Journal articles on the topic 'Living environment textbook'

The article is the written on the constantly actual problem of \textit{understanding mathematic} which is even confessed by G.H. Hardy: "\textit{I learnt for the first time as I read it} ("Course of Mathematical Analysis" by Jordan - N.T.). Therefore, it is devoted to the question "\textit{To what extent and in what relation are the scientific environment and basic textbooks important for understanding mathematics?}". Although Hardy's case refutes, in any case does not make it unconditional, it is obvious that "\textit{A qualified environment makes up for the omissions of the textbook"}. This historical example in favor of the textbook shows that in mathematically incandescent Cambridge, an \textit{Englishman} with absolutely high mental abilities, Hardy \textit{understood mathematics} from the \textit{Frenchman} Jordan's textbook on mathematical analysis. On the other hand, during the heyday of the Moscow Mathematical School, all 5-year undergraduates and 3-year postgraduates were coming out from the Faculty of Mechanics and Mathematics of M.V.Lomonosov Moscow State University(MSU), with proper \textit{understanding Mathematics}. They were juniors with a powerful basic mathematical training without a single mandatory textbook, but with outstanding professors and three hundred seminars (a unique phenomenon of the USSR) where learners were introduced to Mathematics in their very early age, as the professor of Moscow State University Taras Pavlovich Lukashenko said to author of this article. In Kazakhstan the pioneer graduates from Moscow State University were the legendary Saduakas Bokaev and Askar Zakarevich Zakarin, post-war graduates were Kabdush Zhumagazievich Nauryzbaev, Marat Rakhimberdiev, Zhanbek Aubakirov, and now living Lyudmila Alekseeva, Nurlan Amanov, Nurlan Rakhmetov, Surgule Tanulkaev, Nurlan Zharkenov. The Kazakh position of Mathematics and Computer Science through IThMandSC is expressed in §§0-2 of this article. Further, the details of the implementation of Program A (Author's fundamentals of basic mathematical training as the Kazakh equivalent of general training in the PhD doctoral program of the USA from IThMandSC) are presented. The "Mathematical Analysis" book is made from the standpoint of self-sufficiency in providing the \textit{understanding of mathematics} without relying on a qualified environment. In the "§ 7 Introduction" the author acquaints the reader with everything developed in the \textit{understanding of mathematics} during the time of numerous conversations with many primarily outstanding mathematicians with their observations in the special mathematical environment of Moscow and personal conclusions in the process of their scientific research and reading mathematical literature of all levels. The theory of the Lebesgue measure is a separate topic of exceptional significance in the development of mathematics in 20th century and future, the mathematical understanding of which the author of these text received according to an individual program from Scientific Supervisor Pyotr Lavrentievich Ulyanov with the support of his fellow graduate student Dimitri Pechersky. According to the author, Probability theory is a specific discipline in which some points need more clarification.

For the system of education in many countries of the world, the end of the school year 2020 was disordered by the appearance of a new virus - COVID-19. A big number of people being infected, made it a necessity to use distance learning tools in the majority of educational institutions. It is clear that for the younger age students according to their physiological and psychological development peculiarities, it is necessary to use all sense organs – seeing, hearing, tasting, smelling and touching in the process of learning. In practice it means that for the given category of children, for successful cognition of the world, it is necessary not only to see learning subjects, but also according to their possibilities to touch them, to smell them and to taste them. Complex understanding about the surrounding environment of a contemporary student is a combination of a real and virtual components of his life and activity. And, the more place virtual space occupies in a child’s intellect, the more positive is seen the involvement of a real natural component in their cognition of the surrounding world. One has to combine and develop the work with the textbook, i.e., theoretical knowledge, with the practical abilities and skills of the younger age students in mastering natural science subjects. Therefore, thematic excursions, research works, activities in nature are very important for the younger age students. Knowing the surrounding world of one’s own concrete place of living, a small part of the world, and establishing relationship between human and nature, a child acquires common understanding about the whole world. Keywords: educational process, distance teaching, science education, surrounding environment.

This research aims to develop a textbook for the Basic Reading subject by using multimodality and oriented to character education. This research is research and development, which refers to the ADDIE model (Analysis, Design, Develop, Implementation, and Evaluation). Subjects of this research are students and lecturers who have taken part in the Basic Reading subject at English Education Department STKIP PGRI Sumatera Barat. Data collection techniques used are document analysis, questionnaire, interview, and expert judgments. The results of need analysis show that the textbook used in Basic Reading subject has not oriented to character education and used multimodality yet. The development of Basic Reading has been validated by education experts and practitioners (lecturers). Based on the validation of experts and practitioners, this textbook is included in the very well category and confirmed as the feasibility to use. The trial results in implementing the book show that the N-Gain calculation shows 0.43, which is categorized as moderate, which means the book improves students’ cognitive learning outcomes in the reading subject and also instills core ethical values in daily living. Thus, this textbook is feasible to be used in the learning process at Basic Reading Subject.

Abstract High altitude represents some of the most extreme environments worldwide. The genetic changes underlying adaptation to such environments have been recently identified in multiple animals but remain unknown in horses. Here, we sequence the complete genome of 138 domestic horses encompassing a whole altitudinal range across China to uncover the genetic basis for adaptation to high-altitude hypoxia. Our genome data set includes 65 lowland animals across ten Chinese native breeds, 61 horses living at least 3,300 m above sea level across seven locations along Qinghai-Tibetan Plateau, as well as 7 Thoroughbred and 5 Przewalski’s horses added for comparison. We find that Tibetan horses do not descend from Przewalski’s horses but were most likely introduced from a distinct horse lineage, following the emergence of pastoral nomadism in Northwestern China ∼3,700 years ago. We identify that the endothelial PAS domain protein 1 gene (EPAS1, also HIF2A) shows the strongest signature for positive selection in the Tibetan horse genome. Two missense mutations at this locus appear strongly associated with blood physiological parameters facilitating blood circulation as well as oxygen transportation and consumption in hypoxic conditions. Functional validation through protein mutagenesis shows that these mutations increase EPAS1 stability and its hetero dimerization affinity to ARNT (HIF1B). Our study demonstrates that missense mutations in the EPAS1 gene provided key evolutionary molecular adaptation to Tibetan horses living in high-altitude hypoxic environments. It reveals possible targets for genomic selection programs aimed at increasing hypoxia tolerance in livestock and provides a textbook example of evolutionary convergence across independent mammal lineages.

Цель статьи – рассказать о пособии «Зимние истории России», методический потенциал которого позволяет работать с учащимися разных категорий: как иностранцами, изучающими русский язык, так и детьми соотечественников, проживающими в условиях ограниченной языковой среды. Рассматриваются точки пересечения методики преподавания РКИ и методики обучения русскому языку билингвов. Обсуждаются особенности учебных пособий, допускающих расширение целевой аудитории. Анализируется опыт работы с детьми-билингвами и взрослыми иностранцами, обучающимися по специальности «Перевод и переводоведение». This article aims to present the work book «Winter stories of Russia», which has a methodological potential to teach students of different categories: both foreigners who study Russian, and children of compatriots living in a limited language environment. The meeting points of the teaching methodology of the Russian language as a foreign and the methodology of teaching Russian the bilingual language are considered. The features of textbooks that allow the expansion of the target audience are discussed. The experience of working with bilingual children and adults – foreigners studying in the specialty «Translation and Translation Studies» is analyzed.

Introduction: Biochemistry is the science that deals with the metabolic functions of living beings. In its concepts, it uses chemistry and biology to study the interactions of organisms with the environment. For basic education students is often complex the association of biochemistry with their daily lives, especially in elementary school where they have their first contact with science in school and the didactic book will serve as an important tool for research. Thus, this work aims to analyze qualitatively content related to biochemistry in science books of the final years of elementary school. Methods: We analyzed six science books used in elementary school, and the following criteria were examined: clarity and language presented on the inserted content; resolutions and images shown subtitles, and interdisciplinarity of matters. Results and discussion: The books of the sixth and fifth years were those who achieved the expected learning goals. The first of then made a very good presentation of the content and the images, addressing the subject in an interdisciplinary way. However, the second one is well below in the analyzed criteria, bringing the matter in a vague writing, and failing in associate the content with other assumptions themes. The images had a very low quality and their explanations were difficult to associate. Conclusion: We can say that the biochemistry content are complex, however its development from the beginning of primary education contributes to overcoming the complexity of their understanding. The analysis of the books brought a result that was expected. Only one book had significantly positive results in all analyzed characteristics, the other books had some very good aspects, but in several details, they were vague and poorly contextualized. Approaching the school sciences to the student every day we can demystify scientific knowledge and its production.

Organisations can make a valuable contribution in alleviating poverty and improving the general living standards of society. In the modern turbulent business environment, characterised by intense competition and customers demanding corporate responsibility, it further seems that a well-managed corporate social responsibility (CSR) plan could assist executives in winning the hearts and minds of their customers. Regular interactions with stakeholders on CSR initiatives can also assist executives in identifying trends in the market and introducing innovations. CSR can further be used as a strategic tool to manage the reputation of the organisation. Consequently, the purpose of this paper is to provide a theoretical framework on guidelines that organisations could implement to manage their CSR plans and CSR-related initiatives more effectively. A number of secondary sources, including textbooks and previous research studies, were consulted in compiling the proposed framework which includes actions that executives could take to design and implement their CSR plans more effectively. In addition, principles for the effective management of CSR-driven innovations and reputation management initiatives are also provided. The framework also focuses on guidelines for the types of social media initiatives that would need to be incorporated into the executives strategic plan to ensure that the strategy implemented is truly competitive. The paper concludes with a number of recommendations that could be further investigated in a follow-on empirical study to provide further assistance to organisations wishing to survive and grow their businesses in the modern turbulent business environment. The paper is relevant to executives requiring guidance on implementing their CSR initiatives more successfully and contributes to the improvement of organisational behaviour within the socially responsible environment.

Living fossils are lineages that have retained plesiomorphic traits through long time periods. It is expected that such lineages have both originated and diversified long ago. Such expectations have recently been challenged in some textbook examples of living fossils, notably in extant cycads and coelacanths. Using a phylogenetic approach, we tested the patterns of the origin and diversification of liphistiid spiders, a clade of spiders considered to be living fossils due to their retention of arachnid plesiomorphies and their exclusive grouping in Mesothelae, an ancient clade sister to all modern spiders. Facilitated by original sampling throughout their Asian range, we here provide the phylogenetic framework necessary for reconstructing liphistiid biogeographic history. All phylogenetic analyses support the monophyly of Liphistiidae and of eight genera. As the fossil evidence supports a Carboniferous Euramerican origin of Mesothelae, our dating analyses postulate a long eastward over-land dispersal towards the Asian origin of Liphistiidae during the Palaeogene (39–58 Ma). Contrary to expectations, diversification within extant liphistiid genera is relatively recent, in the Neogene and Late Palaeogene (4–24 Ma). While no over-water dispersal events are needed to explain their evolutionary history, the history of liphistiid spiders has the potential to play prominently in vicariant biogeographic studies.

The paper examines the emerging pattern of governance in metropolitan Lagos and its neighboring settlements taking cognizance of environmental sustainability in the 21st Century with its attendant challenges. The work specifically highlights the metropolitan status of Lagos as a megacity and the issue of having to cope with its incessant population growth vis-à-vis the paucity of basic amenities needed to shove off such a highly vulnerable and competitive milieu.The work employs secondary data to elicit necessary information for its analysis and findings. Such data includes (but not limited to) textbooks, journals newspapers, magazines, periodicals, World Bank and UN-Habitat reports, etc.The findings are that governmental and non-governmental actors are involved in the metropolitan governance of Lagos and its neighbor howbeit in a perfunctory manner. Ogun State government is ostensibly proactive along provision of housing that can add value to the environment but these housing estates are deficient in basic infrastructure such as constant water supply, sewage, refuse pack, security, etc.The paper recommends a synergy among the federal government, Lagos and Ogun States as a means of ameliorating the sufferings of the people living in the area in question, as the population of the area may leap to thirty (30) million in 2025 according to population analysts. Hence, governmental and non-governmental interventions become expedient.

1.0. INTRODUCTION In the United States, K–12 school buildings spend more than $8 billion each year on energy—more than they spend on computers and textbooks combined [1]. Most occupied older buildings demonstrate poor operational performance—for instance, more than 30 percent of schools were built before 1960, and 53 percent of public schools need to spend money on repairs, renovations, and modernization to ensure that the schools' onsite buildings are in good overall condition. And among public schools with permanent buildings, the environmental factors in the permanent buildings have been rated as unsatisfactory or very unsatisfactory in 5 to 17 percent of them [2]. Indoor environment quality (IEQ) is one of the core issues addressed in the majority of sustainable building certification and design guidelines. Children spend a significant amount of time indoors in a school environment. And poor IEA can lead to sickness and absenteeism from school and eventually cause a decrease in student performance [3]. Different building types and their IEQ characteristics can be partly attributed to building age and construction materials. [4] Improving the energy performance of school buildings could result in the direct benefit of reduced utility costs and improving the indoor quality could improve the students' learning environment. Research also suggests that aging school facilities and inefficient equipment have a detrimental effect on academic performance that can be reversed when schools are upgraded. [5] Several studies have linked better lighting, thermal comfort, and air quality to higher test scores. [6, 7, 8] Another benefit of improving the energy efficiency of education buildings is the potential increase in market value through recognition of green building practice and labeling, such as that of a LEED or net zero energy building. In addition, because of their educational function, high-performance or energy-efficient buildings are particularly valuable for institution clients and local government. More and more high-performance buildings, net zero energy buildings, and positive energy buildings serve as living laboratories for educational purposes. Currently, educational/institutional buildings represent the largest portion of NZE (net zero energy) projects. Educational buildings comprise 36 percent of net zero buildings according to a 2014 National New Building Institute report. Of the 58 net zero energy educational buildings, 32 are used for kindergarten through grade 12 (K–12), 21 for higher education, and 5 for general education. [9] Finally, because educational buildings account for the third largest amount of building floor space in the United States, super energy-efficient educational buildings could provide other societal and economic benefits beyond the direct energy cost savings for three reasons: 1) educational buildings offer high visibility that can influence community members and the next generation of citizens, 2) success stories of the use of public funds that returns lower operating costs and healthier student learning environments provide documentation that can be used by others, and 3) this sector offers national and regional forums and associations to facilitate the transfer of best design and operational practices.

