Letteratura scientifica selezionata sul tema "Windsor (Conn.). Public Library"

This article focuses on the content, intent, and historical context of an unpublished review of a concert performed by Glenn Gould and the Detroit Symphony Orchestra in Detroit, Michigan, on 13 October 1960. The review is preserved at the Library and Archives Canada and was written by Graham Steed (1913–1999). This respected British-Canadian organist and scholar served as the Windsor Star’s music critic from 1959 to 1965. Interestingly, Steed’s American colleagues reviewed Gould’s performance favourably. In contrast, Steed’s own highly controversial critique was deemed unfit for public consumption by the editor of the Windsor Star.

Purpose – The article aims to convey the experiences of installing an Espresso Book Machine (tm) into Windsor Public Library. It relates how an extremely high-tech, mechanical and new process was received in a very traditional field. Design/methodology/approach – Windsor Public Library acquired an Espresso Book Machine, and built around it a Self-Publishing Centre which included iMacs loaded with software, a scanner, a comfortable area and a dedicated staff member. Findings – The creativity that arose from the Self-Publishing Centre was not limited only to individual, solitary authors who wanted just to produce their own works. A network of like-minded people formed to give encouragement and support developed, increasing the opportunities for elevating literacy in our community. Research limitations/implications – Limitations are obviously that we are one small community enjoying the benefits of this machine. It is impossible to predict if other communities and geographic locations would enjoy the same success. Practical implications – Practical implications are that even with the advancing tide of ebooks and non-print matter, patrons are still very eager to consume and produce printed materials. Social implications – The technological marvels of the high-tech gear that have been installed would be lost without the people forming communities around the technology. Originality/value – The results of installing the Self-Publishing Centre were very different from what we anticipated. The products and community established here are as awe-inspiring as the machine at the heart of the Centre.

L. B. Cebik, Glenn C. Graber and Frank H. Marsh (eds) Advances in Bioethics: Volume 1: Violence, Neglect and the Elderly. JAI Press Inc., Greenwich, Conn. 1996, 240 pp. £62.50 Hbk ISBN 0-7623-0096-5.This book appears to be the first volume of a series, although it is not clear what additional volumes will follow. The price alone suggests that it is aimed at academic libraries, although serious researchers into elder mistreatment may decide that it is a necessary addition to a personal library as a book of reference.The Preface explains the origin of this series on Advances in Bioethics: ‘The magnitude of violence in the United States has become an increasingly grim reality for many Americans’. Walker and Maltby (1997), in their presentation of European research on ageing, recently drew attention to the sense of fear of walking out at night that older people have in all the member states of the European Union. The same appears to be true in the USA as well. The preface catalogues figures for 1992: 207,000 rapes, over 20,000 murders and 690,000 robberies. This has led the National Institutes of Health (NIH) to focus attention on violence and health, seeking to understand violence-related behaviour and its consequences. In 1993, the NIH set up the Panel of NIH Research on Antisocial, Aggressive and Violence-related Behaviours and their Consequences. The Panel included experts on ethics, criminal justice, medicine, behavioural and biological research, public health, epidemiology, anthropology, nursing, sociology, psychology and psychiatry. The Panel's purpose was to ‘evaluate the NIH research portfolio in terms of its relevance, adequacy and responsiveness to social and ethical concerns.’ It has been necessary to give this background in order that the book may be seen in context.

Введение. Проведен анализ сибирских газет начала 1880-х гг., в которых имеются сведения о И. С. Тургеневе: иркутские газеты «Сибирь» (1873–1887), «Восточное обозрение» (1882–1906) и томские «Сибирская газета» (1881–1888), «Сибирский вестник» (1885–1905). Цель – выявление рецепции личности и творчества великого русского писателя сибирским образованным обществом и понимание его роли в духовной жизни Сибири и России. Материал и методы. Использовались биографический, историко-литературный, историко-функциональный, культурно-исторический и сравнительно-типологический методы. Материалом послужили сибирские и центральные периодические издания 1880-х гг. Результаты и обсуждение. Тургенев оказался знаковой фигурой для культурной жизни Сибири. Его произведения продавались в книжных магазинах Томска, Омска, Барнаула, Иркутска, находились во многих библиотеках Сибири. С появлением первых сибирских газет на их страницах печатались рецензии и материалы о творчестве и событиях жизни русского писателя. Наиболее часто его имя встречалось на страницах «Сибирской газеты». История любви члена редколлегии «Сибирской газеты» С. С. Синегуба была известна в среде революционеров-народников. Она нашла, по мнению автора статьи, свое отражение в разработке любовной интриги Нежданова, Марианны и Соломина (роман «Новь»). Негласным редактором газеты являлся Ф. В. Волховский, политический ссыльный, судимый по «процессу 193-х». В 1877 г. Тургенев не был лично знаком с Волховским, но активно общался с Г. А. Лопатиным, его приятелем и соратником по политической деятельности, и вместе с ним основал Русскую общественную библиотеку в Париже. Особое внимание уделено анализу материалов о И. С. Тургеневе на страницах иркутских и томских периодических изданий: это перепечатки и комментарии статей центральных газет о произведениях Тургенева, собственные рецензии и отзывы о писателе сибирских литераторов. Некоторые из них – Н. И. Наумов, И. В. Омулевский (и, возможно, Н. М. Ядринцев) – были лично знакомы с ним и присутствовали на встречах И. С. Тургенева с редакцией журнала «Слово» и «Русское богатство». Именно в мартовском номере радикального журнала «Слово» в 1881 г. впервые в России опубликовано знаменитое стихотворение Тургенева «Крокет в Виндзоре» (1876). Заключение. Сибирская общественность внимательно следила за творчеством Тургенева, в сибирских газетах печатались сведения о его болезни. После смерти писателя сообщалось о панихидах, которые проходили в ряде сибирских городов. Рассмотрены некрологи и посмертные статьи о Тургеневе, талантливо написанные редакторами «Восточного обозрения» и «Сибирской газеты». В них отмечалось большое значение творчества выдающегося русского писателя и его общественной деятельности для формирования гражданского самосознания сибиряков. Introduction. The analysis of Siberian newspapers of the early 1880s, which contains information about I. S. Turgenev: Irkutsk newspapers «Siberia» (1873–1887), «Eastern Review» (1882–1906) and Tomsk; Sibirskaya Gazeta (1881–1888), Sibirskiy Vestnik (1885–1905). The purpose of the study was to identify the reception of the personality and work of the great Russian writer by the Siberian educated society and an understanding of his role in the spiritual life of Siberia and Russia. Material and methods. In the course of its implementation, a system of methods was used: biographical, historicalliterary, historical-functional, cultural-historical and comparative-typological. Results and discussion. Turgenev turned out to be a significant figure for the cultural life of Siberia. His works were sold in bookstores in Tomsk, Omsk, Barnaul, Irkutsk, and were