Journal articles on the topic 'Intersectional feminist pedagogy'

In this paper, I critically reflect on my efforts to and experiences of integrating disability justice and crip theory into my intersectional, queer, feminist pedagogy. I begin by grounding my pedagogical practice in my experiences as an anti-violence advocate / activist in order to argue that disability theory and justice have the potential to not only expand anti-violence education, but also to transform it through careful attention to access, care, and interdependence. In this article, access refers to the possibilities of being fully present and supported within a given learning space; care describes the process of creating access through actions that make presence possible; and interdependence recognizes that access and care must co-exist because people need each other. I then identify parallels between anti-violence work and theories and movements against ableism because I have found this intersection to be pedagogically generative. Next, I describe what disability theory and justice, access, and crip politics (McRuer, 2006; Price, 2015) look like within the context of anti-violence education. In the second section of this paper, I write about how disability theory and justice brought to bear on anti-violence education can help to promote radical imagination and hope as well as deeper understandings of foundational concepts like consent. I also critically examine how anti-violence education can expand the possibilities of disability pedagogy through meaningful engagements with intersectional feminist theory and praxis. My purpose in developing these claims is to demonstrate the ongoing importance of bridging disability theory and justice with intersectional feminist practices of education.

Drawing on queer and feminist Digital Humanities (DH) and Indigenous, antiracist, and intersectional approaches to publishing, this pedagogy piece reflects on a course designed and taught in Fall 2018 titled “Intersectional Feminist Journal Praxis.” Students read intersectional readings on publishing while creating their own journal through Open Journal Systems Software (OJS). Employing principles of collaboration and praxis, students worked in teams around specific tasks like a call for papers, peer review, copyediting, and introduction-writing while employing critical publishing practices such as remaining reflexive about, for example, accessibility and power inequalities in processes of knowledge production. Their end product was the publication of the first issue of the journal they themselves created by the name of Intersectional Apocalypse (https://journals.lib.sfu.ca/index.php/ifj). This piece discusses this pedagogical DH experiment, grounding it in histories of anti-oppressive publishing endeavors and in students’ own words and reflections on the course.

Heterosexist ideology underpins education policy and practice almost universally. It has the effect of rendering invisible and disrespecting practitioners and students of other sexual and non-gender conforming identities. Much explicitly queer work has challenged this normalising and frequently oppressive higher education terrain. To maximise this queer potential this article proposes re-positioning queer within and through a practice and pedagogy of feminism. The broad-based identity politics of feminism and the anti-identitarian politic of queer may appear a slightly improbable alliance. The article argues, however, that intersectional approaches which reinforce queer integrity, challenge oppressive social norms and simultaneously re-emphasise the importance of the political through an identity politics heavily influenced by feminism, are not just possible but necessary. In seeking to explore what unites feminism and queer educationally, the article makes three observations relating to history, pedagogy and activism. It references two particular LGTBQ Irish and European educational programmes, which it argues highlight this sense of the probable in terms of queer–feminist educational alliances. Such alliances can continue to challenge in material ways sustained educational constructions of heterosexuality as normal, natural and moral and in so doing provide a platform for empowerment and change.

It is becoming increasingly clear that sexual harassment is a serious problem within libraries. In particular, patron-perpetrated sexual harassment is the sexual harassment of library staff by the very patrons they endeavor to support. In this paper we identify and apply intersectional feminist and critical race and whiteness theories that unearth the structural underpinnings that support patron-perpetrated sexual harassment. We do so both to make this issue visible as well as to offer theoretical frameworks that might be taken up by LIS educators to address this topic within their classrooms. A comprehensive and nuanced examination of gender, race, and their intersections in LIS is necessary to recognize, name, and resist acts of gender-based violence such as patron-perpetrated sexual harassment. We call for a slow interconnected pedagogical approach that connects theory to practice, supports the use of critical theory to rigorously interpret the core values of librarianship, and is supported by the voices and perspectives of those working in libraries.

Developing campus-wide programs to foster equity, diversity, and inclusion continues to be an ongoing priority for many colleges and universities across the country. Academic libraries are well positioned to support this work because they are embedded in so many of the functions of their institutions. Moreover, academic library staff have been writing about and practicing critical information literacy and intersectional feminist pedagogy in service of creating spaces in which all patrons can learn and grow. For example, the Oberlin Group, of which Wellesley College is a member, has collaboratively drafted a guide specifically for aggregating resources that promote equity, diversity, and inclusion in libraries.

Feminist pedagogy, originating in social constructivism and critical theory, offers an instructional approach for a more democratic and diverse curriculum and pedagogy. Extending from feminist pedagogy is Black feminist pedagogy, which offers a more specialized instructional approach for underrepresented populations in education. Both feminist pedagogy and Black feminist pedagogy foster a unique intersection for institutions of higher education whose historic mission integrates race and gender as part of its targeted efforts. This study examines ways feminist pedagogy and Black feminist pedagogy are integrated into the undergraduate music program at Spelman College, a historically Black college for women. Using Barbara Coeyman’s four principles of traditional feminist pedagogy for women’s studies in music and the general music curriculum (i.e., diversity, opportunities for all voices, shared responsibility, and orientation to action) as a theoretical framework, the following three components were examined for this study: content (curriculum and course design), context (structural influences of gender and race), and pedagogy (classroom instruction and learning outcomes). The analysis of data ascertained through triangulated measures of interviews, observations, and document collection provided suggestions as to how music educators can design and teach within a music environment that is socially and culturally inclusive for all students.

This article explores the intersection of teaching about gender-based violence and contingent employment. Drawing upon Patricia Hill Collins’s (1986) theory of the outsider-within to illuminate how power differentials, access, and resources as insiders or outsiders shape knowledge production and ways of knowing, seeing, and being, the author applies this lens to the experience of contingent faculty. Relying on perspectives in feminist pedagogy, autoethnographic methods, and case studies of students studying trauma, this article exposes layers of personal and institutional brokenness. In delving into the connection of emotion and social structure, this article is intended for people interested in higher education’s role and responsibility in preventing and responding to gender-based violence, the emotional life of the classroom, feminist pedagogy on trauma, mental health crisis in higher education, and overreliance on contingent laborers in higher education.

This article bridges multiple ways of knowing to explore the experience of an undergraduate psychology class focused on intersectionality. Drawing on feminist pedagogy, intersectionality, and critical consciousness literatures, we, the instructor and students together work to understand the experiences of the course and to offer our lessons learned. We present a detailed structure of the course, Experiences of Intersectionality, results of a qualitative analysis of students’ written course reflections, and instructor reflections. Three themes were extracted from the data: Vulnerability and Privilege, “Small Slaps in the Face,” and Empathy and Action. The discussion of the findings includes reflections from the course instructor and applications to praxis, particularly for educators.

This paper engages with the artistic practice and work of Vanessa Dion Fletcher (Potawatomi and Lenapé) from my perspective as a non-Indigenous academic and curator. Dion Fletcher and I have worked together over the past several years through discussions about her work, studio visits, and various events. In her art practice, Dion Fletcher uses porcupine quills and menstrual blood to inquire into a range of issues and concepts including Indigenous language revitalization, feminist Indigenous corporeality, Land as pedagogy, decolonization, and neurodiversity. In particular her work confronts the ways that Indigeneity, the queer and gendered body, and disability are rendered expendable. In this paper I engage with Dylan Robinson’s “sovereign sense”: a transcorporeal mode of perception that is affective, land-based, and formed through relations between human and non-humans. Dion Fletcher’s work makes palpable this sense of sovereignty through its unruly and mutating feltness. Further, her work makes visible feminist Indigenous artistic acts of resurgence alongside the frictions at the intersections of settler colonialism and disability. Following Karyn Recollet, I contend that Dion Fletcher’s work activates an Indigenous affective experience of futurity and creative intimacy that in turn imagines disability and Indigeneity as sites through which new pedagogical relations can be formed.

This introductory article argues that contemporary academic teaching contexts are filled with anxiety. Students enter the classroom with a host of uncertainties, while teachers often suffer the burden of personal and professional anxieties of their own. Although many of these are historically specific, rooted in particular political, economic, and ecological circumstances, the authors argue that they may be productively approached through the strategies outlined in this introduction and the articles of this cluster of articles. They advocate tackling the question of anxiety consciously, responsibly, and tactfully, guided both by teachers’ experiences and by their knowledge of theoretical approaches to course content. Drawing principally from affect theory, but also enfolding concepts from intersectional feminism, digital humanities, reader-response theory, and other critical methodologies, the authors share tactics for working with anxiety rather than striving to eliminate it or ignore it. They argue that, once we see our pedagogy as anxious, we begin to see opportunities to broach it as a subject that can productively engage with the core tenets of academic inquiry.

Drawing from United Nations Security Council Resolutions on Women, Peace and Security and the Vancouver Principles, this paper highlights key factors to be addressed in military training and education to ensure that military members are adequately prepared to protect children affected by conflict and to enhance military capabilities to participate in the prevention of the recruitment and use of child soldiers. Informed by feminist theories and analysis, this paper argues that military professionals are better prepared for the protection of children when they are given the opportunity to explore gender concepts in relation to their own socialization to the military and if they are provided with the right theories and tools to understand and respond to gender and intersectional dynamics of children and armed conflict. The paper suggests that while content that illuminates gender constructs and their relation to the security of children is crucially important, determining the right pedagogic approaches that support the effective training and education of military professionals is equally vital.

I was very excited to get my hands on what was promising to be a magnificent and extremely helpfulHandbook of Rhetorical Studies, and my expectations were matched – and exceeded! This handbook contains no less than sixty contributions written by eminent experts and is divided into six parts. Each section opens with a brief orientation essay, tracing the development of rhetoric in a specific period, and is followed by individual chapters which are organized thematically. Part I contains eleven chapters on ‘Greek Rhetoric’, and the areas covered are law, politics, historiography, pedagogy, poetics, tragedy, Old Comedy, Plato, Aristotle, and closing with the Sophists. Part II contains thirteen chapters on ‘Ancient Roman Rhetoric’, which similarly covers law, politics, historiography, pedagogy, and the Second Sophistic, and adds Stoic philosophy, epic, lyric address, declamation, fiction, music and the arts, and Augustine to the list of topics. Part III, on ‘Medieval Rhetoric’, covers politics, literary criticism, poetics, and comedy; Part IV, on the Renaissance contains chapters on politics, law, pedagogy, science, poetics, theatre, and the visual arts. Part V consists of seven essays on the early modern and Enlightenment periods and is decidedly Britano-centric: politics, gender in British literature, architecture, origins of British Enlightenment rhetoric, philosophy (mostly British, too), science, and the elocutionary movement in Britain. With Chapter 45 we arrive at the modern age section (Part VI), with two chapters on feminism, one on race, and three on the standard topics (law, political theory, science), grouped together with those on presidential politics, New Testament studies, argumentation, semiotics, psychoanalysis, deconstruction, social epistemology, and environment, and closing with digital media. The volume also contains a glossary of Greek and Latin rhetorical terms. As the editor states in his Introduction, the aim of the volume is not only to provide a comprehensive history of rhetoric, but also to enable those interested in the role of rhetoric in specific disciplines or genres, such as law or theatre and performance, to easily find those sections in respective parts of the book and thus explore the intersection of rhetoric with one specific field in a chronological sequence.

RESUMOEste artigo relata a experiência do clube de leitura Leia Mulheres Marechal Deodoro, como proposta pedagógica voltada para a formação de leitoras e leitores no contexto da educação básica. A partir da perspectiva metodológica da pedagogia engajada, o clube constitui-se como uma “comunidade de aprendizado”, conforme apresentada por Hooks (2017). Dessa forma, responde concretamente aos desafios de formar leitoras e leitores no contexto escolar, respeitando a voz, a experiência de cada integrante do clube e buscando o desenvolvimento da sua autonomia. A partir da discussão de textos de autoria feminina, o clube aborda questões de gênero, raça e classe, numa perspectiva interseccional (AKOTIRENE, 2019). Essa abordagem implica a necessidade de discutir a noção de cânone, Reis (1992), e Wollf (1985), bem como a de lugar de fala, Ribeiro (2017). Como projeto de ensino institucionalizado, ele funciona desde julho de 2017, no Instituto Federal de Alagoas, Campus Marechal Deodoro.Interseccionalidade. Formação de leitoras/es. Leia mulheres.Reading and intersectionality: the experience of Leia Mulheres Marechal DeodoroABSTRACT This article reports the experience of the “Leia Mulheres Marechal Deodoro” Reading Club, as a pedagogical proposal aimed at training readers in the context of basic education. From the methodological perspective of engaged pedagogy, the club is constituted as a “learning community”, as presented by Hooks (2017). This way, it responds concretely to the challenges of training readers in the school context, respecting each member of the club’s voice and experience and seeking the development of their autonomy. From the discussion of female authorship texts, the club addresses issues of gender, race and class, in an intersectional perspective (AKOTIRENE, 2019). This approach implies the need to discuss the notion of canon, Reis (1992) and Wollf (1985), as well as the place of speech, Ribeiro (2017). It is an institutionalized teaching project that has been operating at the Federal Institute of Alagoas, Campus Marechal Deodoro, since July 2017.Intersectionality. Training of readers. Read women. Lectura e interseccionalidad: la experiencia de Leia Mulheres Marshal DeodoroRESUMENEste artículo informa sobre la experiencia del club de lectura Leia Mulheres Marechal Deodoro, como una propuesta pedagógica dirigida a capacitar a los lectores en el contexto de la educación básica. Desde la perspectiva metodológica de la pedagogía comprometida, el club se constituye como una "comunidad de aprendizaje", según lo presentado por Hooks (2017). Por lo tanto, responde concretamente a los desafíos de capacitar a los lectores en el contexto escolar, respetando la voz, la experiencia de cada miembro del club y buscando el desarrollo de su autonomía. A partir de la discusión de textos escritos por mujeres, el club aborda cuestiones de género, raza y clase, en una perspectiva interseccional (AKOTIRENE, 2019). Este enfoque implica la necesidad de discutir la noción de canon, Reis (1992) y Wollf (1985), así como el lugar de expresión, Ribeiro (2017). Como un proyecto de enseñanza institucionalizado, ha estado operando desde julio de 2017, en el Instituto Federal de Alagoas, Campus Marechal Deodoro.Interseccionalidad. Formación de lectores / es. Lee mujeres. Lettura e intersezionalità:l'esperienza del maresciallo Deodoro Leia MulheresSINTESEQuesto articolo riporta l'esperienza del club di lettura Leia Mulheres Marechal Deodoro, come una proposta pedagogica volta a formare i lettori nel contesto dell'istruzione di base. Dal punto di vista metodologico della pedagogia impegnata, il club è costituito come una "comunità di apprendimento", come presentato da Hooks (2017). Quindi, risponde concretamente alle sfide della formazione dei lettori nel contesto scolastico, rispettando la voce, l'esperienza di ciascun membro del club e cercando lo sviluppo della loro autonomia. Dalla discussione di testi scritti da donne, il club affronta questioni di genere, razza e classe, in una prospettiva intersezionale (AKOTIRENE, 2019). Questo approccio implica la necessità di discutere la nozione di canone, Reis (1992) e Wollf (1985), nonché il luogo di intervento, Ribeiro (2017). Come progetto di insegnamento istituzionalizzato, è operativo da luglio 2017 presso l'Istituto Federale di Alagoas, Campus Marechal Deodoro.Intersezionalità. Formazione di lettori / es. Leggi le donne.

What are the stakes of teaching #BlackLivesMatter simultaneously in New Hampshire and in the national media? We draw upon our experiences leading two iterations of a #BlackLivesMatter course at Dartmouth College to consider the feminist pedagogical origins of “experiential learning,” the intersectional dynamics of enacting a teaching collective, and working in dialogue with the movement itself.

We propose a rhetorical intersectionality pedagogy to teach Buzzanell’s (1994) “Gaining a Voice.” Specifically, we advance Buzzanell’s vision by presenting a way to teach this article in an intersectional manner and open the dialogue to a wider range of students. This approach encompasses four needs: (a) unhiding the curriculum and the underlying structure of our academic settings, (b) asking learners and instructors to heed silence and silence breaking, (c) encouraging learners and instructors to embrace rhetorical listening, and (d) setting aside canon and convention to make way for parrhesia within our communication programs. Our contribution foregrounds pedagogy as a vital aspect of higher education’s impact on contemporary and future feminist organizational communication issues.

In this article, I explore questions of pedagogy and knowledge-writing practices in their relation to knowledge production. Starting from the observation that different styles of writing are present in our work, but many of them are systematically pushed back and mis-read as non-academic, the article brings to the fore a discussion on the direct relationship between practices of knowledge-writing and those modes of knowing that escape the linear and propositional academic style while still being part of how knowledge comes into being. Following a tradition of intersectional feminist epistemologies, I engage with questions of epistemologies and critical pedagogies, speaking to and with several generations of scholars who address and work with questions of diversity and knowledge production that are seminal within International Relations (IR), yet underexplored from the perspective of knowledge-writing practices.

The Queer History Walking Tour is an annually recurring event during Dublin’s official Pride festivities. Created and led by the ‘Godfather of Gay,’ Tonie Walsh, the walks seek to extend stories from the Irish Queer Archive (IQA) into the everyday fabric of the city, contributing to a processual queering of Irish heteronormative histories. As an activist form of public pedagogy, the walking tour encourages a relational understanding of queer cultural heritage through mobile, embodied, and emotional interactions. This paper argues that the walking tour works as an anarchive that contributes to a growing, intersectional understanding of LGBTQ+ experiences and queer futures, facilitated by peripatetic practices. In response to pervasive cis-male homonormativity at Pride, Dr Mary McAuliffe, a queer feminist woman, is the latest tour guide who includes historical stories of lesbian women, trans people, and gay men. Through engaging with this diversity of historical experiences, guides signal and support anti-capitalist events organised to critique the corporatisation of Pride and current attitudes towards LGBTQ+ people in Ireland. Trans Pride and Alternative Pride highlight the ongoing physical and structural violence done to LGBTQ+ people through giving voice to intersectional experiences. They connect LGBTQ+ struggles across different timespaces through engaging with Pride as a protest and marching to significant historical sites on meaningful days in LGBTQ+ history. Walking together to significant places, telling stories, and educating one another at these events works to queer Pride by challenging capitalism and its norms,revealing a trajectory that invites us to imagine and participate in an intersectional future of being queer in Ireland.

Abstract The article argues that community development work, in the form of feminist pedagogy and community radio, can engage more women in technological roles, aid women’s confidence and mental health and possibly, improve diversity in mainstream media. In UK media, corporations are heavily criticized for their under and misrepresentation of women and, in general, their inability to engage with excluded groups. The BBC’s strategic aim is to improve inclusion and diversity by 2020. The article asserts the value of community development methods in efforts to address this. It explores concepts of voice poverty and empowerment through analysis of the narratives of twelve female community radio volunteers in Northern England. Using Freire’s (1972) notion of ‘culture of silence’ and against the backdrop of gender inequality, the article clarifies the nature of community radio and employs a variety of literatures to understand how a feminist pedagogy (hooks, 1994) and an intersectional approach (Crenshaw, 1989) might be useful in media. It builds from Stuart Hall’s contention that media and cultural spaces can be powerful sites of social action. Analysis of participant accounts indicates that community radio is a site of diverse identities, laughter, dialogue, raised consciousness, and conflict. This confronts not only the orthodoxy of young white, male-dominated media but also challenges romantic notions of community harmony and happiness by recognizing inherent tensions within prevailing conceptions of womanhood and within and between communities. The article foregrounds evidence from the majority world, where community radio is well documented as giving voice to invisiblized women, and concludes with an argument for further exploration of this highly symbolic dimension of empowerment, whereby women overcome technological fears and break their silence by broadcasting diverse voices. The project challenges UK commercial and public broadcasters to learn from the global south that community radio is an effective method of development with potential to enrich the mainstream media world.

