Academic literature on the topic 'Conversation and phrase books (for domestics)'

Conversation manuals and phrase books offer a window into the worldview of those who compile them, and might provide clues about society at large as well. Because they focus on ordinary conversation and verbal interactions, the inclusion of particular topics and sentences indicates what issues were important to the person who compiled the phrase book and might furnish information about everyday life at the time of publication. Information may be gleaned not only from the actual phrases, but from the organization of the book, verb forms, and other less obvious indicators.Contemporary examples include phrase books in the United States that present basic terms related to housekeeping or construction for English-speakers who hire Spanish-speaking workers. Another example is from Joseph Lelyveld, who found the apt title for his book Move Your Shadow: South Africa, Black and White, in a Fanagalo phrase book. The excerpt “Move your shadow” was part of a set of orders for white golfers to use with African caddies, and was emblematic of white attitudes toward blacks during the apartheid era.In this paper I look at the kind of social and historical information that can be extracted from phrase books compiled during the colonial era in Mozambique. Phrase books differ from dictionaries and grammars because they provide an idiosyncratic list of topics and sentences deemed important to daily life by the compiler.

Speaking competence a productive skills. However, the associated with teaching materials in the books Minna no Nihongo 1 renshuu C are expected discrepancy that competence in conversations class. That is can’t be fulfilled when referring to competence in according with JF Standard. So in this qualitative research to compare between the two textbooks Minna no Nihongo 1 with Marugoto A1 katsudou. Because the basic level of speaking competence indicator is able to perform a simple conversation, slowly and repeated, replacing the phrase, giving a help, being able to ask questions about important issues, and using daily topics in the basic conversation. And that should be a concern the purpose of making the material isn’t the same as conversation learning with sentence patterns or grammar learning basically. And than the books Minna no Nihongo 1 renshuu C, that’s material noticed how communication targets to be achieved in each meeting.

AbstractBy claiming that “just war is just war,” critics suggest that just war theory both distracts from and sanitizes the horror of modern warfare by dressing it up in the language of moral principles. However, the phrase can also be taken as a reminder of why we need just war theory in the first place. It is precisely because just war is just war, with all that this implies, that we must think so carefully and so judiciously about it. Of course, one could argue that the rump of just war scholarship over the past decade has been characterized by disinterest regarding the material realities of warfare. But is this still the case? This essay examines a series of benchmark books on the ethics of war published over the past year. All three exemplify an effort to grapple with the hard facts of modern violent conflict, and they all skillfully bring diverse traditions of just war thinking into conversation with one another.

This article describes Arabic phrase and sentence adopted from Bahasa Indonesia to answer three main questions on language absorption, mainly: how many Arabic phrase and sentences adopted in Bahasa Indonesia? What kind of Arabic phrases and sentences adopted in Bahasa Indonesia? What are the changes in the Arabic phrases and sentences adopted in Bahasa Indonesia? This is a library research by collecting all the Arabic phrases and sentences found in Bahasa Indonesia compiled in the main resources, “Kamus Bahasa Indonesia Kontemporer” by Drs. Peter Salim and Yenny Salim, books on religion, literature, magazine, newspaper, speech in Bahasa Indonesia and conversation among speaker of Bahasa Indonesia as the secondary resource. The finding of research says that the number of Arabic phrase and sentences adopted in Bahasa Indonesia is 505 phrases or idiomatic sentences. The phrases and sentences have been adjusted in three aspects, mainly: phonetic, syntactical and semantic.<br />Keywords: Tarakiib, Ta’tsiir, Al-Lughah Al-Indunisiyyah<br /><br />

Coffee changes people. Moreover, it changes the way they interact with their friends, their fellow citizens and their community. (Ellis 24) On my daily walk around the streets of my neighbourhood, I pass the footpath cafés that have become synonymous with the area. On this particular day, I take a less familiar route and notice a new, small café wedged between a candle shop and an industrial building. At one of the two footpath tables sit a couple with their young child, conveniently (for them) asleep in a stroller. One is reading the Saturday paper, and the other has her nose in a book—coffee, muffins, and newspapers are strewn across the table. I am struck by this tableau of domestic ease and comfort, precisely because it is so domestic and yet the couple and child, with all the accoutrements of a relaxed Saturday morning, are situated outside the spaces of the home. It brings to mind an elegant phrase of Robert Hughes’ about the types of spaces that cities need, where “solitudes may lie together” (cited in Miller 79). I could, of course, also have drawn my attention to other vignettes at the café—for example, people involved in animated or easy conversation—and this would support Hughes’ other dictum, that cities need places where “people can gather and engage in energetic discourse” (79), which is of course another way in which people inhabit and utilise the café. The ascendancy of the café is synonymous with the contemporary city and, as semi-public space, it supports either solitude—through anonymity—or sociability. “Having a coffee” is central to the experience of everyday life in cities, yet it is also an expression of intent that suggests more than simply drinking a café latte or a cappuccino at our favourite neighbourhood café. While coffee aficionados will go the extra distance for a good brew, the coffee transaction is typically more to do with meeting friends, colleagues or connecting with people beyond our personal and professional networks. And under the umbrella of these types of encounters sit a variety of affective, social and civil transactions. In cities characterised by increasing density and cultural difference, and as mobile populations move back and forth across the planet, how we forge and maintain relationships with each other is important for the development of cosmopolitan cultures and social cohesion. It is the contemporary café and its coffee culture that provides the space to support sociability and the negotiation of civil encounters. Sociability, Coffee, and the Café Café culture is emblematic of social and urban change, of the rise of food culture and industries, and “aesthetic” cultures. The proliferation of hospitality and entertainment industries in the form of cafés, bars, restaurants, and other semi-public spaces—such as art galleries—are the consumer-based social spaces in which new forms of sociability and attachment are being nurtured and sustained. It is hardly surprising that people seek out places to meet others—given the transformation in social and kinship relations wrought by social change, globalization and mobile populations—to find their genesis in the city. Despite the decline of familial relations, new social formation produced by conditions such as workforce mobility, flexible work arrangements, the rise of the so-called “creative class” and single person households are flourishing. There are now more single person households in Australia than in any other period, with 1.9 million people living alone in 2006. This figure is predicted to increase to 30.36 per cent of the population by 2026 (ABS). The rapid take-up of apartment living in Australian cities suggests both a desire and necessity for urban living along with its associated amenities, and as a result, more people are living out their lives in the public and semi-public spaces of cities. Maffesoli refers to restructured and emerging social relations as “tribes” which are types of “emotional communities” (after Weber) based upon the affective, life-affirming impulse of “being togetherness” rather than an outmoded, rationalised social structure. For Maffesoli, tribes have strong powers of inclusion and integration and people are connected by shared affinities or lifestyles. Their stamping ground is the city where they gather in its public and semi-public spaces, such as the café, where sociability is expressed through “the exchange of feelings, conversation” (13). In this context, the café facilitates a mode of interaction that is both emotional and rational: while there might be a reason for meeting up, it is frequently driven by a desire for communication that is underpinned by the affective dimension. As a common ritualistic behaviour, “meeting for coffee” facilitates encounters not only with those known to us, but also among relationships that are provisional and contingent. It is among those less familiar that the café is useful as a space for engaging and practicing civil discourse (after Habermas) and where encounters with strangers might be comfortably negotiated. The café’s social codes facilitate the negotiation of less familiar relationships, promoting a sociability that is not as easy to navigate in other spaces of the city. The gesture of “having coffee” is hospitable, and the café’s neutrality as a meeting place is predicated on its function as transitional or liminal space; it is neither domestic, work, nor wholly public space. Its liminality removes inhabitants from the potentially anxious intimacy of the home and offers protection from the unknown of public space. Moreover, the café’s “safety” is further reinforced because it is regulated temporally by its central function as a place of food and beverage consumption: it provides a finite certitude to meetings, with the length of encounter largely being determined by the time it takes to consume a coffee or snack. In this way, the possible complexity or ambiguity associated with meetings with strangers in the more intimate spaces of the home is avoided, and meeting in a café may relieve the onus and anxiety that can be associated with entertaining. Café culture is not a new phenomenon, though its current manifestation differs from its antecedent, the sixteenth-century coffee house. Both the modern café and the coffee house are notable as places of intense sociability where people from all walks of life mingle (Ellis 2004). The diverse clientele of the coffee house is recorded extensively in the diaries of Samuel Pepys and unlike other social institutions of the time, was defined by its inclusivity of men from all walks of life (Ellis 59). Similarly, the espresso bars of the 1950s that appeared in Europe, North America and to a lesser extent Australia became known for their mix of customers from a range of classes, races and cultures, and for the inclusion of women as their patrons (Ellis 233). The wide assortment of people who patronised these espresso bars was noted in Architectural Digest magazine which claimed the new coffee bars as “the greatest social revolution since the launderette in 1954” (Ellis 234). Contemporary café culture continues this egalitarian tradition, with the café assuming importance as a place in which reconfigured social relationships are fostered and maintained. In Australia, the café has replaced the institution of the public house or hotel—the “pub” in Australia—as the traditional meeting place of cultural significance. Not everyone felt at home, or indeed was welcomed in the pub, despite its mythology as a place that was emblematic of “the Australian way of life”. Women, children and “others” who may have felt or may have been legally excluded from the pub are the new beneficiaries of the café’s inclusivity. The social organisation of the pub revolved around the interests of masculine relationships and culture (Fiske et al.) and until the late 1970s, women were excluded by legislation from its public bars. There are many other socio-cultural reasons why women were uncomfortable in the pub, even once legislation was removed. By comparison, the café, despite the bourgeois associations in some of its manifestations, is more democratic space than the pub and this rests to some extent on a greater emphasis placed on disciplined conduct of its patrons. The consumption of alcohol in hotels, combined with a cultural tolerance of excess and with alcohol’s effect of loosening inhibitions, also encourages the loosening of socially acceptable forms of conduct. A wider range of behaviour is tolerated and sanctioned which can present problems for women in particular. The negotiation of gendered relationships in the pub is, therefore, typically of more concern to women than men. In spite of its egalitarianism, and the diversity of patrons welcomed, the café, as a social space, is governed by a set of rules that communicate meaning about who belongs, who doesn’t and how people should behave. The social codes inscribed into café culture contribute to the production and reproduction of different social groups (Bourdieu and Lefebvre) and are reinforced by the café’s choice of aesthetics. Bourdieu’s concept of cultural capital accounts for the acquisition of cultural competencies and explains why some people feel comfortable in certain spaces while others feel excluded. Knowledge and skills required in social spaces express both subtle and sometimes not so subtle hierarchies of power and ownership, cutting across gender, ethnic and class divisions. Yet despite this, the relatively low cost of obtaining entry into the café—through the purchase of a drink—gives it greater accessibility than a pub, restaurant, or any other consumer site that is central to sociability and place attachment. In cities characterised by an intensity of change and movement, the café also enables a negotiation of place attachment. A sense of place connectedness, through habitual and regular usage, facilitates social meaning and belonging. People become “regulars” at cafés, patronising one over another, getting to know the staff and perhaps other patrons. The semiotics of the café, its ambience, decor, type of food and drink it sells, all contribute to the kind of fit that helps anchors it in a place. A proliferation of café styles offers scope for individual and collective affinities. While some adopt the latest trends in interior design, others appeal to a differentiated clientele through more varied approaches to design. Critiques of urban café culture, which see it as serving the interests of taste-based bourgeois patterns of consumption, often overlook the diversity of café styles that appeal to, and serve a wide range of, demographic groups. Café styles vary across a design continuum from fashionable minimalist décor, homey, grungy, sophisticated, traditional, corporate (McDonalds and Starbucks) or simply plain with little attention to current décor trends. The growth of café culture is a significant feature of gentrified inner city areas in cities across the world. In Brisbane’s Fortitude Valley in Australia, an inner-city youth entertainment precinct, many cafés have adopted a downmarket or “grunge” aesthetic, appealing to the area’s youth clientele and other marginal groups. Here, décor can suggest a cavalier disregard for bourgeois taste: shabby décor with mismatching tables and chairs and posters and graffiti plastered over windows and walls. Ironically, the community service organisation Mission Australia saw the need to provide for its community in this area; the marginalised, disadvantaged, and disengaged original inhabitants of this gentrified area, and opened a no-frills Café One to cater for them. Civility, Coffee, and the Café One of the distinctive features of cities is that they are places where “we meet with the other” (Barthes 96), and this is in contrast to life in provincial towns and villages where people and families could be known for generations. For the last two decades or