulatory regimes’, promoting the normalcy of heterosexuality (4). By recounting the techno-stories of lesbian women, we can re-examine notions of the home as a stable, safe, given entity; the home as a particular feminine sphere as well as the leaky boundaries between public and private. As media and ICTs are also part of a (hetero)sexual economy where they, in their materiality as well as textual significance become markers of sexual difference, we can to a certain extent perceive them as ‘straightening devices’, to borrow a phrase from Sara Ahmed. Here, we will find the articulation of a host of struggles to ‘fight the norms’, but not necessarily ‘step outside the system completely, full-time’ (Ben, personal interview [all the names of the interviewees have been changed to protect their anonymity]). In this sense, the struggle is not only to counter perceived heterosexual home-making and techno-practices, but also to question what kinds of practices to adopt and repeat as ‘fitting in’ mechanism. Significantly, these practices leave neither ‘homonormative’ nor ‘heteronormative’ imaginaries untouched and remind us that: In the case of sexual orientation, it is not simply that we have it. To become straight means that we not only have to turn towards the objects that are given to us by heterosexual culture, but also that we must “turn away” from objects that take us off this line. (Ahmed 21) In this sense then, we are all part of drawing and re-drawing the lines of belonging and un-belonging within the confines of a less than equal power-economy. Locating Dys-Location – Is There a Lesbian in the Home? In his effort to re-situate the perspective of media domestication in the 21st century, David Morley points us to ‘the process of the technologically mediated dislocation of domesticity itself’ (“What’s ‘home’” 22). He argues that ‘under the impact of new technologies and global cultural flows, the home nowadays is not so much a local, particular “self-enclosed” space, but rather, as Zygmunt Bauman puts it, more and more a “phantasmagoric” place, as electronic means of communication allow the radical intrusion of what he calls the “realm of the far” (traditionally, the realm of the strange and potentially troubling) into the “realm of the near” (the traditional “safe space” of ontological security) (23). The juxtaposition of home as a safe, ‘given’ place of ontological security vis a vis the more virtual and mediated realm of the far and potentially intrusive is itself called into question, if we re-consider the concepts of home and (dis)location in the light of lesbian geographies and ‘the production and regulation of heterosexual space’ (Valentine 1). The dislocation of home and domesticity experienced through consumption of (mobile) media technologies has always already been under-written by the potential feeling of dys-location and ‘trouble’ by lesbians on the grounds of sexual orientation. The lesbian experience disrupts the traditionally modern and notably western ideal of home as a safe haven and refuge by making visible the leaky boundaries between private seclusion and public surveillance, as much as it may (re)invest in the production of ideas and ideals of home-making and domesticity. This is illustrated for example by the way in which the heterosexuality of a parental home ‘can inscribe the lesbian body by restricting the performative aspects of a lesbian identity’, which may be subverted by covert acts of resistance (Johnston and Valentine 111; Elwood) as well as by the potentially greater freedoms of lesbian identity within a ‘lesbian home’, which may nevertheless come under scrutiny and ‘surveillance of others, especially close family, friends and neighbours’ (112). Nevertheless, more recently it has also been demonstrated how even overarching structures of familial heteronormativity are opportune to fissures and thereby queered, as Andrew Gorman-Murray illustrates in his study of Australian gay, lesbian and bisexual youth in supportive family homes. So what is, or rather, what can constitute a ‘lesbian home’ and how is it negotiated through everyday techno-practices? In and Out of the Closet – The Straight-Speaking ‘Telly’ As places go, the city of Brighton and Hove in the south-east of England fetches the prize for the highest ratio of LGBT people amongst its population in the UK, sitting at about 15%. In this sense, the home-making stories to which I will refer, of a white, lesbian single mother in her early 40s from a working-class background and a white lesbian/dyke couple in their 30s (from middle-/working-class backgrounds), are already engendered in the sense that Brighton (to them) represented in part a kind of ‘home-coming’ in itself. Helen and Ben, a lesbian butch-femme couple (‘when it takes our fancy’, Helen), had recently bought a terraced 1930s three-bedroom house with a sizeable garden in a soon to be up and coming residential area of Brighton. The neighbours are a mix of elderly, long-standing residents and ‘hetero’ families, or ‘breeders’, as Ben sometimes referred to them. Although they had lived together before, the new house constituted their first purchase together. This was significant especially for Helen, as it made their lives more ‘equal’ in terms of what goes where and the input on the overall interior decoration. Ben had shifted from London to Brighton a few years previously for a ‘quieter life’, but wished to remain connected to a queer community. Helen had made the move to Brighton from Germany – to study and enjoy the queer feel, and never left. Both full-time professionals, Helen worked in the publishing industry and Ben as a social worker. Already considering Brighton their ‘home’ town, the house purchase itself constituted another home-making challenge: as a lesbian/dyke couple on equal footing they were prepared to accept to live in a pre-dominantly straight neighbourhood, as it afforded them more space for money compared to the more visibly gay male living areas in the centre of town. The relative invisibility of queer women (and their neighbourhoods) compared to queer men in Brighton may, as it does elsewhere, be connected to issues of safety (Elwood) as well as the comparative lack of financial capacity (Bell and Valentine). Walking up to this house on the first night of my stay with them, I am struck by just how inconspicuous it appears – one of many in a long street, up a steep hill: ‘Most housing in contemporary western societies is “designed, built, financed and intended for nuclear families”’ (Bell in Bell and Valentine 7). I cannot help but think – more as a reflection on myself than of what I am about to experience – is this it? Is this the ‘domesticated lesbian’? What I see appears ‘familiar’, ‘tamed’, re-tracing the straight lines of heterosexual culture. Helen opens the door and orders me directly into the kitchen. She says ‘Ben is in the living room, watching television… Ben takes great pleasure in watching “You’ve been Framed”’. (Fieldnotes) In this context, it is appropriate to focus on the television and its place within their home-making strategies. Television, in its historical and symbolic significance, could be deemed the technological co-terminus to the ideal nuclear family home. Lynn Spigel has shown through her examination of the cultural history of TV’s formative years in post World War America how television became central to providing representations of family life, but also how the technology itself, as an object, informed material and symbolic transformations within the domestic sphere and beyond. Over the past fifty years as Morley points out, the TV has moved from its fixed place in the living room to become more personalised and encroach on other spaces in house and home and has now, in fact, re-entered the public realm (see airports and shopping malls) where it originated. At present, ‘the home itself can seen as having become … the “last vehicle”, where comfort, safety and stability can happily coexist with the possibility of instantaneous digitalised “flight” to elsewhere – and the instantaneous importation of desired elements of the “elsewhere” into the home’ (Morley, “Media, Modernity” 200). Importantly, as Morley confirms, today’s high-tech discourse is often still framed by a nostalgic vision of ‘family values’. There was only one TV set in Helen and Ben’s house: a black plastic cube with a 16” screen. It was decidedly ‘unglamorous’ as Helen pointed out. During the first round of ‘home-making’ efforts, it had found its way into a corner in the front room, with the sofa and armchair arranged in viewing distance. It was a very ‘traditional’ living room set-up. During my weeklong stay and for some weeks after, it was mostly Ben on her own ‘watching the telly’ in the early evenings ‘vegging out’ after work. Helen, meanwhile, was in the kitchen with the radio on or a CD playing, or in her ‘ICT free’ bedroom, reading. Then, suddenly, the TV had disappeared. During one of our ‘long conversations’ (Silverstone, Hirsch and Morley, “Listening”, 204) it transpired that it was now housed for most of the time on the top shelf of a storage cupboard and only ‘allowed out’ ever so often. As a material object, it had easily found its place as a small, but nevertheless quite central feature in the living room. Imbued with the cultural memory of their parents’ and that of many other living rooms, it was ‘tempting’ and easy for them to ‘accept’ it as part of a setting up home as a couple. Ben explained that they both fell into a habit, an everyday routine, to sit around it. However, settling into their new home with too much ‘ease’, they began to question their techno-practice around the TV. For Helen in particular, the aesthetics of the TV set did not fit in with her plans to re-decorate the house loosely in art deco style, tethered to her femme identity. They did not envisage creating a home that would potentially signal that a family with 2.4 children lives here. ‘The “normality” of [working] 9-5’ (Ben), was sufficient. Establishing a perceived visual difference in their living room, partly by removing the TV set, Helen and Ben aimed to ‘draw a line’ around their home and private sphere vis a vis the rest of the street and, metaphorically speaking, the straight world. The boundaries between the public and private are nevertheless porous, as it is exactly that the public perceptions of a mostly private, domesticated media technology prevent Helen and Ben from feeling entirely comfortable in its presence. It was not only the TV set’s symbolic function as a material object that made them restrict and consciously control the presence of the TV in their home space. One of Helen and Ben’s concerns in this context was that TV, as a broadcast medium, is utterly ‘conservative’ in its content and as such, very much ‘straight speaking’. To paraphrase Helen – you can only read so much between the lines and shout at the telly, it can get tiring. ‘I like watching nature programmes, but they somehow manage even here to make it sound like a hetero narrative’. Ben: ‘yeah – mind the lesbian swans’. The employment of the VCR and renting movies helps them to partly re-dress this perceived imbalance. At the same time, TV’s ‘water-cooler’ effect helps them to stay in tune with what is going on around them and enables them, for example, to participate and intervene in conversations at work. In this sense, watching TV can turn into home-work, which affords a kind of entry ticket to shared life-worlds outside the home and as such can be controlled, but not necessarily abandoned altogether. TV as a ‘straightening device’ may afford the (dis)comfort of a sense of participation in mainstream discourses and the (dis)comfort of serving as a reminder of difference at the same time. ‘It just sits there … apart from Sundays’ – and when the girls come round… Single-parent households are on the rise in the US (Russo Lemor) as well as in the UK. However, the attention given to single-parent families so far focuses pre-dominantly on single mothers and fathers after separation or divorce from a heterosexual marriage (Russo Lemor; Silverstone, “Beneath the Bottom Line”). As (queer) sociologists have began to map the field of ‘families of choice and other life experiments’ (Weeks, Heaphy and Donovan), a more concerted effort to bring together the literatures and to shed more light on the queer techno-practices of alternative families seems necessary. Liz and her young son Tim had moved to Brighton from London. As a lesbian working single mother, she raises Tim pre-dominantly on her own: ‘we are a small family, and that’s fine’. Liz’s home-making narrative is very much driven by her awareness of what she sees as her responsibilities as a mother, a lesbian mother. The move to Brighton was assessed by being able to keep her clients in London (she worked as a self-employed communication and PR person for various London councils) – ‘this is what feeds us’, and the fact that she did not want Tim to go to a ‘badly performing’ school in London. The terraced three-bedroom house she found was in a residential area, not too far from the station and in need of updating and re-decorating. The result of the combined efforts of builders, her dad (‘for some of the DIY’) and herself produced a ‘conventional’ set-up with a living room, a kitchen-diner, a small home-office (for tele-working) and Tim’s and her bedroom. Inconspicuous in its appearance, it was clearly child-oriented with a ‘real jelly bean arch’ in the hallway. The living room is relatively bare, with a big sofa, table and chairs, ‘an ancient stereo-system’ and a ‘battered TV and Video-recorder’ in the corner. ‘We hardly use it’, Liz exclaims. ‘We much rather spend time out and about if there is a chance … quality time, rather than watching TV … or I read him stories in bed. I hate the idea of TV as a baby sitter … I have very deliberately chosen to have Tim and I want to make the most of it’. For Liz, the living room with the TV set in it appears as a kind of gesture to what family homes ‘look like’. As such, the TV and furniture set-up function as a signal and symbol of ‘normality’ in a queer household – perhaps a form of ‘passing’ for visitors and guests. The concern for the welfare of her son in this context is a sign and reflection of a constant negotiation process within a pre-dominantly heterosexual system of cultural symbols and values, which he, of course, is already able to ‘compare’ and evaluate when he is out and about at school or visiting friends in their homes. Unlike in Helen and Ben’s home, the TV is therefore allowed to stay out of the closet. Still, Liz rarely watches TV at all, for reasons not dissimilar to those of Helen and Ben. Apart from this, she shares a lack of spare time with many other single parents. Significantly, the living room and TV do receive a queer ‘make-over’ now and then, when Tim is in bed or with his father on a weekend and ‘the girls’ come over for a drink, chat and video viewing (noticeably, the living room furniture and TV get pushed around and re-arranged to accommodate the crowd). In this sense, Liz, in her home-making practices, carefully manages and performs ‘object relationships’ that allow her and her son to ‘fit in’ as much as to advocate ‘difference’ within the construction of ‘normalcy’. The pressures of this negotiation process are clearly visible. Conclusion – Re-Engendering Home and Techno-Practices As women as much as lesbians, Helen, Ben and Liz are, like so many others, part of a historical and much wider struggle regarding visibility, equality and justice. If this article had been dedicated to gay/queer men and their techno- and home-making sensibilities, it would have read somewhat differently to be sure. Of course, questions of gender and sexual identities would have remained equally paramount, as they always should, enfolding questions of class, race and ethnicity (Pink 2004). The concept and practice of home have a deeply engendered history. Queer practices ‘at home’ are always already tied up with knowledges of gendered practices and spaces. As Morley has observed, ‘space is gendered on a variety of scales … the local is often associated with femininity and seen as the natural basis of home and community, into which an implicitly masculine realm intrudes’ (“Home Territories” 59). As the public and private realms have been gendered masculine and feminine respectively, so have media and ICTs. Although traditional ideas of home and gender relations are beginning to break down and the increasing personalization and mobilization of ICTs blur perceptions of the public and private, certain (idealized, heterosexualized and gendered) images of home, domesticity and family life seem to be recurring in popular discourse as well as mainstream academic writing. As feminist theorists have illustrated the ways in which gender needs to be seen as performative, feminist and queer theorists also ought to work further on finding vocabularies and discourses that capture and highlight diversity, without re-invoking the spectre of the nuclear family (home) itself (Weeks, Heaphy and Donovan). What I found was not the ‘domesticated’ lesbian ‘at home’ in a traditional feminine sphere. Rather, I experienced a complex set of re-negotiations and re-inscriptions of the domestic, of gender and sexual values and identities as well as techno-practices, leaving a trace, a mark on the system no matter how small (Helen: ‘I do wonder what the neighbours make of us’). The pressure and indeed desire to ‘fit in’ is often enormous and therefore affords the re-tracing of certain trodden paths of domesticity and ICT consumption. Nevertheless, I am looking forward to the day when even Liz can put that old telly into the closet as it has lost its meaning as a cultural signifier of a particular kind. References Ahmed, Sara. Queer Phenomenology – Orientations, Objects, Others. Durham and London: Duke UP, 2006. Bell, David, and Gill Valentine. “Introduction: Orientations.” mapping desire. Eds. David Bell and Gill Valentine. London: Routledge, 1995. 1-27. Berker, Thomas, Maren Hartmann, Yves Punie and Katie J. Ward, eds. Domestication of Media and Technology. Maidenhead: Open UP, 2006. Bryson, Mary, Lori MacIntosh, Sharalyn Jordan, Hui-Ling Lin. “Virtually Queer?: Homing Devices, Mobility, and Un/Belongings.” Canadian Journal of Communication 31.3 (2006). Elwood, Sarah A.. “Lesbian Living Spaces: Multiple Meanings of Home.” From Nowhere to Everywhere – Lesbian Geographies. Ed. Gill Valentine. New York and London: Harrington Park Press, 2000. 11-27. 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Citation reference for this article MLA Style Karl, Irmi. "Domesticating the Lesbian?: Queer Strategies and Technologies of Home-Making." M/C Journal 10.4 (2007). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0708/06-karl.php>. APA Style Karl, I. (Aug. 2007) "Domesticating the Lesbian?: Queer Strategies and Technologies of Home-Making," M/C Journal, 10(4). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0708/06-karl.php>.

