Journal articles on the topic 'Children's stories, Turkmen'

The present article provides an overview of the best-selling apps for the age range of 0–8 years under various categories, including ‘Kids’, ‘Books’, ‘Educational games’, ‘Family games’ and ‘Word games’ in the two major application stores (Google Play and iTunes App Store) in four economically diverse European countries: Hungary, Turkey, Greece and the Netherlands. As tablets seem to be a substantial part of children’s leisure activities, and thus apps might play an important role in their development, we conducted a content analysis to highlight two issues: the educational value of the most popular children’s apps and the fine-tuning of apps to the local culture and language of non-English speaking countries. There is a large overlap between the best-selling apps in the four countries; in fact, half of the apps appear among the most popular lists in more than one country. Consequently, most children’s apps do not include any oral language and, if they do, they are not available in the local language. Furthermore, the results show that a substantial part of the apps supported early literacy skills. In the majority of apps teaching literacy, although advertised for the youngest, the focus of instruction was more suited for school-age children.

Books that are read during childhood play an important role in the preparation of the individual for life as well as for the family and friends' surroundings. In books prepared for children, part of real life needs to be reflected. It is expected that these reflections can include not only positive but also negative messages, situations and events so the child should be prepared to deal with adverse situations in real life and will be able to learn to cope with them. One of these negative aspects is verbal violence that an individual may encounter in different settings. In this framework, attempts have been made to detect examples related to verbal violence in children's books. The need for such a study on literary quality books for children is due to the lack of an independent research in Turkey on the reflections of verbal violence. The research was supported by document analysis. In the study, fourteen books were examined in the form of stories and novels prepared for children, which contained reflections of verbal violence in the curriculum. The reason why the story and the novel are examined is that it is highly possible to find fiction-based expressions in these species rather than in other literary genres. Documents examined in the study were obtained by taking expert opinion and read without any written notice. Subsequently, the works were first subjected to content analysis to obtain more in-depth data after descriptive analysis. It has been found that all the books examined in the study on the reflection of verbal violence in children's books contained examples of verbal violence. These are among the consequences of working with threats from a wide range of people, ranging from nicknames to disdain. Nevertheless, it was observed that verbal violence performers are more male characters while female characters rarely resort to violence, and many reasons were effective in practicing violence. The results show that examples of verbal violence should be included in children's books which are thought to be effective on child's self-preparation for life. It was found that the fact that violence is not justified as a solution to the problem and that the characters who conduct violence must not be confirmed are among the essential qualities that should not be forgotten when children's books are written.

It is known that the children ask questions about religion, interest in religious behavior and activities /rituals since 3-4 years old. Therefore, these ages can be regarded as the critical period for religious development. In addition to the general characteristics of the children of this period, it is also important to know about the characteristics of the children's religious development in respect of religious education. This paper aims to examine and evaluate the Quran courses curriculum (4- 6 age of group) which has been applied in some provinces in Turkey since 2013-2014 academic year, in context of religious development theories. Compatibility of aims, attainments, stories, activities of the curriculum to the religious development has been discussed. In conclusion, it is seen that, despite some of its lacks, the curriculum has been prepared by taking the studies in the field of religious development into consideration. However, the characteristics of religious development have been overlooked at some points of curriculum due to the influence of subject- centered approach and tradition.

When examined the national and international literature, there are very few studies on the social profiles of the artists working in the fields of children and youth literature. The scarcity of existing studies in the field in terms of quantity has been the starting point for this study. In this study, the profiles of 577 authors in Hasan Latif Sarıyüce's encyclopedia of Turkish children's and youth literature were examined in terms of gender, date and place of birth, educational status, father's profession, own profession, literary genre, the number of awards they received, and foreign expansion variables. The study was qualitative, and the data were analyzed using content analysis technique. According to the results obtained in the study, it is evident that the number of authors who wrote works in the field increased after the Republic period. The gender role of most authors was male. The artists were mainly born in the western provinces of Turkey. The fathers of the artists were mostly soldiers, teachers, and members of parliament. When the professions of the artists are examined, it is seen that they are mostly teachers, authors, and civil servants. It has been seen that artists mostly produce poems, stories, and novels. Few artists in the field have received awards. The number of authors whose works have been translated into foreign languages is also very low. Some suggestions are presented based on the findings obtained from the study.

Background: The use of social media is on the rise, and posts about anything can be shared these days, whether it be clothes, jewelry, shoes, books, or food and beverages. Some parents even use their children as objects of sharing, and post about their children continuously. Parents who use social media share important moments before and after their children are born on their social network sites accounts. Sharenting refers to the practice of parents, caregivers or relatives sharing information about their children (underage) online, typically on some online platforms. This can include photos, videos, personal stories, and other updates about the child’s life. The study aimed to examine the phenomenon of sharenting syndrome in terms of its potential to cause child abuse and neglect. In addition, the aim of this study is to explore the factors associated with and predicting sharenting syndrome by evaluating it through the lens of child abuse and neglect. Methods: This study was designed with a survey model among quantitative research methods. Data were collected through social network sites with snowball sampling method. The sample consisted of people aged 18 years and over from Turkey (n = 427). Results: A total of 86.9% of the participants stated that sharing children’s photos and videos on social media platforms by parents, relatives and caregivers can be evaluated as child neglect and abuse. The variables of “gender” and “the impact of sharing on children” are factors that are associated with determining whether the sharenting syndrome is classified as abuse or not. Gender is a negative predictor of the classification of sharenting on social media as a type of child abuse and neglect. Conclusions: Since the use of social media by people is increasing, there should be measures to protect children from sharenting syndrome.

Digital storytelling is often used in various contexts today, especially in the world of education. Many educators have followed this trend in early childhood education (ECE). This study examines the application of digital storytelling in ECE in Indonesia. Using a systematic literature review (SLR) a method, this research is a qualitative approach which is also known as a meta-synthesis. The literature reviewed was 15 articles from 56 articles that researchers found in the Google Scholar database. The results show that digital storytelling serves as an important method and medium to ensure children's learning experiences are enjoyable. In general, it is used in ECE in Indonesia through simple technology. This technology can enhance a story or fairy tale by making it more fun, interesting, communicative, and dramatic. However, the findings of this review of studies and methodological gaps have implications for ECE policy, practice, and research in Indonesia. Keywords: digital storytelling, early childhood education, storytelling trend in Indonesia References: Agosto, D. E. (2016). Why storytelling matters: Unveiling the literacy benefits of storytelling. Children and Libraries, 14(2), 21–26. Ahmad, I. F. (2022). Urgensi Literasi Digital di Indonesia pada Masa Pandemi COVID-19: Sebuah Tinjauan Sistematis. Nusantara: Jurnal Pendidikan Indonesia, 2(1), 1–18. https://doi.org/10.14421/njpi.2022.v2i1-1 Aisha, I., & Kaloeti, D. V. S. (2021). Digital Storytelling Intervention on Prosocial Behavior Improvement among Early Childhood. Psympathic: Jurnal Ilmiah Psikologi, 7(2), 185–196. https://doi.org/10.15575/psy.v7i2.5713 Boltman, A., & Druin, A. (2001). Children’s storytelling technologies. Differences in Elaboration and Recall. Chambers, G. J., & Yunus, M. M. (2017). Enhancing Learners’ Sentence Constructions via ‘Wheel of Grammar’. Pertanika Journal of Social Sciences & Humanities, 25(4). Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education—A systematic literature review. Thinking Skills and Creativity, 8, 80–91. Demirbaş, İ., & Şahin, A. (2020). A Systemic Analysis of Research on Digital Storytelling in Turkey. International Journal of Progressive Education, 16(4), 45–65. https://doi.org/10.29329/ijpe.2020.268.4 Dixon-Woods, M. (2010). Systematic reviews and qualitative methods. Qualitative Research: Theory, Method, and Practice. 3rd Edn. London: Sage, 331–346. Egan, K. (1989). Teaching as storytelling: An alternative approach to teaching and curriculum in the elementary school. University of Chicago Press. Gagné, R. M., Briggs, L. J., & Wager, W. W. (1988). Principles of Instructional Design. Holt, Rinehart, and Winston. https://books.google.co.id/books?id=dAsmAQAAIAAJ Gough, D. (2007). Weight of evidence: A framework for the appraisal of the quality and relevance of evidence. Research Papers in Education, 22(2), 213–228. Karlina, D. N., Widiastuti, A. A., & Soesilo, T. D. (2018). Meningkatkan Kemampuan Berbicara Anak Tk B Usia 5-6 Tahun Melalui Digital Storytelling di TK Apple Kids Salatiga. JPUD - Jurnal Pendidikan Usia Dini, 12(1), 1–11. https://doi.org/10.21009//jpud.121.01 Kearney, M., Jones, G., & Roberts, L. (2012). An Emerging Learning Design for Student-Generated" iVideos". Teaching English with Technology, 12(2), 103–121. Kogila, M., Ibrahim, A. B., & Zulkifli, C. Z. (2020). A Powerful of Digital Storytelling to Support Education and Key Elements from Various Experts. International Journal of Academic Research in Progressive Education and Development, 9(2), 408–420. https://doi.org/10.6007/ijarped/v9-i2/7483 Maghfiroh, Suarjana, I. M., & Astawan, I. G. (2020). Pengembangan Media Video Wayang Kreasi Untuk Mendukung Pembelajaran Storytelling Anak Kelompok B Tk Kristen Harapan Denpasar. Indonesian Journal of Instruction, 1(2), 66–75. Malik, M., Altaf, F., & Gull, M. (2020). Challenges Faced by Teachers in Teaching through Storytelling and Play-Way Method at Early childhood Education Level. Global Educational Studies Review, V(III), 152–165. https://doi.org/10.31703/gesr.2020(v-iii).16 Manullang, D., Banjarnahor, H., & Simanjuntak, L. (2021). Developing Digital Story Telling and Educational Games to Improve Early Childhood Cognitive Ability. 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021), 591(Aisteel), 710–718. Maureen, I. Y., van der Meij, H., & de Jong, T. (2018). Supporting Literacy and Digital Literacy Development in Early Childhood Education Using Storytelling Activities. International Journal of Early Childhood, 50(3), 371–389. https://doi.org/10.1007/s13158-018-0230-z Maureen, I. Y., van der Meij, H., & de Jong, T. (2020). Enhancing Storytelling Activities to Support Early (Digital) Literacy Development in Early Childhood Education. International Journal of Early Childhood, 52(1), 55–76. https://doi.org/10.1007/s13158-020-00263-7 Maureen, I. Y., van der Meij, H., & de Jong, T. (2021). Evaluating storytelling activities for early literacy development. International Journal of Early Years Education, 0(0), 1–18. https://doi.org/10.1080/09669760.2021.1933917 Nair, V., & Yunus, M. M. (2021). A systematic review of digital storytelling in improving speaking skills. Sustainability (Switzerland), 13(17). https://doi.org/10.3390/su13179829 Nuraina, Damayanti, E., & Ikawati, A. (2018). Digital Media Dongeng Berbasis Animasi Untuk Pendidikan Karakter Anak Usia Dini. Conference on Innovation and Application of Science and Technology (CIASTECH), 20(2), 177–183. Perry, A., & Hammond, N. (2002). Systematic reviews: The experiences of a PhD student. Psychology Learning & Teaching, 2(1), 32–35. Phillips, L. (2013). Storytelling as Pedagogy. Literacy Learning: The Middle Years, 21(2). Porter, B. (2004). Digitales: The art of telling digital stories. Bernajean Porter. Psomos, P., & Kordaki, M. (2015). A novel educational digital storytelling tool focusing on students’ misconceptions. Procedia-Social and Behavioral Sciences, 191, 82–86. Pusparina, I., Maria, I., & Norfitri, R. (2020). The Effectiveness of Religious Music and Digital Storytelling on the Level of Cooperativeness and Pain in Children During Invasive Treatment (Children’s Room, Zalecha Local Hospital, Martapura). Jurnal Ners, 15(2), 86–90. Rahiem, M. D. H. (2021). Storytelling in early childhood education: Time to go digital. International Journal of Child Care and Education Policy, 15(1). https://doi.org/10.1186/s40723-021-00081-x Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220–228. Robin, B. R., & McNeil, S. G. (2019). Digital Storytelling. The International Encyclopedia of Media Literacy, 1–8. Rosyidah, A., & Putri, A. (2019). Digital Storytelling Implementation for Enhancing Students’ Speaking Ability in Various Text Genres. International Journal of Recent Technology and Engineering, 8(4), 3147–3151. https://doi.org/10.35940/ijrte.d8002.118419 Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487–506. Shelton, C. C., Archambault, L. M., & Hale, A. E. (2017). Bringing digital storytelling to the elementary classroom: Video production for preservice teachers. Journal of Digital Learning in Teacher Education, 33(2), 58–68. Smith, P. L., & Ragan, T. J. (2005). Instructional Design. John Wiley & Sons. Sulistianingsih, E. (2017). Efektifitas Model Pembelajaran Berbasis Dongeng Digital Untuk Meningkatkan Kecerdasan Emosi Peserta Didik. Jurnal Penelitian Pendidikan, 34(2), 121–126. Tahriri, A., Tous, M. D., & MovahedFar, S. (2015). The impact of digital storytelling on EFL learners’ oracy skills and motivation. International Journal of Applied Linguistics and English Literature, 4(3), 144–153. Tatli, Z., Uğur, N., & Çakiroğlu, Ü. (2018). Peer assessment through digital storytelling: Experiences of pre-service IT teachers. The International Journal of Information and Learning Technology. Tri Aprilia, W., & Hasibuan, R. (2021). Pengaruh Dongeng Digital Terhadap Kemampuan Kosakata Bahasa Jawa Krama Anak Usia 5-6 Tahun di Tk Dharma Wanita Ngimbang Lamongan. Jurnal Pendidikan Indonesia, 2(7), 1283–1294. https://doi.org/10.36418/japendi.v2i7.230 Tridinanti, G. (2017a). English Introduction Through Digital Storytelling in Early Childhood. Ijlecr - International Journal of Language Education and Culture Review, 3(1), 49–55. https://doi.org/10.21009/ijlecr.031.06 Tridinanti, G. (2017b). Enhancing Children’S English Vocabulary Acquisition Through Digital Storytelling of Happy Kids Kindergarten of Palembang. International Journal of Educational and Pedagogical Sciences, 11(11), 2727–2730. https://doi.org/doi.org/10.5281/zenodo.1314514 Wahyuni, W., Sujoko, S., & Sarosa, T. (2018). Improving Students’ Speaking Skill Through Project-Based Learning (Digital Storytelling). English Education, 6(2), 161–168. Yordan, A., & Fahyuni, E. F. (2021). Child-Friendly IRE Learning Through Digital Storytelling in the COVID-19 Pandemic. Nazhruna: Jurnal Pendidikan Islam, 4(3), 590–605.