in many libraries in Siberia. With the appearance of the first Siberian newspapers, reviews and materials about the work and events of the life of the Russian writer were printed on their pages. Most often his name was found on the pages of the «Siberian newspaper». The love story of S. S. Sinegub was known among the populist revolutionaries. She found, in the opinion of the author of the article, its reflection in the development of the love affair of Nezhdanov, Marianna and Solomin (novel «Nov»). The secret editor of the newspaper was F. V. Volkhovsky, a political exile, tried in the socalled «trial of the 193s» in 1877 y. Turgenev was not personally acquainted with Volkhovsky, but actively communicated with G. A. Lopatin, his friend and associate in political activities, and together with him founded the Russian Public Library in Paris. Particular attention in the article is paid to the analysis of materials about Turgenev on the pages of Irkutsk and Tomsk periodicals: these are reprints and comments and articles of central newspapers about the works of Turgenev, their own reviews and reviews of the writer of Siberian writers. Some of them – N. I. Naumov, I. V. Omulevsky (and, possibly, N. M. Yadrintsev) – were personally acquainted with him and were present at Turgenev’s meetings with the editors of the magazine «Slovo» and «Russkoe Bogatstvo». It was in the March issue of the radical magazine «Slovo» in 1881 that Turgenev’s famous poem «Croquet in Windsor» (1876) was first published in Russia. Conclusion. The Siberian public closely followed the work of Turgenev, information about his illness was published in Siberian newspapers. After his death, it was reported about memorial services, which took place in a number of Siberian cities. The author of the article reviewed obituaries and posthumous articles about Turgenev, talentedly written by the editors of «Vostochny Obozreniye» and «Sibirskaya Gazeta». They noted the great importance of the work of the outstanding Russian writer and his social activities for the formation of civic consciousness of Siberians.

The habitual passenger cannot grasp the folly of traffic based overwhelmingly on transport. His inherited perceptions of space and time and of personal pace have been industrially deformed. He has lost the power to conceive of himself outside the passenger role (Illich 25).The most basic definition of Stillness refers to a state of being in the absence of both motion and disturbance. Some might say it is anti-American. Stillness denies the democratic freedom of mobility in a social system where, as Ivan Illich writes in Energy and Equity, people “believe that political power grows out of the capacity of a transportation system, and in its absence is the result of access to the television screen” (26). In America, it isn’t too far of a stretch to say that most are quite used to being interpolated as some sort of subject of the screen, be it the windshield or the flat screen. Whether in transport or tele-vision, life is full of traffic and flickering images. In the best of times there is a choice between being citizen-audience member or citizen-passenger. A full day might include both.But during the summer of 2008 things seemed to change. The citizen-passenger was left beached, not in some sandy paradise but in their backyard. In this state of SIMBY (stuck in my backyard), the citizen-passenger experienced the energy crisis first hand. Middle class suburbanites were forced to come to terms with a new disturbance due to rising fuel prices: unattainable motion. Domestic travel had been exchanged for domestication. The citizen-passenger was rendered what Paul Virilio might call, “a voyager without a voyage, this passenger without a passage, the ultimate stranger, and renegade to himself” (Crepuscular 131). The threat to capitalism posed by this unattainable motion was quickly thwarted by America’s 'big box' stores, hotel chains, and news networks. What might have become a culturally transformative politics of attainable stillness was hijacked instead by The Great American Staycation. The Staycation is a neologism that refers to the activity of making a vacation out of staying at home. But the Staycation is more than a passing phrase; it is a complex cultural phenomenon that targeted middle class homes during the summer of 2008. A major constraint to a happy Staycation was the uncomfortable fact that the middle class home was not really a desirable destination as it stood. The family home would have to undergo a series of changes, one being the initiation of a set of time management strategies; and the second, the adoption of new objects for consumption. Good Morning America first featured the Staycation as a helpful parenting strategy for what was expected to be a long and arduous summer. GMA defined the parameters of the Staycation with four golden rules in May of 2008:Schedule start and end dates. Otherwise, it runs the risk of feeling just like another string of nights in front of the tube. Take Staycation photos or videos, just as you would if you went away from home on your vacation. Declare a 'choratorium.' That means no chores! Don't make the bed, vacuum, clean out the closets, pull weeds, or nothing, Pack that time with activities. (Leamy)Not only did GMA continue with the theme throughout the summer but the other networks also weighed in. Expert knowledge was doled out and therapeutic interventions were made to make people feel better about staying at home. Online travel companies such as expedia.com and tripadvisor.com, estimated that 60% of regular vacation takers would be staying home. With the rise and fall of gas prices, came the rise of fall of the Staycation.The emergence of the Staycation occurred precisely at a time when American citizens were confronted with the reality that their mobility and localities, including their relationship to domestic space, were structurally bound to larger geopolitical forces. The Staycation was an invention deployed by various interlocutors most threatened by the political possibilities inherent in stillness. The family home was catapulted into the circuits of production, consumption, and exchange. Big TV and Big Box stores furthered individual’s unease towards having to stay at home by discursively constructing the gas prices as an impediment to a happy domestic life and an affront to the American born right to be mobile. What was reinforced was that Americans ideally should be moving, but could not. Yet, at the same time it was rather un-American not to travel. The Staycation was couched in a powerful rhetoric of one’s moral duty to the nation while playing off of middle class anxieties and senses of privilege regarding the right to be mobile and the freedom to consume. The Staycation satiates all of these tensions by insisting that the home can become a somewhere else. Between spring and autumn of 2008, lifestyle experts, representatives from major retailers, and avid Staycationers filled morning slots on ABC, NBC, FOX, CBS, and CNN with Staycation tips. CNN highlighted the Staycation as a “1st Issue” in their Weekend Report on 12 June 2008 (Alban). This lead story centred on a father in South Windsor, Connecticut “who took the money he would normally spend on vacations and created a permanent Staycation residence.” The palatial home was fitted with a basketball court, swimming pool, hot tub, gardening area, and volleyball court. In the same week (and for those without several acres) CBS’s Early Show featured the editor of behindthebuy.com, a company that specialises in informing the “time starved consumer” about new commodities. The lifestyle consultant previewed the newest and most necessary items “so you could get away without