In a TEXT essay in 2004, Philip Edmonds wrote about the publication prospects of graduates of creative writing programs. He depicted the publishing industry of the 1970s and 1980s as a field driven by small presses and literary journals, and lamented the dearth of these publications in today’s industry. Edmonds wrote that our creative writing programs as they stand today are under-performing as they do not deliver on the prime goal of most students: publication. “Ultimately,” he wrote, “creative writing programs can only operate to their full potential alongside an expanding and vibrant publishing culture” (1). As a creative writing and publishing lecturer myself, and one who teaches in the field of publishing and editing, this anxiety rings quite true. I am inherently interested in the creation of a strong and vibrant publishing industry so that promising students and graduates might get the most out of their degrees. As the popularity of creative writing programs grows, what relationships are being formed between writing programs and the broader publishing industry? Furthermore, does a role and responsibility exist for universities themselves to foster the publication of the emerging writers they train? Edmonds argued that the answer could be found not in universities, but in state writers’ centres. He advocated a policy whereby universities and the Australia Council funded the production of literary magazines through state writers’ centres, resulting in a healthier publishing marketplace for creative writing graduates (6). This paper offers a second alternative to this plan, arguing that university presses can play a role in the development of a healthier Australian publishing industry. To do so, it cites three examples of university press interactions with both the broad writing and publishing industry, and more specifically, with creative writing programs. The paper uses these examples—University of Queensland Press, University of Western Australia Press, and Giramondo Publishing (UWS)—in order to begin a broader conversation regarding the role universities can play in the writing and publishing industry. Let us begin by thinking about the university and its traditional role in the development of literature. The university can be thought of as a multi-functional literary institution. This is not a new concept: for centuries, there has been an integral link between the book trade and the university, with universities housing “stationers, scribes, parchment makers, paper makers, bookbinders, and all those associated with making books” (Clement 317). In universities today, we see similar performances of the various stages of literary production. We have students practising creative writing in both undergraduate and postgraduate coursework programs. We have the editing of texts and mentoring of writers through postgraduate creative writing supervision. We have the distribution of texts through sales from university bookshops, and the mass storage and loans of texts in university libraries. And we have the publication of texts through university presses.This point of literary production, the publication of texts through university presses, has traditionally been preoccupied with the publication of scholarly work. However, a number of movements within the publishing industry towards the end of the twentieth century resulted in some university presses shifting their objectives to incorporate trade publishing. The globalization of the publishing industry in the early 1990s led to a general change in the decision-making process of mainstream publishers, where increasingly, publishers looked at the commercial viability of texts rather than their cultural value. These movements, defined by the takeover of many publishing houses by media conglomerates, also placed significant financial pressure on smaller publishers, who struggled to compete with houses now backed by significantly increased fiscal strength. While it is difficult to make general statements about university presses due to their very particular nature, one can read a trend towards trade publishing by a number of university presses in an attempt to alleviate some of these financial pressures. This shift can be seen as one interaction between the university and the broader creative writing discipline. However, not all university presses waited until the financial pressures of the 1990s to move to trade publishing. For some presses, their trade lists have played a significant role in defining their relationship with literary culture. One such example in the Australian landscape is University of Queensland Press. UQP was founded in 1948, and subsisted as purely a scholarly publisher until the 1960s. Its first movements into trade publishing were largely through poetry, originally publishing traditional hardback volumes before moving into paperback, a format considered both innovative and risky at the time. David Malouf found an early home at UQP, and has talked a number of times about his relationship with the press. His desire to produce a poetry format which appealed to a new type of audience spawned the press’s interest in trade publishing. He felt that slim paperback volumes would give poetry a new mass market appeal. On a visit to Brisbane in 1969 I went to talk to Frank Thompson (general manager) at the University of Queensland Press… I told him that I did have a book but that I also had a firm idea of the kind of publication I wanted: a paperback of 64 pages that would sell for a dollar. Frank astonished me by saying … that if his people told him it was financially viable he would do it. He picked up the phone, called in his production crew … and after a quarter of an hour of argument and calculations they came up with the unit cost of, I think, twenty-three cents. ‘Okay, mate,’ Frank told me, ‘you’re on.’ I left with a firm undertaking and a deadline for delivery of the manuscript. (Malouf 72-73) That book of poetry, Bicycle and Other Poems, was Malouf’s first solo volume. It appeared in bookstores in 1970 alongside other slim volumes by Rodney Hall and Michael Dransfield, two men who would go on to become iconic Brisbane poets. Together, these three bold experiments in paperback poetry publishing sold a remarkable 7,000 copies and generated these sales without school or university adoptions, and without any Commonwealth Literary Fund assistance, either. UQP went on to publish 159 new titles of poetry between 1968 and 1996, becoming a significant player in the Australian literary landscape. Through University of Queensland Press’s poetry publishing, we see a way of how the university can interact with the broader writing and publishing industry. This level of cohesion between the publishing house and the industry became one of the distinguishing features of the press in this time. UQP garnered a reputation for fostering Australian writing talent, launching the careers of a generation of Australian authors. Elizabeth Jolley, Roger McDonald, Beverley Farmer, Thea Astley, Janette Turner Hospital, and Peter Carey all found their first home at the press. The university’s publishing house was at the forefront of Australian literary development at a time when Australia was beginning to blossom, culturally, as a nation. What this experience shows is the cultural importance and potential cultural benefit of a high level of cohesion between the university press and the broader writing and publishing industry. UQP has also sought to continue a high level of social cohesion with the local community. The press is significant in that it inhabits a physical space, the city of Brisbane, which is devoid of any other significant trade publishers. In this sense, UQP, and by association, the University of Queensland, has played a leading role in the cultural and literary development of the city. UQP continues to sponsor events such as the Brisbane Writers Festival, and publishes the winning manuscript for the Emerging Queensland Author award at the annual Queensland Premier’s Literary Awards. Another point of interest in this relationship between the press and the university at University of Queensland can be seen in the relationship between UQP and some of the staff in the university’s creative writing department. Novelist, Dr Venero Armanno, senior lecturer in the creative writing program at UQ, shifted from a major international publisher back to his employer’s publishing house in 2007. Armanno’s move to the press was coupled with the appointment at UQP of another University of Queensland creative writing senior lecturer, Dr Bronwyn Lea, as poetry editor (Lea has recently left this post). This sort of connection shapes the public face of creative writing within the university, and heightens the level of cohesion between creative writing programs and university publishing. The main product of this interaction is, perhaps, the level of cohesion between university press and creative writing faculty that the relationship outwardly projects. This interaction leads us to question whether more formal arrangements for the cohesion between creative writing departments and university presses can be put in place. Specifically, the two activities beg the question: why can’t university publishers who publish trade fiction make a commitment to publish work that comes out of their own creative writing programs, and particularly, work out of their research higher degrees? The short answer to this seems to be caught up in the differing objectives of university presses and creative writing programs. The matter is not as cut-and-dry as a press wanting to publish good manuscripts, and a creative writing program, through its research by creative practice, providing that work. A number of issues get in the way: quality of manuscripts, editorial direction of press, areas of specialisation of creative writing faculty, flow of numbers through creative writing programs, to name a few. University of Western Australia Publishing recently played with the idea of how these two elements of creative writing within the university, manuscript production and trade publishing, could work together. UWA Publishing was established in 1935 as UWA Press (the house changed its name to UWA Publishing in 2009). Like University of Queensland Press, the house provides an important literary and cultural voice in Perth, which is not a publishing hub on the scale of Sydney or Melbourne. In 2005, the press, which had a tradition as a strong scholarly publisher and emerging trade publisher, announced a plan to publish a new series of literary fiction written by students in Australian creative writing courses. This was a new idea for UWA Publishing, as the house had previously only published scholarly work, along with natural history, history and children’s books.UWA Publishing fiction series editor Terri-Ann White said that the idea behind the series was to use creative writing postgraduate degrees as a “filter” to get the best emerging writing in Australia.There’s got to be something going for a student writer working with an experienced supervisor with all of the resources of a university. There’s got to be an edge to that kind of enterprise. (In Macnamara 3) As this experiment began in 2005, the result of the press’s doctrine is still unclear. However, it could be interesting to explore the motivations behind the decision to focus fiction publishing on postgraduate student work. Many presses publish student work—N.A. Bourke’s The Bone Flute and Julienne van Loon’s Road Story come to mind as two examples of successful work produced in a creative writing program—but few houses advertise where the manuscript has come from. This is perhaps because of the negative stigma that goes along with student work, that the writing is underdeveloped or, perhaps, formulaic, somehow over-influenced by its supervisor or home institution. UWA Publishing’s decision to take fiction solely from the pool of postgraduate writers is a bold one, and can be seen perhaps as noble by those working within the walls of the university. Without making any assumptions about the sales success of the program, the decision does shape the way in which the press is seen in the broader writing and publishing industry. We can summise from the decision that the list will have a strong literary focus, that the work will be substantial and well-researched, to the point where it could contribute to the bulk of a Masters degree by research, or PhD. The program would also appear to appeal to writing students within the university, all of whom go through their various degrees being told how difficult publication can be for first time writers. Another approach to the relationship between university presses and the broader writing and publishing industry can be seen at the University of Western Sydney. UWS founded a group in 2005 called the Writing and Society Research Group. The group manages the literary journal Heat Magazine and the Giramondo book imprint. Giramondo Publishing was established in 1995 with “the aim of publishing quality creative and interpretative writing by Australian authors”. It states its objectives as seeking to “build a common ground between the academy and the marketplace; to stimulate exchange between Australian writers and readers and their counterparts overseas; and to encourage innovative and adventurous work that might not otherwise find publication because of its subtle commercial appeal” ("Giramondo History"). These objectives demonstrate an almost utopian idea of engaging with the broader writing and publishing industry—here we have a university publisher actively seeking to publish inventive and original work, the sort of work which might be overlooked by other publishers. This philosophical approach indicates the gap which university presses (in an ideal world) would fill in the publishing industry. With the financial support of the university (and, in the case of Giramondo and others, funding bodies such as the Australia Council), university presses can be in a unique position to uphold more traditional literary values. They can focus on the cultural value of books, rather than their commercial potential. In this way, the Writing and Society Research Group at UWS demonstrates a more structural approach to the university’s engagement with the publishing industry. It engages with the industry as a stakeholder of literary values, fulfilling one of the roles of the university as a multi-functional literary institution. It also seeks directly to foster the work of new and emerging writers. Not all universities and university presses will have the autonomy or capacity to act in such a way. What is necessary is constant thought, debate and action towards working out how the university press can be a dynamic and relevant industry player. References Clement, Richard. “Cataloguing Medieval and Renaissance Manuscripts.” The Library Quarterly 55 (1985): 316-326. Edmonds, Philip. “Respectable or Risqué: Creative Writing Programs in the Marketplace.” TEXT 8.1 (2004). 27 Jan. 2010 < http://www.textjournal.com.au/april04/edmonds.htm >. “Giramondo History.” Giramondo Publishing. 27 Jan. 2010 < http://www.giramondopublishing.com/history >. Greco, Albert N., Clara E. Rodriguez, and Robert M. Wharton. The Culture and Commerce of Publishing in the 21st Century. Stanford: Stanford Business Books, 2007. Macnamara, Lisa. “Big Break for Student Writers.” The Australian 2 Nov. 2005: Features 3. Malouf, David. In Munro, Craig, ed. UQP: The Writer’s Press: 1948 – 1998. St Lucia: University of Queensland Press, 1998.

