their literary landscape. * He expressed concern about how these new forms of information technology encroach upon the silence and intimacy necessary for human reflection and, by implication, for the production of literature. 1 Modiano’s comments were
Social Media from Modiano to Zola and Proust
Ethical Participatory Visual Research with Girls
Astrid Treffry-Goatley, Lisa Wiebesiek, Naydene de Lange, and Relebohile Moletsane
Digital and social networking technologies have transformed media production and distribution from an exclusive professional practice to a more organic and interactive peer-to-peer media culture. New participatory visual methods in research often
Laurel Hart, Pamela Lamb, and Joshua Cader
How might online communities and networked technologies foster nonviolence for girls and young women? Which technologies might generate greater accessibility to knowledge, and communities of support, in order to help girls and young women overcome
Gender, Culture, and the Work of Home Schooling
Michael W. Apple
The secularity of the state is seen by 'authoritarian populist' religious conservatives as imposing a world-view that is out of touch with the deep religious commitments that guide their lives. In the process, authoritarian populists have taken on subaltern identities and claimed that they are the last truly dispossessed groups. To demonstrate their increasing power in educational and social policy, I situate a specific set of technologies—the Internet—within the social context of its use in this community. I focus on the growing home-schooling movement and suggest that to understand the societal meaning and uses of these technologies, we need to examine the social movement that provides the context for their use. I also argue that we need to analyze critically the kind of labor that is required in home schooling, who is engaged in such labor, and how such labor is interpreted by the actors who perform it.
Struggles for recognition by biotechnologists in Norway
This article addresses the need to overcome theoretical weaknesses of both technologically and socially deterministic accounts of technological development. Technology does not simply 'impact' on local contexts, but nor does it act as a tabula rasa, subject to the free attribution of meaning by local social actors. Expanding on theoretical developments in the anthropology of art (Gell 1998) and gender and technology (Strathern 1988, 1999, 2001), the essay seeks to explore genetic technology as a social agent and as a technological 'index'. Examining a case of genetic technology regulation and innovation in Norway, the article argues that technology is best understood as an agent that is engaged with on an affective basis by those who interact with it.
The Language of Paris Railways, 1870–1914
By tracking railway language through periodicals and poetry, this article examines the words and images used to make sense of Paris's new subway and streetcars between 1870 and 1914. It proposes a new threefold approach to understanding the appropriation of technology, which reworks its agents, sites, and chronologies. It maintains that appropriation takes both material and symbolic forms, and that appropriation processes transform both appropriated objects and their cultural contexts. Language anchors appropriation as it operates through circulating texts. For Paris, railways were both transportation technologies and versatile tools for making meaning. Railways set spaces, customs, identities, and images adrift, which traditionalists found threatening, progressives found promising, and avant-gardists found inspiring. Fitting Paris with railways required both reimagining and rebuilding the city, and reshaping what railways could be. The article concludes that appropriation is neither linear nor complete, but rather an ongoing and unfinished negotiation of the meaning of technologies.
Erin Moore Daly
This article explores the hidden, suppressed elements of New Orleans leading up to and immediately following Hurricane Katrina. The article is juxtaposed with excerpts from Italo Calvino's Invisible Cities in order to provide a lens through which to ask questions not typically raised by government officials, city planners, and science and technology experts. This uncovers aspects of New Orleans that must not be overlooked in the rebuilding process. If policy, culture, and technology render aspects of New Orleans invisible, then only by revealing these aspects can one ascertain the truth of the city.
This article examines the Cuban mobile cinema campaign in the 1960s as a case study for thinking about the relationship between cinema and mobility. I examine the rhetoric around mobile cinema in Cuban journals such as Cine Cubano, and in the documentary film Por primera vez (For the first time, 1967). I argue that cinema is linked with mobility in two primary ways: as a virtual mobility stimulated by onscreen images, and as a more literal mobility expressed by the transportation of film into remote rural sites of exhibition. These two kinds of mobility reflect the hopes and ambitions of filmmakers and critics energized by the resurgent nationalism of the Cuban revolution, and the excitement of cinema as a “new” technology in rural Cuba.
Phil Wood, Paul Warwick, and Derek Cox
Consideration of the physical environment in which learning takes place has become a growing area of academic interest over the past decade. This study focuses on the experiences and perceptions of academic staff and students who used three refurbished, and innovative, learning spaces at the University of Leicester. The results suggest that the physical environment can have an impact on the emotional and motivational experiences of students and staff. However, there is some suggestion that learning space development should not be at the expense of approaches to pedagogy which do not foreground the use of technologies.
The analysis of the users' experiences leads to the proposition of a theoretical model for the apt design of future learning spaces in Higher Education. The DEEP learning space framework outlines the need for careful consideration being given to dynamic, engaging, ecological and participatory (DEEP) dimensions within the twenty-first century learning space.
of construction of the self through specific, motion-based “drives,” 5 and “aspirations.” 6 In this context, transport and communication technologies have a particularly relevant role. By facilitating and accelerating the motion of people, objects