so, cities across the world have been undergoing a period of accelerated change, including the rise of Asian mega-cities—and now, for the first time in history, the majority of the world’s population is urban based. Alongside this development is the movement of people across the world, for work, study, travel or fleeing from conflict and persecution. If Barthes’s statement was apt in the 1980s, it is ever more so now, nearly thirty years later. How strangers live together in cities of unprecedented scale and density raises important questions around social cohesion and the civil life of cities. As well as offering spaces that support a growth in urban sociability, the exponential rise of café culture can be seen as an important factor in the production of urban civilities. Reciprocity is central here, and it is the café’s function as a place of hospitality that adds another dimension to its role in the cultivation of civility and sociability. Café culture requires the acquisition of competencies associated with etiquette and manners that are based upon on notions of hospitality. The protocol required for ordering food and drink and for eating and drinking with others encourages certain types of behaviour such as courtesy, patience, restraint, and tolerance by all participants, including the café staff. The serving of food and drink in a semi-public space in exchange for money is more than a commercial transaction, it also demands the language and behaviour of civility. Conduct such as not talking too loudly, not eavesdropping on others’ conversations, knowing where to look and what to hear, are considered necessary competencies when thrust into close proximity with strangers. More intimately, the techniques of conversation—of listening, responding and sharing information—are practised in the café. It can be instructive to reprise Habermas’s concept of the public sphere (1962) in order to consider how semi-public places such as the café contribute to support the civil life of a city. Habermas’s analysis, grounded in the eighteenth-century city, charted how the coffee house or salon was instrumental to the development of a civilised discourse which contributed to the development of the public sphere across Europe. While a set of political and social structures operating at the time paved the way for the advent of democracy, critical discussion and rational argument was also vital. In other words, democratic values underpin civil discourse and the parallel here is that the space the café provides for civil interaction, particularly in cities marked by cultural and other difference, is unique among public amenities on offer in the city. The “bourgeois public sphere” for Habermas is based on the development of a social mode of interaction which became normative through socio-structural transformation during this period, and the coffee house or salon was a place that enabled a particular form of sociability and communication style. For Habermas, meeting places such as the urban-based coffee house were the heart of sociability, where conversational rules based on reasoned exchange were established; the cultivation of conversation was aimed at the dialogical egalitarian. Habermas’s bourgeois public sphere is essentially and potentially a political one, “conceived […] as the sphere of private people come together as a public” (Johnson 27). It refers to a realm of social life in which something approaching public opinion can be found. I am not claiming that the contemporary café might be the site of political dialogue and civic activism of the type that Habermas suggests. Rather, what is useful here is a recognition that the café facilitates a mode of interaction similar to the one proposed by Habermas—a mode of interaction which has the potential to be distinguished by its “open and inclusive character” (Johnson 22). The expectation of a “patient, willing comprehension of sympathetic fellows” (Johnson 23) refers to the cultivation of the art of conversation based on a reciprocity and is one that requires empathetic listening as well as dialogue. Because the café is a venue where people meet with less familiar others, the practice and techniques of conversation assumes particular significance, borne out in Habermas’s and Ellis’s historical research into café culture. Both scholars attribute the establishment of coffee houses in London to the development of social discourse and urban networking which helped set the ground for conversational rules and exchange and worked towards a democratic culture. In this context, values were challenged and differences revealed but the continued practice of conversation enabled the negotiation of such social diversity. Demonstrations of civility and generosity are straightforward in the café because of its established codes of conduct in an environment focussed upon hospitality. Paying for another’s drink, although not a great expense is a simple gesture of hospitality: “meeting for coffee” has become part of the lingua franca of workplace and business culture and relationships and is weighted with meaning. As cities grow in density, complexity and cultural diversity, citizens are adapting with new techniques of urban living. At a broad level, the café can be seen as supporting the growth in networks of sociability and facilitating the negotiation of civil discourse and behaviour. In the café, to act as a competent citizen, one must demonstrate the ability to be polite, restrained, considerate and civil—that is, to act in accordance with the social situation. This involves an element of self-control and discipline and requires social standards and expectations to become self-monitored and controlled. To be perceived as acting in accordance with the needs of certain social situations, participants bend, limit and regulate their behaviour and affects. In sum, the widespread take up of café culture, based on hospitality and reciprocity, encourages a mode of interaction that has implications for the development of a social and civic ethic. References Australian Bureau of Statistics. "1301.0–Year Book Australia." 2009. 31 Jan. 2012 ‹http://abs.gov.au/AUSSTATS/abs@.nsf/0/916F96F929978825CA25773700169C65?opendocument› Barthes, Roland. Empire of Signs. New York: Hill and Wang, 1982. Bourdieu, Pierre. Distinction: A Social Critique of the Judgement of Taste. Trans. Richard Nice. London: Routledge & Kegan Paul, 1984. Ellis, Markum. The Coffee House: A Cultural History. London: Weidenfeld and Nicolson, 2004. Fiske, J., B. Hodge, and G. Turner, eds. Myths of Oz: Reading Australian Popular Culture. Sydney: Allen & Unwin, 1987. Habermas, Jurgen. The Structural Transformation of the Public Sphere: An Inquiry into a Category of Bourgeois Society. Cambridge: Polity Press, 1962. -----. The Theory of Communicative Action. Trans. T. McCarthy. Boston: Beacon Press, 1984. Johnson, Pauline. Habermas: Rescuing the Public Sphere. London: Routledge, 2006. Lefebvre, Henri. The Production of Space. Oxford: Basil Blackwell, 1991. Maffesoli, Michel. Time of the Tribes: The Decline of Individualism in Mass Society. Trans. D. Smith. London: Sage, 1996. Miller, George. “A City that Works.” Sydney Papers Spring (2001): 77–79.

I want to argue here that the use of terms like “disabled” has very concrete and practical consequences; such language choices are significant and constitutive, not simply the abstract subject of a theoretical debate or a “politically correct” storm in a teacup. In this paper I want to examine some significant moments of conflict over and resistance to definitions of “disability” in an arts project, “In the Picture”, run by one of the UK’s largest disability charities, Scope. In the words of its webpages, this project “aims to encourage publishers, illustrators and writers to embrace diversity - so that disabled children are included alongside others in illustrations and story lines in books for young readers” (http://www.childreninthepicture.org.uk/aboutus.htm). It sought to raise awareness of “ableism” in the book world and through its webpage, offer practical advice and examples of how to include disabled children in illustrated children’s books. From 2005 to 2007, I tracked the progress of the project’s Stories strand, which sought to generate exemplary inclusive narratives by drawing on the experiences of disabled people and families of disabled children. My research drew on participant observation and interviews, but also creative audience research — a process where, in the words of David Gauntlett, “participants are asked to create media or artistic artefacts themselves.” Consequently, when I’m talking here about definitions of “disability’, I am discussing not just the ways people talk about what the word “disabled” might mean, but also the ways in which such identities might appear in images. These definitions made a real difference to those participating in various parts of the project and the types of inclusive stories they produced. Scope has been subject to substantial critique from the disability movement in the past (Benjamin; Carvel; Shakespeare, "Sweet Charity"). “In the Picture” was part of an attempt to resituate the charity as a campaigning organization (Benjamin; O’Hara), with the campaign’s new slogan “Time to get Equal” appearing prominently at the top of each page of the project’s website. As a consequence the project espoused the social model of disability, with its shift in focus from individual peoples’ bodily differences, towards the exclusionary and unequal society that systematically makes those differences meaningful. This shift in focus generates, some have argued, a performative account of disability as an identity (Sandhal; Breivik). It’s not simply that non-normative embodiment or impairment can be (and often is) acquired later in life, meaning that non-disabled people are perhaps best referred to as TABs — the “temporarily able bodied” (Duncan, Goggin and Newell). More significantly, what counts as a “disabled person” is constituted in particular social, physical and economic environments. Changing that environment can, in essence, create a disabled person, or make a person cease to be dis-abled. I will argue that, within the “In the Picture” project, this radically constructionist vision of disablement often rubbed against more conventional understandings of the term “disabled people”. In the US, the term “people with disabilities” is favoured as a label, because of its “people first” emphasis, as well as its identification of an oppressed minority group (Haller, Dorries and Rahn, 63; Shakespeare, Disability Rights). In contrast, those espousing the social model of disability in the UK tend to use the phrase “disabled people”. This latter term can flag the fact that disability is not something emanating from individuals’ bodily differences, but a social process by which inaccessible environments disable particular people (Oliver, Politics). From this point of view the phrase “people with disabilities” might appear to ascribe the disability to the individual rather than the society — it suggests that it is the people who “have” the disability, not the society which disables. As Helen Meekosha has pointed out, Australian disability studies draws on both US civil rights languages and the social model as understood in the UK. While I’ve chosen to adopt the British turn of phrase here, the broader concept from an Australian point of view, is that the use of particular sets of languages is no simple key to the perspectives adopted by individual speakers. My observations suggest that the key phrase used in the project — “ disabled people” — is one that, we might say, “passes”. To someone informed by the social model it clearly highlights a disabling society. However, it is a phrase that can be used without obvious miscommunication to talk to people who have not been exposed to the social model. Someone who subscribes to a view of “disability” as impairment, as a medical condition belonging to an individual, might readily use the term “disabled people”. The potentially radical implications of this phrase are in some ways hidden, unlike rival terms like “differently abled”, which might be greeted with mockery in some quarters (eg. Purvis; Parris). This “passing” phrase did important work for the “In the Picture” project. As many disability activists have pointed out, “charity” and “concern” for disabled people is a widely espoused value, playing a range of important psychic roles in an ableist society (eg. Longmore; Hevey). All the more evocative is a call to support disabled children, a favoured object of the kinds of telethons and other charitable events which Longmore discusses. In the words of Rosemarie Garland Thomson, the sentimentality often used in charity advertising featuring children “contains disability’s threat in the sympathetic, helpless child for whom the viewer is empowered to act” (Garland Thomson, 63). In calling for publishers to produce picture books which included disabled children, the project had invested in this broad appeal — who could argue against such an agenda? The project has been successful, for example, in recruiting support from many well known children’s authors and illustrators, including Quentin Blake and Dame Jackie Wilson. The phrase “disabled children”, I would argue, smoothed the way for such successes by enabling the project to graft progressive ideas —about the need for adequate representation of a marginalized group — onto existing conceptions of an imagined recipient needing help from an already constituted group of willing givers. So what were the implications of using the phrase “disabled children” for the way the project unfolded? The capacity of this phrase to refer to both a social model account of disability and more conventional understandings had an impact on the recruitment of participants for writing workshops. Participants were solicited via a range of routes. Some were contacted through the charity’s integrated pre-school and the networks of the social workers working beside it. The workshops were also advertised via a local radio show, through events run by the charity for families of disabled people, through a notice in the Disabled Parents site, and announcements on the local disability arts e- newsletter. I am interested in the way that those who heard about the workshops might have been hailed by —or resisted the lure of — those labels “disabled person” or “parent of a disabled child” or at least the meaning of those labels when used by a large disability charity. For example, despite a workshop appearing on the programme of Northwest Disability Arts’ Deaf and Disability Arts Festival, no Deaf participants became involved in the writing workshops. Some politicised Deaf communities frame their identities as an oppressed linguistic minority of sign language users, rather than as disabled people (Corker; Ladd). As such, I would suggest that they are not hailed by the call to “disabled people” with which the project was framed, despite the real absence of children’s books drawing on Deaf culture and its rich tradition of visual communication (Saunders; Conlon and Napier). Most of those who attended were (non-disabled) parents or grandparents of disabled children, rather than disabled people, a fact critiqued by some participants. It’s only possible to speculate about the reasons for this imbalance. Was it the reputation of this charity or charities in general (see Shakespeare, "Sweet Charity") amongst politicised disabled people that discouraged attendance? A shared perspective with those within the British disabled peoples’ movement who emphasise the overwhelming importance of material changes in employment, education, transport rather than change in the realm of “attitudes” (eg Oliver, Politics)? Or was it the association of disabled people undertaking creative activities with a patronising therapeutic agenda (eg Hevey, 26)? The “pulling power” of a term even favoured by the British disability movement, it seems, might be heavily dependent on who was using it. Nonetheless, this term did clearly speak to some people. In conversation it emerged that most of those who attended the workshops either had young family members who were disabled or were imbricated in educational and social welfare networks that identified