leaving home.” Key essentials included a “family-sized” tent replete with an air conditioning unit, a projector TV screen amenable to the outdoors, a high-end snow-cone maker, a small beer keg, a mini-golf kit, and a fast-setting swimming pool that attaches to any garden hose. The segment also extolled the virtues of the Staycation even when gas prices might not be so high, “you have this stuff forever, if you go on vacation all you have are the pictures.” Here, the value of the consumer products outweighs the value of erstwhile experiences that would have to be left to mere recollection.Throughout the summer ABC News’ homepage included links to specific products and profiled hotels, such as Hiltons and Holiday Inns, where families could at least get a few miles away from home (Leamy). USA Today, in an article about retailers and the Staycation, reported that Wal-Mart would be “rolling back prices on everything from mosquito repellent to portable DVD players to baked beans and barbecue sauce”. Target and Kohl’s were celebrated for offering discounts on patio furniture, grills, scented candles, air fresheners and other products to make middle class homes ‘staycationable’. A Lexis Nexis count revealed over 200 news stories in various North American sources, including the New York Times, Financial Times, Investors Guide, the Christian Science Monitor, and various local Consumer Credit Counselling Guides. Staying home was not necessarily an inexpensive option. USA Today reported brand new grills, grilling meats, patio furniture and other accoutrements were still going to cost six percent more than the previous year (24 May 2008). While it was suggested that the Staycation was a cost-saving option, it is clear Staycations were for the well-enough off and would likely cost more or as much as an actual vacation. To put this in context with US vacation policies and practices, a recent report by the Center for Economic and Policy Research called No-Vacation Nation found that the US is the only advanced economy in the world that does not guarantee its workers paid vacation (Ray and Schmidt 3). Subsequently, without government standards 25% of Americans have neither paid vacation nor paid holidays. The Staycation was not for the working poor who were having difficulty even getting to work in the first place, nor were they for the unemployed, recently job-less, or the foreclosed. No, the Staycationers were middle class suburbanites who had backyards and enough acreage for swimming pools and tents. These were people who were going to be ‘stuck’ at home for the first time and a new grill could make that palatable. The Staycation would be exciting enough to include in their vacation history repertoire.All of the families profiled on the major networks were white Americans and in most cases nuclear families. For them, unattainable motion is an affront to the privilege of their white middle class mobility which is usually easy and unencumbered, in comparison to raced mobilities. Doreen Massey’s theory of “power geometry” which argues that different people have differential and inequitable relationships to mobility is relevant here. The lack of racial representation in Staycation stories reinforces the reality that has already been well documented in the works of bell hooks in Black Looks: Race and Representation, Lynn Spigel in Welcome to the Dreamhouse: Popular Media and Postwar Suburbs, and Jeremy Packer in Mobility without Mayhem: Safety, Cars and Citizenship. All of these critical works suggest that taking easily to the great open road is not the experience of all Americans. Freedom of mobility is in fact a great American fiction.The proprietors for the Great American Staycation were finding all sorts of dark corners in the American psyche to extol the virtues of staying at home. The Staycation capitalised on latent xenophobic tendencies of the insular family. Encountering cultural difference along the way could become taxing and an impediment to the fully deserved relaxation that is the stuff of dream vacations. CNN.com ran an article soon after their Weekend Report mentioned above quoting a life coach who argued Staycations were more fitting for many Americans because the “strangeness of different cultures or languages, figuring out foreign currencies or worrying about lost luggage can take a toll” (12 June 2008). The Staycation sustains a culture of insularity, consumption, distraction, and fear, but in doing so serves the national economic interests quite well. Stay at home, shop, grill, watch TV and movies, these were the economic directives programmed by mass media and retail giants. As such it was a cultural phenomenon commensurable to the mundane everyday life of the suburbs.The popular version of the Staycation is a highly managed and purified event that reflects the resort style/compound tourism of ‘Club Meds’ and cruise ships. The Staycation as a new form of domestication bears a significant resemblance to the contemporary spatial formations that Marc Augé refers to as non-places – contemporary forms of homogeneous architecture that are scattered across disparate locales. The nuclear family home becomes another point of transfer in the global circulation of capital, information, and goods. The chain hotels and big box stores that are invested in the Staycation are touted as part of the local economy but instead devalue the local by making it harder for independent restaurants, grocers, farmers’ markets and bed and breakfasts to thrive. In this regard the Staycation excludes the local economy and the community. It includes backyards not balconies, hot-dogs not ‘other’ types of food, and Wal-Mart rather than then a local café or deli. Playing on the American democratic ideals of freedom of mobility and activating one’s identity as a consumer left little room to re-think how life in constant motion (moving capital, moving people, moving information, and moving goods) was partially responsible for the energy crisis in the first place. Instead, staying at home became a way for the American citizen to support the floundering economy while waiting for gas prices to go back down. And, one wouldn’t have to look that much further to see that the Staycation slips discursively into a renewed mission for a just cause – the environment. For example, ABC launched at the end of the summer a ruse of a national holiday, “National Stay at Home Week” with the tag line: “With gas prices so high, the economy taking a nosedive and global warming, it's just better to stay in and enjoy great ABC TV.” It comes as no shock that none of the major networks covered this as an environmental issue or an important moment for transformation. In fact, the air conditioning units in backyard tents attest to quite the opposite. Instead, the overwhelming sense was of a nation waiting at home for it all to be over. Soon real life would resume and everyone could get moving again. The economic slowdown and the energy crisis are examples of the breakdown and failure of capitalism. In a sense, a potential opened up in this breakdown for Stillness to become an alternative to life in constant and unrequited motion. That is, for the practice of non-movement and non-circulation to take on new political and cultural forms especially in the sprawling suburbs where the car moves individuals between the trifecta of home, box store, and work. The economic crisis is also a temporary stoppage of the flows. If the individual couldn’t move, global corporate capital would find a way to set the house in motion, to reinsert it back into the machinery that is now almost fully equated with freedom.The reinvention of the home into a campground or drive-in theatre makes the house a moving entity, an