Introduction Animals have a significant presence in human lives, with many human interactions involving animals. This role of animals in social life, however, has largely been ignored and marginalised. In the words of Tovey (197), “to read most sociological texts, one might never know that society is populated by non-human as well as human animals”. Human-animal relations are evident in everyday human uses of animals as companions, pets, meat sources, and entertainment. This list is by no means exhaustive, but it does demonstrate how humans create and perpetuate systems of human/animal difference which are, at times, contradictory and ambivalent. There are no consistencies in how humans view and understand animal bodies. These differences matter, as they have serious consequences for how humans view and treat animals. It also has dire consequences for animals. While humans and animals are different species, we still live together, co-evolve, and create shared histories. We are, in the words of Haraway, companion species. This exposes that animals are not just nature, but culture. It is often forgotten that one of the everyday uses of animals is as testing and experimental models in medical and scientific research. Hidden away in laboratories, these animals remain invisible, only to be discovered when the histories of innovations and breakthroughs are unravelled. Animals are veiled behind dissection, vaccinations, pharmaceuticals, insulin injections, deep brain stimulation, and so on. Of interest in this paper is one potential medico-scientific innovation that cannot disguise the animal body as it is central for the success of the technology, xenotransplantation (XTP; animal-to-human transplantation). This refers to “any procedure that involves transplantation, implantation or infusion into a human recipient of cells, tissues or organs from a nonhuman animal source” (Xenotransplantation Working Party 22, original emphasis). While many animals have been used historically in XTP, the choice animal source is currently pigs. In order for xenotransplants to perform the required functions in a human body, the fragments of the pig’s body must remain living. This fuses the living pig part and living human body intimately, where the embodiment and functionality of each relies on the other. Such practices theoretically break down the traditional dualisms between humans/pigs and self/other. However, XTP raises a number of scientific, ethical, and social hurdles that must be addressed. As Bijker, Hughes and Pinch indicate, technical innovations are not simply scientific endeavours but sociocultural issues where usage, design, and content can be contentious. In the case of XTP this relates to, amongst other issues, the explicit physical breakdown of the human/pig divide, yet boundary work still occurs in an attempt to symbolically maintain the divisions between self/other. Drawing on the work of various cultural theorists, this paper presents a sociocultural approach to examine how XTP and the associated manufacturing of pigs, demonstrates the fluidity of science and culture. This is achieved by incorporating theoretical frameworks inspired by Durkheimian thought, such as the sacred and profane, and Douglas’ use of pollution and dirt. This analysis reveals how classificatory systems of culture, such as the sanctity of the body and its boundaries, are powerful obstacles to the cultural acceptance of XTP. The Sacred Body In the work of Durkheim and his Année Sociologique colleagues, the sacred and the profane are distinct classifications attached to material objects. These binary constructs are the basis for religious life, as argued in The Elementary Forms of Religious Life. The Durkheimian tradition also argues that these building blocks of religion are apparent in secular cultural life. The world (the profane) drives people to engage with the sacred or those places, objects, and people that are collectively valued with high esteem. In contrast, the profane is marginalised. The narratives/myths which underpin the sacred provide a type of collective fervour that stands in opposition to the mundane flows of the everyday. Through this process, high or low social value is attributed. Durkheim later considered that this duality also existed within the human. Individuals experience a double-being, where the mind (soul) and the body are, repeating Cartesianism, radically different, opposed, and independent substances. The soul holds sacred qualities “that has always been denied the body” (Durkheim, The Dualism of Human Nature and its Social Conditions, 150-1), which renders the body profane and the soul divine. In the contemporary West, however, there has been a significant shift away from the soul and towards the body. Turner argues that we have become a “somatic society”, where increasingly this once profane site has become a cultural obsession. The body has become a site of performance and consumption, where the self is realised and practiced. This has lead to intense rituals, such as disciplining the body through fitness training (Sassatelli) to personal grooming practices (Goffman), that seek to separate the body from polluting or profane influences. The body is no longer approached as sinful and demeaning to the soul. It has become culturally conceived as collectively sacred. At the same time, certain attributes of the body can and do signify disgust or profane qualities. As Kendall and Michael have argued, the body is a site of order and disorder. While our best efforts are implemented to ensure that the body’s biological, social, and cultural features remain ordered, the natural processes of excretion, decay, disease, and other undesirable disorders, consistently impinge on and challenge the sacred body. Significant effort ensures, as Goffman argues, that these undesirable attributes are hidden or removed from public view through secular rituals of purification. We can relate this to the prominent use in the West of anti-ageing products to the compulsion to institutionalise the ill, diseased, and elderly. Douglas follows this Durkheimian inspired tradition, utilising concepts such as purity, pollution, and danger. These are theoretically similar to the sacred/profane distinction, which we believe lends significant insight into the dialectic of human/animal bodies in XTP. To illustrate this further, we will briefly touch upon her contribution to cultural theory that serves as the basis for our arguments here. Purity, Danger and XTP: Being ‘Out of Order’ In her significant work, Purity and Danger, Douglas exposes the deeply embedded systems of classification that underpin social life. To exemplify this, she examines ‘dirt’ and questions why we feel it necessary to clean. Her answer is that dirt reflects a “systematic ordering and classification of matter”, that is “matter out of place” (35). In other words, our social lives are ordered according to those ‘matters’ classified as belonging or coherent in the flows of everyday life. Dirt transcends this ‘ordering’ and creates disorder. This then requires action on behalf of the individual to ‘reorder’ their surrounds through purification rituals. Douglas is able then to extract this theoretical point into various examples, such as the cultural classifications and uses of pigs. Culture categorises animals in relation to how they are to be consumed or enjoyed, as already stated. A range of relatively recent sociological projects, such as Zerubavel’s cognitive sociology program, are revealing how the animal world is culturally determined. For instance, Zerubavel demonstrates that repulsion towards certain foods, especially animal, may cause physical distress to the individual. This is not linked to our gastronomies, but sociocultural perceptions embedded in our individual minds (cf. Bourdieu’s ‘habitus’). This is also demonstrated by how classificatory systems deny the human consumption of certain animals. For instance, the taboo on consuming pork for Israelites rests for Douglas on the inability for the pig to be classified as a normal farm animal because it has cloven hooves and does not chew cud. Through this cultural perception, the pig is defined as pollution, impinging on the sanctity of the soul and sitting uncomfortably in collective thought. It resides on the margins and threatens our social order. In other words, what is safe and what is dangerous are differentiated culturally. What a pig represents in one culture can differ dramatically from the next. In the world of XTP, similar impressions remain embedded in the cognitive processes of individuals, thus creating conflict between cultural norms and values, and that of science (cf. Alexander and Smith). A further important point needs to be considered before discussing XTP explicitly. As suggested earlier, Douglas argues that some of the most dangerous cultural artefacts/objects to our sense of order are those which impinge on the pure through their unclassifiable nature. However, partial objects from these polluted things can also cause distress. Contemporary examples are bodily fluids, excretions, and other naturally occurring by-products of the body. These are generally held as disgusting within cultural contexts once removed from the body. Douglas explains this through their symbolic connection to a ‘human’ identity. She writes that these mundane objects remain “dangerous; their half identity still clings to them and the clarity of the scene in which they obtrude is impaired by their presence” (160). Fluids, such as mucus, when found in the home or other ‘ordered’ situations are considered most disgusting not because of the substance itself, but because it remains connected to the embodiment and identity of the other. Until that substance is cleansed from view, or reordered, it impinges on order in the most dangerous ways because of its ‘half identity’. It is still connected to its host. From this perspective, we can begin to envisage why the consumption of animals is closely governed by specific classificatory systems. The presentation of whole animals cooked, with head and limbs attached, may invoke disgust through the inability to completely remove the animal’s identity. Whole ducks, fish, or pigs presented at the dinner table, with their eyes gazing at the diners, can cause significant distress. The identity of the animal is reaffirmed and a reaction of disgust can occur. The reappropriation of animals as cuts of meat and meat-based products, can strip away the identity of the animal by dividing it into parts. This reordering makes it appropriate and pure for human consumption. By carving the body of an animal into pieces, it becomes a product that is removed from the living being. This is extended through ‘meat discourses’; the pig becomes pork, ham and bacon, and an anaemic calf becomes veal. It is meat; just another object in the cultural universe. In viewing XTP as a cultural artefact, these significantly stringent classifications of the pure and polluting remain deeply embedded and potent. Pig organs such as the heart remain, despite any cleansing processes undertaken by science and unlike the reappropriation of animals for consumption, linked to the pig’s embodiment. The removal of this body part does not remove it from the pig’s identity. It remains connected, clinging to its ‘half identity’. Furthermore, unlike the meat industry or various other medico-scientific uses of animals, it is vital that the pig’s body parts remain living. Xenotransplants would not function without, for example, the pig’s heart continuing to beat, pumping blood around the new human body it inhabits. This creates cultural barriers that go beyond the ordered animal products that currently exist, which serves to threaten the acceptance and successful appropriation of XTP amongst society. There is then a culturally perceived taboo on combining the self and other in XTP. Pig bodies must somehow be ‘cleansed’ by science, although, as we alluded to previously, this is not necessarily successful. These rituals of purification by science are undertaken for scientific and cultural reasons. For example, Cook outlines that scientists working in XTP go to great lengths to justify why the polluting other, the pig, can and should be used as the source animal. This involves a complex narration on the differences and similarities between humans and animals. Significantly, XTP relies on and perpetuates the differential cultural worth that is placed on human life (high value) and animal life (low value), in order to justify XTP procedures. However, pig parts need to become worthy of being harvested for human bodies, meaning that pigs must be elevated from their lowly status to that worthy of being human. This leads science to engage in, according to Cook, a complex interweaving of desirable-similarity, desirable-dissimilarity, undesirable-similarity, and undesirable-dissimilarity, to establish continuities and disparities between pig and human bodies. This functions not only for the purposes of science, but to culturally justify the practices and artefacts of XTP. While XTP involves intimately mixing humans and pigs, these “science stories” (Cook) additionally work to maintain species divides. Simultaneously, these processes operate to justify that it is appropriate for humans to embody pigs. Hence, science attempts to mould the social into desirable ways of thinking about XTP, thus supporting it and the science behind it. This includes the experimental and therapeutic sacrifice of pigs. At the same time, science cannot avoid that the practice and delivery of XTP involves the culturally pure/sacred human body coming into conflict with the polluted/dangerous ‘other’, pig part/s. The genetic engineering of pigs to express select human complementary regulatory proteins, which inhibit self-damage when the immune system reacts to the presence of a foreign body such as a transplanted organ, somewhat disintegrates the human/animal divide within the pig body itself. It is becoming human. However, science still faces a significant hurdle. Namely, “How can we physically mix (natural-technical discourse) if we’re so different (social-moral discourse)?” (Brown 333). Pig parts in human bodies, and pigs genetically engineered to be more ‘human like’, still involve pig parts being out of place and therefore disgusting. Despite the rituals employed by science to draw similarities between humans and pigs (and genetically engineered pigs), there remain cultural classification systems that compromise the normalisation of XTP. Hence, crossing the species divide in XTP is scientifically unproblematic (though getting XTP to work is another matter), but the fusing of human and pig bodies may still be culturally dangerous. In other words, cultural classifications may render pigs as incompatible with humans, despite any social constructions attempted by science. The body expresses these social values. In XTP, porcine genetics cannot be physically separated from their social and genetic being. Incorporating this with the human can cause disgust, even amongst those who have received xenotransplants: “I wonder how much from an animal can be introduced into my body before my humanity vanishes” (porcine cellular xenotransplant recipient qtd. in Lundin 