Academic literature on the topic 'HIV-positive men – Texas – Fort Worth'

AbstractHourly surface temperature differences between Dallas–Fort Worth, Texas, metropolitan and rural sites have been used to calculate the urban heat island from 2001 to 2011. The heat island peaked after sunset and was particularly strong during the drought and heat wave in July 2011, reaching a single-day instantaneous maximum value of 5.4°C and a monthly mean maximum of 3.4°C, as compared with the 2001–11 July average of 2.4°C. This severe drought caused faster warming of rural locations relative to the metropolitan area in the morning as a result of lower soil moisture content, which led to an average negative heat island in July 2011 of −2.3°C at 1100 central standard time. The ground-based assessment of canopy air temperature at screening level has been supported by a remotely sensed surface estimate from the Moderate Resolution Imaging Spectroradiometer (MODIS) on board the Terra satellite, highlighting a dual-peak maximum heat island in the major city centers of Dallas and Fort Worth. Both ground-based and remotely sensed spatial analyses of the maximum heat island indicate a northwest shift, the result of southeast winds in July 2011 of ~2 m s−1 on average. There was an overall positive trend in the urban heat island of 0.14°C decade−1 in the Dallas–Fort Worth metropolitan area from 2001 to 2011, due to rapid urbanization. Superimposed on this trend are significant interannual and decadal variations that influence the urban climate.

One of the most frequent comments about Internet-based media, particularly about newsgroups and the Web, is that they provide a forum for everyone, no matter how obscure or specific their interest -- you'll find dedicated fora for every field, from high-energy physics to learning Klingon, from the campaign for an independent country in Northern Italy to Indonesian cooking. This is seen as a positive development as often as it is regarded as a negative force -- optimists see these fora as potential bases for the formation of virtual communities which may be able to reinvigorate previously neglected niche groupings, while pessimists predict a further shattering of societies into disparate fragments with mutually almost unintelligible cultural attitudes. Examples supporting either view can be found amongst the multitudes of newsgroups and Websites available on the Net, but let us skip this debate for the moment; instead, let's focus on some of the potential consequences this situation may have for academia. It requires little prescience to predict that the next few years will see an increasing use of the Web and, to a smaller extent, newsgroups in academic teaching and research. Continuously updated Websites will enable students and scholars to work with the latest developments in their disciplines, rather than limiting themselves to whatever recent books and journals their university library has managed to acquire, and newsgroups can help put interested academics in touch with each other in order to exchange news and pointers to information on the Web, as well as discuss recent research. For anyone with a computer, much of this information will also be accessible more easily electronically, via the Internet, than physically through libraries, bookstores, and photocopies. If it is organised efficiently on the Web, interested researchers may also come to be able to better target precisely the information they need, avoiding the need to leaf through volumes of journals to find the one useful article they might contain. Such research isn't limited only to academics and university students anymore, though. As hypertext scholar George P. Landow notes, "hypertext provides the individualistic learner with the perfect means for exploration and enrichment of particular areas of study. By permitting one to move from relatively familiar areas to less familiar ones, a hypertext corpus encourages the autodidact, the continuing education student, and the student with little access to instructors" (Hypertext 129-30) -- particularly the ethos of information freedom that is widespread on the Internet means that any amateur enthusiast may conduct their own self-education with the materials available on the Web. This was already possible, after a fashion, in pre-Web times, of course, but the Net increases the amount of information available, and removes the physical and psychological barrier of entering a university library as a non-student, and facilitates connections to other (self-taught as well as 'official') students through newsgroups and email. What's more, the Web also allows adding one's own voice to academic debates: "in a book one can always move one's finger or pencil across the printed page, but one's intrusion always remains physically separate from the text. One may make a mark on the page, but one's intrusion does not affect the text itself" (Landow, Hypertext 44). By creating a Web page displaying one's own thoughts on the matter, providing links to related sites, and ideally receiving links from those sites, too, any outsider may now invade the discourse in an academic discipline. In most cases, such invasions may go largely unnoticed -- but nothing's to stop a self-taught enthusiast from creating a highly useful Website that even 'proper' academics may consider relevant, and so from adding own articles to the discipline's body of knowledge. As a side-effect of such presentation on the Web, then, texts by students are no longer so easily subordinated to those by revered authors, and disparities between them are less visible. The text as a site of authority can also become a site of resistance: in hypertext, indeed, opposition to the canonised texts is more likely to succeed in conditions of hypertextuality than in the print culture, if only because hypertext makes it easier to expose the contradictions and power moves in such texts, and the multiply constructed positions from which they might be read. (Snyder 77) Both these points pose a major problem for the currently prevalent conventions of academic debate, of course, which (despite post-structuralism's argument for the "death of the author") still evaluate the relevance of academic work partly based on its authorial source. Canonisation of particular scholars and their works (a process which is not limited only to literary disciplines) must ultimately fail -- "because all electronic texts are interrelated, none has well-defined borders; instead, each text reaches out to link up with past, present and future texts. It therefore becomes difficult to cordon off and to canonise a few great texts and authors" (Snyder 75). And generally, Nunberg notes, "media like the Web tend to resist attempts to impose the sort of solutions that enable us to manage (even imperfectly) the steady increase in the number of print documents -- the ramification of discourses and forms of publication, the imposition of systems of screening or refereeing, the restriction of the right to speak to 'qualified' participants" ("Farewell" 126). The freely accessible information on the Web includes texts by revered researchers as well as badly-informed beginners, and elaborate essays as well as superficial scribblings. This realisation has caused many academics who grew up with the apparent simplicities of print to regard Internet-based media with despair and, frequently, with contempt; Nunberg himself provides a good example by stating that "any undergraduate student is free to post her night thoughts on Mary Shelley or the Klingon verb to a 'potential audience' of millions (a quick search of the Web turns up numerous examples of both), and there will be nothing in its mode of circulation to distinguish it from communications from better-qualified contributors" ("Farewell" 127). Such remarkably condescending prose indicates more than anything a paralysing fear of an invasion of the proverbial academic ivory tower by the uncouth hordes of self-taught dilettantes who have no respect for scholarly authority: Nunberg's insistence that a notion of academic 'qualification' (expressed no doubt in degrees and positions) could do any more than indicate vaguely that an author might have something valuable to say, and that anybody not 'qualified' this way cannot possibly contribute anything worth one's while, is surprisingly hierarchistic. Surely, in reality the onus for determining a text's worth should (and must) always eventually lie with the individual reader; the sense a text makes, not the source that made the text, should determine its quality. It's easy to see that this emphasis which Nunberg and others place on a text's source is in fact determined by print as the still-prevalent technology of information dissemination. As Bolter describes it, "the idea of a relatively stable canon made sense in a culture dominated by printed books. ... But the notion of a standard has now collapsed, and the collapse is mirrored in the shift from the printed to the electronic writing space, in which a stable canon of works and authors is meaningless" (237). Landow elaborates that hypertext's effects are so basic, so radical, that it reveals that many of our most cherished, most commonplace ideas and attitudes toward literature and literary production turn out to be the result of that particular form of information technology and technology of cultural memory that has provided the setting for them. This technology -- that of the printed book and of its close relations, which include the typed or printed page -- engenders certain notions of authorial property, authorial uniqueness, and a physically isolated text that hypertext makes untenable. The evidence of hypertext, in other words, historicises many of our most commonplace assumptions, thereby forcing them to descend from the ethereality of abstraction and appear as corollaries to a particular technology rooted in specific times and places. (33) Today, on the Web, however, where anyone can participate by adding their own texts or simply rearranging others', we lose once and for all notions of the author or the text as a stable entity. Thus, Nunberg claims, "on the Web ... you can never have the kind of experience that you can have with the informational genres of print, the experience of interpreting a text simply as a newspaper or encyclopedia article without attending to its author, its publisher, or the reliability of its recommender. We read Web documents, that is, not as information but as intelligence, which requires an explicit warrant of one form or another" ("Farewell" 127-8). Again, however, Nunberg claims a simplicity of the print media which simply doesn't exist: he goes on to say that "we should look to electronic discourse to provide a counter and complement to the informational forms of print -- a domain that privileges the personal, the private, and the subjective against the impersonal, the public, and the objective" (133). In reality, though, anyone who today still reads a newspaper or any other form of printed information as an 'objective' source, without an awareness of its publisher's or its journalists' political and economic agenda, must certainly be regarded as a naïve fool -- not just in Australia, with its atrocious standards of print journalism. If the modern media have taught us anything, it is that there is no such thing as 'objective truth'; the Web, with its unprecedented opportunities for world-wide publication, just makes this fact particularly obvious. While they may contribute to more openness in dealing with contributions from non-traditionally qualified sources, however, such realisations won't completely eradicate academia's fear of an invasion by the self-trained and the untrained. Some hope is at hand, though: "at the very moment indeed when the new technologies of memory can make us fear an alarming glut of traces -- a true change of scale in the collective accumulation of archives, at once written, audio, visual, and audiovisual -- these same technologies increasingly lighten its load, at almost the same pace, by facilitating individualised retrieval" (Debray 146); more elaborate search engines and resource listings on the Web can help point interested researchers to useful contributions both from within and without the ivory tower, and multiple alternative engines and listings may cater for various definitions of what constitutes 'useful'. "In the future, it seems, there will be no fixed canons of texts and no fixed epistemological boundaries between disciplines, only paths of inquiry, modes of integration, and moments of encounter" (Hesse 31). This may also have negative implications, though. On the one hand, as Bazin writes, "the digital empire puts too much emphasis on relation and circulation per se, rather than on the acquisition of content. Instead of the substantialist metaphysics of the hidden meaning which a 'vertical' reading would attempt to reveal, it prefers the rhetoric of exchange and conversation. It counters the aesthetics of depth with a pragmatics of interface" (163-4), and researchers on the Web may stay on the surface of a discipline rather than explore the very depths of its discourse -- they may stick with digests, digest-digests, digest-digest-digests, to borrow from Ray Bradbury (55). "Electronic linking almost inevitably tends to lead to blending and mixing of genres and modes ... . Hypertextualising a text produces not an electronic book but a miniature electronic library" (Landow, "Twenty Minutes" 226-7), and sticking to one's research topic may prove difficult. On the other end of the scale, the Net's tendency to group interests off into niches may lead to specific deeply involved research being done without any awareness of related disciplines that may offer alternative approaches to a subject -- in short, without any knowledge of the bigger picture one's discipline fits into. To avoid both pitfalls demands a researcher's discipline and attention. On the positive side, the invasion of the ivory tower allows for unprecedented public involvement (as Net theorists have often promised it): we are witnessing the appearance ... of a 'dynamic textuality' ... that by freeing itself from the straitjacket of the book is transforming not only the individual's relation to the text but also the traditional model of producing and transmitting learning and practical knowledge. In the place vacated by a linear transmission, inherited from forebears and relatively individualised, a system for the coemergence of bodies of knowledge is tending to be progressively substituted -- a system in which instruction, self-apprenticing, intellectual creation, and diffusion all closely cooperate. (Bazin 163) Naturally, this process won't mean that anybody can now easily become a nuclear scientist, economic expert, or cultural historian -- in most fields, to make it to the very top of the profession will still require a level of access to materials and equipment that only academic and professional institutions can offer. Nonetheless, more self-trained amateur enthusiasts will now be able to make meaningful contributions to their discipline -- a development we already begin to see in fields as diverse as astronomy, computer sciences, and some forms of literary studies. At the very least, it will create among the participants a more interested, more informed and more involved public, thinking for themselves and questioning the commonplaces of a print-based culture. "We are promised ... less of the dogmatic and more of the ludic, less of the canonical and more of the festive. Fewer arguments from authority, though more juxtaposition of authorities" (Debray 146). The invasion of the ivory tower is no attack on the Bastille -- the new dilettante invaders come to learn and share, not to destroy. References Bazin, Patrick. "Toward Metareading." Nunberg 153-68. Bolter, Jay David. Writing Space: The Computer, Hypertext, and the History of Writing. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1991. Bradbury, Ray. Fahrenheit 451. Berlin: Cornelsen-Velhagen & Klasing, 1985. Debray, Régis. "The Book as Symbolic Object." Nunberg 139-51. Hesse, Carla. "Books in Time." Nunberg 21-36. Landow, George P. Hypertext: The Convergence of Contemporary Critical Theory and Technology. Baltimore: Johns Hopkins UP, 1992. ---. "Twenty Minutes into the Future, or How Are We Moving beyond the Book?" Nunberg 209-37. Nunberg, Geoffrey. "Farewell to the Information Age." Nunberg 103-38. ---, ed. The Future of the Book. Berkeley: U of California P, 1996. Snyder, Ilana. Hypertext: The Electronic Labyrinth. Carlton South: Melbourne UP, 1996. Citation reference for this article MLA style: Axel Bruns. "Invading the Ivory Tower: Hypertext and the New Dilettante Scholars." M/C: A Journal of Media and Culture 2.2 (1999). [your date of access] <http://www.uq.edu.au/mc/9903/ivory.php>. Chicago style: Axel Bruns, "Invading the Ivory Tower: Hypertext and the New Dilettante Scholars," M/C: A Journal of Media and Culture 2, no. 2 (1999), <http://www.uq.edu.au/mc/9903/ivory.php> ([your date of access]). APA style: Axel Bruns. (1999) Invading the ivory tower: hypertext and the new dilettante scholars. M/C: A Journal of Media and Culture 2(2). <http://www.uq.edu.au/mc/9903/ivory.php> ([your date of access]).

Sometimes ... we don’t want to feel like a post-modern, post-feminist, overstretched woman but, rather, a domestic goddess, trailing nutmeggy fumes of baking pie in our languorous wake (Nigella Lawson, How to be a Domestic Goddess vii). IntroductionFor today’s female readers, the idea of trailing “nutmeggy fumes” of home-baked pie through their kitchens could be as much a source of gender-stereotyping outrage as one of desire or longing. Regardless of personal response, there seems little doubt that the image Lawson’s words create prevails even in the 21st century: an apron-clad, kitchen-bound woman, cooking for others as an expression of love and communication. This is particularly true of contemporary cookbooks written by and aimed at women. Two examples are Sophie Dahl’s Miss Dahl’s Voluptuous Delights (2010) and Nigella Lawson’s How to be a Domestic Goddess (2000). This paper explores how Dahl and Lawson use three narrative strategies—sequence, description and voice—to frame their recipes; it also analyses how these narrative strategies encourage readers to embrace traditional constructs of domestic femininity, albeit in a contemporary and celebratory light. The authors’ use of these strategies also makes their cookbooks more than simply instruction manuals—instead, they become engaging and pleasurable texts that use memoir, humour and nostalgia to convey their recipes and create distinct authorial personas and cultural ideas about food and femininity. While primary purpose of cookbooks is to instruct, what makes them distinctive—and, arguably, so popular—is their mix of pleasure and utility. The stories they tell, both cultural and personal, are what make us continue to buy and read them, despite bookshelves that may already bend beneath the weight of three hundred different versions of chicken risotto and chocolate cake; as Anne Bower notes, many women read cookbooks for escapism and enjoyment. This concept of escapism and enjoyment is closely tied to the role of narrative. Cognitive narratology, a more recent strand of narrative theory, emphasises what readers bring to a text, and how narrative allows readers to frame and understand texts and the world around them. Therefore, cookbooks that situate their recipes among personal anecdotes and familiar cultural ideals or myths—such as the woman in the kitchen—appeal to our experiences and emotions. Cookbooks thus become engaging and resonant on personal and sociocultural levels: Gvion argues that cookbooks are “social texts” (54), which seems appropriate when considering the meanings we ascribe to food—it remains a fundamental part of our culture and identity (Lupton). Certain cookbooks—those that emphasise the social and emotional aspects of what we consume—can be regarded as a reflection of how we attach meanings to foods in particular contexts (Mintz). The books discussed in this paper combine the societal and personal aspects of this process: their authors blend familiar cultural tropes with their own engaging autobiographical anecdotes using sequence, description and voice. Narrative theory has traditionally been applied to fiction, and cookbooks obviously lack fictional elements such as plot and character. However, cognitivist narratology, which directs its focus to humans’ cognitive understanding and perception of various actions and events (Fludernik, Histories), makes it applicable to a range of texts. Cookbooks’ use of sequence, description, and voice create “storyworlds” for readers, which “can be viewed as [a] global mental representation enabling interpreters to draw inferences about items and occurrences either explicitly or implicitly included in a narrative” (Herman 9). Cookbook authors use memories, anecdotes and imagery to conjure scenes to which readers can aspire or relate, perhaps prompting responses similar to those experienced when reading fiction.Prince characterises narrative as a “representation of events in a time sequence” (82). The sequence of information and anecdotes in a cookbook—its introduction, chapter structure and recipe structure—positions readers to read and interpret the text in a particular way; it is both part of how the texts authors construct a sense of self and of how they encourage readers to construct their own meanings in response. Dahl, for example, arranges her recipes according to season, since she places great importance on seasonal eating. Description is the cornerstone of any successful cookbook, since it becomes impossible to successfully replicate a dish if you cannot make sense of the instructions. However, in a narrative sense, description operates as part of a narrator’s “rhetorical strategy” (Bal 36); it helps construct their narrative persona and enables them to reinforce the associations between food, culture and identity in evocative language. Voice is the final piece of the narrative puzzle. These cookbooks are all “narrated” by their authors, who offer selected anecdotes and stories to support their authorial intentions and position readers to interpret their texts in a particular way. Feminist narratologist Susan Lanser regards voice as the “intersection of social identity and textual form” (14), a definition that recognises the broader social and cultural significance of cookbooks. Since they tend to be narrated “directly” from author to readers, authorial voice serves not only to engage readers, but also to establish authors’ culinary authority. The two cookbooks analysed here are written by—and, arguably, primarily aimed at—women, and this paper contends that their authors use narrative to reclaim a powerful sense of feminine ownership. While they are just two of many contemporary cookbooks that arguably strive to achieve similar ends (Tessa Kiros’s 2010 Apples for Jam, and Monica Trapaga’s 2010 She’s Leaving Home, are two recent Australian examples), Dahl’s and Lawson’s texts are apt case studies: both are commercially successful and their authors occupy a significant space in the public imagination, particularly where women’s identity is concerned. Dahl is a former plus-size model who lost weight “rather publicly” (Dahl xi) and whose book charts the evolution of her complex relationship with food; Lawson’s books and cooking programs have seen her variously characterised as “prefeminist housewife … antifeminist Stepford wife … the saviour of downshifting middle-class career women and as both the negative and positive product of postfeminism” (Hollows 180). Dahl and Lawson narrate the knowledge and skill of their recipes in a context of experiences and memories related to their lives as mothers and/or partners and food professionals, which underscores the weight of their kitchen authority as women while still maintaining that rather mythic connection between the feminine and domestic. Sequence The introductory pages and internal structure of each book reflects both its author’s intentions, and the persona they construct within the text that speaks directly to readers. It also foregrounds the link between women and food. The link between this domesticity and feminine identity is explicit in both texts. Miss Dahl’s Voluptuous Delights is a food memoir as well as a cookbook, and Dahl’s use of narrative sequence makes this clear: in her introduction, she reveals that “the second word I ever spoke was ‘crunch,’ muddled baby-speak for fudge” (viii). Interspersed between the book’s four sections (Autumn, Winter, Spring and Summer) are essays that chart Dahl’s evolving relationship with food and cooking, framed particularly in terms of her female identity: they detail her progression from a plump-cheeked teenager unhappy about carrying a few extra pounds to a woman at ease with her body and appetite who cannot “get away from the siren call of the kitchen” (15). Dahl often introduces her recipes with reference to their personal significance, particularly in relation to cooking as an act of love or communication—“Musician’s Breakfast,” for example, is so named because it is a favourite of her boyfriend, jazz musician Jamie Cullum (152). Lawson’s book is ostensibly more practical—her chapters are arranged according to types of dish, such cakes or biscuits. She also explicitly summons the familiar vision of the woman at home in the kitchen. Although she draws on the clichéd image of the domestic goddess, her preface seems aimed at making female readers feel at ease. For example, she writes that she does not want her audience to think of baking as a “land you do not inhabit” or to “confine you to kitchen quarters” (vii); rather, her aim is to make them “feel” (vii) like a domestic goddess rather than be one, an act that might be interpreted as an attempt to put a more contemporary spin on a dated archetype.Nonetheless, throughout Lawson’s book, the prose that introduces her recipes draws on those associations between baking and homely comfort: cake-baking “implies effort and domestic prowess,” (2) but is easy in practice, and baking loaf cakes makes one feel “humble and worthy and brimming with good things” (5). Again, Lawson’s own experience—particularly as a busy mother and career woman—shapes the introductory words for each recipe and establishes a sense of her authorial persona in relation to broader social constructs of food and the feminine. Description Vivid, evocative descriptions of food and food-related memories and experiences are an integral part of what makes these texts narratively