inverted mobile home that is both sedentary and in motion. Paul Virilio’s concept of “polar inertia” is important here. He argues, since the advent of transportation individuals live in a state of “resident polar inertia” wherein “people don’t move, even when they’re in a high speed train. They don’t move when they travel in their jet. They are residents in absolute motion” (Crepuscular 71). Lynn Spigel has written extensively about these dynamics, including the home as mobile home, in Make Room for TV and Welcome to the Dreamhouse. She examines how the introduction of the television into domestic space is worked through the tension between the private space of the home and the public world outside. Spigel refers to the dual emergence of portable television and mobile homes. Her work shows how domestic space is constantly imagined and longed for “as a vehicle of transport through which they (families) could imaginatively travel to an illicit place of passion while remaining in the safe space of the family home” (Welcome 60-61). But similarly to what Virilio has inferred Spigel points out that these mobile homes stayed parked and the portable TVs were often stationary as well. The Staycation exists as an addendum to what Spigel captures about the relationship between domestic space and the television set. It provides another example of advertisers’ attempts to play off the suburban tension between domestic space and the world “out there.” The Staycation exacerbates the role of the domestic space as a site of production, distribution, and consumption. The gendered dynamics of the Staycation include redecorating possibilities targeted at women and the backyard beer and grill culture aimed at men. In fact, ‘Mom’ might suffer the most during a Staycation, but that is another topic. The point is the whole family can get involved in a way that sustains the configurations of power but with an element of novelty.The Staycation is both a cultural phenomenon that feeds off the cultural anxieties of the middle class and an economic directive. It has been constructed to maintain movement at a time when the crisis of capital contains seeds for an alternative, for Stillness to become politically and culturally transformative. But life feels dull when the passenger is stuck and the virtues of Stillness are quite difficult to locate in this cultural context. As Illich argues, “the passenger who agrees to live in a world monopolised by transport becomes a harassed, overburdened consumer of distances whose shape and length he can no longer control” (45). When the passenger is the mode of identification, immobility becomes unbearable. In this context a form of “still mobility” such as the Staycation might be satisfying enough. ConclusionThe still citizen is a threatening figure for capital. In Politics of the Very Worst Virilio argues at the heart of capitalism is a state of permanent mobility, a condition to which polar inertia attests. The Staycation fits completely within this context of this form of mobile immobility. The flow needs to keep flowing. When people are stationary, still, and calm the market suffers. It has often been argued that the advertising industries construct dissatisfaction while also marginally eliminating it through the promises of various products, yet ultimately leaving the individual in a constant state of almost satisfied but never really. The fact that the Staycation is a mode of waiting attests to this complacent dissatisfaction.The subjective and experiential dimensions of living in a capitalist society are experienced through one’s relationship to time and staying on the right path. The economic slowdown and the energy crisis are also crises in pace, energy, and time. The mobility and tempo, the pace and path that capital relies on, has become unhinged and vulnerable to a resistant re-shaping. The Staycation re-sets the tempo of suburbia to meet the new needs of an economic slowdown and financial crisis. Following the directive to staycate is not necessarily a new form of false consciousness, but an intensified technological and economic mode of subjection that depends on already established cultural anxieties. But what makes the Staycation unique and worthy of consideration is that capitalists and other disciplinary institutions of power, in this case big media, construct new and innovative ways to control people’s time and regulate their movement in space. The Staycation is a particular re-territorialisation of the temporal and spatial dimensions of home, work, and leisure. In sum, Staycation and the staging of National Stay at Home Week reveals a systemic mobilising and control of a population’s pace and path. As Bernard Stiegler writes in Technics and Time: “Deceleration remains a figure of speed, just as immobility is a figure of movement” (133). These processes are inexorably tied to one another. Thinking back to the opening quote from Illich, we could ask how we might stop imagining ourselves as passengers – ushered along, falling in line, or complacently floating past. To be still in the flows could be a form of ultimate resistance. In fact, Stillness has the possibility of becoming an autonomous practice of refusal. It is after all this threatening potentiality that created the frenzied invention of the Staycation in the first place. To end where I began, Illich states that “the habitual passenger must adopt a new set of beliefs and expectations if he is to feel secure in the strange world” (25-26). The horizon of political possibility is uniformly limited for the passenger. Whether people actually did follow these directives during the summer of 2008 is hard to determine. The point is that the energy crisis and economic slowdown offered a potential to vacate capital’s premises, both its pace and path. But corporate capital is doing its best to make sure that people wait, staycate, and see it through. The Staycation is not just about staying at home for vacation. It is about staying within reach, being accounted for, at a time when departing global corporate capital seems to be the best option. ReferencesAlban, Debra. “Staycations: Alternative to Pricey, Stressful Travel.” CNN News 12 June 2008. 6 Mar. 2009 ‹http://edition.cnn.com/2008/LIVING/worklife/06/12/balance.staycation/index.html›.Augé, Marc. Non-Places: Introduction to an Anthropology of Supermodernity. Verso, London, 1995.hooks, bell. Black Looks: Race and Representation. Boston: South End Press, 1992.Illich, Ivan. Energy and Equity. New York: Perennial Library, 1974.Leamy, Elisabeth. “Tips for Planning a Great 'Staycation'.” ABC News 23 May 2008. 6 Mar. 2009 ‹http://abcnews.go.com/GMA/Parenting/story?id=4919211›.Massey, Doreen. Space, Place, and Gender. Minneapolis: Minnesota U P, 1994.Packer, Jeremy. Mobility without Mayhem: Safety, Cars, and Citizenship. Durham, NC: Duke U P, 2008.Ray, Rebecca and John Schmitt. No-Vacation Nation. Washington, D.C.: Center for Economic and Policy Research, May 2007.Spigel, Lynn. Make Room for TV: Television and the Family Ideal in Postwar America. Chicago: Chicago U P, 1992.———. Welcome to the Dreamhouse: Popular Media and Postwar Suburbs. Durham, NC: Duke U P, 2001.Stiegler, Bernard. Technics and Time 2: Disorientation. Trans. Stephen Barker. California: Stanford University Press, 2009.USA Today. “Retailers Promote 'Staycation' Sales.” 24 May 2008. 6 Mar. 2009 ‹http://www.usatoday.com/money/industries/retail/2008-05-24-staycations_N.htm›.Virilio, Paul. Speed and Politics. Trans. Mark Polizzotti. New York: Semiotext(e), 1986.———. In James der Derian, ed. The Virilio Reader. Malden, Mass.: Blackwell, 1998.———. Politics of the Very Worst. New York: Semiotext(e), 1999.———. Crepuscular Dawn. New York: Semiotext(e), 2002.