Problem solving skills are very important in supporting social development. Children with problem solving skills can build healthy relationships with their friends, understand the emotions of those around them, and see events with other people's perspectives. The purpose of this study was to determine the implementation of playing unplugged coding programs in improving early childhood problem solving skills. This study used a classroom action research design, using the Kemmis and Taggart cycle models. The subjects of this study were children aged 5-6 years in Shafa Marwah Kindergarten. Research can achieve the target results of increasing children's problem-solving abilities after going through two cycles. In the first cycle, the child's initial problem-solving skills was 67.5% and in the second cycle it increased to 80.5%. The initial skills of children's problem-solving increases because children tend to be enthusiastic and excited about the various play activities prepared by the teacher. The stimulation and motivation of the teacher enables children to find solutions to problems faced when carrying out play activities. So, it can be concluded that learning unplugged coding is an activity that can attract children's interest and become a solution to bring up children's initial problem-solving abilities. Keywords: Early Childhood, Unplugged Coding, Problem solving skills References: Akyol-Altun, C. (2018). Algorithm and coding education in pre-school teaching program integration the efectiveness of problem-solving skills in students. Angeli, C., Smith, J., Zagami, J., Cox, M., Webb, M., Fluck, A., & Voogt, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge. Educational Technology & Society, 12. Anlıak, Ş., & Dinçer, Ç. (2005). Farklı eğitim yaklaşımları uygulayan okul öncesi eğitim kurumlarına devam eden çocukların kişilerarası problem çözme becerilerinin değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakülte Dergis. Aranda, G., & Ferguson, J. P. (2018). Unplugged Programming: The future of teaching computational thinking? Pedagogika, 68(3). https://doi.org/10.14712/23362189.2018.859 Arinchaya Threekunprapa. (2020). Patterns of Computational Thinking Development while Solving Unplugged Coding Activities Coupled with the 3S Approach for Self_Directed Learning. European Journal of Educational Research, 9(3), 1025–1045. Arı, M. (2003). Türkiye’de erken çocukluk eğitimi ve kalitenin önemiNo Title. Erken Çocuklukta Gelişim ve Eğitimde Yeni Yaklaşımlar. Armoni, M. (2012). Teaching CS in kindergarten: How early can the pipeline begin? ACM Inroads, 3(4), 18–19. https://doi.org/10.1145/2381083.2381091 Aydoğan, Y. (2004). 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Stories that have not been personally experienced by children and are only told by their parents are called vicarious family stories. An emerging body of literature has shown that vicarious family stories are an important part of children’s narrative ecology. However, to date, only two studies from the same cross-cultural project have examined the role of culture in vicarious family stories. The aims of this study were to examine vicarious mother stories in Turkey and New Zealand (NZ) and to investigate individual variations in national groups with regard to the internalization of cultural orientations (i.e., self-construals). There were 108 Turkish and 79 NZ women in this study. We found that Turkish women’s stories were more thematically coherent and included more social interactions and other-related words than NZ women’s. When reporting reasons for why they thought family members told stories, didactic purposes and expressing emotions were more common reasons for Turkish women, whereas sharing family history and entertainment were more common reasons for NZ women. However, Turkish and NZ women’s vicarious stories were similar in terms of identity connections and affective tone. Unexpectedly, we did not find a significant role of individuals’ self-construals in the link between national groups and vicarious stories. This study contributes to the growing area of research on family narratives by showing the commonalities and differences in the construction of vicarious stories across national groups.

This research aims to describe primary school children’s life and education experiences who escaped from the war environment in Syria and took refuge in Turkey. The study was conducted with an ethnographic research design. The study participants comprised fourth-grade students, teachers, parents, and the close social circle of Syrian nationals who stayed in the temporary shelter in Turkey. Observation, interview, field notes, researcher’s diary, and ethnographic photograph were used to collect the research data. Content analysis was used in the analysis of the research data. As a result of data analysis, the lives of Syrian children and families in the temporary accommodation centre, before and after the asylum, the socio-economic life of the container city, and the daily life routines of the children in the camp are described. The research proposes to conduct more ethnographic research with children under temporary protection, describe their life stories and indigenous perspectives, organise events that will bring together local children and children in the shelter, and increase studies on teaching Turkish to foreigners.

Introduction Food has always been an essential component of daily life. Today, thinking about food is a much more complicated pursuit than planning the next meal, with food studies scholars devoting their efforts to researching “anything pertaining to food and eating, from how food is grown to when and how it is eaten, to who eats it and with whom, and the nutritional quality” (Duran and MacDonald 234). This is in addition to the work undertaken by an increasingly wide variety of popular culture researchers who explore all aspects of food (Risson and Brien 3): including food advertising, food packaging, food on television, and food in popular fiction. In creating stories, from those works that quickly disappear from bookstore shelves to those that become entrenched in the literary canon, writers use food to communicate the everyday and to explore a vast range of ideas from cultural background to social standing, and also use food to provide perspectives “into the cultural and historical uniqueness of a given social group” (Piatti-Farnell 80). For example in Oliver Twist (1838) by Charles Dickens, the central character challenges the class system when: “Child as he was, he was desperate with hunger and reckless with misery. He rose from the table, and advancing basin and spoon in hand, to the master, said, somewhat alarmed at his own temerity–‘Please, sir, I want some more’” (11). Scarlett O’Hara in Margaret Mitchell’s Gone with the Wind (1936) makes a similar point, a little more dramatically, when she declares: “As God is my witness, I’m never going to be hungry again” (419). Food can also take us into the depths of another culture: places that many of us will only ever read about. Food is also used to provide insight into a character’s state of mind. In Nora Ephron’s Heartburn (1983) an item as simple as boiled bread tells a reader so much more about Rachel Samstat than her preferred bakery items: “So we got married and I got pregnant and I gave up my New York apartment and moved to Washington. Talk about mistakes [...] there I was, trying to hold up my end in a city where you can’t even buy a decent bagel” (34). There are three ways in which writers can deal with food within their work. Firstly, food can be totally ignored. This approach is sometimes taken despite food being such a standard feature of storytelling that its absence, be it a lonely meal at home, elegant canapés at an impressively catered cocktail party, or a cheap sandwich collected from a local café, is an obvious omission. Food can also add realism to a story, with many authors putting as much effort into conjuring the smell, taste, and texture of food as they do into providing a backstory and a purpose for their characters. In recent years, a third way has emerged with some writers placing such importance upon food in fiction that the line that divides the cookbook and the novel has become distorted. This article looks at cookbooks and cookery in popular fiction with a particular focus on crime novels. Recipes: Ingredients and Preparation Food in fiction has been employed, with great success, to help characters cope with grief; giving them the reassurance that only comes through the familiarity of the kitchen and the concentration required to fulfil routine tasks: to chop and dice, to mix, to sift and roll, to bake, broil, grill, steam, and fry. Such grief can come from the breakdown of a relationship as seen in Nora Ephron’s Heartburn (1983). An autobiography under the guise of fiction, this novel is the first-person story of a cookbook author, a description that irritates the narrator as she feels her works “aren’t merely cookbooks” (95). She is, however, grateful she was not described as “a distraught, rejected, pregnant cookbook author whose husband was in love with a giantess” (95). As the collapse of the marriage is described, her favourite recipes are shared: Bacon Hash; Four Minute Eggs; Toasted Almonds; Lima Beans with Pears; Linguine Alla Cecca; Pot Roast; three types of Potatoes; Sorrel Soup; desserts including Bread Pudding, Cheesecake, Key Lime Pie and Peach Pie; and a Vinaigrette, all in an effort to reassert her personal skills and thus personal value. Grief can also result from loss of hope and the realisation that a life long dreamed of will never be realised. Like Water for Chocolate (1989), by Laura Esquivel, is the magical realist tale of Tita De La Garza who, as the youngest daughter, is forbidden to marry as she must take care of her mother, a woman who: “Unquestionably, when it came to dividing, dismantling, dismembering, desolating, detaching, dispossessing, destroying or dominating […] was a pro” (87). Tita’s life lurches from one painful, unjust episode to the next; the only emotional stability she has comes from the kitchen, and from her cooking of a series of dishes: Christmas Rolls; Chabela Wedding Cake; Quail in Rose Petal Sauce; Turkey Mole; Northern-style Chorizo; Oxtail Soup; Champandongo; Chocolate and Three Kings’s Day Bread; Cream Fritters; and Beans with Chilli Tezcucana-style. This is a series of culinary-based activities that attempts to superimpose normalcy on a life that is far from the everyday. Grief is most commonly associated with death. Undertaking the selection, preparation and presentation of meals in novels dealing with bereavement is both a functional and symbolic act: life must go on for those left behind but it must go on in a very different way. Thus, novels that use food to deal with loss are particularly important because they can “make non-cooks believe they can cook, and for frequent cooks, affirm what they already know: that cooking heals” (Baltazar online). In Angelina’s Bachelors (2011) by Brian O’Reilly, Angelina D’Angelo believes “cooking was not just about food. It was about character” (2). By the end of the first chapter the young woman’s husband is dead and she is in the kitchen looking for solace, and survival, in cookery. In The Kitchen Daughter (2011) by Jael McHenry, Ginny Selvaggio is struggling to cope with the death of her parents and the friends and relations who crowd her home after the funeral. Like Angelina, Ginny retreats to the kitchen. There are, of course, exceptions. In Ntozake Shange’s Sassafrass, Cypress & Indigo (1982), cooking celebrates, comforts, and seduces (Calta). This story of three sisters from South Carolina is told through diary entries, narrative, letters, poetry, songs, and spells. Recipes are also found throughout the text: Turkey; Marmalade; Rice; Spinach; Crabmeat; Fish; Sweetbread; Duck; Lamb; and, Asparagus. Anthony Capella’s The Food of Love (2004), a modern retelling of the classic tale of Cyrano de Bergerac, is about the beautiful Laura, a waiter masquerading as a top chef Tommaso, and the talented Bruno who, “thick-set, heavy, and slightly awkward” (21), covers for Tommaso’s incompetency in the kitchen as he, too, falls for Laura. The novel contains recipes and contains considerable information about food: Take fusilli […] People say this pasta was designed by Leonardo da Vinci himself. The spiral fins carry the biggest amount of sauce relative to the surface area, you see? But it only works with a thick, heavy sauce that can cling to the grooves. Conchiglie, on the other hand, is like a shell, so it holds a thin, liquid sauce inside it perfectly (17). Recipes: Dishing Up Death Crime fiction is a genre with a long history of focusing on food; from the theft of food in the novels of the nineteenth century to the utilisation of many different types of food such as chocolate, marmalade, and sweet omelettes to administer poison (Berkeley, Christie, Sayers), the latter vehicle for arsenic receiving much attention in Harriet Vane’s trial in Dorothy L. Sayers’s Strong Poison (1930). The Judge, in summing up the case, states to the members of the jury: “Four eggs were brought to the table in their shells, and Mr Urquhart broke them one by one into a bowl, adding sugar from a sifter [...he then] cooked the omelette in a chafing dish, filled it with hot jam” (14). Prior to what Timothy Taylor has described as the “pre-foodie era” the crime fiction genre was “littered with corpses whose last breaths smelled oddly sweet, or bitter, or of almonds” (online). Of course not all murders are