them as “disabled” — for example, by having access to Disability Living Allowance. While most of the disabled children in participants’ families were in mainstream education, most also had an educational “statement” enabling them to access extra resources, or were a part of early intervention programmes. These social and educational institutions had thus already hailed them as “families of disabled children” and as such they recognised themselves in the project’s invitation. Here we can see the social and institutional shaping of what counts as “disabled children” in action. One participant who came via an unusual route into the workshops provides an interesting reflection of the impact of an address to “disabled people”. This man had heard about the workshop because the local charity he ran had offices adjacent to the venue of one of the workshops. He started talking to the workshop facilitator, and as he said in an interview, became interested because “well … she mentioned that it was about disabilities and I’m interested in people’s disabilities – I want to improve conditions for them obviously”. I probed him about the relationship between his interest and his own experiences as a person with dyslexia. While he taught himself to read in his thirties, he described his reading difficulties as having ongoing impacts on his working life. He responded: first of all it wasn’t because I have dyslexia, it was because I’m interested in improving people’s lives in general. So, I mean particularly people who are disabled need more care than most of us don’t they? …. and I’d always help whenever I can, you know what I mean. And then thinking that I had a disability myself! The dramatic double-take at the end of this comment points to the way this respondent positions himself throughout as outside of the category of “disabled”. This self- identification points towards the stigma often attached to the category “disabled”. It also indicates the way in which this category is, at least in part, socially organised, such that people can be in various circumstances located both inside and outside it. In this writer’s account “people who are disabled” are “them” needing “more care than most of us”. Here, rather than identifying as a disabled person, imagined as a recipient of support, he draws upon the powerful discourses of charity in a way that positions him giving to and supporting others. The project appealed to him as a charity worker and as a campaigner, and indeed a number of other participants (both “disabled” and “non-disabled”) framed themselves in this way, looking to use their writing as a fundraising tool, for example, or as a means of promoting more effective inclusive education. The permeability of the category of “disabled” presented some challenges in the attempt to solicit “disabled peoples’” voices within the project. This was evident when completed stories came to be illustrated by design, illustration and multimedia students at four British universities: Liverpool John Moores University, the University of Wolverhampton, the University of Teeside and the North East Wales Institute. Students attending an initial briefing on the project completed a questionnaire which included an item asking whether they considered themselves to be disabled. While around eight of the eighty respondents answered “yes” to this question, the answers of these students and some others were by no means clear cut. A number of students identified themselves as dyslexic, but contested the idea that this diagnosis meant that they were disabled. One respondent commented along similar lines: “My boyfriend was very upset that the university considers him to be disabled because he is dyslexic”. How can we make sense of these responses? We could note again that the identity of “disabled” is highly stigmatised. Many disabled students believe that they are seen as lazy, demanding excessive resources, or even in the case of some students with non- visible impairments, lying (Kleege; Olney and Brockman). So we could view such responses as identity management work. From this point of view, an indicator of the success of the project in shifting some of the stigma attached to the label of “disabled” might be the fact that at least one of the students participants “came out” as dyslexic to her tutors in the course of her participation in the project. The pattern of answers on questionnaire returns suggests that particular teaching strategies and administrative languages shape how students imagine and describe themselves. Liverpool John Moores University, one of the four art schools participating in the project, had a high profile programme seeking to make dyslexic students aware of the technical and writing support available to them if they could present appropriate medical certification (Lowy). Questionnaires from LJMU included the largest number of respondents identifying themselves as both disabled and dyslexic, and featured no comment on any mismatch between these labels. In the interests of obtaining appropriate academic support and drawing on a view of dyslexia not as a deficit but as a learning style offering significant advantages, it might be argued, students with dyslexia at this institution had been taught to recognise themselves through the label “disabled”. This acknowledgement that people sharing some similar experiences might describe themselves in very different ways depending on their context suggests another way of interpreting some students’ equivocal relationship to labels like “dyslexia” and “disabled”. The university as an environment demanding the production of very formal styles of writing and rapid assimilation of a high volume of written texts, is one where particular learning strategies of people with dyslexia come to be disabling. In many peoples’ day to day lives – and perhaps particularly in the day to day lives of visual artists – less conventional ways of processing written information simply may not be disabling. As such, students’ responses might be seen less as resistance to a stigmatised identity and more an acknowledgement of the contingent nature of disablement. Or perhaps we might understand these student responses as a complex mix of both of these perspectives. Disability studies has pointed to the coexistence of contradictory discourses around disability within popular culture (eg, Garland-Thomson; Haller, Dorries and Rahn). Similarly, the friezes, interactive games, animations, illustrated books and stand-alone images which came out of this arts project sometimes incorporate rival conceptions of disability side by side. A number of narratives, for example, include pairs of characters, one of which embodies conventional narratives of disability (for example, being diagnostically labelled or ‘cured’), while the other articulates alternative accounts (celebrating diversity and enabling environments). Both students and staff reported that participation in the project prompted critical thinking about accessible design and inclusive representation. Some commented in interviews that their work on the project had changed their professional practice in ways they thought might have longer term impact on the visual arts. However, it is clear that in student work, just as in the project itself, alternative conceptions of what “disability” might mean were at play, even as reframing such conceptions are explicitly the aim of the enterprise. Such contradictions point towards the difficulties of easily labelling individual stories or indeed the wider project “progressive” or otherwise. Some illustrated narratives and animations created by students were understood by the project management to embody the definitions of “disabled children” within the project’s ten principles. This work was mounted on the website to serve as exemplars for the publishing industry (http://www.childreninthepicture.org.uk/stories.htm). Such decisions were not unreflective, however. There was a good deal of discussion by students and project management about how to make “disabled children” visible without labelling or pathologising. For example, one of the project’s principles is that “images of disabled children should be used casually or incidentally, so that disabled children are portrayed playing and doing things alongside their non- disabled peers” (see also Bookmark). Illustrator Jane Ray commented wryly in an article on the website on her experience of including disabled characters in a such a casual way in her published work that no-one notices it! (Ray). As I’ve discussed in more detail elsewhere (Matthews, forthcoming), the social model, espoused by the project, with its primary focus on barriers to equality rather than individual impaired bodies, presented some challenges to such aims. While both fairytales and, increasingly, contemporary books for young people, do sometimes engage with violence, marginalisation and social conflict (Saunders), there is a powerful imperative to avoid such themes in books for very young children. In trying to re-narrativise disabled children outside conventional paradigms of “bravery overcoming adversity”, the project may have also pushed writers and illustrators away from engaging with barriers to equality. The project manager commented in an interview: “probably in the purest form the social model would show in stories the barriers facing disabled children, whereas we want to show what barriers have been knocked down and turn it round into a more positive thing”. While a handful of the 23 stories emerging from the writing workshops included narratives around bullying and or barriers to equal access, many of the stories chose to envisage more utopian, integrated environments. If it is barriers to inequality that, at least in part, create “disabled people”, then how is it possible to identify disabled children with little reference to such barriers? The shorthand used by many student illustrators, and frequently too in the “images for inspiration” part of the project’s website, has been the inclusion of enabling technologies. A white cane, a wheelchair or assistive and augmentative communication technologies can be included in an image without making a “special” point of these technologies in the written text. The downside to this shorthand, however, is the way that the presence of these technologies can serve to naturalise the category of “disabled children”. Rather than being seen as a group identity constituted by shared experiences of discrimination and exclusion, the use of such “clues” to which characters “are disabled” might suggest that disabled people are a known group, independent of particular social and environmental settings. Using this arts project as a case study, I have traced here some of the ways people are recognised or recognise themselves as “disabled”. I’ve also suggested that within this project other conceptions of what “disabled” might mean existed in the shadows of the social constructionist account to which it declared its allegiances. Given the critiques of the social model which have emerged within disability studies over the last fifteen years (e.g. Crowe; Shakespeare, Disability Rights), this need not be a damning observation. The manager of this arts project, along with writer Mike Oliver ("If I Had"), has suggested that the social model might be used strategically as a means of social transformation rather than a complete account of disabled peoples’ lives. However, my analysis here has suggested that we can not only imagine different ways that “disabled people” might be conceptualised in the future. Rather we can see significant consequences of the different ways that the label “disabled” is mobilised here and now. Its inclusion and exclusions, what it makes it easy to say or difficult to imagine needs careful thinking through. References Benjamin, Alison. “Going Undercover.” The Guardian, Society, April 2004: 8. Bookmark. Quentin Blake Award Project Report: Making Exclusion a Thing of the Past. The Roald Dahl Foundation, 2006. Breivik, Jan Kare. “Deaf Identities: Visible Culture, Hidden Dilemmas and Scattered Belonging.” In H.G. Sicakkan and Y.G. Lithman, eds. What Happens When a Society Is Diverse: Exploring Multidimensional Identities. Lewiston, New York: Edwin Mellen Press, 2006. 75-104. Carvel, John. “Demonstrators Rattle Scope.” The Guardian, Society section, 6 Oct. 2004: 4. Conlon, Caroline, and Jemina Napier. “Developing Auslan Educational Resources: A Process of Effective Translation of Children’s Books.” Deaf Worlds 20.2. (2004): 141-161. Corker, Mairian. Deaf and Disabled or Deafness Disabled. Buckingham: Open University Press, 1998. Crow, Liz. “Including All of Our Lives: Renewing the Social Model of Disability.” In Jenny Morris, ed. Encounters with Strangers: Feminism and Disability. Women’s Press, 1996. 206-227. Davis, John, and Nick Watson. “Countering Stereotypes of Disability: Disabled Children and Resistance.” In Mairian Corker and Tom Shakespeare, eds. Disability/Postmodernity: Embodying Disability Theory. London: Continuum, 2002. 159-174. Duncan, Kath, Gerard Goggin, and Christopher Newell. “Don’t Talk about Me… like I’m Not Here: Disability in Australian National Cinema.” Metro Magazine 146-147 (2005): 152-159. Garland Thomson, Rosemarie. “The Politics of Staring: Visual Rhetorics of Disability in Popular Photography.” In Sharon L. Snyder, Brenda Jo Bruggemann, and Rosemarie Garland Thomson, eds. Disability Studies: Enabling the Humanities. New York: MLAA, 2002. 56-75. Gauntlett, David. “Using Creative Visual Research Methods to Understand Media Audiences.” MedienPädagogik 4.1 (2005). Haller, Beth, Bruce Dorries, and Jessica Rahn. “Media Labeling versus the US Disability Community Identity: A Study of Shifting Cultural Language.” In Disability & Society 21.1 (2006): 61-75. Hevey, David. The Creatures Time Forgot: Photography and Disability Imagery. London: Routledge, 1992. Kleege, Georgia. “Disabled Students Come Out: Questions without Answers.” In Sharon Snyder, Brenda Jo Brueggeman, and Rosemarie Garland Thomson, eds. Disability Studies: Enabling the Humanities. New York: Modern Language Association of America, 2002. 308-316. Ladd, Paddy. Understanding Deaf Culture: In Search of Deafhood. Clevedon: Multilingual Matters, 2003. Longmore, Paul. “Conspicuous Contribution and American Cultural Dilemma: Telethon Rituals of Cleansing and Renewal.” In David T. Mitchell and Sharon L. Snyder, eds. The Body and Physical Difference: Discourses of Disability. Ann Arbor: The University of Michigan Press, 1997. 134-158. Lowy, Adrienne. “Dyslexia: A Different Approach to Learning?” JMU Learning and Teaching Press 2.2 (2002). Matthews, Nicole. “Contesting Representations of Disabled Children in Picture Books: Visibility, the Body and the Social Model of Disability.” Children’s Geographies (forthcoming). Meekosha, Helen. “Drifting Down the Gulf Stream: Navigating the Cultures of Disability Studies.” Disability & Society 19.7 (2004): 720-733. O’Hara, Mary. “Closure Motion.” The Guardian, Society section, 30 March 2005: 10. Oliver, Mike. The politics of Disablement. London: Macmillan, 1990. ———. “If I Had a Hammer: The Social Model in Action.” In John Swain, Sally French, Colin Barnes, and Carol Thomas, eds. Disabling Barriers – Enabling Environments. London: Sage, 2002. 7-12. Olney, Marjorie F., and Karin F. Brockelman. "Out of the Disability Closet: Strategic Use of Perception Management by Select University Students with Disabilities." Disability & Society 18.1 (2003): 35-50. Parris, Matthew. “Choose Your Words Carefully If You Want to Be Misunderstood.” The Times 10 July 2004. Purves, Libby. “Handicap, What Handicap?” The Times 9 Aug. 2003. Ray, Jane. “An Illustrator’s View: Still Invisible.” In the Picture. < http://www.childreninthepicture.org.uk/au_illustrateview.htm >.Sandhal, Carrie. “Queering the Crip or Cripping the Queer: Intersections of Queer and Crip Identities in Solo Autobiographical Performance.” GLQ: A Journal of Lesbian and Gay Studies 9.1-2 (2003): 25-56. Saunders, Kathy. Happy Ever Afters: A Storybook Guide to Teaching Children about Disability. London: Trenton Books, 2000. Shakespeare, Tom. “Sweet Charity?” 2 May 2003. Ouch! < (http://www.bbc.co.uk/ouch/features/charity.shtml >. Shakespeare, Tom. Disability Rights and Wrongs. London: Routledge, 2006.