engaging, and how they continue to enforce and idealise that connection between the feminine and the domestic. Both authors frequently describe food in terms that create concepts of cosy domesticity: Lawson describes baking as a metaphor for “familial warmth” (vii), and for Dahl, roast chicken “is Sunday ... there’s something about that smell wafting through the house” (53). A distinct sense of nostalgia is at play here; as Linda Hutcheon observes, one can “look and reject” or “look and linger longingly” (online), and this apparent yearning to return to simpler times summons a “mythical past of comfort and stability” (Duruz 57), seemingly embodied in images of wholesome foods cooked for us by mothers or wives. This idea of food as emotionally nourishing is frequently related in terms of the author’s duties as domestic providers and as women who occasionally—and by choice—inhabit traditional female roles. However, Lawson and Dahl reveal the tensions between past and present: while they embrace the pleasures of old-fashioned domesticity, they do not—and cannot—wholly recreate it. Instead, they must balance it with other priorities, making space for a more liberated and contemporary female home cook who can choose to occupy a place at the stove. Of course, the title of Lawson’s book—and the wording of its preface, quoted at the start of this paper—refers explicitly to the old-fashioned idea of the domestic goddess. But Lawson aims to update or demystify the concept for today’s busy women: she expresses the view that many have become “alienated” from the domestic sphere, but that “it can actually make us feel better to claim back some of that space, make it comforting rather than frightening” (vii). While she summons very traditional images—for example, “a pie is just what we all know should be emanating from the kitchen of a domestic goddess” (81)—she also puts a new spin on them, perhaps in an attempt to make them seem less patronising or intimidating while still enforcing how satisfying it can be to feel like a domestic goddess without slaving in the kitchen. She frequently emphasises the simplicity of her recipes and describes food in terms of the pleasure it brings the cook as well as those for whom she is cooking: while baking bread brings “crucial satisfaction, that warm feeling of homespun achievement,” she also notes that “my way of baking bread is designed to fit more easily into the sort of lives we lead” (291). As Hollows notes, the “Nigella cooking philosophy” is that “cooking should be pleasurable and should start from the desire to eat” (182), a concept far removed from the traditional construct of women as “providers of food for others” who have difficulty “experiencing food as pleasurable themselves, particularly in a domestic context” (184). Dahl also emphasises pleasure, ease and practicality, and describes food in terms of its nostalgic and emotional associations, particularly in relation to her female relatives. As a child, Dahl attended boarding school, and on the last night of her holidays—before she returned to terrible school food, with its “gristly stew, grey Scotch eggs and collapsed beetroot” (7)—her mother would cook her a special dinner, and she remembers feasting on “roast chicken wrapped in bacon with tarragon creeping wistfully over its breast, potatoes golden and gloriously crispy on the outside and flaking softly from within” (7). Although Dahl’s mother taught her the importance of “cooking for your man,” this very old-fashioned idea is presented in a tongue-in-cheek way, with the caveat, “woe betide any man who doesn’t appreciate it” (73). Again, the act of cooking is described as something that brings intense domestic satisfaction, and represents a conscious choice to relive the past in a contemporary, and perhaps slightly ironic (albeit still enjoyable), context: making tawny granola “makes one feel very fifties housewife, because as it bakes the house is bathed in a warm cinnamon-y glow” (25). Such descriptions of food and cooking are both evocative and romantic, even while they emphasise convenience and practicality. This perhaps reflects the realities of modern life for busy modern women juggling work and family commitments; it emphasises that tension between the ideal of the past and the reality of the present. While Lawson and Dahl still idealise the correlation between women, food and the domestic, drawing on familiar and perhaps comforting associations, they nonetheless manage to make their cookbooks both narratively engaging and culturally revealing: as Susan Leonardi points out, recipes are an exchange between reader and writer, and they require “a recommendation, a context ... a reason to be” (340). Descriptions of memories, emotions and sensations in relation to cooking and women’s identity help to create a particular narrative “storyworld” (Herman 9) or familiar context; the authors here describe experiences that are likely to resonate with female readers to enforce that connection between women and their kitchens. Since they draw so heavily on their authors’ lives, these cookbooks are almost forms of life narrative; by drawing on their own recollections to appeal to readers and share recipes, their narrators are “performing several rhetorical acts, justifying their own perceptions, conveying cultural information” (Smith and Watson 10). This is a fundamental aspect of narrative voice: who “speaks” in the text (Genette 185). Voice Both authors use their identity as women and home cooks to enforce the feminine/domestic connection and relate to their audience. They each create a distinct narrating voice or authorial persona that speaks directly to readers and aims to win their trust and sympathy. Lawson positions herself as a busy mother and wife; Dahl focuses on her evolving relationship with food, particularly in the context of her former career as a plus-size model and her subsequent weight loss. Both women share cooking anecdotes, and often, significantly, their kitchen failures—Dahl’s recipe for asparagus soup reveals that one of her attempts at trialling the recipe resulted in soup spurting from her blender, “covering me, the walls and floor in a thick slick of green” (168). Both women write as passionate home cooks: what seems most important is a love of food and what it represents, the joy of cooking as much as the culinary skill it may require. Lanser writes that “the authority of a given voice or text is produced from a conjunction of social and rhetorical properties” (6), and both Dahl’s and Lawson’s authority comes from their domestic experience and their roles as women who cook for themselves and for the pleasure it brings them as much as for their families. Although they advocate this sense of enjoyment over duty, there remains in each text a distinctly romantic idea of what it means to cook; specifically, to be a female home cook. This is most explicit in how Dahl and Lawson narrate their texts, particularly in terms of the confidences they share. Both confess their shortcomings in relaxed and informal tones: Lawson writes about an occasion when she found herself in “dire straits” when trying to make marzipan (6), and confesses to being a “negligent mother” because all she does with her children is cook with them (209); Dahl says that she “would plant tarragon in my garden in London, but the neighbour’s cat is partial to peeing on every herb I have” (58). Both imbue their actual recipes, as well as the prose that surrounds them, with a very personal tone, offering tips and advice drawn from their own experience: Dahl advises readers to “go by instinct and taste, adding or taking away as you want” (52) and Lawson suggests leaving “a decent amount of uncooked cake batter in the bowl for scraping-out purposes” (183). Conclusion Pasupathi’s work on constructing identity in storytelling, and how recounting stories becomes a way of establishing a sense of self, is particularly relevant here; a similar concept is evident in cookbooks. Lawson and Dahl choose familiar life stories and situations that readers, (particularly female), might recognise and engage with. As Fludernik observes, narrators are integral to narrative texts, since they help to establish narrative meaning and interest (An Introduction to Narratology). The narrating voices of Dahl’s and Lawson’s cookbooks foreground their identity as women and home cooks to highlight experiences and issues relevant to women. All three of the narrative strategies discussed in this paper contribute to this. Both texts do, to a degree, enforce cultural stereotypes—most obviously, the idea of a woman’s kitchen as a kind of natural habitat—but they also emphasise the pleasures of cooking. Despite the clichéd imagery and heavy nostalgia, Dahl’s and Lawson’s appropriation of the domestic goddess image exposes and reconfigures the contradictions between the idealised past and more liberated present; offering female readers and cooks “beguiling possibilities … for re-enactment” (Duruz 57). Lawson and Dahl’s use of narrative strategies not only makes their texts more engaging to read, but reflects the social and cultural relevance of cookbooks, and how they can embody and reshape our engrained values and ideas. In their own way, they seek to affirm the female domestic experience and position it as something celebratory rather than oppressive. Perhaps no one puts it so aptly as Lawson: “I know the idea of being in the kitchen faffing around with bottles and jars and hot pans might seem confining to many, but honestly, I have found it liberating. The sense of connectedness you get, with your kitchen, your home, your food, is the very opposite of constraint” (334). This seems an apt reflection of cookbooks’ narrative power and ability to explore fundamental social and cultural ideas; they engage us, inspire us and entertain us. References Bal, Mieke. Introduction to the Theory of Narrative. Toronto: U of Toronto P, 1997. Bower, Anne. “Romanced by Cookbooks.” Gastronomica 4.2 (2004): 35–42. Dahl, Sophie. Miss Dahl’s Voluptuous Delights. London: HarperCollins, 2009. Duruz, Jean. “Haunted Kitchens: Cooking and Remembering.” Gastronomica 4.1 (2004): 57–68. Fludernik, Monica. An Introduction to Narratology. New York: Routledge, 2009. Fludernik, Monica. “Histories of Narrative (II): From Structuralism to the Present.” A Companion to Narrative Theory. Eds. James Phelan and Peter J. Rabinowitz. Hoboken: Blackwell, 2005. Blackwell Reference Online. 4 Apr. 2013. Genette, Gerard. Narrative Discourse: An Essay in Method. Trans. Jane E. Lewin. New York: Cornell UP, 1980. Gvion, Liora. “What’s Cooking in America? Cookbooks Narrate Ethnicity: 1850–1990.” Food, Culture, and Society 7.1 (2004): 53–76. Herman, David. Story Logic: Problems and Possibilities of Narrative. Lincoln: U of Nebraska P, 2002. Hollows, Joanne. “Feeling Like a Domestic Goddess: Postfeminism and Cooking.” European Journal of Cultural Studies 6.2 (2003): 179–202. Hutcheon, Linda. “Irony, Nostalgia, and the Postmodern.” U of Toronto English Library, 1998. 21 Oct. 2010. ‹http://www.library.utoronto.ca/utel/criticism/hutchinp.html›. Lanser, Susan. Fictions of Authority: Women Writers and Narrative Voice. New York: Cornell UP, 1992. Lawson, Nigella. How to be a Domestic Goddess. London: Chatto & Windus, 2000. Leonardi, Susan. “Recipes for Reading: Summer Pasta, Lobster á la Riseholme, and Key Lime Pie.” Modern Language Association 104.3 (1989): 340–47. Lupton, Deborah. “Food and Emotion.” The Taste Culture Reader: Experiencing Food and Drink. Ed. Carolyn Korsmeyer. Oxford: Berg, 2005. 317–24. Mintz, Sidney. “Sweetness and Meaning.” The Taste Culture Reader: Experiencing Food and Drink. Ed. Carolyn Korsmeyer. Oxford: Berg, 2005. 110–22. Pasupathi, Monisha. “Silk from Sow’s Ears: Collaborative Construction of Everyday Selves in Everyday Stories.” Identity and Story: Creating Self in Narrative. Ed. Dan P. McAdams, Ruthellen Josselson, and Amia Lieblich. Vol. 4. Washington, DC: APA, 2006. 129–50. Prince, Gerald. Narratology: The Form and Function of Narrative. Berlin: Mouton, 1982. Smith, Sidonie, and Julia Watson. Reading Autobiography: A Guide to Interpreting Life Narratives. Minneapolis: U of Minnesota P, 2001.

The Walt Disney Company has been creating magical fairy tales since the early 1900s and is a trusted brand synonymous with wholesome, family entertainment (Wasko). Over time, this reputation has resulted in the Disney brand’s huge financial growth and influence on audiences worldwide. (Wohlwend). As the largest global media powerhouse in the Western world (Beattie), Disney uses its power and influence to shape the perceptions and ideologies of its audience. In the twenty-first century there has been a proliferation of retellings of Disney fairy tales, and Kilmer suggests that although the mainstream perception is that these new iterations promote gender equity, new cultural awareness around gender stereotypes, and cultural insensitivity, this is illusory. Tangled, for example, was a popular film selling over 10 million DVD copies and positioned as a bold new female fairy tale character; however, academics took issue with this position, writing articles entitled “Race, Gender and the Politics of Hair: Disney’s Tangled Feminist Messages”, “Tangled: A Celebration of White Femininity”, and “Disney’s Tangled: Fun, But Not Feminist”, berating the film for its lack of any true feminist examples or progressiveness (Kilmer). One way to assess the impact of Disney is to look at the use of shape shifting and transformation in the narratives – particularly those that include women and young girls. Research shows that girls and women are often stereotyped and sexualised in the mass media (Smith et al.; Collins), and Disney regularly utilises body modification and metamorphosis within its narratives to emphasise what good and evil ‘look’ like. These magical transformations evoke what Marina Warner refers to as part of the necessary surprise element of the fairy tale, while creating suspense and identity with storylines and characters. In early Disney films such as the 1937 version of Snow White, the queen becomes the witch who brings a poison apple to the princess; and in the 1959 film Sleeping Beauty the ‘bad’ fairy Maleficent shapeshifts into a malevolent dragon. Whilst these ‘good to evil’ (and vice versa) tropes are easily recognised, there are additional transformations that are arguably more problematic than those of the increasingly terrifying monsters or villains. Disney has created what we have coined the ‘princess bubble’, where the physique and behaviour of the leading women in the tales has become a predictor of success and good fortune, and the impression is created of a link between their possession of beauty and the ‘happily-ever-after’ outcome received by the female character. The value, or worth, of a princess is shown within these stories to often increase according to her ability to attract men. For example, in Brave, Queen Elinor showcases the extreme measures taken to ‘present’ her daughter Merida to male suitors. Merida is preened, dressed, and shown how to behave to increase her value to her family, and whilst she manages to persuade them to set aside their patriarchal ideologies in the end, it is clear what is expected from Merida in order to gain male attention. Similarly, Cinderella, Aurora, and Snow White are found to be of high ‘worth’ by the princes on account of their beauty and form. We contend, therefore, that the impression often cast on audiences by Disney princesses emphasises that beauty = worth, no matter how transgressive Disney appears to be on the surface. These princesses are flawlessly beautiful, capable of winning the heart of the prince by triumphing over their less attractive rivals – who are often sisters or other family members. This creates the illusion among young audiences that physical attractiveness is enough to achieve success, and emphasises beauty as the priority above all else. Therefore, the Disney ‘princess bubble’ is highly problematic. It presents a narrow range of acceptability for female characters, offers a distorted view of gender, and serves to further engrain into popular culture a flawed stereotype on how to look and behave that negates a fuller representation of female characters. In addition, Armando Maggi argues that since fairy tales have been passed down through generations, they have become an intrinsic part of many people’s upbringing and are part of a kind of universal imaginary and repository of cultural values. This means that these iconic cultural stories are “unlikely to ever be discarded because they possess both a sentimental value and a moral ‘soundness’” (Rutherford 33), albeit that the lessons to be learnt are at times antiquated and exclusionary in contemporary society. The marketing and promotion of the Disney princess line has resulted in these characters becoming an extremely popular form of media and merchandise for young girls (Coyne et al. 2), and Disney has received great financial benefit from the success of its long history of popular films and merchandise. As a global corporation with influence across multiple entertainment platforms, from its streaming channel to merchandise and theme parks, the gender portrayals therefore impact on culture and, in particular, on how young audiences view gender representation. Therefore, it could be argued that Disney has a social responsibility to ensure that its messages and characters do not skew or become damaging to the psyche of its young audiences who are highly impressionable. When the representation of gender is examined, however, Disney tends to create highly gendered performances in both the early and modern iterations of fairy tales, and the princess characters remain within a narrow range of physical portrayals and agency. The Princess Bubble Although there are twelve official characters within the Disney princess umbrella, plus Elsa and Anna from the Disney Frozen franchise, this article examines the eleven characters who are either born or become royalty through marriage, and exhibit characteristics that could be argued to be the epitome of feminine representation in fairy tales. The characters within this ‘princess bubble’ are Snow White, Cinderella, Aurora, Ariel, Belle, Jasmine, Tiana, Rapunzel, Merida, Elsa, and Anna. The physical appearance of those in the princess bubble also connects to displays around the physical aspects of ethnicity. Nine out of eleven are white skinned, with Jasmine having lightened in skin tone over time, and Tiana now having a tanned look rather than the original dark African American complexion seen in 2009 (Brucculieri). This reinforces an ideology that being white is superior. Every princess in our sample has thick and healthy long hair, the predominant colour being blonde. Their eyes are mostly blue, with only three possessing a dark colour, a factor which reinforces the characteristics and representation of white ethnic groups. Their eyes are also big and bulbous in shape, with large irises and pupils, and extraordinarily long eyelashes that create an almost child-like look of innocence that matches their young age. These princesses have an average age of sixteen years and are always naïve, most without formal education or worldly experience, and they have additional distinctive traits which include poise, elegance and other desired feminine characteristics – like kindness and purity. Ehrenreich and Orenstein note that the physical attributes of the Disney princesses are so evident that the creators have drawn criticism for over-glamorising them, and for their general passiveness and reliance on men for their happiness. Essentially, these women are created in the image of the ultimate male fantasy, where an increased value is placed on the virginal look, followed by a perfect tiny body and an ability to follow basic instructions. The slim bodies of these princesses are disproportionate, and include long necks, demure shoulders, medium- to large-sized perky breasts, with tiny waists, wrists, ankles and feet. Thus, it can be argued that the main theme for those within the princess bubble is their physical body and beauty, and the importance of being attractive to achieve success. The importance of the physical form is so valued that the first blessing given by the fairies to Aurora from Sleeping Beauty is the gift of physical beauty (Rutherford). Furthermore, Tanner et al. argue that the "images of love at first sight in the films encourage the belief that physical appearance is the most important thing", and these fairy tales often reflect a pattern that the prince cannot help but to instantly fall in love with these women because they are so striking. In some instances, like the stories of Cinderella and Snow White, these princesses have not uttered a single word to their prince before these men fall unconditionally and hopelessly in love. Cinderella need only to turn up at the ball as the best dressed (Parks), while Snow White must merely “wait prettily, because someday her prince will come" (Inge) to reestablish her as royalty. Disney emphasises that these princesses win their man solely on the basis that they are the most beautiful girls in the land. In Sleeping Beauty, the prince overhears Aurora’s singing and that sets his heart aflame to the point of refusing to wed the woman chosen for him at birth by the king. Fortunately, she is one and the same person, so the patriarchy survives, but this idea of beauty, and of 'love at first sight', continues to be a central part of Disney movies today, and shows that “Disney Films are vehicles of powerful gender ideologies” (Hairianto). These princesses within the bubble of perfection have priority placed on their physical and sexual beauty (Dietz), formulating a kind of ‘beauty contest motif’. Examples include Gaston, who does not love Belle in Beauty and the Beast, but simply wants her as his trophy wife because he deems her to be the most beautiful girl in the town. Ariel, from The Little Mermaid, looks as if she "was modeled after a slightly anorexic Barbie doll with thin waist and prominent bust. This representation portrays a dangerous model for young women" (Zarranz). The sexualisation of the characters continues as Jasmine has “a delicate nose and small mouth" (Lacroix), with a dress that can be considered as highly sexualised and unsuitable for a girl of sixteen (Lacroix). In Tangled, Rapunzel is held hostage in the tower by Mother Gothel because she is ‘as fragile as a flower’ and needs to be ‘kept safe’ from the harms in the world. But it is her beauty that scares the witch the most, because losing Rapunzel would leave the old woman without her magical anti-aging hair. She uses scare tactics to ensure that Rapunzel remains unseen to the world. These examples are all variations of the beauty theme, as the princesses all fall within narrow and predictable tropes of love at first sight where the woman is rescued and initiated into womanhood by being chosen by a man. Disney’s Progressive Representation? At times Disney’s portrayal of princesses appears illusively progressive, by introducing new and different variations of princesses into the fold – such as Merida in the 2012 film Brave. Unfortunately, this is merely an illusion as the ‘body-perfect’ image remains an all-important ideal to snare a prince. Merida, the young and spirited teenage princess, begins her tale determined not to conform to the desired standards set for a woman of her standing; however, when the time comes for her to be married, there is no negotiating with her mother, the queen, on dress compliance. Merida is clothed against her will to re-identify her in the manner which her parents deem appropriate. Her ability to express her identity and individuality removed, now replaced by a masked version, and thus with the true Merida lost in this transformation, her parents consider Merida to be of renewed merit and benefit to the family. This shows that Disney remains unchanged in its depiction of who may ‘fit’ within the princess bubble, because the rubric is unchanged on how to win the heart of the man. In fact, this film is possibly more troublesome than the rest because it clearly depicts her parents to deem her to be of more value only after her mother has altered her physical appearance. It is only after the total collapse of the royal family that King Fergus has a change of patriarchal heart, and in fact Disney does not portray this rumpled, ripped-sleeved version of the princess in its merchandising campaign. While the fantasy of fairy tales provides enthralling adventures that always end in happiness for the pretty princesses that encounter them, consideration must be given to all those women who have not met the standard and are left in their wake. If women do not conform to the standards of representation, they are presented as outcasts, and happiness eludes them. Cinderella, for example, has two ugly stepsisters, who, no matter how hard they might try, are unable to match her in attractiveness, kindness, or grace. Disney has embraced and not shunned Perrault’s original retelling of the tale, by ensuring that these stepsisters are ugly. They have not been blessed with any attributes whatsoever, and cannot sing, dance, or play music; nor can they sew, cook, clean, or behave respectably. These girls will never find a suitor, let alone a prince, no matter how eager they are to do so. On the physical comparison, Anastasia and Drizella have bodies that are far more rounded and voluptuous, with feet, for example, that are more than double the size of Cinderella’s magical slipper. These women clearly miss the parameters of our princess bubble, emphasising that Disney is continuing to promote dangerous narratives that could potentially harm young audience conceptions of femininity at an important period in their development. Therefore, despite the ‘progressive’ strides made by Disney in response to the vast criticism of their earlier films, the agency afforded to their new generation of princesses does not alter the fact that success comes to those who are beautiful. These beautiful people continue to win every time. Furthermore, Hairianto has found that it is not uncommon for the media to directly or indirectly promote “mental models of how a woman should look, speak and interact with others”, and that Disney uses its pervasive princess influence “to shape perceptions of female identity and desirability. Females are made to measure themselves against the set of values that are meted out by the films” (Hairianto). In the 2017 film Beauty and the Beast, those outside of the princess bubble are seen in the characters of the three maidens from the village