Biology was a branch of Natural Sciences (IPA) that studies living things and life. Biology learning will be more meaningful when learning can be done outside the classroom. The results of observations conducted at Jakenan Senior High School, showed that biology learning activities more often use student textbooks. This causes students to be less active in expressing their opinions because they only listen to the teacher's explanation. One model that can be applied to the material of environmental change was the Problem Based Learning (PBL) model. This study aims to determine the effectiveness of PBL learning models on student learning outcomes and environmental care attitudes on material changes in the environment. The research population was used all students of class X Science at Jakenan Senior High School in the academic year 2017/2018. The research design used Quasi experimental with the Nonequivalent control group design. The sampling technique uses purposive. So that we got class X IPA 1 as the control of class and class X IPA 3 as the experimental of class. Cognitive learning outcomes were obtained from the pretest-posttest score. Scores of students' environmental care attitudes were obtained from the questionnaire scale of environmental care attitudes. While psychomotor learning outcomes were obtained from students' psychomotor assessment sheets. The results of the analysis of research data with t-test showed that learning outcomes and environmental care attitudes of students in the experimental of class differ significantly compared to the control of class. While the results of the n-gain test on cognitive learning results show the average value of n-gain in the experimental class was 0.68 higher than the control of class which was 0.48. The results of this study indicate that the application of the PBL model to the material of environmental change was effective towards learning outcomes and environmental care attitudes of high school students.

This development research aims to produce thematic teaching materials that are feasible and effective to use as additional teaching materials besides textbooks on the theme of living things and the environment. The research was conducted at SDN 1 Alue Dua Langsa. The research sample was students of class V B SDN 1 Alue Dua. The method in this research is the method of research and development (Research and Development) with the Three D (3D) development model. The results of increasing student competence in the form of cognitive abilities using pre-experimental methods with One Group Pretest-Postest Design. The results showed that the additional thematic teaching materials in the form of modules based on Community Science Technology (STM) were declared valid by experts / experts with a validation rate of 84%. Furthermore, there was an increase in students' cognitive abilities which could be seen from the post-test average score increased to 70.5 from the pretest score of 39.27 and the N-Gain score on the high criteria, namely 71.28. So it can be concluded that thematic teaching materials in the form of STM-based modules are feasible to use and have a significant effect on improving the competence of students' cognitive abilities. Abstrak Penelitian pengembangan ini bertujuan untuk menghasilkan bahan ajar tematik yang layak dan efektif digunakan sebagai bahan ajar tambahan selain buku paket pada tema makhluk hidup dan lingkungan. Penelitian dilakukan di SDN 1 Alue Dua Kota langsa dengan sampel penelitian adalah siswa kelas V B SDN 1 Alue Dua. Metode dalam penelitian ini adalah metode penelitian dan pengembangan (Researchand Development) dengan model pengembangan Three D (3D). Hasil peningkatan kompetensi siswa berupa kemampuan kognitif menggunakan metode pre-experimental dengan One Group Pretest-Postest Design. Hasil penelitian menunjukkan bahwa bahan ajar tematik tambahan berupa modul berbasis Sains Teknologi Masyarakat (STM) dinyatakan valid oleh ahli/pakar dengan tingkat validasi sebesar 84%. Selanjutnya terdapat peningkatan kemampuan kognitif siswa yang dapat dilihat dari skor rata rata postes meningkat menjadi 70,5 dari skor pretes 39,27 dan skor N-Gain pada kriteria tinggi yaitu 71,28. Sehingga dapat disimpulkan bahwa bahan ajar tematik berupa modul berbasis STM layak digunakan dan berpengaruh signifikan terhadap peningkatan kompetensi kemampuan kognitif siswa di SDN 1 Alue Dua. Kata Kunci: Bahan ajar, Tematik, Sains Teknologi Masyarakat, Kompetensi

Introduction. The theoretical foundations of the new ecological disciplines "Urban Ecology" and "Phytomeliora-tion" were laid in the mid-80's and 90's of the last century at the Department of Ecology and Landscape Architecture of the Ukrainian National Forestry University, which at that time was headed by Lviv scientist Volodymyr Kucheryavyi famous by his monographs “Green Zone of the City” (Kyiv: Naukova Dumka, 1981) and “Natural Environment of the City” (Lviv: Higher School, 1984).Purpose and methods. The methodological basis of urban ecological research is the ecological-comparative method, which involves gradation ordination with the allocation of four ecological and phytocenotic zones on the territory of cities into the study of the urban ecosystem (suburban forests - city parks – public gardens - street plantings) (V. Kucheryavyi, P. Hnativ, M. Kurnytska, N. Siroochenko, N. Stepanyak, K. Myronchuk, T. Pushkaryova, Yu. Kozak) This approach is used in dissertation research not only by graduate students and applicants of the Department of Ecology and Landscape Architecture of UNFU, but also young scientists of Kyiv, Lutsk and Chernivtsi.Results and discussion. Taking into account the growth of the "recreational boom" among urban residents in the 80's and 90's, scientific researches of park and forest park phytocenoses are developed (V. Kucheryavyi, A. Zhyrnov, Yu. Khrystuk, R. Danylyk, V. Kramarets, N. Lukyanchuk, O. Kaspruk, R. Dudyn, N. Imshanetska, N. Kovalchuk, S. Marutyak, O. Oleynyuk). During this period, visual methods of diagnosing of urban ecosystems state are widely used, which confirm the feasibility of using of ecowedge ordination. The influence of complex urbogenic gradients of the environment on the adaptation processes of living organisms and their significance for the evaluation of the results of woody plants introduction into the urbogenic environment was determined (V. Kucheryavyi, M. Kurnytska, O. Kaspruk, O. Gorbenko, M. Les, V.S. Kucheryavyi, T. Shuplat, N. Gotsiy). Electro-physiological methods of impedance and polar-ization capacity measuring, fluorescence of plastid pigments, temperature gradients of the environment are used for establishing the level of plant viability (V. Kucheryavyi, H. Krynytskyi, V. Mokryi, A. Kuzyk, M. Hozdog, S. Hridzhuk, Yu. Pankivskyi, V. Kucheryavyi, T. Shuplat). Investigations of the phytogenic field of vegetation begin, its role in the formation of the continuum in conditions of urbogenic and manmade devastation is determined (V. Kucheryavyi, V. Popovych, T. Levus, T. Shuplat). The formation of a scientific school on urban ecology and phytomelioration is ensured by the three generations of scientists succession. A significant number of scientists have passed the scientific path from post-graduate student in the 80's - 90's to the candidate or doctor of sciences (P. Hnativ, V. Mokryi, V. Mazepa, S. Myklush, M. Nazaruk, Ya. Henyk, V. Popovych).Conclusions. The authoritative leader of the scientific school on urban ecology, phytomelioration and landscape architecture is Professor Volodymyr Kucheryavyi, who has supervised four doctors and 22 candidates of science. During the years of his scientific activity he published about 300 scientific articles, more than 30 monographs and textbooks. Heading the scientific and methodological commission of the Ministry of Education and Science of Ukraine on environmental education in the 80's and 90's, he started training specialists in "applied ecology" in Ukraine. Thanks to the initia-tive of prof. V. Kucheryavyi scientists of the Scientific School of Urban Ecology, Phytomelioration and Landscape Architecture took an active part in many international projects (V. Kucheryavyi, Ya. Henyk, L. Kalahurka, M. Chernyavskyi, O. Oleynyuk, L. Parkhuts, Z. Sheremeta, S. Melnychuk, V. Popovych, T. Shuplat, M. Fitak, V.S. Kucheryavyi). The scientists worked closely with research teams from Germany, Austria, Belgium, Poland, Slovakia, the Czech Republic, and Norway. Scientific research on urban ecology, phytomelioration and landscape architecture, which began in the 1980s, continues thanks to the succession of scientific generations.

Modern standard Lithuanian language is the result of the development of the language over a period of time. The basis for the language was the dialect spoken in the western part of the Aukštaitija ethnographic area of Lithuania around the city of Kaunas. The vitality, wit, and meaning of the language can be better understood through dialects. Today, however, dialects are less and less used by pupils, teachers, and students of philology; we hear less of them on radio and TV. It is understood that public use of dialects is limited by the fact that not all residents of Lithuania can understand texts in local dialects, so the most distinctive, interesting, unexpected, and expressive dialect words and words of the standard language are used passively making the language bookish, its syntactic structure rigid, and changing the whole grammar. Dialects for many pupils and young people are associated with poor language, provincial intellect and other negative associations. Such thinking is provoked by the lack of information and reluctance to take interest in one’s own local dialect as well as many other socio-cultural reasons. However, dialects are a very important part of Lithuanian culture. Many people in the21st century are bilingual, because they can speak both the standard language and dialects or at least the language with clear or slightly felt distinguishing characteristics. Contributing to EU attempts to promote local languages and having regard to the fact that the living tradition of dialects in Lithuania is in decline, the Seimas declared 2013 as the Year of Dialects. The aim of this article is to discuss the situation in teaching dialects at general education schools and to explore the attitude of teachers and pupils of general education schools to teaching / learning dialects. Objectives of the research: 1) to discuss the situation in teaching dialects at general education schools and opportunities for improvement; 2) to compare the attitude of teachers and pupils to dialects; 3) to compare the attitude to dialects of teachers and pupils who work / study in an environment which has a specific dialect and in an environment which does not have a specific dialect. The scientific problem of the article is whether teaching and learning dialects in today’s globalised world help students and teachers form their identity? Research methods: literary analysis, analytical descriptive method, survey of teachers and pupils, and analysis of the data of the survey. The research showed that teachers in the regions pay more attention to dialects than teachers in the city of Vilnius. Most teachers are satisfied with the theoretical material provided in the Lithuanian language textbooks, but would like to see a wider range of interesting and practical tasks. All teachers associate teaching dialects with literature lessons; activities of teachers from the Žemaitija (Samogitia) ethnographic area of Lithuania are particularly interesting as they read the books of Samogitian authors in the Samogitian dialect. Although pupils tend to assess dialect lessons positively, sometimes a very pragmatic approach to dialects can be seen: dialects are not interesting, because pupils do not see benefit from it.

В статье рассматриваются слова, вышедшие из употребления в разговорной речи, но сохранившиеся в воспроизведенном виде на чувашском языке в переводе произведения И. В. Гете «Фауст», выполненном Н. А. Андреевым (Урхи). Термин «стилистика», будучи учением об употреблении языка, трактуется нами как индивидуальная манера речи переводчика в процессе выявления архаизмов в чувашском варианте. Дифференциация письменного и разговорного стилей осуществляется с учетом национальных корней. Прерогатива в тексте трагедии принадлежит диалогу, в котором наиболее транспарентно представлены возможности стилистических особенностей употребления древних лексем, ставших для носителей языка архаизмами. Отдельно в качестве выразительных средств языка анализируются устаревшие устойчивые словосочетания, в которых функционально необходимый архаический стиль вызван к жизни пером Урхи, переводчика-самоучки (нем. Dolmetscher, чув. тăлмач, толмач). Семь лексических единиц из числа архаизмов характеризуются выделением двух степеней устарелости в зависимости от их употребления носителем простонародной речи и исследователем, усвоившим современный литературный язык по книгам, в одном лице. Н. А. Урхи освоил речь с молоком матери в самобытном натуральном пространстве во время активного повседневного общения в трудовой деятельности. Языком перевода он овладел своеобразно - благодаря учебникам для самообразования, самоподготовке к экзаменам экстерном, заочной форме обучения, т. е. его становление как переводчика шло дистанционно и долго (стал студентом вуза в возрасте 75 лет). В возрасте 88 лет Н. А. Урхи представил трагедию на своем материнском языке в Центральную библиотеку г. Веймар, тем самым увековечив свое имя в ряду переводчиков классики на чувашский язык. В статье его труд репрезентируется с целью активизации архаизмов в устной и письменной речи, ибо во времена переводчика Н. А. Урхи они были живым голосом современности. The article considers the words that have become obsolete in colloquial speech but preserved in reproduced form in the Chuvash language in the translation of Johann Wolfgang von Goethe’s «Faust» made by N.A. Andreev (Urkhi). The author considers «style» as an individual manner of the translator’s speech in the process of identification of archaisms in the Chuvash language. Written and colloquial styles vary based on the ethnic background. The dialogue plays a prerogative role in the text of the tragedy, in which the possibilities of stylistic features of the use of ancient lexemes are most transparently presented and which have become archaisms for native speakers. The article analyzes as the archaic set phrases in which Urkhi, the Chuvash self-taught translator (German: Dolmetscher, Chuvash: tălmach) brought the archaic style to life. Seven archaisms are characterized by the two degrees of obsolescence depending on their use by both the native speaker of the vulgar language and the researcher of the modern literary language. Urkhi learnt the vulgar speech early in his childhood in an authentic natural environment during daily communication when working. He mastered the language of translation in a peculiar way. Urkhi was able to do that thanks to the textbooks for self-education, passing exams without attending lectures, being an external student. His becoming a translator took him a long time (he became a university student at the age of 75). At the age of 88, Urkhi contributed Goethe’s «Faust» in his mother language to the Central Library of the city of Weimar, thereby perpetuating his name among the translators of the classic literature into the Chuvash language. The article presents his work with the goal of activating the archaisms in oral and written speech, because in the time of Urkhi those archaisms were the living voice of his modernity.

Pembangunan suatu bangsa tidak lepas dari ideologi politik yang diletakkan. Ideologi politik ini dapat berpengaruh dalam mengarahkan dan membentuk paradigma pembangunan nasional. Di Indonesia, politik pembangunan nasional selalu dipengaruhi oleh ideologi dan politik penguasa. Penguasa pada setiap zaman atau periode pemerintahan memiliki dasar ideologis dan politik yang unik dan khas dalam menjalankan pemerintahannya. Studi tentang pembangunan selama ini memang tidak terlalu banyak membahas peran dan pengaruh ideologi dan politik di dalamnya. Studi pembangunan yang berkembang selama ini bergerak pada tiga arus utama yaitu ekonomi, lingkungan, dan tata ruang wilayah atau tata ruang kota. Pembahasan tentang paradigma pembangunan atau pengarusutamaan pembangunan merujuk pada dua posisi yaitu posisi global, dimana peran global mengarahkan paradigma pembangunan yang selama ini berkembang di bebagai negara negara di dunia. Kemajuan negara negara yang memiliki standar hidup dan ekonomi yang tinggi dapat mempengaruhi paradigma dan model pembangunan yang ada di seluruh kawasan atau benua. Penelitian ini bertujuan untuk mendeskripsikan dan menggali garis ideologi dan politik yang diletakkan oleh pemerintah dalam membangun gagasan pembangunan nasional yang berkeadilan sosial melalui konsepsi Nawacita dan Pancasila. Metode yang digunakan dalam penelitian ini menggunakan pendekatan kualitatif. Analisis data yang digunakan dalam penelitian menggunakan interpretasi, analisis kebijakan, dan korelasi. Data yang digunakan berupa buku teks, jurnal, laporan ilmiah, dan peraturan perundang undangan. Hasil penelitian ini diharapkan dapat memperlihatkan relasi antara Nawacita, Pancasila dalam praktek ideologi politik pembangunan. The development of a nation is inseparable from the political ideology laid down. This political ideology can influence in directing and shaping the paradigm of national development. In Indonesia, the politics of national development has always been affected by the authorities' ideology and politics. The police in each era or period of government has a unique and unique ideological and political basis in carrying out their government. The study of development has not discussed too much the role and influence of ideology and politics in it. Development studies that have developed so far are engaged in three main currents: economy, environment, and regional or city spatial planning. The discussion of the development paradigm or the mainstreaming of development refers to two positions, namely the global situation, where the global role directs the development paradigm that has been developing in various countries in the world. Countries with high standards of living and economy can influence the development of paradigms and models that exist in all regions or continents. But a government that has not been fortunate or is still in the process of progressing towards the goals and objectives of the state tries to put its development paradigm on two legs. On the first foot, try to use the prescription of a global development paradigm. On the other hand, it uses the development paradigm, which is owned by the nation itself with the ideological and political lines laid by the authorities. In Indonesia, the idea of the ideology and politics of national development in the context of President Jokowi's administration spread an interesting ideological and political line, Nawacita. Nawacita is an ideal set forth in 9 agendas that are used as a reference and state ideological direction. This nawacita needs to be seen in the framework of national development. This study aims to describe and explore the government's ideological and political lines in building the idea of national development with social justice through the conception of Nawacita and Pancasila. The method used in this study uses a qualitative approach. Analysis of the data used in research uses interpretation, policy analysis, and correlation—the data used in the form of textbooks, journals, scientific reports, and legislation. This study's results are expected to show the relationship between Nawacita, Pancasila in the practice of political development ideology.

Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through bwebwenato, a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves. Introduction As noted in the call for papers within the Waikato Journal of Education (WJE) for this special issue, bodies of knowledge and histories in Oceania have long sustained generations across geographic boundaries to ensure cultural survival. For Marshallese people, we cannot really know ourselves “until we know how we came to be where we are today” (Walsh, Heine, Bigler & Stege, 2012). Jitdam Kapeel is a popular Marshallese concept and ideal associated with inquiring into relationships within the family and community. In a similar way, the practice of relating is about connecting the present and future to the past. Education and leadership partnerships are linked and we look back to the past, our history, to make sense and feel inspired to transform practices that will benefit our people. In this paper and in light of our next generation, we reconnect with our navigation stories to inspire and empower education and leadership. Kanne lobal is part of our navigation stories, a conceptual framework centred on cultural practices, values, and concepts that embrace collective partnerships. Our link to this talanoa vā with others in the special issue is to attempt to make sense of connections given the global COVID-19 context by providing a Marshallese approach to address the physical and relational “distance” between education and leadership partnerships in Oceania. Like the majority of developing small island nations in Oceania, the Republic of the Marshall Islands (RMI) has had its share of educational challenges through colonial legacies of the past which continues to drive education systems in the region (Heine, 2002). The historical administration and education in the RMI is one of colonisation. Successive administrations by the Spanish, German, Japanese, and now the US, has resulted in education and learning that privileges western knowledge and forms of learning. This paper foregrounds understandings of education and learning as told by the voices of elementary school leaders from the RMI. The move to re-think education and leadership from Marshallese perspectives is an act of shifting the focus of bwebwenato or conversations that centres on Marshallese language and worldviews. The concept of jelalokjen was conceptualised as traditional education framed mainly within the community context. In the past, jelalokjen was practiced and transmitted to the younger generation for cultural continuity. During the arrival of colonial administrations into the RMI, jelalokjen was likened to the western notions of education and schooling (Kupferman, 2004). Today, the primary function of jelalokjen, as traditional and formal education, it is for “survival in a hostile [and challenging] environment” (Kupferman, 2004, p. 43). Because western approaches to learning in the RMI have not always resulted in positive outcomes for those engaged within the education system, as school leaders who value our cultural knowledge and practices, and aspire to maintain our language with the next generation, we turn to Kanne Lobal, a practice embedded in our navigation stories, collective aspirations, and leadership. The significance in the development of Kanne Lobal, as an appropriate framework for education and leadership, resulted in us coming together and working together. Not only were we able to share our leadership concerns, however, the engagement strengthened our connections with each other as school leaders, our communities, and the Public Schooling System (PSS). Prior to that, many of us were in competition for resources. Educational Leadership: IQBE and GCSL Leadership is a valued practice in the RMI. Before the IQBE programme started in 2018, the majority of the school leaders on the main island of Majuro had not engaged in collaborative partnerships with each other before. Our main educational purpose was to achieve accreditation from the Western Association of Schools and Colleges (WASC), an accreditation commission for schools in the United States. The WASC accreditation dictated our work and relationships and many school leaders on Majuro felt the pressure of competition against each other. We, the authors in this paper, share our collective bwebwenato, highlighting our school leadership experiences and how we gained strength from our own ancestral knowledge to empower “us”, to collaborate with each other, our teachers, communities, as well as with PSS; a collaborative partnership we had not realised in the past. The paucity of literature that captures Kajin Majol (Marshallese language) and education in general in the RMI is what we intend to fill by sharing our reflections and experiences. To move our educational practices forward we highlight Kanne Lobal, a cultural approach that focuses on our strengths, collective social responsibilities and wellbeing. For a long time, there was no formal training in place for elementary school leaders. School principals and vice principals were appointed primarily on their academic merit through having an undergraduate qualification. As part of the first cohort of fifteen school leaders, we engaged in the professional training programme, the Graduate Certificate in School Leadership (GCSL), refitted to our context after its initial development in the Solomon Islands. GCSL was coordinated by the Institute of Education (IOE) at the University of the South Pacific (USP). GCSL was seen as a relevant and appropriate training programme for school leaders in the RMI as part of an Asia Development Bank (ADB) funded programme which aimed at “Improving Quality Basic Education” (IQBE) in parts of the northern Pacific. GCSL was managed on Majuro, RMI’s main island, by the director at the time Dr Irene Taafaki, coordinator Yolanda McKay, and administrators at the University of the South Pacific’s (USP) RMI campus. Through the provision of GCSL, as school leaders we were encouraged to re-think and draw-from our own cultural repository and connect to our ancestral knowledge that have always provided strength for us. This kind of thinking and practice was encouraged by our educational leaders (Heine, 2002). We argue that a culturally-affirming and culturally-contextual framework that reflects the lived experiences of Marshallese people is much needed and enables the disruption of inherent colonial processes left behind by Western and Eastern administrations which have influenced our education system in the RMI (Heine, 2002). Kanne Lobal, an approach utilising a traditional navigation has warranted its need to provide solutions for today’s educational challenges for us in the RMI. Education in the Pacific Education in the Pacific cannot be understood without contextualising it in its history and culture. It is the same for us in the RMI (Heine, 2002; Walsh et al., 2012). The RMI is located in the Pacific Ocean and is part of Micronesia. It was named after a British captain, John Marshall in the 1700s. The atolls in the RMI were explored by the Spanish in the 16th century. Germany unsuccessfully attempted to colonize the islands in 1885. Japan took control in 1914, but after several battles during World War II, the US seized the RMI from them. In 1947, the United Nations made the island group, along with the Mariana and Caroline archipelagos, a U.S. trust territory (Walsh et al, 2012). Education in the RMI reflects the colonial administrations of Germany, Japan, and now the US. Before the turn of the century, formal education in the Pacific reflected western values, practices, and standards. Prior to that, education was informal and not binded to formal learning institutions (Thaman, 1997) and oral traditions was used as the medium for transmitting learning about customs and practices living with parents, grandparents, great grandparents. As alluded to by Jiba B. Kabua (2004), any “discussion about education is necessarily a discussion of culture, and any policy on education is also a policy of culture” (p. 181). It is impossible to promote one without the other, and it is not logical to understand one without the other. Re-thinking how education should look like, the pedagogical strategies that are relevant in our classrooms, the ways to engage with our parents and communities - such re-thinking sits within our cultural approaches and frameworks. Our collective attempts to provide a cultural framework that is relevant and appropriate for education in our context, sits within the political endeavour to decolonize. This means that what we are providing will not only be useful, but it can be used as a tool to question and identify whether things in place restrict and prevent our culture or whether they promote and foreground cultural ideas and concepts, a significant discussion of culture linked to education (Kabua, 2004). Donor funded development aid programmes were provided to support the challenges within education systems. Concerned with the persistent low educational outcomes of Pacific students, despite the prevalence of aid programmes in the region, in 2000 Pacific educators and leaders with support from New Zealand Aid (NZ Aid) decided to intervene (Heine, 2002; Taufe’ulungaki, 2014). In April 2001, a group of Pacific educators and leaders across the region were invited to a colloquium funded by the New Zealand Overseas Development Agency held in Suva Fiji at the University of the South Pacific. The main purpose of the colloquium was to enable “Pacific educators to re-think the values, assumptions and beliefs underlying [formal] schooling in Oceania” (Benson, 2002). Leadership, in general, is a valued practice in the RMI (Heine, 2002). Despite education leadership being identified as a significant factor in school improvement (Sanga & Chu, 2009), the limited formal training opportunities of school principals in the region was a persistent concern. As part of an Asia Development Bank (ADB) funded project, the Improve Quality Basic Education (IQBE) intervention was developed and implemented in the RMI in 2017. Mentoring is a process associated with the continuity and sustainability of leadership knowledge and practices (Sanga & Chu, 2009). It is a key aspect of building capacity and capabilities within human resources in education (ibid). Indigenous knowledges and education research According to Hilda Heine, the relationship between education and leadership is about understanding Marshallese history and culture (cited in Walsh et al., 2012). It is about sharing indigenous knowledge and histories that “details for future generations a story of survival and resilience and the pride we possess as a people” (Heine, cited in Walsh et al., 2012, p. v). This paper is fuelled by postcolonial aspirations yet is grounded in Pacific indigenous research. This means that our intentions are driven by postcolonial pursuits and discourses linked to challenging the colonial systems and schooling in the Pacific region that privileges western knowledge and learning and marginalises the education practices and processes of local people (Thiong’o, 1986). A point of difference and orientation from postcolonialism is a desire to foreground indigenous Pacific language, specifically Majin Majol, through Marshallese concepts. Our collective bwebwenato and conversation honours and values kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness) (Taafaki & Fowler, 2019). Pacific leaders developed the Rethinking Pacific Education Initiative for and by Pacific People (RPEIPP) in 2002 to take control of the ways in which education research was conducted by donor funded organisations (Taufe’ulungaki, 2014). Our former president, Dr Hilda Heine was part of the group of leaders who sought to counter the ways in which our educational and leadership stories were controlled and told by non-Marshallese (Heine, 2002). As a former minister of education in the RMI, Hilda Heine continues to inspire and encourage the next generation of educators, school leaders, and researchers to re-think and de-construct the way learning and education is conceptualised for Marshallese people. The conceptualisation of Kanne Lobal acknowledges its origin, grounded in Marshallese navigation knowledge and practice. Our decision to unpack and deconstruct Kanne Lobal within the context of formal education and leadership responds to the need to not only draw from indigenous Marshallese ideas and practice but to consider that the next generation will continue to be educated using western processes and initiatives particularly from the US where we get a lot of our funding from. According to indigenous researchers Dawn Bessarab and Bridget Ng’andu (2010), doing research that considers “culturally appropriate processes to engage with indigenous groups and individuals is particularly pertinent in today’s research environment” (p. 37). Pacific indigenous educators and researchers have turned to their own ancestral knowledge and practices for inspiration and empowerment. Within western research contexts, the often stringent ideals and processes are not always encouraging of indigenous methods and practices. However, many were able to ground and articulate their use of indigenous methods as being relevant and appropriate to capturing the realities of their communities (Nabobo-Baba, 2008; Sualii-Sauni & Fulu-Aiolupotea, 2014; Thaman, 1997). At the same time, utilising Pacific indigenous methods and approaches enabled research engagement with their communities that honoured and respected them and their communities. For example, Tongan, Samoan, and Fijian researchers used the talanoa method as a way to capture the stories, lived realities, and worldviews of their communities within education in the diaspora (Fa’avae, Jones, & Manu’atu, 2016; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014; Vaioleti, 2005). Tok stori was used by Solomon Islander educators and school leaders to highlight the unique circles of conversational practice and storytelling that leads to more positive engagement with their community members, capturing rich and meaningful narratives as a result (Sanga & Houma, 2004). The Indigenous Aborigine in Australia utilise yarning as a “relaxed discussion through which both the researcher and participant journey together visiting places and topics of interest relevant” (Bessarab & Ng’andu, 2010, p. 38). Despite the diverse forms of discussions and storytelling by indigenous peoples, of significance are the cultural protocols, ethics, and language for conducting and guiding the engagement (Bessarab & Ng’andu, 2010; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014). Through the ethics, values, protocols, and language, these are what makes indigenous methods or frameworks unique compared to western methods like in-depth interviews or semi-structured interviews. This is why it is important for us as Marshallese educators to frame, ground, and articulate how our own methods and frameworks of learning could be realised in western education (Heine, 2002; Jetnil-Kijiner, 2014). In this paper, we utilise bwebwenato as an appropriate method linked to “talk story”, capturing our collective stories and experiences during GCSL and how we sought to build partnerships and collaboration with each other, our communities, and the PSS. Bwebwenato and drawing from Kajin Majel Legends and stories that reflect Marshallese society and its cultural values have survived through our oral traditions. The practice of weaving also holds knowledge about our “valuable and earliest sources of knowledge” (Taafaki & Fowler, 2019, p. 2). The skilful navigation of Marshallese wayfarers on the walap (large canoes) in the ocean is testament of their leadership and the value they place on ensuring the survival and continuity of Marshallese people (Taafaki & Fowler, 2019; Walsh et al., 2012). During her graduate study in 2014, Kathy Jetnil-Kijiner conceptualised bwebwenato as being the most “well-known form of Marshallese orality” (p. 38). The Marshallese-English dictionary defined bwebwenato as talk, conversation, story, history, article, episode, lore, myth, or tale (cited in Jetnil Kijiner, 2014). Three years later in 2017, bwebwenato was utilised in a doctoral project by Natalie Nimmer as a research method to gather “talk stories” about the experiences of 10 Marshallese experts in knowledge and skills ranging from sewing to linguistics, canoe-making and business. Our collective bwebwenato in this paper centres on Marshallese ideas and language. The philosophy of Marshallese knowledge is rooted in our “Kajin Majel”, or Marshallese language and is shared and transmitted through our oral traditions. For instance, through our historical stories and myths. Marshallese philosophy, that is, the knowledge systems inherent in our beliefs, values, customs, and practices are shared. They are inherently relational, meaning that knowledge systems and philosophies within our world are connected, in mind, body, and spirit (Jetnil-Kijiner, 2014; Nimmer, 2017). Although some Marshallese believe that our knowledge is disappearing as more and more elders pass away, it is therefore important work together, and learn from each other about the knowledges shared not only by the living but through their lamentations and stories of those who are no longer with us (Jetnil-Kijiner, 2014). As a Marshallese practice, weaving has been passed-down from generation to generation. Although the art of weaving is no longer as common as it used to be, the artefacts such as the “jaki-ed” (clothing mats) continue to embody significant Marshallese values and traditions. For our weavers, the jouj (check spelling) is the centre of the mat and it is where the weaving starts. When the jouj is correct and weaved well, the remainder and every other part of the mat will be right. The jouj is symbolic of the “heart” and if the heart is prepared well, trained well, then life or all other parts of the body will be well (Taafaki & Fowler, 2019). In that light, we have applied the same to this paper. Conceptualising and drawing from cultural practices that are close and dear to our hearts embodies a significant ontological attempt to prioritize our own knowledge and language, a sense of endearment to who we are and what we believe education to be like for us and the next generation. The application of the phrase “Majolizing '' was used by the Ministry of Education when Hilda Heine was minister, to weave cultural ideas and language into the way that teachers understand the curriculum, develop lesson plans and execute them in the classroom. Despite this, there were still concerns with the embedded colonized practices where teachers defaulted to eurocentric methods of doing things, like the strategies provided in the textbooks given to us. In some ways, our education was slow to adjust to the “Majolizing '' intention by our former minister. In this paper, we provide Kanne Lobal as a way to contribute to the “Majolizing intention” and perhaps speed up yet still be collectively responsible to all involved in education. Kajin Wa and Kanne Lobal “Wa” is the Marshallese concept for canoe. Kajin wa, as in canoe language, has a lot of symbolic meaning linked to deeply-held Marshallese values and practices. The canoe was the foundational practice that supported the livelihood of harsh atoll island living which reflects the Marshallese social world. The experts of Kajin wa often refer to “wa” as being the vessel of life, a means and source of sustaining life (Kelen, 2009, cited in Miller, 2010). “Jouj” means kindness and is the lower part of the main hull of the canoe. It is often referred to by some canoe builders in the RMI as the heart of the canoe and is linked to love. The jouj is one of the first parts of the canoe that is built and is “used to do all other measurements, and then the rest of the canoe is built on top of