Introduction This paper offers a survey of familiar popular music performers and songwriters who reference coffee in their work. It examines three areas of discourse: the psychoactive effects of caffeine, coffee and courtship rituals, and the politics of coffee consumption. I claim that coffee carries a cultural and musicological significance comparable to that of the chemical stimulants and consumer goods more readily associated with popular music. Songs about coffee may not be as potent as those featuring drugs and alcohol (Primack; Schapiro), or as common as those referencing commodities like clothes and cars (Englis; McCracken), but they do feature across a wide range of genres, some of which enjoy archetypal associations with this beverage. m.o.m.m.y. Needs c.o.f.f.e.e.: The Psychoactive Effect of Coffee The act of performing and listening to popular music involves psychological elements comparable to the overwhelming sensory experience of drug taking: altered perceptions, repetitive grooves, improvisation, self-expression, and psychological empathy—such as that between musician and audience (Curry). Most popular music genres are, as a result, culturally and sociologically identified with the consumption of at least one mind-altering substance (Lyttle; Primack; Schapiro). While the analysis of lyrics referring to this theme has hitherto focused on illegal drugs and alcoholic beverages (Cooper), coffee and its psychoactive ingredient caffeine have been almost entirely overlooked (Summer). The most recent study of drugs in popular music, for example, defined substance use as “tobacco, alcohol, marijuana, cocaine and other stimulants, heroin and other opiates, hallucinogens, inhalants, prescription drugs, over-the-counter drugs, and nonspecific substances” (Primack 172), thereby ignoring a chemical stimulant consumed by 90 per cent of adult Americans every day (Lovett). The wide availability of coffee and the comparatively mild effect of caffeine means that its consumption rarely causes harm. One researcher has described it as a ubiquitous and unobtrusive “generalised public activity […] ‘invisible’ to analysts seeking distinctive social events” (Cooper 92). Coffee may provide only a relatively mild “buzz”—but it is now accepted that caffeine is an addictive substance (Juliano) and, due to its universal legality, coffee is also the world’s most extensively traded and enthusiastically consumed psychoactive consumer product (Juliano 1). The musical genre of jazz has a longstanding relationship with marijuana and narcotics (Curry; Singer; Tolson; Winick). Unsurprisingly, given its Round Midnight connotations, jazz standards also celebrate the restorative impact of coffee. Exemplary compositions include Burke/Webster’s insomniac torch song Black Coffee, which provided hits for Sarah Vaughan (1949), Ella Fitzgerald (1953), and Peggy Lee (1960); and Frank Sinatra’s recordings of Hilliard/Dick’s The Coffee Song (1946, 1960), which satirised the coffee surplus in Brazil at a time when this nation enjoyed a near monopoly on production. Sinatra joked that this ubiquitous drink was that country’s only means of liquid refreshment, in a refrain that has since become a headline writer’s phrasal template: “There’s an Awful Lot of Coffee in Vietnam,” “An Awful Lot of Coffee in the Bin,” and “There’s an Awful Lot of Taxes in Brazil.” Ethnographer Aaron Fox has shown how country music gives expression to the lived social experience of blue-collar and agrarian workers (Real 29). Coffee’s role in energising working class America (Cooper) is featured in such recordings as Dolly Parton’s Nine To Five (1980), which describes her morning routine using a memorable “kitchen/cup of ambition” rhyme, and Don't Forget the Coffee Billy Joe (1973) by Tom T. Hall which laments the hardship of unemployment, hunger, cold, and lack of healthcare. Country music’s “tired truck driver” is the most enduring blue-collar trope celebrating coffee’s analeptic powers. Versions include Truck Drivin' Man by Buck Owens (1964), host of the country TV show Hee Haw and pioneer of the Bakersfield sound, and Driving My Life Away from pop-country crossover star Eddie Rabbitt (1980). Both feature characteristically gendered stereotypes of male truck drivers pushing on through the night with the help of a truck stop waitress who has fuelled them with caffeine. Johnny Cash’s A Cup of Coffee (1966), recorded at the nadir of his addiction to pills and alcohol, has an incoherent improvised lyric on this subject; while Jerry Reed even prescribed amphetamines to keep drivers awake in Caffein [sic], Nicotine, Benzedrine (And Wish Me Luck) (1980). Doye O’Dell’s Diesel Smoke, Dangerous Curves (1952) is the archetypal “truck drivin’ country” song and the most exciting track of its type. It subsequently became a hit for the doyen of the subgenre, Red Simpson (1966). An exhausted driver, having spent the night with a woman whose name he cannot now recall, is fighting fatigue and wrestling his hot-rod low-loader around hairpin mountain curves in an attempt to rendezvous with a pretty truck stop waitress. The song’s palpable energy comes from its frenetic guitar picking and the danger implicit in trailing a heavy load downhill while falling asleep at the wheel. Tommy Faile’s Phantom 309, a hit for Red Sovine (1967) that was later covered by Tom Waits (Big Joe and the Phantom 309, 1975), elevates the “tired truck driver” narrative to gothic literary form. Reflecting country music’s moral code of citizenship and its culture of performative storytelling (Fox, Real 23), it tells of a drenched and exhausted young hitchhiker picked up by Big Joe—the driver of a handsome eighteen-wheeler. On arriving at a truck stop, Joe drops the traveller off, giving him money for a restorative coffee. The diner falls silent as the hitchhiker orders up his “cup of mud”. Big Joe, it transpires, is a phantom trucker. After running off the road to avoid a school bus, his distinctive ghost rig now only reappears to rescue stranded travellers. Punk rock, a genre closely associated with recreational amphetamines (McNeil 76, 87), also features a number of caffeine-as-stimulant songs. Californian punk band, Descendents, identified caffeine as their drug of choice in two 1996 releases, Coffee Mug and Kids on Coffee. These songs describe chugging the drink with much the same relish and energy that others might pull at the neck of a beer bottle, and vividly compare the effects of the drug to the intense rush of speed. The host of “New Music News” (a segment of MTV’s 120 Minutes) references this correlation in 1986 while introducing the band’s video—in which they literally bounce off the walls: “You know, while everybody is cracking down on crack, what about that most respectable of toxic substances or stimulants, the good old cup of coffee? That is the preferred high, actually, of California’s own Descendents—it is also the subject of their brand new video” (“New Music News”). Descendents’s Sessions EP (1997) featured an overflowing cup of coffee on the sleeve, while punk’s caffeine-as-amphetamine trope is also promulgated by Hellbender (Caffeinated 1996), Lagwagon (Mr. Coffee 1997), and Regatta 69 (Addicted to Coffee 2005). Coffee in the Morning and Kisses in the Night: Coffee and Courtship Coffee as romantic metaphor in song corroborates the findings of early researchers who examined courtship rituals in popular music. Donald Horton’s 1957 study found that hit songs codified the socially constructed self-image and limited life expectations of young people during the 1950s by depicting conservative, idealised, and traditional relationship scenarios. He summarised these as initial courtship, honeymoon period, uncertainty, and parting (570-4). Eleven years after this landmark analysis, James Carey replicated Horton’s method. His results revealed that pop lyrics had become more realistic and less bound by convention during the 1960s. They incorporated a wider variety of discourse including the temporariness of romantic commitment, the importance of individual autonomy in relationships, more liberal attitudes, and increasingly unconventional courtship behaviours (725). Socially conservative coffee songs include Coffee in the Morning and Kisses in the Night by The Boswell Sisters (1933) in which the protagonist swears fidelity to her partner on condition that this desire is expressed strictly in the appropriate social context of marriage. It encapsulates the restrictions Horton identified on courtship discourse in popular song prior to the arrival of rock and roll. The Henderson/DeSylva/Brown composition You're the Cream in My Coffee, recorded by Annette Hanshaw (1928) and by Nat King Cole (1946), also celebrates the social ideal of monogamous devotion. The persistence of such idealised traditional themes continued into the 1960s. American pop singer Don Cherry had a hit with Then You Can Tell Me Goodbye (1962) that used coffee as a metaphor for undying and everlasting love. Otis Redding’s version of Butler/Thomas/Walker’s Cigarettes and Coffee (1966)—arguably soul music’s exemplary romantic coffee song—carries a similar message as a couple proclaim their devotion in a late night conversation over coffee. Like much of the Stax catalogue, Cigarettes and Coffee, has a distinctly “down home” feel and timbre. The lovers are simply content with each other; they don’t need “cream” or “sugar.” Horton found 1950s blues and R&B lyrics much more sexually explicit than pop songs (567). Dawson (1994) subsequently characterised black popular music as a distinct public sphere, and Squires (2002) argued that it displayed elements of what she defined as “enclave” and “counterpublic” traits. Lawson (2010) has argued that marginalised and/or subversive blues artists offered a form of countercultural resistance against prevailing social norms. Indeed, several blues and R&B coffee songs disregard established courtship ideals and associate the product with non-normative and even transgressive relationship circumstances—including infidelity, divorce, and domestic violence. Lightnin’ Hopkins’s Coffee Blues (1950) references child neglect and spousal abuse, while the narrative of Muddy Waters’s scorching Iodine in my Coffee (1952) tells of an attempted poisoning by his Waters’s partner. In 40 Cups of Coffee (1953) Ella Mae Morse is waiting for her husband to return home, fuelling her anger and anxiety with caffeine. This song does eventually comply with traditional courtship ideals: when her lover eventually returns home at five in the morning, he is greeted with a relieved kiss. In Keep That Coffee Hot (1955), Scatman Crothers supplies a counterpoint to Morse’s late-night-abandonment narrative, asking his partner to keep his favourite drink warm during his adulterous absence. Brook Benton’s Another Cup of Coffee (1964) expresses acute feelings of regret and loneliness after a failed relationship. More obliquely, in Coffee Blues (1966) Mississippi John Hurt sings affectionately about his favourite brand, a “lovin’ spoonful” of Maxwell House. In this, he bequeathed the moniker of folk-rock band The Lovin’ Spoonful, whose hits included Do You Believe in Magic (1965) and Summer in the City (1966). However, an alternative reading of Hurt’s lyric suggests that this particular phrase is a metaphorical device proclaiming the author’s sexual potency. Hurt’s “lovin’ spoonful” may actually be a portion of his seminal emission. In the 1950s, Horton identified country as particularly “doleful” (570), and coffee provides a common metaphor for failed romance in a genre dominated by “metanarratives of loss and desire” (Fox, Jukebox 54). Claude Gray’s I'll Have Another Cup of Coffee (Then I’ll Go) (1961) tells of a protagonist delivering child support payments according to his divorce lawyer’s instructions. The couple share late night coffee as their children sleep through the conversation. This song was subsequently recorded by seventeen-year-old Bob Marley (One Cup of Coffee, 1962) under the pseudonym Bobby Martell, a decade prior to his breakthrough as an international reggae star. Marley’s youngest son Damian has also performed the track while, interestingly in the context of this discussion, his older sibling Rohan co-founded Marley Coffee, an organic farm in the Jamaican Blue Mountains. Following Carey’s demonstration of mainstream pop’s increasingly realistic depiction of courtship behaviours during the 1960s, songwriters continued to draw on coffee as a metaphor for failed romance. In Carly Simon’s You’re So Vain (1972), she dreams of clouds in her coffee while contemplating an ostentatious ex-lover. Squeeze’s Black Coffee In Bed (1982) uses a coffee stain metaphor to describe the end of what appears to be yet another dead-end relationship for the protagonist. Sarah Harmer’s Coffee Stain (1998) expands on this device by reworking the familiar “lipstick on your collar” trope, while Sexsmith & Kerr’s duet Raindrops in my Coffee (2005) superimposes teardrops in coffee and raindrops on the pavement with compelling effect. Kate Bush’s Coffee Homeground (1978) provides the most extreme narrative of relationship breakdown: the true story of Cora Henrietta Crippin’s poisoning. Researchers who replicated Horton’s and Carey’s methodology in the late 1970s (Bridges; Denisoff) were surprised to find their results dominated by traditional courtship ideals. The new liberal values unearthed by Carey in the late 1960s simply failed to materialise in subsequent decades. In this context, it is interesting to observe how romantic coffee songs in contemporary soul and jazz continue to disavow the post-1960s trend towards realistic social narratives, adopting instead a conspicuously consumerist outlook accompanied by smooth musical timbres. This phenomenon possibly betrays the influence of contemporary coffee advertising. From the 1980s, television commercials have sought to establish coffee as a desirable high end product, enjoyed by bohemian lovers in a conspicuously up-market environment (Werder). All Saints’s Black Coffee (2000) and Lebrado’s Coffee (2006) identify strongly with the culture industry’s image of coffee as a luxurious beverage whose consumption signifies prominent social status. All Saints’s promotional video is set in a opulent location (although its visuals emphasise the lyric’s romantic disharmony), while