Aunty Mary Graham, Kombu-merri elder and philosopher, writes, “you are not alone in the world.” We have a responsibility to each other, as well as to the land, and violence is the refusal of this relationship that binds us (Rose). Similarly, Emmanuel Levinas, a French-Lithuanian Jewish teacher and philosopher who lived through the Holocaust, writes that, “my freedom does not have the last word; I am not alone” (Levinas, Totality 101). For both writers, the recognition that one is not alone in the world creates an imperative to act ethically. For non-Indigenous educators working in the Indigenous Studies space—as arguably all school teachers are, given the Australian Curriculum—their relationship with Indigenous Australia creates an imperative to consider ethics and responsibility in their work. In this article, I use Emmanuel Levinas’s thinking and writing on epistemological violence and ethics as a first philosophy to consider how pre-service teachers engage with the ethical responsibilities inherent in teaching and learning Indigenous Studies.To begin, I will introduce Emmanuel Levinas and his writing on violence, followed by outlining the ways that Indigenous perspectives are incorporated into the Australian Curriculum. I will finish by sharing some of the reflective writing undertaken by pre-service teachers in a compulsory Indigenous education subject at an Australian university. These data show pre-service teachers’ responses to being called into responsibility and relationality, as well as some of the complexities in avoiding what I term here epistemological violence, a grasping of the other by trying to make the other infinitely knowable. The data present a problematic paradox—when pre-service teachers write about their future praxis, they necessarily defer responsibility to the future. This deferral constructs an image of the future which transcends the present, without requiring change in the here and now.Of note, some of this writing speaks to the violence enacted upon Indigenous peoples through the colonisation of Australia. I have tried to write respectfully about these topics. Yet the violence continues, in part via the traumatic nature of such accounts. As a non-Indigenous educator and researcher, I also acknowledge that such histories of violence have predominantly benefited people like myself and that the Countries on which this article was written (Countries of the sovereign Bindal and Wulgurukaba peoples) have never been ceded.Emmanuel Levinas: Ethics as First PhilosophyEmmanuel Levinas was a French-Lithuanian Jewish teacher and philosopher for whom surviving the Holocaust—where most of his family perished—fundamentally changed his philosophy. Following World War II, Levinas critiqued Heidegger’s philosophy, writing that freedom—an unencumbered being in the world—could no longer be considered the first condition of being human (Levinas, Existence). Instead, the presence of others in the world—an intersubjectivity between oneself and another—means that we are always already responsible for the others we encounter. Seeing the other’s face calls us to be accountable for our own actions, to responsibility. If we do not respect that the other is different to one’s self, and instead try to understand them through our own frames of reference, we commit the epistemological violence of reducing the other to the same (Levinas, Totality 46), bringing their infinity into our own totality.The history of Indigenous and non-Indigenous relations both in Australia and globally has been marked by attempts to bring Indigenous peoples into non-Indigenous orders of knowledge (Nakata, “Cultural Interface”). The word “Aboriginal”, derived from the Latin “of the original”, refers to both Indigenous peoples’ position as original inhabitants of lands, but also to the anthropological idea that Indigenous peoples were early and unevolved prototypes of human beings (Peterson). This early idea of what it means to be Indigenous is linked to the now well-known histories of ontological violence. Aboriginal reserves were set up as places for Aboriginal people to perish, a consequence not just of colonisation, but of the perception that Indigenous people were unfit to exist in a modern society. Whilst such racist ideologies linger today, most discourses have morphed in how they grasp Indigenous people into a non-Indigenous totality. In a context where government-funded special measures are used to assist disadvantaged groups, categories such as the Indigenous/non-Indigenous binary can become violent. The Closing the Gap campaign, for example, is based on this categorical binary, where “sickness=Indigenous” and “whiteness=health”. This creates a “moral imperative upon Indigenous Australians to transform themselves” (Pholi et al. 10), to become the dominant category, to be brought into the totality.Levinas’s philosophical writings provide a way to think through the ethical challenges of a predominantly non-Indigenous teaching workforce being tasked to not just approach the teaching of Indigenous students with more care than previous generations, but to also embed Indigenous perspectives and knowledges into their teaching work. Levinas’s warning of a “disinterested acquisition of knowledge” (Reader 78), seemingly unrestrained by memory or relationships, is useful in two ways. First, for pre-service teachers learning about Indigenous education, Levinas’s work provides a reminder of the ethical responsibilities that all members of a community have to each other. However, this responsibility cannot be predicated on unwittingly approaching Indigenous topics through Western knowledge lenses. Instead, Levinas’s work also reminds us about the ethics of knowledge production which shape how others—in this case Indigenous peoples—come to be known; teachers and pre-service teachers must engage with the politics of knowledge that shape how Indigenous peoples come to be known in educational settings.You Are Not Alone in the World: Indigenous Perspectives in the Australian CurriculumIn 2010, the Australian Curriculum was launched by the Australian Curriculum, Assessment and Reporting Authority (ACARA) with the goal of unifying state-driven curricula into a common approach. Developed from the 2008 Melbourne Declaration on Educational Goals for Young Australians (Ministerial Council for Education, Early Childhood Development and Youth Affairs [MCEECDYA]), the Curriculum has occupied a prominent position in the Australian educational policy space. As well as preparing a future workforce, contemporary Australian education is essentially aspirational, “governed by the promise of something better” (Harrison et al. 234), with the Australian Curriculum appearing to promise the same: there is a concerted effort to ensure that all Australians have access to equitable and excellent educational opportunities, and that all students are represented within the Curriculum. Part of this aspiration included the development of three Cross-Curriculum Priorities (CCPs), focus areas that “give students the tools and language to engage with and better understand their world at a range of levels” (ACARA, “Cross-Curriculum Priorities” para. 1). The first of these CCPs is Aboriginal and Torres Strait Islander Histories and Cultures and is organised into three key