who are always trying to look their very best in the hope of attracting Gaston (Rutherford). Gaston is not only disinterested but shows borderline contempt at their glances by permitting his horse to spray mud and dirt all over their fine clothing. They do not meet the beauty standard set, and instead of questioning his cruelty, the audience is left laughing at the horse’s antics. Interestingly, the earlier version of Disney’s Beauty and the Beast portrays these maidens as blonde, slim, and sexy, closely fitting the model of beauty displayed in our princess bubble; however, none match the beauty of Belle, and are therefore deemed inferior. In this manner, Disney is being irresponsible, placing little interest in the psychological ‘safety’ or affect the messages have upon young girls who will never meet these expectations (Ehrenreich; Best and Lowney; Orenstein). Furthermore, bodies are shaped and created by culture. They are central to self-identity, becoming a projection of how we see ourselves. Grosz (xii) argues that our notions of our bodies begin in physicality but are forever shaped by our interactions with social realities and cultural norms. The media are constantly filled with images that “glorify and highlight some kinds of bodies (for example, the young, able-bodied and beautiful) while ignoring or condemning others” (Jones 193), and these influences on gender, ethnicity, sexuality, race, and religion within popular culture therefore play a huge part in identity creation. In Disney films, the princess bubble constantly sings the same song, and “children view these stereotypical roles as the right and only way to behave” (Ewert). In The Princess and the Frog, Tiana’s friend Charlotte is so desperate to ‘catch’ a prince that "she humorously over-applies her makeup and adjusts her ball gown to emphasize her cleavage" (Breaux), but the point is not lost. Additionally, “making sure that girls become worthy of love seems central to Disney’s fairy tale films” (Rutherford 76), and because their fairy tales are so pervasive and popular, young viewers receive a consistent message that being beautiful and having a tiny doll-like body type is paramount. “This can be destructive for developing girls’ views and images of their own bodies, which are not proportioned the way that they see on screen” (Cordwell 21). “The strongly gendered messages present in the resolutions of the movies help to reinforce the desirability of traditional gender conformity” (England et al. 565). Conclusion The princess bubble is a phenomenon that has been seen in Disney’s representation of female characters for decades. Within this bubble there is a narrow range of representation permitted, and attempts to make the characters more progressive have instead resulted in narrow and restrictive constraints, reinforcing dangerous female stereotypes. Kilmer suggests that ultimately these representations fail to break away from “hegemonic assumptions about gender norms, class boundaries, and Caucasian privileging”. Ultimately this presents audiences with strong and persuasive messages about gender performance. Audiences conform their bodies to societal ‘rules’: “as to how we ‘wear’ and ‘use’ our bodies” (Richardson and Locks x), including for example how we should dress, what we should weigh, and how to become popular. In our global hypermediated society, viewers are constantly exposed to princesses and other appropriate bodies. These become internalised ideals and aid in positive and negative thoughts and self-identity, which in turn creates additional pressure on the female body in particular. The seemingly innocent stories with happy outcomes are therefore unrealistic and ultimately excluding of those who cannot or will not ‘fit into the princess bubble’. The princess bubble, we argue, is therefore predictable and restrictive, promoting female passiveness and a reliance of physical traits over intelligence. The dominance of beauty over all else remains the road to female success in the Disney fairy tale film. References Beauty and the Beast. Dirs. Gary Trousdale and Kirk Wise. Walt Disney Productions, 1991. Film. Beauty and the Beast. Dir. Bill Condon. Walt Disney Pictures, 2017. Film. Best, Joel, and Kathleen S. Lowney. “The Disadvantage of a Good Reputation: Disney as a Target for Social Problems Claims.” The Sociological Quarterly 50 (2009): 431–449. doi:10.1111/j.1533-8525.2009.01147.x. Brave. Dirs. Mark Andrews and Brenda Chapman. Walt Disney Pictures, 2012. Film. Breaux, Richard, M. “After 75 Years of Magic: Disney Answers Its Critics, Rewrites African American History, and Cashes in on Its Racist Past.” Journal of African American Studies 14 (2010): 398-416. Cinderella. Dirs. Clyde Geronimi, Wilfred Jackson, and Hamilton Luske. Walt Disney Productions, 1950. Film. Collins, Rebecca L. “Content Analysis of Gender Roles in Media: Where Are We Now and Where Should We Go?” Sex Roles 64 (2011): 290–298. doi:10.1007/s11199-010-9929-5. Cordwell, Caila Leigh. The Shattered Slipper Project: The Impact of the Disney Princess Franchise on Girls Ages 6-12. Honours thesis, Southeastern University, 2016. Coyne, Sarah M., Jennifer Ruh Linder, Eric E. Rasmussen, David A. Nelson, and Victoria Birkbeck. “Pretty as a Princess: Longitudinal Effects of Engagement with Disney Princesses on Gender Stereotypes, Body Esteem, and Prosocial Behavior in Children.” Child Development 87.6 (2016): 1–17. Dietz, Tracey, L. “An Examination of Violence and Gender Role Portrayals in Video Games: Implications for Gender Socialization and Aggressive Behavior.” Sex Roles 38 (1998): 425–442. doi:10.1023/a:1018709905920. England, Dawn Elizabeth, Lara Descartes, and Melissa A. Collier-Meek. "Gender Role Portrayal and the Disney Princesses." Sex Roles 64 (2011): 555-567. Ewert, Jolene. “A Tale as Old as Time – an Analysis of Negative Stereotypes in Disney Princess Movies.” Undergraduate Research Journal for the Human Sciences 13 (2014). Grosz, Elizabeth. Volatile Bodies. London, Routledge, 1994. Inge, M. Thomas. “Art, Adaptation, and Ideology: Walt Disney's Snow White and the Seven Dwarfs.” Journal of Popular Film and Television 32.3 (2004): 132-142. Jones, Meredith. “The Body in Popular Culture.” Being Cultural. Ed. Bruce M.Z. Cohen. Auckland University, 2012. 193-210. Kilmer, Alyson. Moving Forward? Problematic Ideology in Twenty-First Century Fairy Tale Films. Central Washington University, 2015. Lacroix, Celeste. “Images of Animated Others: The Orientalization of Disney's Cartoon Heroines from The Little Mermaid to The Hunchback of Notre Dame.” Popular Communications 2.4 (2004): 213-229. Little Mermaid, The. Dirs. Ron Clements and John Musker. Walt Disney Pictures, 1989. Film. Maggi, Armando. Preserving the Spell: Basile's "The Tale of Tales" and Its Afterlife in the Fairy-Tale Tradition. Chicago: University of Chicago Press, 2015. Orenstein, Peggy. Cinderella Ate My Daughter: Dispatches from the Front Lines of the New Girlie-Girl Culture. New York: HarperCollins, 2011. Parks, Kari. Mirror, Mirror: A Look at Self-Esteem & Disney Princesses. Honours thesis. Ball State University, 2012. Pinocchio. Dirs. Hamilton Luske, Ben Sharpsteen, Wilfred Jackson, Jack Kinney, Norm Ferguson, Bill Roberts, and T. Lee. Walt Disney Productions, 1940. Film. Princess and the Frog, The. Dirs. Ron Clements and John Musker. Walt Disney Pictures, 2009. Film. Richardson, Niall, and Adam Locks. Body Studies: The Basics. Routledge, 2014. Rutherford, Amanda M. Happily Ever After? A Critical Examination of the Gothic in Disney Fairy Tale Films. Auckland University of Technology, 2020. Sleeping Beauty. Dirs. Clyde Geronimi, Eric Larson, Wolfgang Reitherman, and Les Clark. Walt Disney Productions, 1959. Film. Smith, Stacey L., Katherine M. Pieper, Amy Granados, and Mark Choueite. “Assessing Gender-Related Portrayals in Topgrossing G-Rated Films.” Sex Roles 62 (2010): 774–786. Snow White and The Seven Dwarfs. Dirs. David Hand, Wilfred Jackson, Ben Sharpsteen, William Cottrell, Perce Pearce, and Larry Morey. Walt Disney Productions, 1937. Film. Tangled. Dirs. Nathan Greno and Byron Howard. Walt Disney Pictures, 2010. Film. Tanner, Litsa RenÉe, Shelley A. Haddock, Toni Schindler Zimmerman, and Lori K. Lund. “Images of Couples and Families in Disney Feature-Length Animated Films.” The American Journal of Family Therapy 31 (2003): 355-373. Warner, Marina. Fantastic Metamorphoses, Other Worlds. London: Oxford UP, 2002. Wasko, Janet. Understanding Disney: The Manufacture of Fantasy. Polity Press, 2001. Wohlwend, Karen E. “Damsels in Discourse: Girls Consuming and Producing Identity Texts through Disney Princess Play.” Reading Research Quarterly 44.1 (2009): 57-83. Zarranaz, L. Garcia. “Diswomen Strike Back? The Evolution of Disney's Femmes in the 1990s.” Atenea 27.2 (2007) 55-65.

If I find out that you have bought a $90 red light sabre, Tara, well there's going to be trouble. -- Kevin Brabazon A few Saturdays ago, my 71-year old father tried to convince me of imminent responsibilities. As I am considering the purchase of a house, there are mortgages, bank fees and years of misery to endure. Unfortunately, I am not an effective Big Picture Person. The lure of the light sabre is almost too great. For 30 year old Generation Xers like myself, it is more than a cultural object. It is a textual anchor, and a necessary component to any future history of the present. Revelling in the aura of the Australian release for Star Wars: The Phantom Menace, this paper investigates popular memory, an undertheorised affiliation between popular culture and cultural studies.1 The excitement encircling the Star Wars prequel has been justified in terms of 'hype' or marketing. Such judgements frame the men and women cuing for tickets, talking Yodas and light sabres as fools or duped souls who need to get out more. My analysis explores why Star Wars has generated this enthusiasm, and how cultural studies can mobilise this passionate commitment to consider notions of popularity, preservation and ephemerality. We'll always have Tattooine. Star Wars has been a primary popular cultural social formation for a generation. The stories of Luke Skywalker, Princess Leia, Han Solo, Chewbacca, Darth Vader, Yoda, C-3PO and R2D2 offer an alternative narrative for the late 1970s and 1980s. It was a comfort to have the Royal Shakespearian tones of Alec Guinness confirming that the Force would be with us, through economic rationalism, unemployment, Pauline Hanson and Madonna discovering yoga. The Star Wars Trilogy, encompassing A New Hope, The Empire Strikes Back and Return of the Jedi, was released between 1977 and 1983. These films have rarely slipped from public attention, being periodically 'brought back' through new cinematic and video releases. The currency of Star Wars is matched with the other great popular cultural formations of the post-war period: the James Bond series and Star Trek. One reason for the continued success of these programmes is that other writers, film makers and producers cannot leave these texts alone. Bond survives not only through Pierce Brosnan's good looks, but the 'Hey Baby' antics of Austin Powers. Star Trek, through four distinct series, has become an industry that will last longer than Voyager's passage back from the Delta Quadrant. Star Wars, perhaps even more effectively than the other popular cultural heavyweights, has enmeshed itself into other filmic and televisual programming. Films like Spaceballs and television quizzes on Good News Week keep the knowledge system and language current and pertinent.2 Like Umberto Eco realised of Casablanca, Star Wars is "a living example of living textuality" (199). Both films are popular because of imperfections and intertextual archetypes, forming a filmic quilt of sensations and affectivities. Viewers are aware that "the cliches are talking among themselves" (Eco 209). As these cinematic texts move through time, the depth and commitment of these (con)textual dialogues are repeated and reinscribed. To hold on to a memory is to isolate a moment or an image and encircle it with meaning. Each day we experience millions of texts: some are remembered, but most are lost. Some popular cultural texts move from ephemera to popular memory to history. In moving beyond individual reminiscences -- the personal experiences of our lifetime -- we enter the sphere of popular culture. Collective or popular memory is a group or community experience of a textualised reality. For example, during the Second World War, there were many private experiences, but certain moments arch beyond the individual. Songs by Vera Lynn are fully textualised experiences that become the fodder for collective memory. Similarly, Star Wars provides a sense-making mechanism for the 1980s. Like all popular culture, these texts allow myriad readership strategies, but there is collective recognition of relevance and importance. Popular memory is such an important site because it provides us, as cultural critics, with a map of emotionally resonant sites of the past, moments that are linked with specific subjectivities and a commonality of expression. While Star Wars, like all popular cultural formations, has a wide audience, there are specific readings that are pertinent for particular groups. To unify a generation around cultural texts is an act of collective memory. As Harris has suggested, "sometimes, youth does interesting things with its legacy and creatively adapts its problematic into seemingly autonomous cultural forms" (79). Generation X refers to an age cohort born between the mid-1960s and the mid-1970s. Finally cultural studies theorists have found a Grail subculture. Being depthless, ambivalent, sexually repressed and social failures, Xers are a cultural studies dream come true. They were the children of the media revolution. Star Wars is integral to this textualised database. A fan on the night of the first screening corrected a journalist: "we aren't Generation X, we are the Star Wars generation" (Brendon, in Miller 9). An infatuation and reflexivity with the media is the single framework of knowledge in which Xers operate. This shared understanding is the basis for comedy, and particularly revealed (in Australia) in programmes like The Panel and Good News Week. Television themes, lines of film dialogue and contemporary news broadcasts are the basis of the game show. The aesthetics of life transforms television into a real. Or, put another way, "individual lives may be fragmented and confused but McDonald's is universal" (Hopkins 17). A group of textual readers share a literacy, a new way of reading the word and world of texts. Nostalgia is a weapon. The 1990s has been a decade of revivals: from Abba to skateboards, an era of retro reinscription has challenged linear theories of history and popular culture. As Timothy Carter reveals, "we all loved the Star Wars movies when we were younger, and so we naturally look forward to a continuation of those films" (9). The 1980s has often been portrayed as a bad time, of Thatcher and Reagan, cold war brinkmanship, youth unemployment and HIV. For those who were children and (amorphously phrased) 'young adults' of this era, the popular memory is of fluorescent fingerless gloves, Ray Bans, 'Choose Life' t-shirts and bubble skirts. It was an era of styling mousse, big hair, the Wham tan, Kylie and Jason and Rick Astley's dancing. Star Wars action figures gave the films a tangibility, holding the future of the rebellion in our hands (literally). These memories clumsily slop into the cup of the present. The problem with 'youth' is that it is semiotically too rich: the expression is understood, but not explained, by discourses as varied as the educational system, family structures, leisure industries and legal, medical and psychological institutions. It is a term of saturation, where normality is taught, and deviance is monitored. All cultural studies theorists carry the baggage of the Birmingham Centre into any history of youth culture. The taken-for-granted 'youth as resistance' mantra, embodied in Resistance through Rituals and Subculture: The Meaning of Style, transformed young people into the ventriloquist's puppet of cultural studies. The strings of the dancing, smoking, swearing and drinking puppet took many years to cut. The feminist blade of Angela McRobbie did some damage to the fraying filaments, as did Dick Hebdige's reflexive corrections in Hiding in the Light. However, the publications, promotion and pedagogy of Gen X ended the theoretical charade. Gen X, the media sophisticates, played with popular culture, rather than 'proper politics.' In Coupland's Generation X, Claire, one of the main characters believed that "Either our lives become stories, or there's just no way to get through them." ... We know that this is why the three of us left our lives behind us and came to the desert -- to tell stories and to make our own lives worthwhile tales in the process. (8) Television and film are part of this story telling process. This intense connection generated an ironic and reflexive literacy in the media. Television became the basis for personal pleasures and local resistances, resulting in a disciplined mobilisation of popular cultural surfaces. Even better than the real thing. As the youngest of Generation Xers are now in their late twenties, they have moved from McJobs to careers. Robert Kizlik, a teacher trainer at an American community college expressed horror as the lack of 'commonsensical knowledge' from his new students. He conducted a survey for teachers training in the social sciences, assessing their grasp of history. There was one hundred percent recognition of such names as Madonna, Mike Tyson, and Sharon Stone, but they hardly qualify as important social studies content ... . I wondered silently just what it is that these students are going to teach when they become employed ... . The deeper question is not that we have so many high school graduates and third and fourth year college students who are devoid of basic information about American history and culture, but rather, how, in the first place, these students came to have the expectations that they could become teachers. (n. pag.) Kizlik's fear is that the students, regardless of their enthusiasm, had poor recognition of knowledge he deemed significant and worthy. His teaching task, to convince students of the need for non-popular cultural knowledges, has resulted in his course being termed 'boring' or 'hard'. He has been unable to reconcile the convoluted connections between personal stories and televisual narratives. I am reminded (perhaps unhelpfully) of one of the most famous filmic teachers, Mr Holland. Upon being attacked by his superiors for using rock and roll in his classes, he replied that he would use anything to instil in his students a love of music. Working with, rather than against, popular culture is an obvious pedagogical imperative. George Lucas has, for example, confirmed the Oprahfied spirituality of the current age. Obviously Star Wars utilises fables, myths3 and fairy tales to summon the beautiful Princess, the gallant hero and the evil Empire, but has become something more. Star Wars slots cleanly into an era of Body Shop Feminism, John Gray's gender politics and Rikki Lake's relationship management. Brian Johnson and Susan Oh argued that the film is actually a new religion. A long time ago in a galaxy far far away -- late 1970s California -- the known universe of George Lucas came into being. In the beginning, George created Star Wars. And the screen was without form, and void. And George said, 'Let there be light', and there was Industrial Light and Magic. And George divided the light from the darkness, with light sabres, and called the darkness the Evil Empire.... And George saw that it was good. (14) The writers underestimate the profound emotional investment placed in the trilogy by millions of people. Genesis narratives describe the Star Wars phenomenon, but do not analyse it. The reason why the films are important is not only because they are a replacement for religion. Instead, they are an integrated component of popular memory. Johnson and Oh have underestimated the influence of pop culture as "the new religion" (14). It is not a form of cheap grace. The history of ideas is neither linear nor traceable. There is no clear path from Plato to Prozac or Moses to Mogadon. Obi-Wan Kenobi is not a personal trainer for the ailing spirituality of our age. It was Ewan McGregor who fulfilled the Xer dream to be the young Obi Wan. As he has stated, "there is nothing cooler than being a Jedi knight" (qtd. in Grant 15). Having survived feet sawing in Shallow Grave and a painfully large enema in Trainspotting, there are few actors who are better prepared to carry the iconographic burden of a Star Wars prequel. Born in 1971, he is the Molly Ringwall of the 1990s. There is something delicious about the new Obi Wan, that hails what Hicks described as "a sense of awareness and self- awareness, of detached observation, of not taking things seriously, and a use of subtle dry humour" (79). The metaphoric light sabre was passed to McGregor. The pull of the dark side. When fans attend The Phantom Menace, they tend to the past, as to a loved garden. Whether this memory is a monument or a ruin depends on the preservation of the analogue world in the digital realm. The most significant theoretical and discursive task in the present is to disrupt the dual ideologies punctuating the contemporary era: inevitable technological change and progress.4 Only then may theorists ponder the future of a digitised past. Disempowered groups, who were denied a voice and role in the analogue history of the twentieth century, will have inequalities reified and reinforced through the digital archiving of contemporary life. The Web has been pivotal to the new Star Wars film. Lucasfilm has an Internet division and an official Website. Between mid November and May, this site has been accessed twenty million times (Gallott 15). Other sites, such as TheForce.net and Countdown to Star Wars, are a record of the enthusiasm and passion of fans. As Daniel Fallon and Matthew Buchanan have realised, "these sites represent the ultimate in film fandom -- virtual communities where like-minded enthusiasts can bathe in the aura generated by their favourite masterpiece" (27). Screensavers, games, desktop wallpaper, interviews and photo galleries have been downloaded and customised. Some ephemeral responses to The Phantom Menace have been digitally recorded. Yet this moment of audience affectivity will be lost without a consideration of digital memory. The potentials and problems of the digital and analogue environments need to be oriented into critical theories of information, knowledge, entertainment and pleasure. The binary language of computer-mediated communication allows a smooth transference of data. Knowledge and meaning systems are not exchanged as easily. Classifying, organising and preserving information make it useful. Archival procedures have been both late and irregular in their application.5 Bocher and Ihlenfeldt assert that 2500 new web sites are coming on-line every day ("A Higher Signal-to-Noise Ratio"). The difficulties and problems confronting librarians and archivists who wish to preserve digital information is revealed in the Australian government's PADI (Preserving Access to Digital Information) Site. Compared with an object in a museum which may lie undisturbed for years in a storeroom, or a book on a shelf, or even Egyptian hieroglyd on the wall of a tomb, digital information requires much more active maintenance. If we want access to digital information in the future, we must plan and act now. (PADI, "Why Preserve Access to Digital Information?") phics carve The speed of digitisation means that responsibility for preserving cultural texts, and the skills necessary to enact this process, is increasing the pressure facing information professionals. An even greater difficulty when preserving digital information is what to keep, and what to release to the ephemeral winds of cyberspace. 'Qualitative criteria' construct an historical record that restates the ideologies of the powerful. Concerns with quality undermine the voices of the disempowered, displaced and decentred. The media's instability through technological obsolescence adds a time imperative that is absent from other archival discussions.6 While these problems have always taken place in the analogue world, there was a myriad of alternative sites where ephemeral material was stored, such as the family home. Popular cultural information will suffer most from the 'blind spots' of digital archivists. While libraries rarely preserve the ephemera of a time, many homes (including mine) preserve the 'trash' of a culture. A red light sabre, toy dalek, Duran Duran posters and a talking Undertaker are all traces of past obsessions and fandoms. Passion evaporates, and interests morph into new trends. These objects remain in attics, under beds, in boxes and sheds throughout the world. Digital documents necessitate a larger project of preservation, with great financial (and spatial) commitments of technology, software and maintenance. Libraries rarely preserve the ephemera -- the texture and light -- of the analogue world. The digital era reduces the number of fan-based archivists. Subsequently forfeited is the spectrum of interests and ideologies that construct the popular memory of a culture. Once bits replace atoms, the recorded world becomes structured by digital codes. Only particular texts will be significant enough to store digitally. Samuel Florman stated that "in the digital age nothing need be lost; do we face the prospect of drowning in trivia as the generations succeed each other?" (n. pag.) The trivia of academics may be the fodder (and pleasures) of everyday life. Digitised preservation, like analogue preservation, can never 'represent' plural paths through the past. There is always a limit and boundary to what is acceptable obsolescence. The Star Wars films suggests that "the whole palette of digital technology is much more subtle and supple; if you can dream it, you can see it" (Corliss 65). This film will also record how many of the dreams survive and are archived. Films, throughout the century, have changed the way in which we construct and remember the past. They convey an expressive memory, rather than an accurate history. Certainly, Star Wars is only a movie. Yet, as Rushkoff has suggested, "we have developed a new language of references and self-references that identify media as a real thing and media history as an actual social history" (32). The build up in Australia to The Phantom Menace has been wilfully joyful. This is a history of the present, a time which I know will, in retrospect, be remembered with great fondness. It is a collective event for a generation, but it speaks to us all in different ways. At ten, it is easy to be amazed and enthralled at popular culture. By thirty, it is more difficult. When we see Star Wars, we go back to visit our memories. With red light sabre in hand, we splice through time, as much as space. Footnotes The United States release of the film occurred on 19 May 1999. In Australia, the film's first screenings were on 3 June. Many cinemas showed The Phantom Menace at 12:01 am, (very) early Thursday morning. The three main players of the GNW team, Paul McDermott, Mikey Robbins and Julie McCrossin, were featured on the cover of Australia's Juice magazine in costumes from The Phantom Menace, being Obi-Wan, Yoda and Queen Amidala respectively. Actually, the National Air and Space Museum had a Star Wars exhibition in 1997, titled "Star Wars: The Magic of Myth". For example, Janet Collins, Michael Hammond and Jerry Wellington, in Teaching and Learning with the Media, stated that "the message is simple: we now have the technology to inform, entertain and educate. Miss it and you, your family and your school will be left behind" (3). Herb Brody described the Net as "an overstuffed, underorganised attic full of pictures and documents that vary wildly in value", in "Wired Science". The interesting question is, whose values will predominate when the attic is being cleared and sorted? This problem is extended because the statutory provision of legal deposit, which obliges publishers to place copies of publications in the national library of the country in which the item is published, does not include CD-ROMs or software. References Bocher, Bob, and Kay Ihlenfeldt. "A Higher Signal-to-Noise Ratio: Effective Use of WebSearch Engines." State of Wisconsin Department of Public Instruction Website. 