Natalie Cole’s Coffee Time (2008) might have been itself written as a commercial. Busting Up a Starbucks: The Politics of Coffee Politics and coffee meet most palpably at the coffee shop. This conjunction has a well-documented history beginning with the establishment of coffee houses in Europe and the birth of the public sphere (Habermas; Love; Pincus). The first popular songs to reference coffee shops include Jaybird Coleman’s Coffee Grinder Blues (1930), which boasts of skills that precede the contemporary notion of a barista by four decades; and Let's Have Another Cup of Coffee (1932) from Irving Berlin’s depression-era musical Face The Music, where the protagonists decide to stay in a restaurant drinking coffee and eating pie until the economy improves. Coffee in a Cardboard Cup (1971) from the Broadway musical 70 Girls 70 is an unambiguous condemnation of consumerism, however, it was written, recorded and produced a generation before Starbucks’ aggressive expansion and rapid dominance of the coffee house market during the 1990s. The growth of this company caused significant criticism and protest against what seemed to be a ruthless homogenising force that sought to overwhelm local competition (Holt; Thomson). In response, Starbucks has sought to be defined as a more responsive and interactive brand that encourages “glocalisation” (de Larios; Thompson). Koller, however, has characterised glocalisation as the manipulative fabrication of an “imagined community”—whose heterogeneity is in fact maintained by the aesthetics and purchasing choices of consumers who make distinctive and conscious anti-brand statements (114). Neat Capitalism is a more useful concept here, one that intercedes between corporate ideology and postmodern cultural logic, where such notions as community relations and customer satisfaction are deliberately and perhaps somewhat cynically conflated with the goal of profit maximisation (Rojek). As the world’s largest chain of coffee houses with over 19,400 stores in March 2012 (Loxcel), Starbucks is an exemplar of this phenomenon. Their apparent commitment to environmental stewardship, community relations, and ethical sourcing is outlined in the company’s annual “Global Responsibility Report” (Vimac). It is also demonstrated in their engagement with charitable and environmental non-governmental organisations such as Fairtrade and Co-operative for Assistance and Relief Everywhere (CARE). By emphasising this, Starbucks are able to interpellate (that is, “call forth”, “summon”, or “hail” in Althusserian terms) those consumers who value environmental protection, social justice and ethical business practices (Rojek 117). Bob Dylan and Sheryl Crow provide interesting case studies of the persuasive cultural influence evoked by Neat Capitalism. Dylan’s 1962 song Talkin’ New York satirised his formative experiences as an impoverished performer in Greenwich Village’s coffee houses. In 1995, however, his decision to distribute the Bob Dylan: Live At The Gaslight 1962 CD exclusively via Starbucks generated significant media controversy. Prominent commentators expressed their disapproval (Wilson Harris) and HMV Canada withdrew Dylan’s product from their shelves (Lynskey). Despite this, the success of this and other projects resulted in the launch of Starbucks’s in-house record company, Hear Music, which released entirely new recordings from major artists such as Ray Charles, Paul McCartney, Joni Mitchell, Carly Simon and Elvis Costello—although the company has recently announced a restructuring of their involvement in this venture (O’Neil). Sheryl Crow disparaged her former life as a waitress in Coffee Shop (1995), a song recorded for her second album. “Yes, I was a waitress. I was a waitress not so long ago; then I won a Grammy” she affirmed in a YouTube clip of a live performance from the same year. More recently, however, Crow has become an avowed self-proclaimed “Starbucks groupie” (Tickle), releasing an Artist’s Choice (2003) compilation album exclusively via Hear Music and performing at the company’s 2010 Annual Shareholders’s Meeting. Songs voicing more unequivocal dissatisfaction with Starbucks’s particular variant of Neat Capitalism include Busting Up a Starbucks (Mike Doughty, 2005), and Starbucks Takes All My Money (KJ-52, 2008). The most successful of these is undoubtedly Ron Sexsmith’s Jazz at the Bookstore (2006). Sexsmith bemoans the irony of intense original blues artists such as Leadbelly being drowned out by the cacophony of coffee grinding machines while customers queue up to purchase expensive coffees whose names they can’t pronounce. In this, he juxtaposes the progressive patina of corporate culture against the circumstances of African-American labour conditions in the deep South, the shocking incongruity of which eventually cause the old bluesman to turn in his grave. Fredric Jameson may have good reason to lament the depthless a-historical pastiche of postmodern popular culture, but this is no “nostalgia film”: Sexsmith articulates an artfully framed set of subtle, sensitive, and carefully contextualised observations. Songs about coffee also intersect with politics via lyrics that play on the mid-brown colour of the beverage, by employing it as a metaphor for the sociological meta-narratives of acculturation and assimilation. First popularised in Israel Zangwill’s 1905 stage play, The Melting Pot, this term is more commonly associated with Americanisation rather than miscegenation in the United States—a nuanced distinction that British band Blue Mink failed to grasp with their memorable invocation of “coffee-coloured people” in Melting Pot (1969). Re-titled in the US as People Are Together (Mickey Murray, 1970) the song was considered too extreme for mainstream radio airplay (Thompson). Ike and Tina Turner’s Black Coffee (1972) provided a more accomplished articulation of coffee as a signifier of racial identity; first by associating it with the history of slavery and the post-Civil Rights discourse of African-American autonomy, then by celebrating its role as an energising force for African-American workers seeking economic self-determination. Anyone familiar with the re-casting of black popular music in an industry dominated by Caucasian interests and aesthetics (Cashmore; Garofalo) will be unsurprised to find British super-group Humble Pie’s (1973) version of this song more recognisable. Conclusion Coffee-flavoured popular songs celebrate the stimulant effects of caffeine, provide metaphors for courtship rituals, and offer critiques of Neat Capitalism. Harold Love and Guthrie Ramsey have each argued (from different perspectives) that the cultural micro-narratives of small social groups allow us to identify important “ethnographic truths” (Ramsey 22). Aesthetically satisfying and intellectually stimulating coffee songs are found where these micro-narratives intersect with the ethnographic truths of coffee culture. 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It happened 27 years ago, in the autumn of 1990, but I remember it as if it were yesterday. Having set apart some of the cash I’d been given for my seventeenth birthday, I caught a train into the city with only one thing in mind: buying a copy of the newly-released book The Secret Diary of Laura Palmer. Having breathlessly devoured the eight-episode first season of Twin Peaks as it was broadcast on BBC2 from 23 October until 11 December 1990 (BBC), acquiring a copy of the “actual” diary that potentially held vital clues to the series’ central mystery—who killed Laura Palmer?—offered a temptation impossible for any fan to resist.Somewhat predictably, the actual rewards proved rather limited: while the diary’s contents certainly fleshed out Laura Palmer’s background and inner life as a character, thereby laying some of the groundwork for the prequel film Twin Peaks: Fire Walk with Me (1992), plot spoilers were carefully avoided by skipping over crucial entries with several blank pages marked as “page missing.” Thus, eager fans were simultaneously granted advance insight into future narrative developments while also being denied answers to key questions. Similarly, the publication of franchise novels The Autobiography of F.B.I. Special Agent Dale Cooper: My Life, My Tapes (1991) and Welcome to Twin Peaks: Access Guide to the Town (1991), as well as the audio cassette tape “Diane…” The Twin Peaks Tapes of Agent Cooper (1990), added further background and depth to the TV series’ ongoing storyworld by offering more details about characters, locations, and back story. Most crucially, these transmedia expansions in many ways foreshadowed the larger development of 21st-century transmedia serialisation practices.When American premium cable channel Showtime finally returned fans to the world of Twin Peaks in an 18-episode weekly series airing from 21 May to 3 September 2017, the franchise promised to revive the characters, locations, and mythology so fondly remembered by the show’s original viewers, as well as the later generations who had discovered Twin Peaks via reruns, VHS recordings, DVD and Blu-ray discs, or video streaming services. Identified variously as Twin Peaks: The Return, Twin Peaks: Season Three, and Twin Peaks: A Limited Event Series, the new series (hereafter Twin Peaks 2017) appeared in a media-industrial context where the revival of nostalgic television favourites has become fashionable and lucrative.In a hyper-competitive marketplace where many platforms are frantically vying for audience attention and engagement, reviving existing storyworlds with dedicated fan cultures offers an obvious advantage and competitive edge (Weinstock 14–16). At the same time, Twin Peaks seemed especially appropriate to revisit, having been singled out so often as an early paradigm for the 21st century’s alleged “Golden Age of Television” (Telotte 64). As a spectacularly short-lived pop-culture phenomenon, Twin Peaks quickly became a jealously guarded cult favourite watched over by a dedicated global fandom. Yet, its influence on 21st century television culture is often explained by the series’ combination of long-form storytelling and cinematic style with a complex and ever-expanding mythological deep structure, alongside its then-unusual emphasis on television authorship in the figure of auteurist film director David Lynch.However, more specifically related to the theme of this special issue, Twin Peaks has repeatedly adopted transmedia forms for serialised storytelling and world-building in ways that build upon the franchise’s own cultural legacy while also embracing contemporary media-industrial practices. While relatively limited in terms of the number of media texts, these practices illustrate the rich potential for the transmedia expansion of franchises that exist primarily within a single medium. In order to map out the key transmedia connections within this rich and surprisingly diverse franchise, I will first offer a few terms that help distinguish basic forms of transmedia multitexts (Parody 210–218) from each other, before moving on to a more detailed analysis of the transmedia forms that have come to surround, enhance, and enrich Twin Peaks 2017.Transmedia Models In his essay “Transmediality and the Politics of Adaptation,” Jens Eder develops a basic typology of transmedia multitexts (or “constellations”) that provides a helpful entrance for this discussion. While Henry Jenkins’ oft-cited but rather broadly worded description of transmedia storytelling gave media scholars a provocative starting point (97–98), it also clearly exaggerated the degree of organised and consistent cross-platform development of fictional storyworlds. Eder’s model adds a much-needed emphasis on the hierarchical structures that we inevitably encounter both within the various transmedia multitexts, and in the industries and audiences that engage with them. Eder’s typology distinguishes between four basic models (75–77).The form of transmedia storytelling that Jenkins foregrounded in Convergence Culture, with The Matrix (1999) as his primary example, constitutes what Eder’s essay describes as integration: the various media texts form a single and more or less coherent narrative whole, with each medium making the most of its medium-specific qualities and affordances. While this model is frequently cited as a kind of ideal or even default definition of transmedia storytelling, it is important to note that it is also fairly rare, as it requires a staggering amount of planning and coordination. Far more common is the expansion model, in which one primary media text (often referred to as the “mothership”) is expanded via a range of “satellite texts.” Most commonly, the mothership would be a costly, labour-intensive, and high-profile mass media production, like a feature film, television series, or AAA video game, while the expansions are much less expensive and clearly secondary texts that function simultaneously as world-building expansions and as entrance points to the franchise. A third model is the participation strategy, in which audience activity is integrated into the production cycle, as with game shows where audiences use apps, websites, or other satellite media to vote on or otherwise affect the ongoing narrative. Finally, multiple exploitation indicates a form of multitext in which a theoretically limitless number of transmedia texts exist alongside each other, without depending on any of the others to create meaning—for which a predominantly non-narrative transmedia brand like Hello Kitty may come to mind as an example.Clearly, these four paradigms are neither exhaustive nor mutually exclusive. But they do help to emphasise not only the diverse forms transmedia multitexts can take, but also that each of these is thoroughly embedded within media-industrial practices. Thus, Eder’s typology helpfully foregrounds the inherent connections between transmedia as a narrative form—transmedia storytelling—and the political economy in which it circulates—transmedia franchising (see Johnson). In the case of Twin Peaks 2017, the forms of transmedia expansion that were pioneered alongside the original series effectively combine transmedia storytelling forms with contemporary industrial practices and digital fandom (Booth 25).The production practices of the television industry at the time Twin Peaks 2017 was broadcast