it” (Miller, 2010, p. 67). The significance of the jouj is that when the canoe is in the water, the jouj is the part of the hull that is underwater and ensures that all the cargo and passengers are safe. For Marshallese, jouj or kindness is what living is about and is associated with selflessly carrying the responsibility of keeping the family and community safe. The parts of the canoe reflect Marshallese culture, legend, family, lineage, and kinship. They embody social responsibilities that guide, direct, and sustain Marshallese families’ wellbeing, from atoll to atoll. For example, the rojak (boom), rojak maan (upper boom), rojak kōrā (lower boom), and they support the edges of the ujelā/ujele (sail) (see figure 1). The literal meaning of rojak maan is male boom and rojak kōrā means female boom which together strengthens the sail and ensures the canoe propels forward in a strong yet safe way. Figuratively, the rojak maan and rojak kōrā symbolise the mother and father relationship which when strong, through the jouj (kindness and love), it can strengthen families and sustain them into the future. Figure 1. Parts of the canoe Source: https://www.canoesmarshallislands.com/2014/09/names-of-canoe-parts/ From a socio-cultural, communal, and leadership view, the canoe (wa) provides understanding of the relationships required to inspire and sustain Marshallese peoples’ education and learning. We draw from Kajin wa because they provide cultural ideas and practices that enable understanding of education and leadership necessary for sustaining Marshallese people and realities in Oceania. When building a canoe, the women are tasked with the weaving of the ujelā/ujele (sail) and to ensure that it is strong enough to withstand long journeys and the fierce winds and waters of the ocean. The Kanne Lobal relates to the front part of the ujelā/ujele (sail) where the rojak maan and rojak kōrā meet and connect (see the red lines in figure 1). Kanne Lobal is linked to the strategic use of the ujelā/ujele by navigators, when there is no wind north wind to propel them forward, to find ways to capture the winds so that their journey can continue. As a proverbial saying, Kanne Lobal is used to ignite thinking and inspire and transform practice particularly when the journey is rough and tough. In this paper we draw from Kanne Lobal to ignite, inspire, and transform our educational and leadership practices, a move to explore what has always been meaningful to Marshallese people when we are faced with challenges. The Kanne Lobal utilises our language, and cultural practices and values by sourcing from the concepts of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). A key Marshallese proverb, “Enra bwe jen lale rara”, is the cultural practice where families enact compassion through the sharing of food in all occurrences. The term “enra” is a small basket weaved from the coconut leaves, and often used by Marshallese as a plate to share and distribute food amongst each other. Bwe-jen-lale-rara is about noticing and providing for the needs of others, and “enra” the basket will help support and provide for all that are in need. “Enra-bwe-jen-lale-rara” is symbolic of cultural exchange and reciprocity and the cultural values associated with building and maintaining relationships, and constantly honouring each other. As a Marshallese practice, in this article we share our understanding and knowledge about the challenges as well as possible solutions for education concerns in our nation. In addition, we highlight another proverb, “wa kuk wa jimor”, which relates to having one canoe, and despite its capacity to feed and provide for the individual, but within the canoe all people can benefit from what it can provide. In the same way, we provide in this paper a cultural framework that will enable all educators to benefit from. It is a framework that is far-reaching and relevant to the lived realities of Marshallese people today. Kumit relates to people united to build strength, all co-operating and working together, living in peace, harmony, and good health. Kanne Lobal: conceptual framework for education and leadership An education framework is a conceptual structure that can be used to capture ideas and thinking related to aspects of learning. Kanne Lobal is conceptualised and framed in this paper as an educational framework. Kanne Lobal highlights the significance of education as a collective partnership whereby leadership is an important aspect. Kanne Lobal draws-from indigenous Marshallese concepts like kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness, heart). The role of a leader, including an education leader, is to prioritise collective learning and partnerships that benefits Marshallese people and the continuity and survival of the next generation (Heine, 2002; Thaman, 1995). As described by Ejnar Aerōk, an expert canoe builder in the RMI, he stated: “jerbal ippān doon bwe en maron maan wa e” (cited in Miller, 2010, p. 69). His description emphasises the significance of partnerships and working together when navigating and journeying together in order to move the canoe forward. The kubaak, the outrigger of the wa (canoe) is about “partnerships”. For us as elementary school leaders on Majuro, kubaak encourages us to value collaborative partnerships with each other as well as our communities, PSS, and other stakeholders. Partnerships is an important part of the Kanne Lobal education and leadership framework. It requires ongoing bwebwenato – the inspiring as well as confronting and challenging conversations that should be mediated and negotiated if we and our education stakeholders are to journey together to ensure that the educational services we provide benefits our next generation of young people in the RMI. Navigating ahead the partnerships, mediation, and negotiation are the core values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). As an organic conceptual framework grounded in indigenous values, inspired through our lived experiences, Kanne Lobal provides ideas and concepts for re-thinking education and leadership practices that are conducive to learning and teaching in the schooling context in the RMI. By no means does it provide the solution to the education ills in our nation. However, we argue that Kanne Lobal is a more relevant approach which is much needed for the negatively stigmatised system as a consequence of the various colonial administrations that have and continue to shape and reframe our ideas about what education should be like for us in the RMI. Moreover, Kannel Lobal is our attempt to decolonize the framing of education and leadership, moving our bwebwenato to re-framing conversations of teaching and learning so that our cultural knowledge and values are foregrounded, appreciated, and realised within our education system. Bwebwenato: sharing our stories In this section, we use bwebwenato as a method of gathering and capturing our stories as data. Below we capture our stories and ongoing conversations about the richness in Marshallese cultural knowledge in the outer islands and on Majuro and the potentialities in Kanne Lobal. Danny Jim When I was in third grade (9-10 years of age), during my grandfather’s speech in Arno, an atoll near Majuro, during a time when a wa (canoe) was being blessed and ready to put the canoe into the ocean. My grandfather told me the canoe was a blessing for the family. “Without a canoe, a family cannot provide for them”, he said. The canoe allows for travelling between places to gather food and other sources to provide for the family. My grandfather’s stories about people’s roles within the canoe reminded me that everyone within the family has a responsibility to each other. Our women, mothers and daughters too have a significant responsibility in the journey, in fact, they hold us, care for us, and given strength to their husbands, brothers, and sons. The wise man or elder sits in the middle of the canoe, directing the young man who help to steer. The young man, he does all the work, directed by the older man. They take advice and seek the wisdom of the elder. In front of the canoe, a young boy is placed there and because of his strong and youthful vision, he is able to help the elder as well as the young man on the canoe. The story can be linked to the roles that school leaders, teachers, and students have in schooling. Without each person knowing intricately their role and responsibility, the sight and vision ahead for the collective aspirations of the school and the community is difficult to comprehend. For me, the canoe is symbolic of our educational journey within our education system. As the school leader, a central, trusted, and respected figure in the school, they provide support for teachers who are at the helm, pedagogically striving to provide for their students. For without strong direction from the school leaders and teachers at the helm, the students, like the young boy, cannot foresee their futures, or envisage how education can benefit them. This is why Kanne Lobal is a significant framework for us in the Marshall Islands because within the practice we are able to take heed and empower each other so that all benefit from the process. Kanne Lobal is linked to our culture, an essential part of who we are. We must rely on our own local approaches, rather than relying on others that are not relevant to what we know and how we live in today’s society. One of the things I can tell is that in Majuro, compared to the outer islands, it’s different. In the outer islands, parents bring children together and tell them legends and stories. The elders tell them about the legends and stories – the bwebwenato. Children from outer islands know a lot more about Marshallese legends compared to children from the Majuro atoll. They usually stay close to their parents, observe how to prepare food and all types of Marshallese skills. Loretta Joseph Case There is little Western influence in the outer islands. They grow up learning their own culture with their parents, not having tv. They are closely knit, making their own food, learning to weave. They use fire for cooking food. They are more connected because there are few of them, doing their own culture. For example, if they’re building a house, the ladies will come together and make food to take to the males that are building the house, encouraging them to keep on working - “jemjem maal” (sharpening tools i.e. axe, like encouraging workers to empower them). It’s when they bring food and entertainment. Rubon Rubon Togetherness, work together, sharing of food, these are important practices as a school leader. Jemjem maal – the whole village works together, men working and the women encourage them with food and entertainment. All the young children are involved in all of the cultural practices, cultural transmission is consistently part of their everyday life. These are stronger in the outer islands. Kanne Lobal has the potential to provide solutions using our own knowledge and practices. Connie Joel When new teachers become a teacher, they learn more about their culture in teaching. Teaching raises the question, who are we? A popular saying amongst our people, “Aelon kein ad ej aelon in manit”, means that “Our islands are cultural islands”. Therefore, when we are teaching, and managing the school, we must do this culturally. When we live and breathe, we must do this culturally. There is more socialising with family and extended family. Respect the elderly. When they’re doing things the ladies all get together, in groups and do it. Cut the breadfruit, and preserve the breadfruit and pandanus. They come together and do it. Same as fishing, building houses, building canoes. They use and speak the language often spoken by the older people. There are words that people in the outer islands use and understand language regularly applied by the elderly. Respect elderly and leaders more i.e., chiefs (iroj), commoners (alap), and the workers on the land (ri-jerbal) (social layer under the commoners). All the kids, they gather with their families, and go and visit the chiefs and alap, and take gifts from their land, first produce/food from the plantation (eojōk). Tommy Almet The people are more connected to the culture in the outer islands because they help one another. They don’t have to always buy things by themselves, everyone contributes to the occasion. For instance, for birthdays, boys go fishing, others contribute and all share with everyone. Kanne Lobal is a practice that can bring people together – leaders, teachers, stakeholders. We want our colleagues to keep strong and work together to fix problems like students and teachers’ absenteeism which is a big problem for us in schools. Demetria Malachi The culture in the outer islands are more accessible and exposed to children. In Majuro, there is a mixedness of cultures and knowledges, influenced by Western thinking and practices. Kanne Lobal is an idea that can enhance quality educational purposes for the RMI. We, the school leaders who did GCSL, we want to merge and use this idea because it will help benefit students’ learning and teachers’ teaching. Kanne Lobal will help students to learn and teachers to teach though traditional skills and knowledge. We want to revitalize our ways of life through teaching because it is slowly fading away. Also, we want to have our own Marshallese learning process because it is in our own language making it easier to use and understand. Essentially, we want to proudly use our own ways of teaching from our ancestors showing the appreciation and blessings given to us. Way Forward To think of ways forward is about reflecting on the past and current learnings. Instead of a traditional discussion within a research publication, we have opted to continue our bwebwenato by sharing what we have learnt through the Graduate Certificate in School Leadership (GCSL) programme. Our bwebwenato does not end in this article and this opportunity to collaborate and partner together in this piece of writing has been a meaningful experience to conceptualise and unpack the Kanne Lobal framework. Our collaborative bwebwenato has enabled us to dig deep into our own wise knowledges for guidance through mediating and negotiating the challenges in education and leadership (Sanga & Houma, 2004). For example, bwe-jen-lale-rara reminds us to inquire, pay attention, and focus on supporting the needs of others. Through enra-bwe-jen-lale-rara, it reminds us to value cultural exchange and reciprocity which will strengthen the development and maintaining of relationships based on ways we continue to honour each other (Nimmer, 2017). We not only continue to support each other, but also help mentor the next generation of school leaders within our education system (Heine, 2002). Education and leadership are all about collaborative partnerships (Sanga & Chu, 2009; Thaman, 1997). Developing partnerships through the GCSL was useful learning for us. It encouraged us to work together, share knowledge, respect each other, and be kind. The values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity) are meaningful in being and becoming and educational leader in the RMI (Jetnil-Kijiner, 2014; Miller, 2010; Nimmer, 2017). These values are meaningful for us practice particularly given the drive by PSS for schools to become accredited. The workshops and meetings delivered during the GCSL in the RMI from 2018 to 2019 about Kanne Lobal has given us strength to share our stories and experiences from the meeting with the stakeholders. But before we met with the stakeholders, we were encouraged to share and speak in our language within our courses: EDP05 (Professional Development and Learning), EDP06 (School Leadership), EDP07 (School Management), EDP08 (Teaching and Learning), and EDP09 (Community Partnerships). In groups, we shared our presentations with our peers, the 15 school leaders in the GCSL programme. We also invited USP RMI staff. They liked the way we presented Kannel Lobal. They provided us with feedback, for example: how the use of the sail on the canoe, the parts and their functions can be conceptualised in education and how they are related to the way that we teach our own young people. Engaging stakeholders in the conceptualisation and design stages of Kanne Lobal strengthened our understanding of leadership and collaborative partnerships. Based on various meetings with the RMI Pacific Resources for Education and Learning (PREL) team, PSS general assembly, teachers from the outer islands, and the PSS executive committee, we were able to share and receive feedback on the Kanne Lobal framework. The coordinators of the PREL programme in the RMI were excited by the possibilities around using Kanne Lobal, as a way to teach culture in an inspirational way to Marshallese students. Our Marshallese knowledge, particularly through the proverbial meaning of Kanne Lobal provided so much inspiration and insight for the groups during the presentation which gave us hope and confidence to develop the framework. Kanne Lobal is an organic and indigenous approach, grounded in Marshallese ways of doing things (Heine, 2002; Taafaki & Fowler, 2019). Given the persistent presence of colonial processes within the education system and the constant reference to practices and initiatives from the US, Kanne Lobal for us provides a refreshing yet fulfilling experience and makes us feel warm inside because it is something that belongs to all Marshallese people. Conclusion Marshallese indigenous knowledge and practices provide meaningful educational and leadership understanding and learnings. They ignite, inspire, and transform thinking and practice. The Kanne Lobal conceptual framework emphasises key concepts and values necessary for collaborative partnerships within education and leadership practices in the RMI. The bwebwenato or talk stories have been insightful and have highlighted the strengths and benefits that our Marshallese ideas and practices possess when looking for appropriate and relevant ways to understand education and leadership. Acknowledgements We want to acknowledge our GCSL cohort of school leaders who have supported us in the development of Kanne Lobal as a conceptual framework. A huge kommol tata to our friends: Joana, Rosana, Loretta, Jellan, Alvin, Ellice, Rolando, Stephen, and Alan. References Benson, C. (2002). Preface. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (p. iv). Suva, Fiji: University of the South Pacific, Institute of Education. Bessarab, D., Ng’andu, B. (2010). Yarning about yarning as a legitimate method in indigenous research. International Journal of Critical Indigenous Studies, 3(1), 37-50. Fa’avae, D., Jones, A., & Manu’atu, L. (2016). Talanoa’i ‘a e talanoa - talking about talanoa: Some dilemmas of a novice researcher. AlterNative: An Indigenous Journal of Indigenous Peoples,12(2),138-150. Heine, H. C. (2002). A Marshall Islands perspective. In F. Pene, A. M. Taufe’ulungaki, & C. 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The purpose of this article to investigate the working and living conditions of teachers under China’s market economy, with a focus on urban and rural schools. This paper is a case study of teachers in Hunan province, representing Central China. A total of eighteen teachers in seven different schools participated in the study. The analysis of data shows that teachers experience change of teaching as reflected in the shift to learner-centred approaches, as well as changes of curriculum, textbooks and teacher evaluation. Under market economy, Chinese educational system still possesses urban rural inequalities, for the same or different reasons. The urban rural gap is reflected in teachers’ living and working conditions including salary, benefit, pension, available teaching resources, and school environment. It is also reflected in the opportunities they have.