13 Mar. 1998. 15 June 1999 <http://www.dpi.state.wi.us/dpi/dlcl/lbstat/search2.php>. Brody, Herb. "Wired Science." Technology Review Oct. 1996. 15 June 1999 <http://www.techreview.com/articles/oct96/brody.php>. Carter, Timothy. "Wars Weary." Cinescape 39 (Mar./Apr. 1999): 9. Collins, Janet, Michael Hammond, and Jerry Wellington. Teaching and Learning with Multimedia. London: Routledge, 1997. Corliss, Richard. "Ready, Set, Glow!" Time 18 (3 May 1999): 65. Count Down to Star Wars. 1999. 15 June 1999 <http://starwars.countingdown.com/>. Coupland, Douglas. Generation X. London: Abacus, 1991. Eco, Umberto. Travels in Hyper-Reality. London: Picador, 1987. Fallon, Daniel, and Matthew Buchanan. "Now Screening." Australian Net Guide 4.5 (June 1999): 27. Florman, Samuel. "From Here to Eternity." MIT's Technology Review 100.3 (Apr. 1997). Gallott, Kirsten. "May the Web Be with you." Who Weekly 24 May 1999: 15. Grant, Fiona. "Ewan's Star Soars!" TV Week 29 May - 4 June 1999: 15. Hall, Stuart, and Tony Jefferson, eds. Resistance through Rituals. London: Hutchinson, 1976. Harris, David. From Class Struggle to the Politics of Pleasure: the Effects of Gramscianism on Cultural Studies. London: Routledge, 1992. Hebdige, Dick. Hiding in the Light. London: Routledge, 1988. Hopkins, Susan. "Generation Pulp." Youth Studies Australia Spring 1995. Johnson, Brian, and Susan Oh. "The Second Coming: as the Newest Star Wars Film Illustrates, Pop Culture Has Become a New Religion." Maclean's 24 May 1999: 14-8. Juice 78 (June 1999). Kizlik, Robert. "Generation X Wants to Teach." International Journal of Instructional Media 26.2 (Spring 1999). Lucasfilm Ltd. Star Wars: Welcome to the Official Site. 1999. 15 June 1999 <http://www.starwars.com/>. Miller, Nick. "Generation X-Wing Fighter." The West Australian 4 June 1999: 9. PADI. "What Digital Information Should be Preserved? Appraisal and Selection." Preserving Access to Digital Information (PADI) Website. 11 March 1999. 15 June 1999 <http://www.nla.gov.au/padi/what.php>. PADI. "Why Preserve Access to Digital Information?" Preserving Access to Digital Information (PADI) Website. <http://www.nla.gov.au/padi/why.php>. Rushkoff, Douglas. Media Virus. Sydney: Random House, 1994. Citation reference for this article MLA style: Tara Brabazon. "A Red Light Sabre to Go, and Other Histories of the Present." M/C: A Journal of Media and Culture 2.4 (1999). [your date of access] <http://www.uq.edu.au/mc/9906/sabre.php>. Chicago style: Tara Brabazon, "A Red Light Sabre to Go, and Other Histories of the Present," M/C: A Journal of Media and Culture 2, no. 4 (1999), <http://www.uq.edu.au/mc/9906/sabre.php> ([your date of access]). APA style: Tara Brabazon. (1999) A red light sabre to go, and other histories of the present. M/C: A Journal of Media and Culture 2(4). <http://www.uq.edu.au/mc/9906/sabre.php> ([your date of access]).

We are our own subjects. How our subjectivity becomes entangled in the lives of others is and has always been our topic. (Denzin 27)This article reflects on the process of disclosing the ethnographic self, particularly in relation to the use of e-mails and social networking sites, such as Facebook. Previous work has examined virtual ethnography as the main research method or its place within a mixed method approach (Orgad; Hine, Virtual Ethnography; Fay; Greschke). My focus lies on the voluntary and involuntary intertwining of physical ethnographic work (i.e. going to a specific location to immerse oneself in a culture) and the virtual relations formed with informants in the course of such fieldwork. Connecting with informants on Facebook has brought a new dimension to the active approach of impression management that is encouraged in traditional texts on ethnography and participant observation (Hammersley and Atkinson; Taylor and Bogdan; Ellen). Examples are drawn from my experience of three phases of geographically located fieldwork for my thesis on Spanish- and English-language media and the Cuban-American community in Miami, Florida, and from online “repercussions” of my physical presence in the field.In an ideal (research) world, the process of immersing oneself in a culture, studying and understanding its values, dynamics and symbolism is paired with professional and personal distance and reflexivity. Most of the time, the reality of fieldwork does not adhere to this ideal (Kleinman and Copp). Data collection does not take place in a void. On the contrary, it is a personal, emotional, embodied and challenging experience in which the researcher’s persona is highly involved: “If informants are people and have rights that affect ethical practice, ethnographers are also human and have identities that affect research practice” (Brewer 99).The researcher’s identity has a strong influence on the research process, but the same holds true the other way around. Ethnographic encounters have an effect on the ethnographer’s sense of identity or sense of self. The researcher’s identity, just like the informant’s, is ever-changing and in a constant process of negotiation that continues throughout the ethnographic experience. As Sarah Pink (47) points out, individuals not only position themselves and their identity in relation to others, but also in relation to objects and discourses (see also: Miller).Therefore the process of relating to the field does not end with physically removing oneself from it (Coffey). Dealing, relating and “coming to terms” with the field and those we encounter is much more complex. The assumption made that the researcher would not be influenced by this, meaning that the field has no impact whatsoever on the one collecting data, has been challenged severely, often by feminist scholars among others, over the past decades (Hey; Roberts; Berger).Establishing and positioning oneself and one’s role in the field can be a daunting process (Lindner). It can be informed by fears of acceptance, uncertainties about conventions not (fully) understood yet and the underlying dynamics one still hopes to uncover. The process of role(s) and identity negotiation of the researcher in the field goes on when writing the field, going through field notes and making sense of what we have experienced (Okely). So even though strict temporal and spatial boundaries might never have existed to the extent ethnography textbooks would have us believe, the use of e-mails and social networking sites have brought the field even closer to home. I have structured the following reflections on disclosing the ethnographic self in face-to-face conversations, that is, exposures made while being physically present in the field, and those taking place online. However, it is worth remembering that this is an artificial distinction as they are clearly interlinked and can overlap in time. Disclosure in Face-to-Face ConversationsWith establishing and negotiating one’s identity in the field and fieldwork relations comes the question of how much to disclose of oneself. How much should informants know about me? There are obvious ethical requirements: Every researcher should be clear about scope and aim of the research project, institutional affiliations, the way data will be stored and used (Mauthner et al.). But beyond that, how much of myself do I have to expose? What stands in the way of a straight-forward answer is the undefined nature of relationships of those we meet in the field: “Fieldwork relationships are at once professional and personal, yet not necessarily readily characterized as either”(Coffey 39).Arguably, there is not one right way to proceed, as it depends on the kind of field the researcher is finding herself in, her personality, role, identity and the type of relationship she wishes to establish with informants. The process of relationship-building to the field as a whole as constructed in the ethnographer’s mind and to individuals in the field is of course ongoing and very likely to evolve and change over time. This applies not only to the relationships built but also to the researcher’s sense of self and how he or she relates to those encountered in the field. It is partly in and through these encounters that the researcher’s understanding of self is influenced, shaped and negotiated on a continual basis. During three phases of fieldwork in 2006, 2007 and 2008 I interviewed over 40 Hispanic journalists, media executives and active members of the Cuban-American community in Miami, Florida. How much was I willing to disclose of myself during these encounters and subsequent e-mail exchanges? Should I correct informants when they wrongly assumed I was British because I was based at a British institution? Do they need to know why I have chosen to research this particular topic and them as a group, why I was based at a Scottish university and what brought me to the U.K. in the first place? The answers were no secrets, but neither was I comfortable to share them with all informants I met in the field. Gender and age-related dynamics came into play here with the majority of interviewees being male and significantly older than me (Easterday). At times, I was uneasy when it came to talking about myself. While I defined the majority of my initial relations as mostly, though not entirely, professional, some interviewees did have a different take on this. In particular, I felt that one interviewee who after the interview started asking me personal questions about my move to Scotland, clearly overstepped an invisible line, although it would have been perfectly alright from my perspective to ask him questions similar, though different in tone, within the context of an interview. A further aspect of disclosure within the context of ethnographic work is the open discussion of the research process with informants. Although this can be very fruitful, it can also be source of scorn and end in closed doors, especially in the highly polarised field I was researching: Once interviews were finished, some interviewees would ask whom I had interviewed previously—maybe just out of interest, maybe to go on and suggest future interviewees. I had never considered in detail what kind of reactions interviewees might have by my naming of previous contacts because for one, reactions had so far been positive and secondly, all interviewees had some understanding of what research entails and that I would naturally want to speak to as many people and as many “sides” as possible. In one particular case, though, the interviewee showed clear disapproval of my talking to a journalist at a well-known Miami-based newspaper. At the time, I did not take this minor condemnation very seriously, but in retrospect it turned out that this interviewee could have been a valuable source for further information and contacts. It taught me that it is wise to hold my cards closer to my chest in such a sensitive environment. This does not mean, however, that secrecy and constant striving towards a neutral position is always the best way to proceed, nor a believable position to hold as Kloos (511) found out: “One of the clergymen in Eastern Flevoland asked me once: ‘Do you have any opinions of your own?’”Virtual Exposure and DisclosurePrevious studies underlined that relationships forged and maintained online mirror offline everyday-life contacts, interests, concerns and vice versa. (Castells; Miller and Slater) For ethnographers whose informants have ready Internet access, this can bring significant advantages as well as challenges. Contacting informants whom I had heard about but not yet met in person by e-mail proved an extremely useful approach. An e-mail allowed me to say a few words about myself and introduce my research project. If there was no response to the e-mail, I was much more comfortable to call the person at this stage—rather than before an e-mail had been sent. E-mails proved a very successful way in contacting informants, thanking people after the interview and exchanging further information that had been touched upon in conversation. What surprised me, however, was that e-mails were also used by interviewees to contact me months after I had been in touch with them and had physically left the field. On a couple of occasions, interviewees sent me information that they thought was essential for my research or, in fact, asked me to fill out a questionnaire and comment on matters relating to my research topic. My role in the field and my relation to informants had turned from researcher to research participant, or interviewee in this case.While e-mails offer a rather controlled environment when approaching informants, other information about the researcher might be more unpredictable and harder to control or manage. I sometimes found myself wondering what information about me informants would find when they Googled my name. How would they combine and make sense of their offline construction of me as a researcher with my virtual persona? And to which extent is impression management in the context of social networking sites feasible and perhaps to be recommended? Of course these questions do not solely apply in a research context. However, it is worth considering them in an effort of understanding the dynamics which underlie the research process. Even though my research methodology included an online component, such as the monitoring of selected blogs and discussion forums, the majority of the data was gathered in clearly defined periods of physical ethnographic work. The relationship that evolved via e-mails and on Facebook outside of fieldwork phases were initiated by informants. I could obviously have ignored these contacts, however, as someone involved in media research I thought it strange and discourteous not to respond or accept informants as “Friends,” while seeking them out offline.Disclosing (personal) information on Facebook can become a risky business due to the diverse relationship of the people merged through Facebook’s list of “Friends.” Facebook does not force users to define or distinguish between different types of relationships. In my role as a researcher, I have always been highly uneasy to put on detailed information about “What’s on my Mind,” the facility Facebook offers for bringing others up to date on what is happening in one’s life. Reporting to my “Friends,” including informants, that most of my time was spent struggling with the data I had gathered in the field, could undermine their view of me as a researcher and a person worth talking to. Apart from that, there were obvious faux-pas that I needed to avoid online. Joining a Ernesto “Che” Guevara Fan group—like wearing a ‘Che’ T-shirt or pin – is not a smart move when trying to build a relationship with Cuban exiles. But even expressing fairly main-stream political opinion did not seem a good idea. Without being aware of it at the time, I was trying to perform a “stable research self,” as opposed to a fragmented, continuously changing and relationally constructed one. Following Geertz’s line of thought, I furthermore hoped that “the natives” had a similar perspective to mine and would perceive me as the balanced, neutral researcher that I was trying to be (Geertz).Arguably, Facebook allows for personal information and entries to be hidden from some contacts. It gives users the option to group contacts, thereby specifying who gets to see what kind of information. However, all contacts can see all contacts, to allow for networking to take place. Given the politically-charged and polarised nature of the community I was researching—and keeping in mind the incident recounted above, with one informant disapproving of me talking to a certain journalist and subsequently breaking up all communication—being connected with some people can have unwelcome side-effects for the research process.Personal and intercultural variations when reading and making sense of social networking sites are a further aspect worth noting in this context. Dalsgaard (10-12) underlines the hierarchical nature which characterises the practical use of the Internet and often mirrors offline power constellations. Unlike earlier celebration of the horizontal communication devoid of power structures, Internet interaction reproduces and adds further stratifications and “forms of ranking—some hierarchical, some not”. This also holds true for the number of contacts on a social networking site:Networks consist of nodes, and in the ‘Facebook society’, every person is a node. But there are differences between nodes. Some are more central than others and function as the hub for many more transactions. Some may only have ten ‘connections’ or ‘friends’, while others may have several hundreds – notwithstanding that there is qualitative difference between relationships, that not all relationships are personal, that many ‘friends’ are perhaps what we would normally call acquaintances and so on. (Dalsgaard 10)Drawing on Goffman, Dalsgaard (12) argues that popularity on social networking sites, has a symbolic or performance-orientated character, as it can be safely assumed that not every contact is “an important relationship built on long-term mutual exchange of greetings, gifts, favours, opinions and so on.”Even the number of friends and contacts can be understood as disclosing something about ourselves. How many people from the field and from outside the field are on my list of contacts? Who is there and who is not? Which relations are not included, pursued online, kept secret or ignored? Concerns of how individual informants would read my Facebook profile have left me feeling uneasy while keeping my activities to a minimum. However, secrecy, inactivity—which is in a way an attempt of the impossible act of non-performance or disappearance, can be just as harmful as disclosure. During the time of research I kept wondering whether someone working towards a doctorate in communication studies should know how to “work” Facebook. My wariness of disclosing too much of myself, aspects of my identity that would threaten my performance as a “stable researcher self,” held other parts of my fragmented identity captive and disclosed. In a way, I was happy with the relational construction of myself as the doctoral researcher in face-to-face encounters, but online encounters, not initiated by myself, had a different quality to them. They led me to struggle with the authentic, stable and singular self that Facebook encourages people to present to the outside world.Concluding RemarksManaging and handling acts of disclosure in geographically located fieldwork has been explored in great depth in recent scholarship. Voluntary and involuntary disclosure of the researcher’s fragmented identity in the context of social networking sites is a new phenomenon, and an unexpected challenge for those who did not see virtual ethnography as part of their main methodology. Similar to the fading dichotomy of public/private, e-mails and social networking sites have torn down the temporal and spatial boundaries fieldwork and the performance of the ethnographic self has been associated with. For the researcher who is connected with informants on Facebook, or other social networking sites, this can mean an ongoing performance of the researcher’s role; a continuous relating and positioning to those encountered in the field. This process might fade out with the end of a project, turning the informant into an acquaintance, friend or someone who happens to be our “Friend” on Facebook but has little further impact on our life and sense of self. When researching a group of people with ready access to digital media, virtual ethnography should possibly be part of the mix from the start. Hine (Virtual Methods 8) has pointed out that defining what exactly ethnography entails is problematic in itself. Immersing oneself in the field can take many different forms. Ethnography as a method is flexible enough to encompass encountering informants on social networking sites. In itself, it is worth noting who is online, who is not and what kind of interaction the informant is looking for. However, gathering this type of information raises ethical questions about the research process. In my case, geographically located field work was considered and approved by the university’s ethics committee, but online encounters—outside the chosen methodology—were not covered. Dealings with research participants were therefore institutionally endorsed within temporal and spatial limits and this indisputably contributed to my sense of a professional research self. Being contacted by informants on a social networking site, significantly challenges this framework and clouds the terms of reference. Whose rules apply? Or are there no rules? Observing participants’ profiles as an add-on to previously collected data, though tempting it may be, seems not a good option. But then informants might monitor the researcher’s profile for their own purposes, be it general curiosity, entertainment, or simply an enjoyable free-time activity. Once again, traditional roles of researcher and researched are easily reversed in the online encounter. For the time being, ethical guidelines generally assume a situation in which the researcher in some form is seeking out the researched, not the other way around. With the proliferation of social networking sites and online encounters, standard institutional ethical protocols fall short here.Nonetheless, online encounters between researcher and researched also bear potential. Asymmetric power structures can shift with the informant being able to contact, construct the researcher and disclose aspects of the researcher’s identity, or rather online persona, on their own terms and in a less controlled environment. As the incidence recounted above shows, this can entail a role reversal which blurs the lines between researcher and researched and underlines the performative and relational aspect of self. Furthermore, this indicates a much more flexible approach to roles of the researcher and informant which allow for mutual disclosing and exchanging—if both parties are willing to let this happen. On the other hand, this potential shift in power does not absolve the researcher from the responsibility inherent in the research process. As with other aspects of ethnographic work, “there can be no set formulae, only broad guidelines, sensitive to specific cases” (Okely 32). The unexplored terrain and ongoing experimentation of integrating social networking sites into everyday life call for a heightened sense of reflexivity and ethical awareness in the research process.ReferencesBerger, Peter L. Invitation to Sociology. Harmondsworth: Penguin, 1966.Brewer, John. Ethnography. Buckingham: Open UP, 2000.Castells, Manuel. The Information Age: Economy, Society and Culture, Vol. 1, The Rise of the Network Society. Oxford: Blackwell, 2000.Coffey, Amanda. 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Ethnographic Research: A Reader. Ed. Stephanie Taylor. London: Sage, 2002. 67–90.Hine, Christine. Virtual Ethnography. London: Sage, 2000.–––, ed. Virtual Methods: Issues in Social Research on the Internet. Oxford: Berg, 2005.Kleinman, Sherryl, and Martha Copp. Emotions and Fieldwork. London: Sage, 1993.Kloos, Peter. “Role Conflicts in Social Fieldwork.” Current Anthropology, 10.5 (1969): 509–512.Lindner, Rolf. “Die Angst des Forschers vor dem Feld. Überlegungen zur teilnehmenden Beobachtung als Interaktionsprozess.” Zeitschrift für Volkskunde 77 (1981): 51-66.Mauthner, Melanie, Maxine Birch, Julie Jessop and Tina Miller. Ethics in Qualitative Research. London: Sage, 2002.Miller, Daniel. The Comfort of Things. Cambridge: Polity, 2009.Miller, Daniel and Don Slater. The Internet: An Ethnographic Approach. Oxford: Berg, 2000.Okely, Judith. “Anthropology and Autobiography: Participatory Experience and Embodied Knowledge.” Anthropology and Autobiography. Ed. Judith Okely and Helen Callaway. London: Routledge, 1992. 1-28.Orgad, Shani. “How Can Researchers Make Sense of the Issues Involved in Collecting and Interpreting Online and Offline Data?” Internet Inquiry: Conversations about Method. Ed. Annette N. Markham and Nancy K. Baym. London: Sage. 33–53.Pink, Sarah. Doing Visual Ethnography. London: Sage, 2007.Roberts, Brian. Getting the Most out of the Research Experience: What Every Researcher Needs to Know. London: Sage, 2007.Taylor, Steven and Robert Bogdan, Introduction to Qualitative Methods: A Phenomenological Approach to the Social Sciences. New York: Wiley, 1975.AcknowledgementsI would like to thank my supervisors Prof. Philip Schlesinger, Prof. Raymond Boyle and Dr. Myra Macdonald for their advice throughout this project. My gratitude also to the Carnegie Trust for the Universities of Scotland for funding fieldwork in 2007 and 2008. Finally, a big thank you to the editors and reviewers of M/C Journal for their insightful comments.