are defined in the first place by their transitional character. Since the early 2010s, both television networks and cable channels like Showtime face growing pressure from industrial “disruptors” like Netflix, Hulu, and Amazon, which offer increasingly competitive video-on-demand (VOD) services (Lotz 132–133). Besides the obvious advantages of accessibility, mobility, and individual control, a key innovation that many of these VOD services have embraced is the “full-drop season” (Mittell 41), which does away with the traditional week-long wait between episodes. Taken alongside the long-term decline of traditional television audiences, the rise of cable-cutting and other digital entertainment alternatives, and the ongoing growth of what Chuck Tryon has dubbed “on-demand culture” (5), broadcasters embedded within television’s traditional industrial framework are forced to innovate in order to attract sufficient advertisers and/or subscribers.Within this hyper-competitive media environment, traditional television networks have been using cross-platform strategies to lure viewers back to weekly programming. In her analysis of the transmedia campaign surrounding the niche-marketed breakout TV hit Glee, Valerie Wee showed how the clever combination of licensed Twitter accounts and carefully timed releases of musical tracks via Apple’s iTunes Store helped Fox transform the weekly episodes into minor media events (7–8). While social media and other new digital services are generally seen as obvious competitors with traditional media platforms like network television, Wee’s analysis of Glee’s innovative use of transmedia practices shows that they can also be used to increase viewers’ engagement with weekly broadcasts.Twin Peaks 2017: The NovelsAs a more recent high-profile television production designed to be a media phenomenon for the cultural elite, Twin Peaks 2017 used similar methods to facilitate what Matt Hills has described as “just-in-time fandom”: a carefully regulated form of fan culture in which the most invested viewers are constantly forced to keep up with shifting production and distribution practices in order to stay abreast of the cultural conversation (140–141). For Twin Peaks 2017, this involved not only the meticulous synchronisation of digital music releases, but also the publication of two separate novels that elegantly bookended the new season’s broadcast.The first of these books, The Secret History of Twin Peaks, was published in October 2016, a good six months ahead of the new season’s premiere. Rather than introducing any of the third season’s new characters or filling in the blanks between the original series and the revival, the book instead expanded the storyworld in the opposite direction. Presented as an elaborate collection of annotated historical records, The Secret History of Twin Peaks begins with facsimiles of “historical documents” dating back to the early 19th century, before proceeding to map out a wide-ranging mythological superstructure for the franchise that spans two centuries of American history. Both foreshadowing the third season’s more expansive narrative framework and embellishing the franchise’s mythological superstructure, the book gave readers new information about the organisation of Twin Peaks’ storyworld without even hinting at the new season’s plot. Meanwhile, the simultaneous release of the audiobook featured the voices of several original cast members, thereby both authorising this transmedia expansion as consistent with the existing franchise and playing into the nostalgia that inevitably fuels most viewers’ interest in these television revivals.Almost a year later, and a mere six weeks after the final two episodes had been broadcast, the book’s companion volume Twin Peaks: The Final Dossier (2017) was published. Similar in form but also shorter and less ambitious in narrative scope and graphic design, this second novel consisted of a collection of written FBI files on all major characters. These files, diegetically written and compiled by third-season newcomer Special Agent Tammy Preston, give plentiful background information on events preceding the third season, as well as providing some obvious hints about its enigmatic finale. Taken together, the two books perfectly match Eder’s “expansion” model: they not only expand and enrich the existing storyworld through transmedia storytelling, but they do so in such a way that the contents are carefully synchronised with the release of a serialised television event. The first book broadened the mythological framework while providing a more elaborate history for the storyworld, but did so without “spoiling” narrative developments in the third season, or providing essential information that would disadvantage more casual viewers. In this sense, its obvious similarity to The Secret Diary of Laura Palmer also added further layers of nostalgia for forensic fans eager to re-immerse themselves in the Twin Peaks storyworld (Mittell 43).At the same time, the books also provided a convenient way to resolve a longstanding tension within Twin Peaks authorship (Abbott 175–176). While director David Lynch has most commonly been singled out as the defining “visionary” behind the franchise and its appeal, his co-writer Mark Frost has somewhat uncomfortably shared the credit for the series. Therefore, as Twitter campaigns and online fan activism demonstrated all too clearly that Lynch was indeed the single most vital ingredient for a return to Twin Peaks, the two books gave Frost an avenue to express his own claim to authorship in ways that were emphatically his. The occasional public interviews and other paratexts clearly illustrated this practical division of authorial labour, with Lynch commenting at one point that he hadn’t even read The Secret History of Twin Peaks, noting en passant that the book represents his (i.e. Frost’s) history of Twin Peaks—while the episodes are, by implication, primarily Lynch’s (Hibberd).While it is obviously quite possible to read both books after (or before, or during) one’s first viewing of Twin Peaks 2017, the books’ narrative contents and their publication dates were clearly synchronised with Showtime’s broadcast schedule in ways that enhance its serialised structure. As a franchise that has embellished the (more or less) linear narrative movement of its television “mothership” with transmedia expansions largely dedicated to the series’ pre-history, the novels bookending Twin Peaks 2017 underline the revival’s “event-ness” while also acknowledging and respecting the franchise’s spoiler-averse fan culture. For just as the almost comically oblique series promos reassured fans about the revival’s authenticity while refusing to give even the slightest indication of what would happen, the first novel offered a deep dive into the storyworld’s mythology without hinting at what lay ahead. By the same token, the second book offered forensic fans a post-broadcast coda with great narrative closure, while Frost’s ambiguous status as an author left them free to speculate about alternative meanings. Both novels thereby functioned as expansions that supported Showtime’s broadcast of weekly episodes through cross-platform transmedia serialisation.Twin Peaks 2017: The SoundtracksSimilarly, the release schedule of two soundtrack albums playfully participated in the strategy of encouraging fan speculation in response to Showtime’s weekly broadcast schedule. The two soundtracks did this in different ways, and for slightly different reasons. One album contained the instrumental score, while the other was filled with tracks by a wide variety of popular artists. For both albums, the track list was kept secret until the release date, which closely followed the final episode’s broadcast. However, fans who pre-ordered either of these albums via Apple’s iTunes Music Store would see new tracks become available on a week-by-week basis just after a new episode had aired. For the instrumental soundtrack, keeping the track list secret served a clear purpose with regard to spoiler culture: for instance, while actor Carel Struycken is a familiar face from the original two seasons, his appearance in the opening scene of Twin Peaks 2017 is decidedly ambiguous, and his character’s name is pointedly referred to in the episode’s end credits as a series of seven question marks. The explicit suggestion that this iconic actor’s return represented a new mystery strongly encouraged fan speculation, while teasing a reveal that may or may not be forthcoming as the series progressed.The question in this case was answered by the incremental release of the soundtrack album long before it was confirmed within the text of the series proper: the character’s second appearance, in episode eight, was again followed by end credits that identified him only with question marks. But the day after, a new track “The Fireman” became available to those who had pre-ordered the digital soundtrack. Forensic fans within online communities like welcometotwinpeaks.com and the Twin Peaks wiki were quick to decode the seven question marks as representing the seven letters of the word “Fireman”—and from there on, to theorise that his function within the franchise’s mythology must be to help combat the evil associated with fire (as expressed throughout the franchise with the phrase “Fire Walk With Me”). And indeed, these fan theories were validated after the character’s third appearance, in episode 14, where the end credits identified him definitively as “The Fireman.”For the other soundtrack album, containing vocal performances of tracks featured in the series, a similar release strategy further encouraged online engagement and just-in-time fandom. One of the ways in which Twin Peaks 2017 departed from the original series was the novelty of ending most episodes with a live performance at the Twin Peaks Roadhouse by a contemporary musical act. While several of the names had been surmised from the cast list that was circulated widely amongst fans months before the series premiered, it remained unknown at what point in the series any given artist would appear, and in what capacity. Thus, the appearance of high-profile artists like Nine Inch Nails and Eddie Vedder could be experienced as a legitimate surprise, while fans were also rewarded for their weekly engagement with access to the song the day after its appearance via its addition to the pre-ordered album tracks. Thus, in both cases, the soundtrack release strategy gave forensic fans another level of engagement with the series that benefited both Showtime’s industrial practice of weekly broadcasts and the digital sales of non-narrative franchise expansions as another form or transmedia serialisation.ConclusionWhile Twin Peaks has been understandably celebrated (and criticised) for its divergence from television conventions, the new series also serves as a helpful and vivid case study for industrial practices of transmedia serialisation. Following the innovative ways in which the original series expanded its storyworld between seasons through transmedia expansions, Twin Peaks 2017 adapted these practices for its own media-industrial context. The accompanying books and soundtracks strongly emphasised the new series’ “eventness,” while at the same time contributing to the season’s serialised structure. The first novel, preceding the third season, prepared forensic fans for the new series’ elaboration of the storyworld’s mythology, while the second, appearing right after the finale, tied up narrative loose ends and clarified the plot. Meanwhile, the soundtracks’ incremental digital releases encouraged fan speculation, while also rewarding viewers for watching the episodes as they were being broadcast. Thus, to quote the Fireman’s cryptic instruction from the first episode, Twin Peaks 2017 managed to kill two birds with one stone by using transmedia serialisation to combine digital fandom and on-demand culture with traditional broadcast schedules.ReferencesAbbott, Stacey. “‘Doing Weird Things for the Sake of Being Weird’: Directing Twin Peaks.” Return to Twin Peaks. Eds. Jeffrey Andrew Weinstock and Catherine Spooner. Basingstoke: Palgrave Macmillan, 2016. 175–191.BBC. “BBC Genome Project.” <http://genome.ch.bbc.co.uk>.Booth, Paul. Digital Fandom 2.0. New York: Peter Lang, 2016.Eder, Jens. “Transmediality and the Politics of Adaptation.” The Politics of Adaptation: Media Convergence and Ideology. Eds. Dan Hassler-Forest and Pascal Nicklas. Basingstoke: Palgrave Macmillan, 2015. 66–81.Frost, Mark. The Secret History of Twin Peaks. London: Flatiron Books, 2016.———. Twin Peaks: The Final Dossier. London: Flatiron Books, 2017. Frost, Scott. The Autobiography of F.B.I. Special Agent Dale Cooper: My Life, My Tapes. New York: Simon & Schuster, 1990.Hibberd, James. “Twin Peaks: David Lynch Holds a Weird Press Conference.” Entertainment Weekly 9 Jan 2017. 11 Jan 2018 <http://ew.com/tv/2017/01/09/twin-peaks-david-lynch-press-conference/>.Hills, Matt. Fan Cultures. London: Routledge, 2002.Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York: New York UP, 2006.Johnson, Derek. Media Franchising: Creative License and Collaboration in the Culture Industries. New York: New York UP, 2013.Lotz, Amanda D. The Television Will Be Revolutionized. 2nd ed. New York: New York UP, 2014.Lynch, David, Mark Frost, and Richard Saul Wurman. Twin Peaks: An Access Guide to the Town. New York: Pocket Books, 1991.Lynch, Jennifer. The Secret Diary of Laura Palmer. London: Penguin Books, 1990.Mittell, Jason. Complex TV: The Poetics of Contemporary Television Storytelling. New York: New York UP, 2015.Parody, Clare. “Franchising/Adaptation.” Adaptation 4:2 (2011): 210–18.Telotte, J.P. “‘Complementary Verses’: The Science Fiction of Twin Peaks.” Return to Twin Peaks. Eds. Jeffrey Andrew Weinstock and Catherine Spooner. Basingstoke: Palgrave Macmillan, 2016. 161–174.Tryon, Chuck. On-Demand Culture: Digital Delivery and the Future of Movies. New Brunswick: Rutgers UP, 2013.Wee, Valerie. “Spreading the Glee: Targeting a Youth Audience in the Multimedia, Digital Age.” The Information Society 32:5 (2016): 1–12.Weinstock, Jeffrey Andrew. “Introduction: ‘It Is Happening Again’: New Reflections on Twin Peaks.” Return to Twin Peaks. Eds. Jeffrey Andrew Weinstock and Catherine Spooner. Basingstoke: Palgrave Macmillan, 2016. 1–28.