The advent of the #MeToo movement and the scale of participation in 85 countries (Gill and Orgad; see Google Trends) has greatly expanded debate about the revival of feminism (Winch Littler and Keeler) and the contribution of digital media to a “reconfiguration” of feminism (Jouet). Insofar as these campaigns are concerned with sexual harassment and related forms of sexual abuse, the longer history of sexual harassment in which this practice was named by women’s movement activists in the 1970s has gone largely unremarked except in the broad sense of the recharging or “techno-echo[es]” (Jouet) of earlier “waves” of feminism. However, #MeToo and its companion movement #TimesUp, and its fighting fund timesupnow.org, stemmed directly from the allegations in 2017 against the media mogul Harvey Weinstein by Hollywood professionals and celebrities. The naming of prominent, powerful men as harassers and the celebrity sphere of activism have become features of #MeToo that warrant comparison with the naming of sexual harassment in the earlier era of feminism.While the practices it named were not new, the term “sexual harassment” was new, and it became a defining issue in second wave feminism that was conceptualised within the continuum of sexual violence. I outline this history, and how it transformed the private, individual experiences of many women into a shared public consciousness about sexual coercion in the workplace, and some of the debate that this generated within the women’s movement at the time. It offers scope to compare the threshold politics of naming names in the 21st century, and its celebrity vanguard which has led to some ambivalence about the lasting impact. For Kathy Davis (in Zarkov and Davis), for instance, it is atypical of the collective goals of second wave feminism.In comparing the two eras, Anita Hill’s claims against Clarence Thomas in the early 1990s is a bridging incident. It dates from closer to the time in which sexual harassment was named, and Hill’s testimony is now recognised as a prototype of the kinds of claims made against powerful men in the #MeToo era. Lauren Berlant’s account of “Diva Citizenship”, formulated in response to Hill’s testimony to the US Senate, now seems prescient of the unfolding spectacle of feminist subjectivities in the digital public sphere and speaks directly to the relation between individual and collective action in making lasting change. The possibility of change, however, descends from the intervention of the women’s movement in naming sexual harassment.The Name Is AllI found my boss in a room ... . He was alone ... . He greeted me ... touched my hair and ... said ... “Come, Ruth, sit down here.” He motioned to his knee. I felt my face flush. I backed away towards the door ... . Then he rose ... and ... put his hand into his pocket, took out a roll of bills, counted off three dollars, and brought it over to me at the door. “Tell your father,” he said, “to find you a new shop for tomorrow morning.” (Cohen 129)Sexual coercion in the workplace, such as referred to in this workplace novel published in 1918, was spoken about among women in subcultures and gossip long before it was named as sexual harassment. But it had no place in public discourse. Women’s knowledge of sexual harassment coalesced in an act of naming that is reputed to have occurred in a consciousness raising group in New York at the height of the second wave women’s movement. Lin Farley lays claim to it in her book, Sexual Shakedown, first published in 1978, in describing the coinage of the term from a workshop on women and work in 1974 at Cornell University. The group of participants was made up, she says, of near equal numbers of black and white women with “economic backgrounds ranging from very affluent to poor” (11). She describes how, “when we had finished, there was an unmistakable pattern to our employment ... . Each one of us had already quit or been fired from a job at least once because we had been made too uncomfortable by the behaviour of men” (11–12). She claims to have later devised the term “sexual harassment” in collaboration with others from this group (12).The naming of sexual harassment has been described as a kind of “discovery” (Leeds TUCRIC 1) and possibly “the only concept of sexual violence to be labelled by women themselves” (Hearn et al. 20). Not everyone agrees that Farley’s group first coined the term (see Herbert 1989) and there is some evidence that it was in use from the early 1970s. Catherine Mackinnon accredits its first use to the Working Women United Institute in New York in connection with the case of Carmita Wood in 1975 (25). Yet Farley’s account gained authority and is cited in several other contemporary radical feminist works (for instance, see Storrie and Dykstra 26; Wise and Stanley 48), and Sexual Shakedown can now be listed among the iconic feminist manifestoes of the second wave era.The key insight of Farley’s book was that sexual coercion in the workplace was more than aberrant behaviour by individual men but was systemic and organised. She suggests how the phrase sexual harassment “is the first verbal description of women’s feelings about this behaviour and it unstintingly conveys a negative perception of male aggression in the workplace” (32). Others followed in seeing it as organised expression of male power that functions “to keep women out of non-traditional occupations and to reinforce their secondary status in the workplace” (Pringle 93), a wisdom that is now widely accepted but seemed radical at the time.A theoretical literature on sexual harassment grew rapidly from the 1970s in which the definition of sexual harassment was a key element. In Sexual Shakedown, Farley defines it with specific connection to the workplace and a woman’s “function as worker” (33). Some definitions attempted to cover a range of practices that “might threaten a woman’s job security or create a stressful or intimidating working environment” ranging from touching to rape (Sedley and Benn 6). In the wider radical feminist discussion, sexual harassment was located within the “continuum of sexual violence”, a paradigm that highlighted the links between “every day abuses” and “less common experiences labelled as crimes” (Kelly 59). Accordingly, it was seen as a diminished category of rape, termed “little rape” (Bularzik 26), or a means whereby women are “reminded” of the “ever present threat of rape” (Rubinstein 165).The upsurge of research and writing served to document the prevalence and history of sexual harassment. Radical feminist accounts situated the origins in the long-standing patriarchal assumption that economic responsibility for women is ultimately held by men, and how “women forced to earn their own living in the past were believed to be defenceless and possibly immoral” (Rubinstein 166). Various accounts highlighted the intersecting effects of racism and sexism in the experience of black women, and women of colour, in a way that would be now termed intersectional. Jo Dixon discussed black women’s “least advantaged position in the economy coupled with the legacy of slavery” (164), while, in Australia, Linda Rubinstein describes the “sexual exploitation of aboriginal women employed as domestic servants on outback stations” which was “as common as the better documented abuse of slaves in the American South” (166).In The Sexual Harassment of Working Women, Catherine Mackinnon provided a pioneering legal argument that sexual harassment was a form of sex discrimination. She defined two types: the quid pro quo, when “sexual compliance is exchanged, or proposed to be exchanged, for an employment opportunity” (32); and sexual harassment as a “persistent condition of work” that “simply makes the work environment unbearable” (40). Thus the feminist histories of sexual harassment became detailed and strategic. The naming of sexual harassment was a moment of relinquishing women’s experience to the gaze of feminism and the bureaucratic gaze of the state, and, in the legal interventions that followed, it ceased to be exclusively a feminist issue.In Australia, a period of bureaucratisation and state intervention commenced in the late 1970s that corresponded with similar legislative responses abroad. The federal Sex Discrimination Act was amended in 1984 to include a definition of sexual harassment, and State and Territory jurisdictions also framed legislation pertaining to sexual harassment (see Law Council of Australia). The regimes of redress were linked with Equal Opportunity and Affirmative Action frameworks and were of a civil order. Under the law, there was potential for employers to be found vicariously liable for sexual harassment.In the women’s movement, legislative strategies were deemed reformist. Radical and socialist feminists perceived the de-gendering effects of these policies in the workplace that risked collusion with the state. Some argued that naming and defining sexual harassment denies that women constantly deal with a range of harassment anywhere, not only in the workplace (Wise and Stanley 10); while others argued that reformist approaches effectively legitimate other forms of sex discrimination not covered by legislation (Game and Pringle 290). However, in feminism and in the policy realm, the debate concerned sexual harassment in the general workplace. In contrast to #MeToo, it was not led by celebrity voices, nor galvanised by incidents in the sphere of entertainment, nor, by and large, among figures of public office, except for a couple of notable exceptions, including Anita Hill.The “Spectacle of Subjectivity” in the “Scene of Public Life”Through the early 1990s as an MA candidate at the University of Queensland, I studied media coverage of sexual harassment cases, clipping newspapers and noting electronic media reports on a daily basis. These mainly concerned incidents in government sector workplaces or small commercial enterprises. While the public prominence of the parties involved was not generally a factor in reportage, occasionally, prominent individuals were affected, such as the harassment of the athlete Michelle Baumgartner at the Commonwealth Games in 1990 which received extensive coverage but the offenders were never publicly named or disciplined. Two other incidents stand out: the Ormond College case at the University of Melbourne, about which much has been written; and Anita Hill’s claims against Clarence Thomas during his nomination to the US Supreme Court in 1991.The spectacle of Hill’s testimony to the US Senate is now an archetype of claims against powerful men, although, at the time, her credibility was attacked and her dignified presentation was criticised as “too composed. Too cool. Too censorious” (Legge 31). Hill was also seen to counterpose the struggles of race and gender, and Thomas himself famously described it as “a hi-tech lynching of an uppity black” (qtd in Stephens 1). By “hi-tech”, Thomas alluded to the occasion of the first-ever live national broadcast of the United States Senate hearings in which Hill’s claims were aired directly to the national public, and re-broadcast internationally in news coverage. Thus, it was not only the claims but the scale and medium of delivery to a global audience that set it apart from other sexual harassment stories.Recent events have since prompted revisiting of the inequity of Hill’s treatment at the Senate hearings. But well before this, in an epic and polemical study of American public culture, Berlant reflected at length on the heroism of Hill’s “witnessing” as paradigmatic of citizenship in post-Reaganite America’s “shrinking” public sphere. It forms part of her much wider thesis regarding the “intimate public sphere” and the form of citizenship “produced by personal acts and values” (5) in the absence of a context that “makes ordinary citizens feel they have a common public culture, or influence on a state” (3), and in which the fundamental inequality of minority cultures is assumed. For Berlant, Hill’s testimony becomes the model of “Diva Citizenship”; the “strange intimacy” in which the Citizen Diva, “the subordinated person”, believes in the capacity of the privileged ones “to learn and to change” and “trust[s] ... their innocence of ... their obliviousness” of the system that has supported her subjugation (222–223). While Berlant’s thesis pertains to profound social inequalities, there is no mistaking the comparison to the digital feminist in the #MeToo era in the call to identify with her suffering and courage.Of Hill’s testimony, Berlant describes how: “a member of a stigmatised population testifies reluctantly to a hostile public the muted and anxious history of her imperiled citizenship” (222). It is an “act of heroic pedagogy” (223) which occurs when “a person stages a dramatic coup in a public sphere in which she does not have privilege” (223). In such settings, “acts of language can feel like explosives” and put “the dominant story into suspended animation” (223). The Diva Citizen cannot “change the world” but “challenges her audience” to identify with her “suffering” and the “courage she has had to produce” in “calling on people to change the practices of citizenship into which they currently consent” (223). But Berlant cautions that the strongest of Divas cannot alone achieve change because “remaking the scene of public life into a spectacle of subjectivity” can lead to “a confusion of ... memorable rhetorical performance with sustained social change itself” (223). Instead, she argues that the Diva’s act is a call; the political obligation for the action of change lies with the collective, the greater body politic.The EchoIf Acts of Diva Citizenship abound in the #MeToo movement, relations between the individual and the collective are in question in a number of ways. This suggests a basis of comparison between past and present feminisms which have come full circle in the renewed recognition of sexual harassment in the continuum of sexual violence. Compared with the past, the voices of #MeToo are arguably empowered by a genuine, if gradual, change in the symbolic status of women, and a corresponding destabilization of the images of male power since the second wave era of feminism. The one who names an abuser on Twitter symbolises a power of individual courage, backed by a responding collective voice of supporters. Yet there are concerns about who can “speak out” without access to social media or with the constraint that “the sanctions would be too great” (Zarkov and Davis). Conversely, the “spreadability” — as Jenkins, Ford and Green term the travelling properties of digital media — and the apparent relative ease of online activism might belie the challenge and courage of those who make the claims and those who respond.The collective voice is also allied with other grassroots movements like SlutWalk (Jouet), the women’s marches in the US against the Trump presidency, and the several national campaigns — in India and Egypt, for instance (Zarkov and Davis) — that contest sexual violence and gender inequality. The “sheer numbers” of participation in #MeToo testify to “the collectivity of it all” and the diversity of the movement (Gill and Orgad). If the #MeToo hashtag gained traction with the “experiences of white heterosexual women in the US”, it “quickly expanded” due to “broad and inclusive appeal” with stories of queer women and men and people of colour well beyond the Global North. Even so, Tarana Burke, who founded the #MeToo hashtag in 2006 in her campaign of social justice for working class women and girls of colour, and endorsed its adoption by Hollywood, highlights the many “untold stories”.More strikingly, #MeToo participants name the names of the alleged harassers. The naming of names, famous names, is threshold-crossing and as much the public-startling power of the disclosures as the allegations and stimulates newsworthiness in conventional media. The resonance is amplified in the context of the American crisis over the Trump presidency in the sense that the powerful men called out become echoes or avatars of Trump’s monstrous manhood and the urgency of denouncing it. In the case of Harvey Weinstein, the name is all. A figure of immense power who symbolised an industry, naming Weinstein blew away the defensive old Hollywood myths of “casting couches” and promised, perhaps idealistically, the possibility for changing a culture and an industrial system.The Hollywood setting for activism is the most striking comparison with second wave feminism. A sense of contradiction emerges in this new “visibility” of sexual harassment in a culture that remains predominantly “voyeuristic” and “sexist” (Karkov and Davis), and not least in the realm of Hollywood where the sexualisation of women workers has long been a notorious open secret. A barrage of Hollywood feminism has accompanied #MeToo and #TimesUp in the campaign for diversity at the Oscars, and the stream of film remakes of formerly all-male narrative films that star all-female casts (Ghostbusters; Oceans 11; Dirty, Rotten Scoundrels). Cynically, this trend to make popular cinema a public sphere for gender equality in the film industry seems more glorifying than subversive of Hollywood masculinities. Uneasily, it does not overcome those lingering questions about why these conditions were uncontested openly for so long, and why it took so long for someone to go public, as Rose McGowan did, with claims about Harvey Weinstein.However, a reading of She Said, by Jodie Kantor and Megan Tuohey, the journalists who broke the Weinstein story in the New York Times — following their three year efforts to produce a legally water-tight report — makes clear that it was not for want of stories, but firm evidence and, more importantly, on-the-record testimony. If not for their (and others’) fastidious journalism and trust-building and the Citizen Divas prepared to disclose their experiences publicly, Weinstein might not be convicted today. Yet without the naming of the problem of sexual harassment in the women’s movement all those years ago, none of this may have come to pass. Lin Farley can now be found on YouTube retelling the story (see “New Mexico in Focus”).It places the debate about digital activism and Hollywood feminism in some perspective and, like the work of journalists, it is testament to the symbiosis of individual and collective effort in the action of change. The tweeting activism of #MeToo supplements the plenum of knowledge and action about sexual harassment across time: the workplace novels, the consciousness raising, the legislation and the poster campaigns. In different ways, in both eras, this literature demonstrates that names matter in calling for change on sexual harassment. But, if #MeToo is to become the last long take on sexual harassment, then, as Berlant advocates, the responsibility lies with the body politic who must act collectively for change in ways that will last well beyond the courage of the Citizen Divas who so bravely call it on.ReferencesBerlant, Lauren. The Queen of America Goes to Washington City: Essays on Sex and Citizenship. 1997. Durham: Duke UP, 2002.Bularzik, Mary. “Sexual Harassment at the Workplace: Historical Notes.” Radical America 12.4 (1978): 25-43.Cohen, Rose. Out of the Shadow. NY: Doran, 1918.Dixon, Jo. “Feminist Reforms of Sexual Coercion Laws.” Sexual Coercion: A Sourcebook on Its Nature, Causes and Prevention. Eds. Elizabeth Grauerholz and Mary A. Karlewski. Massachusetts: Lexington, 1991. 161-171.Farley, Lin. Sexual Shakedown: The Sexual Harassment of Women in the Working World. London: Melbourne House, 1978.Game, Ann, and Rosemary Pringle. “Beyond Gender at Work: Secretaries.” Australian Women: New Feminist Perspectives. Melbourne: Oxford UP, 1986. 273–91.Gill, Rosalind, and Shani Orgad. “The Shifting Terrain of Sex and Power: From the ‘Sexualisation of Culture’ to #MeToo.” Sexualities 21.8 (2018): 1313–1324. <https://doi-org.elibrary.jcu.edu.au/10.1177/1363460718794647>.Google Trends. “Me Too Rising: A Visualisation of the Movement from Google Trends.” 2017–2020. <https://metoorising.withgoogle.com>.Hearn, Jeff, Deborah Shepherd, Peter Sherrif, and Gibson Burrell. The Sexuality of Organization. London: Sage, 1989.Herbert, Carrie. Talking of Silence: The Sexual Harassment of Schoolgirls. London: Falmer, 1989.Jenkins, Henry, Sam Ford, and Joshua Green. Spreadable Media: Creating Value and Meaning in a Networked Culture. New York: New York UP, 2013.Jouet, Josiane. “Digital Feminism: Questioning the Renewal of Activism.” Journal of Research in Gender Studies 8.1 (2018). 1 Jan. 2018. <http://dx.doi.org.elibrary.jcu.edu.au/10.22381/JRGS8120187>.Kantor, Jodi, and Megan Twohey. She Said: Breaking the Sexual Harassment Story That Helped Ignite a Movement. London: Bloomsbury, 2019.Kelly, Liz. “The Continuum of Sexual Violence.” Women, Violence, and Social Control. Eds. Jalna Hanmer and Mary Maynard. London: MacMillan, 1989. 46–60.Legge, Kate. “The Harassment of America.” Weekend Australian 19–20 Oct. 1991: 31.Mackinnon, Catherine. The Sexual Harassment of Working Women. New Haven: Yale UP, 1979.New Mexico in Focus, a Production of NMPBS. 26 Jan. 2018. <https://www.youtube.com/watch?v=LlO5PiwZk8U>.Pringle, Rosemary. Secretaries Talk. Sydney: Allen and Unwin, 1988.Rubinstein, Linda. “Dominance Eroticized: Sexual Harassment of Working Women.” Worth Her Salt. Eds. Margaret Bevege, Margaret James, and Carmel Shute. Sydney: Hale and Iremonger, 1982. 163–74.Sedley, Ann, and Melissa Benn. Sexual Harassment at Work. London: NCCL Rights for Women Unit, 1986.Stephens, Peter. “America’s Sick and Awful Farce.” Sydney Morning Herald 14 Oct. 1991: 1.Storrie, Kathleen, and Pearl Dykstra. “Bibliography on Sexual Harassment.” Resources for Feminist Research/Documentation 10.4 (1981–1982): 25–32.Wise, Sue, and Liz Stanley. Georgie Porgie: Sexual Harassment in Every Day Life. London: Pandora, 1987.Winch, Alison, Jo Littler, and Jessalyn Keller. “Why ‘Intergenerational Feminist Media Studies’?” Feminist Media Studies 16.4 (2016): 557–572. <https://doi.org/10.1080/14680777.2016.1193285>.Zarkov, Dubravka, and Kathy Davis. “Ambiguities and Dilemmas around #MeToo: #ForHowLong and #WhereTo?” European Journal of Women's Studies 25.1 (2018): 3–9. <https://doi.org/10.1177/1350506817749436>.

This article is about the participatory performance event Speak for yourself (Snakk for deg sjøl) performed mainly for teenagers at schools through the Norwegian Cultural Schoolbag program (Den kulturelle skolesekken), but also for an open audience at Hålogaland Theatre and the Arctic Arts Festival. The center of the discussion concerns what has agency to initiate various ways of participation and produce a zone of potential in this performance event. The author is one of the artists of the performance and thus the diffractive analysis is informed by her role as artist-researcher. The study’s theoretical framework is inspired by the theory of agential realism from physician and feminist theorist Karen Barad. The analysis suggests that the initiation of participation is a complex process influenced by both human and non-human performative agents in intra-action with each other. This study will especially focus on the formulation of exercises, performance objects, social media, multiplicity and affect t as performative agents in this performance event. The study indicates that being attentive to the performative agents at play and the kind of participation they produce can potentially create a space where there is room for inclusion, diversity, and unpredictability. This kind of zone of potential also has value for other participatory projects in the intersection between pedagogy and art.

What creative techniques of resistance are available to a female filmmaker when she is the victim of a violent event and filmed at her most vulnerable? This article uses an autoethnographic lens to discuss my experience of a serious car crash my family and I were inadvertently involved in due to police negligence and a criminal act. Employing Creative Analytical Practice (CAP) ethnography, a reflexive form of research which recognises that the creative process, producer and product are “deeply intertwined” (Richardson, “Writing: A Method” 930), I investigate how the crash’s violent affects crippled my agency, manifested in my creative praxis and catalysed my identification of latent forms of institutionalised violence in film culture, its discourse and pedagogy that also contributed to my inertia. The article maps my process of writing a feature length screenplay during the aftermath of the crash as I set out to articulate my story of survival and resistance. Using this narrative inquiry, in which we can “investigate how we construct the world, ourselves, and others, and how standard objectifying practices...unnecessarily limit us” (Richardson, “Writing: A Method” 924), I outline how I attempted to disrupt the entrenched power structures that exist in dominant narratives of violence in film and challenge my subjugated positioning as a woman within this canon. I describe my engagement with the deconstructionist practices of writing the body and militant feminist cinema, which suggest subversive opportunities for women’s self-determination by encouraging us to embrace our exiled positioning in dominant discourse through creative experimentation, and identify some of the possibilities and limitations of this for female agency. Drawing on CAP ethnography, existentialism, film feminism, and narrative reframing, I assert that these reconstructive practices are more effective for the creative enfranchisement of women by not relegating us to the periphery of social systems and cultural forms. Instead, they enable us to speak back to violent structures in a language that has greater social access, context and impact.My strong desire to tell screen stories lies in my belief that storytelling is a crucial evolutionary mechanism of resilience. Narratives do not simply represent the social world but also have the ability to change it by enabling us to “try to figure out how to live our lives meaningfully” (Ellis 760). This conviction has been directly influenced by my personal story of trauma and survival when myself, my siblings, and our respective life partners became involved in a major car crash. Two police officers attending to a drunken brawl in an inner city park had, in their haste, left the keys in the ignition of their vehicle. We were travelling across a major intersection when the police car, which had subsequently been stolen by a man involved in the brawl – a man who was wanted on parole, had a blood alcohol level three times over the legal limit, and was driving at speeds exceeding 110kms per hour - ran a red light and crossed our path, causing us to crash into his vehicle. From the impact, the small four-wheel drive we were travelling in was catapulted metres into the air, rolling numerous times before smashing head on into oncoming traffic. My heavily pregnant sister was driving our vehicle.The incident attracted national media attention and our story became a sensationalist spectacle. Each news station reported erroneous and conflicting information, one stating that my sister had lost her unborn daughter, another even going so far as to claim my sister had died in the crash. This tabloidised, ‘if it bleeds, it leads’, culture of journalism, along with new digital technologies, encourages and facilitates the normalisation of violent acts, often inflicted on women. Moreover, in their pursuit of high-rating stories, news bodies motivate dehumanising acts of citizen journalism that see witnesses often inspired to film, rather than assist, victims involved in a violent event. Through a connection with someone working for a major news station, we discovered that leading news broadcasters had bought a tape shot by a group of men who call themselves the ‘Paparazzi of Perth’. These men were some of the first on the scene and began filming us from only a few metres away while we were still trapped upside down and unconscious in our vehicle. In the recording, the men are heard laughing and celebrating our tragedy as they realise the lucrative possibilities of the shocking imagery they are capturing as witnesses pull us out of the back of the car, and my pregnant sister incredibly frees herself from the wreckage by kicking out the window.As a female filmmaker, I saw the bitter irony of this event as the camera was now turned on me and my loved ones at our most vulnerable. In her discussion of the male gaze, a culturally sanctioned form of narrational violence against women that is ubiquitous in most mainstream media, Mulvey proposes that women are generally the passive image, trapped by the physical limits of the frame in a permanent state of powerlessness as our identity is reduced to her “to-be-looked-at-ness” (40). For a long period of time, the experience of performing the role of this commodified woman of a weaponised male gaze, along with the threat of annihilation associated with our near-death experience, immobilised my spirit. I felt I belonged “more to the dead than to the living” (Herman 34). When I eventually returned to my creative praxis, I decided to use scriptwriting as both my “mode of reasoning and a mode of representation” (Richardson, Writing Strategies 21), test whether I could work through my feelings of alienation and violation and reclaim my agency. This was a complex and harrowing task because my memories “lack[ed] verbal narrative and context” (Herman 38) and were deeply rooted in my body. Cixous confirms that for women, “writing and voice...are woven together” and “spring from the deepest layers of her psyche” (Moi 112). For many months, I struggled to write. I attempted to block out this violent ordeal and censor my self. I soon learnt, however, that my body could not be silenced and was slow to forget. As I tried to write around this experience, the trauma worked itself deeper inside of me, and my physical symptoms worsened, as did the quality of my writing.In the early version of the screenplay I found myself writing a female-centred film about violence, identity and death, using the fictional narrative to express the numbness I experienced. I wrote the female protagonist with detachment as though she were an object devoid of agency. Sartre claims that we make objects of others and of ourselves in an attempt to control the uncertainty of life and the ever-changing nature of humanity (242). Making something into an object is to deprive it of life (and death); it is our attempt to keep ourselves ‘safe’. While I recognise that the car crash’s reminder of my mortality was no doubt part of the reason why I rendered myself, and the script’s female protagonist, lifeless as agentic beings, I sensed that there were subtler operations of power and control behind my self-objectification and self-censorship, which deeply concerned me. What had influenced this dea(r)th of female agency in my creative imaginings? Why did I write my female character with such a red pen? Why did I seem so compelled to ‘kill’ her? I wanted to investigate my gender construction, the complex relationship between my scriptwriting praxis, and the context within which it is produced to discover whether I could write a different future for myself, and my female characters. Kiesinger supports “contextualizing our stories within the framework of a larger picture” (108), so as to remain open to the possibility that there might not be anything ‘wrong’ with us, per se, “but rather something very wrong with the dynamics that dominate the communicative system” (109) within which we operate: in the case of my creative praxis, the oppressive structures present in the culture of film and its pedagogy.Pulling FocusWomen are supposed to be the view and when the view talks back, it is uncomfortable.— Jane Campion (Filming Desire)It is a terrible thing to see that no one has ever taught us how to develop our vision as women neither in the history of arts nor in film schools.— Marie Mandy (Filming Desire)The democratisation of today’s media landscape through new technologies, the recent rise in female-run production companies (Zemler) in Hollywood, along with the ground-breaking #MeToo and Time’s Up movements has elevated the global consciousness of gender-based violence, and has seen the screen industry seek to redress its history of gender imbalance. While it is too early to assess the impact these developments may have on women’s standing in film, today the ‘celluloid ceiling’ still operates on multiple levels of indoctrination and control through a systemic pattern of exclusion for women that upholds the “nearly seamless dialogue among men in cinema” (Lauzen, Thumbs Down 2). Female filmmakers occupy a tenuous position of influence in the mainstream industry and things are not any better on the other side of the camera (Lauzen, The Celluloid Ceiling). For the most part, Hollywood’s male gaze and penchant for sexualising and (physically or figuratively) killing female characters, which normalises violence against women and is “almost inversely proportional to the liberation of women in society” (Mandy), continues to limit women to performing as the image rather than the agent on screen.Film funding bodies and censorship boards, mostly comprised of men, remain exceptionally averse to independent female filmmakers who go against the odds to tell their stories, which often violate taboos about femininity and radically redefine female agency through the construction of the female gaze: a narrational technique of resistance that enables reel woman to govern the point of view, imagery and action of the film (Smelik 51-52). This generally sees their films unjustly ghettoised through incongruent classification or censorship, and forced into independent or underground distribution (Sexton-Finck 165-182). Not only does censorship propose the idea that female agency is abject and dangerous and needs to be restrained, it prevents access to this important cinema by women that aims to counter the male gaze and “shield us from this type of violence” (Gillain 210). This form of ideological and institutional gatekeeping is not only enforced in the film industry, it is also insidiously (re)constituted in the epistemological construction of film discourse and pedagogy, which in their design, are still largely intrinsically gendered institutions, encoded with phallocentric signification that rejects a woman’s specificity and approach to knowledge. Drawing on my mutually informative roles as a former film student and experienced screen educator, I assert that most screen curricula in Australia still uphold entrenched androcentric norms that assume the male gaze and advocate popular cinema’s didactic three-act structure, which conditions our value systems to favour masculinity and men’s worldview. This restorative storytelling approach is argued to be fatally limiting to reel women (Smith 136; Dancyger and Rush 25) as it propagates the Enlightenment notion of a universal subjectivity, based on free will and reason, which neutralises the power structures of society (and film) and repudiates the influence of social positioning on our opportunity for agency. Moreover, through its omniscient consciousness, which seeks to efface the presence of a specific narrator, the three-act method disavows this policing of female agency and absolves any specific individual of responsibility for its structural violence (Dyer 98).By pulling focus on some of these problematic mechanisms in the hostile climate of the film industry and its spaces of learning for women, I became acutely aware of the more latent forms of violence that had conditioned my scriptwriting praxis, the ambivalence I felt towards my female identity, and my consequent gagging of the female character in the screenplay.Changing Lenses How do the specific circumstances in which we write affect what we write? How does what we write affect who we become?— Laurel Richardson (Fields of Play 1)In the beginning, there is an end. Don’t be afraid: it’s your death that is dying. Then: all the beginnings.— Helene Cixous (Cixous and Jensen 41)The discoveries I made during my process of CAP ethnography saw a strong feeling of dissidence arrive inside me. I vehemently wanted to write my way out of my subjugated state and release some of the anguish that my traumatised body was carrying around. I was drawn to militant feminist cinema and the French poststructuralist approach of ‘writing the body’ (l’ecriture feminine) given these deconstructive practices “create images and ideas that have the power to inspire to revolt against oppression and exploitation” (Moi 120). Feminist cinema’s visual treatise of writing the body through its departure from androcentric codes - its unformulaic approach to structure, plot, character and narration (De Lauretis 106) - revealed to me ways in which I could use the scriptwriting process to validate my debilitating experience of physical and psychic violence, decensor my self and move towards rejoining the living. Cixous affirms that, “by writing her self, woman will return to the body which has been more than confiscated from her, which has been turned into…the ailing or dead figure” (Cixous, The Laugh of the Medusa 880). It became clear to me that the persistent themes of death that manifested in the first draft of the script were not, as I first suspected, me ‘rehearsing to die’, or wanting to kill off the woman inside me. I was in fact “not driven towards death but by death” (Homer 89), the close proximity to my mortality, acting as a limit, was calling for a strengthening of my life force, a rebirth of my agency (Bettelheim 36). Mansfield acknowledges that death “offers us a freedom outside of the repression and logic that dominate our daily practices of keeping ourselves in order, within the lines” (87).I challenged myself to write the uncomfortable, the unfamiliar, the unexplored and to allow myself to go to places in me that I had never before let speak by investigating my agency from a much more layered and critical perspective. This was both incredibly terrifying and liberating and enabled me to discard the agentic ‘corset’ I had previously worn in my creative praxis. Dancyger and Rush confirm that “one of the things that happens when we break out of the restorative three-act form is that the effaced narrator becomes increasingly visible and overt” (38). I experienced an invigorating feeling of empowerment through my appropriation of the female gaze in the screenplay which initially appeased some of the post-crash turmoil and general sense of injustice I was experiencing. However, I soon, found something toxic rising inside of me. Like the acrimonious feminist cinema I was immersed in – Raw (Ducournau), A Girl Walks Home at Night (Amirpour), Romance (Breillat), Trouble Every Day (Denis), Baise-Moi (Despentes and Thi), In My Skin (Van), Anatomy of Hell (Breillat) – the screenplay I had produced involved a female character turning the tables on men and using acts of revenge to satisfy her needs. Not only was I creating a highly dystopian world filled with explicit themes of suffering in the screenplay, I too existed in a displaced state of rage and ‘psychic nausea’ in my daily life (Baldick and Sartre). I became haunted by vivid flashbacks of the car crash as abject images, sounds and sensations played over and over in my mind and body like a horror movie on loop. I struggled to find the necessary clarity and counterbalance of stability required to successfully handle this type of experimentation.I do not wish to undermine the creative potential of deconstructive practices, such as writing the body and militant cinema, for female filmmakers. However, I believe my post-trauma sensitivity to visceral entrapment and spiritual violence magnifies some of the psychological and physiological risks involved. Deconstructive experimentation “happens much more easily in the realm of “texts” than in the world of human interaction” (hooks 22) and presents agentic limitations for women since it offers a “utopian vision of female creativity” (Moi 119) that is “devoid of reality...except in a poetic sense” (Moi 122). In jettisoning the restorative qualities of narrative film, new boundaries for women are inadvertently created through restricting us to “intellectual pleasure but rarely emotional pleasure” (Citron 51). Moreover, by reducing women’s agency to retaliation we are denied the opportunity for catharsis and transformation; something I desperately longed to experience in my injured state. Kaplan acknowledges this problem, arguing that female filmmakers need to move theoretically beyond deconstruction to reconstruction, “to manipulate the recognized, dominating discourses so as to begin to free ourselves through rather than beyond them (for what is there ‘beyond’?)” (Women and Film 141).A potent desire to regain a sense of connectedness and control pushed itself out from deep inside me. I yearned for a tonic to move myself and my female character to an active position, rather than a reactive one that merely repeats the victimising dynamic of mainstream film by appropriating a reversed (female) gaze and now makes women the violent victors (Kaplan, Feminism and Film 130). We have arrived at a point where we must destabilise the dominance-submission structure and “think about ways of transcending a polarity that has only brought us all pain” (Kaplan, Feminism and Film 135). I became determined to write a screen narrative that, while dealing with some of the harsh realities of humanity I had become exposed to, involved an existentialist movement towards catharsis and activity.ReframingWhen our stories break down or no longer serve us well, it is imperative that we examine the quality of the stories we are telling and actively reinvent our accounts in ways that permit us to live more fulfilling lives.— Christine Kiesinger (107)I’m frightened by life’s randomness, so I want to deal with it, make some sense of it by telling a film story. But it’s not without hope. I don’t believe in telling stories without some hope.— Susanne Bier (Thomas)Narrative reframing is underlined by the existentialist belief that our spiritual freedom is an artistic process of self-creation, dependent on our free will to organise the elements of our lives, many determined out of our control, into the subjective frame that is to be our experience of our selves and the world around us (107). As a filmmaker, I recognise the power of selective editing and composition. Narrative reframing’s demand for a rational assessment of “the degree to which we live our stories versus the degree to which our stories live us” (Kiesinger 109), helped me to understand how I could use these filmmaking skills to take a step back from my trauma so as to look at it objectively “as a text for study” (Ellis 108) and to exercise power over the creative-destructive forces it, and the deconstructive writing methods I had employed, produced. Richardson confirms the benefits of this practice, since narrative “is the universal way in which humans accommodate to finitude” (Writing Strategies 65).In the script’s development, I found my resilience lay in my capacity to imagine more positive alternatives for female agency. I focussed on writing a narrative that did not avoid life’s hardships and injustices, or require them to be “attenuated, veiled, sweetened, blunted, and falsified” (Nietzsche and Hollingdale 68), yet still involved a life-affirming sentiment. With this in mind, I reintroduced the three-act structure in the revised script as its affectivity and therapeutic denouement enabled me to experience a sense of agentic catharsis that turned “nauseous thoughts into imaginations with which it is possible to live” (Nietzsche 52). Nevertheless, I remained vigilant not to lapse into didacticism; to allow my female character to be free to transgress social conventions surrounding women’s agency. Indebted to Kaplan’s writing on the cinematic gaze, I chose to take up what she identifies as a ‘mutual gaze’; an ethical framework that enabled me to privilege the female character’s perspective and autonomy with a neutral subject-subject gaze rather than the “subject-object kind that reduces one of the parties to the place of submission” (Feminism and Film 135). I incorporated the filmic technique of the point of view (POV) shot for key narrative moments as it allows an audience to literally view the world through a character’s eyes, as well as direct address, which involves the character looking back down the lens at the viewer (us); establishing the highest level of identification between the spectator and the subject on screen.The most pertinent illustration of these significant scriptwriting changes through my engagement with narrative reframing and feminist film theory, is in the reworking of my family’s car crash which became a pivotal turning point in the final draft. In the scene, I use POV and direct address to turn the weaponised gaze back around onto the ‘paparazzi’ who are filming the spectacle. When the central (pregnant) character frees herself from the wreckage, she notices these men filming her and we see the moment from her point of view as she looks at these men laughing and revelling in the commercial potential of their mediatised act. Switching between POV and direct address, the men soon notice they have been exposed as the woman looks back down the lens at them (us) with disbelief, reproaching them (us) for daring to film her in this traumatic moment. She holds her determined gaze while they glance awkwardly back at her, until their laughter dissipates, they stop recording and appear to recognise the culpability of their actions. With these techniques of mutual gazing, I set out to humanise and empower the female victim and neutralise the power dynamic: the woman is now also a viewing agent, and the men equally perform the role of the viewed. In this creative reframing, I hope to provide an antidote to filmic violence against and/or by women as this female character reclaims her (my) experience of survival without adhering to the culture of female passivity or ressentiment.This article has examined how a serious car crash, being filmed against my will in its aftermath and the attendant damages that prevailed from this experience, catalysed a critical change of direction in my scriptwriting. The victimising event helped me recognise the manifest and latent forms of violence against women that are normalised through everyday ideological and institutional systems in film and prevent us from performing as active agents in our creative praxis. There is a critical need for more inclusive modes of practice – across the film industry, discourse and pedagogy – that are cognisant and respectful of women’s specificity and our difference to the androcentric landscape of mainstream film. We need to continue to exert pressure on changing violent mechanisms that marginalise us and ghettoise our stories. As this article has demonstrated, working outside dominant forms can enable important emancipatory opportunities for women, however, this type or deconstruction also presents risks that generally leave us powerless in everyday spaces. While I advocate that female filmmakers should look to techniques of feminist cinema for an alternative lens, we must also work within popular film to critique and subvert it, and not deny women the pleasures and political advantages of its restorative structure. By enabling female filmmakers to (re)humanise woman though encouraging empathy and compassion, this affective storytelling form has the potential to counter violence against women and mobilise female agency. Equally, CAP ethnography and narrative reframing are critical discourses for the retrieval and actualisation of female filmmakers’ agency as they allow us to contextualise our stories of resistance and survival within the framework of a larger picture of violence to gain perspective on our subjective experiences and render them as significant, informative and useful to the lives of others. This enables us to move from the isolated margins of subcultural film and discourse to reclaim our stories at the centre.ReferencesA Girl Walks Home at Night. Dir. Ana Lily Amirpour. Say Ahh Productions, 2014.Anatomy of Hell. Dir. Catherine Breillat. Tartan Films, 2004. Baise-Moi. Dirs. Virginie Despentes and Coralie Trinh Thi. FilmFixx, 2000.Baldick, Robert, and Jean-Paul Sartre. Nausea. Harmondsworth: Penguin Books, 1965.Bettelheim, Bruno. The Uses of Enchantment: The Meaning and Importance of Fairy Tales. London: Thames and Hudson, 1976.Citron, Michelle. Women’s Film Production: Going Mainstream in Female Spectators: Looking at Film and Television. Ed. E. Deidre Pribram. London: Verso, 1988.Cixous, Helene. “The Laugh of the Medusa.” Signs: Journal of Women in Culture and Society 1.4 (1976): 875-893.Cixous, Helene, and Deborah Jenson. "Coming to Writing" and Other Essays. Cambridge, Mass.: Harvard University Press, 1991.Dancyger, Ken, and Jeff Rush. Alternative Scriptwriting: Successfully Breaking the Rules. Boston, MA: Focal Press, 2002.De Lauretis, Teresa. Alice Doesn't: Feminism, Semiotics, Cinema. Bloomington: Indiana University Press, 1984.Dyer, Richard. The Matter of Images: Essays on Representation. 2nd ed. London: Routledge, 2002.Ellis, Carolyn. The Ethnographic I: A Methodological Novel about Autoethnography. California: AltaMira, 2004.Filming Desire: A Journey through Women's Cinema. Dir. Marie Mandy. Women Make Movies, 2000.Gillain, Anne. “Profile of a Filmmaker: Catherine Breillat.” Beyond French Feminisms: Debates on Women, Politics, and Culture in France, 1981-2001. Eds. Roger Célestin, Eliane Françoise DalMolin, and Isabelle de Courtivron. New York: Palgrave Macmillan, 2003. 206.Herman, Judith Lewis. Trauma and Recovery. London: Pandora, 1994.Homer, Sean. Jacques Lacan. London: Routledge, 2005.hooks, bell. Yearning: Race, Gender, and Cultural Politics. Boston, MA: South End Press, 1990.In My Skin. Dir. Marina de Van. Wellspring Media, 2002. Kaplan, E. Ann. Women and Film: Both Sides of the Camera. New York: Routledge, 1988.———. Feminism and Film. Oxford: Oxford University Press, 2000.Kiesinger, Christine E. “My Father's Shoes: The Therapeutic Value of Narrative Reframing.” Ethnographically Speaking: Autoethnography, Literature, and Aesthetics. Eds. Arthur P. Bochner and Carolyn Ellis. Walnut Creek, CA: AltaMira Press, 2002. 107-111.Lauzen, Martha M. “Thumbs Down - Representation of Women Film Critics in the Top 100 U.S. Daily Newspapers - A Study by Dr. Martha Lauzen.” Alliance of Women Film Journalists, 25 July 2012. 4-5.———. The Celluloid Ceiling: Behind-the-Scenes Employment of Women on the Top 100, 250, and 500 Films of 2018. Center for the Study of Women in Television and Film San Diego State University 2019. <https://womenintvfilm.sdsu.edu/wp-content/uploads/2019/01/2018_Celluloid_Ceiling_Report.pdf>.Mansfield, Nick. Subjectivity: Theories of the Self from Freud to Haraway. St Leonards, NSW: Allen & Unwin, 2000.Moi, Toril. Sexual/Textual Politics: Feminist Literary Theory. London: Methuen, 2002.Mulvey, Laura. Visual Pleasure and Narrative Cinema in Feminism and Film. Ed. E. Ann Kaplan. New York: Oxford University Press, 1975. 34-47.Nietzsche, Friedrich W. The Birth of Tragedy and the Genealogy of Morals. Trans. Francis Golffing. New York: Doubleday, 1956.Nietzsche, Friedrich W., and Richard Hollingdale. Beyond Good and Evil. London: Penguin Books, 1990.Raw. Dir. Julia Ducournau. Petit Film, 2016.Richardson, Laurel. Writing Strategies: Reaching Diverse Audiences. Newbury Park, California: Sage Publications, 1990.———. Fields of Play: Constructing an Academic Life. New Brunswick, N.J.: Rutgers University Press, 1997.———. “Writing: A Method of Inquiry.” Handbook of Qualitative Research. Eds. Norman K Denzin and Yvonna S. Lincoln. Thousand Oaks, CA: Sage Publications, 2000.Romance. Dir. Catherine Breillat. Trimark Pictures Inc., 2000.Sartre, Jean-Paul. Being and Nothingness: An Essay on Phenomenological Ontology. London: Routledge, 1969.Sexton-Finck, Larissa. Be(com)ing Reel Independent Woman: An Autoethnographic Journey through Female Subjectivity and Agency in Contemporary Cinema with Particular Reference to Independent Scriptwriting Practice. 2009. <https://researchrepository.murdoch.edu.au/id/eprint/1688/2/02Whole.pdf>.Smelik, Anneke. And the Mirror Cracked: Feminist Cinema and Film Theory. New York: St. Martin's Press, 1998.Smith, Hazel. The Writing Experiment: Strategies for Innovative Creative Writing. Crows Nest, NSW: Allen & Unwin, 2005.Thomas, Michelle. “10 Years of Dogme: An Interview with Susanne Bier.” Future Movies, 5 Aug. 2005. <http://www.futuremovies.co.uk/filmmaking.asp?ID=119>.Trouble Every Day. Dir. Claire Denis. Wild Bunch, 2001. Zemler, Mily. “17 Actresses Who Started Their Own Production Companies.” Elle, 11 Jan. 2018. <https://www.elle.com/culture/movies-tv/g14927338/17-actresses-with-production-companies/>.