‘Complex(ity)’ is currently fashionable in the humanities. Fashions come and go, but in this article I argue that the interest in complexity connects with something deeper, an intellectual revolution that began before complexity became trendy, and will continue after the spotlight passes on. Yet to make this case, and understand and advance this revolution, we need a better take on ‘complexity’. ‘Complex’ is of course complex. In common use it refers to something ‘composed of many interrelated parts’, or problems ‘so complicated or intricate as to be hard to deal with’. I will call this popular meaning, with its positive and negative values, complexity-1. In science it has a more negative sense, complexity-2, referring to the presenting complexity of problems, which science will strip down to underlying simplicity. But recently it has developed positive meanings in both science and humanities. Complexity-3 marks a revolutionarily more positive attitude to complexity in science that does seek to be reductive. Humanities-style complexity-4, which acknowledges and celebrates the inherent complexity of texts and meanings, is basic in contemporary Media and Cultural studies (MaC for short). The underlying root of complex is plico bend or fold, plus con- together, via complector grasp (something), encompass an idea, or person. The double of ‘complex’ is ‘simple’, from Latin simplex, which less obviously also comes from plico, plus semel once, at the same time. ‘Simple’ and ‘complex’ are closer than people think: only a fold or two apart. A key idea is that these elements are interdependent, parts of a single underlying form. ‘Simple(x)’ is another modality of ‘complex’, dialectically related, different in degree not kind, not absolutely opposite. The idea of ‘holding together’ is stronger in Latin complex, the idea of difficulty more prominent in modern usage, yet the term still includes both. The concept ‘complex’ is untenable apart from ‘simple’. This figure maps the basic structures in ‘complexity’. This complexity contains both positive and negative values, science and non-science, academic and popular meanings, with folds/differences and relationships so dynamically related that no aspect is totally independent. This complex field is the minimum context in which to explore claims about a ‘complexity revolution’. Complexity in Science and Humanities In spite of the apparent similarities between Complexity-3 (sciences) and 4 (humanities), in practice a gulf separates them, policed from both sides. If these sides do not talk to each other, as they often do not, the result is not a complex meaning for ‘complex’, but a semantic war-zone. These two forms of complexity connect and collide because they reach into a new space where discourses of science and non-science are interacting more than they have for many years. For many, in both academic communities, a strong, taken-for-granted mindset declares the difference between them is absolute. They assume that if ‘complexity’ exists in science, it must mean something completely different from what it means in humanities or everyday discourse, so different as to be incomprehensible or unusable by humanists. This terrified defence of the traditional gulf between sciences and humanities is not the clinching argument these critics think. On the contrary, it symptomises what needs to be challenged, via the concept complex. One influential critic of this split was Lord Snow, who talked of ‘two cultures’. Writing in class-conscious post-war Britain he regretted the ignorance of humanities-trained ruling elites about basic science, and scientists’ ignorance of humanities. No-one then or now doubts there is a problem. Most MaC students have a science-light education, and feel vulnerable to critiques which say they do not need to know any science or maths, including complexity science, and could not understand it anyway. To understand how this has happened I go back to the 17th century rise of ‘modern science’. The Royal Society then included the poet Dryden as well as the scientist Newton, but already the fissure between science and humanities was emerging in the elite, re-enforcing existing gaps between both these and technology. The three forms of knowledge and their communities continued to develop over the next 400 years, producing the education system which formed most of us, the structure of academic knowledges in which culture, technology and science form distinct fields. Complexity has been implicated in this three-way split. Influenced by Newton’s wonderful achievement, explaining so much (movements of earthly and heavenly bodies) with so little (three elegant laws of motion, one brief formula), science defined itself as a reductive practice, in which complexity was a challenge. Simplicity was the sign of a successful solution, altering the older reciprocity between simplicity and complexity. The paradox was ignored that proof involved highly complex mathematics, as anyone who reads Newton knows. What science held onto was the outcome, a simplicity then retrospectively attributed to the universe itself, as its true nature. Simplicity became a core quality in the ontology of science, with complexity-2 the imperfection which challenged and provoked science to eliminate it. Humanities remained a refuge for a complexity ontology, in which both problems and solutions were irreducibly complex. Because of the dominance of science as a form of knowing, the social sciences developed a reductivist approach opposing traditional humanities. They also waged bitter struggles against anti-reductionists who emerged in what was called ‘social theory’. Complexity-4 in humanities is often associated with ‘post-structuralism’, as in Derrida, who emphasises the irreducible complexity of every text and process of meaning, or ‘postmodernism’, as in Lyotard’s controversial, influential polemic. Lyotard attempted to take the pulse of contemporary Western thought. Among trends he noted were new forms of science, new relationships between science and humanities, and a new kind of logic pervading all branches of knowledge. Not all Lyotard’s claims have worn well, but his claim that something really important is happening in the relationship between kinds and institutions of knowledge, especially between sciences and humanities, is worth serious attention. Even classic sociologists like Durkheim recognised that the modern world is highly complex. Contemporary sociologists agree that ‘globalisation’ introduces new levels of complexity in its root sense, interconnections on a scale never seen before. Urry argues that the hyper-complexity of the global world requires a complexity approach, combining complexity-3 and 4. Lyotard’s ‘postmodernism’ has too much baggage, including dogmatic hostility to science. Humanities complexity-4 has lost touch with the sceptical side of popular complexity-1, and lacks a dialectic relationship with simplicity. ‘Complexity’, incorporating Complexity-1 and 3, popular and scientific, made more complex by incorporating humanities complexity-4, may prove a better concept for thinking creatively and productively about these momentous changes. Only complex complexity in the approach, flexible and interdisciplinary, can comprehend these highly complex new objects of knowledge. Complexity and the New Condition of Science Some important changes in the way science is done are driven not from above, by new theories or discoveries, but by new developments in social contexts. Gibbons and Nowottny identify new forms of knowledge and practice, which they call ‘mode-2 knowledge’, emerging alongside older forms. Mode-1 is traditional academic knowledge, based in universities, organised in disciplines, relating to real-life problems at one remove, as experts to clients or consultants to employers. Mode-2 is orientated to real life problems, interdisciplinary and collaborative, producing provisional, emergent knowledge. Gibbons and Nowottny do not reference postmodernism but are looking at Lyotard’s trends as they were emerging in practice 10 years later. They do not emphasise complexity, but the new objects of knowledge they address are fluid, dynamic and highly complex. They emphasise a new scale of interdisciplinarity, in collaborations between academics across all disciplines, in science, technology, social sciences and humanities, though they do not see a strong role for humanities. This approach confronts and welcomes irreducible complexity in object and methods. It takes for granted that real-life problems will always be too complex (with too many factors, interrelated in too many ways) to be reduced to the sort of problem that isolated disciplines could handle. The complexity of objects requires equivalent complexity in responses; teamwork, using networks, drawing on relevant knowledge wherever it is to be found. Lyotard famously and foolishly predicted the death of the ‘grand narrative’ of science, but Gibbons and Nowottny offer a more complex picture in which modes-1 and 2 will continue alongside each other in productive dialectic. The linear form of science Lyotard attacked is stronger than ever in some ways, as ‘Big Science’, which delivers wealth and prestige to disciplinary scientists, accessing huge funds to solve highly complex problems with a reductionist mindset. But governments also like the idea of mode-2 knowledge, under whatever name, and try to fund it despite resistance from powerful mode-1 academics. Moreover, non-reductionist science in practice has always been more common than the dominant ideology allowed, whether or not its exponents, some of them eminent scientists, chose to call it ‘complexity’ science. Quantum physics, called ‘the new physics’, consciously departed from the linear, reductionist assumptions of Newtonian physics to project an irreducibly complex picture of the quantum world. Different movements, labelled ‘catastrophe theory’, ‘chaos theory’ and ‘complexity science’, emerged, not a single coherent movement replacing the older reductionist model, but loosely linked by new attitudes to complexity. Instead of seeing chaos and complexity as problems to be removed by analysis, chaos and complexity play a more ambiguous role, as ontologically primary. Disorder and complexity are not later regrettable lapses from underlying essential simplicity and order, but potentially creative resources, to be understood and harnessed, not feared, controlled, eliminated. As a taste of exciting ideas on complexity, barred from humanities MaC students by the general prohibition on ‘consorting with the enemy’ (science), I will outline three ideas, originally developed in complexity-3, which can be described in ways requiring no specialist knowledge or vocabulary, beyond a Mode-2 openness to dynamic, interdisciplinary engagement. Fractals, a term coined by mathematician Benoit Mandelbrot, are so popular as striking shapes produced by computer-graphics, circulated on T-shirts, that they may seem superficial, unscientific, trendy. They exist at an intersection between science, media and culture, and their complexity includes transactions across that folded space. The name comes from Latin fractus, broken: irregular shapes like broken shards, which however have their own pattern. Mandelbrot claims that in nature, many such patterns partly repeat on different scales. When this happens, he says, objects on any one scale will have equivalent complexity. Part of this idea is contained in Blake’s famous line: ‘To see the world in a grain of sand’. The importance of the principle is that it fundamentally challenges reductiveness. Nor is it as unscientific as it may sound. Geologists indeed see grains of sand under a microscope as highly complex. In sociology, instead of individuals (literal meaning ‘cannot be divided’) being the minimally simple unit of analysis, individuals can be understood to be as complex (e.g. with multiple identities, linked with many other social beings) as groups, classes or nations. There is no level where complexity disappears. A second concept is ‘fuzzy logic’, invented by an engineer, Zadeh. The basic idea is not unlike the literary critic Empson’s ‘ambiguity’, the sometimes inexhaustible complexity of meanings in great literature. Zadeh’s contribution was to praise the inherent ambiguity and ambiguity of natural languages as a resource for scientists and engineers, making them better, not worse, for programming control systems. Across this apparently simple bridge have flowed many fuzzy machines, more effective than their over-precise brothers. Zadeh crystallised this wisdom in his ‘Principle of incompatibility’: As the complexity of a system increases, our ability to make precise and yet significant statements about its behaviour decreases until a threshold is reached beyond which precision and significance (or relevance) become almost mutually exclusive characteristics (28) Something along these lines is common wisdom in complexity-1. For instance, under the headline “Law is too complex for juries to understand, says judge” (Dick 4), the Chief Justice of Australia, Murray Gleeson, noted a paradox of complexity, that attempts to improve a system by increasing its complexity make it worse (meaningless or irrelevant, as Zadeh said). The system loses its complexity in another sense, that it no longer holds together. My third concept is the ‘Butterfly Effect’, a name coined by Lorenz. The butterfly was this scientist’s poetic fantasy, an imagined butterfly that flaps its wings somewhere on the Andes, and introduces a small change in the weather system that triggers a hurricane in Montana, or Beijing. This idea is another riff on the idea that complex situations are not reducible to component elements. Every cause is so complex that we can never know in advance just what factor will operate in a given situation, or what its effects might be across a highly complex system. Travels in Complexity I will now explore these issues with reference to a single example, or rather, a nested set of examples, each (as in fractal theory) equivalently complex, yet none identical at any scale. I was travelling in a train from Penrith to Sydney in New South Wales in early 2006 when I read a publicity text from NSW State Rail which asked me: ‘Did you know that delays at Sydenham affect trains to Parramatta? Or that a sick passenger on a train at Berowra can affect trains to Penrith?’ No, I did not know that. As a typical commuter I was impressed, and even more so as an untypical commuter who knows about complexity science. Without ostentatious reference to sources in popular science, NSW Rail was illustrating Lorenz’s ‘butterfly effect’. A sick passenger is prosaic, a realistic illustration of the basic point, that in a highly complex system, a small change in one part, so small that no-one could predict it would matter, can produce a massive, apparently unrelated change in another part. This text was part of a publicity campaign with a scientific complexity-3 subtext, which ran in a variety of forms, in their website, in notices in carriages, on the back of tickets. I will use a complexity framework to suggest different kinds of analysis and project which might interest MaC students, applicable to objects that may not refer to be complexity-3. The text does two distinct things. It describes a planning process, and is part of a publicity program. The first, simplifying movement of Mode-1 analysis would see this difference as projecting two separate objects for two different specialists: a transport expert for the planning, a MaC analyst for the publicity, including the image. Unfortunately, as Zadeh warned, in complex conditions simplification carries an explanatory cost, producing descriptions that are meaningless or irrelevant, even though common sense (complexity-1) says otherwise. What do MaC specialists know about rail systems? What do engineers know about publicity? But collaboration in a mode-2 framework does not need extensive specialist knowledge, only enough to communicate with others. MaC specialists have a fuzzy knowledge of their own and other areas of knowledge, attuned by Humanities complexity-4 to tolerate uncertainty. According to the butterfly principle it would be foolish to wish our University education had equipped us with the necessary other knowledges. We could never predict what precise items of knowledge would be handy from our formal and informal education. The complexity of most mode-2 problems is so great that we cannot predict in advance what we will need to know. MaC is already a complex field, in which ‘Media’ and ‘Culture’ are fuzzy terms which interact in different ways. Media and other organisations we might work with are often imbued with linear forms of thought (complexity-2), and want simple answers to simple questions about complex systems. For instance, MaC researchers might be asked as consultants to determine the effect of this message on typical commuters. That form of analysis is no longer respectable in complexity-4 MaC studies. Old-style (complexity-2) effects-research modelled Senders, Messages and Receivers to measure effects. Standard research methods of complexity-2 social sciences might test effects of the message by a survey instrument, with a large sample to allow statistically significant results. Using this, researchers could claim to know whether the publicity campaign had its desired effect on its targeted demographic: presumably inspiring confidence in NSW Rail. However, each of these elements is complex, and interactions between them, and others that don’t enter into the analysis, create further levels of complexity. To manage this complexity, MaC analysts often draw on Foucault’s authority to use ‘discourse’ to simplify analysis. This does not betray the principle of complexity. Complexity-4 needs a simplicity-complexity dialectic. In this case I propose a ‘complexity discourse’ to encapsulate the complex relations between Senders, Receivers and Messages into a single word, which can then be related to other such elements (e.g. ‘publicity discourse’). In this case complexity-3 can also be produced by attending to details of elements in the S-M-R chain, combining Derridean ‘deconstruction’ with expert knowledge of the situation. This Sender may be some combination of engineers and planners, managers who commissioned the advertisement, media professionals who carried it out. The message likewise loses its unity as its different parts decompose into separate messages, leaving the transaction a fraught, unpredictable encounter between multiple messages and many kinds of reader and sender. Alongside its celebration of complexity-3, this short text runs another message: ‘untangling our complex rail network’. This is complexity-2 from science and engineering, where complexity is only a problem to be removed. A fuller text on the web-site expands this second strand, using bullet points and other signals of a linear approach. In this text, there are 5 uses of ‘reliable’, 6 uses of words for problems of complexity (‘bottlenecks’, ‘delays’, ‘congestion’), and 6 uses of words for the new system (‘simpler’, ‘independent’). ‘Complex’ is used twice, both times negatively. In spite of the impression given by references to complexity-3, this text mostly has a reductionist attitude to complexity. Complexity is the enemy. Then there is the image. Each line is a different colour, and they loop in an attractive way, seeming to celebrate graceful complexity-2. Yet this part of the image is what is going to be eliminated by the new program’s complexity-2. The interesting complexity of the upper part of the image is what the text declares is the problem. What are commuters meant to think? And Railcorp? This media analysis identifies a fissure in the message, which reflects a fissure in the Sender-complex. It also throws up a problem in the culture that produced such interesting allusions to complexity science, but has linear, reductionist attitudes to complexity in its practice. We can ask: where does this cultural problem go, in the organisation, in the interconnected system and bureaucracy it manages? Is this culture implicated in the problems the program is meant to address? These questions are more productive if asked in a collaborative mode-2 framework, with an organisation open to such questions, with complex researchers able to move between different identities, as media analyst, cultural analyst, and commuter, interested in issues of organisation and logistics, engaged with complexity in all senses. I will continue my imaginary mode-2 collaboration with Railcorp by offering them another example of fractal analysis, looking at another instant, captured in a brief media text. On Wednesday 14 March, 2007, two weeks before a State government election, a very small cause triggered a systems failure in the Sydney network. A small carbon strip worth $44 which was not properly attached properly threw Sydney’s transport network into chaos on Wednesday night, causing thousands of commuters to be trapped in trains for hours. (Baker and Davies 7) This is an excellent example of a butterfly effect, but it is not labelled as such, nor regarded positively in this complexity-1 framework. ‘Chaos’ signifies something no-one wants in a transport system. This is popular not scientific reductionism. The article goes on to tell the story of one passenger, Mark MacCauley, a quadriplegic left without power or electricity in a train because the lift was not working. He rang City Rail, and was told that “someone would be in touch in 3 to 5 days” (Baker and Davies 7). He then rang emergency OOO, and was finally rescued by contractors “who happened to be installing a lift at North Sydney” (Baker and Davies 7). My new friends at NSW Rail would be very unhappy with this story. It would not help much to tell them that this is a standard ‘human interest’ article, nor that it is more complex than it looks. For instance, MacCauley is not typical of standard passengers who usually concern complexity-2 planners of rail networks. He is another butterfly, whose specific needs would be hard to predict or cater for. His rescue is similarly unpredictable. Who would have predicted that these contractors, with their specialist equipment, would be in the right place at the right time to rescue him? Complexity provided both problem and solution. The media’s double attitude to complexity, positive and negative, complexity-1 with a touch of complexity-3, is a resource which NSW Rail might learn to use, even though it is presented with such hostility here. One lesson of the complexity is that a tight, linear framing of systems and problems creates or exacerbates problems, and closes off possible solutions. In the problem, different systems didn’t connect: social and material systems, road and rail, which are all ‘media’ in McLuhan’s highly fuzzy sense. NSW Rail communication systems were cumbrously linear, slow (3 to 5 days) and narrow. In the solution, communication cut across institutional divisions, mediated by responsive, fuzzy complex humans. If the problem came from a highly complex system, the solution is a complex response on many fronts: planning, engineering, social and communication systems open to unpredictable input from other surrounding systems. As NSW Rail would have been well aware, the story responded to another context. The page was headed ‘Battle for NSW’, referring to an election in 2 weeks, in which this newspaper editorialised that the incumbent government should be thrown out. This political context is clearly part of the complexity of the newspaper message, which tries to link not just the carbon strip and ‘chaos’, but science and politics, this strip and the government’s credibility. Yet the government was returned with a substantial though reduced majority, not the swingeing defeat that might have been predicted by linear logic (rail chaos = electoral defeat) or by some interpretations of the butterfly effect. But complexity-3 does not say that every small cause produces catastrophic effects. On the contrary, it says that causal situations can be so complex that we can never be entirely sure what effects will follow from any given case. The political situation in all its complexity is an inseparable part of the minimal complex situation which NSW Rail must take into account as it considers how to reform its operations. It must make complexity in all its senses a friend and ally, not just a source of nasty surprises. My relationship with NSW Rail at the moment is purely imaginary, but illustrates positive and negative aspects of complexity as an organising principle for MaC researchers today. The unlimited complexity of Humanities’ complexity-4, Derridean and Foucauldian, can be liberating alongside the sometimes excessive scepticism of Complexity-2, but needs to keep in touch with the ambivalence of popular complexity-1. Complexity-3 connects with complexity-2 and 4 to hold the bundle together, in a more complex, cohesive, yet still unstable dynamic structure. It is this total sprawling, inchoate, contradictory (‘complex’) brand of complexity that I believe will play a key role in the up-coming intellectual revolution. But only time will tell. References Baker, Jordan, and Anne Davies. “Carbon Strip Caused Train Chaos.” Sydney Morning Herald 17 Mar. 2007: 7. Derrida, Jacques. Of Grammatology. Baltimore: Johns Hopkins, 1976. Dick, Tim. “Law Is Now Too Complex for Juries to Understand, Says Judge.” Sydney Morning Herald 26 Mar. 2007: 4. Empson, William. Seven Types of Ambiguity. London: Chatto and Windus, 1930. Foucault, Michel. “The Order of Discourse.” In Archaeology of Knowledge, trans. A.M Sheridan Smith. London: Tavistock, 1972. Gibbons, Michael. The New Production of Knowledge. London: Sage, 1994. Lorenz, Edward. The Essence of Chaos. London: University College, 1993. Lyotard, Jean-Francois. The Postmodern Condition. Manchester: Manchester UP, 1984. McLuhan, Marshall. Understanding Media. London: Routledge, 1964. Mandelbrot, Benoit. “The Fractal Geometry of Nature.” In Nina Hall, ed. The New Scientist Guide to Chaos. Harmondsworth: Penguin, 1963. Nowottny, Henry. Rethinking Science. London: Polity, 2001. Snow, Charles Percy. The Two Cultures and the Scientific Revolution. London: Faber 1959. Urry, John. Global Complexity. London: Sage, 2003. Zadeh, Lotfi Asker. “Outline of a New Approach to the Analysis of Complex Systems and Decision Processes.” ILEE Transactions on Systems, Man, and Cybernetics 3.1 (1973): 28-44. Citation reference for this article MLA Style Hodge, Bob. "The Complexity Revolution." M/C Journal 10.3 (2007). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0706/01-hodge.php>. APA Style Hodge, B. (Jun. 2007) "The Complexity Revolution," M/C Journal, 10(3). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0706/01-hodge.php>.

