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Editorial

From the Editor

Ted Nannicelli

Welcome to the first issue of Projections for 2021. After a brief hiatus from printing due to the COVID-19 pandemic last year, we are once again publishing online and in print. (A reminder to members of the Society for Cognitive Studies of the Moving Image [SCSMI]: an online subscription to Projections is now the default inclusion for memberships; members who would prefer to receive hard copies can do so by paying a small surcharge.) I would like to thank the team at Berghahn, especially Janine Latham, for their ongoing support. Thanks too are due to associate editors Aaron Taylor and Tim Smith, along with Katalin Bálint who covered for Tim while he was on leave. Finally, I would like to extend special thanks to our referees in 2020 who willing donated their time to support us during what was a very difficult year for everyone. The names of all referees for 2020 are listed below as an acknowledgment of their service.

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Claudia Mitchell

I met Roxanne Harde, the guest editor of this Special Issue, at the Second International Girls Studies Association conference in 2019 when I attended the panel discussion, “Representations of Rape in Young Adult Fiction.” I recall Roxanne's passion vividly and, indeed, the enthusiasm of all three presenters as they discussed a variety of texts in superb presentations that aligned well with Ann Smith's notion of feminism in action in their seeing “a fictional text not only as a literary investigation into issues of concern to its author but also as the site of educational research” (2000: 245). Their papers pointed to the ways in which the analysis of how rape culture is treated in Young Adult (YA) literature, film, and the print media can take scholars and activists so much further into the issues, and, at the same time, noted the ways in which rape culture in all its manifestations as a global phenomenon has inevitably led to its becoming an everyday topic of YA fiction.

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Roxanne Harde

In 1983, Andrea Dworkin addressed the Midwest Men's Conference in Minneapolis. She discussed the rape culture in which we live, noted the similarities between rape and war, and, following the title of her talk, asked for a “24-hour truce in which there is no rape.” And she asked why men and boys are so slow to understand that women and girls “are human to precisely the degree and quality that [they] are” (n.p.). Every sexual assault begins with the dehumanization of the victim. And sometimes, after the violation, after the pain and the fear, comes the institutional dehumanization visited upon the victim who seeks medical or legal help. Two recent memoirs bring to the surface rape culture, evident in the young men who raped these girls and the systemic dehumanization they suffered when they sought justice. describes the aftermath of being sexually assaulted, when she was just out of college and still living at home, by someone she met at a fraternity party. Although the case against her rapist was as strong as possiblethere were eyewitnesses and physical evidence was collected immediatelyhe was sentenced to only six months in the county jail, and she was repeatedly shamed, her humanity denied by the judicial system. describes the aftermath of being sexually assaulted, when she was 15, by two boys, students at her New England boarding school, including an account of how school officials refused to do anything other than label her promiscuous and protect the boys. The ways in which she was silenced by St. Paul's, which disregarded her health and future, and denied her humanity because she was only a girl, were profound. In both cases, the promising future of the perpetrators was prioritized over the humanity of the girls by many institutions, including the judiciary and the press. Crawford was raped just seven years after Dworkin made her plea to that men's conference, but Miller was assaulted twenty-five years after, making perfectly clear that rape culture has become only more entrenched.

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Carl Plantinga and Malcolm Turvey

Friends and colleagues of Stephen Prince were shocked and saddened to learn of his death at the age of sixty-five on 30 December 2020 in Blacksburg, Virginia, after a brief illness. Steve was a good friend to many, a prolific scholar with a deep love of cinema, a beloved teacher, a trusted and valued colleague, and a generous mentor to younger scholars.

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This interview with Paul Schrader, conducted by Todd Berliner, took place on 19 June 2020 as part of the annual meeting of the Society for Cognitive Studies of the Moving Image (SCSMI). It has been edited and condensed for clarity. We are grateful to Mr. Schrader for his participation and permission to publish this transcription, to Professor Berliner for conducting the interview, and to Professor Carl Plantinga for organizing it.