In this article I discuss a story told by the South Australian Ngarrindjeri Aboriginal elder, Aunty Hilda Wilson (nee Varcoe), about the time when, at not quite sixteen, she was sent from the Point Pearce Aboriginal Station to work in the Adelaide Hills, some 500 kilometres away, as a housekeeper for “one of Adelaide’s leading doctors”. Her secondment was part of a widespread practice in early and mid-twentieth century Australia of placing young Aboriginal women “of marriageable age” from missions and government reserves into domestic service. Consciously deploying Indigenous storytelling practices as pedagogy, Hilda Wilson recounted this episode in a number of distinct ways during the late 1990s and early 2000s. Across these iterations, each building on the other, she exhibited a personal resilience in her subjectivity, embedded in Indigenous knowledge systems of relationality, kin and work, which informed her agency and determination in a challenging situation in which she was both caring for a white socially-privileged family of five, while simultaneously grappling with the injustices of a state system of segregated indentured labour. Kirmayer and colleagues propose that “notions of resilience emerging from developmental psychology and psychiatry in recent years address the distinctive cultures, geographic and social settings, and histories of adversity of indigenous peoples”. Resilience is understood here as an ability to actively engage with traumatic change, involving the capacity to absorb stress and to transform in order to cope with it (Luthar et al.). Further to this, in an Indigenous context, Marion Kickett has found the capacity for resilience to be supported by three key factors: family connections, culture and belonging as well as notions of identity and history. In exploring the layers of this autobiographical story, I employ this extended psychological notion of resilience in both a domestic ambit as well as the broader social context for Indigenous people surviving a system of external domination. Additionally I consider the resilience Aunty Hilda demonstrates at a pivotal interlude between girlhood and womanhood within the trajectory of her overall long and productive life, and within an intergenerational history of resistance and accommodation. What is especially important about her storytelling is its refusal to be contained by the imaginary of the settler nation and its generic Aboriginal-female subject. She refuses victimhood while at the same time illuminating the mechanisms of injustice, hinting also at possibilities for alternative and more equitable relationships of family and work across cultural divides. Considered through this prism, resilience is, I suggest, also a quality firmly connected to ideas of Aboriginal cultural-sovereignty and standpoint and to, what Victoria Grieves has identified as, the Aboriginal knowledge value of sharing (25, 28, 45). Storytelling as Pedagogy The story I discuss was verbally recounted in a manner that Westphalen describes as “a continuation of Dreaming Stories”, functioning to educate and connect people and country (13-14). As MacGill et al. note, “the critical and transformative aspects of decolonising pedagogies emerge from storytelling and involve the gift of narrative and the enactment of reciprocity that occurs between the listener and the storyteller.” Hilda told me that as a child she was taught not to ask questions when listening to the stories of an Elder, and her own children were raised in this manner. Hilda's oldest daughter described this as a process involving patience, intrigue and surprise (Elva Wanganeen). Narratives unfold through nuance and repetition in a complexity of layers that can generate multiple levels of meaning over time. Circularity and recursivity underlie this pedagogy through which mnemonic devices are built so that stories become re-membered and inscribed on the body of the listener. When a perceived level of knowledge-transference has occurred, a narrator may elect to elaborate further, adding another detail that will often transform the story’s social, cultural, moral or political context. Such carefully chosen additional detail, however, might re-contextualise all that has gone before. As well as being embodied, stories are also emplaced, and thus most appropriately told in the Country where events occurred. (Here I use the Aboriginal English term “Country” which encompasses home, clan estate, and the powerful complex of spiritual, animate and inanimate forces that bind people and place.) Hilda Wilson’s following account of her first job as a housekeeper for “one of Adelaide’s leading doctors”, Dr Frank Swann, provides an illustration of how she expertly uses traditional narrative forms of incrementally structured knowledge transmission within a cross-cultural setting to tell a story that expresses practices of resilience as resistance and transformation at its core. A “White Doctor” Story: The First Layer Aunty Hilda first told me this story when we were winding along the South Eastern Freeway through the Adelaide hills between Murray Bridge and Mount Barker, in 1997, on our way home to Adelaide from a trip to Camp Coorong, the Ngarrindjeri cultural education centre co-founded by her granddaughter. She was then 86 years old. Ahead of us, the profile of Mt Lofty rose out of the plains and into view. The highest peak in the Mount Lofty ranges, Yurrebilla, as it is known to Kaurna Aboriginal people, or Mt Lofty, has been an affluent enclave of white settlement for Adelaide’s moneyed elite since early colonial times. Being in place, or in view of place, provided the appropriate opportunity for her to tell me the story. It belongs to a group of stories that during our initial period of working together changed little over time until one day two years later she an added contextual detail which turned it inside out. Hilda described the doctor’s spacious hill-top residence, and her responsibilities of caring for Dr Swann’s invalid wife (“an hysteric who couldn't do anything for herself”), their twin teenage boys (who attended private college in the city) along with another son and younger daughter living at home (pers. com. Hilda Wilson). Recalling the exhilaration of looking down over the sparkling lights of Adelaide at night from this position of apparent “privilege” on the summit, she related this undeniably as a success story, justifiably taking great pride in her achievements as a teenager, capable of stepping into the place of the non-Indigenous doctor's wife in running the large and demanding household. Successfully undertaking a wide range of duties employed in the care of a family, including the disabled mother, she is an active participant crucial to the lives of all in the household, including to the work of the doctor and the twin boys in private education. Hilda recalled that Mrs Swann was unable to eat without her assistance. As the oldest daughter of a large family Hilda had previously assisted in caring for her younger siblings. Told in this way, her account collapses social distinctions, delineating a shared social and physical space, drawing its analytic frame from an Indigenous ethos of subjectivity, relationality, reciprocity and care. Moreover Hilda’s narrative of domestic service demonstrates an assertion of agency that resists colonial and patriarchal hegemony and inverts the master/mistress-servant relationship, one she firmly eschews in favour of the self-affirming role of the lady of the house. (It stands in contrast to the abuse found in other accounts for example Read, Tucker, Kartinyeri. Often the key difference was a continuity of family connections and ongoing family support.) Indeed the home transformed into a largely feminised and cross-culturalised space in which she had considerable agency and responsibility when the doctor was absent. Hilda told me this story several times in much the same way during our frequent encounters over the next two years. Each telling revealed further details that fleshed a perspective gained from what Patricia Hill Collins terms an “epistemic privilege” via her “outsider-within status” of working within a white household, lending an understanding of its social mechanisms (12-15). She also stressed the extent of her duty of care in upholding the family’s well-being, despite the work at times being too burdensome. The Second Version: Coming to Terms with Intersecting Oppressions Later, as our relationship developed and deepened, when I began to record her life-narrative as part of my doctoral work, she added an unexpected detail that altered its context completely: It was all right except I slept outside in a tin shed and it was very cold at night. Mount Lofty, by far the coldest part of Adelaide, frequently experiences winter maximum temperatures of two or three degrees and often light snowfalls. This skilful reframing draws on Indigenous storytelling pedagogy and is expressly used to invite reflexivity, opening questions that move the listener from the personal to the public realm in which domestic service and the hegemony of the home are pivotal in coming to terms with the overlapping historical oppressions of class, gender, race and nation. Suddenly we witness her subjectivity starkly shift from one self-defined and allied with an equal power relationship – or even of dependency reversal cast as “de-facto doctor's wife” – to one diminished by inequity and power imbalance in the outsider-defined role of “mistreated servant”. The latter was signalled by the dramatic addition of a single signifying detail as a decoding device to a deeper layer of meaning. In this parallel stratum of the story, Hilda purposefully brings into relief the politics in which “the private domain of women's housework intersected with the public domain of governmental social engineering policies” (Haskins 4). As Aileen Moreton-Robinson points out, what for White Australia was cheap labour and a civilising mission, for Indigenous women constituted stolen children and slavery. Protection and then assimilation were government policies under which Indigenous women grew up. (96) Hilda was sent away from her family to work in 1927 by the universally-feared Sister Pearl McKenzie, a nurse who too-zealously (Katinyeri, Ngarrindjeri Calling, 23) oversaw the Chief Protector’s policies of “training” Aboriginal children from the South Australian missions in white homes once they reached fourteen (Haebich, 316—20). Indeed many prominent Adelaide hills’ families benefited from Aboriginal labour under this arrangement. Hilda explained her struggle with the immense cultural dislocation that removal into domestic service entailed, a removal her grandfather William Rankine had travelled from Raukkan to Government House to protest against less than a decade earlier (The Register December 21, 1923). This additional layer of story also illuminates Hilda’s capacity for resilience and persistence in finding a way forward through the challenge of her circumstances (Luthar et al.), drawing on her family networks and sense of personhood (Kickett). Hilda related that her father visited her at Mount Lofty twice, though briefly, on his way to shearing jobs in the south-east of the state. “He said it was no good me living like this,” she stated. Through his active intervention, reinforcement was requested and another teenager from Point Pearce, Hilda’s future husband’s cousin, Annie Sansbury, soon arrived to share the workload. But, Hilda explained, the onerous expectations coupled with the cultural segregation of retiring to the tin shed quickly became too much for Annie, who stayed only three months, leaving Hilda coping again alone, until her father applied additional pressure for a more suitable placement to be found for his daughter. In her next position, working for the family of a racehorse trainer, Hilda contentedly shared the bedroom with the small boy for whom she cared, and not long after returned to Point Pearce where she married Robert Wilson and began a family of her own. Gendered Resilience across Cultural Divides Hilda explicitly speaks into these spaces to educate me, because all but a few white women involved have remained silent about their complicity with state sanctioned practices which exploited Indigenous labour and removed children from their families through the policies of protection and assimilation. For Indigenous women, speaking out was often fraught with the danger of a deeper removal from family and Country, even of disappearance. Victoria Haskins writes extensively of two cases in New South Wales where young Aboriginal women whose protests concerning their brutal treatment at the hands of white employers, resulted in their wrongful and prolonged committal to mental health and other institutions (147-52, 228-39). In the indentured service of Indigenous women it is possible to see oppression operating through Eurocentric ideologies of race, class and gender, in which Indigenous women were assumed to take on, through displacement, the more oppressed role of white women in pre-second world war non-Aboriginal Australian society. The troubling silent shadow-figure of the “doctor’s wife” indeed provides a haunting symbol of - and also a forceful rebellion against – the docile upper middle-class white femininity of the inter-war era. Susan Bordo has argued that that “the hysteric” is archetypal of a discourse of ‘pathology as embodied protest’ in which the body may […] be viewed as a surface on which conventional constructions of femininity are exposed starkly to view in extreme or hyperliteral form. (20) Mrs Swann’s vulnerability contrasts markedly with the strength Hilda expresses in coping with a large family, emanating from a history of equitable gender relations characteristic of Ngarrindjeri society (Bell). The intersection of race and gender, as Marcia Langton contends “continues to require deconstruction to allow us to decolonise our consciousness” (54). From Hilda’s brief description one grasps a relationship resonant with that between the protagonists in Tracy Moffat's Night Cries, (a response to the overt maternalism in the film Jedda) in which the white mother finds herself utterly reliant on her “adopted” Aboriginal daughter at the end of her life (46-7). Resilience and Survival The different versions of story Hilda deploys, provide a pedagogical basis to understanding the broader socio-political framework of her overall life narrative in which an ability to draw on the cultural continuity of the past to transform the future forms an underlying dynamic. This demonstrated capacity to meet the challenging conditions thrown up by the settler-colonial state has its foundations in the connectivity and cultural strength sustained generationally in her family. Resilience moves from being individually to socially determined, as in Kickett’s model. During the onslaught of dispossession, following South Australia’s 1836 colonial invasion, Ngarrindjeri were left near-starving and decimated from introduced diseases. Pullume (c1808-1888), the rupuli (elected leader of the Ngarrindjeri Tendi, or parliament), Hilda’s third generation great-grandfather, decisively steered his people through the traumatic changes, eventually negotiating a middle-path after the Point McLeay Mission was established on Ngarrindjeri country in 1859 (Jenkin, 59). Pullume’s granddaughter, the accomplished, independent-thinking Ellen Sumner (1842—1925), played an influential educative role during Hilda’s youth. Like other Ngarrindjeri women in her lineage, Ellen Sumner was skilled in putari practice (female doctor) and midwifery culture that extended to a duty of care concerning women and children (teaching her “what to do and what not to do”), which I suggest is something Hilda herself drew from when working with the Swann family. Hilda’s mother and aunties continued aspects of the putari tradition, attending births and giving instruction to women in the community (Bell, 171, Hughes Grandmother, 52-4). As mentioned earlier, when the South Australian government moved to introduce The Training of Children Act (SA) Hilda’s maternal grandfather William Rankine campaigned vigorously against this, taking a petition to the SA Governor in December 1923 (Haebich, 315-19). As with Aunty Hilda, William Rankine used storytelling as a method to draw public attention to the inequities of his times in an interview with The Register which drew on his life-narrative (Hughes, My Grandmother, 61). Hilda’s father Wilfred Varcoe, a Barngarrla-Wirrungu man, almost a thousand kilometres away from his Poonindie birthplace, resisted assimilation by actively pursuing traditional knowledge networks using his mobility as a highly sought after shearer to link up with related Elders in the shearing camps, (and as we saw to inspect the conditions his daughter was working under at Mt Lofty). The period Hilda spent as a servant to white families to be trained in white ways was in fact only a brief interlude in a long life in which family connections, culture and belonging (Kickett) served as the backbone of her resilience and resistance. On returning to the Point Pearce Mission, Hilda successfully raised a large family and activated a range of community initiatives that fostered well-being. In the 1960s she moved to Adelaide, initially as the sole provider of her family (her husband later followed), to give her younger children better educational opportunities. Working with Aunty Gladys Elphick OBE through the Council of Aboriginal Women, she played a foundational role in assisting other Aboriginal women establish their families in the city (Mattingly et al., 154, Fisher). In Adelaide, Aunty Hilda became an influential, much loved Elder, living in good health to the age of ninety-six years. The ability to survive changing circumstances, to extend care over and over to her children and Elders along with qualities of leadership, determination, agency and resilience have passed down through her family, several of whom have become successful in public life. These include her great-grandson and former AFL football player, Michael O’Loughlin, her great-nephew Adam Goodes and her-grand-daughter, the cultural weaver Aunty Ellen Trevorrow. Arguably, resilience contributes to physical as well as cultural longevity, through caring for the self and others. Conclusion This story demonstrates how sociocultural dimensions of resilience are contextualised in practices of everyday lives. We see this in the way that Aunty Hilda Wilson’s self-narrated story resolutely defies attempts to know, subjugate and categorise, operating instead in accord with distinctively Aboriginal expressions of gender and kinship relations that constitute an Aboriginal sovereignty. Her storytelling activates a revision of collective history in ways that valorise Indigenous identity (Kirmayer et al.). Her narrative of agency and personal achievement, one that has sustained her through life, interacts with the larger narrative of state-endorsed exploitation, diffusing its power and exposing it to wider moral scrutiny. Resilience in this context is inextricably entwined with practices of cultural survival and resistance developed in response to the introduction of government policies and the encroachment of settlers and their world. We see resilience too operating across Hilda Wilson’s family history, and throughout her long life. The agency and strategies displayed suggest alternative realities and imagine other, usually more equitable, possible worlds. References Bell, Diane. Ngarrindjeri Wurruwarrin: A World That Is, Was and Will Be. Melbourne: Spinifex, 1998. Bordo, Susan. “The Body and the Reproduction of Femininity.” Writing on the Body: Female Embodiment and Feminist Theory. Eds. Katie Conboy, Nadia Medina, and Sarah Stanbury. New York: Columbia UP, 1997. 90-110. Collins, Patricia Hill. Black Feminist Thought. New York: Routledge, 2000. Fisher, Elizabeth M. "Elphick, Gladys (1904–1988)." Australian Dictionary of Biography. National Centre of Biography, Australian National University, 29 Sep. 2013. ‹http://adb.anu.edu.au/biography/elphick-gladys-12460/text22411>. Grieves, Victoria. Aboriginal Spirituality: Aboriginal Philosophy, The Basis of Aboriginal Social and Emotional Wellbeing, Melbourne University: Cooperative Research Centre for Aboriginal Health, 2009. Haebich, Anna. Broken Circles: The Fragmenting of Indigenous Families. Fremantle: Fremantle Arts Press, 2000. Haskins, Victoria. My One Bright Spot. London: Palgrave, 2005. Hughes, Karen. "My Grandmother on the Other Side of the Lake." PhD thesis, Department of Australian Studies and Department of History, Flinders University. Adelaide, 2009. ———. “Microhistories and Things That Matter.” Australian Feminist Studies 27.73 (2012): 269-278. ———. “I’d Grown Up as a Child amongst Natives.” Outskirts: Feminisms along the Edge 28 (2013). 29 Sep. 2013 ‹http://www.outskirts.arts.uwa.edu.au/volumes/volume-28/karen-hughes>. Jenkin, Graham. Conquest of the Ngarrindjeri. Adelaide: Rigby, 1979. Kartinyeri, Doris. Kick the Tin. Melbourne: Spinifex, 2000. Kartinyeri, Doreen. My Ngarrindjeri Calling, Adelaide: Wakefield, 2007. Kickett, Marion. “Examination of How a Culturally Appropriate Definition of Resilience Affects the Physical and Mental Health of Aboriginal People.” PhD thesis, Curtin University, 2012. Kirmayer, L.J., S. Dandeneau, E. Marshall, M.K. Phillips, K. Jenssen Williamson. “Rethinking Resilience from Indigenous Perspectives.” Canadian Journal of Psychiatry 56.2 (2011): 84-91. Luthar, S., D. Cicchetti, and B. Becker. “The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work.” Child Development 71.3 (2000): 543-62. MacGill, Bindi, Julie Mathews, Ellen Trevorrow, Alice Abdulla, and Deb Rankine. “Ecology, Ontology, and Pedagogy at Camp Coorong,” M/C Journal 15.3 (2012). Mattingly, Christobel, and Ken Hampton. Survival in Our Own Land, Adelaide: Wakefield, 1988. Moreton-Robinson, Aileen. Talkin’ Up to the White Woman. St Lucia: UQP, 2000. Night Cries, A Rural Tragedy. Dir. Tracy Moffatt. Chili Films, 1990. Read, Peter. A Rape of the Soul So Profound. Crows Nest: Allen & Unwin, 2002. Tucker, Margaret. If Everyone Cared. Sydney: Ure Smith, 1977. Wanganeen, Elva. Personal Communication, 2000. Westphalen, Linda. An Anthropological and Literary Study of Two Aboriginal Women's Life Histories: The Impacts of Enforced Child Removal and Policies of Assimilation. New York: Mellen Press, 2011.