SCULLY: I said, I got the lab to rush the results of the Szczesny autopsy, if you're interested.MULDER: I heard you, Scully.SCULLY: And Szczesny did indeed drown, but not as the result of the inhalation of ectoplasm as you so vehemently suggested.MULDER: Well, what else could she possibly have drowned in?SCULLY: Margarita mix, upchucked with about 40 ounces of Corcovado Gold tequila which, as it turns out, she and her friends rapidly consumed in the woods while trying to reenact the Blair Witch Project.MULDER: Well, I think that demands a little deeper investigation, don't you?SCULLY: No, I don't.— The X-Files, “All Things” (0717) IntroductionMikel J. Koven argues that “The X-Files [1993-2002, films 2005, 2010, revived 2016-2018] was the American television series that defined the zeitgeist of the 1990s” (337) by tapping into “pre-millenium paranoia and the collapse of traditional beliefs” (338). In each episode, “True Believer” and FBI agent Fox Mulder (David Duchovny) and his partner, the skeptical and rational Dr Dana Scully (Gillian Anderson), travel through a post-Cold War American landscape that is manifesting varying levels of anxiety about the century to come. The series is preoccupied with a series of questions that have, by the second decade of the twenty-first century, come to be answered fairly definitively. Have aliens visited Earth? (Well, if you believe a team of Harvard scientists, maybe [see Freeman], but there is no evidence of alien colonisation just yet.) Does the US government have its citizens’ best interests at heart? (In its current incarnation, no.) Will climate change have monstrous consequences? (Yes, we’re seeing them.) What do we do about the shady forces operating in post-Soviet Union Russia? (God knows, but they seem to be doing a good job of changing the shape of “democracy” in an increasing number of countries.)These broader socio-political aspects of The X-Files have been explored in a number of studies (see Koven; Moses; Wildermuth). In this article, I focus in more closely on some of the ways in which the character of Scully can be read as a complex engagement with a particularly 1990s version of third-wave feminism. I suggest that the type of feminism embodied in the character of Scully taps into the zeitgeist of the 1990s, a decade characterised not only by a growing media-driven “backlash” against feminism (see Faludi), but also by emergent third wave of feminism driven by movements such as “Riot Grrrl” (centred on openly feminist bands like Bikini Kill and Huggy Bear) and the various, and often contested, feminisms endorsed by a new generation of writers like Susan Faludi, Naomi Wolf, and even Katie Roiphe. Part of Scully’s longevity as a feminist icon can be attributed to the fact that while she is not without her own contradictions and complexities, she emerged from a televisual landscape dominated by particularly insipid representations of professional women. Scully, with her combination of lively wit and serious scientific mind, represented a radical imagining of professional femininity in the 1990s.Working against the Backlash: Scully and the Power of ProfessionalismBy the late 1980s, the political gains made by the second-wave feminism in the 1960s and early 1970s had come increasingly under fire in a “backlash” that “worked to revoke the gains made by the feminist movement” (Genz and Brabon 53). L.S. Kim argues this backlash is reflected in the fact that while strong female characters had always been a feature of US television (e.g. Mary Tyler Moore), in the 1990s televisual landscape feminism was often made popular in a type of “postfeminist discourse in which it is acceptable to be pro-woman but not to be feminist” (319). The quintessential example of this trend was David E. Kelley’s series about a Boston lawyer, Ally McBeal (1997-2002), in which McBeal’s primary dilemma is presented as being that she has “too many choices, too much freedom, and too much desire” which leads to “never-ending searching and even to depression and dysfunction” (Kim 319). McBeal’s professional success never seems to compensate for her various romantic disappointments and these remain the focal point of Kelley’s series.Part of what sets Scully apart from a character like McBeal is her unerring professionalism, and her strong commitment to equality in her relationship with Mulder. Scully displays none of McBeal’s neuroses, and she is unapologetically feminist in her disposition. She also understands implicitly the pivotal role she plays in the partnership at the heart of the X-Files. Scully is, then, a capable, professional woman who not only remains professional at all times, but who also works as a powerful grounding force to her partner’s more outlandish approaches and theories. As series creator Chris Carter has been forced to concede on numerous occasions, without the rational and practical figure of Scully in the morgue to (usually) prove and (sometimes) disprove Mulder’s theories, The X-Files as we know them would cease to exist. In fact, and somewhat paradoxically, in order to best understand Scully as a character, one needs to recognise the significance of the relationship between Scully and Mulder that lies at the heart of the series. The sheer force of Scully’s professionalism, and its resistance to being conscripted straightforwardly into a traditional romantic plot, becomes an important contributor to the powerful sexual tension between Mulder and Scully that came to define the series. Scully also, as critics and commentators were quick to point out, takes on the traditionally masculine role of skeptical scientist on the series, with Mulder positioned in the typically feminine role of intuitive “believer” (in, among other things, aliens, Chupacabra, big foot, and psychic powers). There are, of course, problems with this approach, but for now it is enough to simply point out that this positioning of Mulder and Scully is an important feature of the internal structure of The X-Files and speaks to an awareness of, and desire to challenge, the traditional association of women with intuition and men with rationality. Indeed, Linda Badley points out that the relationship between the two agents is “remarkably egalitarian, challenging traditional gender roles as portrayed on television” (63).Scully and Mulder’s relationship, a relationship that is at once personal and professional, is also grounded in genuine equality and respect. Mulder never undermines Scully, he (occasionally) knows when to bow to her superior scientific reasoning, and his eventual love for his partner is based in his understanding that Scully’s skepticism offers the perfect counterpart to his openness to the paranormal. In fact, one might say that Mulder, at least in part, falls in love with Scully’s professionalism and with her commitment to scientific reasoning. Mulder admits as much himself in the film The X-Files: Fight the Future (1998): “as difficult and frustrating as it’s been sometimes, your goddamn strict rationalism and science have saved me a thousand times over. You kept me honest. You made me a whole person.” In this calculation, Scully is not only Mulder’s equal, she is his missing piece. While she might sometimes grumble about merely playing Watson to Mulder’s Holmes (see “Fight Club” [0720]), Scully’s role is much more important than this, and Mulder (and the viewer) knows it.In the context of the televisual landscape of the 1990s, this representation of Scully as a character who is every bit as intelligent and as integral to the action of the series as her male partner, was incredibly powerful. It marked Scully as a third-wave feminist character in an era dominated by women who seemed to conform to the kind of problematic post-feminism embodied by Ally McBeal. In a recent interview, Gillian Anderson acknowledged the significant role Scully played in opening up possibilities for the representation of women on television in the 1990s. She observed, “a lot of women felt that they saw something recognisable for the first time [in Scully and] there were a lot of young women whose eyes were opened to feeling like they were finally represented in some way on television” (Anderson in Idato n.p.) Many women saw themselves in this character, and there can be little doubt The X-Files spearheaded a shift towards a more representative approach to the writing of female roles in US television in which layered and complex characters such as Scully became the norm rather than the exception. Rosalind Gill, for example, notes that “quality television” has “evolved since the 1990s into a site of rich and complex representations of gender including Homeland, Veep, House of Cards, Orange is the New Black, Transparent, and The Good Wife” (620).One of the other pervasive positive effects associated with the character of Scully is that she functioned, and indeed continues to function, as a role model for women in STEM (Science, Technology, Engineering and Mathematics). A recent report commissioned by 21st Century Fox, the Geena Davis Institute on Gender in Media, and J. Walter Thompson Intelligence found that “Scully’s media depiction of a high-achieving woman in STEM asked a generation of girls and women to imagine new professional options… Scully also influenced a generation of young women to study and pursue careers in STEM” (3). Although this report is not entirely impartial (21th Century Fox owns The X-Files), it found that “among women who are familiar with Scully’s character, 91% say she is a role model for girls and women” (5). This finding tallies with those of a variety of earlier online observers who noticed Scully had become a touchstone character “who inspired an entire generation of young women to pursue medical, scientific, and law enforcement degrees as positions” (Consalvi). To an extent not seen before in the history of television, Scully became an important role model for young women in the STEM professions. Scully’s fictional professionalism helped to create a new generation of real-life female STEM professionals.But it is worth remembering that in other respects, Scully is a complicated feminist heroine. This is largely because The X-Files’ production team’s own feminist credentials were often less-than-inspiring. The series was created by a man, and was written and directed predominantly by men in all of its various filmic and televisual incarnations. As Anderson herself pointed out on her Twitter feed for 29 June 2017, of the 207 episodes of X-Files produced, only 2 were directed by women (fig. 1). Famously, when the X-Files began in the early 1990s, Anderson was paid far less than her co-star Duchovny and was even asked to stand behind him on camera. The actor agitated successfully for equal pay after three years in the role, and for the right to stand beside her televisual partner, rather than behind him, even if, somewhat astonishingly, Twenty First Century Fox also offered Anderson less than Duchovny to reprise her famous role in 2016. (Anderson eventually received equal pay for equal billing.)Fig. 1: Gillian Anderson tweet, 29 June 2017.It ought to be remembered, then, that Scully’s feminism is predominantly a construction of men, overlaid with the undoubted feminine empowerment brought to the role by Anderson. As far back as 1998, Linda Badley noticed that for Scully/Anderson “the transference of ‘feminist’ characteristics between character and star is unusually strong—to the extent that a discussion of one must refer to the other. And Anderson/Scully is instantly recognisable as an icon of popular feminism” (62). But in more recent years, Anderson has made even clearer her own feminist leanings. She has done this through the publication (with Jennifer Nadel) of the explicitly feminist We: The Uplifting Manuel for Women Seeking Happiness (2017); by taking up more explicitly feminist roles, such as that of Stella Gibson in the acclaimed BBC series The Fall (2013-present); and through her Twitter feed. The significance of Anderson’s online feminist presence is highlighted by Lauren Modery, who notes: “the next time you’re having a day where you’re not sure if you’re being the best feminist you can be, just ask yourself “what would Gillian Anderson do?” and go to her Twitter account” (Modery). Scully’s 1990s Feminism in a Twenty-First Century ContextFor much of the series, Scully’s feminism can be viewed as a form of the “New Feminism” that Stephanie Genz and Benjamin Brabon associate with the late 1990s and with Natasha Walter’s book The New Feminism (1998). This “New Feminism” attempts to break from second-wave feminism by decoupling the personal from the political (64). Badley, for example, points out that Scully’s feminism is strictly based on individual empowerment: “rather than challenge patriarchy directly or join forces with women activists, Scully channels her anger/ambition into fitting into the system” (70). But equally, Scully’s feminism could be seen as a prototype of the kind of “neo-liberal” feminism that theorists such as Angela McRobbie associate with the present moment, a feminism which “discards the older, welfarist and collectivist feminism of the past, in favour of individualist striving” (4). Certainly, over the course of the 25 years, The X-Files has been in existence, we have seen little evidence that Scully has female friends (or indeed, that she interacts with anyone much outside of Mulder and her family).When other women do enter the picture, such as when Mulder’s one-time lover and co-founder of the X-Files, Diana Fowley appears in the fifth season of the series (see “The End” [0520]), Scully is often positioned in an antagonistic relationship with them. In this context, it is notable that “All Things,” a seventh-season episode directed and written by Anderson, places Scully’s interaction with Colleen Azar, a woman from the American Taoist Healing Centre, at the centre of the narrative. Azar’s exhortations to Scully to “slow down” are presented as the wise words of a female ally in this episode, and Scully does well to heed them. This episode, consciously I think, works as a counter to the more typical representation of Scully as being in competition with women for Mulder’s interest, evident in episodes like “Alpha” (0616) and “Syzygy” (0313). In this respect, Anderson appears to be aligning Scully with a feminism that is much more inclusive than it appears in other, male-written, episodes.From the vantage point of the second decade of the twenty-first century, one of the more problematic elements The X-Files has to do with its representation of sex and sexuality. Sex, in the world of The X-Files, is very 1990s in orientation. In fact, it echoes the way in which sex operated in the Clinton impeachment: denial, denial, denial, even in the face of clear evidence it took place. We see this most obviously in “All Things,” which begins with a shot of Scully getting dressed in front of a mirror, that pans to a shot of an undressed Mulder in bed. This opening seems to suggest the two had spent the night together, but nothing overtly sexual actually takes place in the episode. Indeed, any sexual activity that ever takes place in the X-Files happens off camera, but it is nonetheless worth pointing out that while the equally solitary Mulder is repeatedly characterised in the series by his porn fetish, Scully’s sexuality is repeatedly denied or diminished in the series. Moreover, any overt expression of Scully’s sexuality (such as in “Milagro,” [0618] where she falls for a writer living next door to Mulder) typically ends badly, with Scully placed in peril by her sexual desires.Scully’s continued presence in the twenty-first century, however, means that while her character is rooted in what we might call a “1990s feminist disposition” (she prides herself on being a “woman in a man’s world”; she demonstrates little interest in stereotypically feminine pursuits such as shopping or make up; her focus is on work, rather than romance), she has also been allowed the room to grow and develop. Perhaps most notably, the 2018 Scully is allowed to embrace her sexuality. Sexual activity still appears off screen, of course, but in “Plus One” (1103), we see her actively pursue sex with Mulder (twice!), while her vibrator makes an unapologetic cameo appearance in “Rm9sbG93ZXJz” (1107). Given that we live in a decade saturated in sexual imagery, it makes no sense for 2018 Scully to be as chaste and buttoned up as she was in the 1990s.Finally, in a series in which the wild speculation of the conspiracy theories is almost always true, Scully’s feminist commitment to rationality, science and the power of logic might appear to be undermined at every turn. Badley, for example, reminds us that while Scully may “have medicine and the law on her side ... Mulder’s vision is validated by Chris Carter, as the prologue to nearly every episode reminds us” (67). This is highlighted in “Field Trip” (0621) when Scully wonders, “Mulder, can’t you just for once, just ... for the novelty of it, come up with the simplest explanation, the most logical one instead of automatically jumping to UFOs or Bigfoot or…” Mulder simply counters with:Scully, in six years, how … how often have I been wrong? No seriously, I mean, every time I bring you a case we go through this perfunctory dance. You tell me that I’m not being scientifically rigorous and that I’m off my nut, and then in the end who turns out to be right like 98.95 of the time? I just think I’ve ... earned the benefit of the doubt here.Interestingly enough, however, it is Scully who solves the mystery at the heart of this particular episode of X-Files—Mulder and Scully are indeed trapped inside a giant fungus, being slowly digested by its gooey secretions.And while Mulder’s viewpoint is most often endorsed in the series, the chaos of the Trump administration illustrates perfectly the dangers behind the valorisation of the irrational over the rational. In a decade in which rationality itself is coming under increasing threat—by “fake news”; through a hostility towards the science of climate change; in the desire to wind back further the gains of the feminist movement—we need to remember the importance of the strong and abiding relationship between rationality and feminism. This is a relationship that goes at least as far back as Mary Wollstonecraft’s (1759-1797) Vindication of the Rights of Woman (1792), is at the heart of the feminist gothic writings of women like Ann Radcliffe (1764-1823) and Mary Shelley (1797-1851). This commitment to the power of rationality lives on in the character of Dana Scully.Conclusion: Scully as Twenty-First-Century Feminist IconI have argued throughout this article that there are limitations of the kind of feminism embodied in Scully, but it is clear that she has come to represent a type of woman who refuses to let men dictate her behaviour, and who maintains her professionalism even under the most difficult of circumstances. A host of Scully memes now circulating on the web celebrate the character’s competence, intelligence, and compassion (figs. 2, 3, and 4). The character of Scully now exists far beyond the confines of the television screen and the imaginations of her predominantly male authors. Scully’s continuing relevance to twenty-first century feminists is reflected in this meme recently placed by Anderson on her Twitter account in response to the allegations of sexual misconduct directed at US Supreme Court nominee Brett Kavanagh (fig. 5). Rarely have the 1990s seemed so relevant to the present moment.Fig. 2: Scully meme, Meme Generator.Fig. 3: Rustnsplinters, “Scully Motivational.” Deviant Art.Fig. 4: E.H. Redlum, “Scully: Meme Style.” Deviant Art.Fig. 5: Gillian Anderson tweet.ReferencesBadley, Linda. “Scully Hits the Glass Ceiling: Postmodernism, Postfeminism, Posthumanism, and The X-Files.” Fantasy Girls: Gender in the New Universe of Science Fiction and Fantasy Television. Ed. Elyce Rae Helford. Lanham: Rowman & Littlefield, 2000. 61-90.Consalvi, Sydney. “The Scully Effect Continues: How The X-Files’ Dana Scully Changed Television Forever.” Odyssey. 9 Aug. 2016. 1 Dec. 2018 <https://www.theodysseyonline.com/scully-effect>.Faludi, Susan. Backlash: The Undeclared War against Women. London: Vintage, 1991.Freeman, David. “Scientists Say Mysterious ‘Oumuamua’ Object Could Be an Alien Spacecraft: Harvard Researchers Raise the Possibility That It’s a Probe Sent by Extraterrestrials.” NBCNews.com. 6 Nov. 2018. 1 Dec. 2018 <https://www.nbcnews.com/mach/science/scientists-say-mysterious-oumuamua-object-could-be-alien-spacecraft-ncna931381>.Genz, Stéphanie, and Benjamin A. Brabon. Postfeminism: Cultural Texts and Theories. Edinburgh: Edinburgh UP, 2009.Gill, Rosalind. “Post-Postfeminism? New Feminist Visibilities in Postfeminist Times.” Feminist Media Studies 16.4 (2016): 610-30.Idato, Michael. “Gillian Anderson on Why She’s Closing The X-Files after 25 Years.” The Sydney Morning Herald. 15 Jan. 2018. 1 Dec. 2018 <https://www.smh.com.au/entertainment/tv-and-radio/times-up-gillian-anderson-on-why-shes-closing-the-xfiles-after-25-years-20180115-h0iapf.html>.Kim, L.S. “‘Sex and the Single Girl’ in Postfeminism: The F Word on Television.” Television and New Media 2.4 (Nov. 2001): 319-334.Koven, Mikel J. “The X-Files.” Essential Cult TV Reader. Ed. David Lavery. Lexington: University of Kentucky Press, 2010. 337-343.McRobbie, Angela. “Notes on the Perfect: Competitive Femininity in Neoliberal Times.” Australian Feminist Studies 30:83 (2015): 3-20.Modery, Lauren. “Gillian Anderson Is the Feminist Twitter Hero We Need Right Now.” Birth. Movies. Death. 25 Jan. 2018. 1 Dec. 2018 <https://birthmoviesdeath.com/2018/01/25/gillian-anderson-is-the-feminist-twitter-hero-we-need-right-now>.Moses, Michael Valdez. “Kingdom of Darkness: Autonomy and Conspiracy in The X-Files and Millenium.” The Philosophy of TV Noir. Eds. Steven M. Sanders and Aeon J. Skoble. Lexington: U. of Kentucky P., 2008. 203-228.21stCentury Fox, the Geena Davis Institute on Gender in Media, and J. Walter Thompson Intelligence. The ‘Scully Effect’: I Want to Believe… in STEM. 2018. <https://impact.21cf.com/wp-content/uploads/sites/2/2018/03/ScullyEffectReport_21CF_1-1.pdf>.Wildermuth, Mark E. Gender, Science Fiction Television, and the American Security State: 1958-Present. London: Palgrave Macmillan, 2014.X-Files: Fight the Future. Dir. Rob Bowman. Perf. Gillian Anderson and David Duchovny. 20th Century Fox. 1998.

