In this article, Patrick Modiano’s 2014 Nobel Prize acceptance speech serves as a springboard to consider the lieu commun that “disruptive technology” is killing both literature and the contemporary press. Modiano’s depiction of himself as part of an “intermediate generation,” trapped between the intense focus of great nineteenth-century novelists and the many distractions of contemporary writers, cleverly invoked millennial anxieties related to new technology in order to establish his own place within literary history.
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
Rapid developments in digital technologies have sparked revolutionary shifts in participatory research. Emerging tools such as digital stories and cellphilms offer participants opportunities to engage actively in research and to produce media about their everyday lives. Yet, while these may enable such engagement, researchers need to ensure that the very tools meant as technologies of nonviolence are not in and of themselves violent. This article uses a technology-based, participatory visual methods workshop conducted with girls and young women as part of addressing sexual violence in a rural community in South Africa as a case study. We identify and reflect on some of the ethical issues that arose during the workshop and how we addressed them. Our aim is always to locate our work on addressing sexual violence with young rural women within an ethics of nonviolence rooted in and responsive to the context in which we work.
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.
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.
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.
This article presents a long-term study of German waste management policies and technologies as they developed during the second half of the twentieth century. The postwar "waste avalanche" called for quick and crude political decisions. Unexpected environmental side effects prompted new governance and leads through six different stages of policies based on scientific models and advanced technologies—all of them controversial. The case exemplifies a typical condition of a knowledge society. Politics demands a reliable knowledge base for rational decision making. Science, however, supplies open-ended research and increases uncertainties. Turning the dilemma into an operational perspective, I suggest speaking of processes of real-world experimentation with waste. The transformation of waste from something to be ignored and disregarded into an epistemic object of concern is bound to experimenting with existing and newly designed waste sites as well as with socio-technical management systems. The study focuses on the development in Germany. Its general features, however, are characteristic for comparable industrial societies.
Toward a Causal, Intentional and Systematic Analysis of Interests and Elites in Public Technology Policy
Gunnar K.A. Njálsson
When administrative scientists look to the current scholarship surrounding the phenomenon of technological development, they will inevitably be forced to grapple not only with an entire battery of abstract theories portraying technological development as more or less socially determined or autonomous. These policy analysts will also be obliged to struggle with the daunting task of developing a coherent, causal, subject-oriented and systematic framework for describing, comparing and even creating public technology policies. Understanding the spectrum of theories available when examining public information technology policy development (hereafter IT-policy) from an administrative sciences perspective, including how these theories relate to each other and differ in nature, is paramount to any attempt to formulate such a systematic framework regarding the subject. Indeed, it is crucial in order to defend one’s choice of methodology.