150). While science may reduce the body to mechanistic functioning and seek to objectify it, the body, be it human or pig, possesses material-semiotic importance. The heart is not simply a pump; it is symbolically powerful. A xenotransplanted pig heart challenges the sanctity of the human body and how the human body and its parts are culturally constructed. However, the potentiality of XTP to save a life may trump any individual concerns, even if an individual may reject it culturally (Lundin). There still remains another dilemma that cannot be subsumed by such negotiations—the potentiality of cross-species viral infections (zoonosis) that could result from the embodied fusion of living pig parts and living human bodies. While a detailed examination of this is beyond the scope of this paper, it is worth noting that the social fears of zoonosis, such as avian influenza (bird flu) and swine influenza, have resulted in increased international collaborative efforts to study and halt the global spread of contagion. While there are a number of differences between these zoonotic infections and any unforeseen zoonotic consequences of XTP, what is of significance is the boundary pollution. That is, all forms of animal-to-human zoonosis involve a violation of the sacred human body by the dirty and profane other. For example, the recent outbreaks of swine influenza involved disparate species coming into contact with each other through disgusting body products, namely contaminated droplets emitted by infected individuals sneezing or coughing. The physical bodies of humans and animals, however, still remain differentiated even if zoonosis symbolically challenges such classifications. XTP, on the other hand, is an intimate physical and symbolic fusion of these bodies. The human and the animal can no longer be separated as independent beings. Thus, the potential of pollution from XTP moves beyond the fear of the symbolically disgusting pig body and the symbolism of particular body parts, to include what the pig parts may actually physically carry with them. As a result, the cultural dangers of transplanted pig parts and their potential violations are not just symbolic, but also materially ‘real’. Conclusion By categorising animals as a lower species, humans enable their exploitation and use in a multitude of ways. This process of cultural classification in the contemporary West means that we attribute a sacred, high value to human bodies, and a low, profane quality to animal bodies. While the scientific intermingling of human and pig bodies in XTP could be seen to present a cultural challenge to these species dualisms, it does not overcome such cultural classifications. That is, the interests and social constructions of pigs by science cannot overpower or suppress the sociocultural. The removal of pig parts from the pig’s body does not eliminate its ‘half identity’. It is still a living product from an animal’s body. Unlike other pig products, life cannot be removed from the pig parts for XTP, as this is the vital function required for xenotransplants to (potentially) work. A heart needs to beat. Any purification rituals undertaken by science, such as using pigs genetically engineered with human proteins, cannot overcome this cultural construction. While it may be argued that XTP will become culturally acceptable with time, this disrespects how social knowledges are as equally important as the scientific. This further disavows that cultural concerns over mixing pig and human bodies are as viable as scientific constructions. This is perhaps most potently highlighted by zoonosis. Thus, the pigs used in XTP have cultural-technical bodies that are materially and symbolically significant, which science cannot purge. References Alexander, J. C. and P. Smith. “Social Science and Salvation: Risk Society as Mythical Discourse.” Zeitschrift für Soziologie 25 (1996): 251-262. Bijker, W.E., T.P. Hughes and T. Pinch. Eds. The Social Construction of Technological Systems: New Directions in the Sociology and History of Technology. Cambridge: MIT Press, 1989. Bourdieu, P. Distinction: a Social Critique of the Judgement of Taste, London: Routledge, 1986. Brown, N. “Xenotransplantation: Normalizing Disgust”. Science as Culture 8 (1999): 327-55. Cook, P.S. “Science Stories: Selecting the Source Animal for Xenotransplantation.” Social Change in the 21st Century 2006 Conference Proceedings. Eds. C. Hopkinson and C. Hall. Centre for Social Change Research, School of Humanities and Human Services, Queensland University of Technology, Brisbane, 2006. 6 Aug. 2010. Douglas, M. Purity and Danger, London: Routledge and Keegan Paul, 1976[1966]. Durkheim, E. The Elementary Forms of Religious Life, New York: The Free Press, 1995[1912]. Durkheim, E. “The Dualism of Human Nature and its Social Conditions.” Emile Durkheim on Morality and Society: Selected Works. Ed. R. Bellah. Chicago: University of Chicago Press, 1973[1914]. Goffman, E. The Presentation of the Self in Everyday Life. Harmondsworth: Penguin, 1971. Haraway, D. J. The Companion Species Manifesto: Dogs, People, and Significant Otherness. Chicago: Prickly Paradigm Press, 2003. Kendall, G. and M. Michael “Order and Disorder: Time, Technology and the Self.” Culture Machine, Interzone, Nov. 2001. 6 Aug. 2010 .Lundin, S. “Understanding Cultural Perspectives on Clinical Xenotransplantation.” Graft 4.2 (1999): 150-153. Sassatelli, R. “The Commercialization of DIscipline: Keep-fit Culture and its Values.” Journal of Modern Italian Studies 5.3 (2000): 396-411. Tovey, H. “Theorising Nature and Society in Sociology: The Invisibility of Animals.” Sociologia Ruralis 43.3 (2003): 196-215. Turner, B.S. The body and society: explorations in social theory. Second Ed. London: Sage, 1996. Xenotransplantation Working Party. Animal-to-Human Transplantation Research: How Should Australian Proceed? Canberra: Commonwealth of Australia, 2003. Zerubavel, E. Social Mindscapes: An Invitation to Cognitive Sociology. Cambridge: Harvard University Press, 1997.

IntroductionAustralia is at a particular point in its history where there is a noticeable diaspora of artists and creative practitioners away from the major capitals of Sydney and Melbourne (in particular), driven in no small part by ballooning house prices of the last eight years. This has meant big changes for some regional spaces, and in turn, for the face of Australian cultural life. Regional cultural precincts are forming with tourist flows, funding attention and cultural economies. Likewise, there appears to be growing consciousness in the ‘art centres’ of Melbourne and Sydney of interesting and relevant activities outside their limits. This research draws on my experience as an art practitioner, curator and social researcher in one such region (Castlemaine in Central Victoria), and particularly from a recent interview series I have conducted in collaboration with art space in that region, Wide Open Road Art. In this, 23 regional and city-based artists were asked about the social, economic and local conditions that can and have supported their art practices. Drawing from these conversations and Bourdieu’s ideas around cultural production, the article suggests that authentic, diverse, interesting and disruptive creative practices in Australian cultural life involve the increasingly pressing need for security while existing outside the modern imperative of high consumption; of finding alternative ways to live well while entering into the shared space of cultural production. Indeed, it is argued that often it is the capacity to defy key economic paradigms, for example of ‘rational (economic) self-interest’, that allows creative life to flourish (Bourdieu Field; Ley “Artists”). While regional spaces present new opportunities for this, there are pitfalls and nuances worth exploring.Changes in Regional AustraliaAustralia has long been an urbanising nation. Since Federation our cities have increased from a third to now constituting two-thirds of the country’s total population (Gray and Lawrence 6; ABS), making us one of the most urbanised countries in the world. Indeed, as machines replaced manual labour on farms; as Australia’s manufacturing industry began its decline; and as young people in particular left the country for city universities (Gray and Lawrence), the post-war industrial-economic boom drove this widespread demographic and economic shift. In the 1980s closures of regional town facilities like banks, schools and hospitals propelled widespread belief that regional Australia was in crisis and would be increasingly difficult to sustain (Rentschler, Bridson, and Evans; Gray and Lawrence 2; Barr et al.; ABS). However, the late 1990s and early 21st century saw a turnaround that has been referred to by some as the rise of the ‘sea change’. That is, widespread renewed interest and idealisation of not just coastal areas but anywhere outside the city (Murphy). It was a simultaneous pursuit of “a small ‘a’ alternative lifestyle” and escape from rising living costs in urban areas, especially for the unemployed, single parents and those with disabilities (Murphy). This renewed interest has been sustained. The latest wave, or series of waves, have coincided with the post-GFC house price spike, of cheap credit and lenient lending designed to stimulate the economy. This initiative in part led to Sydney and Melbourne median dwelling prices rising by up to 114% in eight years (Scutt 2017), which alone had a huge influence on who was able to afford to live in city areas and who was not. Rapid population increases and diminished social networks and familial support are also considered drivers that sent a wave of people (a million since 2011) towards the outer fringes of the cities and to ‘commuter belt’ country towns (Docherty; Murphy). While the underprivileged are clearly most disadvantaged in what has actually been a global development process (see Jayne on this, and on the city as a consumer itself), artists and creatives are also a unique category who haven’t fared well with hyper-urbanisation (Ley “Artists”). Despite the class privilege that often accompanies such a career choice, the economic disadvantage art professions often involve has seen a diaspora of artists moving to regional areas, particularly those in the hinterlands around and train lines to major centres. We see the recent ‘rise of a regional bohemia’ (Regional Australia Institute): towns like Toowoomba, Byron Bay, Surf Coast, Gold Coast-Tweed, Kangaroo Valley, Wollongong, Warburton, Bendigo, Tooyday, New Norfolk, and countless more being re-identified as arts towns and precincts. In Australia in 2016–17, 1 in 6 professional artists, and 1 in 4 visual artists, were living in a regional town (Throsby and Petetskaya). Creative arts in regional Australia makes up a quarter of the nation’s creative output and is a $2.8 billion industry; and our regions particularly draw in creative practitioners in their prime productive years (aged 24 to 44) (Regional Australia Institute).WORA Conservation SeriesIn 2018 artist and curator Helen Mathwin and myself received a local shire grant to record a conversation series with 23 artists who were based in the Central Goldfields region of Victoria as well as further afield, but who had a connection to the regional arts space we run, WideOpenRoadArt (WORA). In videoed, in-depth, approximately hour-long, semi-structured interviews conducted throughout 2018, we spoke to artists (16 women and 7 men) about the relocation phenomenon we were witnessing in our own growing arts town. Most were interviewed in WORA’s roving art float, but we seized any ad hoc opportunity we had to have genuine discussions with people. Focal points were around sustainability of practice and the social conditions that supported artists’ professional pursuits. This included accessing an arts community, circles of cultural production, and the ‘art centre’; the capacity to exhibit; but also, social factors such as affordable housing and the ability to live on a low-income while having dependants; and so on. The conversations were rich with lived experiences and insights on these issues.Financial ImperativesIn line with the discussion above, the most prominent factor we noticed in the interviews was the inescapable importance of being able to live cheaply. The consistent message that all of the interviewees, both regional- and city-based, conveyed was that a career in art-making required an important independence from the need to earn a substantial income. One interviewee commented: “I do run my art as a business, I have an ABN […] it makes a healthy loss! I don’t think I’ve ever made a profit […].” Another put it: “now that I’m in [this] town and I have a house and stuff I do feel like there is maybe a bit more security around those daily things that will hopefully give me space to [make artworks].”Much has been said on the pervasive inability to monetise art careers, notably Bourdieu’s observations that art exists on an interdependent field of cultural capital, determining for itself an autonomous conception of value separate to economics (Bourdieu, Field 39). This is somewhat similar to the idea of art as a sacred phenomenon irreducible to dollar terms (Abbing 38; see also Benjamin’s “aura”; “The Work of Art”). Art’s difficult relationship with commodification is part of its heroism that Benjamin described (Benjamin Charles Baudelaire 79), its potential to sanctify mainstream society by staying separate to the lowly aspirations of commerce (Ley “Artists” 2529). However, it is understood, artists still need to attain professional education and capacities, yet they remain at the bottom of the income ladder not only professionally, but in the case of visual artists, they remain at the bottom of the creative income hierarchies as well. Further to this, within visual arts, only a tiny proportion achieve financially backed success (Menger 277). “Artistic labour markets are characterised by high risk of failure, excess supply of recruits, low artistic income level, skewed income distribution and multiple jobholding” (Mangset, Torvik Heian, Kleppe, and Løyland; Menger). Mangset et al. point to ideas that have long surrounded the “charismatic artist myth,” of a quasi-metaphysical calling to be an artist that can lead one to overlook the profession’s vast pitfalls in terms of economic sustainability. One interviewee described it as follows: “From a very young age I wanted to be an artist […] so there’s never been a time that I’ve thought that’s not what I’m doing.” A 1% rule seems widely acknowledged in how the profession manages the financial winners against those who miss out; the tiny proportion of megastar artists versus a vast struggling remainder.As even successful artists often dip below the poverty line between paid engagements, housing costs can make the difference between being able to live in an area and not (Turnbull and Whitford). One artist described:[the reason we moved here from Melbourne] was financial, yes definitely. We wouldn’t have been able to purchase a property […] in Melbourne, we would not have been able to live in place that we wanted to live, and to do what we wanted to do […]. It was never an option for us to get a big mortgage.Another said:It partly came about