committed in such a subtle fashion. In Roald Dahl’s Lamb to the Slaughter (1953), Mary Maloney murders her policeman husband, clubbing him over the head with a frozen leg of lamb. The meat is roasting nicely when her husband’s colleagues arrive to investigate his death, the lamb is offered and consumed: the murder weapon now beyond the recovery of investigators. Recent years have also seen more and more crime fiction writers present a central protagonist working within the food industry, drawing connections between the skills required for food preparation and those needed to catch a murderer. Working with cooks or crooks, or both, requires planning and people skills in addition to creative thinking, dedication, reliability, stamina, and a willingness to take risks. Kent Carroll insists that “food and mysteries just go together” (Carroll in Calta), with crime fiction website Stop, You’re Killing Me! listing, at the time of writing, over 85 culinary-based crime fiction series, there is certainly sufficient evidence to support his claim. Of the numerous works available that focus on food there are many series that go beyond featuring food and beverages, to present recipes as well as the solving of crimes. These include: the Candy Holliday Murder Mysteries by B. B. Haywood; the Coffeehouse Mysteries by Cleo Coyle; the Hannah Swensen Mysteries by Joanne Fluke; the Hemlock Falls Mysteries by Claudia Bishop; the Memphis BBQ Mysteries by Riley Adams; the Piece of Cake Mysteries by Jacklyn Brady; the Tea Shop Mysteries by Laura Childs; and, the White House Chef Mysteries by Julie Hyzy. The vast majority of offerings within this female dominated sub-genre that has been labelled “Crime and Dine” (Collins online) are American, both in origin and setting. A significant contribution to this increasingly popular formula is, however, from an Australian author Kerry Greenwood. Food features within her famed Phryne Fisher Series with recipes included in A Question of Death (2007). Recipes also form part of Greenwood’s food-themed collection of short crime stories Recipes for Crime (1995), written with Jenny Pausacker. These nine stories, each one imitating the style of one of crime fiction’s greatest contributors (from Agatha Christie to Raymond Chandler), allow readers to simultaneously access mysteries and recipes. 2004 saw the first publication of Earthly Delights and the introduction of her character, Corinna Chapman. This series follows the adventures of a woman who gave up a career as an accountant to open her own bakery in Melbourne. Corinna also investigates the occasional murder. Recipes can be found at the end of each of these books with the Corinna Chapman Recipe Book (nd), filled with instructions for baking bread, muffins and tea cakes in addition to recipes for main courses such as risotto, goulash, and “Chicken with Pineapple 1971 Style”, available from the publisher’s website. Recipes: Integration and Segregation In Heartburn (1983), Rachel acknowledges that presenting a work of fiction and a collection of recipes within a single volume can present challenges, observing: “I see that I haven’t managed to work in any recipes for a while. It’s hard to work in recipes when you’re moving the plot forward” (99). How Rachel tells her story is, however, a reflection of how she undertakes her work, with her own cookbooks being, she admits, more narration than instruction: “The cookbooks I write do well. They’re very personal and chatty–they’re cookbooks in an almost incidental way. I write chapters about friends or relatives or trips or experiences, and work in the recipes peripherally” (17). Some authors integrate detailed recipes into their narratives through description and dialogue. An excellent example of this approach can be found in the Coffeehouse Mystery Series by Cleo Coyle, in the novel On What Grounds (2003). When the central protagonist is being questioned by police, Clare Cosi’s answers are interrupted by a flashback scene and instructions on how to make Greek coffee: Three ounces of water and one very heaped teaspoon of dark roast coffee per serving. (I used half Italian roast, and half Maracaibo––a lovely Venezuelan coffee, named after the country’s major port; rich in flavour, with delicate wine overtones.) / Water and finely ground beans both go into the ibrik together. The water is then brought to a boil over medium heat (37). This provides insight into Clare’s character; that, when under pressure, she focuses her mind on what she firmly believes to be true – not the information that she is doubtful of or a situation that she is struggling to understand. Yet breaking up the action within a novel in this way–particularly within crime fiction, a genre that is predominantly dependant upon generating tension and building the pacing of the plotting to the climax–is an unusual but ultimately successful style of writing. Inquiry and instruction are comfortable bedfellows; as the central protagonists within these works discover whodunit, the readers discover who committed murder as well as a little bit more about one of the world’s most popular beverages, thus highlighting how cookbooks and novels both serve to entertain and to educate. Many authors will save their recipes, serving them up at the end of a story. This can be seen in Julie Hyzy’s White House Chef Mystery novels, the cover of each volume in the series boasts that it “includes Recipes for a Complete Presidential Menu!” These menus, with detailed ingredients lists, instructions for cooking and options for serving, are segregated from the stories and appear at the end of each work. Yet other writers will deploy a hybrid approach such as the one seen in Like Water for Chocolate (1989), where the ingredients are listed at the commencement of each chapter and the preparation for the recipes form part of the narrative. This method of integration is also deployed in The Kitchen Daughter (2011), which sees most of the chapters introduced with a recipe card, those chapters then going on to deal with action in the kitchen. Using recipes as chapter breaks is a structure that has, very recently, been adopted by Australian celebrity chef, food writer, and, now fiction author, Ed Halmagyi, in his new work, which is both cookbook and novel, The Food Clock: A Year of Cooking Seasonally (2012). As people exchange recipes in reality, so too do fictional characters. The Recipe Club (2009), by Andrea Israel and Nancy Garfinkel, is the story of two friends, Lilly Stone and Valerie Rudman, which is structured as an epistolary novel. As they exchange feelings, ideas and news in their correspondence, they also exchange recipes: over eighty of them throughout the novel in e-mails and letters. In The Food of Love (2004), written messages between two of the main characters are also used to share recipes. In addition, readers are able to post their own recipes, inspired by this book and other works by Anthony Capella, on the author’s website. From Page to Plate Some readers are contributing to the burgeoning food tourism market by seeking out the meals from the pages of their favourite novels in bars, cafés, and restaurants around the world, expanding the idea of “map as menu” (Spang 79). In Shannon McKenna Schmidt’s and Joni Rendon’s guide to literary tourism, Novel Destinations (2009), there is an entire section, “Eat Your Words: Literary Places to Sip and Sup”, dedicated to beverages and food. The listings include details for John’s Grill, in San Francisco, which still has on the menu Sam Spade’s Lamb Chops, served with baked potato and sliced tomatoes: a meal enjoyed by author Dashiell Hammett and subsequently consumed by his well-known protagonist in The Maltese Falcon (193), and the Café de la Paix, in Paris, frequented by Ian Fleming’s James Bond because “the food was good enough and it amused him to watch the people” (197). Those wanting to follow in the footsteps of writers can go to Harry’s Bar, in Venice, where the likes of Marcel Proust, Sinclair Lewis, Somerset Maugham, Ernest Hemingway, and Truman Capote have all enjoyed a drink (195) or The Eagle and Child, in Oxford, which hosted the regular meetings of the Inklings––a group which included C.S. Lewis and J.R.R. Tolkien––in the wood-panelled Rabbit Room (203). A number of eateries have developed their own literary themes such as the Peacocks Tearooms, in Cambridgeshire, which blends their own teas. Readers who are also tea drinkers can indulge in the Sherlock Holmes (Earl Grey with Lapsang Souchong) and the Doctor Watson (Keemun and Darjeeling with Lapsang Souchong). Alternatively, readers may prefer to side with the criminal mind and indulge in the Moriarty (Black Chai with Star Anise, Pepper, Cinnamon, and Fennel) (Peacocks). The Moat Bar and Café, in Melbourne, situated in the basement of the State Library of Victoria, caters “to the whimsy and fantasy of the fiction housed above” and even runs a book exchange program (The Moat). For those readers who are unable, or unwilling, to travel the globe in search of such savoury and sweet treats there is a wide variety of locally-based literary lunches and other meals, that bring together popular authors and wonderful food, routinely organised by book sellers, literature societies, and publishing houses. There are also many cookbooks now easily obtainable that make it possible to re-create fictional food at home. One of the many examples available is The Book Lover’s Cookbook (2003) by Shaunda Kennedy Wenger and Janet Kay Jensen, a work containing over three hundred pages of: Breakfasts; Main & Side Dishes; Soups; Salads; Appetizers, Breads & Other Finger Foods; Desserts; and Cookies & Other Sweets based on the pages of children’s books, literary classics, popular fiction, plays, poetry, and proverbs. If crime fiction is your preferred genre then you can turn to Jean Evans’s The Crime Lover’s Cookbook (2007), which features short stories in between the pages of recipes. There is also Estérelle Payany’s Recipe for Murder (2010) a beautifully illustrated volume that presents detailed instructions for Pigs in a Blanket based on the Big Bad Wolf’s appearance in The Three Little Pigs (44–7), and Roast Beef with Truffled Mashed Potatoes, which acknowledges Patrick Bateman’s fondness for fine dining in Bret Easton Ellis’s American Psycho (124–7). Conclusion Cookbooks and many popular fiction novels are reflections of each other in terms of creativity, function, and structure. In some instances the two forms are so closely entwined that a single volume will concurrently share a narrative while providing information about, and instruction, on cookery. Indeed, cooking in books is becoming so popular that the line that traditionally separated cookbooks from other types of books, such as romance or crime novels, is becoming increasingly distorted. The separation between food and fiction is further blurred by food tourism and how people strive to experience some of the foods found within fictional works at bars, cafés, and restaurants around the world or, create such experiences in their own homes using fiction-themed recipe books. Food has always been acknowledged as essential for life; books have long been acknowledged as food for thought and food for the soul. Thus food in both the real world and in the imagined world serves to nourish and sustain us in these ways. References Adams, Riley. Delicious and Suspicious. New York: Berkley, 2010. –– Finger Lickin’ Dead. New York: Berkley, 2011. –– Hickory Smoked Homicide. New York: Berkley, 2011. Baltazar, Lori. “A Novel About Food, Recipes Included [Book review].” Dessert Comes First. 28 Feb. 2012. 20 Aug. 2012 ‹http://dessertcomesfirst.com/archives/8644›. Berkeley, Anthony. The Poisoned Chocolates Case. London: Collins, 1929. Bishop, Claudia. Toast Mortem. New York: Berkley, 2010. –– Dread on Arrival. New York: Berkley, 2012. Brady, Jacklyn. A Sheetcake Named Desire. New York: Berkley, 2011. –– Cake on a Hot Tin Roof. New York: Berkley, 2012. Calta, Marialisa. “The Art of the Novel as Cookbook.” The New York Times. 17 Feb. 1993. 23 Jul. 2012 ‹http://www.nytimes.com/1993/02/17/style/the-art-of-the-novel-as-cookbook.html?pagewanted=all&src=pm›. Capella, Anthony. The Food of Love. London: Time Warner, 2004/2005. Carroll, Kent in Calta, Marialisa. “The Art of the Novel as Cookbook.” The New York Times. 17 Feb. 1993. 23 Jul. 2012 ‹http://www.nytimes.com/1993/02/17/style/the-art-of-the-novel-as-cookbook.html?pagewanted=all&src=pm›. Childs, Laura. Death by Darjeeling. New York: Berkley, 2001. –– Shades of Earl Grey. New York: Berkley, 2003. –– Blood Orange Brewing. New York: Berkley, 2006/2007. –– The Teaberry Strangler. New York: Berkley, 2010/2011. Collins, Glenn. “Your Favourite Fictional Crime Moments Involving Food.” The New York Times Diner’s Journal: Notes on Eating, Drinking and Cooking. 16 Jul. 2012. 