Introduction“Chav” is a social phenomenon that gained significant popular media coverage and attention in the United Kingdom in the early 2000s. Chavs are often characterised, by others, as young people from a background of low socioeconomic status, usually clothed in branded sportswear. All definitions of Chav position them as culturally anomalous, as Other.This article maps out a multidisciplinary definition of the Chav, synthesised from 21 published academic publications: three recurrent themes in scholarly discussion emerge. First, this research presents whiteness as an assumed and essential facet of Chav identity. When marginalising Chavs because of their “incorrect whiteness”, these works assign them a problematic and complex relationship with ethnicity and race. Second, Chav discourse has previously been discussed as a form of intense class-based abhorrence. Chavs, it would seem, are perceived as anomalous by their own class and those who deem themselves of a higher socioeconomic status. Finally, Chavs’ consumption choices are explored as amplifying such negative constructions of class and white ethnic identities, which are deemed as forming an undesirable aesthetic. This piece is not intended to debate whether or not Chav is a subculture, clubculture or neotribe. Although Greg Martin’s discussion around the similarities between historical subcultures and Chavs remains pertinent and convincing, this article discusses how young people labelled as Chavs are excluded on a variety of fronts. It draws a cross-disciplinary mapping of the Chav, providing the beginnings of a definition of a derogatory label, applied to young people marking them anomalous in British society.What Is a Chav?The word Chav became officially included in the English language in the UK in 2003, when it was inducted into the Oxford English Dictionary (OED). The current OED entry offers many points for further discussion, all centred upon a discriminatory positioning of Chav:chav, n. Etymology: Probably either < Romani čhavo unmarried Romani male, male Romani child (see chavvy n.), or shortened < either chavvy n. or its etymon Angloromani chavvy. Brit. slang (derogatory). In the United Kingdom (originally the south of England): a young person of a type characterized by brash and loutish behaviour and the wearing of designer-style clothes (esp. sportswear); usually with connotations of a low social status.Chav was adopted by British national media as a catch-all term encompassing regional variants. Many discussions have likened Chav to groups such as “Bogans” in Australia and “Trailer Trash” in the US. Websites such as UrbanDictionary and Chavscum have often, informally, defined Chav through a series of derogatory “backcronyms” such as Council Housed And Violent or Council House Associated Vermin, positioning it as a derogatory social label synonymous with notions of perceived criminality, poverty, poor taste, danger, fear, class, and whiteness.Chav came to real prominence in the early 2000s in mainstream British media, gaining visibility through television shows such as Shameless (2004-2013), Little Britain (2003-2006), and The Catherine Tate Show (2004-2009). The term exploded across the tabloid press, as noted by Antoinette Renouf in 2005. Extensive tabloid press coverage drove the phenomenon to front-page coverage in TIME magazine in 2008. Chavs were observed as often wearing Burberry check-patterned clothing. For the first time since its founding in 1856, and due to the extent of Chav’s negative media coverage, Burberry decided to largely remove its trademark check pattern between 2001 and 2014 from sale. Chavs in AcademiaThe rubric of the Chav did not emerge in academia with the same vigour as it did in popular media, failing to gain the visibility of previous youth social formations such as Punks, Mods, et al. Rather, there has been a modest but consistent number of academic publications discussing this subject: 1-3 publications per year, published between 2006-2015. Of the 22 academic texts explicitly addressing and discussing Chavs, none were published prior to 2006. Extensive searches on databases such as EBSCO, JSTOR and ProQuest, yielded no further academic publications on this subject since Joanne Heeney’s 2015 discussion of Chav and its relationship to contested conceptualisations of disability.From a review of the available literature, the following key thematic groupings run through the publications: Chavs’ embodiment of a "wrong" type of white identity; their embodiment of a "wrong" type of working-class identity; and finally, their depiction as flawed consumers. I will now discuss these groupings, and their implications for future research, in order to chart a multidisciplinary conceptualisation of the Chav. Ultimately, my discussion will evidence how "out of place" Chavs appear to be in terms of race and ethnicity, class, and consumption choices. Chavs as “Wrong” WhitesThe dividing practices (Foucault) evident in UK popular media and websites such as Urbandictionary in the early 2000s distinctly separated “hypervisible ‘filthy whites’” (Tyler) from the “respectable whiteness” of the British middle-class. As Imogen Tyler puts it, “the cumulative effect of this disgust is the blocking of the disenfranchised white poor from view; they are rendered invisible and incomprehensible”, a perspective revisited in relation to the "celebrity chav" by Tyler and Joe Bennett. In a wider discussion of ethnicity, segregation and discrimination, Colin Webster discusses Chav and “white trash”, within the context of discourses that criminalise certain forms of whiteness. The conspicuous absence of whiteness in debates regarding fair representation of ethnicity and exclusion is highlighted here, as is the difficulty that social sciences often encounter in conceptualising whiteness in terms exceeding privilege, superiority, power, and normality. Bennett discusses Chavspeak, as a language conceived as enacting combinations of well-known sociolinguistic stereotypes. Chavspeak derives from an amalgamation of Black English vernaculars, potentially identifying its speakers as "race traitors". Bennett's exploration of Chavs as turncoats towards their own whiteness places them in an anomalous position of exclusion, as “Other” white working-class people. A Google image search for Chav conducted on 8th July 2020 yielded, in 198 of the first 200 images, the pictures of white youth. In popular culture, Chavs are invariably white, as seen in shows such as Little Britain, The Catherine Tate Show and, arguably, also in Paul Abbott’s Shameless. There is no question, however, that whiteness is an assumed and essential facet of Chav identity. Explorations of class and consumption may help to clarify this muddy conceptualisation of ethnicity and Chavs. Chavs as “Wrong” Working ClassChav discourse has been discussed as addressing intense class-based abhorrence (Hayward and Yar; Tyler). Indeed, while focussing more upon the nexus between chavs, class, and masculinity, Anoop Nayak’s ethnographic approach identifies a clear distinction between “Charver kids” (a slang term for Chav found in the North-East of England) and “Real Geordies” (Geordie is a regional term identifying inhabitants from that same area, most specifically from Newcastle-upon-Tyne). Nayak identified Chavs as rough, violent and impoverished, against the respectable, skilled and upwardly mobile working-class embodied by the “Real Geordies” (825). Similar distinctions between different types of working classes appear in the work of Sumi Hollingworth and Katya Williams. In a study of white, middle-class students from English urban state comprehensive schools in Riverside and Norton, the authors found that “Chav comes to represent everything about whiteness that the middle-classes are not” (479). Here, Chav is discussed as a label that school-age children reserve for “others”, namely working-class peers who stand out because of their clothing, their behaviour, and their educational aspirations. Alterity is a concept reinforced by Bennett’s discussion of Chavspeak, as he remarks that “Chavs are other people, and Chavspeak is how other people talk” (8). The same position is echoed in Sarah Spencer, Judy Clegg, and Joy Stackhouse’s study of the interplay between language, social class, and education in younger generations. Chavspotting is the focus of Bennett’s exploration of lived class experiences. Here, the evocation of the Chav is seen as a way to reinforce and reproduce dominant rhetoric against the poor. Bennett discusses the ways in which websites such as Chavscum.com used towns, cities and shopping centres as ideal locations to practice Chav-spotting. What is evident, however, is that behind Chavspotting lies the need for recontextualisation of normalising social practices which involve identification of determinate social groups in social spaces. This finding is supported by the interviews conducted by Ken McCullock et al (548) who found the Chav label, along with its regional variant of Charva, to be an extension of these social practices of identification, as it was applied to people of lower socioeconomic status as a marker of difference: “Chav/Charva … it’s what more posh people use to try and describe thugs and that” (McCulloch et al., 552).The semi-structured interview data gathered by Spencer, Clegg, and Stackhouse reveals how the label of Chav trickled down from stereotypes in popular culture to the real-life experiences of school-aged children. Here, Chavs are likened by school children to animals, “the boys are like monkeys, and the girls are like squeaky squirrels who like to slap people if they even look at you” (136) and their language is defined as lacking complexity. It bears relevance that, in these interviews, children in middle-class areas are once again “othering” the Chav, applying the label to children from working-class areas. Heeney’s discussion of the Chav pivots around questions of class and race. This is particularly evident as she addresses the media contention surrounding glamour model Katie Price, and her receipt of disability welfare benefits for her son. Ethnicity and class are key in academic discussion of the Chav, and in this context they prove to be interwoven and inexorably slippery. Just as previous academic discussions surrounding ethnicity challenge assumptions around whiteness, privilege and discrimination, an equally labyrinthine picture is drawn on the relationship between class and the Chavs, and on the practices of exclusion and symbolic to which they are subject. Chavs as “Wrong” ConsumersKeith Hayward and Majid Yar’s much-cited work points to a rethinking of the underclass concept (Murray) through debates of social marginality and consumption practices. Unlike previous socio-cultural formations (subcultures), Chavs should not be viewed as the result of society choosing to “reject or invert mainstream aspirations or desires” but simply as “flawed” consumers (Hayward and Yar, 18). The authors remarked that the negative social construction and vilification of Chav can be attributed to “a set of narrow and seemingly irrational and un-aesthetic consumer choices” (18). Chavs are discussed as lacking in taste and/or educational/intelligence (cultural capital), and not in economic capital (Bourdieu): it is the former and not the latter that makes them the object of ridicule and scorn. Chav consumption choices are often regarded, and reported, as the wrong use of economic capital. Matthew Adams and Jayne Rainsborough also discuss the ways in which cultural sites of representation--newspapers, websites, television--achieve a level of uniformity in their portrayal of Chavs as out of place and continually framed as “wrong consumers", just as Nayak did. In their argument, they also note how Chavs have been intertextually represented as sites of bodily indiscretion in relation to behaviours, lifestyles and consumption choices. It is these flawed consumption choices that Paul Johnson discusses in relation to the complex ways in which the Chav stereotype, and their consumption choices, are both eroticised and subjected to a form of symbolic violence. Within this context, “Council chic” has been marketed and packaged towards gay men through themed club events, merchandise, sex lines and escort services. The signifiers of flawed consumption (branded sportswear, jewellery, etc), upon which much of the Chav-based subjugation is centred thus become a hook to promote and sell sexual services. As such, this process subjects Chavs to a form of symbolic violence, as their worth is fetishised, commodified, and further diminished in gay culture. The importance of consumption choices and, more specifically, of choices which are considered to be "wrong" adds one final piece to this map of the Chav (Mason and Wigley). What was already noted as discrimination towards Chavs centred upon notions of class, socioeconomic status, and, ethnicity, is amplified by emphasis on consumption choices deemed to be aesthetically undesirable. This all comes together through the “Othering” of a pattern of consumerist choices that encompasses branded clothes, sportswear and other garments typically labelled as "chavvy". Chav: Not Always a LabelIn spite of its rare occurrence in academic discourse on Chavs, it is worth noting here that not all scholarly discussions focus on the notion of Chav as assigned identity, as the work of Kehily, Nayak and Young clearly demonstrates.Kehily and Nayak’s performative approach to Chav adopts an urban ethnography approach to remark that, although these socio-economic-racial labels are felt as pejorative, they can be negotiated within immediate contexts to become less discriminatory and gain positive connotations of respectability in given situations. Indeed, such labels can be enacted as a transitional identity to be used and adopted intermittently. Chav remains an applied label, but a flexible label which can be negotiated and adapted. Robert Young challenges many established conceptualisations of Chav culture, paying particular attention to notions of class and self-identification. His study found that approximately 15% of his 3,000 fifteen-year old respondents, all based in the Glasgow area, self-identified as Chav or "Ned" (a Scottish variant of Chav). The cultural criminological approach taken by Young does not clearly specify what options were given to participants when selecting "Neds or popular" as self-identification. Young’s work is of real value in the discussion of Chav, since it constitutes the only example of self-identification as Chav (Ned); future work reasserting these findings is required for the debate to be continued in this direction. Conclusion: Marginalised on All Fronts?Have Chavs been ostracised for being the wrong type of white person? Much has been discussed around the problematic role of ethnicity in Chav culture. Indeed, many scholars have discussed how Chav adopted the language, dress and style of ethnic minority groups. This assimilation of non-white identities leaves the Chav stranded on two fronts: (1) they are marked as Other by predominantly white social groups and vilified as race/ethnicity traitors (Bennett, Chavspeak); (2) they stand apart from ethnic minority identities through a series of exaggerated and denigrated consumption choices – adopting a bricolage identity that defines them against other groups surrounding them. Are Chavs the wrong type of white, working-class consumer? We know from the seminal works of Dick Hebdige and Stuart Hall that subcultural styles can often convey a range of semiotic messages to the outside world. If one were to bear in mind the potentially isolated nature of those considered Chavs, one could see in their dress a consumption of "status" (McCulloch et al., 554). The adoption of a style predominantly consisting of expensive-looking branded clothes, highly-visible jewellery associated with an exaggerated sporting lifestyle, stands as a symbol of disposable income and physical prowess, a way of ‘fronting up’ to labels of poverty, criminality and lack of social and cultural capital.As my charting process comes to a conclusion, with the exclusion of the studies conducted by Young, Kehily and Nayak, Chav is solely discussed as an “Othering” label, vastly different from the self-determined identities of other youth subcultures. As a matter of fact, a number of studies portray the angry reactions to such labelling (Hollingworth and Williams; Bennett; Mason and Wigley). So are Chavs vilified because of their whiteness, their class, or their consumption choices? More likely, they are vilified because of a combination of all of the above. Therefore, we would not be mistaken in identifying Chavs as completely lacking in identity capital. What is apparent from the literature discussed is that the Chav exists in an anomalous “no man's land”. ReferencesAdams, Matthew, and Jayne Raisborough. "The Self-Control Ethos and the Chav: Unpacking Cultural Representations of the White Working Class." Culture & Psychology 17.1 (2011): 81-97.Bennett, Joe. "‘And What Comes Out May Be a Kind of Screeching’: The Stylisation of Chavspeak in Contemporary Britain." Journal of Sociolinguistics 16.1 (2012): 5-27.———. "Chav-Spotting in Britain: The Representation of Social Class as Private Choice." Social Semiotics 23.1 (2013): 146-162.Bourdieu, Pierre. Distinction: A Social Critique of the Judgement of Taste. Boston: Harvard UP, 1984.Foucault, Michel. “The Subject and Power." Michel Foucault: Beyond Structuralism and Hermeneutics. Eds. Hubert L. Dreyfus and Paul Rabinow. Brighton: Harvester, 1982. 777-795.Hayward, Keith, and Majid Yar. "The Chavphenomenon: Consumption, Media and the Construction of a New Underclass." Crime, Media, Culture 2.1 (2006): 9-28.Hebdige, Dick. Subculture: The Meaning of Style. London: Methuen, 1979. Heeney, Joanne. "Disability Welfare Reform and the Chav Threat: A Reflection on Social Class and ‘Contested Disabilities’." Disability & Society 30.4 (2015): 650-653.Hollingworth, Sumi, and Katya Williams. "Constructions of the Working-Class ‘Other’ among Urban, White, Middle-Class Youth: ‘Chavs’, Subculture and the Valuing of Education." Journal of Youth Studies 12.5 (2009): 467-482.Johnson, Paul. "’Rude Boys': The Homosexual Eroticization of Class." Sociology 42.1 (2008): 65-82.Kehily, Mary Jane, and Anoop Nayak. "Charver Kids and Pram-Face Girls: Working-Class Youth, Representation and Embodied Performance." Youth Cultures in the Age of Global Media. Eds. Sara Bragg and Mary Jane Kehily. London: Palgrave Macmillan, 2014. 150-165.Maffesoli, Michel. The Time of the Tribes: The Decline of Individualism in Mass Society. London: SAGE, 1995.Martin, Greg. "Subculture, Style, Chavs and Consumer Capitalism: Towards a Critical Cultural Criminology of Youth." Crime, Media, Culture 5.2 (2009): 123-145.Mason, Roger B., and Gemma Wigley. “The Chav Subculture: Branded Clothing as an Extension of the Self.” Journal of Economics and Behavioural Studies 5.3: 173-184.McCulloch, Ken, Alexis Stewart, and Nick Lovegreen. "‘We Just Hang Out Together’: Youth Cultures and Social Class." Journal of Youth Studies 9.5 (2006): 539-556.Murray, Charles. The Emerging British Underclass. London: IEA Health and Welfare Unit, 1990.Nayak, Anoop. "Displaced Masculinities: Chavs, Youth and Class in the Post-Industrial City." Sociology 40.5 (2006): 813-831.Oxford English Dictionary. "Chav." 20 Apr. 2015.Renouf, Antoinette. “Tracing Lexical Productivity and Creativity in the British Media: The Chavs and the Chav-Nots.” Lexical Creativity, Texts and Contexts. Ed. Judith Munat. Philadelphia: John Benjamins Publishing, 2007. 61-93. Spencer, Sarah, Judy Clegg, and Joy Stackhouse. "Language, Social Class and Education: Listening to Adolescents’ Perceptions." Language and Education 27.2 (2013): 129-143.Thornton, Sarah. Club Cultures: Music, Media and Subcultural Capital. Cambridge: Polity, 1995.Tyler, Imogen. “Chav Scum: The Filthy Politics of Social Class in Contemporary Britain”. M/C Journal 9.5 (2006). 7 July 2020 <http://www.journal.media-culture.org.au/0610/09-tyler.php>.Tyler, Imogen, and Bruce Bennett. "‘Celebrity Chav’: Fame, Femininity and Social Class." European Journal of Cultural Studies 13.3 (2010): 375-393.Webster, Colin. "Marginalized White Ethnicity, Race and Crime." Theoretical Criminology 12.3 (2008): 293-312.Young, Robert. "Can Neds (or Chavs) Be Non-Delinquent, Educated or Even Middle Class? Contrasting Empirical Findings with Cultural Stereotypes." Sociology 46.6 (2012): 1140-1160.