as a financial practicality to move out here. My partner […] wanted to be in the bush, but I was resistant at first, we were in Melbourne but we just couldn’t afford Melbourne in the end, we had an apartment, we had a studio. My partner was a cabinet maker then. You know, just every month all our money went to rent and we just couldn’t manage anymore. So we thought, well maybe if we come out to the bush […] It was just by a happy accident that we found a property […] that we could afford, that was off-grid so it cut the bills down for us [...] that had a little studio and already had a little cottage on there that we could rent that out to get money.For a prominent artist we spoke to this issue was starkly reflected. Despite large exhibitions at some of the highest profile galleries in regional Victoria, the commissions offered for these shows were so insubstantial that the artist and their family had to take on staggering sums of personal debt to execute the ambitious and critically acclaimed shows. Another very successful artist we interviewed who had shown widely at ‘A-list’ international arts institutions and received several substantial grants, spoke of their dismay and pessimism at the idea of financial survival. For all artists we spoke to, pursuing their arts practice was in constant tension with economic imperatives, and their lives had all been shaped by the need to make shrewd decisions to continue practising. There were two artists out of the 23 we interviewed who considered their artwork able to provide full-time income, although this still relied on living costs remaining extremely low. “We are very lucky to have bought a very cheap property [in the country] that I can [also] have my workshop on, so I’m not paying for two properties in Melbourne […] So that certainly takes a fair bit of pressure off financially.” Their co-interviewee described this as “pretty luxurious!” Notably, the two who thought they could live off their art practices were both men, mid-career, whose works were large, spectacular festival items, which alongside the artists’ skill and hard work was also a factor in the type of remuneration received.Decongested LivingBeyond more affordable real estate and rental spaces, life outside our cities offers other benefits that have particular relevance to creative practitioners. Opera and festival director Lindy Hume described her move to the NSW South Coast in terms of space to think and be creative. “The abundance of time, space and silence makes living in places like [Hume’s town] ideal for creating new work” (Brown). And certainly, this was a theme that arose frequently in our interviews. Many of our regionally based artists were in part choosing the de-pressurised space of non-metro areas, and also seeking an embedded, daily connection to nature for themselves, their art-making process and their families. In one interview this was described as “dreamtime”. “Some of my more creative moments are out walking in the forest with the dog, that sort of semi-daydreamy thing where your mind is taken away by the place you’re in.”Creative HubsAll of our regional interviewees mentioned the value of the local community, as a general exchange, social support and like-minded connection, but also specifically of an arts community. Whether a tree change by choice or a more reactive move, the diaspora of artists, among others, has led to a type of rural renaissance in certain popular areas. Creative hubs located around the country, often in close proximity to the urban centres, are creating tremendous opportunities to network with other talented people doing interesting things, living in close proximity and often open to cross-fertilisation. One said: “[Castlemaine] is the best place in Australia, it has this insane cultural richness in a tiny town, you can’t go out and not meet people on the street […] For someone who has not had community in their life that is so gorgeous.” Another said:[Being an artist here] is kind of easy! Lots of people around to connect—with […] other artists but also creatively minded people [...] So it means you can just bump into someone from down the street and have an amazing conversation in five minutes about some amazing thing! […] There’s a concentration here that works.With these hubs, regional spaces are entering into a new relevance in the sphere of cultural production. They are generating unique and interesting local creative scenes for people to live amongst or visit, and generating strong local arts economies, tourist economies, and funding opportunities (Rentschler, Bridson, and Evans). Victoria in particular has burgeoned, with tourist flows to its regions increasing 13 per cent in 5 years and generating tourism worth $10 billion (Tourism Victoria). Victoria’s Greater Bendigo is Australia’s most popularly searched tourist destination on Trip Advisor, with tourism increasing 52% in 10 years (Boland). Simultaneously, funding flows have increased to regional zones, as governments seek to promote development outside Australia’s urban centres and are confident in the arts as a key strategy in boosting health, economies and overall wellbeing (see Rentschler, Bridson, and Evans; see also the 2018 Regional Centre for Culture initiative, Boland). The regions are also an increasingly relevant participant in national cultural life (Turnbull and Whitford; Mitchell; Simpson; Woodhead). Opportunities for an openness to productive exchange between regional and metropolitan sites appear to be growing, with regional festivals and art events gaining importance and unique attributes in the consciousness of the arts ‘centre’ (see for example Fairley; Simpson; Farrelly; Woodhead).Difficulties of Regional LocationDespite this, our interviews still brought to light the difficulties and barriers experienced living as a regional artist. For some, living in regional Victoria was an accepted set-back in their ambitions, something to be concealed and counteracted with education in reputable metropolitan art schools or city-based jobs. For others there was difficulty accessing a sympathetic arts community—although arts towns had vibrant cultures, certain types of creativity were preferred (often craft-based and more community-oriented). Practitioners who were active in maintaining their links to a metropolitan art scene voiced more difficulty in fitting in and successfully exhibiting their (often more conceptual or boundary-pushing) work in regional locations.The Gentrification ProblemThe other increasingly obvious issue in the revivification of some non-metropolitan areas is that they can and are already showing signs of being victims of their own success. That is, some regional arts precincts are attracting so many new residents that they are ceasing to be the low-cost, hospitable environments for artists they once were. Geographer David Ley has given attention to this particular pattern of gentrification that trails behind artists (Ley “Artists”). Ley draws from Florida’s ideas of late capitalism’s ascendency of creativity over the brute utilitarianism of the industrial era. This has got to the point that artists and creative professionals have an increasing capacity to shape and generate value in areas of life that were previous overlooked, especially with built environments (2529). Now more than ever, there is the “urbane middle-class” pursuing ‘the swirling milieu of artists, bohemians and immigrants” (Florida) as they create new, desirable landscapes with the “refuse of society” (Benjamin Charles Baudelaire 79; Ley New Middle Class). With Australia’s historic shifts in affordability in our major cities, this pattern that Ley identified in urban built environments can be seen across our states and regions as well.But with gentrification comes increased costs of living, as housing, shops and infrastructure all alter for an affluent consumer-resident. This diminishes what Bourdieu describes as “the suspension and removal of economic necessity” fundamental to the avant-garde (Bourdieu Distinction 54). That is to say, its relief from heavy pressure to materially survive is arguably critical to the reflexive, imaginative, and truly new offerings that art can provide. And as argued earlier, there seems an inbuilt economic irrationality in artmaking as a vocation—of dedicating one’s energy, time and resources to a pursuit that is notoriously impoverishing. But this irrationality may at the same time be critical to setting forth new ideas, perspectives, reflections and disruptions of taken-for-granted social assumptions, and why art is so indispensable in the first place (Bourdieu Field 39; Ley New Middle Class 2531; Weber on irrationality and the Enlightenment Project; also Adorno’s the ‘primitive’ in art). Australia’s cities, like those of most developed nations, increasingly demand we busy ourselves with the high-consumption of modern life that makes certain activities that sit outside this almost impossible. As gentrification unfolds from the metropolis to the regions, Australia faces a new level of far-reaching social inequality that has real consequences for who is able to participate in art-making, where these people can live, and ultimately what kind of diversity of ideas and voices participate in the generation of our national cultural life. ConclusionThe revival of some of Australia’s more popular regional towns has brought new life to some regional areas, particularly in reshaping their identities as cultural hubs worth experiencing, living amongst or supporting their development. Our interviews brought to life the significant benefits artists have experienced in relocating to country towns, whether by choice or necessity, as well as some setbacks. It was clear that economics played a major role in the demographic shift that took place in the area being examined; more specifically, that the general reorientation of social life towards consumption activities are having dramatic spatial consequences that we are currently seeing transform our major centres. The ability of art and creative practices to breathe new life into forgotten and devalued ideas and spaces is a foundational attribute but one that also creates a gentrification problem. Indeed, this is possibly the key drawback to the revivification of certain regional areas, alongside other prejudices and clashes between metro and regional cultures. It is argued that the transformative and redemptive actions art can perform need to involve the modern irrationality of not being transfixed by matters of economic materialism, so as to sit outside taken-for-granted value structures. This emphasises the importance of equality and open access in our spaces and landscapes if we are to pursue a vibrant, diverse and progressive national cultural sphere.ReferencesAbbing, Hans. Why Artists Are Poor: The Exceptional Economy of the Arts. Amsterdam: Amsterdam UP, 2002.Adorno, Theodor. Aesthetic Theory. London: Routledge, 1983.Australian Bureau of Statistics. “Population Growth: Capital City Growth and Development.” 4102.0—Australian Social Trends. Canberra: Australian Bureau of Sttaistics, 1996. <http://www.abs.gov.au/ausstats/abs@.nsf/2f762f95845417aeca25706c00834efa/924739f180990e34ca2570ec0073cdf7!OpenDocument>.Barr, Neil, Kushan Karunaratne, and Roger Wilkinson. Australia’s Farmers: Past, Present and Future. Land and Water Resources Research and Development Corporation, 2005. 1 Mar. 2019 <http://inform.regionalaustralia.org.au/industry/agriculture-forestry-and-fisheries/item/australia-s-farmers-past-present-and-future>.Benjamin, Walter. Charles Baudelaire: A Lyric Poet in the Era of High Capitalism. London: NLB, 1973.———. “The Work of Art in the Age of Mechanical Reproduction.” Illuminations. Ed. Hannah Arendt. Trans. Harry Zohn. New York: Schocken Books, 1969.Boland, Brooke. “What It Takes to Be a Leading Regional Centre of Culture.” Arts Hub 18 July 2018. 1 Mar. 2019 <https://www.artshub.com.au/festival/news-article/sponsored-content/festivals/brooke-boland/what-it-takes-to-be-a-leading-regional-centre-of-culture-256110>.Bourdieu, Pierre. Distinction. Cambridge, MA: Harvard UP, 1984.———. The Field of Cultural Production. New York: Columbia UP, 1993.Brown, Bill. “‘Restless Giant’ Lures Queensland Opera’s Artistic Director Lindy Hume to the Regional Art Movement.” ABC News 13 Sep. 2017. 10 Mar. 2019 <https://www.abc.net.au/news/2017-09-12/regional-creative-industries-on-the-rise/8895842>.Docherty, Glenn. “Why 5 Million Australians Can’t Get to Work, Home or School on Time.” Sydney Morning Herald 17 Feb. 2019. 10 Mar. 2019 <https://www.smh.com.au/national/why-5-million-australians-can-t-get-to-work-home-or-school-on-time-20190215-p50y1x.html>.Fairley, Gina. “Big Hit Exhibitions to See These Summer Holidays.” Arts Hub 14 Dec. 2018. 1 Mar. 2019 <https://visual.artshub.com.au/news-article/news/visual-arts/gina-fairley/big-hit-exhibitions-to-see-these-summer-holidays-257016>.Farrelly, Kate. “Bendigo: The Regional City That’s Transformed into a Foodie and Cultural Hub.” Domain 9 Apr. 2019. 10 Mar. 2019 <https://www.domain.com.au/news/bendigo-the-regional-city-you-didnt-expect-to-become-a-foodie-and-cultural-hub-813317/>.Florida, Richard. “A Creative, Dynamic City Is an Open, Tolerant City.” The Globe and Mail 24 Jun. 2002: T8.Gray, Ian, and Geoffrey Lawrence. A Future For Regional Australia: Escaping Global Misfortune. Cambridge: Cambridge University Press, 2001.Hume, Lindy. Restless Giant: Changing Cultural Values in Regional Australia. Strawberry Hills: Currency House, 2017.Jayne, Mark. Cities and Consumption. London: Routledge, 2005.Ley, David. The New Middle Class and the Remaking of the Central City. Oxford: Oxford University Press, 1996.———. “Artists, Aestheticisation and Gentrification.” Urban Studies 40.12 (2003): 2527–44.Menger, Pierre-Michel. “Artistic Labor Markets: Contingent Works, Excess Supply and Occupational Risk Management.” Handbook of the Economics of Art and Culture. Eds. Victor Ginsburgh and David Throsby. Amsterdam: Elsevier, 2006. 766–811.Mangset, Per, Mari Torvik Heian, Bard Kleppe and Knut Løyland. “Why Are Artists Getting Poorer: About the Reproduction of Low Income among Artists.” International Journal of Cultural Policy 24.4 (2018): 539-58.Mitchell, Scott. “Want to Start Collecting Art But Don’t Know Where to Begin? Trust Your Own Taste, plus More Tips.” ABC Life, 31 Mar. 2019 <https://www.abc.net.au/life/tips-for-buying-art-starting-collection/10084036>.Murphy, Peter. “Sea Change: Re-Inventing Rural and Regional Australia.” Transformations 2 (March 2002).Regional Australia Institute. “The Rise of the Regional Bohemians.” Regional Australia Institute 24 May. 2017. 1 Mar. 2019 <http://www.regionalaustralia.org.au/home/2017/05/rise-regional-bohemians-painting-new-picture-arts-culture-regional-australia/>.Rentschler, Ruth, Kerrie Bridson, and Jody Evans. Regional Arts Australia Stats and Stories: The Impact of the Arts in Regional Australia. Regional Arts Australia [n.d.]. <https://www.cacwa.org.au/documents/item/477>.Simpson, Andrea. “The Regions: Delivering Exceptional Arts Experiences to the Community.” ArtsHub 11 Apr. 2019. <https://visual.artshub.com.au/news-article/sponsored-content/visual-arts/andrea-simpson/the-regions-delivering-exceptional-arts-experiences-to-the-community-257752>.