We are looking for a tongue that speaks with reverence for life, searching for an ecology of mind. Without it, we have no home, have no place of our own within the creation. It is not only the vocabulary of science that we desire. We also want a language of that different yield. A yield rich as the harvests of the earth, a yield that returns us to our own sacredness, to a self-love and respect that will carry out to others (Hogan 122). Through storytelling the world is created and recreated: in the values and worldviews stories offer, in the patterns of thinking and knowing that listening and reading place in our spirits and minds, in the stories we tell and live. We walk in the ripples our old people left behind and we follow them up, just as our children and the generations after us will walk in shapes and patterns we make with our lives. Our delicate world is poised on a precipice with increasing species extinction and loss of habitat, deforestation, displacement of animal and human communities, changing weather patterns, and polluted waterways. How do we manage the environmental and cultural issues of our complex global world? How do we come together to look after each other and the world around us? Often there is a sense that science will save us, that if we keep “progressing” at a fast enough rate we can escape the consequences of our actions. However, science alone, no matter how sophisticated, cannot alter the fundamental truths of action and reaction in Country: that if you take too much, something, somewhere, will go without. As Guungu Yimithirr man Roy McIvor writes: Dad often spoke about being aware of the consequences of our actions. He used different stories as teaching tools, but the idea was the same. Like a boomerang, your bad actions will come back to hurt you (89). In the end, it will not be technological innovation alone that will alter the course we have set out for ourselves. Rather, it will be human beings embracing a different way of relating to the environment than the current dominant paradigm that sees people take too much, too often. With this is mind, we would like to consider the integral role children’s literature plays in sustaining knowledge patterns of Country and ecology for the future. In the context of children’s literature and ecology the idea of sustaining environmental and cultural awareness is shared via the written word—how it is used, presented, and read, particularly with ideas of the child reader in mind. Our children will be the ones who struggle with the ripples we leave in our wake and they will be the ones who count the cost of our decisions as they in turn make decisions for the generations that will follow them. If we teach the right values then the behaviour of our children will reflect those ideas. In the Aboriginal way it’s about getting the story right, so that they can learn the right ways to be in Country, to be a human being, and to look after the world they inherit. As Deborah Bird Rose states, Country is a “nourishing terrain; a place that gives and receives life” (Rose Country 7). This paper will examine two Aboriginal children’s stories that teach about a living, holistic, interrelated world and the responsibilities of human beings to look after it. Specifically, the authors will examine Joshua and the Two Crabs by Joshua Button and Dingo’s Tree by Gladys and Jill Milroy. Both stories are published by Aboriginal publisher Magabala Books and represent a genre of Aboriginal writing about Country and how to take care of it. They form part of the “language of that different yield” (Hogan 122) that Indigenous writer Linda Hogan advocates, a language that emerges from an ecology of the mind that locates human beings as an interconnected part of the patterns of the earth. The first text discussion focuses on the sharing of implicit meaning via textual form—that is, the lay out of the story, its peritext, and illustrations. The second textual discussion centres explicitly on content and meaning. Both textual analyses aim to open up a dialogue between Aboriginal ecology and children’s literature to provide inter-subjective approaches for Aboriginal and non-Aboriginal readers/listeners. Aboriginal Story Ecology In Aboriginal philosophy the universe is the creative expression of Dreaming Ancestors who created the world—the land, plants, animals, stars and elements—and then settled into the creation they had made: …white people also call this the Dreaming. The Tjukurpa tells how the landscape, animals, plants, and people were made and what they mean for one another. The Tjukurpa is in everything. It is in the rocks, in the trees, even in the mice, mingkiri (Baker xii). Through their actions they formed the pattern of reality that finds its expression in human beings and in everything around us—the stars, earth, rivers, trees, rocks, and forms of life that make up the world. Aboriginal knowledge systems understand the patterns of life and our relationships to them through the structure of story. Dreaming stories—stories about the creation of the world and how the fundamental Laws were handed down to the people—have special significance. However, the stories we make with our lives and experiences are also important—stories about funny things that happened and our relationships with our families and loved ones. These stories are also a part of Country because there is nothing that does not emerge and return to the land, nothing that is not part of the pattern that the Dreaming Ancestors made: The Story is the Land, and the Land is the Story. The Story holds the people, and the people live inside the Story. The Story lives inside the people also. It goes all ways to hold the land (Turner 45). The imprint of creation, the structure of the relationships that make up the world, is held in story. Thus, in Aboriginal logic the patterns of nature, the patterns of stories, and the patterns of language, society, and culture are reflections and expressions of the pattern of creation woven by the Dreaming Ancestors. As Yunipingu writes: …For us society and nature are not separate. We have Yirritja and Dhuwa, and these categories contain elements which are both natural and social. Also, of course, they have elements which Europeans call supernatural or metaphysical (9). Through stories we come to know not just the world but who we are and the proper ways of relating to the ecology’s around us. As we learn stories the pattern of learning grows inside of us, in our ways of thinking, doing, and being. They provide the framework for our spirit and mind to develop so we come to know and be in the world in a proper or straight way—to enhance the pattern of life, not to destroy it. This is an Aboriginal “Story Ecology” where stories serve as maps that teach us who we are and our role in the world. Yuin Elder Max Harrison (2009) observes the three truths on passing on traditional knowledge: See the land…the beautyHear the land….the storyFeel the land…the spirit (no pg). To sustain Country is to sustain the self. To tell, share, and know story is to know the environment and to sustain the environment. As Kathy Deveraux writes ‘it’s like the spider: a lot of things tie in together, so when you ask one thing, you get a whole big history’ (qtd in Rose, Country 7). Aboriginal story promotes ecological practice by enlivening the reader’s empathy toward the environment and nurturing a sense of union between what is within us and what is outside of us. The imagery and text of Aboriginal story often achieves this umbilical in two defining ways. The first is through the positioning of the age, setting, or backdrop. The second is born from the relationships animated between these vitally active surrounds and the characters contained therein. Makere Stewart-Harrawira states that: All human experiences and all forms of knowledge contributed to the overall understandings and interpretations. The important task was to find the proper pattern of interpretation. Hence it can be said that indigenous peoples have traditionally regarded knowledge as something that must be stood in its entire context. The traditional principles of traditional knowledge [...] remain fixed and provide the framework within which new experiences and situations are understood and given meaning. As such, these principles are the means by which cultural knowledge becomes remade and given meaning in our time. Another principle is that every individual element of the natural world, each individual rock and stone, each individual animal and plant, every body of land and of water, has its own unique life force (155). Examples of these features of Aboriginal story ecology can be seen in our analysis of the following two stories Joshua and the Two Crabs and Dingo’s Tree. Joshua and the Two Crabs In Joshua and the Two Crabs by Joshua Button, published by Magabala Books in 2008, the narrative, illustrations, and peritext all combine to enable alternative eco-cultural understandings and values. Joshua Button is a young Indigenous author from saltwater country, as is the protagonist in the text. Joshua, the character, observes the movements of country and its inhabitants and Joshua, the author and illustrator, expresses these meanings via words, colours, and illustrations. In particular, the text represents relationships with, and within, Crab Creek. The peritext offers information about Crab Creek—a tidal creek in the mangroves of Roebuck Bay in north-west Western Australia. “The area abounds with wildlife, including migratory birds, fruit bats, crabs and shellfish. It is a place for local people to spend the day fishing off the beach for a ‘pan-sized’ feed of salmon, queenfish, silver bream or trevally. Catching and cooking mud crabs is one of Joshua’s favourite things to do” (no pg). Story, place, and child are now formally positioned as the centre of the narrative and their relationship strengthened by the colours used to represent country and movement. The narrative focuses on Joshua’s family trip to Crab Creek and his interactions with the land, the water, and the animals. His story reveals a meeting of land and sea, a reading of land and sea, and a listening to land and sea. Country and its inhabitants are revealed as having multiple relationships. From the moment his mob arrives, the narrative emphasizes listening to and reading country: Joshua’s Mum moves faster when she reads the movement of the tides and when Joshua ventures into the mangroves he listens to the “Plop! Plop! Plop! Of the air rising up through the mud” (Button, no pg.). With his bucket and spear Joshua’s movements through country are observed and considered by the creatures around him; wader birds carefully watch him and Joshua engages in a dialogue with two big mud crabs that remind the boy that he has also been perceived by Country, which is itself sentient. Animals and country speak and observe—the tide moves, the sand is hot, mudskippers skip, and crabs escape and hide. Joshua’s relationship with the mud crabs is dependent on the boy and the crabs seeing each other and communicating: “‘I can see you two!’ ‘Well, we can see you too,’ said the crabs” (Button, no pg). The narrative provides a beautifully simplistic example of different perspectives and positions for the intended child reader. Both Joshua and the crabs’ perspectives are given space to be acknowledged and understood: one character is searching, another character is escaping. When Joshua finally catches the crabs he carefully brings them back to camp and the entire family have a good feed of them and the golden trevally Joshua’s Mum caught. “Afterwards they sat watching the tide empty out of the bay. Long-legged wader birds picked their way across the silvery mudflats. It had been a good day” (Button, no pg). The story offers a colourful, fun, and cyclical way of seeing country from a perspective that centres the relationship between family, food, and land. It presents this relationship and the implicit meaning of observing and living in country via traditional textual elements such as the written word, colour illustrations, and movement from left to right, but in doing so, the text becomes a form of sustaining relationship with country as well, not just for Joshua but also for the intended child reader. Dingo’s Tree Dingo’s Tree by Jill and Gladys Milroy is a much longer story than Joshua and the Two Crabs and also deals with more serious themes. The story is about Dingo who drew his own rain tree on a rock because the other animals didn’t share their shade with him. The tree then becomes real and grows beyond the limit of the sky and keeps Dingo’s waterhole full through the drought season. The others come to rely on Dingo’s waterhole and feel bad for not sharing with him and teasing him about his tree. As the water dries up, one single special raindrop is found on a little tree and Dingo decides to spare the drop even when all the waterholes become dry. Dingo feels that something is wrong when he sees that the raindrop is slowly growing larger. To survive, Dingo and his friend Wombat teach Little Tree to walk to water. He becomes known as Walking Tree and they are soon joined by all of the others in the land. On their way to the mountain to find water they see the river and half the mountain replaced by mining, and Walking Tree soon becomes overburdened with the weight of the others. The birds decide to carry him—his branches full of friends—and they succeed for a short time only to grow tired. Soon they are all falling toward their impending death until Dingo chooses to use the last raindrop, now much larger, and their fall is broken and a new waterhole is made. However, it is only enough for Walking Tree to live forever and because he is the last tree, the others (but one baby crow) go to the Heavens awaiting their return at the end of humankinds reign on the land. In the story of the Dingo’s Tree the adventure begins in “unspoiled country” with its inventory of cast members who, in real life, naturally inhabit the area. All are shown to be adjusting recurrently within the known cycles of drought and abundance, suggested by the authors in the line “the drought came”, then a subtle reference to patterns of migration as the season is introduced and the cast move to more reliable waterholes. Establishing the story in this space encourages the young reader to identify the natural landscape as “normal”, and part of that normality are the cycles that create and degenerate growth. It is the antagonist that is responsible for the creation of unnatural change. Mining becomes the assassin of country with men as poachers "carting away great loads of rock and earth in huge machines" (Milroy and Milroy 39). This scene is of great importance, although it is only allocated a single page, because it shows where the artery of country has been severed. Its effects have been cleverly woven into the storyline beforehand in several ways. The line “the drought stayed” illustrates a seasonal defiance. In turn, Dingo becomes aware of this imbalance: "for a while Dingo lived happily in his cave but lately he’d begun to worry about the country, something wasn’t right" (Milroy and Milroy 1). Dingo reads the signs of the country. His attention to the life cycles of the land are brought to the attention of the reader teaching children about the important role of observation in caring for country. In addition to this, a warning is given to Crow by the Rain Tree through a vision of a future landscape devastated and dying: "It is what your country will become…The mining is cutting too deep for the scars to heal. Once destroyed the mountains can’t grow again and give birth to the rivers that they send to the sea…"(Milroy and Milroy 20). Contained in this passage is a direct environmental truth, but the beauty of the passage lies in the language chosen by the authors. The phrase “cutting too deep for the scars to heal” links a human experience to an environmental one, as does the phrase “give birth to the rivers”. A child is able to recognise the physical pain of a cut and a child is also able to recognise that birth belongs to the Mother. The use of this language forges a powerful connection in the mind of the reader between the self and the Earth - the child and the Mother. Country feels pain, the mountains and rivers activate their own membership in life’s cycles, and even the far off Moon participates in thought and conversation, all of which awaken a consciousness within the reader toward the animate spirit of the natural world, parenting a considerate relationship to land. It is this animate relationship with the land that it is at the heart of the story. It is the mountain that sends the rivers to the sea, rather than the abstract force of gravity. If the authors were to omit this living relationship between the mountains, the rivers, and the sea, the readers understanding would be contained to simple geophysical processes with their life force reduced to an impersonal science, if thought of at all. Instead, the mountain chooses to send the rivers to the sea because it is the right way, so natural processes become exposed as conscious participants in story rather than being portrayed as passive or inanimate objects and this not only deepens the impact of their destruction later in the plot, it also deepens the connection between the reader and the land. Writing the Future Joshua and the Two Crabs and Dingo’s Tree offer two different Aboriginal stories with underlying commonalities: they both position relationships, Country, and people into an integrated web and provide a moral framework for sustaining the relationships around us. Children’s picture books and narratives are foundational initiations for many Australian child readers in their ecological education—whether overtly or covertly. How a society, a character, a narrative, represents, treats, and perceives the land influences how the reader encounters the landscape. We argue that Indigenous Australian children’s literature, written, illustrated, produced, and disseminated largely by Indigenous knowledges, offers counter-point views and stories about the land and accompanying interrelated relationships that provide the reader with a space to re-consider, re-inhabit, or transform their own ecological positioning. References Baker, Lynn. Mingkirri: A Natural History of Ulu-ru by the Mu-titjulu Community. Canberra: IAD Press, 1996. Button, Joshua. Joshua and the Two Crabs. Broome: Magabala Books, 2008. Harrison, Max. My Peoples Dreaming. Sydney: Finch Publishing, 2009. Hogan, Linda. “A Different Yield.” Reclaiming Indigenous Voice and Vision. Ed. Marie Battise. Toronto: UBC Press, 2000. 115 – 23. McIvor, Roy. Cockatoo: My Life in Cape York. Broome: Magabala Books, 2010. Milroy, Gladys and Jill Milroy. Dingo’s Tree. Broome: Magabala Books, 2012. Rose, Deborah Bird. Country of the Heart: An Indigenous Australian Homeland. Canberra: Aboriginal Studies Press, 2002. ——-. “Pattern, Connection, Desire: In Honour of Gregory Bateson”. Australian Humanities Review, 35 (2005). 14th June 2012, ‹http://wwwlib.latrobe.cdu.au/A1IR/archive!lssue-June 2005/rose.html›. Stewart-Harawira, Makere. “Cultural Studies, Indigenous Knowledge and Pedagogies of Hope.” Policy Futures in Education 3.2 (2005):153-63. Turner, Margaret. Iwenhe Tyerrtye: What It Means to Be an Aboriginal Person. Alice Springs: IAD Press, 2010. Yunupingu, Mandawuy. Voices from the Land. Canberra: Australian Broadcasting Corporation, 1994.