17 Jul. 2012 ‹http://dinersjournal.blogs.nytimes.com/2012/07/16/your-favorite-fictional-crime-moments-involving-food›. Coyle, Cleo. On What Grounds. New York: Berkley, 2003. –– Murder Most Frothy. New York: Berkley, 2006. –– Holiday Grind. New York: Berkley, 2009/2010. –– Roast Mortem. New York: Berkley, 2010/2011. Christie, Agatha. A Pocket Full of Rye. London: Collins, 1953. Dahl, Roald. Lamb to the Slaughter: A Roald Dahl Short Story. New York: Penguin, 1953/2012. eBook. Dickens, Charles. Oliver Twist, or, the Parish Boy’s Progress. In Collection of Ancient and Modern British Authors, Vol. CCXXIX. Paris: Baudry’s European Library, 1838/1839. Duran, Nancy, and Karen MacDonald. “Information Sources for Food Studies Research.” Food, Culture and Society: An International Journal of Multidisciplinary Research 2.9 (2006): 233–43. Ephron, Nora. Heartburn. New York: Vintage, 1983/1996. Esquivel, Laura. Trans. Christensen, Carol, and Thomas Christensen. Like Water for Chocolate: A Novel in Monthly Instalments with Recipes, romances and home remedies. London: Black Swan, 1989/1993. Evans, Jeanne M. The Crime Lovers’s Cookbook. City: Happy Trails, 2007. Fluke, Joanne. Fudge Cupcake Murder. New York: Kensington, 2004. –– Key Lime Pie Murder. New York: Kensington, 2007. –– Cream Puff Murder. New York: Kensington, 2009. –– Apple Turnover Murder. New York: Kensington, 2010. Greenwood, Kerry, and Jenny Pausacker. Recipes for Crime. Carlton: McPhee Gribble, 1995. Greenwood, Kerry. The Corinna Chapman Recipe Book: Mouth-Watering Morsels to Make Your Man Melt, Recipes from Corinna Chapman, Baker and Reluctant Investigator. nd. 25 Aug. 2012 ‹http://www.allenandunwin.com/_uploads/documents/minisites/Corinna_recipebook.pdf›. –– A Question of Death: An Illustrated Phryne Fisher Treasury. Crows Nest: Allen & Unwin, 2007. Halmagyi, Ed. The Food Clock: A Year of Cooking Seasonally. Sydney: Harper Collins, 2012. Haywood, B. B. Town in a Blueberry Jam. New York: Berkley, 2010. –– Town in a Lobster Stew. New York: Berkley, 2011. –– Town in a Wild Moose Chase. New York: Berkley, 2012. Hyzy, Julie. State of the Onion. New York: Berkley, 2008. –– Hail to the Chef. New York: Berkley, 2008. –– Eggsecutive Orders. New York: Berkley, 2010. –– Buffalo West Wing. New York: Berkley, 2011. –– Affairs of Steak. New York: Berkley, 2012. Israel, Andrea, and Nancy Garfinkel, with Melissa Clark. The Recipe Club: A Novel About Food And Friendship. New York: HarperCollins, 2009. McHenry, Jael. The Kitchen Daughter: A Novel. New York: Gallery, 2011. Mitchell, Margaret. Gone With the Wind. London: Pan, 1936/1974 O’Reilly, Brian, with Virginia O’Reilly. Angelina’s Bachelors: A Novel, with Food. New York: Gallery, 2011. Payany, Estérelle. Recipe for Murder: Frightfully Good Food Inspired by Fiction. Paris: Flammarion, 2010. Peacocks Tearooms. Peacocks Tearooms: Our Unique Selection of Teas. 23 Aug. 2012 ‹http://www.peacockstearoom.co.uk/teas/page1.asp›. Piatti-Farnell, Lorna. “A Taste of Conflict: Food, History and Popular Culture In Katherine Mansfield’s Fiction.” Australasian Journal of Popular Culture 2.1 (2012): 79–91. Risson, Toni, and Donna Lee Brien. “Editors’ Letter: That Takes the Cake: A Slice Of Australasian Food Studies Scholarship.” Australasian Journal of Popular Culture 2.1 (2012): 3–7. Sayers, Dorothy L. Strong Poison. London: Hodder and Stoughton, 1930/2003. Schmidt, Shannon McKenna, and Joni Rendon. Novel Destinations: Literary Landmarks from Jane Austen’s Bath to Ernest Hemingway’s Key West. Washington, DC: National Geographic, 2009. Shange, Ntozake. Sassafrass, Cypress and Indigo: A Novel. New York: St Martin’s, 1982. Spang, Rebecca L. “All the World’s A Restaurant: On The Global Gastronomics Of Tourism and Travel.” In Raymond Grew (Ed). Food in Global History. Boulder, Colorado: Westview Press, 1999. 79–91. Taylor, Timothy. “Food/Crime Fiction.” Timothy Taylor. 2010. 17 Jul. 2012 ‹http://www.timothytaylor.ca/10/08/20/foodcrime-fiction›. The Moat Bar and Café. The Moat Bar and Café: Welcome. nd. 23 Aug. 2012 ‹http://themoat.com.au/Welcome.html›. Wenger, Shaunda Kennedy, and Janet Kay Jensen. The Book Lover’s Cookbook: Recipes Inspired by Celebrated Works of Literature, and the Passages that Feature Them. New York: Ballantine, 2003/2005.

Fig. 1: “Pink Flamingo Furby” (2000), “Peachy Furby Baby” (1999), and “Owl Furby” (1999) Sunlight Up (“Dah-ay-loh oo-tye”): Introduction As playthings at the junction of human experience and imagination, toys like Furby present an interesting touch point to explore cultural imaginations, hopes, and fears about zoomorphic robots and AI toys. This year marks their 25th anniversary. Created by Dave Hampton and Caleb Chung, Furby publicly debuted at the American International Toy Fair in 1998. Originally released by Tiger Electronics, this toy was later sold to Hasbro in 2005 to 2007. Since their introduction to the market, Furbys have been occupying our shelves and basements, perceived as “annoying little owl-like dolls with embedded sound-recording chips” (Gullin) that speak their own language “furbish” (shown throughout in parenthesis). Early reportage likened Furby to all kinds of cute critters: mogwais, hamsters, and Star Trek’s tribbles. Narratively Furbys are framed as a benevolent, alien species, living in space in a cloud known as Furbyland. For motivations not revealed, Furbys, in looking down on our planet, were so struck by the beautiful view of nature and its signs of peacefulness — “no worry (boo boh-bay)” — that they jumped, plummeting to us like tiny fluffy asteroids. Little did they know that their arrival would spark an intergalactic diplomatic incident. During its introduction in 1998, the initial discourse in media reportage emphasised anxieties of the unknown. What lies beneath the surface of Furby, as a toy that might blur the line between the real and imagined for children? What technologies might it harbour? As a hybrid of technology and animal, Furby appeared as a creepy-cute cultural icon that simultaneously delighted and horrified children and adults alike. Today adult fans reimagine Furby through play and customisation as part of their reflections on their childhood experiences of this cultural moment, and as a way of exploring new futures. Furby provides an opportunity to reflect on adults’ interactions with toys, including parents, members of the public, and fans motivated by nostalgia. At the time of its release Furby presented adults with moments of “dissonance” towards new horrifying technologies that “might occur at the seams [of] … monumental cultural shifts” (Powell 4). But for adult fans today, as a childhood memory, the toy represents both strangeness and future possibilities; it has become a tool of “disrupt[ing] and challeng[ing] beliefs and connections” (Rand 9). In this article I primarily analyse the “original” Furbys of 1998 to 2002, but also mention a range of later versions. This includes: the Emoto-tronic Furbys (2006) which were designed to have more expressive faces; the Furby Boom (2003), a toy whose personality changes according to the level of care it is provided with; and the Furby Connect (2016), which has bluetooth capacity. This discussion is supported by a thematic analysis of 3800 news articles about Furby from 1998 to 2000, visual analysis of both the original and customised iterations of Furby, as well as my reflections as a member of the Furby fandom community. You Play? (U-nye-loo-lay-doo?): Furby Encounters A key part of the discourse around Furby since its introduction in 1998 was, “who would want one?” Indeed, the answer at the time appeared to be “several million of us, the toy demons hope” (Weeks). After their release in American toy stores on 2 October 1998 in limited supplies, a Furbish frenzy ensued, resulting in altercations between shoppers and staff (e.g. Munroe; Warmbir; Associated Press). Aged 10, I recall my little black and white Furby, Coco, waiting for me on the shelves of the electronics section of Big W in Australia, fortunately with no such commotion. Furby is classed by the Guinness World Records as the world’s first AI toy, but it was certainly not the first electronic toy to enter the market; at the time of Furby’s release, Tickle Me Elmo and My Interactive Pooh presented competition, and by the late 1980s there was already concern about how electronic pet toys might erode emotion and connection (Turkle, “Authenticity”; Turkle, “Nascent”). Speculation over the reason for the Furby mass hysteria ensued. Some suggested the appeal was the toy’s status symbol status (Beck), whereas others cited its broad appeal: “it's not gender specific; it doesn't appeal to a particular age group; and most important, it's affordable and doesn't require additional equipment or a computer” (Davis). Some experts offered their commentary of the cyberpet phenomena in general, suggesting that it is a way of dealing with isolation and loneliness (Yorkshire Post). Indeed, all of these features are important to note when we consider the transformation of Furby into queer icon. Central to Furby’s cultural narrative is the idea of contact, or a meeting between robot and user; through play children “teach” their new pet Earth’s new ways (Marsh, “Coded”; Marsh, “Uncanny”). And with this contact also comes a sense of the unknown: what lies beneath the creature’s surface? In their study of zoomorphic robots, Hirofumi Katsumi and Daniel White suggest that Donna Haraway’s work on animal encounters might help us understand this idea of contact. As “animal-like” creature, Furby recalls the transformative potentials of meeting with the more-than-human. Furby’s presence on toy shelves, in classrooms and in homes was one of the first times society had to consider what it meant to “enter the world of becoming with” zoomorphic robots, and to reflect on “who or what ... is precisely at stake” in this entanglement (Haraway 19). What do we learn about ourselves and the unknown through our encounters with Furby? “Monster” (Moh-moh): Technological Threat, Monstrous Other In media reportage, Furby is framed as both new and innovative, but also as a threatening fluffy anarchist. With its technology largely unknown, Furby at the time of its release presented society with a sense of “technohorror” and “imaginings of [social] collapse” (Powell 24). A common concern was that Furby might record and repeat inappropriate language in an act of rebellion. Occasionally tabloid newspapers would report claims such as, "MUM … was horrified when she sat down to play with her daughter's new Furby toy and it squeaked: "F*** me" (The Sun). Some concerns were quite serious, including that Furby could emit electromagnetic fields that would create interference for medical devices and aircraft instruments; this was later disproven by engineers (Tan and Hinberg; Basky; Computer Security). Other urban myths pointed to a more whimsical Furby, whose sensors had the capacity to launch spacecraft (Watson). One persistent concern was the surveillance potentials of Furby. In 1999 the US National Security Agency (NSA) issued a ban on Furby in their Fort Mead headquarters, with concern that they might record and repeat confidential information (Gullin; Ramalho; Borger). This was denied by Tiger Electronics, who emphatically stated “Furby is not a spy” (Computer Security). Engineers performing “autopsies” on Furbys quickly put much of this anxiety to rest (Phobe). This was met with mirthful rebuttals of how future Furbys might be transformed into cute and ubiquitous “wireless furby transmitters” to gather intelligence in warzones (Gullin). As a result, the initial anxiety about surveillance and toys dissipated. However, academics continue to remind us of the real risks of smart toys (e.g. Lupton; Milkaite and Lievens). The 2016 Furby Connect, equipped with voice recognition and Bluetooth capacities has been shown to be hackable (Williams). Further, Maria Ramalho has reported Snowden’s 2014 claims that both NSA and the UK Government Communication Headquarters have been accessing the data collected. In this context, Furby has become “Big Brother transmogrified into ambiguous, cute” unaccountable creature (Ramalho). Through this, we can see how our entanglement with Furby as an object of technohorror speaks both to our anxieties and the real possibilities of technology. In order to craft a narrative around Furby that speaks to this monstrous potential, many have drawn comparisons between Furby and the character Gizmo from the Gremlins franchise. This reference to Gizmo appears in the majority of the media articles sampled for this research. Gizmo is a “mogwai” (trans. demon) with both cute and monstrous potential; like Furby, it also has the potential to transform into a threat to “good society” (Chesher 153-4). This comparison speaks to Gremlins as an anti-technology statement (Sale). However, when we consider how media rhetoric has framed Furby as something to be tamed and controlled, it’s important we approach this comparison with caution in light of the Orientalist underpinnings of the Gremlins franchise. Wendy Allison Lee highlights how Gremlins reflects xenophobic themes of invasion and assimilation. While Gizmo is a “cute, well-behaved” character who “strives to assimilate” much like how Furby might, through play with children, it also harbours a threat to order. In this encounter are resonances of “racist love” that can sometimes underpin our affection for cuteness (Bow). Further reflection is needed on how we might unentangle ourselves from this framing and imagine more inclusive futures with toys like Furby. Fig. 2: Interactive Gizmo, a “Furby Friend” produced by Hasbro, Tiger and Warner Bros in 1999 Big Fun! (Dah doo-ay wah!): Queer Re-Imaginings of Furby Fig. 3: Party time! Adult fans around the world now gather under the “Furby” banner, participating in a colourful array of playful mischief. Reddit forum r/furby (11,200 subscribers) creates a fun space to enjoy the whimsy of Furby, transforming the figure into a sweet and kind companion. Under this umbrella, r/oddbodyfurby (997 subscribers) explore the horrifying potentials of Furby to its playful and surprising ends, which I discuss in this section. In other forums, such as Furby Collectors and Customisers (4.1k members) on Facebook, these different interests come together in a playful and creative space. There was also an