In the years surrounding the turn of the millennium, there emerged an assemblage of American and Spanish horror films fixated on uncanny child characters. Caught in the symbolic abyss between death and life, these figures are central to the films’ building of suspense and Gothic frisson—they are at once familiar and unfamiliar, vulnerable and threatening, innocent yet unnervingly inscrutable. Despite being conceived and produced in two very different cultural climates, these films construct the child as an embodiment of trauma in parallel ways. In turn, these Gothic children express the wavering of narratives of progress which suffused the liminal moment of the millennial turn. Steven Bruhm suggests that there is “a startling emphasis on children as the bearers of death” (author’s emphasis 98) in popular Gothic fiction at the turn of the new millennium, and that this contemporary Gothic “has a particular emotive force for us because it brings into high relief exactly what the child knows ... Invariably, the Gothic child knows too much, and that knowledge makes us more than a little nervous” (103). A comparative analysis of trans-millennial American and Spanish supernatural horror films reveals the specifically threatening register of the Gothic child’s knowledge, and that the gradual revelation of this knowledge aestheticizes the mechanics of trauma. This “traumatic” aesthetic also entails a disruption to linear progress, exposing the ways in which Gothic representations of the child’s uncanny knowledge express anxieties about the collapse of temporal progress. The eeriness associated with the child’s knowledge is thus tied to a temporal disjuncture; as Margarita Georgieva explains, child-centred Gothic fiction meditates on the fact that “childhood is quickly lost, never regained and, therefore, outside of the tangible adult world” (191). American films such as The Sixth Sense (M. Night Shyamalan, 1999) and Stir of Echoes (David Koepp, 1999), and Spanish films The Nameless (Jaume Balagueró, 1999) and The Devil’s Backbone (Guillermo del Toro, 2001), and also American-Spanish co-productions such as The Others (Alejandro Amenábar, 2001) and Fragile (Jaume Balagueró, 2005), expose the tangle of contradictions which lurk beneath romanticised definitions of childhood innocence and nostalgia for an adult’s “lost” childhood. The child characters in these films tend to be either ghosts or in-between figures, seemingly alive yet acting as mediators between the realms of the living and the dead, the past and the present. Through this liminal position, these children wreak havoc on the symbolic coherence of the films’ diegetic worlds. In so doing, they incarnate the ontological wound described by Cathy Caruth in her definition of trauma: “a breach in the mind’s experience of time, self, and the world” caused by an event that “is experienced too soon, too unexpectedly, to be fully known and is therefore not available to consciousness until it imposes itself ... repeatedly ... in the nightmares and repetitive actions” (4) of those who have experienced trauma. The Gothic aesthetic of these children expresses the ways in which trauma is locatable not in the original traumatic past event, but rather in “the way it was precisely not known in the first instance”, through revealing that it is trauma’s unassimilated element which “returns to haunt the survivor later on” (Caruth, author’s emphasis 4). The uncanny frisson in these films arises through the gradual exposition of the child character’s knowledge of this unassimilated element. As a result, these children trouble secure processes of symbolic functioning, embodying Anne Williams’ suggestion that “Gothic conventions imply a fascination with … possible fissures in the system of the symbolic as a whole” (141). I suggest that, reflecting Bruhm’s assertion above, these children are eerie because they have access to memories and knowledge as yet unassimilated within the realm of adult understanding, which is expressed in these films through the Gothic resurfacing of past traumas. Through an analysis of two of the most transnationally successful and influential films to emerge from this trend—The Sixth Sense (1999) and The Devil’s Backbone (2001)—this article explores the intersecting but tellingly distinctive ways in which the American and Spanish horror films figure the child as a vessel for previously repressed trauma. In both films, the eeriness of the children, Cole and Santi respectively, is associated with their temporal liminality and subsequent ability to invoke grisly secrets of the past, which in turn unsettles solid conceptions of identity. In The Sixth Sense, as in other American ghost films of this period, it is an adult character’s subjectivity which is untethered by the traumas of the uncanny child; Bruhm suggests that the contemporary Gothic “attacks adult self-identity on multiple fronts” (107), and in American films the uncanny child tends to launch this traumatic assault from within an adult character’s own psyche. Yet in the Spanish films, the Gothic child tends not to threaten an individual adult figure’s self-identity, instead constituting a challenge to secure concepts of socio-cultural identity. In The Sixth Sense, Cole raises a formerly repressed trauma in the mind of central adult character Malcolm Crowe, while simultaneously disturbing the viewer’s secure grasp on the film’s narrative world. Ultimately, Cole raises Freudian-inflected anxieties surrounding childhood’s disruption to coherent adult subjectivity, functioning as a receptacle for the adult’s repressed secrets. Cole’s gradual exposure of these secrets simulates the effects of trauma for both Malcolm and the viewer via a Gothic unsettling of meaning. While The Sixth Sense is set in the present, The Devil’s Backbone is set during the Spanish Civil War (1936-39)—a violent and traumatic period of Spain’s history, the ramifications of which have been largely unexplored in Spanish popular culture until very recently as a result of forty years of strict censorship under General Franco, whose dictatorship eroded following his death in 1975. Unlike Cole, Santi does not arouse a previously submerged trauma within an adult character’s mind, instead serving to allegorically raise socio-cultural trauma. Santi functions as an incarnation of Gilles Deleuze’s “child seer”, a figure who Deleuze claims first emerged in Italian neo-realist films of the 1940s as a response to the massive cultural rupture of World War II (3). The child seer is characterised by his entrapment in the gap between the perception of a traumatic event, and the understanding and subsequent action required to move on from it. Thus, upon experiencing a disturbing event, he suffers a breach in comprehension which disrupts the typical sensory-motor chain of perception-understanding-action, rendering him physically and mentally unable to escape his situation. Yet in experiencing this incapacity, the seer gains a powerful insight beyond the limits of linear temporality. On becoming a ghost, Santi escapes coherent space-time, and invokes the repressed spectre of Spain’s violent Civil War past, inciting an eerie collision of past and present. This temporal disruption has deep allegorical implications for contemporary Spain through the child’s symbolic status as vessel for the future. Santi’s embodiment of cultural trauma ensures that Spain’s past, as constructed by the film, eerily folds into the nation’s extra-diegetic present. The Sixth Sense In The Sixth Sense, adult protagonist Malcolm Crowe is a child psychiatrist, thus unravelling the riddles of the child’s psyche is positioned as the central quest of the film’s narrative. The dramatic twist in the film’s final scene reveals that the analysis of the child Cole’s “phobia” has in fact exhumed dormant spectres within Malcolm’s own mind, exposing the Gothic mechanisms whereby the uncanny child becomes conflated with the adult’s repressed trauma. This impression is heightened by the narrative structure of The Sixth Sense, in which the twist in the final scene shifts the meaning of all that has happened before. Both the audience and Malcolm are led to assume that they have uncovered and come to terms with Cole’s secret once it becomes clear two-thirds into the film that he “sees dead people”. However, the climactic twist exposes that Cole has in fact been hiding another secret which is not so easily ameliorated: that Malcolm is one of these dead people, having died in the film’s opening sequence. If the film’s narrative “pulling the rug out” from under the audience functions as intended, at the climax of the film both Malcolm and viewer simultaneously become privy to a layer of Cole’s secret previously inaccessible to us, both that Malcolm has been dead all along and that, subsequently, the hidden quest underlying the surface narrative has been Malcolm’s journey to come to terms with this disturbing truth. Thus, the uncanny child functions as a symbolic stage for the adult protagonist’s unassimilated trauma, and the unsettling nature of this experience is extended to the viewer via the gradual exposure of Cole’s secret. Further intensifying the uncanny effects of this Gothic disruption to adult knowledge, Cole also functions like a reincarnation of the crisis which has undermined Malcolm’s coherent identity as a successful child psychiatrist: his failure to cure former patient Vincent. Thus, Cole is like uncanny déjà vu for Malcolm and the viewer, an almost literal re-evocation of Malcolm’s past trauma. Both Vincent and Cole have a patch of grey hair at the back of their head, symbolising their access to knowledge too great for their youth, and as Malcolm explains, “They’re both so similar. Same mannerisms, same expressions, same things hanging over their heads.” At the opening of the film, Vincent is depicted as a wretched madman. He appears crying and half naked in Malcolm’s bathroom, having broken into his house, before shooting Malcolm and then turning the gun on himself. Thus, Vincent is an abject image of Malcolm’s failure, and his taunting words expose a rupture in Malcolm’s paternalistic, professional identity by hinting at his lack of awareness. “You don’t know so many things” Vincent remarks, and sarcastically undermines Malcolm’s “saviour” status by taunting, “Don’t you know me, hero?”