How to preserve culture is to be taught and taught as early as possible to the next generation.The most important period in cultural absorption is adolescence, so it is necessary to involve culture in formal education. Women are important to examine, because women have many rules in her living. As a "mother" who will teach the manners and politeness to her child. Women in folklore are examples from culture to guide life. The method used in this research is the narrative analysis. This method has three stages:looking for defferences of plot and story, searching for structure in narration and identifying character in Madurese folklore on Madurese Language Lesson Materials. The object of this research is the Madurese Language Lesson Materials and the subject of this research is Madurese women. The results of the analysis of Women in Madurese Language Instruction Materials are described as weak figures despite being present in harsh and difficult life environments, having a high religiosity value and having an adventurous spirit.Keywords: Narative Analysis, Madurese Women, Madurese Language Textbook.

On the night of 31 August, 1888, Mary Ann ‘Polly’ Nichols was found murdered in Buck’s Row, her throat slashed and her body mutilated. She was followed by Annie Chapman on 8 September in the year of 29 Hanbury Street, Elizabeth Stride in Dutfield’s Yard and Catherine Eddowes in Mitre Square on 30 September, and finally Mary Jane Kelly in Miller’s Court, on 9 November. These five women, all prostitutes, were victims of an unknown assailant commonly referred to by the epithet ‘Jack the Ripper’, forming an official canon which excludes at least thirteen other cases around the same time. As the Ripper was never identified or caught, he has attained an almost supernatural status in London’s history and literature, immortalised alongside other iconic figures such as Sherlock Holmes. And his killing ground, the East End suburb of Whitechapel, has become notorious in its own right. In this article, I will discuss how Whitechapel developed as a Gothic location through the body of literature devoted to the Whitechapel murders of 1888, known as 'Ripperature'. I will begin by speaking to the turn of Gothic literature towards the idea of the city as a Gothic space, before arguing that Whitechapel's development into a Gothic location may be attributed to the threat of the Ripper and the literature which emerged during and after his crimes. As a working class slum with high rates of crime and poverty, Whitechapel already enjoyed an evil reputation in the London press. However, it was the presence of Jack that would make the suburb infamous into contemporary times. The Gothic Space of the City In the nineteenth century, there was a shift in the representation of space in Gothic literature. From the depiction of the wilderness and ancient buildings such as castles as essentially Gothic, there was a turn towards the idea of the city as a Gothic space. David Punter attributes this turn to Robert Louis Stevenson’s 1886 novel The Strange Case of Dr. Jekyll and Mr. Hyde. The wild landscape is no longer considered as dangerous as the savage city of London, and evil no longer confined only to those of working-class status (Punter 191). However, it has been argued by Lawrence Phillips and Anne Witchard that Charles Dickens may have been the first author to present London as a Gothic city, in particular his description of Seven Dials in Bell’s Life in London, 1837, where the anxiety and unease of the narrator is associated with place (11). Furthermore, Thomas de Quincey uses Gothic imagery in his descriptions of London in his 1821 book Confessions of an English Opium-Eater, calling the city a “vast centre of mystery” (217). This was followed in 1840 with Edgar Allen Poe’s story The Man of the Crowd, in which the narrator follows a stranger through the labyrinthine streets of London, experiencing its poorest and most dangerous areas. At the end of the story, Poe calls the stranger “the type and the genius of deep crime (...) He is the man of the crowd” (n. p). This association of crowds with crime is also used by Jack London in his book The People of the Abyss, published in 1905, where the author spent time living in the slums of the East End. Even William Blake could be considered to have used Gothic imagery in his description of the city in his poem London, written in 1794. The Gothic city became a recognisable and popular trope in the fin-de-siècle, or end-of-century Gothic literature, in the last few decades of the nineteenth century. This fin-de-siècle literature reflected the anxieties inherent in increasing urbanisation, wherein individuals lose their identity through their relationship with the city. Examples of fin-de-siècle Gothic literature include The Beetle by Richard Marsh, published in 1897, and Bram Stoker’s Dracula, published in the same year. Evil is no longer restricted to foreign countries in these stories, but infects familiar city streets with terror, in a technique that is described as ‘everyday Gothic’ (Paulden 245). The Gothic city “is constructed by man, and yet its labyrinthine alleys remain unknowable (...) evil is not externalized elsewhere, but rather literally exists within” (Woodford n.p). The London Press and Whitechapel Prior to the Ripper murders of 1888, Whitechapel had already been given an evil reputation in the London press, heavily influenced by W.T. Stead’s reports for The Pall Mall Gazette, entitled The Maiden Tribute of Modern Babylon, in 1885. In these reports, Stead revealed how women and children were being sold into prostitution in suburbs such as Whitechapel. Stead used extensive Gothic imagery in his writing, one of the most enduring being the image of London as a labyrinth with a monstrous Minotaur at its centre, swallowing up his helpless victims. Counter-narratives about Whitechapel do exist, an example being Henry Mayhew’s London Labour and the London Poor, who attempted to demystify the East End by walking the streets of Whitechapel and interviewing its inhabitants in the 1860’s. Another is Arthur G. Morrison, who in 1889 dismissed the graphic descriptions of Whitechapel by other reporters as amusing to those who actually knew the area as a commercially respectable place. However, the Ripper murders in the autumn of 1888 ensured that the Gothic image of the East End would become the dominant image in journalism and literature for centuries to come. Whitechapel was a working-class slum, associated with poverty and crime, and had a large Jewish and migrant population. Indeed the claim was made that “had Whitechapel not existed, according to the rationalist, then Jack the Ripper would not have marched against civilization” (Phillips 157). Whitechapel was known as London’s “heart of darkness (…) the ultimate threat and the ultimate mystery” (Ackroyd 679). Therefore, the reporters of the London press who visited Whitechapel during and immediately following the murders understandably imbued the suburb with a Gothic atmosphere in their articles. One such newspaper article, An Autumn Evening in Whitechapel, released in November of 1888, demonstrates these characteristics in its description of Whitechapel. The anonymous reporter, writing during the Ripper murders, describes the suburb as a terrible dark ocean in which there are human monsters, where a man might get a sense of what humanity can sink to in areas of poverty. This view was shared by many, including author Margaret Harkness, whose 1889 book In Darkest London described Whitechapel as a monstrous living entity, and as a place of vice and depravity. Gothic literary tropes were also already widely used in print media to describe murders and other crimes that happened in London, such as in the sensationalist newspaper The Illustrated Police News. An example of this is an illustration published in this newspaper after the murder of Mary Kelly, showing the woman letting the Ripper into her lodgings, with the caption ‘Opening the door to admit death’. Jack is depicted as a manifestation of Death itself, with a grinning skull for a head and clutching a doctor’s bag filled with surgical instruments with which to perform his crimes (Johnston n.p.). In the magazine Punch, Jack was depicted as a phantom, the ‘Nemesis of Neglect’, representing the poverty of the East End, floating down an alleyway with his knife looking for more victims. The Ripper murders were explained by London newspapers as “the product of a diseased environment where ‘neglected human refuse’ bred crime” (Walkowitz 194). Whitechapel became a Gothic space upon which civilisation projected their inadequacies and fears, as if “it had become a microcosm of London’s own dark life” (Ackroyd 678). And in the wake of Jack the Ripper, this writing of Whitechapel as a Gothic space would only continue, with the birth of ‘Ripperature’, the body of fictional and non-fiction literature devoted to the murders. The Birth of Ripperature: The Curse upon Mitre Square and Leather Apron John Francis Brewer wrote the first known text about the Ripper murders in October of 1888, a sensational horror monograph entitled The Curse upon Mitre Square. Brewer made use of well-known Gothic tropes, such as the trans-generational curse, the inclusion of a ghost and the setting of an old church for the murder of an innocent woman. Brewer blended fact and fiction, making the Whitechapel murderer the inheritor, or even perhaps the victim of an ancient curse that hung over Mitre Square, where the second murdered prostitute, Catherine Eddowes, had been found the month before. According to Brewer, the curse originated from the murder of a woman in 1530 by her brother, a ‘mad monk’, on the steps of the high altar of the Holy Trinity Church in Aldgate. The monk, Martin, committed suicide, realising what he had done, and his ghost now appears pointing to the place where the murder occurred, promising that other killings will follow. Whitechapel is written as both a cursed and haunted Gothic space in The Curse upon Mitre Square. Brewer’s description of the area reflected the contemporary public opinion, describing the Whitechapel Road as a “portal to the filth and squalor of the East” (66). However, Mitre Square is the former location of a monastery torn down by a corrupt politician; this place, which should have been holy ground, is cursed. Mitre Square’s atmosphere ensures the continuation of violent acts in the vicinity; indeed, it seems to exude a self-aware and malevolent force that results in the death of Catherine Eddowes centuries later. This idea of Whitechapel as somehow complicit in or even directing the acts of the Ripper will later become a popular trope of Ripperature. Brewer’s work was advertised in London on posters splashed with red, a reminder of the blood spilled by the Ripper’s victims only weeks earlier. It was also widely promoted by the media and reissued in New York in 1889. It is likely that a ‘suggestion effect’ took place during the telegraph-hastened, press-driven coverage of the Jack the Ripper story, including Brewer’s monograph, spreading the image of Gothic Whitechapel as fact to the world (Dimolianis 63). Samuel E. Hudson’s account of the Ripper murders differs in style from Brewer’s because of his attempt to engage critically with issues such as the failure of the police force to find the murderer and the true identity of Jack. His book Leather Apron; or, the Horrors of Whitechapel, London, was published in December of 1888. Hudson described the five murders canonically attributed to Jack, wrote an analysis of the police investigation that followed, and speculated as to the Ripper’s motivations. Despite his intention to examine the case objectively, Hudson writes Jack as a Gothic monster, an atavistic and savage creature prowling Whitechapel to satisfy his bloodlust. Jack is associated with several Gothic tropes in Hudson’s work, and described as different types of monsters. He is called: a “fiend bearing a charmed and supernatural existence,” a “human vampire”, an “incarnate monster” and even, like Brewer, the perpetrator of “ghoulish butchery” (Hudson 40). Hudson describes Whitechapel as “the worst place in London (...) with innumerable foul and pest-ridden alleys” (9). Whitechapel becomes implicated in the Ripper murders because of its previously established reputation as a crime-ridden slum. Poverty forced women into prostitution, meaning they were often out alone late at night, and its many courts and alleyways allowed the Ripper an easy escape from his pursuers after each murder (Warwick 560). The aspect of Whitechapel that Hudson emphasises the most is its darkness; “off the boulevard, away from the streaming gas-jets (...) the knave ran but slight chance of interruption” (40). Whitechapel is a place of shadows, its darkest places negotiated only by ‘fallen women’ and their clients, and Jack himself. Hudson’s casting of Jack as a vampire makes his preference for the night, and his ability to skilfully disembowel prostitutes and disappear without a trace, intelligible to his readers as the attributes of a Gothic monster. Significantly, Hudson’s London is personified as female, the same sex as the Ripper victims, evoking a sense of passive vulnerability against the acts of the masculine and predatory Jack, Hudson writing that “it was not until four Whitechapel women had perished (...) that London awoke to the startling fact that a monster was at work upon her streets” (8). The Complicity of Gothic Whitechapel in the Ripper Murders This seeming complicity of Whitechapel as a Gothic space in the Ripper murders, which Brewer and Hudson suggest in their work, can be seen to have influenced subsequent representations of Whitechapel in Ripperature. Whitechapel is no longer simply the location in which these terrible events take place; they happen because of Whitechapel itself, the space exerting a self-conscious malevolence and kinship with Jack. Historically, the murders forced Queen Victoria to call for redevelopment in Spitalfields, the improvement of living conditions for the working class, and for a better police force to patrol the East End to prevent similar crimes (Sugden 2). The fact that Jack was never captured “seemed only to confirm the impression that the bloodshed was created by the foul streets themselves: that the East End was the true Ripper,” (Ackroyd 678) using the murderer as a way to emerge into the public consciousness. In Ripperature, this idea was further developed by the now popular image of Jack “stalking the black alleyways [in] thick swirling fog” (Jones 15). This otherworldly fog seems to imply a mystical relationship between Jack and Whitechapel, shielding him from view and disorientating his victims. Whitechapel shares the guilt of the murders as a malevolent and essentially pagan space. The notion of Whitechapel as being inscribed with paganism and magic has become an enduring and popular trope of Ripperature. It relates to an obscure theory that drawing lines between the locations of the first four Ripper murders created Satanic and profane religious symbols, suggesting that they were predetermined locations for a black magic ritual (Odell 217). This theory was expanded upon most extensively in Alan Moore’s graphic novel From Hell, published in 1999. In From Hell, Jack connects several important historical and religious sites around London by drawing a pentacle on a map of the city. He explains the murders as a reinforcement of the pentacle’s “lines of power and meaning (...) this pentacle of sun gods, obelisks and rational male fire, within unconsciousness, the moon and womanhood are chained” (Moore 4.37). London becomes a ‘textbook’, a “literature of stone, of place-names and associations,” stretching back to the Romans and their pagan gods (Moore 4.9). Buck’s Row, the real location of the murder of Mary Ann Nichols, is pagan in origin; named for the deer that were sacrificed on the goddess Diana’s altars. However, Moore’s Whitechapel is also Hell itself, the result of Jack slipping further into insanity as the murders continue. From Hell is illustrated in black and white, which emphasises the shadows and darkness of Whitechapel. The buildings are indistinct scrawls of shadow, Jack often nothing more than a silhouette, forcing the reader to occupy the same “murky moral and spiritual darkness” that the Ripper does (Ferguson 58). Artist Eddie Campbell’s use of shade and shadow in his illustrations also contribute to the image of Whitechapel-as-Hell as a subterranean place. Therefore, in tracing the representations of Whitechapel in the London press and in Ripperature from 1888 onwards, the development of Whitechapel as a Gothic location becomes clear. From the geographical setting of the Ripper murders, Whitechapel has become a Gothic space, complicit in Jack’s work if not actively inspiring the murders. Whitechapel, although known to the public before the Ripper as a crime-ridden slum, developed into a Gothic space because of the murders, and continues to be associated with the Gothic in contemporary Ripperature as an uncanny and malevolent space “which seems to compel recognition as not of this earth" (Ackroyd 581). References Anonymous. “An Autumn Evening in Whitechapel.” Littell’s Living Age, 3 Nov. 1888. Anonymous. “The Nemesis of Neglect.” Punch, or the London Charivari, 29 Sep. 1888. Ackroyd, Peter. London: The Biography. Great Britain: Vintage, 2001. Brewer, John Francis. The Curse upon Mitre Square. London: Simpkin, Marshall and Co, 1888. De Quincey, Thomas. Confessions of an English Opium-Eater. Boston: Ticknor, Reed and Fields, 1850. Dimolianis, Spiro. Jack the Ripper and Black Magic: Victorian Conspiracy Theories, Secret Societies and the Supernatural Mystique of the Whitechapel Murders. North Carolina: McFarland and Co, 2011. Ferguson, Christine. “Victoria-Arcana and the Misogynistic Poetics of Resistance in Iain Sinclair’s White Chappell, Scarlet Tracings and Alan Moore’s From Hell.” Lit: Literature Interpretation Theory 20.1-2 (2009): 58. Harkness, Mary, In Darkest London. London: Hodder and Staughton, 1889. Hudson, Samuel E. Leather Apron; or, the Horrors of Whitechapel. London, Philadelphia, 1888. Johnstone, Lisa. “Rippercussions: Public Reactions to the Ripper Murders in the Victorian Press.” Casebook 15 July 2012. 18 Aug. 2014 ‹http://www.casebook.org/dissertations/rippercussions.html›. London, Jack. The People of the Abyss. New York: Lawrence Hill, 1905. Mayhew, Henry. London Labour and the London Poor, Volume 1. London: Griffin, Bohn and Co, 1861. Moore, Alan, Campbell, Eddie. From Hell: Being a Melodrama in Sixteen Parts. London: Knockabout Limited, 1999. Morrison, Arthur G. “Whitechapel.” The Palace Journal. 24 Apr. 1889. Odell, Robin. Ripperology: A Study of the World’s First Serial Killer and a Literary Phenomenon. Michigan: Sheridan Books, 2006. Paulden, Arthur. “Sensationalism and the City: An Explanation of the Ways in Which Locality Is Defined and Represented through Sensationalist Techniques in the Gothic Novels The Beetle and Dracula.” Innervate: Leading Undergraduate Work in English Studies 1 (2008-2009): 245. Phillips, Lawrence, and Anne Witchard. London Gothic: Place, Space and the Gothic Imagination. London: Continuum International, 2010. Poe, Edgar Allen. “The Man of the Crowd.” The Works of Edgar Allen Poe. Vol. 5. Raven ed. 15 July 2012. 18 Aug. 2014 ‹http://www.gutenberg.org/files/2151/2151-h/2151-h.htm›. Punter, David. A New Companion to the Gothic. Sussex: Blackwell Publishing, 2012. Stead, William Thomas. “The Maiden Tribute of Modern Babylon.” The Pall Mall Gazette, 6 July 1885. Sugden, Peter. The Complete History of Jack the Ripper. London: Robinson Publishing, 2002. Walkowitz, Judith R. City of Dreadful Delight: Narratives of Sexual Danger in Late-Victorian London, London: Virago, 1998. Woodford, Elizabeth. “Gothic City.” 15 July 2012. 18 Aug. 2014 ‹http://courses.nus.edu.au/sg/ellgohbh/gothickeywords.html›.