active community on Tumblr, where some of the most creatively generative activities around Furby have occurred (Tiffany). In Japan, there is a lively community of fans on Twitter who dress and photograph Emoto-tronic Furbys in a range of cute and charming ways. This forms part of a broader network of creatives, such as “Circuit Benders” who tear down toys and rework them into instruments in a process known as “frankensteining”, such as Look Mum No Computer’s Furby Organ (Deahl). As fans and artists, people act as “queer accessories” to help Furby escape the world and narrative that sought to enclose it, so it might enact its revenge or transcend as a non-binary queer icon (Rand 9-11). As small, collectible and customisable friends, images of happy and creepy Furbys are part of a network of cute media that provides my generation with a source of comfort during times of precarity, occupying our spaces with their own vitality and presence as soothing companions (e.g. Stevens; Allison; Yano). Cuteness as media also lends itself to hybridisation; a mixing and matching with seemingly “opposing” aesthetics. For many fans, the charm of Furby lies in its nostalgic pull as a creature of childhood creepy-cute nightmares. Indeed, it seems that early concerns that Furby may “blur the line between the real and imagined for many children” were in fact valid (Knowlton). While we knew they weren’t “alive” in the true sense, to us they appeared “sort of alive” as our everyday environments became increasingly technological with a dazzling array of electronics (Turkle, “Authenticity”). As Allison (179) explains, we had to “adjust to a world where the border between the imaginary and the real” began to shift rapidly, leaving us open to dream, imagine, and craft narratives populated by a fear of the mechanised undead. Many Millennials were convinced as children that their Furby was waiting for them in the dark, watching, chuckling (“he he heeeee”). Patrick Lenton, diarising his adventures with a rescue Furby this year recalls his childhood toy as “a riot of noise and fury, the kind of demonic household terror”. Some adults, recalling these memories now refer to Furby as “it” or “evil” (Marsh, “Uncanny” 59). In 2020, adult Furby fans, thinking back to their childhood toys, speculated if the positioning of Furby’s eyes at the front of its head meant it was a predator (Watson). Some suggested that their short legs meant they are ambush predators, their infra-red sensor enabling them to detect prey in the dark. Other playful lore suggested that they were made of real cat and dog fur. Through this act of imaginative play, adults reach back to the playful horrors of their childhoods, combining their sense of dread with glee. This has been recently animated by films such as The Mitchells vs. The Machines (2021), where Furbys equipped with “PAL” chips transmogrify into a horrific pack of menacing creatures, and exact revenge. The main contributing factor to this experience is in part the puppetry of Furby. The 1999 Furby presents an exaggerated performance that is both “alive” and “unalive”, its wild rocking, owlish blinking, and cackling creating a sense of “dread and creeping horror” (Freud 2; Marsh, “Uncanny”). Through a blend of animation and imagination, agency is diffused between toy and child to give Furby “life” (Silvio 423). Interestingly, studies of the 2016 Furby Connect and its friendly and social programming that is designed to encourage positive care and engagement has counteracted some of this experience for children (Marsh, “Uncanny” 54). Likewise, in discussing the 2013 Furby Boom Chesher (151) describes this animation as “zany”, working with Sianne Ngai’s conceptualisation of this aesthetic and its relationship to cuteness. While some might praise these later developments in the Furby franchise as having saved another generation of children from nightmares, compared to the original Furby these later editions are less popular among fans; perhaps there is less “material” to work with. Fans as adults now draw on Furby as a playful and cute text to experiment with and hybridise with a variety of horrifying and surprising potentials. This leans into Furby’s design as a chimera, as it uses a combination of cute features to create a “short-hand” for life and also evoke the “idea” or “character” of appealing animals that form part of cultures “charismatic megafauna” (Nishimura 179; Stuck and Rogers; Gn). With cat-like ears, a tuft of hair that drifts with sympathetic movement, two wide eyes, framed with coquettish false lashes, a bird’s beak, and two paws, Furby both suspends and confounds our disbelief. Following the principles of the Kindchenschema (Lorenz) to a “100% ratio” its body is reduced to a round form, its most dominant feature its large eyes (Borgi, Cogliati-Dezza, Brelsford Meints, and Cirulli). While large eyes generally are thought to have an affective pull to them (Harris 4), their fixed placement in the original Furby’s skull creates a dead-pan gaze, that morphs into a Kubrik stare as the toy tilts forward to greet the viewer. Fig. 4: Kindschenschema at work in Furby’s design Furby fans mischievously extend this hybridisation of Furby’s body further through a range of customisation practices. Through “skinning”, Furby’s faux fur surfaces are removed and replaced with a fantastic array of colours and textures. Through breaking into their mechatronic shell – a practice known as “shucking” – their parts are repaired or modified. This results in a range of delightfully queer, non-binary representations of Furby with a range of vibrant furs, piercings, and evocative twinkling and gentle eyes (“tee-wee-lah!”). These figures act as both avatars and as companions for fans. Sporting earrings and rainbow bead necklaces, they are photographed resting in grassy fields, soft crochet rainbows, and bookshelves: they are an expression of all that is joyful in the world. Some fans push the customisation further to create whimsical creatures from another dimension. Some Furbys appear with moss and lichen for fur, sprouting tiny toadstools. Furbys are also transformed into “oddbodies” of varying species. Some appear both as winged fairies, and as transcendental multi-eyed and winged “biblically accurate” angels. Others are hybridised with plush toys or are reworked into handbags. Some veer into the realm of body horror, using doll limbs and bodies to create humanoid forms. The most iconic is the “long furby”, created by Tumblr user FurbyFuzz in 2018. Elongated and insect-like, the Long Furby wriggles into homes and curls up on soft furnishings. Collectors gather “haunted photos from the dark recesses of the internet” to document their escapades (Long Furby). Sometimes, hybridised Furbys appear not through creator interventions but rather emerge from nature itself. One such mythical creature is Murby, an original Furby unearthed in 2013 on an old farm property. Once toy, now woodland spirit, Murby gazes upon and blesses fans with dreamy, clouded eyes, its body an entanglement of thick moss, rich earth and time. Furby’s queerness, strangeness, and hybridity speaks to fans in different ways. Personally, as a neurodivergent person, I experience the coding and the playful reimaginings of Furby as a reflection of my own life experience. Neurodivergent people have a high capacity for care and empathy for objects as curiosities, supports, and friends (e.g. Atherton and Cross; White and Remington; Clutterbuck, Shah and Livingston). Like Furby, I am an alien whom people want to tame. My body and movement are treated with the same infantilising bemusement and suspicion. I feel like a chimera myself; an entanglement of many parts that make a whole, each on their own charming, but together forming a chaotic attempt to connect with neurotypicals. For me, what lies beneath Furby’s surface is my own psyche; rescuing and customising Furbys is a symbolic act, a creative expression of my desire to transcend and resist ableist forces. Together my Furbys and I revel in our strangeness in solidarity, plotting our mischievous revenge (“party time!”). This micro-level resistance will not overturn ableism but brings me a sense of reprieve as I work with my allies to bring socio-cultural change. Fig. 5: The author, Furby Queen. Photo by Sherbet Birdie Photography. Through their creative work, fans explore how Furbys could be reimagined. While fannish activities may at first glance appear fringe or frivolous, they hold up a mirror to our own limitations, anxieties, and practices as a society. The future is Furby. Go to Sleep Now (U-nye-way-loh-nee-way): Conclusions As a source of technohorror and queer potential, Furby provides a vessel by which we can imagine the futures of toys. Through encounter and contact, this seemingly harmless fluffy robot brought about disruption and chaos as a threat to securities and social fabrics. Adult fans, now recalling this cultural moment, lean into this creature’s promise of new possibilities, queering its cultural narrative. Through exploring adults’ interactions with toys, we explore new potentials for change and futures that are playful and creative. 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There have been a number of Australian memoirs written by adoptees over the last twenty years—Robert Dessaix’s A Mother’s Disgrace, Suzanne Chick’s Searching for Charmian, Tom Frame’s Binding Ties:An Experience of Adoption and Reunion in Australia, for example—as well as international adoptee narratives by Betty Jean Lifton, Florence Fisher, and A. M. Homes amongst others. These works form a component of the small but growing field of adoption life writing that includes works by “all members of the adoption triad” (Hipchen and Deans 163): adoptive parents, birthparents, and adoptees. As the broad genre of memoir becomes more theorised and mapped, many sub-genres are emerging (Brien). My own adoptee story (which I am currently composing) could be a further sub-categorisation of the adoptee memoir, that of “late discovery adoptees” (Perl and Markham), those who are either told, or find out, about their adoption in adulthood. When this is part of a life story, secrets and silences are prominent, and digging into these requires using whatever resources can be found. These include cookbooks, recipes written by hand, and the scraps of paper shoved between pages. There are two cookbooks from my adoptive mother’s belongings that I have kept. One of them is titled Miss Tuxford’s Modern Cookery for the Middle Classes: Hints on Modern Gas Stove Cooking, and this was published around 1937 in England. It’s difficult to date this book exactly, as there is no date in my copy, but one of the advertisements (for Bird’s Custard, I think; the page is partly obscured by an Orange Nut Loaf recipe from a Willow baking pan that has been glued onto the page) is headed with a date range of 1837 to 1937. It has that smell of long ago that lingers strongly even now, out of the protective custody of my mother’s storage. Or should I say, out of the range of my adoptive father’s garbage dump zeal. He loved throwing things away, but these were often things that I saw as valuable, or at least of sentimental value, worth keeping for the memories they evoked. Maybe my father didn’t want to remember. My mother was brimming with memories, I discovered after her death, but she did not reveal them during her life. At least, not to me, making objects like these cookbooks precious in my reconstruction of the lives I know so little about, as well as in the grieving process (Gibson).Miss Tuxford (“Diplomée Board of Education, Gold Medallist, etc”) produced numerous editions of her book. My mother’s is now fragile, loose at the spine and browned with age. There are occasional stains showing that the bread and cakes section got the most use, with the pages for main meals of meat and vegetables relatively clean. The author divided her recipes into the main chapters of Soups (lentil, kidney, sheep’s head broth), Sauces (white, espagnol, mushroom), Fish (“It is important that all fish is fresh when cooked” (23)), Meats (roasted, boiled, stuffed; roast rabbit, boiled turkey, scotch collop), Vegetables (creamed beetroot, economical salad dressing, potatoes baked in their skins), Puddings and Sweets (suet pastry, Yorkshire pudding, chocolate tarts, ginger cream), Bread and Cakes (household bread, raspberry sandwich cake, sultana scones, peanut fancies), Icings and Fillings, Invalid Cookery (beef tea, nourishing lemonade, Virol pudding), Jams, Sweetmeats and Pickles (red currant jelly, piccalilli) and Miscellaneous Dishes including Meatless Recipes (cheese omelette, mock white fish, mock duck, mock goose, vegetarian mincemeat). At the back, Miss Tuxford includes sections on gas cooking hints, “specimen household dinners” (206), and household hints. There is then a “Table of Foods in Season” (208–10) taking the reader through the months and the various meats and vegetables available at those times. There is a useful index and finally an advertisement for an oven cleaner on the last page (which is glued to the back cover). There are food and cookery advertisements throughout the book, but my favourite is the one inside the front cover, for Hartley’s jam, featuring two photographs of a little boy. The first shows him looking serious, and slightly anxious, the second wide-eyed and smiling, eager for his jam. The text tells mothers that “there’s nothing like plenty of bread and Hartley’s for a growing boy” (inside front cover). I love the simple appeal to making your little boy happy that is contained within