This paper argues that artist Dope Saint Jude is transforming South African hip-hop by queering a genre that has predominantly been male and heteronormative. Specifically, I analyse the opening skit of her music video “Keep in Touch” in order to unpack the ways which she revives Gayle, a gay language that adopted double-coded forms of speech during the apartheid era—a context in which homosexuals were criminalised. The use of Gayle and spaces close to the city centre of Cape Town (such as Salt River and Woodstock) speaks to the city as it was before it was transformed by the decline of industries due to the country’s adoption of neoliberal economics and, more recently, by the gentrification of these spaces. Dope Saint Jude therefore reclaims these city spaces through her use of gay modes of speech that have a long history in Cape Town and by positioning her work as hip-hop, which has been popular in the city for well over two decades. Her inclusion of transgender MC and DJ Angel Ho pushes the boundaries of hegemonic and binary conceptions of gender identity even further. In essence, Dope Saint Jude is transforming local hip-hop in a context that is shaped significantly by US cultural imperialism. The artist is also transforming our perspective of spaces that have been altered by neoliberal economics.Setting the SceneDope Saint Jude (DSJ) is a queer MC from Elsies River, a working class township located on Cape Town's Cape Flats in South Africa. Elsies River was defined as a “coloured” neighbourhood under the apartheid state's Group Areas Act, which segregated South Africans racially. With the aid of the Population Registration Act, citizens were classified, not merely along the lines of white, Asian, or black—black subjects were also divided into further categories. The apartheid state also distinguished between black and “coloured” subjects. Michael MacDonald contends that segregation “ordained blacks to be inferior to whites; apartheid cast them to be indelibly different” (11). Apartheid declared “African claims in South Africa to be inferior to white claims” and effectively claimed that black subjects “belonged elsewhere, in societies of their own, because their race was different” (ibid). The term “coloured” defined people as “mixed race” to separate communities that might otherwise have identified as black in the broad and inclusive sense (Erasmus 16). Racial categorisation was used to create a racial hierarchy with white subjects at the top of that hierarchy and those classified as black receiving the least resources and benefits. This frustrated attempts to establish broad alliances of black struggles against apartheid. It is in this sense that race is socially and politically constructed and continues to have currency, despite the fact that biologically essentialist understandings of race have been discredited (Yudell 13–14). Thanks to apartheid town planning and resource allocation, many townships on the Cape Flats were poverty-stricken and plagued by gang violence (Salo 363). This continues to be the case because post-apartheid South Africa's embrace of neoliberal economics failed to address racialised class inequalities significantly (Haupt, Static 6–8). This is the '90s context in which socially conscious hip-hop crews, such as Prophets of da City or Black Noise, came together. They drew inspiration from Black Consciousness philosophy via their exposure to US hip-hop crews such as Public Enemy in order to challenge apartheid policies, including their racial interpellation as “coloured” as distinct from the more inclusive category, black (Haupt, “Black Thing” 178). Prophets of da City—whose co-founding member, Shaheen Ariefdien, also lived in Elsies River—was the first South African hip-hop outfit to record an album. Whilst much of their work was performed in English, they quickly transformed the genre by rapping in non-standard varieties of Afrikaans and by including MCs who rap in African languages (ibid). They therefore succeeded in addressing key issues related to race, language, and class disparities in relation to South Africa's transition to democracy (Haupt, “Black Thing”; Haupt, Stealing Empire). However, as is the case with mainstream US hip-hop, specifically gangsta rap (Clay 149), South African hip-hop has been largely dominated by heterosexual men. This includes the more commercial hip-hop scene, which is largely perceived to be located in Johannesburg, where male MCs like AKA and Cassper Nyovest became celebrities. However, certain female MCs have claimed the genre, notably EJ von Lyrik and Burni Aman who are formerly of Godessa, the first female hip-hop crew to record and perform locally and internationally (Haupt, Stealing Empire 166; Haupt, “Can a Woman in Hip-Hop”). DSJ therefore presents the exception to a largely heteronormative and male-dominated South African music industry and hip-hop scene as she transforms it with her queer politics. While queer hip-hop is not new in the US (Pabón and Smalls), this is new territory for South Africa. Writing about the US MC Jean Grae in the context of a “male-dominated music industry and genre,” Shanté Paradigm Smalls contends,Heteronormativity blocks the materiality of the experiences of Black people. Yet, many Black people strive for a heteronormative effect if not “reality”. In hip hop, there is a particular emphasis on maintaining the rigidity of categories, even if those categories fail [sic]. (87) DSJ challenges these rigid categories. Keep in TouchDSJ's most visible entry onto the media landscape to date has been her appearance in an H&M recycling campaign with British Sri Lankan artist MIA (H&M), some fashion shoots, her new EP—Reimagine (Dope Saint Jude)—and recent Finnish, US and French tours as well as her YouTube channel, which features her music videos. As the characters’ theatrical costumes suggest, “Keep in Touch” is possibly the most camp and playful music video she has produced. It commences somewhat comically with Dope Saint Jude walking down Salt River main road to a public telephone, where she and a young woman in pig tails exchange dirty looks. Salt River is located at the foot of Devil's Peak not far from Cape Town's CBD. Many factories were located there, but the area is also surrounded by low-income housing, which was designated a “coloured” area under apartheid. After apartheid, neighbourhoods such as Salt River, Woodstock, and the Bo-Kaap became increasingly gentrified and, instead of becoming more inclusive, many parts of Cape Town continued to be influenced by policies that enable racialised inequalities. Dope Saint Jude calls Angel Ho: DSJ: Awêh, Angie! Yoh, you must check this kak sturvy girl here by the pay phone. [Turns to the girl, who walks away as she bursts a chewing gum bubble.] Ja, you better keep in touch. Anyway, listen here, what are you wys?Angel Ho: Ah, just at the salon getting my hair did. What's good? DSJ: Wanna catch on kak today?Angel Ho: Yes, honey. But, first, let me Gayle you this. By the jol by the art gallery, this Wendy, nuh. This Wendy tapped me on the shoulder and wys me, “This is a place of decorum.”DSJ: What did she wys?Angel Ho: De-corum. She basically told me this is not your house. DSJ: I know you told that girl to keep in touch!Angel Ho: Yes, Mama! I'm Paula, I told that bitch, “Keep in touch!” [Points index finger in the air.](Saint Jude, Dope, “Keep in Touch”)Angel Ho's name is a play on the male name Angelo and refers to the trope of the ho (whore) in gangsta rap lyrics and in music videos that present objectified women as secondary to male, heterosexual narratives (Sharpley-Whiting 23; Collins 27). The queering of Angelo, along with Angel Ho’s non-binary styling in terms of hair, make-up, and attire, appropriates a heterosexist, sexualised stereotype of women in order to create room for a gender identity that operates beyond heteronormative male-female binaries. Angel Ho’s location in a hair salon also speaks to stereotypical associations of salons with women and gay subjects. In a discussion of gender stereotypes about hair salons, Kristen Barber argues that beauty work has traditionally been “associated with women and with gay men” and that “the body beautiful has been tightly linked to the concept of femininity” (455–56). During the telephonic exchange, Angel Ho and Dope Saint Jude code-switch between standard and non-standard varieties of English and Afrikaans, as the opening appellation, “Awêh,” suggests. In this context, the term is a friendly greeting, which intimates solidarity. “Sturvy” means pretentious, whilst “kak” means shit, but here it is used to qualify “sturvy” and means that the girl at the pay phone is very pretentious or “full of airs.” To be “wys” means to be wise, but it can also mean that you are showing someone something or educating them. The meanings of these terms shift, depending on the context. The language practices in this skit are in line with the work of earlier hip-hop crews, such as Prophets of da City and Brasse vannie Kaap, to validate black, multilingual forms of speech and expression that challenge the linguistic imperialism of standard English and Afrikaans in South Africa, which has eleven official languages (Haupt, “Black Thing”; Haupt, Stealing Empire; Williams). Henry Louis Gates’s research on African American speech varieties and literary practices emerging from the repressive context of slavery is essential to understanding hip-hop’s language politics. Hip-hop artists' multilingual wordplay creates parallel discursive universes that operate both on the syntagmatic axis of meaning-making and the paradigmatic axis (Gates 49; Haupt, “Stealing Empire” 76–77). Historically, these discursive universes were those of the slave masters and the slaves, respectively. While white hegemonic meanings are produced on the syntagmatic axis (which is ordered and linear), black modes of speech as seen in hip-hop word play operate on the paradigmatic axis, which is connotative and non-linear (ibid). Distinguishing between Signifyin(g) / Signification (upper case, meaning black expression) and signification (lower case, meaning white dominant expression), he argues that “the signifier ‘Signification’ has remained identical in spelling to its white counterpart to demonstrate [. . .] that a simultaneous, but negated, parallel discursive (ontological, political) universe exists within the larger white discursive universe” (Gates 49). The meanings of terms and expressions can change, depending on the context and manner in which they are used. It is therefore the shared experiences of speech communities (such as slavery or racist/sexist oppression) that determine the negotiated meanings of certain forms of expression. Gayle as a Parallel Discursive UniverseDSJ and Angel Ho's performance of Gayle takes these linguistic practices further. Viewers are offered points of entry into Gayle via the music video’s subtitles. We learn that Wendy is code for a white person and that to keep in touch means exactly the opposite. Saint Jude explains that Gayle is a very fun queer language that was used to kind of mask what people were saying [. . .] It hides meanings and it makes use of women's names [. . . .] But the thing about Gayle is it's constantly changing [. . .] So everywhere you go, you kind of have to pick it up according to the context that you're in. (Ovens, Saint Jude and Haupt)According to Kathryn Luyt, “Gayle originated as Moffietaal [gay language] in the coloured gay drag culture of the Western Cape as a form of slang amongst Afrikaans-speakers which over time, grew into a stylect used by gay English and Afrikaans-speakers across South Africa” (Luyt 8; Cage 4). Given that the apartheid state criminalised homosexuals, Gayle was coded to evade detection and to seek out other members of this speech community (Luyt 8). Luyt qualifies the term “language” by arguing, “The term ‘language’ here, is used not as a constructed language with its own grammar, syntax, morphology and phonology, but in the same way as linguists would discuss women’s language, as a way of speaking, a kind of sociolect” (Luyt 8; Cage 1). However, the double-coded nature of Gayle allows one to think of it as creating a parallel discursive universe as Gates describes it (49). Whereas African American and Cape Flats discursive practices function parallel to white, hegemonic discourses, gay modes of speech run parallel to heteronormative communication. Exclusion and MicroaggressionsThe skit brings both discursive practices into play by creating room for one to consider that DSJ queers a male-dominated genre that is shaped by US cultural imperialism (Haupt, Stealing Empire 166) as a way of speaking back to intersectional forms of marginalisation (Crenshaw 1244), which are created by “white supremacist capitalist patriarchy” (hooks 116). This is significant in South Africa where “curative rape” of lesbians and other forms of homophobic violence are prominent (cf. Gqola; Hames; Msibi). Angel Ho's anecdote conveys a sense of the extent to which black individuals are subject to scrutiny. Ho's interpretation of the claim that the gallery “is a place of decorum” is correct: it is not Ho's house. Black queer subjects are not meant to feel at home or feel a sense of ownership. This functions as a racial microaggression: “subtle insults (verbal, nonverbal, and/or visual) directed toward people of color, often automatically or unconsciously” (Solorzano, Ceja, and Yosso 60). This speaks to DSJ's use of Salt River, Woodstock, and Bo-Kaap for the music video, which features black queer bodies in performance—all of these spaces are being gentrified, effectively pushing working class people of colour out of the city (cf. Didier, Morange, and Peyroux; Lemanski). Gustav Visser explains that gentrification has come to mean a unit-by-unit acquisition of housing which replaces low-income residents with high-income residents, and which occurs independent of the structural condition, architecture, tenure or original cost level of the housing (although it is usually renovated for or by the new occupiers). (81–82) In South Africa this inequity plays out along racial lines because its neoliberal economic policies created a small black elite without improving the lives of the black working class. Instead, the “new African bourgeoisie, because it shares racial identities with the bulk of the poor and class interests with white economic elites, is in position to mediate the reinforcing cleavages between rich whites and poor blacks without having to make more radical changes” (MacDonald 158). In a news article about a working class Salt River family of colour’s battle against an eviction, Christine Hogg explains, “Gentrification often means the poor are displaced as the rich move in or buildings are upgraded by new businesses. In Woodstock and Salt River both are happening at a pace.” Angel Ho’s anecdote, as told from a Woodstock hair salon, conveys a sense of what Woodstock’s transformation from a coloured, working class Group Area to an upmarket, trendy, and arty space would mean for people of colour, including black, queer subjects. One could argue that this reading of the video is undermined by DSJ’s work with global brand H&M. Was she was snared by neoliberal economics? Perhaps, but one response is that the seeds of any subculture’s commercial co-option lie in the fact it speaks through commodities (for example clothing, make-up, CDs, vinyl, or iTunes / mp3 downloads (Hebdige 95; Haupt, Stealing Empire 144–45). Subcultures have a window period in which to challenge hegemonic ideologies before they are delegitimated or commercially co-opted. Hardt and Negri contend that the means that extend the reach of corporate globalisation could be used to challenge it from within it (44–46; Haupt, Stealing Empire 26). DSJ utilises her H&M work, social media, the hip-hop genre, and international networks to exploit that window period to help mainstream black queer identity politics.ConclusionDSJ speaks back to processes of exclusion from the city, which was transformed by apartheid and, more recently, gentrification, by claiming it as a creative and playful space for queer subjects of colour. She uses Gayle to lay claim to the city as it has a long history in Cape Town. In fact, she says that she is not reviving Gayle, but is simply “putting it on a bigger platform” (Ovens, Saint Jude, and Haupt). The use of subtitles in the video suggests that she wants to mainstream queer identity politics. Saint Jude also transforms hip-hop heteronormativity by queering the genre and by locating her work within the history of Cape hip-hop’s multilingual wordplay. ReferencesBarber, Kristin. “The Well-Coiffed Man: Class, Race, and Heterosexual Masculinity in the Hair Salon.” Gender and Society 22.4 (2008): 455–76.Cage, Ken. “An Investigation into the Form and Function of Language Used by Gay Men in South Africa.” Rand Afrikaans University: MA thesis, 1999.Clay, Andreana. “‘I Used to Be Scared of the Dick’: Queer Women of Color and Hip-Hop Masculinity.” Home Girls Make Some Noise: Hip Hop Feminism Anthology. Ed. Gwendolyn D. Pough, Elain Richardson, Aisha Durham, and Rachel Raimist. California: Sojourns, 2007.Collins, Patricia Hill. Black Sexual Politics: African Americans, Gender, and the New Racism. New York: Routledge, 2005. Crenshaw, Kimberle. “Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color”. Stanford Law Review 43.6 (1991): 1241–299.Didier, Sophie, Marianne Morange, and Elisabeth Peyroux. “The Adaptative Nature of Neoliberalism at the Local Scale: Fifteen Years of City Improvement Districts in Cape Town and Johannesburg.” Antipode 45.1 (2012): 121–39.Erasmus, Zimitri. “Introduction.” Coloured by History, Shaped by Place. Ed. Zimitri Erasmus. Cape Town: Kwela Books & SA History Online, 2001. Gates, Henry Louis. The Signifying Monkey: A Theory of Afro-American Literary Criticism. Oxford: Oxford UP, 1988.Gqola, Pumla Dineo. Rape: A South African Nightmare. Johannesburg: Jacana, 2015.Hames, Mary. “Violence against Black Lesbians: Minding Our Language.” Agenda 25.4 (2011): 87–91.Hardt, Michael, and Antonio Negri. Empire. London: Harvard UP, 2000.Haupt, Adam. “Can a Woman in Hip Hop Speak on Her Own Terms?” Africa Is a Country. 23 Mar. 2015. <http://africasacountry.com/2015/03/the-double-consciousness-of-burni-aman-can-a-woman-in-hip-hop-speak-on-her-own-terms/>.Haupt, Adam. Static: Race & Representation in Post-Apartheid Music, Media & Film. Cape Town: HSRC Press, 2012. Haupt, Adam. Stealing Empire: P2P, Intellectual Property and Hip-Hop Subversion. Cape Town: HSRC Press, 2008. Haupt, Adam. “Black Thing: Hip-Hop Nationalism, ‘Race’ and Gender in Prophets of da City and Brasse vannie Kaap.” Coloured by History, Shaped by Place. Ed. Zimitri Erasmus. Cape Town: Kwela Books & SA History Online, 2001. Hebdige, Dick. Subculture: The Meaning of Style. London: Routledge, 1979.Hogg, Christine. “In Salt River Gentrification Often Means Eviction: Family Set to Lose Their Home of 11 Years.” Ground Up. 15 June 2016. <http://www.groundup.org.za/article/salt-river-gentrification-often-means-eviction/>.hooks, bell. Outlaw: Culture: Resisting Representations. New York: Routledge, 1994.Lemanski, Charlotte. “Hybrid Gentrification in South Africa: Theorising across Southern and Northern Cities.” Urban Studies 51.14 (2014): 2943–60.Luyt, Kathryn. “Gay Language in Cape Town: A Study of Gayle – Attitudes, History and Usage.” University of Cape Town: MA thesis, 2014.MacDonald, Michael. Why Race Matters in South Africa. University of Kwazulu-Natal Press: Scottsville, 2006.Msibi, Thabo. “Not Crossing the Line: Masculinities and Homophobic Violence in South Africa”. Agenda. 23.80 (2009): 50–54.Pabón, Jessica N., and Shanté Paradigm Smalls. “Critical Intimacies: Hip Hop as Queer Feminist Pedagogy.” Women & Performance: A Journal of Feminist Theory (2014): 1–7.Salo, Elaine. “Negotiating Gender and Personhood in the New South Africa: Adolescent Women and Gangsters in Manenberg Township on the Cape Flats.” Journal of European Cultural Studies 6.3 (2003): 345–65.Solórzano, Daniel, Miguel Ceja, and Tara Yosso. “Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students.” Journal of Negro Education 69.1/2 (2000): 60–73.Sharpley-Whiting, T. Denean. Pimps Up, Ho’s Down: Hip Hop’s Hold on Young Black Women. New York: New York UP, 2007.Smalls, Shanté Paradigm. “‘The Rain Comes Down’: Jean Grae and Hip Hop Heteronormativity.” American Behavioral Scientist 55.1 (2011): 86–95.Visser, Gustav. “Gentrification: Prospects for Urban South African Society?” Acta Academica Supplementum 1 (2003): 79–104.Williams, Quentin E. “Youth Multilingualism in South Africa’s Hip-Hop Culture: a Metapragmatic Analysis.” Sociolinguistic Studies 10.1 (2016): 109–33.Yudell, Michael. “A Short History of the Race Concept.” Race and the Genetic Revolution: Science, Myth, and Culture. Ed. Sheldon Krimsky and Kathleen Sloan. New York: Columbia UP, 2011.InterviewsOvens, Neil, Dope Saint Jude, and Adam Haupt. One FM Radio interview. Cape Town. 21 Apr. 2016.VideosSaint Jude, Dope. “Keep in Touch.” YouTube. 23 Feb. 2015. <https://www.youtube.com/watch?v=w2ux9R839lE>. H&M. “H&M World Recycle Week Featuring M.I.A.” YouTube. 11 Apr. 2016. <https://www.youtube.com/watch?v=f7MskKkn2Jg>. MusicSaint Jude, Dope. Reimagine. 15 June 2016. <https://dopesaintjude.bandcamp.com/album/reimagine>.