Story spreads out through time the behaviors or bodies – the shapes – a self has been or will be, each replacing the one before. Hence a story has before and after, gain and loss. It goes somewhere…Moreover, shape or body is crucial, not incidental, to story. It carries story; it makes story visible; in a sense it is story. Shape (or visible body) is in space what story is in time. (Bynum, quoted in Garland Thomson, 113-114) Drawing on Goffman’s classic work on stigma, research documenting the existence of discrimination and bias against individuals classified as obese goes back five decades. Since Cahnman published “The Stigma of Obesity” in 1968, other researchers have well documented systematic and growing discrimination against fat people (cf. Puhl and Brownell; Puhl and Heuer; Puhl and Heuer; Fikkan and Rothblum). While weight-based stereotyping has a long history (Chang and Christakis; McPhail; Schwartz), contemporary forms of anti-fat stigma and discrimination must be understood within a social and economic context of neoliberal healthism. By neoliberal healthism (see Crawford; Crawford; Metzel and Kirkland), I refer to the set of discourses that suggest that humans are rational, self-determining actors who independently make their own best choices and are thus responsible for their life chances and health outcomes. In such a context, good health becomes associated with proper selfhood, and there are material and social consequences for those who either unwell or perceived to be unwell. While the greatest impacts of size-based discrimination are structural in nature, the interpersonal impacts are also significant. Because obesity is commonly represented (at least partially) as a matter of behavioral choices in public health, medicine, and media, to “remain fat” is to invite commentary from others that one is lacking in personal responsibility. Guthman suggests that this lack of empathy “also stems from the growing perception that obesity presents a social cost, made all the more tenable when the perception of health responsibility has been reversed from a welfare model” (1126). Because weight loss is commonly held to be a reasonable and feasible goal and yet is nearly impossible to maintain in practice (Kassierer and Angell; Mann et al.; Puhl and Heuer), fat people are “in effect, asked to do the impossible and then socially punished for failing” (Greenhalgh, 474). In this article, I explore how weight-based stigma shaped the decisions of bariatric patients to undergo weight loss surgery. In doing so, I underline the work that emotion does in circulating anti-fat stigma and in creating categories of subjects along lines of health and responsibility. As well, I highlight how fat bodies are lived and negotiated in space and place. I then explore ways in which participants take up notions of time, specifically in regard to risk, in discussing what brought them to the decision to have bariatric surgery. I conclude by arguing that it is a dynamic interaction between the material, social, emotional, discursive, and the temporal that produces not only fat embodiment, but fat subjectivity “failed”, and serves as an impetus for seeking bariatric surgery. Methods This article is based on 30 semi-structured interviews with American bariatric patients. At the time of the interview, individuals were between six months and 12 years out from surgery. After obtaining Intuitional Review Board approval, recruitment occurred through a snowball sample. All interviews were audio-taped with permission and verbatim interview transcripts were analyzed by means of a thematic analysis using Dedoose (www.dedoose.com). All names given in this article are pseudonyms. This work is part of a larger project that includes two additional interviews with bariatric surgeons as well as participant-observation research. Findings Navigating Anti-Fat Stigma In discussing what it was like to be fat, all but one of the individuals I interviewed discussed experiencing substantive size-based stigma and discrimination. Whether through overt comments, indirect remarks, dirty looks, open gawking, or being ignored and unrecognized, participants felt hurt, angry, and shamed by friends, family, coworkers, medical providers, and strangers on the street because of the size of their bodies. Several recalled being bullied and even physically assaulted by peers as children. Many described the experience of being fat or very fat as one of simultaneous hypervisibility and invisibility. One young woman, Kaia, said: “I absolutely was not treated like a person … . I was just like this object to people. Just this big, you know, thing. That’s how people treated me.” Nearly all of my participants described being told repeatedly by others, including medical professionals, that their inability to lose weight was effectively a failure of the will. They found these comments to be particularly hurtful because, in fact, they had spent years, even decades, trying to lose weight only to gain the weight back plus more. Some providers and family members seemed to take up the idea that shame could be a motivating force in weight loss. However, as research by Lewis et al.; Puhl and Huerer; and Schafer and Ferraro has demonstrated, the effect this had was the opposite of what was intended. Specifically, a number of the individuals I spoke with delayed care and avoided health-facilitating behaviors, like exercising, because of the discrimination they had experienced. Instead, they turned to health-harming practices, like crash dieting. Moreover, the internalization of shame and blame served to lower a sense of self-worth for many participants. And despite having a strong sense that something outside of personal behavior explained their escalating body weights, they deeply internalized messages about responsibility and self-control. Danielle, for instance, remarked: “Why could the one thing I want the most be so impossible for me to maintain?” It is important to highlight the work that emotion does in circulating such experiences of anti-fat stigma and discrimination. As Fraser et al have argued in their discussion on fat and emotion, the social, the emotional, and the corporeal cannot be separated. Drawing on Ahmed, they argue that strong emotions are neither interior psychological states that work between individuals nor societal states that impact individuals. Rather, emotions are constitutive of subjects and collectivities, (Ahmed; Fraser et al.). Negative emotions in particular, such as hate and fear, produce categories of people, by defining them as a common threat and, in the process, they also create categories of people who are deemed legitimate and those who are not. Thus following Fraser et al, it is possible to see that anti-fat hatred did more than just negatively impact the individuals I spoke with. Rather, it worked to produce, differentiate, and drive home categories of people along lines of health, weight, risk, responsibility, and worth. In this next section, I examine the ways in which anti-fat discrimination works at the interface of not only the discursive and the emotive, but the material as well. Big Bodies, Small Spaces When they discussed their previous lives as very fat people, all of the participants made reference to a social and built environment mismatch, or in Garland Thomson’s terms, a “misfit”. A misfit occurs “when the environment does not sustain the shape and function of the body that enters it” (594). Whereas the built environment offers a fit for the majority of bodies, Garland Thomson continues, it also creates misfits for minority forms of embodiment. While Garland Thomson’s analysis is particular to disability, I argue that it extends to fat embodiment as well. In discussing what it was like to navigate the world as fat, participants described both the physical and emotional pain entailed in living in bodies that did not fit and frequently discussed the ways in which leaving the house was always a potential, anxiety-filled problem. Whereas all of the participants I interviewed discussed such misfitting, it was notable that participants in the Greater New York City area (70% of the sample) spoke about this topic at length. Specifically, they made frequent and explicit mentions of the particular interface between their fat bodies and the Metropolitan Transit Authority (MTA), and the tightly packed spaces of the city itself. Greater New York City area participants frequently spoke of the shame and physical discomfort in having to stand on public transportation for fear that they would be openly disparaged for “taking up too much room.” Some mentioned that transit seats were made of molded plastic, indicating by design the amount of space a body should occupy. Because they knew they would require more space than what was allotted, these participants only took seats after calculating how crowded the subway or train car was and how crowded it would likely become. Notably, the decision to not take a seat was one that was made at a cost for some of the larger individuals who experienced joint pain. Many participants stated that the densely populated nature of New York City made navigating daily life very challenging. In Talia’s words, “More people, more obstacles, less space.” Participants described always having to be on guard, looking for the next obstacle. As Candice put it: “I would walk in some place and say, ‘Will I be able to fit? Will I be able to manoeuvre around these people and not bump into them?’ I was always self-conscious.” Although participants often found creative solutions to navigating the hostile environment of both the MTA and the city at large, they also identified an increasing sense of isolation that resulted from the physical discomfort and embarrassment of not fitting in. For instance, Talia rarely joined her partner and their friends on outings to movies or the theater because the seats were too tight. Similarly, Decenia would make excuses to her husband in order to avoid social situations outside of the home: “I’d say to my husband, ‘I don’t feel well, you go.’ But you know what? It was because I was afraid not to fit, you know?” The anticipatory scrutinizing described by these participants, and the anxieties it produced, echoes Kirkland’s contention that fat individuals use the technique of ‘scanning’ in order to navigate and manage hostile social and built environments. Scanning, she states, involves both literally rapidly looking over situations and places to determine accessibility, as well as a learned assessment and observation technique that allows fat people to anticipate how they will be received in new situations and new places. For my participants, worries about not fitting were more than just internal calculation. Rather, others made all too clear that fat bodies are not welcome. Nina recalled nasty looks she received from other subway riders when she attempted to sit down. Decenia described an experience on a crowded commuter train in which the woman next to her openly expressed annoyance and disgust that their thighs were touching. Talia recalled being aggressively handed a weight loss brochure by a fellow passenger. When asked to contrast their experiences living in New York City with having travelled or lived elsewhere, participants almost universally described the New York as a more difficult place to live for fat people. However, the experiences of three of the Latinas that I interviewed troubled this narrative. Katrina felt that the harassment she received in her country of origin, the Dominican Republic, was far worse than what she now experienced in the New York Metropolitan Area. Although Decenia detailed painful experiences of anti-fat stigma in New York City, she nevertheless described her life as relatively “easy” compared to what it was like in her home country of Brazil. And Denisa contrasted her neighbourhood of East Harlem with other parts of Manhattan: “In Harlem it's different. Everybody is really fat or plump – so you feel a bit more comfortable. Not everybody, but there's a mix. Downtown – there's no mix.” Collectively, their stories serve as a reminder (see Franko et al.; Grabe and Hyde) to be suspicious of over determined accounts that “Latino culture” is (or people of colour communities in general are), more accepting of larger bodies and more resistant to weight-based stigma and discrimination. Their comments also reflect arguments made by Colls, Grosz, and Garland Thomson, who have all pointed to the contingent nature between space and bodies. Colls argue that sizing is both a material and an emotional process – what size we take ourselves to be shifts in different physical and emotional contexts. Grosz suggests that there is a “mutually constitutive relationship between bodies and cities” – one that, I would add, is raced, classed, and gendered. Garland Thomson has described the relationship between bodies and space/place as “a dynamic encounter between world and flesh.” These encounters, she states, are always contingent and situated: “When the spatial and temporal context shifts, so does the fit, and with it meanings and consequences” (592). In this sense, fat is materialized differently in different contexts and in different scales – nation, state, city, neighbourhood – and the materialization of fatness is always entangled with raced, classed, and gendered social and political-economic relations. Nevertheless, it is possible to draw some structural commonalities between divergent parts of the Greater New York City Metropolitan Area. Specifically, a dense population, cramped physical spaces, inaccessible transportation and transportation funding cuts, social norms of fast paced life, and elite, raced, classed, and gendered norms of status and beauty work to materialize fatness in such a way that a ‘misfit’ is often the result for fat people who live and/or work in this area. And importantly, misfitting, as Garland Thomson argues, has consequences: it literally “casts out” when the “shape and function of … bodies comes into conflict with the shape and stuff of the built world” (594). This casting out produces some bodies as irrelevant to social and economic life, resulting in segregation and isolation. To misfit, she argues, is to be denied full citizenship. Responsibilising the Present Garland Thomson, discussing Bynum’s statement that “shape carries story”, argues the following: “the idea that shape carries story suggests … that material bodies are not only in the spaces of the world but that they are entwined with temporality as well” (596). In this section, I discuss how participants described their decisions to get weight loss surgery by making references to the need take responsibility for health now, in the present, in order to avoid further and future morbidity and mortality. Following Adams et al., I look at how the fat body is lived in a state of constant anticipation – “thinking and living toward the future” (246). All of the participants I spoke with described long histories of weight cycling. While many managed to lose weight, none were able to maintain this weight loss in the long term – a reality consistent with the medical fact that dieting does not produce durable results (Kassirer and Angell; Mann et al.; Puhl and Heuer). They experienced this inability as not only distressing, but terrifying, as they repeatedly regained the lost weight plus more. When participants discussed their decisions to have surgery, they highlighted concerns about weight related comorbidities and mobility limitations in their explanations. Consistent then with Boero, Lopez, and Wadden et al., the participants I spoke with did not seek out surgery in hopes of finding a permanent way to become thin, but rather a permanent way to become healthy and normal. Concerns about what is considered to be normative health, more than simply concerns about what is held to be an appropriate appearance, motivated their decisions. Significantly, for these participants the decision to have bariatric surgery was based on concerns about future morbidity (and mortality) at least as much, if not more so, than on concerns about a current state of ill health and impairment. Some individuals I spoke with were unquestionably suffering from multiple chronic and even life threatening illnesses and feared they would prematurely die from these conditions. Other participants, however, made the decision to have bariatric surgery despite the fact that they had no comorbidities whatsoever. Motivating their decisions was the fear that they would eventually develop them. Importantly, medial providers explicitly and repeatedly told all of these participants that lest they take drastic and immediate action, they would die. For example: Faith’s reproductive endocrinologist said: “you’re going to have diabetes by the time you’re 30; you’re going to have a stroke by the time you’re 40. And I can only hope that you can recover enough from your stroke that you’ll be able to take care of your family.” Several female participants were warned that without losing weight, they would either never become pregnant or they would die in childbirth. By contrast, participants stated that their bariatric surgeons were the first providers they had encountered to both assert that obesity was a medical condition outside of their control and to offer them a solution. Within an atmosphere in which obesity is held to be largely or entirely the result of behavioural choices, the bariatric profession thus positions itself as unique by offering both understanding and what it claims to be a durable treatment. Importantly, it would be a mistake to conclude that some bariatric patients needed surgery while others choose it for the wrong reasons. Regardless of their states of health at the time they made the decision to have surgery, the concerns that drove these patients to seek out these procedures were experienced as very real. Whether or not these concerns would have materialized as actual health conditions is unknown. Furthermore, bariatric patients should not be seen as having been duped or suffering from ‘false consciousness.’ Rather, they operate within a particular set of social, cultural, and political-economic conditions that suggest that good citizenship requires risk avoidance and personal health management. As these individuals experienced, there are material and social consequences for ‘failing’ to obtain normative conceptualizations of health. This set of conditions helps to produce a bariatric patient population that includes both those who were contending with serious health concerns and those who feared they would develop them. All bariatric patients operate within this set of conditions (as do medical providers) and make decisions regarding health (current, future, or both) by using the resources available to them. In her work on the temporalities of dieting, Coleman argues that rather than seeing dieting as a linear and progressive event, we might think of it instead a process that brings the future into the present as potential. Adams et al suggest concerns about potential futures, particularly in regard to health, are a defining characteristic of our time. They state: “The present is governed, at almost every scale, as if the future is what matters most. Anticipatory modes enable the production of possible futures that are lived and felt as inevitable in the present, rendering hope and fear as important political vectors” (249). The ability to act in the present based on potential future risks, they argue, has become a moral imperative and a marker of proper of citizenship. Importantly, however, our work to secure the ‘best possible future’ is never fully assured, as risks are constantly changing. The future is thus always uncertain. Acting responsibly in the present therefore requires “alertness and vigilance as normative affective states” (254). Importantly, these anticipations are not diagnostic, but productive. As Adams et al state, “the future arrives already formed in the present, as if the emergency has already happened…a ‘sense’ of the simultaneous uncertainty and inevitability of the future, usually manifest in entanglements of fear and hope” (250). It is in this light, then, that we might see the decision to have bariatric surgery. For these participants, their future weight-related morbidity and mortality had already arrived in the present and thus they felt they needed to act responsibly now, by undergoing what they had been told was the only durable medical intervention for obesity. The emotions of hope, fear, anxiety and I would suggest, hatred, were key in making these decisions. Conclusion Medical, public health, and media discourses frame obesity as an epidemic that threatens to bring untold financial disaster and escalating rates of morbidity and mortality upon the nation state and the world at large. As Fraser et al argue, strong emotions (such hatred, fear, anxiety, and hope), are at the centre of these discourses; they construct, circulate, and proliferate them. Moreover, they create categories of people who are deemed legitimate and categories of others who are not. In this context, the participants I spoke with were caught between a desire to have fatness understood as a medical condition needing intervention; the anti-fat attitudes of others, including providers, which held that obesity was a failure of the will and nothing more; their own internalization of these messages of personal responsibility for proper behavioural choices, and, the biologically intractable nature of fatness wherein dieting not only fails to reduce weight in the vast majority of cases but results, in the long term, in increased weight gain (Kassirer and Angell; Mann et al.; Puhl and Heuer). Widespread anxiety and embarrassment over and fear and hatred of fatness was something that the individuals I interviewed experienced directly and which signalled to them that they were less than human. Their desire for weight loss, therefore was partially a desire to become ‘normal.’ In Butler’s term, it was the desire for a ‘liveable life. ’A liveable life, for these participants, included a desire for a seamless fit with the built environment. The individuals I spoke with were never more ashamed of their fatness than when they experienced a ‘misfit’, in Garland Thomson’s terms, between their bodies and the material world. Moreover, feelings of shame over this disjuncture worked in tandem with a deeply felt, pressing sense that something must be done in the present to secure a better health future. The belief that bariatric surgery might finally provide a durable answer to obesity served as a strong motivating factor in their decisions to undergo bariatric surgery. By taking drastic action to lose weight, participants hoped to contest stigmatizing beliefs that their fat bodies reflected pathological interiors. Moreover, they sought to demonstrate responsibility and thus secure proper subjectivities and citizenship. In this sense, concerns, anxieties, and fears about health cannot be disentangled from the experience of anti-fat stigma and discrimination. Again, anti-fat bias, for these participants, was more than discursive: it operated through the circulation of emotion and was experienced in a very material sense. The decision to have weight loss surgery can thus be seen as occurring at the interface of emotion, flesh, space, place, and time, and in ways that are fundamentally shaped by the broader social context of neoliberal healthism. AcknowledgmentI am grateful to the anonymous reviewers of this article for their helpful feedback on earlier version. References Adams, Vincanne, Michelle Murphy, and Adele E. Clarke. “Anticipation: Technoscience, Life, Affect, Temporality.” Subjectivity 28.1 (2009): 246-265. 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Permaculture is a creative design process that is based on ethics and design principles. It guides us to mimic the patterns and relationships we can find in nature and can be applied to all aspects of human habitation, from agriculture to ecological building, from appropriate technology to education and even economics. (permacultureprinciples.com)This paper considers permaculture as an example of counterculture in Australia. Permaculture is a neologism, the result of a contraction of ‘permanent’ and ‘agriculture’. In accordance with David Holmgren and Richard Telford definition quoted above, we intend permaculture as a design process based on a set of ethical and design principles. Rather than describing the history of permaculture, we choose two moments as paradigmatic of its evolution in relation to counterculture.The first moment is permaculture’s beginnings steeped in the same late 1960s turbulence that saw some people pursue an alternative lifestyle in Northern NSW and a rural idyll in Tasmania (Grayson and Payne). Ideas of a return to the land circulating in this first moment coalesced around the publication in 1978 of the book Permaculture One: A Perennial Agriculture for Human Settlements by Bill Mollison and David Holmgren, which functioned as “a disruptive technology, an idea that threatened to disrupt business as usual, to change the way we thought and did things”, as Russ Grayson writes in his contextual history of permaculture. The second moment is best exemplified by the definitions of permaculture as “a holistic system of design … most often applied to basic human needs such as water, food and shelter … also used to design more abstract systems such as community and economic structures” (Milkwood) and as “also a world wide network and movement of individuals and groups working in both rich and poor countries on all continents” (Holmgren).We argue that the shift in understanding of permaculture from the “back to the land movement” (Grayson) as a more wholesome alternative to consumer society to the contemporary conceptualisation of permaculture as an assemblage and global network of practices, is representative of the shifting dynamic between dominant paradigms and counterculture from the 1970s to the present. While counterculture was a useful way to understand the agency of subcultures (i.e. by countering mainstream culture and society) contemporary forms of globalised capitalism demand different models and vocabularies within which the idea of “counter” as clear cut alternative becomes an awkward fit.On the contrary we see the emergence of a repertoire of practices aimed at small-scale, localised solutions connected in transnational networks (Pink 105). These practices operate contrapuntally, a concept we borrow from Edward Said’s Culture and Imperialism (1993), to define how divergent practices play off each other while remaining at the edge, but still in a relation of interdependence with a dominant paradigm. In Said’s terms “contrapuntal reading” reveals what is left at the periphery of a mainstream narrative, but is at the same time instrumental to the development of events in the narrative itself. To illustrate this concept Said makes the case of novels where colonial plantations at the edge of the Empire make possible a certain lifestyle in England, but don’t appear in the narrative of that lifestyle itself (66-67).In keeping with permaculture design ecological principles, we argue that today permaculture is best understood as part of an assemblage of design objects, bacteria, economies, humans, plants, technologies, actions, theories, mushrooms, policies, affects, desires, animals, business, material and immaterial labour and politics and that it can be read as contrapuntal rather than as oppositional practice. Contrapuntal insofar as it is not directly oppositional preferring to reframe and reorientate everyday practices. The paper is structured in three parts: in the first one we frame our argument by providing a background to our understanding of counterculture and assemblage; in the second we introduce the beginning of permaculture in its historical context, and in third we propose to consider permaculture as an assemblage.Background: Counterculture and Assemblage We do not have the scope in this article to engage with contested definitions of counterculture in the Australian context, or their relation to contraculture or subculture. There is an emerging literature (Stickells, Robinson) touched on elsewhere in this issue. In this paper we view counterculture as social movements that “undermine societal hierarchies which structure urban life and create, instead a city organised on the basis of values such as action, local cultures, and decentred, participatory democracy” (Castells 19-20). Our focus on cities demonstrates the ways counterculture has shifted away from oppositional protest and towards ways of living sustainably in an increasingly urbanised world.Permaculture resonates with Castells’s definition and with other forms of protest, or what Musgrove calls “the dialectics of utopia” (16), a dynamic tension of political activism (resistance) and personal growth (aesthetics and play) that characterised ‘counterculture’ in the 1970s. McKay offers a similar view when he says such acts of counterculture are capable of “both a utopian gesture and a practical display of resistance” (27). But as a design practice, permaculture goes beyond the spectacle of protest.In this sense permaculture can be understood as an everyday act of resistance: “The design act is not a boycott, strike, protest, demonstration, or some other political act, but lends its power of resistance from being precisely a designerly way of intervening into people’s lives” (Markussen 38). We view permaculture design as a form of design activism that is embedded in everyday life. It is a process that aims to reorient a practice not by disrupting it but by becoming part of it.Guy Julier cites permaculture, along with the appropriate technology movement and community architecture, as one of many examples of radical thinking in design that emerged in the 1970s (225). This alignment of permaculture as a design practice that is connected to counterculture in an assemblage, but not entirely defined by it, is important in understanding the endurance of permaculture as a form of activism.In refuting the common and generalized narrative of failure that is used to describe the sixties (and can be extended to the seventies), Julie Stephens raises the many ways that the dominant ethos of the time was “revolutionised by the radicalism of the period, but in ways that bore little resemblance to the announced intentions of activists and participants themselves” (121). Further, she argues that the “extraordinary and paradoxical aspects of the anti-disciplinary protest of the period were that while it worked to collapse the division between opposition and complicity and problematised received understandings of the political, at the same time it reaffirmed its commitment to political involvement as an emancipatory, collective endeavour” (126).Many foresaw the political challenge of counterculture. From the belly of the beast, in 1975, Craig McGregor wrote that countercultures are “a crucial part of conventional society; and eventually they will be judged on how successful they transform it” (43). In arguing that permaculture is an assemblage and global network of practices, we contribute to a description of the shifting dynamic between dominant paradigms and counterculture that was identified by McGregor at the time and Stephens retrospectively, and we open up possibilities for reexamining an important moment in the history of Australian protest movements.Permaculture: Historical Context Together with practical manuals and theoretical texts permaculture has produced its foundation myths, centred around two father figures, Bill Mollison and David Holmgren. The pair, we read in accounts on the history of permaculture, met in the 1970s in Hobart at the University of Tasmania, where Mollison, after a polymath career, was a senior lecturer in Environmental Psychology, and Holmgren a student. Together they wrote the first article on permaculture in 1976 for the Organic Farmer and Gardener magazine (Grayson and Payne), which together with the dissemination of ideas via radio, captured the social imagination of the time. Two years later Holmgren and Mollison published the book Permaculture One: A Perennial Agricultural System for Human Settlements (Mollison and Holmgren).These texts and Mollison’s talks articulated ideas and desires and most importantly proposed solutions about living on the land, and led to the creation of the first ecovillage in Australia, Max Lindegger’s Crystal Waters in South East Queensland, the first permaculture magazine (titled Permaculture), and the beginning of the permaculture network (Grayson and Payne). In 1979 Mollison taught the first permaculture course, and published the second book. Grayson and Payne stress how permaculture media practices, such as the radio interview mentioned above and publications like Permaculture Magazine and Permaculture International Journal were key factors in the spreading of the design system and building a global network.The ideas developed around the concept of permaculture were shaped by, and in turned contributed to shape, the social climate of the late 1960s and early 1970s that captured the discontent with both capitalism and the Cold War, and that coalesced in “alternative lifestyles groups” (Metcalf). In 1973, for instance, the Aquarius Festival in Nimbin was not only a countercultural landmark, but also the site of emergence of alternative experiments in living that found their embodiment in experimental housing design (Stickells). The same interest in technological innovation mixed with rural skills animated one of permaculture’s precursors, the “back to the land movement” and its attempt “to blend rural traditionalism and technological and ideological modernity” (Grayson).This character of remix remains one of the characteristics of permaculture. Unlike movements based mostly on escape from the mainstream, permaculture offered a repertoire, and a system of adaptable solutions to live both in the country and the city. Like many aspects of the “alternative lifestyle” counterculture, permaculture was and is intensely biopolitical in the sense that it is concerned with the management of life itself “from below”: one’s own, people’s life and life on planet earth more generally. This understanding of biopolitics as power of life rather than over life is translated in permaculture into malleable design processes across a range of diversified practices. These are at the basis of the endurance of permaculture beyond the experiments in alternative lifestyles.In distinguishing it from sustainability (a contested concept among permaculture practitioners, some of whom prefer the notion of “planning