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Introduction

Remembering the Second World War in Post-Soviet Educational Media

Barbara Christophe

Analyzing representations of the Second World War in Russian—and in one case, Lithuanian—educational media, the contributions to this special issue respond to three important anniversaries: the eightieth anniversary of the signing of the Molotov–Ribbentrop Pact in 2019, the seventy-fifth anniversary of the Second World War victory in 2020, and the eightieth anniversary of the German invasion of the USSR in 2021. Moreover, they investigate the commemoration of historical events which clearly gained in significance after the collapse of the Soviet Union. It was only in the mid-1990s that post-Soviet Russia first introduced annual parades on Victory Day, 9 May, which used to take place only every five years during Soviet times. And it was again the government of Boris Yeltsin that expanded the Russian mnemonic calendar and introduced the Day of Mourning on 22 June, the day Germany invaded the USSR in 1941. Finally, the articles in this special issue also intervene in a lively academic debate on the political and cultural significance of the single most important affair in post-Soviet memory cultures—a term used here explicitly in order to avoid invoking the idea of a culturally coherent social space, but rather to denote all the different forms and modes of recalling the past enacted by a broad range of different actors, at times openly competing with each other. In an attempt to carve out the specific shape of these interventions, I will begin with an outline of the main achievements and lines of argument in the impressive number of recent studies that have explored the dynamics of remembering the Second World War, usually referred to as the Great Patriotic War in post-Soviet Russia. I will then present an overview of the contributions to this volume.

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“Banal Apocalypse”

An Interview with Author Ta-wei Chi on the New Translation of The Membranes

Jane Chi Hyun Park and Ta-wei Chi

Abstract

This interview is based on a series of email exchanges in November 2019 between Taiwanese writer and scholar Ta-wei Chi and Korean American scholar Jane Chi Hyun Park about Chi's queer speculative novella, The Membranes. The first section provides a summary of the novella, which was recently translated into English by Ari Heinrich. The second section paints a picture in broad brush strokes of the contexts in which Chi wrote The Membranes—taking into consideration key cross-cultural influences and critical reception in Taiwan in the 1990s. It also examines the cultural and political relevance of Chi's creative predictions about the future within the present historical moment. Finally, it explores afterlives for the novella in the form of sequels and possible cinematic adaptations.

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Andrew J. Ball

I am pleased to begin the final issue of the year with a very special announcement. Screen Bodies is modifying its editorial direction and the kind of work it will feature. Many of our readers will already have a sense of these changes, made evident by the new Aims and Scope section we made available online earlier this summer, and by the journal's new subtitle, The Journal of Embodiment, Media Arts, and Technology. As these indicate, the foundational commitments of the journal remain unchanged; however, moving forward will we intensify our focus on new media art, technology studies, and the interface of the sciences and the humanities. We will continue to examine the cultural, aesthetic, ethical, and political dimensions of emerging technologies, but with a renewed attention to such areas as intermediality, human–machine interface, virtual and augmented reality, artificial intelligence, generative art, smart environments, immersive and interactive installations, machine learning, biotechnology, computer science, digital culture, and digital humanities. The journal will continue to prioritize matters of the body and screen media, both in terms of representation and engagement, but will emphasize research that critically reexamines those very concepts, as, for example, in the case of object-oriented feminism's nonanthropocentric approach, which asks us to rethink what we mean by bodies and embodiment.

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Ghostly Presences OUT THERE

Transgender Girls and Their Families in the Time of COVID

Sally Campbell Galman

Meet Lily: Hi! I'm Lily. I'm 12 years old and I'm going into junior high school next year. I have curly black hair like my dad and green eyes like my mom. It's been 170 days since school and life and shops and stuff all shut down and my little sister Chloe and I really REALLY want COVID to be over. We play dolls and read and go for walks but I also spend a lot of time online texting and stuff with my friends.

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The Girlhood Project

Pivoting our Model with Girls During COVID-19

Cheryl Weiner, Kathryn Van Demark, Sarah Doyle, Jocelyn Martinez, Fia Walklet, and Amy Rutstein-Riley

Abstract

The Girlhood Project (TGP) is a community based, service-learning/research program that is part of the undergraduate course at Lesley University called “Girlhood, Identity and Girl Culture.” TGP works with community partners to bring middle and high school girls to Lesley's campus for nine weeks as part of intergenerational girls’ groups that are co-facilitated by Lesley students (also referred to as TGP students). TGP fosters the development of feminist leadership, critical consciousness, voice, and community action, and activism in all participants. In this article, we describe how we adapted TGP's model to a virtual and synchronous platform for students during COVID-19 and supported their learning competencies. We reflect critically on this experience by centering the voices and perspectives of girls, students, and professors.