“I’m fat–and it’s okay! It doesn’t mean I’m stupid, or ugly, or lazy, or selfish. I’m fat!” so proclaims Joy Nash in her YouTube video, A Fat Rant. “Fat! It’s three little letters–what are you afraid of?!” This is the question I pose to my class on day one of Fat Studies. Sadly, many college students do fear fat, and negative attitudes toward fat people are quite prevalent in this population (Ambwani et al. 366). As I teach it, Fat Studies is cross-listed between Psychology and Gender Studies. However, most students who enrol have majors in Psychology or other behavioural health science fields in which weight bias is particularly pronounced (Watkins and Concepcion 159). Upon finding stronger bias among third- versus first-year Physical Education students, O’Brien, Hunter, and Banks (308) speculated that the weight-centric curriculum that typifies this field actively engenders anti-fat attitudes. Based on their exploration of textbook content, McHugh and Kasardo (621) contend that Psychology too is complicit in propagating weight bias by espousing weight-centric messages throughout the curriculum. Such messages include the concepts that higher body weight invariably leads to poor health, weight control is simply a matter of individual choice, and dieting is an effective means of losing weight and improving health (Tylka et al.). These weight-centric tenets are, however, highly contested. For instance, there exists a body of research so vast that it has its own name, the “obesity paradox” literature. This literature (McAuley and Blair 773) entails studies that show that “obese” persons with chronic disease have relatively better survival rates and that a substantial portion of “overweight” and “obese” individuals have levels of metabolic health similar to or better than “normal” weight individuals (e.g., Flegal et al. 71). Finally, the “obesity paradox” literature includes studies showing that cardiovascular fitness is a far better predictor of mortality than weight. In other words, individuals may be both fit and fat, or conversely, unfit and thin (Barry et al. 382). In addition, Tylka et al. review literature attesting to the complex causes of weight status that extend beyond individual behaviour, ranging from genetic predispositions to sociocultural factors beyond personal control. Lastly, reviews of research on dieting interventions show that these are overwhelmingly ineffective in producing lasting weight loss or actual improvements in health and may in fact lead to disordered eating and other unanticipated adverse consequences (e.g., Bacon and Aphramor; Mann et al. 220; Salas e79; Tylka et al.).The newfound, interdisciplinary field of scholarship known as Fat Studies aims to debunk weight-centric misconceptions by elucidating findings that counter these mainstream suppositions. Health At Every Size® (HAES), a weight-neutral approach to holistic well-being, is an important facet of Fat Studies. The HAES paradigm advocates intuitive eating and pleasurable physical activity for health rather than restrictive dieting and regimented exercise for weight loss. HAES further encourages body acceptance of self and others regardless of size. Empirical evidence shows that HAES-based interventions improve physical and psychological health without harmful side-effects or high dropout rates associated with weight loss interventions (Bacon and Aphramor; Clifford et al. “Impact of Non-Diet Approaches” 143). HAES, like the broader field of Fat Studies, seeks to eradicate weight-based discrimination, positioning weight bias as a social justice issue that intersects with oppression based on other areas of difference such as gender, race, and social class. Much like Queer Studies, Fat Studies seeks to reclaim the word, fat, thus stripping it of its pejorative connotations. As Nash asserts in her video, “Fat is a descriptive physical characteristic. It’s not an insult, or an obscenity, or a death sentence!” As an academic discipline, Fat Studies is expanding its visibility and reach. The Fat Studies Reader, the primary source of reading for my course, provides a comprehensive overview of the field (Rothblum and Solovay 1). This interdisciplinary anthology addresses fat history and activism, fat as social inequality, fat in healthcare, and fat in popular culture. Ward (937) reviews this and other recently-released fat-friendly texts. The field features its own journal, Fat Studies: An Interdisciplinary Journal of Body Weight and Society, which publishes original research, overview articles, and reviews of assorted media. Both the Popular Culture Association and National Women’s Studies Association have special interest groups devoted to Fat Studies, and the American Psychological Association’s Division on the Psychology of Women has recently formed a task force on sizism (Bergen and Carrizales 22). Furthermore, Fat Studies conferences have been held in Australia and New Zealand, and the third annual Weight Stigma Conference will occur in Iceland, September 2015. Although the latter conference is not necessarily limited to those who align themselves with Fat Studies, keynote speakers include Ragen Chastain, a well-known member of the fat acceptance movement largely via her blog, Dances with Fat. The theme of this year’s conference, “Institutionalised Weightism: How to Challenge Oppressive Systems,” is consistent with Fat Studies precepts:This year’s theme focuses on the larger social hierarchies that favour thinness and reject fatness within western culture and how these systems have dictated the framing of fatness within the media, medicine, academia and our own identities. What can be done to oppose systemised oppression? What can be learned from the fight for social justice and equality within other arenas? Can research and activism be united to challenge prevailing ideas about fat bodies?Concomitantly, Fat Studies courses have begun to appear on college campuses. Watkins, Farrell, and Doyle-Hugmeyer (180) identified and described four Fat Studies and two HAES courses that were being taught in the U.S. and abroad as of 2012. Since then, a Fat Studies course has been taught online at West Virginia University and another will soon be offered at Washington State University. Additionally, a new HAES class has been taught at Saint Mary’s College of California during the last two academic years. Cameron (“Toward a Fat Pedagogy” 28) describes ways in which nearly 30 instructors from five different countries have incorporated fat studies pedagogy into university courses across an array of academic areas. This growing trend is manifested in The Fat Pedagogy Reader (Russell and Cameron) due out later this year. In this article, I describe content and pedagogical strategies that I use in my Fat Studies course. I then share students’ qualitative reactions, drawing upon excerpts from written assignments. During the term reported here, the class was comprised of 17 undergraduate and 5 graduate students. Undergraduate majors included 47% in Psychology, 24% in Women Studies, 24% in various other College of Liberal Arts fields, and 6% in the College of Public Health. Graduate majors included 40% in the College of Public Health and 60% in the College of Education. Following submission of final grades, students provided consent via email allowing written responses on assignments to be anonymously incorporated into research reports. Assignments drawn upon for this report include weekly reading reactions to specific journal articles in which students were to summarise the main points, identify and discuss a specific quote or passage that stood out to them, and consider and discuss applicability of the information in the article. This report also utilises responses to a final assignment in which students were to articulate take-home lessons from the course.Despite the catalogue description, many students enter Fat Studies with a misunderstanding of what the course entails. Some admitted that they thought the course was about reducing obesity and the presumed health risks associated with this alleged pathological condition (Watkins). Others understood, but were somewhat dubious, at least at the outset, “Before I began this class, I admit that I was skeptical of what Fat Studies meant.” Another student experienced “a severe cognitive dissonance” between the Fat Studies curriculum and that of a previous behavioural health class:My professor spent the entire quarter spouting off statistics, such as the next generation of children will be the first generation to have a lower life expectancy than their parents and the ever increasing obesity rates that are putting such a tax on our health care system, and I took her words to heart. I was scared for myself and for the populations I would soon be working with. I was worried that I was destined to a chronic disease and bothered that my BMI was two points above ‘normal.’ I believed everything my professor alluded to on the danger of obesity because it was things I had heard in the media and was led to believe all my life.Yet another related, “At first, I will be honest, it was hard for me to accept a lot of this information, but throughout the term every class changed my mind about my view of fat people.” A few students have voiced even greater initial resistance. During a past term, one student lamented that the material represented an attack on her intended behavioural health profession. Cameron (“Learning to Teach Everybody”) describes comparable reactions among students in her Critical Obesity course taught within a behavioural health science unit. Ward (937) attests that, even in Gender Studies, fat is the topic that creates the most controversy. Similarly, she describes students’ immense discomfort when asked to entertain perspectives that challenge deeply engrained ideas inculcated by our culture’s “obesity epidemic.” Discomfort, however, is not necessarily antithetical to learning. In prompting students to unlearn “the biomedically-informed truth of obesity, namely that fat people are unfit, unhealthy, and in need of ‘saving’ through expert interventions,” Moola at al. recommend equipping them with an “ethics of discomfort” (217). No easy task, “It requires courage to ask our students to forgo the security of prescriptive health messaging in favour of confusion and uncertainty” (221). I encourage students to entertain conflicting perspectives by assigning empirically-based articles emanating from peer-reviewed journals in their own disciplines that challenge mainstream discourses on obesity (e.g., Aphramor; Bombak e60; Tomiyama, Ahlstrom, and Mann 861). Students whose training is steeped in the scientific method seem to appreciate having quantitative data at their disposal to convince themselves–and their peers and professors–that widely held weight-centric beliefs and practices may not be valid. One student remarked, “Since I have taken this course, I feel like I am prepared to discuss the fallacy of the weight-health relationship,” citing specific articles that would aid in the effort. Likewise, Cameron’s (“Learning to Teach Everybody”) students reported a need to read research reports in order to begin questioning long-held beliefs.In addition, I assign readings that provide students with the opportunity to hear the voices of fat people themselves, a cornerstone of Fat Studies. Besides chapters in The Fat Studies Reader authored by scholars and activists who identify as fat, I assign qualitative articles (e.g., Lewis et al.) and narrative reports (e.g., Pause 42) in which fat people describe their experiences with weight and weight bias. Additionally, I provide positive images of fat people via films and websites (Clifford et al. HAES®; Watkins; Watkins and Doyle-Hugmeyer 177) in order to counteract the preponderance of negative, dehumanising portrayals in popular media (e.g., Ata and Thompson 41). In response, a student stated:One of the biggest things I took away from this term was the confidence I found in fat women through films and stories. They had more confidence than I have seen in any tiny girl and owned the body they were given.I introduce “normal” weight allies as well, most especially Linda Bacon whose treatise on thin privilege tends to set the stage for viewing weight bias as a form of oppression (Bacon). One student observed, “It was a relief to be able to read and talk about weight oppression in a classroom setting for once.” Another appreciated that “The class did a great job at analysing fat as oppression and not like a secondhand oppression as I have seen in my past classes.” Typically, fat students were already aware of weight-based privilege and oppression, often painfully so. Thinner students, however, were often astonished by this concept, several describing Bacon’s article as “eye-opening.” In reaction, many vowed to act as allies:This class has really opened my eyes and prepared me to be an ally to fat people. It will be difficult for some time while I try to get others to understand my point of view on fat people but I believe once there are enough allies, people’s minds will really start changing and it will benefit everyone for the better.Pedagogically, I choose to share my own experiences as they relate to course content and encourage students, at least in their written assignments, to do the same. Other instructors refrain from this practice for fear of reinforcing traditional discourses or eliciting detrimental reactions from students (Watkins, Farrell, and Doyle-Hugmeyer 191). Nevertheless, this tack seems to work well in my course, with many students opting to disclose their relevant circumstances during classroom discussions: Throughout the term I very much valued and appreciated when classmates would share their experiences. I love listening and hearing to others experiences and I think that is a great way to understand the material and learn from one another.It really helped to read different articles and hear classmates discuss and share stories that I was able to relate to. The idea of hearing people talk about issues that I thought I was the only one who dealt with was so refreshing and enlightening.The structure of this class allowed me to learn how this information is applicable to my life and made it deeper than just memorising information.Thus far, across three terms, no student has described iatrogenic effects from this process. In fact, most attribute positive transformations to the class. These include enhanced body acceptance of self and others: This class decreased my fat phobia towards others and gave me a better understanding about the intersectionality of one’s weight. For example, I now feel that I no longer view my family in a fat phobic way and I also feel responsible for educating my brother and helping him develop a strong self-esteem regardless of his size.I never thought this class would change my life, almost save my life. Through studies shown in class and real life people following their dreams, it made my mind completely change about how I view my body and myself.I can only hope that in the future, I will be more forgiving, tolerant, and above all accepting of myself, much less others. Regardless of a person’s shape and size, we are all beautiful, and while I’m just beginning to understand this, it can only get better from here.Students also reported becoming more savvy consumers of weight-centric media messages as well as realigning their eating and exercise behaviour in accordance with HAES: I find myself disgusted at the television now, especially with the amount of diet ads, fitness club ads, and exercise equipment ads all aimed at making a ‘better you.’ I now know that I would never be better off with a SlimFast shake, P90X, or a Total Gym. I would be better off eating when I’m hungry, working out because it is fun, and still eating Thin Mints when I want to. Prior to this class, I would work out rigorously, running seven miles a day. Now I realise why at times I dreaded to work out, it was simply a mathematical system to burn the energy that I had acquired earlier in the day. Instead what I realise I should do is something I enjoy, that way I will never get tired of whatever I am doing. While I do enjoy running, other activities would bring more joy while engaging in a healthy lifestyle like hiking or mountain biking.I will never go on another diet. I will stop choosing exercises I don’t love to do. I will not weigh myself every single day hoping for the number on the scale to change.A reduction in self-weighing was perhaps the most frequent behaviour change that students expressed. This is particularly valuable in that frequent self-weighing is associated with disordered eating and unhealthy weight control behaviours (Neumark-Sztainer et al. 811):I have realised that the number on the scale is simply a number on the scale. That number does not define who you are. I have stopped weighing myself every morning. I put the scale in the storage closet so I don’t have to look at it. I even encouraged my roommate to stop weighing herself too. What has been most beneficial for me to take away from this class is the notion that the number on the scale has so much less to do with fitness levels than most people understand. Coming from a numbers obsessed person like myself, this class has actually gotten me to leave the scales behind. I used to weigh myself every single day and my self-confidence reflected whether I was up or down in weight from the day before. It seems so silly to me now. From this class, I take away a new outlook on body diversity. I will evaluate who I am for what I do and not represent myself with a number. I’m going to have my cake this time, and actually eat it too!Finally, students described ways in which they might carry the concepts from Fat Studies into their future professions: I want to go to law school. This model is something I will work toward in the fight for social justice.As a teacher and teacher of teachers, I plan to incorporate discussions on size diversity and how this should be addressed within the field of adapted physical education.I do not know how I would have gone forward if I had never taken this class. I probably would have continued to use weight loss as an effective measure of success for both nutrition and physical activity interventions. I will never be able to think about the obesity prevention movement in the same way.Since I am working toward being a clinical psychologist, I don’t want to have a client who is pursuing weight loss and then blindly believe that they need to lose weight. I’d rather be of the mindset that every person is unique, and that there are other markers of health at every size.Jones and Hughes-Decatur (59) call for increased scholarship illustrating and evaluating critical body pedagogies so that teachers might provide students with tools to critique dominant discourses, helping them forge healthy relationships with their own bodies in the process. As such, this paper describes elements of a Fat Studies class that other instructors may choose to adopt. It additionally presents qualitative data suggesting that students came to think about fat and fat people in new and divergent ways. Qualitative responses also suggest that students developed better body image and more adaptive eating and exercise behaviours throughout the term. Although no students have yet described lasting adverse effects from the class, one stated that she would have preferred less of a focus on health and more of a focus on issues such as fat fashion. Indeed, some Fat Studies scholars (e.g., Lee) advocate separating discussions of weight bias from discussions of health status to avoid stigmatising fat people who do experience health problems. While concerns about fostering healthism within the fat acceptance movement are valid, as a behavioural health professional with an audience of students training in these fields, I have chosen to devote three weeks of our ten week term to this subject matter. Depending on their academic background, others who teach Fat Studies may choose to emphasise different aspects such as media representations or historical connotations of fat.Nevertheless, the preponderance of positive comments evidenced throughout students’ assignments may certainly be a function of social desirability. Although I explicitly invite critique, and in fact assign readings (e.g., Welsh 33) and present media that question HAES and Fat Studies concepts, students may still feel obliged to articulate acceptance of and transformations consistent with the principles of these movements. As a more objective assessment of student outcomes, I am currently conducting a quantitative evaluation, in which I remain blind to students’ identities, of this year’s Fat Studies course compared to other upper division/graduate Psychology courses, examining potential changes in weight bias, body image and dieting behaviour, adherence to appearance-related media messages, and obligatory exercise behaviour. I postulate results akin to those of Humphrey, Clifford, and Neyman Morris (143) who found reductions in weight bias, improved body image, and improved eating behaviour among college students as a function of their HAES course. As Fat Studies pedagogy proliferates, instructors are called upon to share their teaching strategies, document the effects, and communicate these results within and outside of academic spheres.ReferencesAmbwani, Suman, Katherine M. Thomas, Christopher J. Hopwood, Sara A. Moss, and Carlos M. Grilo. “Obesity Stigmatization as the Status Quo: Structural Considerations and Prevalence among Young Adults in the U.S.” Eating Behaviors 15.3 (2014): 366-370. Aphramor, Lucy. “Validity of Claims Made in Weight Management Research: A Narrative Review of Dietetic Articles.” Nutrition Journal 9 (2010): n. pag. 15 May 2015 ‹http://www.nutritionj.com/content/9/1/30›.Ata, Rheanna M., and J. Kevin Thompson. “Weight Bias in the Media: A Review of Recent Research.” Obesity Facts 3.1 (2010): 41-46.Bacon, Linda. “Reflections on Fat Acceptance: Lessons Learned from Thin Privilege.” 2009. 23 Apr. 2015 ‹http://www.lindabacon.org/Bacon_ThinPrivilege080109.pdf›.Bacon, Linda, and Lucy Aphramor. “Weight Science: Evaluating the Evidence for a Paradigm Shift.” Nutrition Journal 10 (2011). 23 Apr. 2015 ‹http://www.nutritionj.com/content/10/1/9›.Barry, Vaughn W., Meghan Baruth, Michael W. Beets, J. Larry Durstine, Jihong Liu, and Steven N. 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Graubard. “Association of All-Cause Mortality with Overweight and Obesity Using Standard Body Mass Index Categories: A Systematic Review and Meta-Analysis.” Journal of the American Medical Association 309.1 (2013): 71-82.Humphrey, Lauren, Dawn Clifford, and Michelle Neyman Morris. “Health At Every Size College Course Reduces Dieting Behaviors and Improves Intuitive Eating, Body Esteem, and Anti-Fat Attitudes.” Journal of Nutrition Education and Behavior, in press.Jones, Stephanie, and Hilary Hughes-Decatur. “Speaking of Bodies in Justice-Oriented Feminist Teacher Education.” Journal of Teacher Education 63.1 (2012): 51-61.Lee, Jenny. Embodying Stereotypes: Memoir, Fat and Health. Fat Studies: Reflective Intersections, July 2012, Wellington, NZ. Unpublished conference paper.Lewis, Sophie, Samantha L. Thomas, Jim Hyde, David Castle, R. Warwick Blood, and Paul A. 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Norman, LeAnne Petherick, and Shaelyn Strachan. “Teaching across the Lines of Fault in Psychology and Sociology: Health, Obesity and Physical Activity in the Canadian Context.” Sociology of Sport Journal 31.2 (2014): 202-227.Nash, Joy. “A Fat Rant.” YouTube, 17 Mar. 2007. 23 Apr. 2015 ‹https://www.youtube.com/watch?v=yUTJQIBI1oA›.Neumark-Sztainer, Dianne, Patricia van den Berg, Peter J. Hannan, and Mary Story. “Self-Weighing in Adolescents: Helpful or Harmful? Longitudinal Associations with Body Weight Changes and Disordered Eating.” Journal of Adolescent Health 39.6 (2006): 811–818.O’Brien, K.S., J.A. Hunter, and M. Banks. “Implicit Anti-Fat Bias in Physical Educators: Physical Attributes, Ideology, and Socialization.” International Journal of Obesity 31.2 (2007): 308-314.Pause, Cat. “Live to Tell: Coming Out as Fat.” Somatechnics 2.1 (2012): 42-56.Rothblum, Esther, and Sondra Solovay, eds. The Fat Studies Reader. New York: New York University Press, 2009.Russell, Connie, and Erin Cameron, eds. The Fat Pedagogy Reader: Challenging Weight-Based Oppression in Education. New York: Peter Lang Publishing, in press. Salas, Ximena Ramos. “The Ineffectiveness and Unintended Consequences of the Public Health War on Obesity.” Canadian Journal of Public Health 106.2 (2015): e79-e81. Tomiyama, A. Janet, Britt Ahlstrom, and Traci Mann. “Long-Term Effects of Dieting: Is Weight Loss Related to Health?” Social and Personality Psychology Compass 7.12 (2013): 861-877.Tylka, Tracy L., Rachel A. Annunziato, Deb Burgard, Sigrun Daníelsdóttir, Ellen Shuman, Chad Davis, and Rachel M. Calogero. “The Weight-Inclusive versus Weight-Normative Approach to Health: Evaluating the Evidence for Prioritizing Well-Being over Weight Loss.” Journal of Obesity (2014). 23 Apr. 2015 ‹http://www.hindawi.com/journals/jobe/2014/983495/›.Ward, Anna E. “The Future of Fat.” American Quarterly 65.4 (2013): 937-947.Watkins, Patti Lou. “Inclusion of Fat Studies in a Difference, Power, and Discrimination Curriculum.” The Fat Pedagogy Reader: Challenging Weight-Based Oppression in Education. Eds. Erin Cameron and Connie Russell. New York: Peter Lang Publishing, in press. Watkins, Patti Lou, and Rebecca Y. Concepcion. “Teaching HAES to Health Care Students and Professionals.” Wellness Not Weight: Motivational Interviewing and a Non-Diet Approach. Ed. Ellen Glovsky. San Diego: Cognella Academic Publishing, 2014: 159-169. Watkins, Patti Lou, and Andrea Doyle-Hugmeyer. “Teaching about Eating Disorders from a Fat Studies Perspective. Transformations 23.2 (2013): 147-158. 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IntroductionInteractive improvisational musical spaces (which is to say, nearly all musical spaces) involve affective relations among bodies: between the bodies of human performers, between performers and active listeners, between the sonic "bodies" that comprise the multiple overlapping events that constitute a musical performance’s unfolding. Music scholarship tends to focus on either music’s sonic materialities (the sensible; what can be heard) or the cultural resonances that locate in and through music (the political or hermeneutic; how meaning is inscribed in and for a listening subject).An embodied turn, however, has recently been manifesting, bringing music scholarship into communication with feminist theory, queer theory, and approaches that foreground subjectivity and embodiment. Exemplary in this area are works by Naomi Cumming (who asks a critical question, “does the self form the sound, or the sound the self?;” Cumming 7), Suzanne Cusick, Marion Guck, Fred Maus, and Susan McClary. All of these scholars, in various ways, thematise the performative—what it feels like to make or experience music, and what effect that making or experiencing has on subject-formation.All of these authors strive to foreground the role of the performer and performativity in the context of the extended Western art music tradition. While each makes persuasive, significant points, my contention in this paper is that improvised music is a more fruitful starting place for thinking about embodiment and the co-constitutive relationship between performer and sound. That is, while (nearly) all music is improvised to a greater or lesser degree, the more radical contexts, in which paths are being selected and large-scale shapes drawn in the “heat of the moment,” can bring these issues into stark relief and serve as more productive entry points for thinking through crucial questions of embodiment, perspective, identity, and emergent meaning.Music-Improvisational ContextsA musical improvisational space is a “context,” in Lawrence Grossberg’s sense of the term (26), where acts of territorialisation unfold an ongoing process of meaning-constitution. Territorialisation refers to an always-ongoing process of mapping out a space within which subjects and objects are constituted (Deleuze and Guattari 314). I posit that musical acts of territorialising are performed by two kinds of bodies in mutually constitutive relationships: interacting corporeal performing bodies, with individual pasts, tendencies, wills, and affective attunements (Massumi, Semblance), and what I term musical-objects-as-bodies. This second category represents a way of considering music’s sonic materiality from an affective perspective—relational, internally differentiating, temporal. On the one hand musical-objects-as-bodies refer to the materiality of the now-ongoing music itself: from the speeds and slownesses of air molecules that are received by the ear and interpreted as sound in the brain, to notes and rhythms and musical gestures; to the various ways in which abstract forms are actively shaped by performers and interpreted by listeners, with their own individuated constellations of histories, tendencies, wants, attunements, and corporeal perspectives. On the other hand, musical-objects-as-bodies can refer to the histories, genres, dislocations, and nomadic movements that partially condition how sonic materialities are produced and perceived. These last two concepts should be read both in terms of how histories and genres become dislocated from themselves through the actions of practitioners, and as a priori principles—that is, not as aberrations that disrupt a norm, but as norms themselves.This involves two levels of abstraction: ascribing body-status to sound-complexes, and then doing the same for historical trajectories, cultural conditionings, and dislocations. Elizabeth Grosz asks us to theorise the body as “the threshold or borderline concept that hovers perilously and undecidably at the pivotal joint of binary pairs” (Grosz, Volatile 23); one such binary that is problematised is that of production and perception, which within the context of an improvising music ensemble are really two perspectives on the same phenomenon. The producers are also the perceivers, in other words. This is true of listeners too: acts of perception are themselves productive in the sense that they create contexts in which meanings emerge.In Gilles Deleuze and Félix Guattari’s language (46–54), an emerging context represents a plurality of milieux that are brought together in acts of territorialisation (and deterritorialisation; see below). The term “milieu” refers to the notion that acts of territorialisation always take place in the middle—they are always already bound up in ongoing processes of context-building. Nothing ever emerges from whole cloth; everything modifies by differential degree the contexts upon which it draws. In musical contexts, we might consider four types of milieux. External milieux are articulated by such factors as syntactic norms (what makes a piece of music sound like it belongs within a genre) and cultural conditionings. Internal milieux refer to what gives the elements of a piece of music a sense of belonging together, including formal designs, motivic structures, and melodic or harmonic singularities. An intermediary milieu involves the way gestures acquire sign-status in a context, thereby becoming meaningful. Annexed milieux are locations where new materials are absorbed and incorporated from without.Bodies ImprovisingA small example should put these points into focus. Four jazz musicians are on stage, performing a version of the well-known (in that community) song “Stella by Starlight.” External milieux here include the conventions of the genre: syntactic expectations, prescribed roles for different instruments, certain perspectives on historical performance practices. Internal milieux include the defining features of this song: its melody, harmonic progression, formal design. The performers’ affective attunements to the history of the song’s complex life so far form an intermediary milieu; note that that history is in a process of modification by the very act of the now-ongoing performance. Annexed milieux might include flights into the unexpected, fracturings of stylistic norms, or incorporations of other contexts into this one. The act of territorialisation is how these (and more) milieux are drawn together as forces in this performance, this time. Each performer is an agent, articulating sounds that represent the now-emerging object, this “Stella by Starlight.” Those articulated sounds, as musical-objects-as-bodies, conjoin with each other, and with performers, in ongoing processes of subject-formation.A double movement is at play in this characterisation. The first is strategic: thinking of musical forces as bodies in order to consider how relationships unfold between them in embodied terms—in terms of affect. But simultaneous with this is a reverse move that begins with affective forces and from there constructs those very bodies—human performing bodies as well as musical-objects-as-bodies. In other words, in order to draw lines between bodies that suggest contextual co-determinations where each exists in a continual process of engendering the other, we can turn to a consideration of the encounters between, and impingements of, affective forces through which bodies are constructed and actions are mobilised. This double movement is a paradox that requires three presuppositions. First, that bodies are indeed constituted through encounters of affective forces—this is Deleuze’s Spinozist claim (Deleuze, Spinoza 49–50). Second, that identity is performative within the context of a discourse. This is Judith Butler’s position, which I modify slightly to consider the potential of non- (or pre-) linguistic discourse, such as what can stem from drastic (active, experiential) music-syntactic spaces (Abbate). And third, that concepts like agency and passivity involve force-relations between human actors (with embodied perspectives, agencies, histories, tendencies, and diverse ranges of affective attunements), and the musical utterances expressed by and between them. Therefore, there is value in considering both actor and utterance as unfolding along the same plane, each participating in the other’s constitution.What is at stake when we conceive of sonic materiality in bodily terms in this way? The sounds produced in interactive music-improvisational settings are products of human agency. But there is a passive element to human musical-sound production. There is a degree of passivity that owes to learned behaviors, habits, and the singularities of one’s own history—this is the passive nature of Deleuze’s first synthesis of time (Deleuze, Difference 71–79), where past experiences and activities are drawn into a now-present action, partially conditioning it. Even overtly active selection in the living present is founded on this passivity, since one can only draw upon one’s own history and experience, which provides a limiting force on technique, which in turn directs expressive possibilities. In music-improvisation pedagogy, this might be phrased as “you can only play what you can hear.” Another way to say this is that passive synthesis conditions active selection.One way to overcome the foreclosure of possibility that necessarily falls out of passive synthesis is through interaction and engagement with the affective forces at play in interactive encounters. Through encounters, conditions for new possibilities emerge. The limiting concept “you can only play what you hear” is mitigated by an encounter with newly received stimuli: a heard gesture that invites further excavation of a motivic idea or that sparks a “line of flight” into a thus-far unthought-of next action. The way a newly received stimulus inspires new action is an affective encounter, and it re-conditions—it deterritorialises—the ongoing process of subject-formation. The encounter is a direct line drawn between the two types of bodies—that is, between the situated body of a producing and perceiving subject and the sonic materiality of a musical-object-as-body. While there are other kinds of encounters that unfold in the course of interactive musical performance (visual cues, for example, or tactile nearnesses), the events of heard sounds are the primary locations where bodies are constituted or subjects are formed. This is made transparent in a recent study by Schober and Spiro, where jazz musicians improvised together with no visual or tactile connection, relying solely on sound for their points of interactive contact. This suggested that jazz musicians are able to communicate effectively with only sonic data exchanged. That many improvisers play with their eyes closed, or with their backs to one another, only reinforces this.There are three aspects of sound that I wish to offer as support for a reading of musical objects as bodies. First is that sounds are temporally articulated and perceived. The materiality of sound is bound up with its temporality in ways that are more directly perceivable than many other worldly materialities. The obviousness of its temporally bound nature is one reason that music is used so often as an entry point for thinking through the ontological nature of time and process; viz. Husserl’s utilisation of musical melodies to explicate his phenomenology of internal time-consciousness, and Deleuze and Guattari’s location of acts of territorialisation in the (musical) refrain. Of course the distinction between sonic and other materialities is only a matter of degree: all matter, including bodies, is “continually subjected to transformation, to becoming, to unfolding over time” (Grosz, Time 79), but music foregrounds temporality in ways that many philosophers have found vivid and constructive.Second, musical sounds acquire meaning through their relationships with other sounds in contexts, both in the immediate context of the now-ongoing performance and in extended contexts of genre, syntax, and so on. Those relationships are with histories of past sounds, now-ongoing sounds, and future sounds expressed as results of accumulations of meaning-complexes. A gesture is played, and it acquires meaning through the ways it is “picked up” by differently attuned performers and listeners.In this sense, third, the line is blurred between action and agent; the distinction between the gesture and the execution of the gesture is effectively erased. From the performer’s perspective, how a gesture is “picked up” is made somewhat evident by the sonic materiality of the next gesture. This next gesture is a sign that represents the singularity of the performer’s affective attunement, or an expression of a stage (or, better, some now-ongoing aspect) of what Whitehead would call her “eventful” subjectivity (166–167). What is expressed is the way the performer is (actively or passively) attuning to the constellations of meanings that resonate in the event of the encounter with the musical-object-as-body, as that musical-object-as-body in turn expresses the history of past encounters that (actively or passively) engendered it. The present action as most-contracted expression of the past is Deleuze’s second synthesis of time, while the eventful way an action cuts into the future marks the time of his third synthesis (Deleuze, Difference 80–91).What is at stake in a turn to corporeality in music analysis? Nietzsche admonishes us to turn from the “facts” that the senses take in, process, and evaluate and re-begin our inquiry by questioning the body (272). This means, for music analysis, turning away from certain quantifiable aspects of sonic materiality (pitches, chords, rhythms, formal designs), towards the ways in which sounds are articulated by bodies in interactive contexts. This has been attempted from various perspectives in recent music scholarship, but again the reading of musical bodies I am pursuing foregrounds affective forces, eventful subject-formation, and performativity as identity, on the ground of improvised interaction. Improvising bodies engage in spaces where “all kinds of affects play their game” (Nietzsche 264), and they exist in constant states of change as they are impinged on by events (and as they impinge on events), those events also forming conduits to other bodies. Subjects are not just impinged on by events; they are events, processes, accumulations, and distributions of affective forces. As Grosz puts it, “the body codes the meanings projected onto it” (Volatile 18). In musical improvisation, performers are always in the process of becoming a subject, conditioned by the ways in which they are impinged upon by affective forces and the creative ways those impingements are taken up.Musical-objects-as-bodies, likewise, unfold as ongoing processes, their identity emerging through accumulations and distributions of relationships with other musical-objects-as-bodies. A musical gesture acquires meaning through the emerging context in which it participates, just as a performer acquires a sense of identity through acts of production and perception in, and that help create, a context. Moreover, an affective consideration of performer (as corporeal body) and musical gesture (as sonic utterance) involves “the torsion of one into the other, the passage, vector, or uncontrollable drift of the inside into the outside and the outside into the inside” (Grosz, Volatile xii). Grosz is describing the essential irreducibility of body and mind, but her language is compelling for thinking through the relationships between bodies and musical-objects-as-bodies as an ongoing co-constitutive, boundary-dissolving process.Bodies and/as AffectAffect begins in the in-between, in the productive space of the event in which bodies encounter one another. This is not, however, a pure in-between. Bodies are constructed by the ways in which affective forces impinge on them, but affective forces also stem from bodies. Bodies affect and are affected by one another, as Deleuze is fond of repeating (Spinoza 49). No affect, no bodies, but also no bodies, no affect. What does this mean? The in-between does not subvert corporeality, perspective, intention, or subjectivity, nor is there a hierarchical relation between them (that is, bodies do not emerge because of affective relations, nor the reverse). If we think of bodies as emergent subjectivities—as processes of subject-formation irreducibly connected to the ecological conditions in which they are acting—then the ways in which their identities come to be constructed are intricately connected to the performative utterances they are making and the variable ways they are taking up those utterances and folding them into their emergent processes of becoming. Here, the utterer–utterance distinction begins to break down. Judith Butler (24-25) argues that the ways in which bodies are defined emerge from performative acts, and that every such act constitutes a political action that contributes to the constitution of identity. As Butler writes, “that the gendered body is performative suggests that it has no ontological status apart from the various acts which constitute its reality” (136). Gender is a status that emerges through one’s actions in contexts—we perform gender, and by performing it we undergo a process of inscribing it on ourselves. This is one of many key points where music scholarship can learn from feminist theory. Like gender, musical identity is performed—we inscribe upon ourselves an emergent musical subjectivity through acts of performance and perception (which is itself a performance too, as an interaction with a musical-object-as-body).Performative acts, therefore, are not simply enacted by bodies; if identity is performed, then the acts themselves are what define the very bodies performing them. Again, the hierarchy breaks down: rather than beginning with a body (a subject) that acts, actions comprise what a body is, as an emergent subject, as the product of its actions. For Deleuze and Guattari, performed acts involve masks; masks do not disguise expression or identity but rather are expressions through which identity is drawn. “The mask does not hide the face, it is the face” (115); “the mask assures the […] construction of the face, the facialization of the head and the body: the mask is now the face itself, the abstraction or operation of the face. […] Never does the face assume a prior signifier or subject” (Deleuze and Guattari 181). In Butler’s terms, the performance does not presuppose the performer; the performer is the performance.Affect corresponds, then, not only to the pre-linguistic (Deleuze’s “dark precursor;” Difference 119–121) but also to the super-discursive: to the multiple embedded meaning-trajectories implicit in any discursive utterance; to the creative ways in which those meaning-trajectories can be taken up variably within the performance space; to the micro-political implications of both utterance and taking-up. Bergson writes: “[m]y body is […] in the aggregate of the material world […] receiving and giving back movement, with, perhaps, this difference only, that my body appears to choose, within certain limits, the manner in which it shall restore what it receives” (Bergson 4–5; also cited in Grosz, The Nick 165). This is exactly Grossberg’s “context,” by the way. The “manner in which it shall restore what it receives” refers, in the case of musically performing (corporeal) bodies, to how a gesture is taken up in a next performed action. In the case of musical-objects-as-bodies, conversely, it refers to how a next gesture contributes to the ongoing sense of meaning-accumulation in response to the ongoing flux of musical-objects-as-bodies within which it locates.In music-improvisational spaces, not only does the utterer–utterance, agent–action, or performer–­performed gesture distinction break down, but the distinction between performed and received gesture likewise blurs, in two senses: because of the nature of eventful subject-formation (whereby a musical gesture’s meaning is being drawn within its emergent context), and because the events of individual musical gestures are subsumed into larger composite events. This problematises the utterer-utterance breakdown by blurring the threshold between individual performed events, inviting a consideration of a paradoxical, but productive, excluded middle where musical-objects-as-bodies are both expressions of corporeal performative acts (engendering contextual subject-formations) and constituent elements of an emergent musical subjectivity (“the performance.” See Massumi (Parables) for more on productive engagements with the excluded middle). While beyond the scope of this paper, we might consider the radical co-constitution of different kinds of bodies in this way as a system, following Gregory Seigworth’s description: “the transitive effect undergone by a body (human or otherwise) in a system—a mobile and open system—composed of the various, innumerable forces of existing and the relations between those forces” (161).Performing Bodies and the Emergent WorkThis, ultimately, is my thesis: how to think about musical performance beginning with performing bodies rather than with a reified notion of musical materiality. Performing bodies are situated within the emerging context of improvised, interactive music-making. Musical utterances are enacted by those bodies, which are also taking up the utterances made by other bodies—as musical-objects-as-bodies. The context that is being built through this process of affective exchange is the performance (the this performance, this time of the jazz example above). Christopher Hasty writes,to perform, from per-formare is to really, actually (fully) form or shape. The ‘-ance’ of performance connotes action and process. The thing performed apart from or outside the forming is problematic. Is it a fixed, ideal form above or beyond (transcending), or beneath or behind (founding) the actual doing, a thing that can be known quite apart from the situated knowing itself? (200)The work–performance dichotomy that animates Hasty’s question (as well as those of Abbate, Goehr, and others) is not my question, since I suggest that using improvised music as an entry point into musical inquiry makes a turn to performance axiomatic. The improvised work is necessarily an active, emergent process, its particularities, boundaries, and meanings being drawn through its performed actions. Perhaps the question that underlies my query is, instead, how do we think about the processes of subject-formation that unfold through interactive music-making; how are performing and performed bodies being inscribed through what kinds of relationships with musical materialities?Is there, in the end, simply a musical body that subsumes both utterer and utterance, both subjectively-forming body and material sonic gesture? I do not wish to go quite that far, but I do wish to continue to problematise where one body stops and the next begins. To paraphrase one of themes of this special issue, where do the boundaries, thresholds, and intersections of musical bodies lie? Deleuze, following Spinoza, tells us frequently that we do not yet know what a body is capable of. This must be at least in part because we know not what a body is at any given point—the body, like the subject which we might now think of as no more than a sign, is in a process of becoming; there is no is (ontology), there is only and (conjunction). And there is no body, there are only bodies, for a body only exists in a complex and emergent ecological relationship with other bodies (see Grosz, Volatile 19). To conceive of porous thresholds between performing bodies and musical-objects-as-bodies is to foreground the performative aspects of improvised music-making and to break down the hierarchy, and possibly even the distinction, between agent, action, and the content of that action. Bodies of all types inscribe one another in ongoing acts of meaning-constitution: this is the properly drastic starting place for inquiry into the nature of musical process.ReferencesAbbate, Carolyn. “Music—Drastic or Gnostic?” Critical Inquiry 30.3 (2004): 505–536.Bergson, Henri. Matter and Memory. Trans. Nancy Margaret Paul and W. Scott Palmer. London: George Allen & Unwin Ltd., 1919.Butler, Judith. Gender Trouble: Feminism and the Subversion of Identity. New York: Routledge, 1990.Cumming, Naomi. The Sonic Self: Musical Subjectivity and Signification. Bloomington, IN: Indiana UP, 2000.Cusick, Suzanne. “Feminist Theory, Music Theory, and the Mind/Body Problem.” Perspectives of New Music 32.1 (1994): 8–27.———. “On Musical Performances of Gender and Sex.” Audible Traces: Gender, Identity, and Music. Eds. Elaine Barkin and Lydia Hamessley. Zurich: Carciofolo Verlagshaus, 1999. 25–48.Deleuze, Gilles. Spinoza: Practical Philosophy. Trans. Robert Hurley. Eugene, OR: City Lights Books, 1988.———. Difference and Repetition. Trans. Paul Patton. New York: Columbia UP, 1994.Deleuze, Gilles, and Félix Guattari. A Thousand Plateaus: Capitalism and Schizophrenia. Trans. Brian Massumi. Minneapolis: U of Minnesota P, 1987.Goehr, Lydia. The Quest for Voice: On Music, Politics, and the Limits of Philosophy. Oxford: Oxford UP, 1998.Grossberg, Lawrence. Cultural Studies in the Future Tense. Durham: Duke UP, 2010.Grosz, Elizabeth. Volatile Bodies: Toward a Corporeal Feminism. Bloomington, IN: Indiana University Press, 1994.———. The Nick of Time: Politics, Evolution, and the Untimely. Durham: Duke UP, 2004.———. Time Travels: Feminism, Nature, Power. Durham: Duke UP, 2005.Guck, Marion. “A Woman’s (Theoretical) Work.” Perspectives of New Music 32.1 (1994): 28–43.Hasty, Christopher. “If Music Is Ongoing Experience, What Might Music Theory Be? A Suggestion from the Drastic.” Zeitschrift der Gesellschaft für Musiktheorie (Sonderausgabe 2010): 197–216.Husserl, Edmund. On the Phenomenology of the Consciousness of Internal Time. Trans. John Barnett Brough. Kluwer Academic Publishers, 1991.Massumi, Brian. Parables for the Virtual: Movement, Affect, Sensation. Durham and London: Duke UP, 2002.———. Semblance and Event: Activist Philosophy and the Occurent Arts. Cambridge, MA: MIT Press, 2011.Maus, Fred Everett. “Musical Performance as Analytic Communication.” Performance and Authenticity in the Arts. Eds. Salim Kemal and Ivan Gaskell. Cambridge: Cambridge UP, 1999. 129–153.McClary, Susan. “Constructions of Subjectivity in Schubert’s Music.” Queering the Pitch: The New Gay and Lesbian Musicology. Ed. Philip Brett, Elizabeth Wood, and Gary C. Thomas. New York: Routledge, 2006. 205–234.Nietzsche, Friedrich. The Will to Power. Trans. Walter Kaufmann and Reginald John Hollingdale. New York: Vintage Books, 1967.Schober, Michael, and Neta Spiro. “Jazz Improvisers’ Shared Understanding: A Case Study.” Frontiers in Psychology 5 (2014). 10 Mar. 2016 <http://journal.frontiersin.org/article/10.3389/fpsyg.2014.00808/abstract>.Seigworth, Gregory. “From Affection to Soul.” Gilles Deleuze: Key Concepts. Ed. Charles J. Stivale. Montreal: McGill–Queens UP, 2005. 159–169.Whitehead, Alfred North. Process and Reality. New York: Free Press, 1978.