. Functioning as a repetition of this trauma, Cole provides Malcolm with an opportunity to discover the “so many things” that he does not know, and also to once again become a “hero”. Cole functions as a literalisation of Malcolm’s compulsion to repeat the trauma which has exposed a breach in his sense of self, and to gain mastery over it. On first viewing, the audience is led to believe that this narrative is the primary one in the film, and that the film is wrapped up when Malcolm finally achieves his goal and becomes Cole’s hero. However, the final revelation that Cole has been keeping yet another secret from Malcolm—that Malcolm has been dead all along—reveals that this trauma is actually irrevocable: Malcolm was in fact killed by Vincent at the beginning of the film, thus the adult’s subjective breach (symbolised by his gunshot wound, which he suddenly notices for the first time) cannot be filled or repaired. All Malcolm can do at the close of the film is disappear, as a close-up of his face fades into the mediated image of him, now his only form of existence in the world as we know it, on the home videotapes of his wedding which play as his wife sleeps. Thus, Cole evokes the experience of a violent, unassimilated trauma which is experienced “too soon, too unexpectedly to be fully known in the first instance” (Caruth 4), a breach in subjectivity which has only become consciously known to Malcolm through the “nightmare repetition” figured by Cole. This experience of a traumatic disruption to the wholeness and coherence of subjective reality is echoed by the viewer’s own experience of The Sixth Sense, if the twist-narrative functions as intended. While on first viewing we are led to believe that we are watching a straightforward ghost story about a paternalistic psychologist helping a young child with an uncanny gift, we learn in the final scene that there has been an underlying double reality haunting the surface narrative all along. Central to this twist is the recognition that Cole was always aware of this second reality, but has been concealing it from Malcolm—underscoring the ways in which Malcolm’s trauma is bound up largely with what he was unable to comprehend and assimilate when the traumatic event of his death first occurred. The eerie effects of Malcolm’s traumatic confrontation with the child’s Gothic knowledge is extended to the viewer via the film’s narrative structure. Erlend Lavik discusses The Sixth Sense and other twist films in terms of a particular relationship between the syuzhet (the way in which a story’s components are organized) and the fabula (the raw components which constitute the story). He explains that in such films, there is a “doubling of the syuzhet, where we are led to construct a fabula that initially seems quite straightforward until suddenly a new piece of information is introduced that subverts (or decentres) the fictional world we have created. We come to realize the presence of another fabula running parallel to the first one but ‘beneath’ it, hidden from view” (Lavik 56). The revelation that Malcolm has been a ghost all along shatters the fabula that most viewers construct upon first viewing the film. The impression that an eerie, previously hidden double of accepted reality has bubbled to the surface of our perceptions is deeply uncanny, evoking the experience of filmic déjà vu. This is of course heightened by the fact that the viewer is compelled to re-watch the film in order to construct the second, and more “correct”, fabula. In doing so, the viewer experiences a “narrative bifurcation whereby we come to notice how traces of the correct fabula were actually available to us the first time” (Lavik 59). The process of re-watching the film in an attempt to solve the riddles of Malcolm’s existence reveals the viewer’s compulsion to undergo their own “detective work” in a parallel of Malcolm’s analysis of Cole: the exposure of the child’s secret turns a mirror upon the protagonist and audience which exposes a fracture in the adult’s subjectivity. Discussing the detective story, Slavoj Žižek explains that “the detective's role is ... to demonstrate how ‘the impossible is possible’ ... that is, to resymbolize the traumatic shock, to integrate it into symbolic reality” (58). On first viewing, this detective work is realized through Malcolm’s quest to comprehend Cole’s secrets, and then to situate the abject ghosts the child sees into a secure framework whereby they disappear if Cole helps them. The compulsion to re-watch the film in order to better understand how Malcolm experiences time, consciousness and communication (or lack there-of) represents an analogous attempt to re-integrate the traumatic shock raised by the twist-ending by imposing more secure symbolic frameworks upon the film’s diegetic world: to suture the traumatic breach in meaning. However, there are many irremediable gaps in Malcolm’s experiences—we do not actually see him trying to pay for the bus, or meeting Cole’s mother for the first time, or pondering the fact that no other human being has spoken to him directly for six months apart from Cole—fissures which repeat viewings cannot repair. The Devil’s Backbone The Devil’s Backbone is set in the final years of the Civil War, a liminal period in which the advancement of Spain’s national narrative is disturbingly uncertain. The film takes place in an orphanage for young boys from Republican families whose parents have been killed or captured in the Civil War. In the middle of the orphanage’s courtyard stands an unexploded bomb, an ominous and volatile reminder of the war. As well as being haunted by this unexploded bomb, the orphanage is also haunted by a child ghost, Santi, a former inhabitant of the orphanage who disappeared on the same night that the bomb landed in the orphanage’s grounds. We learn mid-way through the film that Santi in fact drowned in the orphanage’s cavernous cistern: after being struck on the head by the angry groundskeeper, Santi was left unable to swim, and is shown sinking helplessly into the water’s murky depths. Thus, Santi’s death represents the ultimate extreme of the child seer’s traumatic entrapment between perceiving and understanding the traumatic event, and the physical action required to escape it. Both the ghostly Santi and the unexploded bomb exude an eerie power despite, and perhaps because of, their apparent physical incapacity. Such corporeal powerlessness is the defining feature of Deleuze’s “child seer”, as the breach in the sensory-motor chain comes to imbue the child who encounters trauma with a penetrating gaze which sees beyond temporal borders. Once he becomes a ghost, Santi escapes the bounds of linear time altogether, becoming forever fused to the moment of his drowning. Santi’s spectral presence warps the ether around him as if he is permanently underwater, and the blood from his head wound constantly floats upwards. The sensory-motor chain becomes completely severed in a cinematic moment which can be likened to Deleuze “crystal of time”. Like the dual layers of narrative in The Sixth Sense, this crystal of time sparks a moment of Gothic frisson as linear time collapses and dual modes of temporality are expressed simultaneously: the chronological moment of Santi’s death—a ‘dead’ present that has already passed—and the fractured, traumatic memories of this past which linger in the present—what Deleuze would call a ‘virtual’ past which “coincides with the present that it was” (79). The traumatic effect of this collapse of temporal boundaries is enhanced by the fact that the shot of Santi drowning is repeated multiple times throughout the film—including in the opening minutes, before the audience is able to comprehend what we are seeing and where this scene fits into the film’s chronology. Ultimately, this cinematic crystal symbolically ungrounds linear narratives of Spanish history, which position the cultural rupture of the Civil War as a remnant of Spain’s past which has successfully been overcome. Through uncanny repetition, Santi’s death refuses to remain lodged in an immobilized “historical” past—a present that has passed—but remains forever alongside the present as an ethereal past that “is”. Santi’s raising of Gothic knowledge incites the wavering of not an adult character’s self-identity, as in The Sixth Sense, but a trembling in conceptual models of linear cultural progress. As a ghost, Santi is visually constructed as a broken porcelain doll, with cracks visible all over his body, emphasising his physical fragility; however, in his ghostly form it is this very fragility which becomes uncanny and threatening. His cracked body fetishizes his status as a subject who is not fully formed or complete. Thus, the film presents the post-Civil War child as a being who has been shattered and broken while undergoing the delicate process of being formed: an eerie incarnation of a trauma that has occurred “too soon” to be properly integrated. Santi’s broken body visualises the mechanisms whereby the violent conditions and mentalities of war permeate the child’s being in irreversible ways. Because he is soldered to the space and time of his death, he is caught forever as an expression of trauma in the inescapable gap between perception, assimilation and action. His haunting involves the intrusion of this liminal space onto the solid boundaries and binaries of the diegetic present; his abject presence forces other characters, and viewers, to experience the frisson of this previously concealed traumatic encounter. In so doing, Santi allegorically triggers the irruption of a fissure in the progression of Spain’s socio-cultural narrative. He embodies the ominous possibility that Spain’s grisly recent past may return within the child mutated by wartime trauma to engulf the future. The final scene of the film ideates the threshold of this volatile future, as the orphaned children stand as a group staring out at the endless expanse of desert beyond the orphanage’s bounds, all the adult characters having killed each other in a microcosm of the Civil War. Ultimately, both Cole and Santi enforce an eerie moment of recognition that the previously unassimilated traumas of the past live on within the present: a Gothic drawing forth of buried knowledge that exposes cracks in coherent meaning. In The Sixth Sense, Cole reveals the extent to which trauma is located in “the way it was precisely not known in the first instance” (Caruth 4), haunting Malcolm with his previous failure before exposing the all-encompassing extent to which this past trauma has fractured Malcom’s subjectivity. Santi of The Devil’s Backbone alludes to the ways in which this process of eliding past trauma extra-diegetically haunts contemporary Spain, particularly because those who were children during the Civil War are now the adult filmmakers, political leaders and constituents of Spanish society. These disturbances of historical and personal progress are rendered particularly threatening emerging as they do at the millennial turn, a symbolic temporal threshold which divides the recent past and the “new” present. The Gothic child in these contexts points to the danger inherent in misrecognizing traumatic histories—both personal and socio-cultural—as presents that have long-since passed instead of pasts that are. ReferencesBruhm, Steven. “Nightmare on Sesame Street: or, The Self-Possessed Child.” Gothic Studies 8.2 (2006): 98-210. Caruth, Cathy. Unclaimed Experience: Trauma, Narrative and History. Baltimore: Johns Hopkins University Press, 1996. Deleuze, Gilles. Cinema 2: The Time-Image. London: Continuum Books, 2005. The Devil’s Backbone. Dir. Guillermo del Toro. Perf. Fernando Tielve, Junio Valverde and Eduardo Diego. El Deseo S.A., 2001. Georgieva, Margarita. The Gothic Child. Basingstoke: Palgrave Macmillan, 2013. Fragile. Dir. Jaume Balageuró. Perf. Calista Flockhart, Richard Roxburgh and Ivana Baquero. Castelao Producciones, 2005. Lavik, Erlend. “Narrative Structure in The Sixth Sense: A New Twist in ‘Twist Movies?’” The Velvet Light Trap 58 (2006): 55-64. The Nameless. Dir. Jaumé Balaguero. Perf. Emma Vilarasau, Karra Elejalde and Tristán Ulloa. Filmax S.A., 1999. The Orphanage. Dir. Juan Antonio Bayona. Perf. Belén Rueda, Fernando Cayo and Roger Príncep. Esta Vivo! Laboratorio de Nuevos Talentos, 2007. The Others. Dir. Alejandro Amenábar. Perf. Nicole Kidman, Alakina Mann and James Bentley. Sociedad General de Cine, 2001. The Sixth Sense. Dir. M. Night Shyalaman. Perf. Haley Joel Osment, Bruce Willis and Toni Collette. Hollywood Pictures, 1999. Stir of Echoes. Dir. David Koepp. Perf. Kevin Bacon, Zachary David Cope and Kathryn Erbe. Artisan Entertainment, 1999. Williams, Anne. Art of Darkness: A Poetics of Gothic. Chicago: University of Chicago Press, 1995. Žižek, Slavoj. Looking Awry: An Introduction to Jacques Lacan Through Popular Culture. Cambridge: MIT Press, 1991.

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 endorsement 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.