concepts: connection to Country/Place; diversity of Aboriginal and Torres Strait Islander cultures; and diversity of Aboriginal and Torres Strait Islanders societies. In the curriculum more broadly, content descriptions govern what is taught across subject areas from Prep to Year 10. Content elaborations—possible approaches to teaching the standards—detail ways that Aboriginal and Torres Strait Islander Histories and Cultures can be incorporated. For example, Year 7 Science students learn that “predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon”. This can be taught by “researching knowledges held by Aboriginal and Torres Strait Islander Peoples regarding the phases of the moon and the connection between the lunar cycle and ocean tides” (ACARA, “Science” ACSSU115). This curriculum priority mandates that teachers and learners across Australia engage in representations of Indigenous peoples through teaching and learning activities. However, questions about what constitutes the most appropriate activities, when and where they are incorporated into schooling, and how to best support educators to do this work must continue to be asked.As Indigenous knowledges and perspectives are brought into the classroom where this curriculum is played out, they are shaped by the discourses of the space (Nakata, “Cultural Interface”): what is normalised in a classroom, the teachers’ and students’ prior understandings, and the curriculum and assessment expectations of teaching and learning. Nakata refers to this space as the cultural interface, the contested space between Indigenous and Western knowledge systems where disciplinary discourses, practices and histories translate what is known about Indigenous peoples. This creates complexities and anxieties for teachers tasked with this role (Nakata, “Pathways”). Yet to ignore the presence of Indigenous histories, lifeworlds, and experiences would be to act as if non-Indigenous Australia was alone in the world. The curriculum, as a socio-political document, is full of representations of people. As such, care must be given to how teachers are prepared to engage in the complex process of negotiating these representations.The Classroom as a Location of PossibilityThe introduction of the Australian Curriculum has been accompanied by the Australian Professional Standards for Teachers (APST) which govern the requirements for graduating teachers. Two particular standards—1.4 and 2.4—refer to the teaching of Indigenous students and histories, cultures and language. Many initial teacher education programs in Australian universities have responded to the curriculum requirements and the APSTs by developing a specific subject dedicated to Indigenous education. It is difficult to ascertain the success of this work. Many in-service teachers suggest that more knowledge about Indigenous cultures is required to meet the APST, risking an essentialised view of the Indigenous learner (Moodie and Patrick). Further, there is little empirical research on what improves Indigenous students’ educational outcomes, with the research instead focusing on engaging Indigenous students (Burgess et al.). Similarly, there is yet to be a broadscale research program exploring how teacher educators can best educate pre-service teachers to improve educational outcomes for Indigenous students. Instead, much of the research focuses on engaging (predominantly non-Indigenous) becoming-teachers through a variety of theoretical and pedagogical approaches (Moreton-Robinson et al.) A handful of researchers (e.g. Moodie; Nakata et al.; Page) are considering how to use curriculum design to structure tertiary level Indigenous Studies programs—for pre-service teachers and more generally—to best prepare students to work within complex uncertainties.Levinas’s philosophy reminds us that we need to push beyond thinking about the engagement of Indigenous peoples within the curriculum to the relationship between educator-researchers and their students. Further, Levinas prompts us to question how we can research in this space in a way that is more than just about “disinterested acquisition of knowledge” (Reader 78), instead utilising critical analysis to consider a praxis which ultimately benefits Indigenous students, families and communities. The encounter with Levinas’s writing challenges us to consider how teacher educators can engage with pre-service teachers in a way that does not suggest that they are inherently racist. Rather, we must teach pre-service teachers to not impress the same type of epistemological violence onto Indigenous students, knowledges and cultures. Such questions prompt an engagement with teaching/research which is respectful of the responsibilities to all involved. As hooks reminds us, education can be a practice of freedom: classrooms are locations of possibilities where students can think critically and question taken-for-granted assumptions about the world. To engage with praxis is to consider teaching not just as a practice, but as a theoretically and justice-driven approach. It is with this backdrop that I move now to consider some of the writings of non-Indigenous pre-service teachers.The Research ProjectThe data presented here is from a recent research project exploring pre-service teachers’ experiences of a compulsory Indigenous education subject as part of a four-year initial teacher education degree in an Australian metropolitan university (see McDowall). The subject prepares pre-service teachers to both embed the Aboriginal and Torres Strait Islander Histories and Cultures CCP in their praxis and to teach Indigenous students. This second element engages both an understanding of Indigenous students as inhabiting an intercultural space with particular tensions (Nakata, “Pathways”), and the social-political-historical discourses that impact Indigenous students’ experiences. This includes the history of Indigenous education, the social construction of race, and a critical awareness of deficit approaches to working with Indigenous students. The subject was designed to promote a critical engagement with Indigenous education, to give pre-service teachers theoretical tools to make sense of both how Indigenous students and Indigenous content are positioned in classrooms and develop pedagogical frameworks to enable future teaching work. Pre-service teachers wrote weekly reflective learning journals as an assessment task (weighted at 30% of their total grade). In the final weeks of semester, I asked students in the final weeks of semester for permission to use their journals for a research project, to which 93 students consented.Reading the students’ reflective writing presents a particular ethical paradox, one intricately linked with the act of knowing. Throughout the semester, a desire to gain more knowledge about Indigenous peoples and cultures shifted to a desire to be present as teacher(s) in the Indigenous education landscape. Yet for pre-service teachers with no classroom of their own, this being present is always deferred to the future, mitigating the need for action in the present. This change in the pre-service teachers’ writing demonstrates that the relationship between violence and responsibility is exceedingly complex within the intersection of Indigenous and teacher education. These themes are