Mobilities We live in a world of mobilised social life, as John Urry describes it. This is a world made out of constant flows of items, ideas, and actors travelling materially and/or immaterially from one location to another, non-stop. The movement of things and people goes back and forth; it changes direction and passes around various locations, both physical and virtual. No discussion of mobility today can be complete without consideration of the role of communication in reshaping mobilised social life. In many respects, our social life and a sense of community may be thought of as displaced and imaginary (Taylor). This is to say that, in today’s world, “belonging” as a constitutive element of community is acted out, in many cases, at a distance, without physical contact (Delanty 119-49). Furthermore, our sense of belonging is shaped by cultural and social communication networks and the media logic of the latest communication technology (Castells 54-136). It is in these de-territorialised communities (Dayan 166) that we communicate from one to one, or from one to many, without physical restriction; and by doing this, we form, transmit, and modify our self-understanding (or mis/understanding!) of the world in which we live and in which our lives are formed, transmitted, and modified by others. To understand the deeper dynamics of our newly mobilised social life, we need to elaborate on yet another dimension of communication: that is, the idea of circulation (Latour 36). The simplest way of defining circulation is to say that it is about “going the round” and/or “passing on” something—whether it is material or immaterial items, goods, artefacts, ideas, or beliefs that are being distributed and disseminated (Sumiala 44-55). However, as Benjamin Lee and Edward LiPuma (192) argue, if circulation is to serve as a useful analytic construct for the analysis of contemporary social life, “it needs be conceived as more than simply the movement of people, ideas, and commodities from one culture to another.” It is necessary to analyse circulation as a cultural process with its “own forms of abstraction, evaluation, and constraint” (192). It is, indeed, the dynamic structures of circulation that we have to look for. In this article, I shall attempt to illuminate the workings of circulation by discussing how images of violence travel in different types of mobile media environments and how that movement contributes to the formation and reformation of various social imaginaries. Drawing on Charles Taylor’s, Arjun Appadurai’s and Dilip Gaonkar’s work, I define social imaginaries as a symbolic matrix within which people imagine their collective social life. As Gaonkar (1-19) argues, it is within the folds of a social imaginary that we see ourselves as agents who traverse a social space and inhabit a temporal horizon. In everyday life, social imaginaries are carried in stories, symbols and images and in today’s world they rely heavily on stranger sociability—that is, sociability based on media-related relations among strangers (Gaonkar 4-5, 10). Images In Kauhajoki, Finland, on 23 September 2008, a 22-year-old male student went on the rampage at the Seinäjoki University of Applied Science (located in Kauhajoki, the province of Western Finland: a town with a population of some 14,000 inhabitants). The killer shot a teacher, nine of his classmates and, finally, himself. This was a second school shooting tragedy in Finland in less than a year, the first major incident being in Jokela in 2007. Before committing his crimes, the killer had distributed several self-images on the Internet (namely on IRC-gallery and YouTube) in which he broadcast his fascination for guns and shooting. Altogether, he had posted some 15 images on the IRC-gallery site. Some of the images were video clips, but these were later converted into still images. The images that started to circulate in the media after the tragedy included ones of the shooter pointing at the camera with his gun or of him shooting in a shooting range, as well as a number of self-portraits. Following Bruno Latour (159-64), I shall attempt to track the circulation of the killer’s images across different media landscapes: social and mainstream media. This short media ethnography covers excerpts from the Finnish online papers, television news, social media, and newspapers from the day of the tragedy (23 September 2008). Only print newspapers are collected from the next day, 24 September. More specifically, I trace the killer’s images from the largest broadsheet Helsingin Sanomat (print and online versions), the two tabloids Ilta-Sanomat and Iltalehti (print and online versions), and the national public broadcasting company, YLE (TV1 and TV2), as well as the two largest national commercial TV channels, MTV3 and TV4 (I will look especially at the main broadcast newscasts from the channels for the first day). En Route The Kauhajoki rampage shooter launched the process of circulation only about 15 minutes before he left home and started shooting. He logged in, downloaded the images on the social media website, IRC-gallery, and made a link to a server called Rapidshare to accelerate dissemination of his visual material. But this was only the tip of the iceberg in the shooter’s case. In the past, he had been an active circulator of violent material on the Web. By tracing his online history, we can confirm that the killer was a competent user of the digital communication technology (Hakala 99-118). The shooter registered with IRC-gallery in December 2004 and with YouTube in mid-March 2008. He took, for example, the username Wumpscut86 as his online identification. In the course of 2008, the images of the young man smiling at the camera changed into profile photos taken at a shooting range and eventually into a video where the man shoots at the camera. The shooter posted the first photos, hinting at the impending massacre, in the IRC-gallery in August 2008. Ten days after the first posting, the shooter downloaded a picture of his weapon onto the IRC-gallery, titled “Pity for majority”. At the end of August, pictures appeared on the IRC-gallery featuring the man firing his weapon at a shooting range and posing for the camera with his weapon. On Wednesday, 17 September 2008, he again added two more gunman photos of himself to his gallery (Sumiala and Tikka 17-29). During September, the killer downloaded four shooting videos onto YouTube, the last ones on 18 September 2008 (the Thursday of the week before the shooting). The videos feature the man firing his weapon at a location that appears to be a shooting range. On the day of the shooting, Tuesday 23 September 2008, he included a link to his Massacre in Kauhajoki file package, which contained the videos “You will die next”, “Goodbye”, and “Me and my Walther,” as well as an aerial shot of the school centre and photos of him aiming the weapon at the camera (Sumiala and Tikka 17-29).It is therefore clear that the shooter had planned his media strategy carefully before he committed his crime: he left plenty of visual traces, easy to find and distribute, after the catastrophe. In this respect, he also followed the pattern of his predecessors in Virginia Tech and in Jokela: these shooters had also activated social media sites to circulate violent material before taking any action (Kellner 39-43; Sumiala and Tikka 17-29). The killer started shooting in the school centre at around 10:46. The emergency response centre was notified of a fire and of the shooting at 10:47. Altogether, he shot ten people: nine students and one teacher. Around noon, the killer shot himself, but didn’t die immediately. His death, from gunshot wounds, was reported at Tampere University Hospital at 17:40 that evening. The first pieces of information about the shooting appeared on the social media site MuroBBS (a chat room) about half an hour after the shooting had started. About five minutes later, people chatting on the MuroBBS site made a connection between the shooter and his YouTube videos and IRC-gallery material. The IRC-gallery server removed his videos at 11:29 and the YouTube server an hour later, but they had already been uploaded by other users of social media and thus could not be totally destroyed by the server (Hakala 100-18). The online tabloid Iltalehti, published the first of the shooter’s images about 45 minutes after he had shot himself but was still alive. At this point, his face was not recognisable in the images because it was obscured by a black box. The tabloid headline said (in English translation) “Is he the shooter?” Later in the afternoon, all three online papers, Helsingin Sanomat, Iltalehti, and Ilta-Sanomat, published online images of the killer shooting and pointing his gun at the camera, and of his face (as originally published in IRC-gallery). With regard to issues of mobility, the online images travelled much faster than people with cameras. Kauhajoki, the town where the massacre took place, is situated far away from Helsinki, the capital of Finland, and centre of the country’s largest media and news organisations. Only the most well-resourced news organisations were able to send journalists and photographers to the scene of the crime with helicopters and planes; other journalists and broadcasters had to sit in a car or in a train for hours to get to Kauhajoki. Consequently, the critical moment had passed by the time they finally arrived (Hakala 99-118). By contrast, the images posted by the killer himself were available on the Web as soon the shooting started. And it was the social media sites that were the first to make the connection between the shooter and his images. This early annexing of images by the social media users was thus crucial in putting the massacre into circulation in its virtual form (Sumiala and Tikka 17-29). As noted above, social media operators in IRC-gallery and YouTube started to remove the shooter’s material less than an hour after the tragedy started at Kauhajoki. But, when searching YouTube or googling “Kauhajoki” at around 14:00 on the same day, one could still find at least 15 (and probably many more) of his videos (or at least, clips) on YouTube. The titles of these videos included: “School Massacre in Finland (Kauhajoki) 9/23/2008”, “The Shooter at the Massacre in Kauhajoki”, “Kauhajoki Killer Shooting his Deadly Weapon”. One of the crucial aspects of circulation is the issue of which material gets into circulation and what value is attached to it. In the case of the Kauhajoki school shootings, one needs to ask which were the texts or images that started to circulate in the national media, as it is the national media (in particular, television) that play a crucial role in transforming a local news event it into a national media catastrophe (see e.g. Liebes 71-84). The newscasts analysed for this research included evening news from every national news channel: YLE: channel 1 (20:30); channel 2 (21:50); MTV3 (19:00); and TV4 (23.00). All of them showed the shooter’s own images as part of their broadcasts. YLE channels 1 and 2 were more cautious about showing visual material, whereas the commercial channels MTV3 and TV4 used more airtime (and a larger number of images, both still and moving) to profile the killer. By the end of the day, the “Kauhajoki Killer” had become “the star” of the shootings (both nationwide and internationally), largely on account of the visual material he had left behind on the Web and which was so easy to circulate from one medium to another (Hakala 48-98). Needless to day, the “victims” of the shooting (nine students and a teacher) all but faded from view. Events the next day only increased this emphasis. The two tabloids Iltalehti and Ilta-Sanomat brought out extra issues featuring the killer’s own visual material on several double-page spreads. Especially interesting was Iltalehti’s double page (24-25), covered with images from the international online papers: Spiegel Online, Mail Online, CNN.com, BBC news, El Pais.com, Expressen and Aftonbladet, all but one of which had chosen to display the killer’s face on the front page. Helsingin Sanomat also chose to give the killer’s face extraordinary visibility; in Finland, the front page of the daily is usually always sold for advertisements and there are only very few instances in its history that have been an exception to this rule. The Kauhajoki massacre was one of these rare moments in history. Community Through this short media ethnography, I hope to have illustrated some of the ways in which circulation features in a contemporary media context through the example of the “Kauhajoki School Shooter”. The direction of this “circulation” was clearly from the social media to the mainstream media: from online to offline. As a media event, it was diachronic (i.e. “historical”—it evolved “across time”), but also synchronic inasmuch as the images multiplied on the Web in an instant (Sumiala and Tikka 17-29). In the circulation of the Kauhajoki shooter’s images, digital communication technology clearly played an absolutely central role. The images were easily accessible on social media sites and they were in a digital format that was simple to convert from one medium to another. This enabled instant and sensational “remediation”, to use Bolter and Grusin’s formulation. Not only were the images transformed from one medium to another; they became remediated, especially in commercial electronic and print media, as they all (MTV3, TV4, Helsingin Sanomat, Iltalehti, and Ilta-Sanomat) circulated images from the killer’s own online sites. Yet I do not wish to give the impression that the media circulation of the Kauhajoki killer images is an “innocent” or inconsequential cultural phenomenon in the context of mobilised social life. Circulation, as a means of communication, has the power to influence social imaginaries: how belonging is imagined and acted out in the age of mobility. In his book Fear of Small Numbers, Arjun Appadurai has argued that, in the contemporary era, communities are not only organised around communications that nurture positive imaginaries, but also circulate violence, fear, destruction, and uncertainty. By copying, repeating, and “recycling” violent material—by keeping circulation on the move, in other words—social imaginaries of violence are spread, not only on a national scale but globally. In this sense, it is arguable that they become distinctly glocal phenomena. Some of the circulation of the violent material is condensed on Web-based “hate groups”: this refers to those global communities that share a common hatred or anger regarding a given phenomenon or issue. The cause of hatred is often race, religion, ethnicity, sexual orientation, or gender, but it can also be misanthropy of a more general kind (Duffy 292). The attitudes towards the objects of hatred that are revealed may vary in both nature and degree, but the “national” exporting of violence from one country to another arguably follows a similar trajectory to the migrant flow of human subjects (Sumiala and Tikka 17-29) and therefore adds to the impression that circulatory “flows” have become the dominant trope of contemporary life the world over. Imaginary communities, as de-territorialised forms of belonging, can, in fact, be regarded as the communities of the era of mobility (see also Pikner in this issue). They cannot be physically perceived, but they do have social momentum. The shooter in Kauhajoki was a member of a large number of global virtual communities himself and arguably succeeded in exporting both himself, and “Finland”, to the rest of the world. He had, as we’ve seen, registered with YouTube, IRC-gallery, Suomi24 (Finland’s largest online community), and Battlefield 2 long before the massacre took place. It is also worth noting that, in these virtual communities, the killer took up his place as a resident rather than a visitor. Having established his online profile, he sought out contact with like-minded users, and engaged in social relationships in global online communities that were, quite literally, a world away from his home in Finland. In the virtual “hate communities” to which the Kauhajoki shooter belonged, dispersed people from around the world came together through a discourse of violence, hate, and destruction; I call these ephemeral encounters of stranger sociability networked communities of destruction. These are virtual global communities held together by a social imaginary constructed around the visualisation of texts of death and violence that emanate from a specific nation (in this case, Finland) but almost instantly transcend it. These communities cancel the distance between centre and periphery and cohere around the discourses of hate and destruction (Coman and Rothenbuhler 6). By remaking and circulating the Kauhajoki shooter’s photos and videos, these communities render a figure like the Kauhajoki killer immortal in an unprecedented way. The promise of post-mortem fame for a potential school shooter is thus kept vividly alive in today’s networked communities through the endless circulation of imaginaries of violence and destruction, raising issues of ethics and digital/media responsibility that have only just begun to be addressed. References Appadurai, Arjun. Modernity at Large: Cultural Dimensions of Globalization. Minnesota: University of Minnesota Press, 1996. Appadurai, Arjun. Fear of Small Numbers: An Essay on the Geography of Anger. London: Duke University Press, 2006. Bolter, Jay David, and Richard Grusin. Remediation. Understanding New Media. Cambridge, MA: MIT Press, 1998. Castells, Manuel. Communication Power. New York: Oxford University Press, 2009. Coman, Mihai, and Eric Rothenbuhler. “The Promise of Media Anthropology.” Media Anthropology. Thousand Oaks: Sage, 2005. 1-11. Dayan, Daniel. “The Pope at Reunion: Hagiography, Casting, and Imagination.” Media Anthropology. Ed. Eric Rothenbuhler and Mihai Coman. Thousand Oaks and London: Sage, 2005. 165-75. Delanty, Gerard. Community. 2nd ed. London: Routledge, 2010. Duffy, Margaret. “Web of Hate: A Fantasy Theme Analysis of the Rhetorical Vision of Hate Groups Online.” Journal of Communication Inquiry 27 (2003): 291-312. Gaonkar, Dilip Parameshwar. “Toward New Imaginaries: An Introduction.” Public Culture 14 (2002): 1-19. Hakala, Salli. Koulusurmat verkostoyhteiskunnassa. Analyysi Jokelan ja Kauhajoen kriisien viestinnästä. Helsingin yliopisto: CRC/Viestinnän laitos, 2009. ‹http://www.valt.helsinki.fi/blogs/crc/koulusurmat.htm›. Kellner, Douglas. Guys and Guns Amok: Domestic Terrorism and School Shootings from the Oklahoma City Bombing to the Virginia Tech Massacre. Boulder: Paradigm Publishers, 2008. Latour, Bruno. Reassembling the Social: An Introduction to Actor-Network-Theory. Oxford: Oxford University Press, 2005. Lee, Benjamin, and Edward LiPuma. “Cultures of Circulation: The Imaginations of Modernity.” Public Culture 14 (2002): 191-214. Liebes, Tamar. “Television’s Disaster Marathons: A Danger for Democratic Processes?” Media, Ritual and Identity. Eds. Tamar Liebes and James Curran. London : Routledge, 1998. 71-84. Sumiala, Johanna. “Circulation.” Keywords in Religion, Media, and Culture. Ed. David Morgan. London: Routledge, 2008. 44-55. Sumiala, Johanna, and Minttu Tikka. “‘Web First’ to Death: The Media Logic of the School Shootings in the Era of Uncertainty. Nordicom Review 31 (2010): 17-29. ‹http://www.nordicom.gu.se/eng.php?portal=publ&main=info_publ2.php&ex=325&me=2%22%20%5Ct%20%22_blank›. Taylor, Charles. “Modern Social Imaginaries.” Public Culture 14 (2002): 91-124. Urry, John. Mobilities. Cambridge: Polity, 2008.

To date, traditional behavioral interventions have done little to reduce the prevalence and transmission of HIV among African American men who have sex with men (AAMSM), a highly at risk group. Some researchers theorize that the lack of success may be because these interventions do not address contextual factors among AAMSM. Community-based participatory research (CBPR) is one approach to research with the potential to lead to effective interventions in the future. CBPR is a collaborative, mixed-methods and multidisciplinary, approach to scientific inquiry, which is conducted with, and within, the community. The current study follows the CBPR approach to engage and develop a relationship with the African American communities in the Dallas/Fort Worth Metroplex. Contextual issues were discussed in order to identify emerging themes regarding HIV health related issues among AAMSM to provide the groundwork for continued CBPR research and future interventions with AAMSM in the Dallas/Fort Worth Metroplex. To accomplish this goal, researchers began the CBPR process by conducting interviews and focus groups with a sample of approximately 62 (34 from key informant interviews, 28 from focus groups [gender balanced]) AIDS service organization leaders and workers, advocates, medical doctors and community members with first-hand knowledge of HIV health issues in the AAMSM community. Transcripts of these interviews and focus groups were analyzed to identify emerging themes at the societal (religious doctrine, African American Culture, age-related norms and stigma), community (education, religious views/policy and community norms) and individual (disclosure, personal identity, sexual behavior/risk, accessing care and communication) levels. This data was used to create a holistic narrative report that will be used to direct the community advisory board (CAB) and guide future research and interventions.