Sometimes a particular concept—a simple term—is the spark to a series of ideas. It might be ostentatious and perhaps hubristic that the editors of an issue on persona might imagine that their choice of the term persona has provided this intellectual spark. Fully aware of that risk, we want to announce that it has. The response to the call for papers related to persona was our first sign that something special was being initiated. The sheer number and interdisciplinary breadth of the abstracts and ultimate submissions was evidence that the term ‘persona’ was the catalyst to an explosion of ideas. As the responses flowed into the journal and to us, we became aware of the meme-like qualities of the many interpretations and history of the term, each with its own idiosyncratic coding of patterned similarity. The reality of this development is that it was not entirely unexpected. The editors have been developing the concept of persona and persona studies over the past four years, and persona studies has emerged from a congruence in our collective research interests as an interdisciplinary investigation of the presentation of the self in the contemporary moment. Together, we have been involved in the development of the Persona Celebrity Publics Research Group (PCP) at Deakin University. Within that group, we have concentrated ourselves in the Persona Research cluster, made up of a group of 15 or so academics along with another smaller group from other institutions. Emerging from our work is the forthcoming book entitled Persona Studies: Celebrity, Identity, and the Transformation of Public Culture (forthcoming Wiley 2015). Both the book and the research group are intent on exploring what has been altering in our worlds, our cultures, and our communities that make us think the new intensified play of the personal in public needs closer scrutiny. The impetus for us as a team of scholars is quite clearly linked to the uses of online culture and how greater aspects of our lives are now involved in public displays, mediated displays, and a peculiar new blend of interpersonal and presentational constructions of identities and selves. Persona as a specific area of inquiry has emerged from the close study of the public self. Its immediate intellectual past has its strongest links with research on celebrity. In the Celebrity Studies Reader collection, Marshall began forming the idea that a new public self was emerging through new media (New Media). In subsequent work, Marshall identifies celebrity culture as one of the pedagogic sources for how the wider population presented itself in online culture and social media (Marshall, Promotion). Barbour and Marshall expanded their thinking about the presentation of the self through a closer study of online academic persona and the different strategic ways individuals were managing and building reputations and prestige through these techniques. Terms such as the ‘comprehensive,’ ’networked’, and ‘uncontained’ self, mapped the various kinds of public personalities that were emerging through the most prominent academics (Barbour and Marshall). In a similar vein, Barbour’s research has looked closely at the online and public personas that fringe artists—specifically tattoo artists, craftivists, performance poets and street artists—produce and maintain in the contemporary moment (Hiding; Finding). Her work has advanced the concepts of “registers of performance” (Registers), where a closer analysis of how the personal, the professional, and sometimes the intimate registers are constructed and deployed to produce a public persona that demonstrates ‘artistness’. By analysing persona through registers of performance, Barbour is able to differentiate between the types of identity building activity that occurs online. This provides insight into the ways that impression management occurs in spaces that suffer from context collapse due to the intersection of friends, family, fans, and followers. Moore’s work (Hats; Magic; Invigorating) on the player’s assembly of a networked online ‘gamer’ persona considers the intersection of social media and video game culture and contributes analysis of the affective dimensions of player-oriented game objects and their public curation and display. His recent research visualising Twitter and Flickr data (Screenshots, forthcoming) advances an understanding of the accumulation and online presentation of the self through digital game artefacts, specifically video game screenshots. He is currently researching the interaction of social media activity, reputation management, and everyday identity ‘play’ within public game cultures and the larger dynamics of production and consumption of games and play in the video game industry. Most recently, Marshall called for what he titled a “persona studies manifesto”: the public presentation of the self demands a more extensive analysis of the play and deployment of persona in contemporary culture. Beyond popular culture, the development of reputation and persona and its intersection with online culture especially needs to be explored in those professions, disciplines and activities where this form of investigation has never been attempted (Marshall, Persona Studies). The initiative of persona studies then is in some ways turning the cultural studies’ approach to the study of the audience on its head: it is a study of agency and the processes by which agency has been individualized and assembled across contemporary culture, but highly privileged in online culture (Marshall, Personifying). Persona studies involves a close investigation of the personalized and negotiated presentation of the self. So, what is persona? The articles here assume different, but connected, understandings of the term, each with levels of deference to writers such as Jung, Goffman, Butler, and Foucault, along with some expected allusions to the ancient Greeks and Romans who coined the term. The Greek origins identify that persona is a mask and derived from performance and acting. From Hannah Arendt’s reading of the Greeks this mask of public identity was not seen in a derogatory way; rather it was natural to assume a public/political persona that was quite removed from the private and home sphere. A political persona defined by citizenry was a clearly conscious separation from the household of activity. Jung’s take on persona is that it was designed for collective experience and for the outside world and therapy would lead to an understanding of the individual that delved beneath the persona. The resurgence in interest in Goffman’s dramaturgical analogy allows us to consider persona as an everyday performance, where the purpose of the presentation of self is to convince the audience (and at times, the performer) that the performance is genuine and authentic. All of us know what it is like to act in a role, to wear a uniform or costume, to create a profile. More than a few of us know what it is to suffer through the ‘individualising’ categories of a social networking sign-up survey that do not adequately account for distinctions. Persona is all these things, or rather, through the various everyday activities of our work, social, and online selves we contribute to the accretion of the identity at the base of its structure. Persona functions like the construct or automated script that we assemble to interact with the world with on our behalf. This involves the technologies of computation and mediation and their interfaces that function to automate, produce and filter communication with us; email, blogs, Twitter accounts, and so on. These golems interconnect and can interact on their own in unpredictable ways on our behalf; connecting our Facebook account to a product, brand or petition; using Google as a portal to login into other web enabled services; or authorising an app to record our location. Then there are the traces that we leave scattered across digital networks, intranets, hard drives, and lost USB memory sticks, from scattered collections of digital photos to the contact lists of our mobile devices and the ‘achievements’ in our online gaming profiles. Persona can also be something that happens to us, as friends tag unflattering images via Facebook, or another Twitter user publicly addresses us with a unwanted, or unwarranted commentary, using the ‘@’ and the ‘#’ functions. We have an extensive degree of control over the ways we assemble ourselves online and yet the contemporary experience is one of constant negotiation with forces that seeks to disavow their responsibilities to us, and maximise the limitations under which we can act. Our personas serve as a buffer to these forces. We can strategically assemble our persona to participate in, influence and use to our advantage to transmit messages across the network and communicate a mediated form of ourselves. The many ways to account persona stands as a primary and apparently Sisyphean task for persona studies: no sooner than when we might assemble a complete topology of the many accounts, traditions, domains, methodologies and theories for account of for the self, we will have arrived at possibly entirely new way of conceptualising the presentation of online persona through some post-Facebook, Oculus Rift, or Google Glass augmented reality experience. One of the challenges of persona studies will be to provide a series of methodological and theoretical tools, as well as a common touchstone from which multiple perspectives may converge around the meme-like qualities of this dramatic term. It will be necessary to consider the future of the presentation of the self, as much as the past accounts for the understanding of the self and its compositions. In the contemporary moment we consider a series of common currents and features of the iterations of persona with which we might begin this endeavour. The collective objective of the ‘persona’ theme edition is to coalesce around the emerging significance of the public self, and to map that activity within disciplinary traditions, historical precedents and the cultural and technological predispositions that have made this kind of reading of the contemporary world valuable, important, and ultimately, sensible. This collection of articles on persona is innovative in terms of the diversity of issues it tackles through the term. Given the massive change in public identity that we have identified as an elemental part of online culture, it is not surprising that social media and online constructions of persona figure prominently throughout the issue. However, we are also pleased to include papers that consider fictional performances from both television and film and even character studies of public figures. Marshall’s feature article for the edition continues his theorisation of persona. Seriality is identified as one of the ways that a consistency of persona is developed and the article charts the usefulness in analogizing how the construction of a serial character or ‘personnage’ for an actor/performer provides insights into the relationship between the person and persona in other settings that are emerging in the contemporary moment. In ‘Darkly Dreaming (in) Authenticity: The Self/Persona Opposition in Dexter,’ Glenn D'Cruz uses Dexter Morgan, the novelised serial killer and Showtime TV anti-hero to examine the connections between self and persona and the discourse of authenticity. D’Cruz foresees a series of challenges for persona studies and considers key concerns ahead, in terms of the critical vocabulary and scholarly agenda and addresses the need for critical genealogy of the term ‘persona’. Talia Morag, in ‘Persons and Their Personas: Living with Yourself’, considers the tensions identified in the persona of the private domain, and examines the patterns of social interaction that work to affect an ‘endorsed’ private persona, compared to those patterns classified as ‘hidden’. She frames the negotiation of these tensions as a move to better understand the sphere of the private self, as well as the those strains which arise on the private persona and the grounds from which they come to occupy our time. Together these two approaches predict the convergence of the private, the performed and the public persona which occupies Neil Henderson’s ‘The Contingency of Online Persona and Its Tension with Relationship Development’. Henderson’s engagement with the dimensions of online persona in the short film, Noah, takes a position at the crossroads between Marshall’s celebrity-inscribed approach to persona studies and the application of actor-network theory in order to map the potential pitfalls of identity management through ubiquitous technologies and broader critical questions about the play of our online selves in the everyday. Moving to the multi-user virtual environment of Second Life, Lesley Procter draws on the symbolic interactionist theories of social identity and the role of the avatar in ‘A Mirror without a Tain: Personae, Avatars, and Selves in a Multi-User Virtual Environment’. Procter’s contribution to persona studies highlights the actual and conceptual mirroring involved in the sense of the self involved in the interaction with others online. Taina Bucher’s ‘About a Bot: Hoax, Fake, Performance Art’ is a revealing examination of the Twitter bot phenomenon. Bucher’s case study on ‘bot fakeness’ considers the automation and performance of persona and the interactions and relationships between people and bots. Brady Robards, in ‘Digital Traces of the Persona through Ten Years of Facebook’, offers a critical reading of the Facebook ‘look back’ video creation application made to celebrate the social network’s ten year. As with Bucher and Proctor, Robards is concerned with the ways persona is created through highly mediated social networking platforms, where the agency of the individual is countered by the intervention of the software itself. Robards considers in particular two functions of Facebook: first as a site for the performance of life narratives, and second as a location for reflection on public and private disclosure. Taking a specific element of this idea of disclosure—the sharing of one’s legal name—as a starting point, Ellen Moll’s ‘What’s in a Nym?: Gender, Race, Pseudonymity, and the Imagining of the Online Persona’ is a study of the reactions of feminist and anti-racist bloggers in the ongoing battles over pseudonymity online. Moll’s contribution centres around current concerns with the ‘real name policies’ of social media and web-based platforms and services. What is at stake here in the negotiation between the individuals, technologies and institutions over the rights of self-determination and agency in the digital and online environments. Narrowing the focus to a single case study, Emma Maguire’s study of author website as a site of self-presentation in ‘Home, About, Shop, Contact: Constructing an Authorial Persona via the Author Website’ examines the authorial persona produced for consumption within literary markets. Framing of the authorial website as ‘automedial text’, rather than as direct representations of a pre-existing self, Maguire employs authorship theory to understand the website as a genre of persona performance and textuality. Shifting away from the focus on social media, this issue concludes with a trio of character studies, each of which involves a detailed and critical account of the dimensions of a public assembly of a persona. Nathan Farrell’s ‘From Activist to Entrepreneur: Peace One Day and the Changing Persona of the Social Campaigner’ is the first, and considers the ways that an individual manages his persona for different audiences. Farrell’s focus is Jeremy Gilley, a documentary filmmaker and peace campaigner, and the paper speaks to the dimensions of overlapping audiences connected to an articulation of a socially aware entrepreneurial persona. Sally Totman and Mat Hardy have a very different figure in their contribution as they examine the many different public personas of Libya’s Colonel Muammar Qaddafi. In ‘The Many Personas of Colonel Qaddafi’, Totman and Hardy interrogate the multiple aspects of Qaddafi’s construction as a brotherly revolutionary, philosopher, liberator, leader, and clown. The authors chart the progression of his often conflicted and chaotic legacy, and of this political, ideological and even messianic presentation of the self to the Western and Arab worlds. Anastasia Denisova, completes the triptych of persona case studies for this collection, with ‘How Vladimir Putin's Divorce Story Was Constructed and Received, or When the President Divorced His Wife and Married the Country Instead’. Denisova contends Vladimir Putin’s divorce is representative of the degree to which political and private persona are mediated and merged across often competing channels of communication. The analysis contends with online discourse, images, and texts, which reveal the extensive personification of politics in Putin’s public persona in an environment of reception by an audience which also consider the values and attributes of their own country as a national persona. Conclusion We have structured the narrative flow of articles in this issue on persona from the fictional through to the online transformations of the self and then even further into the analyses of the public and political dimensions that are part of the constitution of public selves. No doubt, you as a reader will see different connections and intersections and will play with what makes the idea of persona so meaningful and valuable in understanding the strategic construction of a public identity and so central to comprehending the contemporary moment. We invite you to engage with this further with the issue editors’ planned 2015 launch of a journal called Persona Studies. Until then, this issue of M/C Journal certainly represents the most comprehensive and, we think, interesting, collection of writing on persona as we explore the implications behind the mask of public identity. We hope the issue stimulates discussion and with that hope, we hope to hear from you.AcknowledgmentsThe editors would like to thank Alison Bennett for creating an original gif for the cover image of this issue. More of Bennett's work, including her augmented reality images of tattoos from the internationally acclaimed exhibition Shifting Skin, can be found at her website, alisonbennett.com.au.Thanks also to Trent Griffiths for his copy-editing assistance. References Arendt, Hannah. The Human Condition. Charles R. Walgreen Foundation Lectures. Chicago, Ill.: University of Chicago Press, 1958. Barbour, Kim. “Hiding in Plain Sight: Street Artists Online.” Platform Journal of Media and Communication. 5.1 (2013). Barbour, Kim. “Registers of Performance: Negotiating the professional, personal, and intimate.” MeCCSA 2014. Bournemouth, 8-10 Jan. 2014. Barbour, Kim. “Finding the Edge: Online persona creation by fringe artists.” Contemporary Publics International Symposium. 24-25 Feb. 2014. Barbour, Kim, and P. David Marshall. "The Academic Online: Constructing Persona through the World Wide Web." First Monday 17.9 (2012). ‹http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/3969/3292›. Goffman, Erving. The Presentation of Self in Everyday Life. USA: Anchor Books, 1959. Jung, Carl Gustav. Two Essays on Analytical Psychology. Bollingen Series. 2nd ed. Princeton, N.J.: Princeton University Press, 1966. Marshall, P. David. "New Media New Self, the Changing Power of the Celebrity." The Celebrity Culture Reader. Ed. P. David Marshall. London: Routledge, 2006. 634-44. Marshall, P. David. "The Promotion and Presentation of the Self: Celebrity as Marker of Presentational Media." Celebrity Studies 1.1 (2010): 35-48. Marshall, P. David. "Personifying Agency: The Public–Persona–Place–Issue Continuum." Celebrity Studies 4.3 (2013): 369-71.Marshall, P. David. "Persona Studies: Mapping the Proliferation of the Public Self." Journalism 15.2 (2014): 153-70. Marshall, P. David, Chris Moore and Kim Barbour, Persona Studies: Celebrity, Identity and the Transformation of Public Culture. Hoboken NJ: Wiley, forthcoming 2015. Moore, Chris. “Hats of Affect: A Study of Affect, Achievements and Hats in Team Fortress 2.” Game Studies 11 (2011). ‹http://gamestudies.org/1101/articles/moore›. Moore, Chris. “The Magic Circle and the Mobility of Play.” Convergence 17 (2011): 373-387. Moore, Chris. “Invigorating Play: The Role of Affect in Online Multiplayer FPS Game.” Guns, Grenades, and Grunts: First-Person Shooter Games. Ed. Gerald A. Voorhees, Josh Call, and Katie Whitlock. London: Continuum, 2012. 341-363. Moore, Chris. “Screenshots as Virtual Photography: Cybernetics, Remediation and Affect.” Advancing Digital Humanities. Ed. Paul Longley Arthur and Katherine Bode. Palgrave Macmillan. Forthcoming 2014. .