Drawing upon popular magazines, newspapers, blogs, Web sites, and videos, this essay compares the media framing of six, “fat” political figures from around the world. Framing refers to the suggested interpretations that are imbedded in media reports (Entman; McCombs and Ghanem; Seo, Dillard and Shen). As Robert Entman explains, framing is the process of culling a few elements of perceived reality and assembling a narrative that highlights connections among them to promote a particular interpretation. Frames introduce or raise the salience of certain ideas. Fully developed frames typically perform several functions, such as problem definition and moral judgment. Framing is connected to the [covert] wielding of power as, for example, when a particular frame is intentionally applied to obscure other frames. This comparative international study is an inquiry into “what people and societies make of the reality of [human weight]” (Marilyn Wann as quoted in Rothblum 3), especially in the political arena. The cultural and historical dimensions of human weight are illustrated by the practice of force-feeding girls and young women in Mauritania, because “fat” women have higher status and are more sought after as brides (Frenkiel). The current study, however, focuses on “fat” politics. The research questions that guide the study are: [RQ1] which terms do commentators utilize to describe political figures as “fat”? [RQ2] Why is the term “fat” utilized in the political arena? [RQ3] To what extent can one detect gender, national, or other differences in the manner in which the term “fat” is used in the political arena? After a brief introduction to the current media obsession with fat, the analysis begins in 1908 with William Howard Taft, the 330 pound, twenty-seventh President of the United States. The other political figures are: Chris Christie (Governor of New Jersey), Bill Clinton (forty-second President of the United States), Michelle Obama (current First Lady of the United States), Carla Bruni (former First Lady of France), and Julia Gillard (former Prime Minister of Australia). The final section presents some conclusions that may help readers and viewers to take a more critical perspective on “fat politics.” All of the individuals selected for this study are powerful, rich, and privileged. What may be notable is that their experiences of fat shaming by the media are different. This study explores those differences, while suggesting that, in some cases, their weight and appearance are being attacked to undercut their legitimate and referent power (Gaski). Media Obsession with Fat “Fat,” or “obesity,” the more scientific term that reflects the medicalisation of “fat” (Sobal) and which seems to hold sway today, is a topic with which the media currently is obsessed, both in Asia and in the United States. A quick Google search using the word “obesity” reports over 73 million hits. Ambady Ramachandran and Chamukuttan Snehalatha report on “The Rising Burden of Obesity in Asia” in a journal article that emphasizes the term “burden.” The word “epidemic” is featured prominently in a 2013 medical news report. According to the latter, obesity among men was at 13.8 per cent in Mongolia and 19.3 per cent in Australia, while the overall obesity rate has increased 46 per cent in Japan and has quadrupled in China (“Rising Epidemic”). Both articles use the word “rising” in their titles, a fear-laden term that suggests a worsening condition. In the United States, obesity also is portrayed as an “epidemic.” While some progress is being made, the obesity rate nonetheless increased in sixteen states in 2013, with Louisiana at 34.7 per cent as the highest. “Extreme obesity” in the United States has grown dramatically over thirty years to 6.3 per cent. The framing of obesity as a health/medical issue has made obesity more likely to reinforce social stereotypes (Saguy and Riley). In addition, the “thematic framing” (Shugart) of obesity as a moral failure means that “obesity” is a useful tool for undermining political figures who are fat. While the media pay considerable attention to the psychological impact of obesity, such as in “fat shaming,” the media, ironically, participate in fat shaming. Shame is defined as an emotional “consequence of the evaluation of failure” and often is induced by critics who attack the person and not the behavior (Boudewyns, Turner and Paquin). However, in a backlash against fat shaming, “Who you callin' fat?” is now a popular byline in articles and in YouTube videos (Reagan). Nevertheless, the dynamics of fat are even more complicated than an attack-and-response model can capture. For example, in an odd instance of how women cannot win, Rachel Frederickson, the recent winner of the TV competition The Biggest Loser, was attacked for being “too thin” (Ceja and Valine). Framing fat, therefore, is a complex process. Fat shaming is only one way that the media frame fat. However, fat shaming does not appear to be a major factor in media coverage of William Howard Taft, the first person in this study. William Howard Taft William Howard Taft was elected the 27th President of the United States in 1908 and served 1909-1913. Whitehouse.com describes Taft as “Large, jovial, conscientious…” Indeed, comments on the happy way that he carried his “large” size (330 pounds) are the main focus here. This ‹happy fat› framing is much different than the media framing associated with ‹fat shaming›. His happy personality was often mentioned, as can be seen in his 1930 obituary in The New York Times: “Mr. Taft was often called the most human President who ever sat in the White House. The mantle of office did not hide his winning personality in any way” (“Taft Gained Peaks”). Notice how “large” and “jovial” are combined in the framing of Taft. Despite his size, Taft was known to be a good dancer (Bromley 129). Two other words associated with Taft are “rotund” (round, plump, chubby) and “pudgy.” These terms seem a bit old-fashioned in 2015. “Rotund” comes from the Latin for “round,” “circular,” “spherical.” “Pudgy,” a somewhat newer term, comes from the colloquial for “short and thick” (Etymology Online). Taft was comfortable with being called “pudgy.” A story about Taft’s portrait in the Smithsonian’s National Portrait Gallery in Washington, D.C. illustrates the point: Artist William Schevill was a longtime acquaintance of Taft and painted him several times between 1905 and 1910. Friendship did not keep Taft from criticizing the artist, and on one occasion he asked Schevill to rework a portrait. On one point, however, the rotund Taft never interfered. When someone said that he should not tolerate Schevill's making him look so pudgy in his likenesses, he simply answered, "But I am pudgy." (Kain) Taft’s self-acceptance, as seen in the portrait by Schevill (circa 1910), stands in contrast to the discomfort caused by media framing of other fat political figures in the era of more intense media scrutiny. Chris Christie Governor Christie has tried to be comfortable with his size (300+ pounds), but may have succumbed to the medicalisation of fat and the less than positive framing of his appearance. As Christie took the national stage in the aftermath of Hurricane Sandy (2012), and subsequently explored running for President, he may have felt pressure to look more “healthy” and “attractive.” Even while scoring political points for his leadership in the aftermath of Superstorm Sandy, Christie’s large size was apparent. Filmed in his blue Governor jacket during an ABC TV News report that can be accessed as a YouTube video, Christie obviously was much larger than the four other persons on the speakers’ platform (“Jersey Shore Devastated”). In the current media climate, being known for your weight may be a political liability. A 2015 Rutgers’ Eagleton Poll found that 53 percent of respondents said that Governor Christie did not have “the right look” to be President (Capehart). While fat traditionally has been associated with laziness, it now is associated with health issues, too. The media framing of fat as ‹morbidly obese› may have been one factor that led Christie to undergo weight loss surgery in 2013. After the surgery, he reportedly lost a significant amount of weight. Yet his new look was partially tarnished by media reports on the specifics of lap-band-surgery. One report in The New York Daily News stressed that the surgery is not for everyone, and that it still requires much work on the part of the patient before any long-term weight loss can be achieved (Engel). Bill Clinton Never as heavy as Governor Christie, Bill Clinton nonetheless received considerable media fat-attention of two sorts. First, he could be portrayed as a kind of ‹happy fat “Bubba”› who enjoyed eating high cholesterol fast food. Because of his charm and rhetorical ability (linked to the political necessity of appearing to understand the “average person”), Clinton could make political headway by emphasizing his Arkansas roots and eating a hamburger. This vision of Bill Clinton as a redneck, fast-food devouring “Bubba” was spoofed in a popular 1992 Saturday Night Live skit (“President-Elect Bill Clinton Stops by a McDonald's”). In 2004, after his quadruple bypass surgery, the media adopted another way to frame Bill Clinton. Clinton became the poster-child for coronary heart disease. Soon he would be framed as the ‹transformed Bubba›, who now consumed a healthier diet. ‹Bill Clinton-as-vegan› framing fit nicely with the national emphasis on nutrition, including the widespread advocacy for a largely plant-based diet (see film Forks over Knives). Michelle Obama Another political figure in the United States, whom the media has connected both to fast food and healthy nutrition, is Michelle Obama. Now in her second term as First Lady, Michelle Obama is associated with the national campaign for healthier school lunches. At the same time, critics call her “fat” and a “hypocrite.” A harsh diatribe against Obama was revealed by Media Matters for America in the personal attacks on Michelle Obama as “too fat” to be a credible source on nutrition. Dr. Keith Ablow, a FOX News medical adviser said, Michelle Obama needs to “drop a few” [pounds]. “Who is she to be giving nutrition advice?” Another biting attack on Obama can be seen in a mocking 2011 Breitbart cartoon that portrayed Michelle Obama devouring hamburgers while saying, “Please pass the bacon” (Hahn). Even though these attacks come from conservative media utterly opposed to the presidency of Barack Obama, they nonetheless reflect a more widespread political use of media framing. In the case of Michelle Obama, the media sometimes cannot decide if she is “statuesque” or “fat.” She is reported to be 5’11 tall, but her overall appearance has been described as “toned” (in her trademark sleeveless dresses) yet never as “thin.” The media’s ambivalence toward tall/large women is evident in the recent online arguments over whether Robyn Lawley, named one of the “rookies of the year” by the Sports Illustrated Swimsuit issue, has a “normal” body or a “plus-size” body (Blair). Therefore, we have two forms of media framing in the case of Michelle Obama. First, there is the ‹fat hypocrite› frame, an ad hominem framing that she should not be a spokesperson for nutrition. This first form of framing, perhaps, is linked to the traditional tendency to tear down political figures, to take them off their pedestals. The second form of media framing is a ‹large woman ambiguity› frame. If you are big and tall, are you “fat”? Carla Bruni Carla Bruni, a model and singer/songwriter, was married in 2008 to French President Nicolas Sarkozy (who served 2007 to 2012). In 2011, Bruni gave birth to a daughter, Giulia. After 2011, Bruni reports many attacks on her as being too “fat” (Kim; Strang). Her case is quite interesting, because it goes beyond ‹fat shaming› to illustrate two themes not previously discussed. First, the attacks on Bruni seem to connect age and fat. Specifically, Bruni’s narrative introduces the frame: ‹weight loss is difficult after giving birth›. Motherhood is taxing enough, but it becomes even more difficulty when the media are watching your waist line. It is implied that older mothers should receive more sympathy. The second frame represents an odd form of reverse fat shaming: ‹I am so sick and tired of skinny people saying they are fat›. As Bruni explains: “I’m kind of tall, with good-size shoulders, and when I am 40 pounds overweight, I don’t even look fat—I just look ugly” (Orth). Critics charge that celebs like Bruni not only do not look fat, they are not fat. Moreover, celebs are misguided in trying to cultivate sympathy that is needed by people who actually are fat. Several blogs echo this sentiment. The site Whisper displays a poster that states: “I am so sick and tired of skinny people saying they are fat.” According to Anarie in another blog, the comment, “I’m fat, too,” is misplaced but may be offered as a form of “sisterhood.” One of the best examples of the strong reaction to celebs’ fat claims is the case of actress Jennifer Lawrence. According The Gloss, Lawrence isn’t chubby. She isn’t ugly. She fits the very narrow parameters for what we consider beautiful, and has been rewarded significantly for it. There’s something a bit tone deaf in pretending not to have thin or attractive privilege when you’re one of the most successful actresses in Hollywood, consistently lauded for your looks. (Sonenshein) In sum, the attempt to make political gain out of “I’m fat” comments, may backfire and lead to a loss in political capital. Julia Gillard The final political figure in this study is Julia Eileen Gillard. She is described on Wikipedia as“…a former Australian politician who served as the 27th Prime Minister of Australia, and the Australian Labor Party leader from 2010 to 2013. She was the first woman to hold either position” (“Julia Gillard”). Gillard’s case provides a useful example of how the media can frame feminism and fat in almost opposite manners. The first version of framing, ‹woman inappropriately attacks fat men›, is set forth in a flashback video on YouTube. Political enemies of Gillard posted the video of Gillard attacking fat male politicians. The video clip includes the technique of having Gillard mouth and repeat over and over again the phrase, “fat men”…”fat men”…”fat men” (“Gillard Attacks”). The effect is to make Gillard look arrogant, insensitive, and shrill. The not-so-subtle message is that a woman should not call men fat, because a woman would not want men to call her fat. The second version of framing in the Gillard case, ironically, has a feminist leader calling Gillard “fat” on a popular Australian TV show. Australian-born Germaine Greer, iconic feminist activist and author of The Female Eunuch (1970 international best seller), commented that Gillard wore ill-fitting jackets and that “You’ve got a big arse, Julia” (“You’ve Got”). Greer’s remarks surprised and disappointed many commentators. The Melbourne Herald Sun offered the opinion that Greer has “big mouth” (“Germaine Greer’s”). The Gillard case seems to support the theory that female politicians may have a more difficult time navigating weight and appearance than male politicians. An experimental study by Beth Miller and Jennifer Lundgren suggests “weight bias exists for obese female political candidates, but that large body size may be an asset for male candidates” (p. 712). Conclusion This study has at least partially answered the original research questions. [RQ1] Which terms do commentators utilize to describe political figures as “fat”? The terms include: fat, fat arse, fat f***, large, heavy, obese, plus size, pudgy, and rotund. The media frames include: ‹happy fat›, ‹fat shaming›, ‹morbidly obese›, ‹happy fat “Bubba›, ‹transformed “Bubba›, ‹fat hypocrite›, ‹large woman ambiguity›, ‹weight gain women may experience after giving birth›, ‹I am so sick and tired of skinny people saying they are fat›, ‹woman inappropriately attacks fat men›, and ‹feminist inappropriately attacks fat woman›. [RQ2] Why is the term “fat” utilized in the political arena? Opponents in attack mode, to discredit a political figure, often use the term “fat”. It can imply that the person is “unhealthy” or has a character flaw. In the attack mode, critics can use “fat” as a tool to minimize a political figure’s legitimate and referent power. [RQ3] To what extent can one detect gender, national, or other differences in the manner in which the term “fat” is used in the political arena? In the United States, “obesity” is the dominant term, and is associated with the medicalisation of fat. Obesity is linked to health concerns, such as coronary heart disease. Weight bias and fat shaming seem to have a disproportionate impact on women. This study also has left many unanswered questions. 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