explored in the following sections.Epistemological ViolenceOne of the shifts which occurred throughout the semester was a subtle difference in the types of knowledges students sought. In the first few weeks of the subject, many of the pre-service teachers wrote of a strong desire to know about Indigenous people and culture as a way of becoming a better educator. Their expectations were around wanting to address their “limited understandings”, wanting to “heighten”, “develop”, and “broaden” “understanding” and “knowledge”; to know “more about them, their culture”. At the end, knowing and understanding is presented in a different type of way. For some students, the knowledge they now want is about their own histories and culture: “as a teacher I need the bravery to acknowledge what happened in the past”, wrote one student in her final entry.For other students, the idea of knowing was shaped by not-knowing. Moving away from a desire to know, and thereby possess, the students wrote about the need to know no longer being present: “I owe my current sense of confidence to that Nakata article. The education system can’t expect all teachers to know exactly how to embed Indigenous pedagogy into their classrooms, can they?” writes one student in her final entry, following on to say, “the main strategy I got from the readings … still stands true: ‘We don’t know everything’ and I will not act like I do”. Another writes, “I am not an expert and I am now aware of the multitude of resources available, particularly the community”.For the students to claim knowledge of Indigenous peoples would be to enact epistemological violence, denying the alterity—difference—of the other and drawing them into our totalities. In the final weeks of the semester, some students wrote that they would use hands-on, outdoor activities in order to enact a culturally responsive pedagogy. Such a claim shows the tenacity of Western knowledge about Indigenous students. In this case, the students’ sentiment can be traced back to Aboriginal Learning Styles (Harris), the idea that Aboriginal students inherently learn via informal hands-on (as opposed to abstract) group approaches. The type of difference promoted in Aboriginal learning styles is biological, suggesting that on account of their Indigeneity, Aboriginal students inherently learn differently. Through its biological function, this difference essentialises Indigenous learners across the nation, claiming a sameness. But perhaps even more violently, it denies the presence of an Indigenous knowledge system in the place where the research took place. Such an Indigenous knowledge system begins from the land, from Country, and entails a rich set of understandings around how knowledge is produced, shared, learnt and, enacted through place and people-based knowledge practices (Verran). Aboriginal learning styles reduces richness to a more graspable concept: informal learning. To summarise, students’ early claims to knowledge shifted to an understanding that it is okay to ‘not know’—to recognise that as beginning teachers, they are entering a complex field and must continue learning. This change is complicated by the tenacity of knowledge claims which define Indigenous students into a Western order of knowledge. Such claims continue to present themselves in the students writing. Nonetheless, as students progressed through the semester and engaged with some of the difficult knowledges and understandings presented, a new form of knowing emerged. Ethical ResponsibilitiesAs pre-service teachers learned about the complex cultural interface of classrooms, they began to reconsider their own claims to be able to ‘know’ Indigenous students and cultures. This is not to say that pre-service teachers do not feel responsibility for Indigenous students: in many journals, pre-service teachers’ wanted-ness in the classroom—their understanding of their importance of presence as teachers—is evident. To write for themselves a need to be present demonstrates responsibility. This took place as students imagined future praxis. With words woven together from several journals, the students’ final entries indicate a wanting-to-be-present-as-becoming-ethical-teachers: I willremember forever, reactionsshocked, sad, guilty. A difference isI don’t feel guilt.I feelI’m not alone.I feelmore aware ofhow I teachhow my opinionscan affect people. I guesswe are the oneswho must makethe change. I feelsomewhat relieved bywhat today’s lecturer said.“If you’re willingto step outfrom behind fencesto engage meaningfullywith Indigenous communitiesit will not be difficult.” I believethe 8-ways frameworkthe unit of workprovide authentic experiencesare perfect avenuesshape pedagogical practicesI believemy job isto embrace remembrancemake this happenmake sure it stays. I willtake away frameworkssupport Indigenous studentsalongside Indigenous teacherslearn from themconsult with communityimprove my teaching. In these students’ words is an assumed responsibility to incorporate Indigenous knowledges and perspectives into their work as teachers. To wish representations of Indigenous peoples and knowledges present in the classroom is one way in which the becoming-teachers are making themselves present. Even a student who had written that she still didn’t feel completely equipped with pedagogical tools still felt “motivated” to introduce “political issues into Australia’s current system”.Not all students wrote of such presence. One student wrote of feeling left “disappointed”, “out of pocket”, “judged” – that the subject had “just ‘ticked the box’” (a phrase used by a second student as well). Another student wrote a short reflection that scratched the surface of the Apology¹, noting that “sorry is something so easy to say”. It is the mixture of these responses which reminds us as researchers and educators that it is easy to write a sense of presence as a projection into the future into an assessment task for a university subject. Time is another other, and the future can never be grasped, can never truly be known (Levinas, Reader). It is always what is coming, for we can only ever experience the present. These final entries by the students claim a future that they cannot know. This is not to suggest that the words written—the I wills and I believes which roll so quickly off the pen—are not meaningful or meant. Rather, responsibility is deferred to the future. This is not just a responsibility for their future teaching. Deferral to the future can also be a way to ease one’s self of the burden of feeling bad about the social injustices which students observe. As Rose (17) writes,The vision of a future which will transcend the past, a future in which current contradictions and current suffering will be left behind enables us to understand ourselves in an imaginary state of future achievement … enables us to turn our backs on current social facts of pain, damage, destruction and despair which exist in the present, but which we will only acknowledge as our past.The pre-service teachers’ reflective writing presents us with a paradox. As they shift away from the epistemological violence of claiming to know Indigenous others from outside positions, another type of violence manifests: claiming a future which can transcend the past just as they defer responsibility within