Western notions of authors’ Intellectual Property Rights (IPRs), as expressed within copyright law, maintain a potentially fraught relationship with a range of philosophical and theoretical positions on writing and authorship that have developed within contemporary Western thinking. For Roland Barthes, authorship is compromised, de-identified and multiplied by the very nature of writing: ‘Writing is that neutral, composite, oblique space where our subject slips away, the negative where all identity is lost, starting with the very identity of the body writing’ (142). Gilles Deleuze and Félix Guattari follow a related line of thought in A Thousand Plateaus: ‘Write, form a rhizome, increase your territory by deterritorialization, extend the line of flight to the point where it becomes an abstract machine covering the entire plane of consistency’ (11). Similarly, in Of Grammatology, Jacques Derrida suggests that ‘Writing is that forgetting of the self, that exteriorization, the contrary of the interiorizing memory’ (24). To the extent that these philosophical and theoretical positions emerge within the practices of creative writers as remixes of appropriation, homage and/or pastiche, prima facie they problematize the commercial rights of writers as outlined in law. The case of Kathy Acker often comes up in such discussions. Acker’s 1984 novel Blood and Guts in High School, for example, incorporates techniques that have attracted the charge of plagiarism as this term is commonly defined. (Peter Wollen notes this in his aptly named essay ‘Death [and Life] of the Author.’) For texts like Acker’s, the comeback against charges of plagiarism usually involves underscoring the quotient of creativity involved in the re-combination or ‘remixing’ of the parts of the original texts. (Pure repetition would, it would seem, be much harder to defend.) ‘Plagiarism’, so-called, was simply one element of Acker’s writing technique; Robert Lort nuances plagiarism as it applies to Acker as ‘pseudo-plagiarism’. According to Wollen, ‘as she always argued, it wasn’t really plagiarism because she was quite open about what she did.’ As we shall demonstrate in more detail later on, however, there is another and, we suggest, more convincing reason why Acker’s work ‘wasn’t really plagiarism.’ This relates to her conscious interest in calligraphy and to her (perhaps unconscious) appropriation of a certain strand of Chinese philosophy. All the same, within the Western context, the consistent enforcement of copyright law guarantees the rights of authors to control the distribution of their own work and thus its monetised value. The author may be ‘dead’ in writing—just the faintest trace of remixed textuality—but he/she is very much ‘alive’ as in recognised at law. The model of the author as free-standing citizen (as a defined legal entity) that copyright law employs is unlikely to be significantly eroded by the textual practices of authors who tarry artistically in the ‘de-authored territories’ mapped by figures like Barthes, Deleuze and Guattari, and Derrida. Crucially, disputes concerning copyright law and the ethics of remix are resolved, within the Western context, at the intersection of relatively autonomous creative and legal domains. In the West, it is seen that these two domains are related within the one social fabric; each nuances the other (as Acker’s example shows in the simultaneity of her legal/commercial status as an author and her artistic practice as a ‘remixer’ of the original works of other authors). Legal and writing issues co-exist even as they fray each other’s boundaries. And in Western countries there is force to the law’s operations. However, the same cannot be said of the situation with respect to copyright law in China. Chinese artists are traditionally regarded as being aloof from mundane legal and commercial matters, with the consequence that the creative and the legal domains tend to ‘miss each other’ within the fabric of Chinese society. To this extent, the efficacy of the law is muted in China when it comes into contact with circumstances of authorship, writing, originality and creativity. (In saying this though, we do not wish to fall into the trap of cultural essentialism: in this article, ‘China’ and ‘The West’ are placeholders for variant cultural tendencies—clustered, perhaps, around China and its disputed territories such as Taiwan on the one hand, and around America on the other—rather than homogeneous national/cultural blocs.) Since China opened its system to Western capitalist economic activity in the 1980s, an ongoing criticism, sourced mainly out of the West, has been that the country lacks proper respect for notions of authorship and, more directly, for authorship’s derivative: copyright law. Tellingly, it took almost ten years of fierce negotiations between elements of the capitalist lobby in China and the Legislative Bureau to make the Seventh National People’s Congress pass the first Copyright Law of the People’s Republic of China on 7 September 1990. A law is one thing though, and adherence to the law is another. Jayanthi Iyengar of Asia Times Online reports that ‘the US government estimates that piracy within China [of all types of products] costs American companies $20-24 billion a year in damages…. If one includes European and Japanese firms, the losses on account of Chinese piracy is in excess of $50 billion annually.’ In 2008, the International Federation of the Phonographic Industry (IFPI) reported that more than 99% of all music files in China are pirated. In the same year, Cara Anna wrote in The Seattle Times that, in desperation at the extent of Chinese infringement of its Intellectual Property Rights (IPRs), Microsoft has deployed an anti-piracy tactic that blacks out the screens of computers detected running a fake copy of Windows. The World Trade Organisation (WTO) has filed complaints from many countries against China over IPRs. Iyengar also reports that, under such pressure, the State Intellectual Property Office in Beijing has vowed it will continue to reinforce awareness of IPRs in order to better ensure their protection. Still, from the Western perspective at least, progress on this extremely contentious issue has been excruciatingly slow. Such a situation in respect of Chinese IPRs, however, should not lead to the conclusion that China simply needs to catch up with the more ‘morally advanced’ West. Rather, the problematic relations of the law and of creativity in China allow one to discern, and to trace through ancient Chinese history and philosophy, a different approach to remix that does not come into view so easily within Western countries. Different materialisms of writing and authorship come into play across global space, with different effects. The resistance to both the introduction and the policing of copyright law in China is, we think, the sign of a culture that retains something related to authorship and creativity that Western culture only loosely holds onto. It provides a different way of looking at remix, in the guise of what the West would tend to label plagiarism, as a practice, especially, of creativity. The ‘death’ of the author in China at law (the failure to legislate and/or police his/her rights) brings the author, as we will argue, ‘alive’ in the writing. Remix as anonymous composition (citing Barthes) becomes, in the Chinese example, remix as creative expression of singular feelings—albeit remix set adrift from the law. More concretely, our example of the Chinese writer/writing takes remix to its limit as a practice of repetition without variation—what the West would be likely to call plagiarism. Calligraphy is key to this. Of course, calligraphy is not the full extent of Chinese writing practice—not all writing is calligraphic strictly speaking. But all calligraphy is writing, and in this it influences the ethics of Chinese writing, whether character-based or otherwise, more generally. We will have more to say about the ‘pictorial’ material aspect of Chinese writing later on. In traditional Chinese culture, writing is regarded as a technical practice perfected through reproduction. Chinese calligraphy (visual writing) is learnt through exhaustively tracing and copying the style of the master calligrapher. We are tempted to say that what is at stake in Chinese remix/calligraphy is ‘the difference that cannot be helped:’ that is, the more one tries, as it were, to repeat, the more repetition becomes impossible. In part, this is explained by the interplay of Qing 情 (‘feelings’) and Yun 韵 (‘composed body movements’). Now, the order of the characters—Qing 情 (‘feelings’) before Yun 韵 (‘composed body movements’)—suggests that Qing creates and supports Yun. To this extent, what we have here is something akin to a Western understanding of creative writing (of the creativity of writing) in which individual and singular feelings are given expression in the very movement of the writing itself (through the bodily actions of the writer). In fact though, the Chinese case is more complicated than this, for the apprenticeship model of Chinese calligraphy cultivates a two-way interplay of Qing 情 (‘feelings’) and Yun 韵 (‘composed body movements’). More directly, the ‘composed body movements’ that one learns from the master calligrapher help compose one’s own ‘feelings’. The very repetition of the master’s work (its remixing, as it were…) enables the creativity of the apprentice. If this model of creativity is found somewhat distasteful from a Western perspective (that is, if it is seen to be too restrictive of originality) then that is because such a view, we think, depends upon a cultural misunderstanding that we will try to clear up here. To wit, the so-called Confucian model of rote learning that is more-or-less frowned upon in the West is not, at least not in the debased form that it adopts in Western stereotypes, the philosophy active in the case of Chinese calligraphy. That philosophy is Taoism. As Wing-Tsit Chan elucidates, ‘by opposing Confucian conformity with non-conformity and Confucian worldliness with a transcendental spirit, Taoism is a severe critic of Confucianism’ (136). As we will show in a moment, Chinese calligraphy exemplifies this special kind of Taoist non-conformity (in which, as Philip J. Ivanhoe limns it, ‘one must unweave the social fabric’). Chan again: ‘As the way of life, [Taoism] denotes simplicity, spontaneity, tranquility, weakness, and most important of all, non-action (wu-wei). By the latter is not meant literally “inactivity” but rather “taking no action that is contrary to Nature”—in other words, letting Nature take its own course’ (136). Thus, this is a philosophy of ‘weakness’ that is neither ‘negativism’ nor ‘absolute quietism’ (137). Taoism’s supposed weakness is rather a certain form of strength, of (in the fullest sense) creative possibilities, which comes about through deference to the way of Nature. ‘Hold fast to the great form (Tao), / And all the world will come’ illustrates this aspect of Taoism in its major philosophical tract, The Lao Tzu (Tao-Te Ching) or The Classic of the Way and its Virtue (section 35, Chan 157). The guiding principle is one of deference to the original (way, Nature or Tao) as a strategy of an expression (of self) that goes beyond the original. The Lao Tzu is full of cryptic, metaphoric expressions of this idea: ‘The pursuit of learning is to increase day after day. / The pursuit of Tao is to decrease day after day. / It is to decrease and further decrease until one reaches the point of taking no action. / No action is undertaken, and yet nothing is left undone’ (section 48, Chan 162). Similarly, The female always overcomes the male by tranquility, / And by tranquility she is underneath. / A big state can take over a small state if it places itself below the small state; / And the small state can take over a big state if it places itself below the big state. / Thus some, by placing themselves below, take over (others), / And some, by being (naturally) low, take over (other states) (section 61, Chan 168). In Taoism, it is only by (apparent) weakness and (apparent) in-action that ‘nothing is left undone’ and ‘states’ are taken over. The two-way interplay of Qing 情 (‘feelings’) and Yun 韵 (‘composed body movements’), whereby the apprentice copies the master, aligns with this key element of Taoism. Here is the linkage between calligraphy and Taoism. The master’s work is Tao, Nature or the way: ‘Hold fast to the great form (Tao), / And all the world will come’ (section 35, Chan 157). The apprentice’s calligraphy is ‘all the world’ (‘all the world’ being, ultimately in this context, Qing 情 [‘feelings’]). Indeed, Taoism itself is a subtle philosophy of learning (of apprenticeship to a master), unlike Confucianism, which Chan characterises as a doctrine of ‘social order’ (of servitude to a master) (136). ‘“Learn not learn”’ is how Wang Pi, as quoted by Chan (note 121, 170), understands what he himself (Chan) translates as ‘He learns to be unlearned’ (section 64, 170). In unlearning one learns what cannot be taught: this is, we suggest, a remarkable definition of creativity, which also avoids falling into the trap of asserting a one-to-one equivalence between (unlearnt) originality and creativity, for there is both learning and creativity in this Taoist paradox of pedagogy. On this, Michael Meehan points out that ‘originality is an over-rated and misguided concept in many ways.’ (There is even a sense in which, through its deliberate repetition, The Lao Tzu teaches itself, traces over itself in ‘self-plagiarising’ fashion, as if it were reflecting on the re-tracings of calligraphic pedagogy. Chan notes just how deliberate this is: ‘Since in ancient times books consisted of bamboo or wooden slabs containing some twenty characters each, it was not easy for these sentences… to be added by mistake…. Repetitions are found in more than one place’ [note 102, 166].) Thinking of Kathy Acker too as a learner, Peter Wollen’s observation that she ‘incorporated calligraphy… in her books’ and ‘was deeply committed to [the] avant-garde tradition, a tradition which was much stronger in the visual arts’ creates a highly suggestive connection between Acker’s work and Taoism. The Taoist model for learning calligraphy as, precisely, visual art—in which copying subtends creativity—serves to shift Acker away from a Barthesian or Derridean framework and into a Taoist context in which adherence to another’s form (as ‘un-learnt learning’) creatively unravels so-called plagiarism from the inside. Acker’s conscious interest in calligraphy is shown by its prevalence in Blood and Guts in High School. Edward S. Robinson identifies this text as part of her ‘middle phase’, which ‘saw the introduction of illustrations and diagrams to create multimedia texts with a collage-like feel’ (154). To our knowledge, Acker never critically reflected upon her own calligraphic practices; perhaps if she had, she would have troubled what we see as a blindspot in critics’ interpretations of her work. To wit, whenever calligraphy is mentioned in criticism on Acker, it tends to be deployed merely as an example of her cut-up technique and never analysed for its effects in its own cultural, philosophical and material specificity. (Interestingly, if the words of Chinese photographer Liu Zheng are any guide, the Taoism we’re identifying in calligraphy has also worked its way into other forms of Chinese visual art: she refers to ‘loving photographic details and cameras’ with the very Taoist term, ‘lowly’ 低级 [Three Shadows Photography Art Centre 187].) Being ‘lowly’, ‘feminine’ or ‘underneath’ has power as a radical way of learning. We mentioned above that Taoism is very metaphoric. As the co-writer of this paper Cher Coad recalls from her calligraphy classes, students in China grow up with a metaphoric proverb clearly inspired by Lao Tzu’s Taoist philosophy of learning: ‘Learning shall never stop. Black comes from blue, but is more than the blue.’ ‘Black comes from blue, but is more than the blue.’ What could this mean? Before answering this question with recourse to two Western notions that, we hope, will further effect (building on Acker’s example) a rapprochement between Chinese and Western ways of thinking (be they nationally based or not), we reiterate that the infringement of Intellectual Property Rights (IPRs) in China should not be viewed only as an egregious denial of universally accepted law. Rather, whatever else it may be, we see it as the shadow in the commercial realm—mixed through with all the complexities of Chinese tradition, history and cultural difference, and most particularly of the Taoist strand within Confucianism—of the never-quite-perfect copying of calligraphic writing/remixing. More generally, the re-examination of stereotypical assumptions about Chinese culture cues a re-examination of the meaning behind the copying of products and technology in contemporary, industrialised China. So, ‘Black comes from blue, but is more than the blue.’ What is this ‘more than the blue of black’? Or put differently, why is calligraphic writing, as learnt from the master, always infused with the singular feelings of the (apprentice) writer? The work of Deleuze, Guattari and Claire Parnet provides two possible responses. In On the Line, Deleuze and Guattari (and Deleuze in co-authorship with Parnet) author a number of comments that support the conception we are attempting to develop concerning the lines of Chinese calligraphy. A line, Deleuze and Guattari suggest, is always a line of lines (‘Line of chance, line of hips, line of flight’ [57]). In the section of On the Line entitled ‘Politics’, Deleuze and Parnet outline the impossibility of any line being just one line. If life is a line (as it is said, you throw someone a life line), then ‘We have as many entangled lines in our lives as there are in the palm of a hand’ (71). Of any (hypothetical) single line it can be said that other lines emerge: ‘Black comes from blue, but is more than the blue.’ The feelings of the apprentice calligrapher (his/her multiple lines) emerge through the repeated copying of the lines and composed body movements of the master. The Deleuzean notion of repetition takes this idea further. Repetitive Chinese calligraphy clearly indexes what Claire Colebrook refers to as ‘Deleuze’s concept of eternal return. The only thing that is repeated or returns is difference; no two moments of life can be the same. By virtue of the flow of time, any repeated event is necessarily different (even if different only to the extent that it has a predecessor)’ (121). Now, it might be objected that Chinese calligraphic practices, because of the substantially ideographic nature of Chinese writing (see Kristeva 72-81), allow for material mutations that can find no purchase in Western, alphabetical systems of writing. But the materiality of time that Colebrook refers to as part of her engagement with Deleuzean non-repetitious (untimely) repetition guarantees the materiality of all modes of writing. Furthermore, Julia Kristeva notes that, with any form of language, one cannot leave ‘the realm of materialism’ (6) and Adrian Miles, in his article ‘Virtual Actual: Hypertext as Material Writing,’ sees the apparently very ‘unmaterial’ writing of hypertext ‘as an embodied activity that has its own particular affordances and possibilities—its own constraints and local actualisations’ (1-2). Calligraphic repetition of the master’s model creates the apprentice’s feelings as (inevitable) difference. In this then, the learning by the Chinese apprentice of the lines of the master’s calligraphy challenges international (both Western and non-Western) artists of writing to ‘remix remix’ as a matter—as a materialisation—of the line. Not the line as a self-identical entity of writing that only goes to make up writing more generally; rather, lines as a materialisation of lines within lines within lines. More self-reflexively, even the collaborative enterprise of this article, co-authored as it is by a woman of Chinese ethnicity and a white Australian man, suggests a remixing of writing through, beneath and over each other’s lines. Yun 韵 (‘composed body movements’) expresses and maximises Qing 情 (‘feelings’). Taoist ‘un-learnt learning’ generates remix as the singular creativity of the writer. Writers get into a blue with the line—paint it, black. Of course, these ideas won’t and shouldn’t make copyright infringement (or associated legalities) redundant notions. But in exposing the cultural relativisms often buried within the deployment of this and related terms, the idea of lines of lines far exceeds a merely formalistic practice (one cut off from the materialities of culture) and rather suggests a mode of non-repetitious repetition in contact with all of the elements of culture (of history, of society, of politics, of bodies…) wherever these may be found, and whatever their state of becoming. In this way, remix re-creates the depths of culture even as it stirs up its surfaces of writing. References Acker, Kathy. Blood and Guts in High School: A Novel. New York: Grove Press, 1978. Anna, Cara. ‘Microsoft Anti-Piracy Technology Upsets Users in China.’ The Seattle Times. 28 Oct. 2008 ‹http://seattletimes.com/html/businesstechnology/2008321919_webmsftchina28.html›. Barthes, Roland. ‘The Death of the Author.’ Barthes, Roland. Image-Music-Text. London: Fontana Press, 1977. 142-148. Chan, Wing-Tsit. A Source Book in Chinese Philosophy. Princeton, New Jersey: Princeton University Press, 1969. Colebrook, Claire. Gilles Deleuze. London: Routledge, 2002. Deleuze, Gilles, and Félix Guattari. On the Line. New York: Semiotext(e), 1983. Deleuze, Gilles, and Félix Guattari. A Thousand Plateaus: Capitalism and Schizophrenia. Minneapolis: University of Minnesota Press, 1987. Derrida, Jacques. Of Grammatology. Baltimore: Johns Hopkins University Press, 1976. International Federation of the Phonographic Industry. ‘Recording Industry Steps Up Campaign against Internet Piracy in China.’ ifpi. 4 Feb. 2008 ‹http://www.ifpi.org/content/section_news/20080204.html›. Ivanhoe, Philip J. ‘Taoism’. The Cambridge Dictionary of Philosophy. Ed. Robert Audi. Cambridge: Cambridge University Press, 1995. 787. Iyengar, Jayanthi. ‘Intellectual Property Piracy Rocks China Boat.’ Asia Times Online. 16 Sept. 2004 ‹http://www.atimes.com/atimes/China/FI16Ad07.html›. Kristeva, Julia. Language: The Unknown: An Initiation into Linguistics. New York: Columbia University Press, 1989. Lort, Robert. ‘Kathy Acker (1944-1997).’ Jahsonic: A Vocabulary of Culture. 2003 ‹http://www.jahsonic.com/KathyAcker.html›. Meehan, Michael. ‘Week 5a: Playing with Genres.’ Lecture notes. Unit ALL705. Short Stories: Writers and Readers. Trimester 2. Melbourne: Deakin University, 2013. Miles, Adrian. ‘Virtual Actual: Hypertext as Material Writing.’ Studies in Material Thinking 1.2 (April 2008) ‹http://www.materialthinking.org/papers/29›. Robinson, Edward S. Shift Linguals: Cut-up Narratives from William S. Burroughs to the Present. New York: Editions Rodopi, 2011. Three Shadows Photography Art Centre. ‘Photography and Intimate Space Symposium.’ Conversations: Three Shadows Photography Art Centre’s 2007 Symposium Series. Ed. RongRong, inri, et al. Beijing: Three Shadows Press Limited, 2008. 179-191. Wollen, Peter. ‘Death (and Life) of the Author.’ London Review of Books 20.3 (5 Feb. 1998). ‹http://www.lrb.co.uk/v20/n03/peter-wollen/death-and-life-of-the-author›.

Depression memes are a widespread phenomenon across all social media platforms. To get your hit of depression memes, you can go to any number of pages on Facebook, the subreddit “2me4meirl”, where the posts that are “too real” for more mainstream subreddits go, but nevertheless counting over one million subscribers or, on Instagram, and find innumerable accounts dedicated to “sad memes”, many with tens to hundreds of thousands of followers. In a recent study, depression memes were found to be responsible for 35 per cent of the content researchers analysed in the “#depressed” hashtag on Instagram (McCosker and Gerrard). As a subculture, it is one that has truly embraced the polyvocality of memes, allowing many voices to speak at once through their lack of fixed meaning (Milner). In depression memes, polyvocality allows the user to identify with any number of anxieties affectively represented by the memes without being authentically tied to them, under the guise of irony. Therefore, depression memes find themselves being used in a myriad of ways that do not refer to a stable structure of meaning. This allows me to problematise their roles as both masks and intimate texts within an ironic meme culture.Drawing on traditional readings of irony such as Wayne C. Booth but also contemporary approaches to authenticity, mask cultures and meme culture (de Zeeuw; Tuters), this article situates depression memes specifically within neoliberal regimes of feeling, manifested both in online practices of authenticity and the subject of value (Skeggs and Yuill) and in discourses of resilience and accountability surrounding mental health (Fullagar et al.; James; McCosker). It argues that an internet depression culture based on the principles of dissimulation serves both the purpose of protection from recuperation by dominant narratives but paradoxically creates an ambiguity that generates that risk. In this way, I speak to current anxieties surrounding memes, including ambiguity, irony, and identity formation.Internet Depression Culture Intrinsic to their nature as memes, depression memes can be found in a variety of spaces, formats and platforms. The ones below (Figure 1) circulate on mainstream social media platforms like Facebook and Instagram through accounts dedicated to “sadposting” or the sharing of mental illness memes. They refer to overwhelming feelings of anxiety, a lack of will to live and a desire to recover. In their recent study on hashtagging depression on Instagram, McCosker and Gerrard found memes to be responsible for a wide range of content in the “depressed” hashtag on the platform. They argue that the use of the hashtag “depressed” is primarily as a “memetic device, often with a sense of irreverence, subversiveness and pathos, but in an effort to use the connective power of the popular tag to gain attention and Likes” (McCosker & Gerrard 9). Intimacy and memes as identity performance are therefore intimately intertwined, espousing the memetic logic that there is “safety in relatability” (Ask and Abidin 844), which is dependent on “connecting to common anxieties in a pleasurable, noncompromising way” (Kanai 228).Figure 1. Depression Memes. Sources, from left to right. Top row: <https://www.instagram.com/p/Bl5p88Tg8Cw/>; <https://www.facebook.com/mentallythrillmemes/>; <https://twitter.com/animatedtext>. Bottom row: <https://lovenotlogic.tumblr.com/post/168640369069>; <https://disasterlesbian.com/post/158174792381>; <https://www.facebook.com/mentallythrillmemes>.Indeed, meme culture depends both on the notion that certain forms of content can be relied on to “gain attention and likes” and increase a user’s social capital, but can also be interpreted as intimate and private forms of expression. The popularity of depression memes is a testament to this principle, but at the heart of this culture is a usage of irony that remains ambiguous and undefined. Whether these texts can be found to reflect genuine feelings of relatability is complex, but ultimately irrelevant. As Burton remarks on the culture of Kek, “sociologically speaking”, the sharing of these memes still constitutes a cultural engagement. Therefore, what I refer to as internet depression culture must be understood not as an attitude of self-presentation, but an inter-affective network that relies on precarious and overwhelmingly ironic objects whose authenticities as intimate texts are dependent on volatile and unstable structures of meaning.Wayne C. Booth’s A Rhetoric of Irony tells us that for an expression to be understood as ironic, their meaning needs to be reconstructed by the reader and intended by the author. The reader must therefore draw from the cultural and historical context of the expression to reconstruct covert meaning that the author intended. The inferential process draws from the context of the expression to give meaning to irony. Online, the cultural context in which depression memes have risen to popularity is precisely that which gives them their reason for being. To understand this, we need to realise that, for the last decade, the symptoms that depression memes cultivate have been lying dormant under the tyranny of happiness era of social media (Freitas). I tie this notion to the doctrine of authenticity behind the identity imperative of social media platforms like Facebook (Van Dijck), and contrast it to the forms of subjectivisation anonymous or pseudonym-based cultures on platforms like 4chan embody. Within this dialectic, memes have arisen as the logic of the Internet, and irony as their social contract (Tuters; Burton). New forms of sociality that manifest within this culture are necessarily ambiguous and risk-filled ones, and need to be explored.From the Happiness Effect to a New Sensibility In The Happiness Effect, Donna Freitas investigated social media usage in young adults by surveying over 800 college students about the relationship between social media and their emotional well-being. Her results allowed her to coin the term “happiness effect”, when: “young people feel so pressured to post happy things on social media”. She writes: “most of what everyone sees on social media from their peers are happy things; as a result, they often feel inferior because they aren’t actually happy all of the time” (14). Feelings of inadequacy result when users interpret what other users post to be authentically felt, despite themselves feeling “pressured” to post a certain type of content, one they do not resonate with but fabricate for the purpose of posting. Indeed, the authenticity imperative behind identity-based social media is what defines our relationship to it.Identity-based platforms like Facebook rely on allowing the user to create an identity on their site, but demand from users that the platform be used for “‘expressing who they are’, implying that users do not “perform” their identity on Facebook; they are the selves they portray on Facebook” (Kant 34). As always, this must be situated within the commercial logic behind the seemingly “free” and “public” service the platform offers. Multiplicity and having “multiple identities” (van Dijck) does not cooperate with Facebook’s platform logic because it does not produce valuable legible data which conforms to “normative, regulatory and commercially viable frameworks” (Kant 35). As Skeggs and Yuill note, the contemporary neo-liberal imperative to perform and authorize one’s value in public is more likely to produce a curated persona rather than the “authentic” self demanded by Facebook (380). The happiness effect manifests this. Despite not being legitimate, an identity must be curated to fit in with the other performed personas on the platforms, which are taken as authentic.To many, the irony that makes depression memes such as those in Figure 1 work is in their subversion of the happiness effect and the authenticity imperative. The meaning to be reconstructed in a depression meme consists in peeling back the layer that demands from us to act as the best, happiest, version of ourselves online. Simply put, it unmasks the actual authentic self behind the curated one. Therefore, the self made visible by partaking, sharing or liking depression memes is not necessarily the best one, but, fundamentally, it is a more authentic one. Indeed, it seemed that, in the early phase of its life, users were enamoured with depression memes because it released them from the burden of identity management. What emerged in this phase of the depression memes movement was the perception of a new sensibility based on a more authentic intimacy than had ever been associated with memes. Press coverage of the topic continued to celebrate the emancipatory potential of depression memes, citing the movement as reflective of a new, more sentimental public made possible by the internet (Roffman).As has been argued before by McCosker, the forms of digital intimacy that render personalised distress visible are ones entrenched in visibility and authenticity, pillars of the face culture of Facebook. Comments on memes or reviews of depression meme pages continuously cited relatability and visibility as their reason for identification with the page. Users felt that these memes allowed them to be seen online, with their mental illness, and feel intimately connected to other viewers; “it feels good to know that other people go through the same thing as me” (Figure 2). Though it is a form of public performance, the intimacy generated here feels inherently private because it relies on unravelling certain structures of meaning. This is a skill that, users imply, can only be attained by having experienced the feelings evoked in the depression memes. In these comments, intimacy is a form of identity performance, and a discourse of accountability underpins one of authenticity. Irony, though present, is quickly reconstructed and explained away into more stable structures of meaning through these discourses.Figure 2. Reviewers of “Mentally thrill memes” on Facebook. Irony and Masked PracticesHowever, the tension produced within the user’s psyche by years of subjectivisation and the “curated self” has taken its toll. The social contract of irony in digital culture has come just in time to recuperate authenticity from the burden of management it was placing on its subjects. I’ve spoken to the use of irony as generative of new forms on intimacy, but here I turn to how irony can simultaneously be adopted for the purposes of evading that stifling regime of the self and doctrine of authenticity. In terms of platform moderation in the case of sensitive or problematic issues, subversion through irony allows an alternative discursive economy to exist by evading censorship. When it rejects models through which the self can be turned into data by turning its back on commensurable ways of displaying public emotion, it is a commentary on the authenticity culture of social media. In this, it reflects practices of dissimulation.Ideologically, anonymity and multiplicity in the “deep vernacular web” stands in antithesis to the doctrine of authenticity. Anonymised imageboard cultures such as those found on 4chan have moulded themselves as the Other to the straightforward intentionality of profile based social media (de Zeeuw, Between). Their truth is in their collectivistic rejection of authenticity, constituting an anti-personal, faceless and authorless mass, infamous for their subversion through trolling. They obey an Internet logic that can be summarised as follows; “the internet is not serious business, and anyone who thinks otherwise should be corrected and is, essentially, undeserving of pity” (Tuters). In this, the logic of dissimulation operates as their reason for being. Dissimulation entails a play with identity, one not interested in stability but more in the constant deferral of meaning and self. This negotiation is based on evading the notion of the self in order to gain further freedom through collective play. For these anonymised and anti-personal cultures, the value of dissimulation is to mediate their relationship to society at large.Indeed, as Daniel de Zeeuw notes, mask cultures’ play with identity is not simply a reactionary movement against the subjectivisation of social media but can be understood as part of a rich carnivalesque tradition which revels in the potential of the mask. In this case, the collective culture gathers around the picture of the mask as a symbol of the “dialectic between the masked mass and the authorial, personal self” (de Zeeuw, Immunity 276). The notion that a more authentic, truer self lies under a series of masks is also one taken up by psychoanalysis and various schools of thought. In this way, irony has often been compared to “peering behind a mask” (Booth 33), leading to its valorisation as an act of dissimulation by these cultures. Taking as gospel that “there is no true Self, only an endless series of interchangeable masks” (Lovink 40), for these cultures the mask “is the work of art that best exemplifies the detachment achieved through irony” (Trilling 120). However, irony “risks disaster more aggressively than any other device” (Booth 41). The potential that mask cultures value irony for also creates risk because it trains readers to expect something but never tells us when to stop interpreting its irony. The emancipatory capacity of irony then, is a tension-filled one.Ironic Depression MemesDepression memes I addressed before peel back the layers of the happiness effect and social media cultures by legitimising themselves through authenticity. I turn now to ironic memes about depression memes and their tie to the principles of dissimulation as influenced by mask cultures. Meme culture’s existence across social media platforms, and structural nature as logic of ironic undermining means that, once depression memes were praised in earnest as the new sensibility of the Internet, the next step for the depression memes movement was to be deeply disingenuous and self-aware about the promise of authenticity they were offering. Memes about depression memes are meta memes that are self-reflective about the depression meme movement, referencing using memes to combat loneliness, sadness or overthinking in an ironic way.Figure 3. Ironic memes referencing the use of depression humour. Sources, from left to right. Top row: <https://www.instagram.com/p/B3aH9cmIr1L>; <https://www.reddit.com/r/MemeEconomy/comments/8wotcn/invest/>; <https://jennyhoelzer-deactivated2016120.tumblr.com/post/153443805168/>. Bottom row: <https://twitter.com/animatedtext>; <https://www.instagram.com/p/B0ZsQAMHiAU>; <https://www.reddit.com/r/2meirl4meirl/comments/8se3l5/2meirl4meirl/>.Ironic depression memes can be found on the same platforms other depression memes circulate in, existing as a parallel discourse to, and meta-commentary on, the celebratory, cathartic engagement in depression memes as seen on Facebook. They acknowledge the use of the mask, drawing attention to the divide between one’s chosen digital self-presentation and offline identity. Through this, they re-edify boundaries that depression memes were praised as obliterating. In the ironic memes above, presenting yourself as depressed online is okay, but actually being depressed is no laughing matter (actual suicide = no), and therefore should not be memed about. Memes are a mask that depressed millennials offer to other depressed millennials, to be used against depression, sadness, and overthinking, but mostly to hide that, though the memes are “ironic”, the depression is still very much “chronic”.Ironic depression memes shed the burden of cultures of authenticity and accountability when they disavow the notion of a fixed self. The use of the meme as a mask evokes a privacy and anonymity found within irony that rejects the contemporary mediation of mental ill health through a set of discourses based in neoliberal personhood (Fullagar et al.; McCosker). The bonds being made here are supposedly private, revelling in the facelessness of collective irony, but both weak and risky. The value of the meme is defined by the acknowledgement of the usage of the mask to hide emotions still too taboo or painful to publicly gesture too. Though depression memes undermine that authenticity and accountability should be the pillars of mental health discourse, their use of irony creates unstable ground for a new structure of feeling to emanate from these memes. Irony is about expecting something to mean something else, therefore valuing one set of meaning over another (Booth 33). If the new set of meaning fundamentally cannot be identified, which is key in dissimulation and mask-cultural practices, then this new culture opens up ambiguity which can be recuperated by dominant narratives. In this way, I argue that dissimulation serves the purposes of protection from the mediation of depression through individualising discourse, but paradoxically creates an opening to do so. Wholesome Memes and Resilience I turn now to how “wholesome memes” provide non-ironic commentary on the irony of memes. I argue that, even in a logic removed from the authenticity imperative of face media, and therefore from a notion of identity and profile based interaction, narratives of accountability still recuperate the subversion of depression memes. In the case of depression memes, discourses of resilience and overcoming are promoted as the “correcting” set of values, preferential to the ambiguous multiplicity of dissimulation. Figure 4. “Fixedyourmeme” wholesome memes making use of editing and re-writing.The “wholesome memes” movement aims to edit and correct depression memes, such as examples from a Tumblr page entitled “fixed your meme”. These memes take on popular meme formats that are either neutral and open to remixing, or are known in popular meme culture to be predetermined. On the right, “My memes are ironic, my depression is [chronic]” is a popular motif whose grammar is predetermined (seen in Figure 3) but also an easily deciphered subtext, even if written over, if one is well-versed in meme culture and the mechanisms through which it replicates itself. The explicit editing and re-writing, crossing out the “toxic” message to make apparent the re-writing of the narrative, is purposeful here. The relation to resilience is built as much inside and outside the text. It serves to exemplify the overcoming of the mental illness and the move towards a radical attitude of self-love and recovery. Wholesomeness, positivity, wellness and self-care are the keywords. In these texts, the wellness industry serves as a counter-narrative, preaching a discourse that dictates: “it is within an individual’s power and even a moral obligation to be happy” (Garde-Hansenand Gorton 104).When I refer to resilience, I refer to a specific kind of discourse as coined by Robin James that follows the logic of acknowledging and overcoming damage in order to be “rewarded with increased human capital, status, and other forms of recognition and recompense” (19). Overcoming brings added human capital because it demonstrates resilience which boosts society’s resilience. When depression memes render embodied suffering visible and publicly intelligible, they perform resilience through a therapeutic narrative. In these types of narratives, we see what Fullagar et al. describe as “affective work and action which is required in efforts to be ‘happy’ and achieve ‘normality’” that “commonly evokes a particular form of introspection and surveillance” (10). In this way, wholesome memes can be thought of as an affective assemblage that recuperates narratives of subversion as embodied by ironic memes and mask cultures, thereby “re-ordering flows through capitalist relations that exploit the connection between desire and lack” (Holland 68). Conclusion Internet depression culture operates at the crux of meme culture and neoliberal subjectivisation by both enacting and overcoming mental health regimes of care through irony. The irony within depression memes to be reconstructed is dependent on two structures of meaning. The first is the one within which the memes are being read and interpreted, namely an online meme culture and its collective irony imperative, which I argue is also a parallel discursive area of the neoliberal subjectivisation of value on social media. The second is a product of years of increasing individualisation of mental health discourse, one that emphasises resilience and overcoming in line with values of authenticity and accountability. In different Internet cultures, the intersection of these two contexts manifests differently. Online, irony and polysemy are both tools of subversion and privacy. However, cultures of play are constantly challenged by social media and places where dominant narratives are ones of authenticity and accountability. Depression memes demonstrate that irony can be mobilised into authentic flows of intimacy in the context of certain dominant discourses.Figure 5. “I thought it was just memes”. Source: <https://thisiselliz.com/post/152882025410>.ReferencesAsk, Kristine, and Crystal Abidin. “My Life Is a Mess: Self-Deprecating Relatability and Collective Identities in the Memification of Student Issues.” Information, Communication & Society 21.6 (2018): 834-850.Booth, Wayne C. A Rhetoric of Irony. Chicago: U of Chicago P, 1974.Burton, Tara. “Apocalypse Whatever.” Real Life 13 Dec. 2016. <https://reallifemag.com/apocalypse-whatever/>.De Zeeuw, Daniël. "Immunity from the Image: The Right to Privacy as an Antidote to Anonymous Modernity." Ephemera 17.2 (2017): 259-281.———. Between Mass and Mask: The Profane Media Logic of Anonymous Imageboard Culture. PhD Dissertation. Amsterdam: University of Amsterdam, 2019. <https://hdl.handle.net/11245.1/c0c21e79-4842-40ef-9690-4d578cca414b>.Fullagar, Simone, Emma Rich, Jessica Francombe-Webb, Jessica and Antonia Maturo. “Digital Ecologies of Youth Mental Health: Apps, Therapeutic Publics and Pedagogy as Affective Arrangements” Soc. Sci. 6.135 (2017): 1-14.Freitas, Donna. The Happiness Effect: How Social Media Is Driving a Generation to Appear Perfect at Any Cost. New York: Oxford UP, 2017.Garde-Hansen, Joanne, and Kristyn Gorton. Emotion Online: Theorizing Affect on the Internet. Basingstoke: Palgrave Macmillan, 2013.Holland, Kate. “Biocommunicability and the Politics of Mental Health: An Analysis of Responses to the ABC’s ‘Mental As’ Media Campaign.” Communication Research and Practice 3 (2017): 176-93.James, Robin. Resilience & Melancholy: Pop Music, Feminism, Neoliberalism. John Hunt Publishing, 2015.Kanai, Akane. “On Not Taking the Self Seriously: Resilience, Relatability and Humour in Young Women’s Tumblr Blogs.” European Journal of Cultural Studies 22.1 (2019): 60-77.Kant, Tanya. "‘Spotify Has Added an Event to Your Past’: (Re)writing the Self through Facebook’s Autoposting Apps." Fibreculture Journal 25 (2015): 30-61.Lovink, Geert. Networks without a Cause: A Critique of Social Media. Cambridge: Polity, 2011.McCosker, Anthony, and Ysabel Gerrard. “Hashtagging Depression on Instagram: Towards a More Inclusive Mental Health Research Methodology.” New Media & Society (2020). <https://doi.org/10.1177/1461444820921349>.McCosker, Anthony. "Digital Mental Health and Visibility: Tagging Depression." In Digital Media: Transformations in Human Communication. Eds. Paul Messaris and Lee Humphreys. New York: Peter Lang, 2017.Milner, Ryan M. “Pop Polyvocality: Internet Memes, Public Participation, and the Occupy Wall Street Movement.” International Journal of Communication 7 (2013): 2357-2390.Rottenberg, Jonathan. “Ending Stigma by All Memes Necessary.” Huffington Post, 10 Apr. 2014. <https://www.huffingtonpost.com/jonathan-rottenberg/depression-stigma_b_5108140.html>.Skeggs, Beverley, and Simon Yuill. “Capital Experimentation with Person/a Formation: How Facebook's Monetization Refigures the Relationship between Property, Personhood and Protest.” Information, Communication & Society, 19.3 (2016): 380-396.Trilling, Lionel. Sincerity and Authenticity. Cambridge, Mass.: Harvard UP, [1974] 2009.Tuters, Marc. "LARPing & Liberal Tears: Irony, Belief and Idiocy in the Deep Vernacular Web." In Post-Digital Cultures of the Far Right. Eds. Maik Fielitz and Nick Thurston. Wetzlar: Transcript, 2019. 37-48.Van Dijck, José. "‘You Have One Identity’: Performing the Self on Facebook and LinkedIn." Media, Culture & Society 35.2 (2013): 199-215.

