This article draws on memory studies and media studies to explore how memory practices unfold in schools today. It explores history education as a media- saturated cultural site in which particular social orderings and categorizations emerge as commonsensical and others are contested. Describing vignettes from ethnographic fieldwork in German secondary schools, this article identifies different memory practices as a nexus of pupils, teachers, blackboards, pens, textbooks, and online videos that enacts what counts as worth remembering today: reproduction; destabilization without explicit contestation; and interruption. Exploring mediated memory practices thus highlights an array of (often unintended) ways of making the past present.
On Reproducing, Destabilizing and Interrupting Majority Memories
Johanna Ahlrichs, Katharina Baier, Barbara Christophe, Felicitas Macgilchrist, Patrick Mielke and Roman Richtera
Gendered and Racial Dimensions of Future Concept Cars
Julia M. Hildebrand and Mimi Sheller
The imagination of automated automobility puts into question the control of the vehicle by a masculine driver and potentially disturbs feelings of safety, power, security, and freedom. Given that systems of automobility and communication technology are already gendered and racialized in particular ways, this article explores how recent “premediated” depictions of automated car technologies reconfigure and reproduce the historically gendered and raced representations, meanings, and practices of (auto)mobility. This inquiry employs a media ecological approach within the qualitative analysis of two concept car previews by Nissan and Volvo. Rather than a degendering of the driver, we suggest a multiplication of gendered and racialized technologies of mobility via several forms of hypermediation. We also explore how the autonomous car continues to evoke utopian spatial metaphors of the car as sanctuary and communicative environment while allaying fears of dystopian metaphors of the vehicle as traffic trap, virtual glass house, and algorithmic target.
Automobilism, Early Cinema, and Literature, 1900-1920
The essay analyzes the interrelationship between media technologies and the development of mobility based on a concrete historical constellation—the emergence of automobilism and its representation in literature and film between 1900 and 1920. The focus lies on Western European countries and most notably on Italian and German literature as well as British, German, and French films. During that period, the portrayal of the automobile in these countries shows a dominant pattern: due to their speed, cars seem to embody a destructive power per se. This is expressed by numerous violence-related scenarios. However, the accentuation of destructive tendencies cannot only be described as a response to increased risks. Rather, they are a product of media technologies and media-specific aesthetics, too: film, establishing itself as a new media form experimenting with “dynamization“ and destruction; and literature, responding to the new visual media using dynamic language and the demolition of traditional poetic forms. Consequently, the noticeable surge in technology around 1900 created new and different types of mobility in the areas of transportation and media, influencing each other.
A Comparative Approach
The world is fast becoming increasingly digital, networked, and mobile. The use of mobile devices is a growing educational trend and determines how knowledge is taught and used when teaching and learning. This article presents the results of a comparative analysis of web and mobile educational content, which focuses on instructional issues that affect learning in a mobile context—namely, length, density, complexity, purpose, and structure. It then demonstrates that mobile content is shorter, denser, and more complex than the content of other types of educational media, and it proposes a critical assessment of how such content should be designed.
This article demonstrates, on the basis of recent research in film studies and media literacy, that filmic paratexts play a significant role in contemporary children's films. It shows that paratexts effectively comment on feature films by, for example, anticipating the film's plot and characters in the opening credits, and by pursuing the film plot in the end titles. Thorough analysis of children's films reveals that paratexts stimulate the child viewer to develop a competency that might be characterized as “meta-filmic awareness”, which is the capacity to distinguish between different levels of plot, communication, or complexity within a film. In keeping with these findings, this article represents an exploration of what we might call a meta-critical approach toward children's films.
The Queer Cartography of French Gay Men's Geo-social Media Use
Dominique Pierre Batiste
Why do gay men utilise geo-social media applications such as Grindr and Scruff? Social media scholarship describes technological mediations and changes to social space and communities; however, there are theoretical gaps concerning what geo-social technology means for gay men. I suggest that gay men's ability to see other gay men, via geo-social media, reveals the queer cartography of any geographical location. This re-mapping of social space proves the public sphere less heteronormative than purported, cultivates community between gay men who may initiate face-to-face contact utilising geo-locative technology, and allows gay men to interact with one another outside of specifically gay spaces. This research is based in Toulouse, France, and adds to scholarship concerning French gay men's resistance to heteronormativity. This research also holds global significance concerning subjugated communities' uses of geo-social technology in their resistance against dominant cultures.
Some Observations on Motives, Strategies, and Their Consequences on the Reconfigurations of State and Media
Audrey Laurin-Lamothe and Michel Ratte
The first part of this article reports the main events of the 2012 student protest in Quebec leading to the government’s adoption of Bill 12. It highlights the major ideological conflict generated through the liberal managerial mutation of the academic institutions as a key to understand more clearly the student’s claims. Rapidly, the standard strike was transformed into a massive mobilization that produced many protests and other forms of resistance. The response given by the government to these unprecedented acts of resistance was Bill 12, to be understood as a symbolic coup d’état with voluntarily disruptive media effects whose aim was to make people forget the massive rejection of a pseudo tentative agreement in relation to Higher Education reform. The bill was also supported through the abusive and twisted use by the government of a series of buzzwords, like “bullying” and “access to education”, which were relayed by the media. The authors also discuss the issues surrounding the traditional conceptions regarding the analysis of discourses, mobilizing Orwell’s concept of doublethink and the notion of selfdeception inherited form Sartre.
This article analyzes how the fundamental challenge of decolonization has resonated in history textbooks published in France since the 1960s. It therefore contextualizes textbook knowledge within different areas of society and focuses on predominant discourses that influenced history textbooks' (post)colonial representations in the period examined. These discourses encompass the crisis of Western civilization, modernization, republican integration, and the postcolonial politics of memory. The author argues that history textbooks have thus become media, as well as objects of an emerging postcolonial politics of memory that involves intense conflicts over immigration and national identity and challenges France's (post)colonial legacy in general.
Al-Hubb Thaqafa and the New Frontiers of Sexual Expression in Arabic Social Media
Shereen El Feki, Elise Aghazarian and Abir Sarras
Al-Hubb Thaqafa ('Love is Culture') is a new Arabic social media platform, providing accurate and unbiased information on love, relationships and sexuality. Its website, Facebook page, Twitter feed and YouTube channel offer visitors unprecedented opportunities for interaction, exchanging ideas and opinions not only with experts affiliated with Al-Hubb Thaqafa, but also with fellow users; for all the high hopes of greater freedom of expression in the wake of the 2011 uprisings, such opportunities remain rare, in both politics and personal life, in most countries of the Arab region. Although its content, and language, were initially designed for an Egyptian audience, Al-Hubb Thaqafa has attracted Arabic-speaking visitors from around the world; its combined platforms have been visited more than nine million times since its launch in March 2014.
Collaboration and Digital Media in (Re)making Boas’s 1897 Book
Aaron Glass, Judith Berman and Rainer Hatoum
Franz Boas’s 1897 monograph The Social Organization and the Secret Societies of the Kwakiutl Indians was a landmark in anthropology for its integrative approach to ethnography, the use of multiple media, and the collaborative role of Boas’s Indigenous partner, George Hunt. Not only did the volume draw on existing museum collections from around the world, but the two men also left behind a vast and now widely distributed archive of unpublished materials relevant to the creation and afterlife of this seminal text. This article discusses an international and intercultural project to create a new, annotated critical edition of the book that reassembles the dispersed materials and reembeds them within Kwakwaka’wakw ontologies of both persons and things. The project mobilizes digital media to link together disparate collections, scholars, and Indigenous communities in order to recuperate long-dormant ethnographic records for use in current and future cultural revitalization.