this tiny narrative. Did my mother and father eat this jam when they were small? By 1937, my mother was twenty-one, not yet married, living with her mother in Weston-super-Mare. She was learning secretarial skills—I have her certificate of proficiency in Pitman’s shorthand—and I think she and my father had met by then. Perhaps she thought about when she would be giving her own children Hartley’s jam, or something else prepared from Miss Tuxford’s recipes, like the Christmas puddings, shortbread, or chocolate cake. She would not have imagined that no children would arrive, that twenty-five years of marriage would pass before she held her own baby, and this would be one who was born to another woman. In the one other cookbook I have kept, there are several recipes cut out from newspapers, and a few typed or handwritten recipes hidden within the pages. This is The Main Cookery Book, in its August 1944 reprint, which was written and compiled by Marguerite K. Gompertz and the “Staff of the Main Research Kitchen”. My mother wrote her name and the date she obtained the cookbook (31 January 1945) on the first blank page. She had been married just over five years, and my father may, or may not, have still been in the Royal Air Force. I have only a sketchy knowledge of my adoptive parents. My mother was born in Newent, Gloucestershire, and my father in Bromley, Kent; they were both born during the first world war. My father served as a navigator in the Royal Air Force in the second world war in the 1940s, received head and psychological injuries and was invalided out before the war ended. He spent some time in rehabilitation, there being letters from him to my mother detailing his stay in one hospital in the 1950s. Their life seemed to become less and less secure as the years passed, more chaotic, restless, and unsettled. By the time I came into their lives, they were both nearly fifty, and moving from place to place. Perhaps this is one reason why I have no memory of my mother cooking. I cannot picture her consulting these cookbooks, or anything more modern, or even cutting out the recipes from newspapers and magazines, because I do not remember seeing her do it. She did not talk to me about cooking, we didn’t cook together, and I do not remember her teaching me anything about food or its preparation. This is a gap in my memory that is puzzling. There is evidence—the books and additional paper recipes and stains on the pages—that my mother was involved in the world of the kitchen. This suggests she handled meats, vegetables, and flours, kneaded, chopped, mashed, baked, and boiled all manners of foods. But I cannot remember her doing any of it. I think the cooking must have been a part of her life before me, when she lived in England, her home country, which she loved, and when she still had hope that children would come. It must have then been apparent that her husband was going to need support and care after the war, and I can imagine she came to realise that any dreams she had would need rearranging.What I do remember is that our meals were prepared by my father, and contained no spices, onions, or garlic because he suffered frequently from indigestion and said these ingredients made it worse. He was a big-chested man with small hips who worried he was too heavy and so put himself on diets every other week. For my father, dieting meant not eating anything, which tended to lead to binges on chocolate or cheese or whatever he could grab easily from the fridge.Meals at night followed a pattern. On Sundays we ate roast chicken with vegetables as a treat, then finished it over the next days as a cold accompaniment with salad. Other meals would feature fish fingers, mince, ham, or a cold luncheon meat with either salad or boiled vegetables. Sometimes we would have a tin of peaches in juice or ice cream, or both. No cookbooks were consulted to prepare these meals.What was my mother doing while my father cooked? She must have been in the kitchen too, probably contributing, but I don’t see her there. By the time we came back to Australia permanently in 1974, my father’s working life had come to an end, and he took over the household cookery for something to do, as well as sewing his own clothes, and repairing his own car. He once hoisted the engine out of a Morris Minor with the help of a young mechanic, a rope, and the branch of a poinciana tree. I have three rugs that he wove before I was born, and he made furniture as well. My mother also sewed, and made my school uniforms and other clothes as well as her own skirts and blouses, jackets and pants. Unfortunately, she was fond of crimplene, which came in bright primary colours and smelled of petrol, but didn’t require ironing and dried quickly on the washing line. It didn’t exactly hang on your body, but rather took it over, imposing itself with its shapelessness. The handwritten recipe for salad cream shown on the pink paper is not in my mother’s hand but my father’s. Her correction can be seen to the word “gelatine” at the bottom; she has replaced it with “c’flour” which I assume means cornflour. This recipe actually makes me a liar, because it shows my father writing about using pepper, paprika, and tumeric to make a food item, when I have already said he used no spices. When I knew him, and ate his food, he didn’t. But he had another life for forty-seven years before my birth, and these recipes with their stains and scribbles help me to begin making a picture of both his life, and my mother’s. So much of them is a complete mystery to me, but these scraps of belongings help me inch along in my thinking about them, who they were, and what they meant to me (Turkle).The Main Cookery Book has a similar structure to Miss Tuxford’s, with some variations, like the chapter titled Réchauffés, which deals with dishes using already cooked foodstuffs that only then require reheating, and a chapter on home-made wines. There are also notes at the end of the book on topics such as gas ovens and methods of cooking (boiling, steaming, simmering, and so on). What really interests me about this book are the clippings inserted by my mother, although the printed pages themselves seem relatively clean and uncooked upon. There is a recipe for pickles and chutneys torn from a newspaper, and when I look on the other side I find a context: a note about Charlie Chaplin and the House of Representatives’s Un-American Activities Committee starting its investigations into the influence of Communists on Hollywood. I wonder if my parents talked about these events, or if they went to see Charlie Chaplin’s films. My mother’s diaries from the 1940s include her references to movies—Shirley Temple in Kiss and Tell, Bing Crosby in Road to Utopia—as well as day to day activities and visits to, and from, family and friends, her sinus infections and colds, getting “shock[ed] from paraffin lamp”, food rationing. If my father kept diaries during his earlier years, nothing of them survives. I remember his determined shredding of documents after my mother’s death, and his fear of discovery, that his life’s secrets would be revealed. He did not tell me I had been adopted until I was twenty-three, and rarely spoke of it afterwards. My mother never mentioned it. I look at the recipe for lemon curd. Did my mother ever make this? Did she use margarine instead of butter? We used margarine on sandwiches, as butter was too hard to spread. Once again, I turn over this clipping to read the news, and find no date but an announcement of an exhibition of work by Marc Chagall at the Tate Gallery, the funeral of Sir Geoffrey Fison (who I discover from The Peerage website died in 1948, unmarried, a Baronet and decorated soldier), and a memorial service for Dr. Duncan Campbell Scott, the Canadian poet and prose writer, during which the Poet Laureate of the time, John Masefield, gave the address. And there was also a note about the latest wills, including that of a reverend who left an estate valued at over £50 000. My maternal adoptive grandmother, who lived in Weston-super-Mare across the road from the beach, and with whom we stayed for several months in 1974, left most of her worldly belongings to my mother and nothing to her son. He seems to have been cut out from her life after she separated from her husband, and her children’s father, sometime in the 1920s. Apparently, my uncle followed his father out to Australia, and his mother never forgave him, refusing to have anything more to do with her son for the rest of her life, not even to see her grandchildren. When I knew her in that brief period in 1974, she was already approaching eighty and showing signs of dementia. But I do remember dancing the Charleston with her in the kitchen, and her helping me bathe my ragdoll Pollyanna in a tub in the garden. The only food I remember at her stone house was afternoon tea with lots of different, exotic cakes, particularly one called Neopolitan, with swirls of red and brown through the moist sponge. My grandmother had a long narrow garden filled with flowers and a greenhouse with tomatoes; she loved that garden, and spent a lot of time nurturing it.My father and his mother-in-law were not each other’s favourite person, and this coloured my mother’s relationship with her, too. We were poor for many years, and the only reason we were able to go to England was because of the generosity of my grandmother, who paid for our airfares. I think my father searched for work while we were there, but whether he was successful or not I do not know. We returned to Australia and I went into grade four at the end of 1974, an outsider of sorts, and bemused by the syllabus, because I had moved around so much. I went to eight different primary schools and two high schools, eventually obtaining a scholarship to a private girls’ school for the last four years. My father was intent on me becoming a doctor, and so my life was largely study, which is another reason why I took little notice of what went on in the kitchen and what appeared on the dining table. I would come home from school and my parents would start meal preparation almost straight away, so we sat down to dinner at about four o’clock during the week, and I started the night’s study at five. I usually worked through until about ten, and then read a novel for a little while before sleep. Every parcel of time was accounted for, and nothing was wasted. This schedule continued throughout those four years of high school, with my father berating me if I didn’t do well at an exam, but also being proud when I did. In grades eight, nine, and ten, I studied home economics, and remember being offered a zucchini to taste because I had never seen one before. I also remember making Greek biscuits of some sort for an exam, and the sieve giving out while I was sifting a large quantity of flour. We learned to cook simple meals of meats and vegetables, and to prepare a full breakfast. We also baked cakes but, when my sponges remained flat, I realised that my strengths might lay elsewhere. This probably also contributed to my lack of interest in cooking. Domestic pursuits were not encouraged at home, although my mother did teach me to sew and knit, resulting in skewed attempts at a shirt dress and a white blouse, and a wildly coloured knitted shoulder bag that I actually liked but which embarrassed my father. There were no such lessons in cakemaking or biscuit baking or any of the recipes from Miss Tuxford. By this time, my mother bought such treats from the supermarket.This other life, this previous life of my parents, a life far away in time and place, was completely unknown to me before my mother’s death. I saw little of them after the revelation of my adoption, not because of this knowledge I then had, but because of my father’s controlling behaviour. I discovered that the rest of my adoptive family, who I hardly knew apart from my maternal grandmother, had always known. It would have been difficult, after all, for my parents to keep such a secret from them. Because of this life of constant moving, my estrangement from my family, and our lack of friends and connections with other people, there was a gap in my experience. As a child, I only knew one grandmother, and only for a relatively brief period of time. I have no grandfatherly memories, and none either of aunts and uncles, only a few fleeting images of a cousin here and there. It was difficult to form friendships as a child when we were only in a place for a limited time. We were always moving on, and left everything behind, to start again in a new suburb, state, country. Continuity and stability were not our trademarks, for reasons that are only slowly making themselves known to me: my father’s mental health problems, his difficult personality, our lack of money, the need to keep my adoption secret.What was that need? From where did it spring? My father always seemed to be a secretive person, an intensely private man, one who had things to hide, and seemed to suffer many mistakes and mishaps and misfortune. At the end, after my mother’s death, we spent two years with each other as he became frailer and moved into a nursing home. It was a truce formed out of necessity, as there was no one else to care for him, so thoroughly had he alienated his family; he had no friends, certainly not in Australia, and only the doctor and helping professionals to talk to most days. My father’s brother John had died some years before, and the whereabouts of his other sibling Gordon were unknown. I discovered that he had died three years previously. Nieces had not heard from my father for decades. My mother’s niece revealed that my mother and she had never met. There is a letter from my mother’s father in the 1960s, probably just before he died, remarking that he would like a photograph of her as they hadn’t seen each other for forty years. None of this was talked about when my mother was alive. It was as if I was somehow separate from their stories, from their history, that it was not suitable for my ears, or that once I came into their lives they wanted to make a new life altogether. At that time, all of their past was stored away. Even my very origins, my tiny past life, were unspoken, and made into a secret. The trouble with secrets, however, is that they hang around, peek out of boxes, lurk in the corners of sentences, and threaten to be revealed by the questions of puzzled strangers, or mistakenly released by knowledgeable relatives. Adoptee memoirs like mine seek to go into those hidden storage boxes and the corners and pages of sources like these seemingly innocent old cookbooks, in the quest to bring these secrets to light. Like Miss Tuxford’s cookbook, with its stains and smudges, or the Main Cookery Book with its pages full of clippings, the revelation of such secrets threaten to tell stories that contradict the official version. ReferencesBrien, Donna Lee. “Pathways into an ‘Elaborate Ecosystem’: Ways of Categorising the Food Memoir”. TEXT (October 2011). 