“Communicating deep feeling in linear solid blocks of print felt arcane, a method beyond me” — Audre Lorde in an interview with Adrienne Rich (Lorde 87) How do you disclose? In writing, in spoken words, in movements, in sounds, in the quiet energetic vibration and its trace in discourse? Is disclosure a narrative account of a self, or a poetic fragment, sent into the world outside the sanction of a story or another recognisable form (see fig. 1)?These are the questions that guide my exploration in this essay. I meditate on them from the vantage point of my own self-narrative, as a community performance practitioner and writer, a poet whose artistry, in many ways, relies on the willingness of others to disclose, to open themselves, and yet who feels ambivalent about narrative disclosures. What I share with you, reader, are my thoughts on what some may call compassion fatigue, on boredom, on burn-out, on the inability to be moved by someone’s hard-won right to story her life, to tell his narrative, to disclose her pain. I find it ironic that for as long as I can remember, my attention has often wandered when someone tells me their story—how this cancer was diagnosed, what the doctors did, how she coped, how she garnered support, how she survived, how that person died, how she lived. The story of how addiction took over her life, how she craved, how she hated, how someone sponsored her, listened to her, how she is making amends, how she copes, how she gets on with her life. The story of being born this way, being prodded this way, being paraded in front of doctors just like this, being operated on, being photographed, being inappropriately touched, being neglected, being forgotten, being unloved, being lonely. Listening to these accounts, my attention does wander, even though this is the heart blood of my chosen life—these are the people whose company I seek, with whom I feel comfortable, with whom I make art, with whom I make a life, to whom I disclose my own stories. But somehow, when we rehearse these stories in each others’s company (for rehearsal, polishing, is how I think of storytelling), I drift. In this performance-as-research essay about disclosure, I want to draw attention to what does draw my attention in community art situations, what halts my drift, and allows me to find connection beyond a story that is unique and so special to this individual, but which I feel I have heard so many times. What grabs me, again and again, lies beyond the words, beyond the “I did this… and that… and they did this… and that,” beyond the story of hardship and injury, recovery and overcoming. My moment of connection tends to happen in the warmth of this hand in mine. It occurs in the material connection that seems to well up between these gray eyes and my own deep gaze. I can feel the skin change its electric tonus as I am listening to the uncoiling account. There’s a timbre in the voice that I follow, even as I lose the words. In the moment of verbal disclosure, physical intimacy changes the time and space of encounter. And I know that the people I sit with are well aware of this—it is not lost on them that my attention isn’t wholly focused on the story they are telling, that I will have forgotten core details when next we work together. But they are also aware, I believe, of those moments of energetic connect that happen through, beyond and underneath the narrative disclosure. There is a physical opening occurring here, right now, when I tell this account to you, when you sit by my side and I confess that I can’t always keep the stories of my current community participants straight, that I forget names all the time, that I do not really wish to put together a show with lots of testimony, that I’d rather have single power words floating in space.Figure 1. Image: Keira Heu-Jwyn Chang. Performer: Neil Marcus.”water burns sun”. Burning. 2009. Orientation towards the Frame: A Poetics of VibrationThis essay speaks about how I witness the uncapturable in performance, how the limits of sharing fuel my performance practice. I also look at the artistic processes of community performance projects, and point out traces of this other attention, this poetics of vibration. One of the frames through which I construct this essay is a focus on the formal in practice: on an attention to the shapes of narratives, and on the ways that formal experimentation can open up spaces beyond and beneath the narratives that can sound so familiar. An attention to the formal in community practice is often confused with an elitist drive towards quality, towards a modern or post-modern play with forms that stands somehow in opposition to how “ordinary people” construct their lives. But there are other ways to think about “the formal,” ways to question the naturalness with which stories are told, poems are written, the ease of an “I”, the separation between self and those others (who hurt, or love, or persecute, or free), the embedment of the experience of thought in institutions of thinking. Elizabeth St. Pierre frames her own struggle with burn-out, falling silent, and the need to just keep going even if the ethical issues involved in continuing her research overwhelm her. She charts out her thinking in reference to Michel Foucault’s comments on how to transgress into a realm of knowing that stretches a self, allows it “get free of oneself.”Getting free of oneself involves an attempt to understand the ‘structures of intelligibility’ (Britzman, 1995, p. 156) that limit thought. Foucault (1984/1985) explaining the urgency of such labor, says, ‘There are times in life when the question of knowing if one can think differently than one thinks, and perceive differently than one sees, is absolutely necessary if one is to go on looking and reflecting at all’ (p. 8). (St. Pierre 204)Can we think outside the structure of story, outside the habits of thought that make us sense and position ourselves in time and space, in power and knowledge? Is there a way to change the frame, into a different format, to “change our mind”? And even if there is not, if the structures of legibility always contain what we can think, there might be riches in that borderland, the bordercountry towards the intelligible, the places where difference presses close in an uncontained, unstoried way. To think differently, to get free of oneself: all these concerns resonate deeply with me, and with the ways that I wish to engage in community art practice. Like St. Pierre, I try to embrace Deleuzian, post-structuralist approaches to story and self:The collective assemblage is always like the murmur from which I take my proper name, the constellation of voices, concordant or not, from which I draw my voice. […] To write is perhaps to bring this assemblage of the unconscious to the light of day, to select the whispering voices, to gather the tribes and secret idioms from which I extract something I call myself (moi). I is an order word. (Deleuze and Guattari 84).“I” wish to perform and to write at the moment when the chorus of the voices that make up my “I” press against my skin, from the inside and the outside, query the notion of ‘skin’ as barrier. But can “I” stay in that vibrational moment? This essay will not be an exercise in quotation marks, but it is an essay of many I’s, and—imagine you see this essay performed—I invite the vibration of the hand gestures that mark small breaches in the air next to my head as I speak.Like St. Pierre, I get thrown off those particular theory horses again and again. But curiosity drives me on, and it is a curiosity nourished not by the absence of (language) connection, by isolation, but by the fullness of those movements of touch and density I described above. That materiality of the tearful eye gaze, the electricity of those fine skin hairs, the voice shivering me: these are not essentialist connections that somehow reveal or disclose a person to me, but these matters make the boundaries of “me” and “person” vibrate. Disclose here becomes the density of living itself, the flowing, non-essential process of shaping lives together. Deleuze and Guattari (1987) have called this bordering “deterritorialization,” always already bound to the reterritorialisation that allows the naming of the experience. Breath-touch on the limits of territories.This is not a shift from verbal to a privileging of non-verbal communication, finding richness and truth in one and less in the other. Non-verbal communication can be just as conventional as spoken language. When someone’s hand reaches out to touch someone who is upset, that gesture can feel ingrained and predictable, and the chain of caretaking that is initiated by the gesture can even hinder the flow of disclosure the crying or upset person might be engaged in. Likewise, I believe the common form of the circle, one I use in nearly every community session I lead, does not really create more community than another format would engender. The repetition of the circle just has something very comforting, it can allow all participants to drop into a certain kind of ease that is different from the everyday, but the rules of that ease are not open—circles territorialise as much as they de-territorialise: here is an inside, here an outside. There is nothing inherently radical in them. But circles might create a radical shift in communication situations when they break open other encrusted forms—an orientation to a leader, a group versus individual arrangement, or the singularity of islands out in space. Circles brings lots of multiples into contact, they “gather the tribes.” What provisional I’s we extract from them in each instance is our ethical challenge.Bodily Fantasies on the Limit: BurningEven deeply felt inner experiences do not escape the generic, and there is lift available in the vibration between the shared fantasy and the personal fantasy. I lead an artists’ collective, The Olimpias, and in 2008/2009, we created Burning, a workshop and performance series that investigated cell imagery, cancer imagery, environmental sensitivity and healing journeys through ritual-based happenings infused with poetry, dramatic scenes, Butoh and Contact Improvisation dances, and live drawing (see: http://www.olimpias.org/).Performance sites included the Subterranean Arthouse, Berkeley, July and October 2009, the Earth Matters on Stage Festival, Eugene, Oregon, May 2009, and Fort Worden, Port Townsend, Washington State, August 2009. Participants for each installation varied, but always included a good percentage of disabled artists.(see fig. 2).Figure 2. Image: Linda Townsend. Performers: Participants in the Burning project. “Burning Action on the Beach”. Burning. 2009. In the last part of these evening-long performance happenings, we use meditation techniques to shift the space and time of participants. We invite people to lie down or otherwise become comfortable (or to observe in quiet). I then begin to lead the part of the evening that most closely dovetails with my personal research exploration. With a slow and reaching voice, I ask people to breathe, to become aware of the movement of breath through their bodies, and of the hollows filled by the luxuriating breath. Once participants are deeply relaxed, I take them on journeys which activate bodily fantasies. I ask them to breathe in colored lights (and leave the specific nature of the colors to them). I invite participants to become cell bodies—heart cells, liver cells, skin cells—and to explore the properties and sensations of these cell environments, through both internal and external movement. “What is the surface, what is deep inside, what does the granular space of the cell feel like? How does the cell membrane move?” When deeply involved in these explorations, I move through the room and give people individual encounters by whispering to them, one by one—letting them respond bodily to the idea that their cell encounters alchemical elements like gold and silver, lead or mercury, or other deeply culturally laden substances like oil or blood. When I am finished with my individual instruction to each participant, all around me, people are moving gently, undulating, contracting and expanding, their eyes closed and their face full of concentration and openness. Some have dropped out of the meditation and are sitting quietly against a wall, observing what is going on around them. Some move more than others, some whisper quietly to themselves.When people are back in spoken-language-time, in sitting-upright-time, we all talk about the experiences, and about the cultural body knowledges, half-forgotten healing practices, that seem to emerge like Jungian archetypes in these movement journeys. During the meditative/slow movement sequence, some long-standing Olimpias performers in the room had imagined themselves as cancer cells, and gently moved with the physical imagery this brought to them. In my meditation invitations during the participatory performance, I do not invite community participants to move as cancer cells—it seems to me to require a more careful approach, a longer developmental period, to enter this darkly signified state, even though Olimpias performers do by no means all move tragically, darkly, or despairing when entering “cancer movement.” In workshops in the weeks leading up to the participatory performances, Olimpias collaborators entered these experiences of cell movement, different organ parts, and cancerous movement many times, and had time to debrief and reflect on their experiences.After the immersion exercise of cell movement, we ask people how it felt like to lie and move in a space that also held cancer cells, and if they noticed different movement patterns, different imaginaries of cell movement, around them, and how that felt. This leads to rich discussions, testimonies of poetic embodiment, snippets of disclosures, glimpses of personal stories, but the echo of embodiment seems to keep the full, long stories at bay, and outside of the immediacy of our sharing. As I look around myself while listening, I see some hands intertwined, some gentle touches, as people rock in the memory of their meditations.nowyour light shines very brightlybut I want youto knowyour darkness alsorichand beyond fear (Lorde 87)My research aim with these movement meditation sequences is not to find essential truths about human bodily imagination, but to explore the limits of somatic experience and cultural expression, to make artful life experiential and to hence create new tools for living in the chemically saturated world we all inhabit.I need to add here that these are my personal aims for Burning—all associated artists have their own journey, their own reasons for being involved, and there is no necessary consensus—just a shared interest in transformation, the cultural images of disease, disability and addiction, the effects of invasion and touch in our lives, and how embodied poetry can help us live. (see fig. 3). For example, a number of collaborators worked together in the participatory Burning performances at the Subterranean Arthouse, a small Butoh performance space in Berkeley, located in an old shop, complete with an open membrane into the urban space—a shop-window and glass door. Lots of things happen with and through us during these evenings, not just my movement meditations.One of my colleagues, Sadie Wilcox, sets up live drawing scenarios, sketching the space between people. Another artist, Harold Burns, engages participants in contact dance, and invites a crossing of boundaries in and through presence. Neil Marcus invites people to move with him, gently, and blindfolded, and to feel his spastic embodiment and his facility with tender touch. Amber diPietra’s poem about cell movement and the journeys from one to another sounds out in the space, set to music by Mindy Dillard. What I am writing about here is my personal account of the actions I engage in, one facet of these evenings—choreographing participants’ inner experiences.Figure 3. Image: Keira Heu-Jwyn Chang. Performers: Artists in the Burning project. “water burns sun”. Burning. 2009. My desires echo Lorde’s poem: “I want you”—there’s a sensual desire in me when I set up these movement meditation scenes, a delight in an erotic language and voice touch that is not predicated on sexual contact, but on intimacy, and on the borderlines, the membranes of the ear and the skin; ‘to know’—I continue to be intrigued and obsessed, as an artist and as a critic, by the way people envision what goes on inside them, and find agency, poetic lift, in mobilising these knowledges, in reaching from the images of bodies to the life of bodies in the world. ‘your darkness also’—not just the bright light, no, but also the fears and the strengths that hide in the blood and muscle, in the living pulsing shadow of the heart muscle pumping away, in the dark purple lobe of the liver wrapping itself around my middle and purifying, detoxifying, sifting, whatever sweeps through this body.These meditative slow practices can destabilise people. Some report that they experience something quite real, quite deep, and that there is transformation to be gained in these dream journeys. But the framing within which the Burning workshops take place question immediately the “authentic” of this experiential disclosure. The shared, the cultural, the heritage and hidden knowledge of being encultured quickly complicate any essence. This is where the element of formal enframing enters into the immediacy of experience, and into the narration of a stable, autonomous “I.” Our deepest cellular experience, the sounds and movements we listen to when we are deeply relaxed, are still cultured, are still shared, come to us in genres and stable image complexes.This form of presentation also questions practices of self-disclosure that participate in trauma narratives through what Canadian sociologist Erving Goffman has called “impression management” (208). Goffman researched the ways we play ourselves as roles in specific contexts, how we manage acts of disclosure and knowledge, how we deal with stigma and stereotype. Impression management refers to the ways people present themselves to others, using conscious or unconscious techniques to shape their image. In Goffman’s framing of these acts of self-presentation, performance and dramaturgical choices are foregrounded: impression management is an interactive, dynamic process. Disclosure becomes a semiotic act, not a “natural,” unfiltered display of an “authentic” self, but a complex engagement with choices. The naming and claiming of bodily trauma can be part of the repertoire of self-representation, a (stock-)narrative that enables recognition and hence communication. The full traumatic narrative arc (injury, reaction, overcoming) can here be a way to manage the discomfort of others, to navigate potential stigma.In Burning, by-passing verbal self-disclosure and the recitation of experience, by encountering ourselves in dialogue with our insides and with foreign elements in this experiential way, there is less space for people to speak managed, filtered personal truths. I find that these truths tend to either close down communication if raw and direct, or become told as a story in its complete, polished arc. Either form leaves little space for dialogue. After each journey through bodies, cells, through liver and heart, breath and membrane, audience members need to unfold for themselves what they felt, and how that felt, and how that relates to the stories of cancer, environmental toxins and invasion that they know.It is not fair. We should be able to have dialogues about “I am poisoned, I live with environmental sensitivities, and they constrict my life,” “I survived cancer,” “I have multiple sclerosis,” “I am autistic,” “I am addicted to certain substances,” “I am injured by certain substances.” But tragedy tugs at these stories, puts their narrators into the realm of the inviolate, as a community quickly feel sorry for these persons, or else feels attacked by them, in particular if one does not know how to help. Yes, we know this story: we can manage her identity for her, and his social role can click into fixity. The cultural weight of these narratives hinders flow, become heavily stigmatised. Many contemporary writers on the subjects of cancer and personhood recognise the (not always negative) aspects of this stigma, and mobilise them in their narratives. As Marisa Acocella Marchetto in the Cancer-Vixen: A True Story puts it: ‘Play the cancer card!’ (107). The cancer card appears in this graphic novel memoir in the form of a full-page spoof advertisement, and the card is presented as a way to get out of unwanted social obligations. The cancer card is perfectly designed to create the communal cringe and the hasty retreat. If you have cancer, you are beyond the pale, and ordinary rules of behavior do no longer apply. People who experience these life-changing transformational diagnoses often know very well how isolating it can be to name one’s personal story, and many are very careful about how they manage disclosure, and know that if they choose to disclose, they have to manage other people’s discomfort. In Burning, stories of injury and hurt swing in the room with us, all of these stories are mentioned in our performance program, but none of them are specifically given individual voice in our performance (although some participants chose to come out in the sharing circle at the end of the event). No one owns the diagnoses, the identity of “survivor,” and the presence of these disease complexes are instead dispersed, performatively enacted and brought in experiential contact with all members of our temporary group. When you leave our round, you most likely still do not know who has multiple sclerosis, who has substance addiction issues, who is sensitive to environmental toxins.Communication demands territorialisation, and formal experimentation alone, unanchored in lived experience, easily alienates. So how can disclosure and the storytelling self find some lift, and yet some connection, too? How can the Burning cell imaginary become both deep, emotionally rich and formal, pointing to its constructed nature? That’s the question that each of the Olimpias’ community performance experiments begins with.How to Host a Past Collective: Setting Up a CirclePreceding Burning, one of our recent performance investigations was the Anarcha Project. In this multi-year, multi-site project, we revisited gynecological experiments performed on slave women in Montgomery, Alabama, in the 1840s, by J. Marion Sims, the “father of American gynecology.” We did so not to revictimise historical women as suffering ciphers, or stand helpless at the site of historical injury. Instead, we used art-based methods to investigate the heritage of slavery medicine in contemporary health care inequalities and women’s health care. As part of the project, thousands of participants in multiple residencies across the U.S. shared their stories with the project leaders—myself, Aimee Meredith Cox, Carrie Sandahl, Anita Gonzalez and Tiye Giraud. We collected about two hundred of these fragments in the Anarcha Anti-Archive, a website that tries, frustratingly, to undo the logic of the ordered archive (Cox et al. n.p).The project closed in 2008, but I still give presentations with the material we generated. But what formal methods can I select, ethically and responsibly, to present the multivocal nature of the Anarcha Project, given that it is now just me in the conference room, given that the point of the project was the intersection of multiple stories, not the fetishisation of individual ones? In a number of recent presentations, I used a circle exercise to engage in fragmented, shrouded disclosure, to keep privacies safe, and to find material contact with one another. In these Anarcha rounds, we all take words into our mouths, and try to stay conscious to the nature of this act—taking something into our mouth, rather than acting out words, normalising them into spoken language. Take this into your mouth—transgression, sacrament, ritual, entrainment, from one body to another.So before an Anarcha presentation, I print out random pages from our Anarcha Anti-Archive. A number of the links in the website pull up material through chance procedures (a process implemented by Olimpias collaborator Jay Steichmann, who is interested in digital literacies). So whenever you click that particular link, you get to a different page in the anti-archive, and you can not retrace your step, or mark you place in an unfolding narrative. What comes up are poems, story fragments, images, all sent in in response to cyber Anarcha prompts. We sent these prompts during residencies to long-distance participants who could not physically be with us, and many people, from Wales to Malaysia, sent in responses. I pull up a good number of these pages, combined with some of the pages written by the core collaborators of our project. In the sharing that follows, I do not speak about the heart of the project, but I mark that I leave things unsaid. Here is what I do not say in the moment of the presentation—those medical experiments were gynecological operations without anesthesia, executed to close vaginal fistula that were leaking piss and shit, executed without anesthesia not because it was not available, but because the doctor did not believe that black women felt pain. I can write this down, here, in this essay, as you can now stop for a minute if you need to collect yourself, as you listen to what this narrative does to your inside. You might feel a clench deep down in your torso, like many of us did, a kinesthetic empathy that translates itself across text, time and space, and which became a core choreographic element in our Anarcha poetics.I do not speak about the medical facts directly in a face-to-face presentation where there is no place to hide, no place to turn away. Instead, I point to a secret at the heart of the Anarcha Project, and explain where all the medical and historical data can be found (in the Anarcha Project essay, “Remembering Anarcha,” in the on-line performance studies journal Liminalities site, free and accessible to all without subscription, now frequently used in bioethics education (see: http://www.liminalities.net/4-2). The people in the round, then, have only a vague sense of what the project is about, and I explain why this formal frame appears instead of open disclosure. I ask their permission to proceed. They either give it to me, or else our circle becomes something else, and we speak about performance practices and formal means of speaking about trauma instead.Having marked the space as one in which we agree on a specific framework or rule, having set up a space apart, we begin. One by one, raw and without preamble, people in the circle read what they have been given. The meaning of what they are reading only comes to them as they are reading—they have had little time to familiarise themselves with the words beforehand. Someone reads a poem about being held as a baby by one’s mother, being accepted, even through the writer’s body is so different. Someone reads about the persistence of shame. Someone reads about how incontinence is so often the borderline for independent living in contemporary cultures—up to here, freedom; past this point, at the point of leakage, the nursing home. Someone reads about her mother’s upset about digging up that awful past again. Someone reads about fibroid tumors in African-American women. Someone reads about the Venus Hottentott. Someone begins to cry (most recently at a Feminisms and Rhetorics conference), crying softly, and there is no knowing about why, but there is companionship, and quiet contemplation, and it is ok. These presentations start with low-key chatting, setting up the circle, and end the same way—once we have made our way around, once our fragments are read out, we just sit and talk, no “presentation-mode” emerges, and no one gets up into high drama. We’ve all taken strange things into our mouths, talked of piss and shit and blood and race and oppression and love and survival. Did we get free of ourselves, of the inevitability of narrative, in the attention to articulation, elocution, the performance of words, even if just for a moment? Did we taste the words on our tongues, material physical traces of a different form of embodiment? Container/ConclusionThe poet Anne Carson attended one of our Anarcha presentations, and her comments to us that evening helped to frame our subsequent work for me—she called our work creating a container, a vessel for experience, without sharing the specifics of that experience. I have since explored this image further, thought about amphorae as commemorative vases, thought of earth and clay as materials, thought of the illustrations on ancient vessels, on pattern and form, flow and movement. The vessel as matter: deterritorialising and reterritorialising, familiar and strange, shaping into form, and shaped out of formlessness, fired in the light and baked in the earth’s darkness, hardened only to crumble and crack again with the ages, returning to dust. These disclosures are in time and space—they are not narratives that create an archive or a body of knowledge. They breathe, and vibrate, and press against skin. What can be contained, what leaks, what finds its way through the membrane?These disclosures are traces of life, and I can touch them. I never get bored by them. Come and sit by my side, and we share in this river flow border vessel cell life.ReferencesBritzman, Deborah P. "Is There a Queer Pedagogy? Or, Stop Reading Straight." 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