the present. The deferral is in itself an act of violence. What types, then, of presence—a sense of responsibility—can students-as-becoming-professionals demonstrate?ConclusionRose’s words ask us as researchers and educators to consider what it might mean to “do” ethical practice in the “here and now”. When teachers claim that more knowledge about Indigenous peoples will lead to better practice, they negate the epistemological violence of bringing Indigeneity into a Western order of knowledge. Yet even as pre-service teachers’ frameworks shift toward a sense of responsibility for working with Indigenous students, families, and communities—a sense of presence—they are caught in a necessary but problematic moment of deferral to future praxis. A future orientation enables the deflection of responsibility, focusing on what the pre-service teachers might do in the future when they have their own classrooms, but turning their backs on a lack of action in the present. Such a complexity reveals the paradox of assessing learnings for both researchers and university educators. Pre-service teachers—visitors in placement classrooms and students in universities—are always writing and projecting skill towards the future. As educators, we continually ask for students to demonstrate how they will change their future work in a time yet to come. Yet when pre-service teachers undertake placements, their agency to enact difference as becoming-teachers is limited by the totality of the current school programs in which they find themselves. A reflective learning journal, as assessment directed at projecting their future work as teachers, does not enable or ask for a change in the here and now. We must continue to engage in such complexities in considering the potential of epistemological violence as both researchers and educators. Engaging with philosophy is one way to think about what we do (Kameniar et al.) in Indigenous education, a complex field underpinned by violent historical legacies and decades of discursive policy and one where the majority of the workforce is non-Indigenous and working with ideas outside of their own experiences of being. To remember that we are not alone in the world is to stay present with this complexity.ReferencesAustralian Curriculum and Assessment Reporting Authority. “Cross-Curriculum Priorities.” Australian Curriculum. Australian Curriculum and Assessment Reporting Authority, n.d. 23 Apr. 2020 <https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/­>.———. “Science.” Australian Curriculum. Australian Curriculum and Assessment Reporting Authority, n.d. 23 Apr. 2020 <https://www.australiancurriculum.edu.au/f-10-curriculum/science/>.Burgess, Cathie, Christine Tennent, Greg Vass, John Guenther, Kevin Lowe, and Nikki Moodie. “A Systematic Review of Pedagogies That Support, Engage and Improve the Educational Outcomes of Aboriginal Students.” Australian Education Researcher 46.2 (2019): 297-318.Burns, Marcelle. “The Unfinished Business of the Apology: Senate Rejects Stolen Generations Bill 2008 (Cth).” Indigenous Law Bulletin 7.7 (2008): 10-14.Graham, Mary. “Some Thoughts about the Philosophical Underpinnings of Aboriginal Worldviews.” Australian Humanities Review 45 (2008). 6 Nov. 2016 <http://australianhumanitiesreview.org/2008/11/01/some-thoughts-about-the-philosophical-underpinnings-of-aboriginal-worldviews/>.Harris, Stephen. “Aboriginal Learning Styles and Formal Schooling.” The Aboriginal Child at School 12.4 (1984): 3-23.Harrison, Neil, Christine Tennent, Greg Vass, John Guenther, Kevin Lowe, and Nikki Moodie. “Curriculum and Learning in Aboriginal and Torres Strait Islander Education: A Systematic Review.” Australian Educational Researcher 46.2 (2019): 233-251.hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994.Kameniar, Barbara, Sally Windsor, and Sue Sifa. “Teaching Beginning Teachers to ‘Think What We Are Doing’ in Indigenous Education.” The Australian Journal of Indigenous Education 43.2 (2014): 113-120.Levinas, Emmanuel. Existence and Existents. Trans. Alphonso Lingis. Pittsburgh, PA: Duquesne UP, 1947/1978.———. Totality and Infinity. Trans. Alphonso Lingis. Pittsburgh, PA: Duquesne UP, 1969.———. The Levinas Reader. Ed. Sean Hand. Oxford: Basil Blackwell, 1989.McDowall, Ailie. “Following Writing Around: Encountering Ethical Responsibilities in Pre-Service Teachers’ Reflective Journals in Indigenous Education.” PhD dissertation. Brisbane: University of Queensland, 2018.Ministerial Council for Education, Early Childhood Development and Youth Affairs. Melbourne Declaration on Educational Goals for Young Australians. Ministerial Council for Education, Early Childhood Development and Youth Affairs, 2008. <http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf>.Moodie, Nikki. “Learning about Knowledge: Threshold Concepts for Indigenous Studies in Education.” Australian Educational Researcher 46.5 (2019): 735-749.Moodie, Nikki, and Rachel Patrick. “Settler Grammars and the Australian Professional Standards for Teachers.” Asia-Pacific Journal of Teacher Education 45.5 (2017): 439-454.Moreton-Robinson, Aileen, David Singh, Jessica Kolopenuk, and Adam Robinson. Learning the Lessons? Pre-service Teacher Preparation for Teaching Aboriginal and Torres Strait Islander Students. Queensland University of Technology Indigenous Studies Research Network, 2012. <https://www.aitsl.edu.au/docs/default-source/default-document-library/learning-the-lessons-pre-service-teacher-preparation-for-teaching-aboriginal-and-torres-strait-islander-studentsfb0e8891b1e86477b58fff00006709da.pdf?sfvrsn=bbe6ec3c_0>.Nakata, Martin. “The Cultural Interface.” The Australian Journal of Indigenous Education 36.S1 (2007): 7-14.———. “Pathways for Indigenous Education in the Australian Curriculum Framework.” The Australian Journal of Indigenous Education 40 (2011): 1-8.Nakata, Martin, Victoria Nakata, Sarah Keech, and Reuben Bolt. “Decolonial Goals and Pedagogies for Indigenous Studies.” Decolonization: Indigeneity, Education & Society 1.1 (2012): 120-140.Page, Susan. “Exploring New Conceptualisations of Old Problems: Researching and Reorienting Teaching in Indigenous Studies to Transform Student Learning.” The Australian Journal of Indigenous Education 32.1 (2014): 21–30.Peterson, Nicolas. “‘Studying Man and Man’s Nature’: The History of the Institutionalisation of Aboriginal Anthropology.” Australian Aboriginal Studies 2 (1990): 3-19.Pholi, Kerryn, Dan Black, and Craig Richards. “Is ‘Close the Gap’ a Useful Approach to Improving the Health and Wellbeing of Indigenous Australians?” Australian Review of Public Affairs 9.2 (2009): 1-13.Rose, Deborah B. Reports from a Wild Country: Ethics of Decolonisation. Sydney: U of New South Wales P, 2004.Verran, Helen. “Knowledge Systems of Aboriginal Australians: Questions and Answers Arising in a Databasing Project.” Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures. Ed. Helaine Selin. New York: Springer, 2008. 1171-1177.Note1. The Apology refers to a motion moved in the Federal Parliament by the 2008 Prime Minister. The motion, seconded by the Leader of the Opposition, was an official apology to members of the Stolen Generations, Indigenous peoples who had been removed from their families by the state. A bill to establish a compensation fund as reparations was not passed (Burns).