12 Jun. 2013 ‹http://www.textjournal.com.au/oct11/brien.htm›.Chick, Suzanne. Searching for Charmian. Sydney: Picador, 1995.Dessaix, Robert. A Mother’s Disgrace. Sydney: Angus & Robertson, 1994.Fisher, Florence. The Search for Anna Fisher. New York: Arthur Fields, 1973.Frame, Tom. Binding Ties: An Experience of Adoption and Reunion in Australia. Alexandria: Hale & Iremonger, 1999.Gibson, Margaret. Objects of the Dead: Mourning and Memory in Everyday Life. Carlton, Victoria: Melbourne U P, 2008. Gompertz, Marguerite K., and the Staff of the Main Research Kitchen. The Main Cookery Book. 52nd. ed. London: R. & A. Main, 1944. Hipchen, Emily, and Jill Deans. “Introduction. Adoption Life Writing: Origins and Other Ghosts”. a/b: Auto/Biography Studies 18.2 (2003): 163–70. Special Issue on Adoption.Homes, A. M. The Mistress’s Daughter: A Memoir. London: Granta, 2007.Kiss and Tell. Dir. By Richard Wallace. Columbia Pictures, 1945.Lifton, Betty Jean. Twice Born: Memoirs of An Adopted Daughter. Middlesex, England: Penguin, 1977.Lundy, Darryl, comp. The Peerage: A Genealogical Survey of the Peerage of Britain as well as the Royal Families of Europe. 30 May 2013 ‹http://www.thepeerage.com/p40969.htm#i409684›Perl, Lynne and Shirin Markham. Why Wasn’t I Told? Making Sense of the Late Discovery of Adoption. Bondi: Post Adoption Resource Centre/Benevolent Society of NSW, 1999.Road to Utopia. Dir. By Hal Walker. Paramount, 1946.Turkle, Sherry, ed. Evocative Objects: Things We Think With. Cambridge, Massachusetts: MIT P, 2011. Tuxford, Miss H. H. Miss Tuxford’s Modern Cookery for the Middle Classes: Hints on Modern Gas Stove Cooking. London: John Heywood, c.1937.

Introduction The evolution of creative city paradigm in the last three decades has dramatically changed the notion of placemaking and the meaning of art and design for urban development in the creative and cultural economy context. Very recently, a spontaneously emerging art district has been exploited by policy actions in many cities, resulting in its presence on the global stage at the UNESCO Creative City Network. The two most common approaches that drive art and design-based development policies are seen in the creative city approach and community development approach (Evans; Murdoch III et al.). The creative city approach aims to contribute to economic development by focussing on the economic role of art and design (Florida; Murdoch III et al.). The community development approach, on the other hand, is seen as an important factor for social benefit and democratic development (Murdoch III et al.; Grodach; Markusen and Gadwa). Grassroots arts movements and community arts organisations, in the community development approach, support the arts as a low-income community involvement and development initiative (Murdoch III et al.). According to Grodach, public spaces and art and design spaces have three main roles in community development, and are built on local assets to increase community engagement, interaction, and participation. Despite the vast range of economic considerations in the current literature, it remains unclear how creative placemaking through arts, crafts, and design operates in the context of creative cities. Particularly, there is a need for a more comprehensive perspective of how creative placemaking contributes to art district development. Economic competition among creative cities has increased, especially since neoliberal policies diffused to the urban agenda. The city of Izmir, located in the Aegean coast of Turkey, being one of the world's top 130 cities (Tekeli), contributes to globalisation of the region and occupies a unique position in Turkey’s democratic history. Regarding the global arena, Izmir has reformulated its governmental structure in the making of places, with particular neighbourhoods seeking to increase their attractiveness to the creative class, support the creative industries, and to become a ‘Creative City’. Since the Culture and Art Workshop in 2009, when the Izmir Metropolitan Municipality established a creative city vision to serve as a high point in a democratic era, in particular involving elements of culture and creativity of importance for local and global actors, there has been a series of programs with different design strategies and governance mechanisms, such as the design projects (e.g. Izmir Sea Project and Izmir History Project, and History Design Workshop), formations (e.g. establishment of Izmir Mediterranean Academy with branches of history, design, ecology, culture, and arts in 2013), events and organisations (e.g. Good Design Izmir in 2016, 5th World Design Talks by the World Design Organization [WDO] in 2018), and applications for candidacy (e.g. for the World Design Capital title 2020, and UNESCO Creative Cities Network in 2019). The purpose of this article is to explore the drivers for art and design-based development in the urban environment through the lens of creative placemaking, and how this is practiced by creative class grassroots initiatives in cities such as Izmir, Turkey, which was shortlisted in the Creative City Network competition in 2019. The methodology is built on 1) a framework analysis through the research on art and design districts and the utilisation of creative placemaking, and 2) a field study exploring the creative placemaking drivers in an emerging art district, Darağaç, in Izmir. The field study is composed of site visits, visual mappings, the use of snowball sampling to reach the creative class, and structured interviews. The framework analysis findings suggest a set of creative placemaking drivers for art and design-based developments, and the case study findings present implications for future policies for integration of localised initiatives into the creative city framework. Framework Analysis The practice of creative cities applies one-size-fits-all strategies based on tangible and intangible characteristics to attract talent and support economic growth, whereas creative placemaking offers some crucial approaches to contribute to a locale's success and involvement in larger-scale plans. Therefore, placemaking appears as a phenomenological process that explains a sense of place, attachments, and, more broadly, the interaction between a region and its inhabitants (Mengi and Guaralda). The term ‘creative placemaking’ was first used by economist Ann Markusen and art consultant Anne Gadwa in the 2010 White Paper of the National Endowment for the Arts, as a solution when cities, suburbs, and small towns are faced with structural changes and displacement. Creative placemaking aims to revitalise space and economic development with creative initiatives. Markusen and Gadwa argue that creative placemaking provides gains in areas such as innovative products and services, livability, diversity, jobs, and income opportunities. Creative placemaking is also defined as a community-participatory tool to strengthen and enrich the identity of a place as well as development of a place. Community identity enables local assets to build trust and relationships (Kelkar et al.) while exploiting social and civic fabric that brings out the local character and narratives (Borrup). Moreover, Redaelli formulates creative placemaking as an innovative way of thinking for solving community problems that utilises the creative power of art and artists. From an economic perspective, Gallagher et al. point out that creative placemaking can happen in communities of any size and uses art and cross-sector collaboration to benefit the space. Creative placemaking through cross-sector collaboration is directly related to political ideology, social division, community size, resource limitations, and capacity of arts organisations. The theoretical discussion derived from the literature enables us to reconsider the use of creative placemaking approaches for creative city strategies and provides a framework that brings the most significant drivers of creative placemaking, especially for art and design-based strategies in urban environments (Table 1). Drivers Indicators Creative Practices Products Artworks Events Festivals Cultural Production Local Assets Local Knowledge Context Listening & Gathering Stories Knowledge & Skill Exchange Creativity Exchange Experiential Learning Community Involvement Co-Creation Collaboration Creative Placemakers Artists Designers Craftspeople Resident of the Community Local Audience Virtual Platform Archive/Publications Creativity Productivity Collectivity Spatial Environment Neighbourhood Streets Place Identity Digital Hub Atelier Digital Studio/Maker Space Art Galleries Exhibition Spaces Art Equipment Maker/Supplier Meeting Place/Third Place Institutional Support Networking Platform for Dialogue Space for Exhibition Publicity Public Fund Private Fund Philanthropists Sponsorship Education Institutions Art Institutions Art Organisations Non-Government Organisations Government Table 1: Major drivers of creative placemaking. Creative Practices, as the first driver, aim to describe tangible outputs such as products, works of art, events, and festivals. Wyckoff defines projects and activities involving art, culture, and creative thinking as the driving forces of creative placemaking to create collective memory. In this regard, Mutero et al. emphasise the importance of listening and gathering stories, in which it associates definitions such as community, local knowledge, and context. Describing community participation as a tool to improve the development of a place, Kelkar et al. mention that it helps to change the perception of the community. In this context, it creates trust and relationships while building community identity and sense of belonging. Creative Placemakers, as the second driver, represent actors in creative placemaking. One of the six drivers suggested by Markusen and Gadwa for creating a successful place are the creative initiators. Borrup, on the other hand, underlines the role of crucial actors, named as creative placemakers, such as city planners, developers, artists, local policy makers. neighbourhood residents, and local audiences, who also take part in creative practices guided by artists, designers, and craftspeople. According to Gaumer et al. and Schupbach, local actors must be involved as partners to realise more effective successful creative placemaking practices. Similarly, Kelkar et al. argue that the relationships that are built on the collaborative nature of involving actors transform productivity and create social capital. Spatial Environment, as the third driver, focusses on the spaces of creative practices. Spatial environments can be referred to at different scales, such as the digital hubs, ateliers, maker spaces, and event areas such as art galleries and exhibition areas that bring creative placemakers together and enable them to produce together. According to Ellery et al., such spaces enhance the use of public spaces while providing a sense of aesthetics, security, and community. Wyckoff lists drivers of creative placemaking as art spaces where artistic, cultural, and creative projects take place, work and living spaces for the creative class, art, culture, and entertainment activities. Institutional Support, as the fourth driver, underlines the expectations of creative placemakers from institutions. The institutional support through networking provides a platform for creative placemakers to establish dialogue as well as opportunities for exhibition areas and performances. The importance of the support of institutions and organisations such as the public sector, private sector, NGOs, and sponsors are essential to creative placemaking practices. Particularly, cross-sector partnership between institutions such as education institutions, art institutions, art organisations, non-government organisations, and government plays an important role in art and design-based development (Markusen and Gadwa; Borrup). Emergence of Darağaç as an Art District Creative places are found at various scales, such as regions, districts, hubs, and studios, and constitute the very integral part of the creative city formation. They represent a high culture ground on which artists and designers can design, make, and exhibit art. The secret of the successful