The epigraph to the call for papers for this issue of M/C Journal is taken from Act 2 Scene II of William Shakespeare’s Hamlet Prince of Denmark. As it appears in the call for papers, the referenced fragment of Hamlet’s speech, ‘for there is nothing either good or bad but thinking makes it so’ (Shakespeare 75), could lead a reader to suspect that morality derives from reasoned thought in the play and that, according to the speaker, the object of moral judgment is neither good nor bad prior to such thought. Spoken in the context of a disagreement between Hamlet and Rosencrantz and Guildenstern about whether Denmark is a prison, the epigraph supports this reading; Hamlet believes that Denmark is a prison, and the two courtiers do not. However, consideration of the entire passage from which the epigraph is taken suggests a subtlely different interpretation. In response to Rosencrantz and Guildenstern’s assertion that Denmark is not a prison, Hamlet remarks: Why, then ‘tis none to you, for there is nothing either good or bad but thinking makes it so. To me it is a prison. (Shakespeare 75) Rather than prompting the previous interpretation, a reading of the entire passage reveals Hamlet describing a sort of relativism. Rosencrantz and Guildenstern have their point of view, and Hamlet has his. Hamlet labels neither point of view good or bad here. So why does he introduce the language of morality at all? Why doesn’t he say, ‘Why, then, ‘tis none to you: to me it is a prison,’ instead, omitting the fragment that comprises the epigraph entirely? What function does the epigraphic fragment perform? Addressing these questions in the context of the discussion occurring in Hamlet can provide insight into the contemporary intellectual concerns posed by this call for papers, in particular, the cultural cost of employing a hierarchical or bureaucratic morality to guide determinations, especially consensual ones, about pursuing or discarding specific lines of inquiry. Scene II follows Hamlet’s encounter with his father’s ghost, an event that coincides with the onset of the Prince’s perceived madness. Unsure of its true cause, the King and Queen enlist Rosencrantz and Guildenstern to visit Hamlet and to discover the reason for his recent, strange behavior. The King and Queen promise the two friends money, social recognition, and public appreciation in exchange for their detective work. Rosencrantz and Guildenstern agree to this plan; in fact, once they contract with the crown, they are obligated to carry it out. Their conversation with Hamlet not only fails to produce the desired result but also makes some turns that actually undermine the King and Queen’s purpose. Not only does Hamlet appear more rational than the King and Queen suspect but he also seems quite willing to perform madness, thus meeting the expectations of his audience, in order to speak in an uncensored and unmannerly fashion. In addition, Hamlet only mentions ‘bad’ once, following the passage cited above, in reference to his recent dreams, which Guildenstern notes, whether good or bad, ‘indeed are ambition’ (Shakespeare 75). Their conversation with Hamlet produces other associations, however, between moral judgment and ambition, ambition and dreams, dreams and shadows, and shadows and social relations. This chain of associations builds connection between the worth, and rightness, of any given judgment and the social role of the judging individual. The passage cited above, which embeds the epigraph to this call for papers, is constructed in such a way that it is unclear whether significance attaches to the moral conclusion resulting from thought or the process of thinking itself, which ends up supplanting a thing’s neutral, objective existence with a subjectively-derived judgment of a thing’s worth. In either case, who thinks matters. Rosencrantz and Guildenstern are not authoritative; Hamlet, although considered mad, is. When he closes the passage under consideration with ‘to me it is a prison’ (Shakespeare 75), he makes this assertion confident that what Denmark is to him carries more weight than what Rosencrantz and Guildenstern deem it. In part, his confidence derives from knowing that, as outsiders and employees of the crown, Rosencrantz and Guildenstern are not in the position to make a public statement of this sort. Additionally, Hamlet’s words are empowered, worthy as words to hear and to heed, even if mad, worthy because he speaks them, and worthy for the moral judgments they convey. As set up in Act 2 Scene II of the play, the rhetorical situation presents a dialectical communication act that exposes the tension between Rosencrantz and Guildenstern’s dialogue, which conforms to the constraints of unauthoritative, but purchased, speech, and Hamlet’s, which represents the allowable excesses of authoritative, though suspiciously irrational, speech. The former must presume the literalness of language; for instance, Denmark is not a prison, if prison refers to the physical space of incarceration. The latter, unbound to the literalness of language, can use language figuratively. Denmark is a prison to Hamlet, not in the restrictive sense to which Rosencrantz and Guildenstern refer, but metaphorically. Hamlet’s figurative play, connected to his authoritative role and to the permission his role affords him to go crazy without threat of ending up in prison, leads to an interpretive moment, which would have undone the conventions of this rhetorical situation had Hamlet not cut it short. If he had conceded that beggars comprise the social body, and therefore speak with authority, and that monarchs exist in their shadow, guided by the linguistic precedents beggars either perform or circulate, rather than insisting that such an idea exemplifies his inability to reason, Hamlet would have not only justified his own deauthorization but also given up his rights both to perform madness and to use language metaphorically. In other words, if Hamlet had permitted himself to push his own interpretation a bit farther, he would have disclosed the artificiality of the socio-rhetorical conventions that guarantee his words an audience, a disclosure he absolutely refuses to put into words – that is, literally. To use metaphorical language, then, although a privilege that follows from social status and the authority that status affords, permits the speaker to avoid accountability of the sort that Rosencrantz and Guildenstern must demonstrate, specifically, to the King and the Queen. Hamlet, for instance, does not have to admit that his authority is an accident of birth; however, Rosencrantz and Guildenstern and the audience for the play know that it is his inheritance. Hamlet does not have to say to Rosencrantz and Guildenstern that he is a thinker, and they are not; although he does, in effect, when he utters the fragment that is the epigraph to this call for papers. Subordinated to the phrase that begins with ‘Why, then ’tis none to you,’ the epigraph might be rewritten as: ‘when you think, you think badly and come to the wrong conclusions.’ In other words, Hamlet does not trust Rosencrantz and Guildenstern to say anything other than what they are literally expected to say, what is conventional for them to say, and what they are paid by the King and Queen to say. Hamlet’s thinking, while apparently mad, still functions, authoritatively, yet there is no evidence provided in the play for the audience to know, without a doubt, that Denmark is or is not a prison. The truth, which must be interpreted, and therefore becomes a product of thinking, strictly follows from the rank of the speaker. The truth of Rosencrantz and Guildenstern’s speech derives from the extent to which it suits their station and their role and from the extent to which is satisfies the contractual situation compelling it; the truth does not follow from the content of their words. Rather, since they are paid to discover the source of Hamlet’s madness, their words must serve this economic purpose. The truth of Hamlet’s speech is also measured by its fit to his role. However, his role insures that an audience will attend to and interpret the meaning of the words he speaks. The truth of the rhetorical situation represented in Act 2 Scene II, then, is that the speech following from Hamlet’s position matters more than that uttered by paid courtiers; in fact, his is the only speech that means anything at all beyond simply marking social location or fulfilling an economic transaction. The epigraph suggests, then, not that there is a method for discriminating between good and bad ideas as such, but that an audience receives all ideas relative to the social role of the speaker. Those spoken by actors who use language in ways unfitting their social roles are unimaginable in Hamlet, unless, of course, they have inherited authority, as Hamlet has, and are thought mad. Consequently, speakers act responsibly toward their audiences, playing their parts, speaking their scripted lines. Clearly, Act 2 Scene II teaches readers that the objective or moral quality of any particular idea has less significance than does the recognised authority of the speaker and his or her adherence to socio-rhetorical conventions delimiting language exchange in particular contexts. The world in 2005 bears little or no resemblance to the world that Shakespeare inhabited; however, this lesson still holds true. Today, the free exchange of intellectual ideas—thought to be the primary activity, for instance, of professors and students on college and university campuses—is constrained in ways similar to those on display in Act 2 Scene II. Those who have less authority might pursue lines of inquiry, both in classrooms and in scholarship, that follow up on, apply, or restate authoritative positions. They are at less risk for receiving a low grade, for being rejected or criticised by their colleagues, and for losing their jobs if they do so. This type of teaching and learning, writing and research creates a sort of consensus, sometimes referred to as schools of thought, that at their best challenge and at their worst prohibit imagination. Rosencrantz and Guildenstern could not imagine uttering the words, ‘Denmark is a prison.’ Their language and their structures of imagination are restricted by their economic and their social roles and, because of both, the expectations of their audience. In 2005, those in all social positions can imagine speaking such a critique; however, some might elect not to, self-censoring solely for the purpose of achieving one personal goal or another—a grade, professional recognition, or promotion. Hamlet, unable to imagine Denmark as anything but a prison, takes on an historical burden, transferred to him by his father’s ghost, that requires a break with convention, and with the rhetorical expectations of someone occupying his role, hence his presumed madness. While to Rosencrantz and Guildenstern, economic survival requires preserving consensual thinking; according to Hamlet, it will lead to the end of his life, to the demise of Denmark, to the conclusion of Danish history. It is Hamlet’s duty, then, and that of all contemporary intellectuals, to think therefore to imagine, at risk of being thought mad, beyond consensus to sustain the production of ideas and history, the moral ingredient of thoughtful exchange, and to prevent the alternative, that is, the fate of Rosencrantz and Guildenstern. The interjection that is the epigraph to this call for papers conveys as much to a postmodern, intellectual audience. Ideas have power in Hamlet’s world, no less chaotic, violent, and presumptively immoral than the world in 2005. It is a bad idea, a sort of madness actually, to act, then as now, as if language primarily functions bureaucratically, for the connected purposes of enforcing consensus, or canonicity, as a morally good idea, and of consolidating personal gain, as the sole measure of ethical conduct. Note All quotations appearing in this essay have been taken from Act 2 Scene II of William Shakespeare’s Hamlet Prince of Denmark. Ed. Willard Farnham. New York: Penguin Books, 1985. 74-6. References Shakespeare, William. Hamlet Prince of Denmark. Ed. Willard Farnham. New York: Penguin Books, 1985. Citation reference for this article MLA Style Hood, Carra Leah. "Schools of Thought: The Madness of Consensus." M/C Journal 8.1 (2005). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0502/08-hood.php>. APA Style Hood, C. (Feb. 2005) "Schools of Thought: The Madness of Consensus," M/C Journal, 8(1). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0502/08-hood.php>.

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In a scenario which more and more the process of selecting candidates for job becomes more demanding (JOSEPH, 2013), the study of job interviews in English is of great importance. However, it has been receiving little attention in language studies. The purpose of this research is to compare the English job interview register with the other English language registers along the five dimensions of variation identified by Biber (1988 et seq.) through Multidimensional Analysis (MDA). To do so, this research is based on Corpus Linguistics (CL) that deals with the collection and exploitation of corpora with the purpose of helping to research a language or part of it. (BERBER SARDINHA, 2000; 2004). The corpus of this study was the Job Interview Corpus (JIC), composed of 40 real job interviews conducted in Germany with native speakers from Australia, Ireland, the United Kingdom and the United States, totaling approximately 50,000 words. In order to enable MDA, the study corpus, JIC, was grammatically tagged with the Biber Tagger and later processed by the Biber Tag Count, which calculated the frequency of 67 linguistic variables considered in this study. The MDA results showed how the English job interviews of the study corpus, JIC, resemble or differentiate from the other English language registers along the five dimensions of variation (BIBER, 1988 et seq.). Since there are no precedents of studies within the CL devoted to the investigation of English job interviews in a multidimensional analysis, this research intends to fill this gap in the academic field
Em um cenário em que cada vez mais o processo de seleção de candidatos a uma vaga de emprego se torna mais exigente (JOSEPH, 2013), o estudo das entrevistas de emprego em inglês é de grande importância. No entanto, o tema tem recebido pouca atenção nos estudos linguísticos. O objetivo desta pesquisa é comparar o registro entrevista de emprego em inglês com os outros registros da Língua Inglesa ao longo das cinco dimensões de variação identificadas por Biber (1988 et seq.) por meio da Análise Multidimensional (AMD). Para tanto, esta pesquisa se fundamenta na Linguística de Corpus (LC) que se ocupa da coleta e exploração de corpora com a finalidade de servir para uma pesquisa de uma língua (BERBER SARDINHA, 2000; 2004). O corpus de estudo utilizado nesta pesquisa foi o Job Interview Corpus (JIC), composto por 40 entrevistas de emprego reais realizadas na Alemanha com falantes nativos oriundos da Austrália, Estados Unidos, Irlanda e Reino Unido, totalizando aproximadamente 50 mil palavras. A fim de viabilizar a AMD, o corpus de estudo, JIC, foi etiquetado gramaticalmente com a ferramenta computacional Biber Tagger e posteriormente processado pelo Biber Tag Count que calculou a frequência das 67 variáveis linguísticas consideradas neste estudo. Os resultados da AMD demonstraram como as entrevistas de emprego em inglês presentes no corpus de estudo, JIC, se assemelham ou se diferencia dos demais registros da Língua Inglesa ao longo das cinco dimensões de variação (BIBER, 1988 et seq.). Uma vez que não há precedentes de estudos dentro da LC dedicados à investigação das entrevistas de emprego em inglês em uma análise multidimensional, a presente pesquisa pretende preencher esta lacuna na área acadêmica