transformation of creative places lies in the spontaneity of their development. The spontaneously emerging creative places are found as the result of a bottom-up approach where the resident involvement in this transformation strengthens the bond between local people and the place. Spontaneous developments are visible where cultural producers come together to attract like-minded producers (Zukin & Braslow). Examples of this phenomenon include New York City's SoHo neighbourhood, Beijing's 798 Arts District, Kreuzberg in Berlin, and the Temple Bar district in Dublin (Goldenberg-Miller et al.). The development of a spontaneous art and design district starts with the coming together of artists, designers, and cultural workers to form a network. Factors strengthening the network and contributing to the success of the region include community perception, information exchange within the community, and working and living together (Kumer). Darağaç has very recently emerged as an art district in Umurbey neighbourhood in Izmir. Known formerly as an industrial zone, it now hosts small industries and artists. Darağaç Art District, home to pre-Republican era factories operated by non-Muslim minorities and nineteenth-century two-storey workers' residences, was developed in the twentieth century as an industrial zone hosting Şark Sanayi Electric Factory, İzmir Cotton Fabric Factory, and Sümerbank Basma Industry (Kayın qtd. in Pasin et al.). A small group of artists from Izmir settled in the region in 2013, in rented former workers' residences serving as studios and residences, and shortly afterwards the district started to attract more artists and designers (Darağaç Collective). Surrounded by inert and functionless industrial buildings, Darağaç Art District still maintains its industrial identity as well as hosting those on low incomes and providing artists with opportunity to live and produce (Kocaer). There has been an increasing dialogue established between the original inhabitants, mostly craftspeople, and the artists, especially after 2 craftspeople and 13 artists opened their first exhibitions in June 2016 (Darağaç Collective). Since then, Darağaç has evolved to an “art district”, home to many projects and national and international artists. This has greatly shaped the physical environment and neighbourhood identity in the Darağaç Art District (fig. 1). Fig. 1: The integration of artworks or installations with the physical environment and neighbourhood identity in the Darağaç Art District. (Source: Kanal.) For Yavuzcezzar, the main purpose of Darağaç is to provide a space or a common discourse for young artists to exhibit their works. Darağaç Art District hosts interdisciplinary art works covering painting, photography, sculpture, installation, video, and performance (Yavuzcezzar). Also, Children's Meetings held in Darağaç Art District aim to increase the engagement of children in the neighbourhood through culture and arts (Darağaç Collective). Kılınç et al. explain the three main factors contributing to the development of the Darağaç Art District: site specificity; collaborative art practice; and close personal relationships established between neighbours. The site specificity factor is defined as the expansion of production towards the street and the inert lots in the district, replacing the existing spatial configurations in the neighbourhood, which do not meet the needs of the artists. Collaborative art practice is defined as the exchange between local people and artists. Kılınç et al. argue that the productive roles of artists and craftspeople have enabled them to establish a cooperation. The third factor is the close relationship established between neighbours through the Darağaç Collective Association in 2020 (Kılınç et al.). This has been visible in one of the most influential projects, ‘Darağaç Bostan’, in Darağaç (fig. 2). Fig. 2: Co-creation efforts in the Darağaç Art District. (Source: Culture Civic.) The case of Darağaç illustrates a unique case of a spontaneously emerged art district and underlines the importance of creative placemaking drivers for bottom-up creative city strategies. The area has been a democratic space via meetings, exhibitions, and workshops (fig. 3). Fig. 3: Knowledge-sharing practices in the Darağaç Art District. (Source: Darağaç.) The Case of Darağaç The case study consists of site visits, visual mappings, use of snowball sampling for reaching the artists and craftspeople, and structured interviews, and discusses the major drivers of creative placemaking and how they are practiced in Darağaç in Izmir. First Studies The first site visit to the Darağaç Art District was conducted in November 2020. At the time, there were a total of 13 artists and over 30 craftspeople located in the area (fig. 4). Following this, the pilot survey was conducted in February 2021, with a total of six participants, four artists, and two craftspeople from Darağaç Art District. All six participants were interviewed face-to-face, and each survey took approximately 15-20 minutes. After feedback from the pilot study participants, several changes were made in the final version of the survey. The following image illustrates the spatial clustering of craftspeople and artists residing in the neighbourhood who participated in the study (fig. 4). Fig. 4: Darağaç Survey Map. The Survey and Findings The four above-mentioned main drivers of creative placemaking, namely creative practices, creative placemakers, spatial environment, and institutional support, were addressed by Likert-scale questions. In the framework of the previously identified creative placemaking drivers, the survey was carried out to collect the opinions of the art district residents and draw conclusions. The participants were classified into three categories: artists, designers, and craftspeople. The first part of the survey is composed of general questions (age, gender, field of study, etc.) to give an overall idea of the participants. In the following four sections, it was aimed to measure the major drivers of creative placemaking, categorised as creative practices, creative placemakers, spatial environment, and institutional support. The fifth part examined the spatiality of art and design-based development in Darağaç in terms of economic, environmental, cultural, and social aspects. The survey was conducted between February and March 2021 in Darağaç Art District. All the art district residents were contacted and the rate of return of surveys was approximately 50%. 58% of the participants were resident in the neighbourhood, 42% were non-resident. 42% of participants reported that they used shared workspaces; 58% used individual workspaces. According to the survey results, the driving forces that most contribute to the development of the region are creative practices (art and craft works), creative placemakers (artists, designers, and craftspeople), and spatial environment (place identity), followed by institutional support from public, private, and non-governmental organisations, respectively (fig. 5). Fig. 5: Contributions of drivers to creative placemaking in Darağaç. It seems that the interaction and collaboration grouped under creative practice contribute significantly to the development of Darağaç, closely followed by knowledge and skill exchange and the presence of art and design events, and, lastly, by the final products. Considering the role of placemakers in the spontaneous development of Darağaç, an art district, the findings reveal that artists make the greatest contribution, followed by designers and craftspeople, while the impact of the residents as placemakers is relatively low. The results for the place-based inspirations for creative placemakers show that the spatiality of placemaking has a considerable effect on the texture of the neighbourhood. For the placemakers in the district, the pre-existence of artists, designers, and craftspeople in Darağaç was one of the main reasons for locating there. The neighbourhood’s cultural and historical value and the communication with the local community have equal importance in terms of their contribution to the spontaneous development. Finally, we examine institutional support as the final driver, which falls behind the other three, as seen in fig. 5. Only 38% of the participants reported that they were able to collaborate with an institution before, while only 38% managed to receive financial support. According to the results, the main three actors supporting the grassroots activities through collaborations are art organisations, universities, and municipalities. The results also show that the financial support through funding comes mainly from the existing associations and public authorities. Evaluation The results obtained from the case study show that cultural exchange has been the most influential factor in art and design-based development. Regarding the creative placemaking drivers, dialogue between the residents of the neighborhood has considerably increased as they share and exchange knowledge and skills since the art district development spontaneously started. Changing perceptions of the neighborhood residents through time and their growing relationship with art, design, and crafts have greatly contributed to the emergence of an art district. When we examine the art and design-based development, it is visible that the neighbourhood has evolved to a more attractive and atmospheric space for art and design practices. The results underline the role of solidarity and sense of belonging for strengthening the community engagement. We can also argue that the adaptive reuse of vacant spaces and the design of possible exhibition spaces have dramatically changed the identity of the space. However, the economic impacts of spontaneous art and design-based development have remained moderate with regard to the creation of auxiliary sectors to the production process, creating new jobs and income opportunities and having a self-sufficient economy. Conclusion Since 2010, the placemaking process has been more sensitive, with the help of increased human input and indication of co-creation tactics through creative placemaking. Creative placemaking has been reshaped along the creative city policies and strategies. Before the conceptualisation of creative placemaking, many authors (see Jones; Weitz; Wositzsky), had referred to the link between art and community development, and highlighted how artists, art societies and local communities are positively affected by using art as a tool for the community. Within this context, this article provides a relatively more comprehensive approach to art and design-based development within the framework of creative placemaking for the creative cities of today. It examines and categorises the creative placemaking components, and explores how these components work and how they contribute to spontaneous art district development through the case of Darağaç, Izmir, in Turkey, a place where artists, designers, and craftspeople live and produce together. Culture and creativity as significant tools for economic development and urban renewal are found in many of the recent planning strategies (Codignola). The creative economy, cultural tourism, and creative placemaking have encouraged communities to use art for economic benefit (Gallagher et al.). According to Grodach, art and design spaces can contribute to tourism by attracting visitors from the immediate environment while providing employment opportunities to local artists and thus contributing to individual well-being and local economic development. Although this does not have the power to eliminate problems such as displacement, unemployment, and social exclusion, it makes a great contribution to urban inequality (Grodach). The four main drivers, creative practices, creative placemakers, spatial environment, and institutional support, all play a significant role in the emergence of Darağaç as an art district. The most influential driver, that of creative practices, highlights the importance of art and design production and events and festivals as creative practices, indicating a high concentration of local assets and tacit knowledge. Secondly, placemakers have a considerable importance in the spontaneous transformation from an industrial zone to an art district with regard to craftspeople’s and designers’ living and work environments. Also, their collective attitude towards the local residents in the area seems to have significantly contributed to this development through skill exchange, community involvement, and co-creation. Thirdly, the spatial environment, originating in the 1930s, and the available amenities have a great influence on the identity formation of the district. Lastly, the available institutional support underlines the strong role of art and design in economic development. However, Darağaç Art District has yet to receive sufficient support from the institutions, and tries to sustain its organic structure by operating as a self-sufficient entity. In further studies, additional drivers must be examined on an individual basis to arrive at policy suggestions, due to the strategic importance of building a feeling of place in the attraction and retention of creative talent. For the policy recommendations, it is important that the current urban agenda should present a combination of characteristics derived from the framework of creative placemaking for building better and more habitable creative places, rather than focussing solely on the more visible economic and physical urban goals. 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