for abundance”), Barry sees permaculture as:locally based and robustly contextualized implementations of sustainability, based on the notion that there is no ‘one size fits all’ model of sustainability. Permaculture, though rightly wary of more mainstream, reformist, and ‘business as usual’ accounts of sustainability can be viewed as a particular localized, and resilience-based conceptualization of sustainable living and the creation of ‘sustainable communities’. (83)The adaptability of permaculture to diverse solutions is stressed by Molly Scott-Cato, who, following David Holmgren, defines it as follows: “Permaculture is not a set of rules; it is a process of design based around principles found in the natural world, of cooperation and mutually beneficial relationships, and translating these principles into actions” (176).Permaculture Practice as Assemblage Scott Cato’s definition of permaculture helps us to understand both its conceptual framework as it is set out in permaculture manuals and textbooks, and the way it operates in practice at an individual, local, regional, national and global level, as an assemblage. Using the idea of assemblage, as defined by Jane Bennett, we are able to understand permaculture as part of an “ad hoc grouping”, a “collectivity” made up of many types of actors, humans, non humans, nature and culture, whose “coherence co-exists with energies and countercultures that exceed and confound it” (445-6). Put slightly differently, permaculture is part of “living” assemblage whose existence is not dependent on or governed by a “central power”. Nor can it be influenced by any single entity or member (445-6). Rather, permaculture is a “complex, gigantic whole” that is “made up variously, of somatic, technological, cultural, and atmospheric elements” (447).In considering permaculture as an assemblage that includes countercultural elements, we specifically adhere to John Law’s description of Actor Network Theory as an approach that relies on an empirical foundation rather than a theoretical one in order to “tell stories about ‘how’ relationships assemble or don’t” (141). The hybrid nature of permaculture design involving both human and non human stakeholders and their social and material dependencies can be understood as an “assembly” or “thing,” where everything not only plays its part relationally but where “matters of fact” are combined with “matters of concern” (Latour, "Critique"). As Barry explains, permaculture is a “holistic and systems-based approach to understanding and designing human-nature relations” (82). Permaculture principles are based on the enactment of interconnections, continuous feedback and reshuffling among plants, humans, animals, chemistry, social life, things, energy, built and natural environment, and tools.Bruno Latour calls this kind of relationality a “sphere” or a “network” that comprises of many interconnected nodes (Latour, "Actor-Network" 31). The connections between the nodes are not arbitrary, they are based on “associations” that dissolve the “micro-macro distinctions” of near and far, emphasizing the “global entity” of networks (361-381). Not everything is globalised but the global networks that structure the planet affect everything and everyone. In the context of permaculture, we argue that despite being highly connected through a network of digital and analogue platforms, the movement remains localised. In other words, permaculture is both local and global articulating global matters of concern such as food production, renewable energy sources, and ecological wellbeing in deeply localised variants.These address how the matters of concerns engendered by global networks in specific places interact with local elements. A community based permaculture practice in a desert area, for instance, will engage with storing renewable energy, or growing food crops and maintaining a stable ecology using the same twelve design principles and ethics as an educational business doing rooftop permaculture in a major urban centre. The localised applications, however, will result in a very different permaculture assemblage of animals, plants, technologies, people, affects, discourses, pedagogies, media, images, and resources.Similarly, if we consider permaculture as a network of interconnected nodes on a larger scale, such as in the case of national organisations, we can see how each node provides a counterpoint that models ecological best practices with respect to ingrained everyday ways of doing things, corporate and conventional agriculture, and so on. This adaptability and ability to effect practices has meant that permaculture’s sphere of influence has grown to include public institutions, such as city councils, public and private spaces, and schools.A short description of some of the nodes in the evolving permaculture assemblage in Sydney, where we live, is an example of the way permaculture has advanced from its alternative lifestyle beginnings to become part of the repertoire of contemporary activism. These practices, in turn, make room for accepted ways of doing things to move in new directions. In this assemblage each constellation operates within well established sites: local councils, public spaces, community groups, and businesses, while changing the conventional way these sites operate.The permaculture assemblage in Sydney includes individuals and communities in local groups coordinated in a city-wide network, Permaculture Sydney, connected to similar regional networks along the NSW seaboard; local government initiatives, such as in Randwick, Sydney, and Pittwater and policies like Sustainable City Living; community gardens like the inner city food forest at Angel Street or the hybrid public open park and educational space at the Permaculture Interpretive Garden; private permaculture gardens; experiments in grassroot urban permaculture and in urban agriculture; gardening, education and landscape business specialising in permaculture design, like Milkwood and Sydney Organic Gardens; loose groups of permaculturalists gathering around projects, such as Permablitz Sydney; media personalities and programs, as in the case of the hugely successful garden show Gardening Australia hosted by Costa Georgiadis; germane organisations dedicated to food sovereignty or seed saving, the Transition Towns movement; farmers’ markets and food coops; and multifarious private/public sustainability initiatives.Permaculture is a set of practices that, in themselves are not inherently “against” anything, yet empower people to form their own lifestyles and communities. After all, permaculture is a design system, a way to analyse space, and body of knowledge based on set principles and ethics. The identification of permaculture as a form of activism, or indeed as countercultural, is externally imposed, and therefore contingent on the ways conventional forms of housing and food production are understood as being in opposition.As we have shown elsewhere (2014) thinking through design practices as assemblages can describe hybrid forms of participation based on relationships to broader political movements, disciplines and organisations.Use Edges and Value the Marginal The eleventh permaculture design principle calls for an appreciation of the marginal and the edge: “The interface between things is where the most interesting events take place. These are often the most valuable, diverse and productive elements in the system” (permacultureprinciples.com). In other words the edge is understood as the site where things come together generating new possible paths and interactions. In this paper we have taken this metaphor to think through the relations between permaculture and counterculture. We argued that permaculture emerged from the countercultural ferment of the late 1960s and 1970s and intersected with other fringe alternative lifestyle experiments. In its contemporary form the “counter” value needs to be understood as counterpoint rather than as a position of pure oppositionality to the mainstream.The edge in permaculture is not a boundary on the periphery of a design, but a site of interconnection, hybridity and exchange, that produces adaptable and different possibilities. Similarly permaculture shares with forms of contemporary activism “flexible action repertoires” (Mayer 203) able to interconnect and traverse diverse contexts, including mainstream institutions. Permaculture deploys an action repertoire that integrates not segregates and that is aimed at inviting a shift in everyday practices and at doing things differently: differently from the mainstream and from the way global capital operates, without claiming to be in a position outside global capital flows. In brief, the assemblages of practices, ideas, and people generated by permaculture, like the ones described in this paper, as a counterpoint bring together discordant elements on equal terms.ReferencesBarry, John. The Politics of Actually Existing Unsustainability: Human Flourishing in a Climate-Changed, Carbon Constrained World. 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At one point in Victor Hugo’s novel, The Hunchback of Notre Dame, the archdeacon, Claude Frollo, looked up from a book on his table to the edifice of the gothic cathedral, visible from his canon’s cell in the cloister of Notre Dame: “Alas!” he said, “this will kill that” (146). Frollo’s lament, that the book would destroy the edifice, captures the medieval cleric’s anxiety about the way in which Gutenberg’s print technology would become the new universal means for recording and communicating humanity’s ideas and artistic expression, replacing the grand monuments of architecture, human engineering, and craftsmanship. For Hugo, architecture was “the great handwriting of humankind” (149). The cathedral as the material outcome of human technology was being replaced by the first great machine—the printing press. At this point in the third millennium, some people undoubtedly have similar anxieties to Frollo: is it now the book’s turn to be destroyed by yet another great machine? The inclusion of “post print” in our title is not intended to sound the death knell of the book. Rather, we contend that despite the enduring value of print, digital publishing is “present and active” and is changing the way in which research, particularly in the humanities, is being undertaken. Our approach has three related parts. First, we consider how digital technologies are changing the way in which content is constructed, customised, modified, disseminated, and accessed within a global, distributed network. This section argues that the transition from print to electronic or digital publishing means both losses and gains, particularly with respect to shifts in our approaches to textuality, information, and innovative publishing. Second, we discuss the Children’s Literature Digital Resources (CLDR) project, with which we are involved. This case study of a digitising initiative opens out the transformative possibilities and challenges of digital publishing and e-scholarship for research communities. Third, we reflect on technology’s capacity to bring about major changes in the light of the theoretical and practical issues that have arisen from our discussion. I. Digitising in a “post-print age” We are living in an era that is commonly referred to as “the late age of print” (see Kho) or the “post-print age” (see Gunkel). According to Aarseth, we have reached a point whereby nearly all of our public and personal media have become more or less digital (37). As Kho notes, web newspapers are not only becoming increasingly more popular, but they are also making rather than losing money, and paper-based newspapers are finding it difficult to recruit new readers from the younger generations (37). Not only can such online-only publications update format, content, and structure more economically than print-based publications, but their wide distribution network, speed, and flexibility attract advertising revenue. Hype and hyperbole aside, publishers are not so much discarding their legacy of print, but recognising the folly of not embracing innovative technologies that can add value by presenting information in ways that satisfy users’ needs for content to-go or for edutainment. As Kho notes: “no longer able to satisfy customer demand by producing print-only products, or even by enabling online access to semi-static content, established publishers are embracing new models for publishing, web-style” (42). Advocates of online publishing contend that the major benefits of online publishing over print technology are that it is faster, more economical, and more interactive. However, as Hovav and Gray caution, “e-publishing also involves risks, hidden costs, and trade-offs” (79). The specific focus for these authors is e-journal publishing and they contend that while cost reduction is in editing, production and distribution, if the journal is not open access, then costs relating to storage and bandwith will be transferred to the user. If we put economics aside for the moment, the transition from print to electronic text (e-text), especially with electronic literary works, brings additional considerations, particularly in their ability to make available different reading strategies to print, such as “animation, rollovers, screen design, navigation strategies, and so on” (Hayles 38). Transition from print to e-text In his book, Writing Space, David Bolter follows Victor Hugo’s lead, but does not ask if print technology will be destroyed. Rather, he argues that “the idea and ideal of the book will change: print will no longer define the organization and presentation of knowledge, as it has for the past five centuries” (2). As Hayles noted above, one significant indicator of this change, which is a consequence of the shift from analogue to digital, is the addition of graphical, audio, visual, sonic, and kinetic elements to the written word. A significant consequence of this transition is the reinvention of the book in a networked environment. Unlike the printed book, the networked book is not bound by space and time. Rather, it is an evolving entity within an ecology of readers, authors, and texts. The Web 2.0 platform has enabled more experimentation with blending of digital technology and traditional writing, particularly in the use of blogs, which have spawned blogwriting and the wikinovel. Siva Vaidhyanathan’s The Googlization of Everything: How One Company is Disrupting Culture, Commerce and Community … and Why We Should Worry is a wikinovel or blog book that was produced over a series of weeks with contributions from other bloggers (see: http://www.sivacracy.net/). Penguin Books, in collaboration with a media company, “Six Stories to Start,” have developed six stories—“We Tell Stories,” which involve different forms of interactivity from users through blog entries, Twitter text messages, an interactive google map, and other features. For example, the story titled “Fairy Tales” allows users to customise the story using their own choice of names for characters and descriptions of character traits. Each story is loosely based on a classic story and links take users to synopses of these original stories and their authors and to online purchase of the texts through the Penguin Books sales website. These examples of digital stories are a small part of the digital environment, which exploits computer and online technologies’ capacity to be interactive and immersive. As Janet Murray notes, the interactive qualities of digital environments are characterised by their procedural and participatory abilities, while their immersive qualities are characterised by their spatial and encyclopedic dimensions (71–89). These immersive and interactive qualities highlight different ways of reading texts, which entail different embodied and cognitive functions from those that reading print texts requires. As Hayles argues: the advent of electronic textuality presents us with an unparalleled opportunity to reformulate fundamental ideas about texts and, in the process, to see print as well as electronic texts with fresh eyes (89–90). The transition to e-text also highlights how digitality is changing all aspects of everyday life both inside and outside the academy. Online teaching and e-research Another aspect of the commercial arm of publishing that is impacting on academe and other organisations is the digitising and indexing of print content for niche distribution. Kho offers the example of the Mark Logic Corporation, which uses its XML content platform to repurpose content, create new content, and distribute this content through multiple portals. As the promotional website video for Mark Logic explains, academics can use this service to customise their own textbooks for students by including only articles and book chapters that are relevant to their subject. These are then organised, bound, and distributed by Mark Logic for sale to students at a cost that is generally cheaper than most textbooks. A further example of how print and digital materials can form an integrated, customised source for teachers and students is eFictions (Trimmer, Jennings, & Patterson). eFictions was one of the first print and online short story anthologies that teachers of literature could customise to their own needs. Produced as both a print text collection and a website, eFictions offers popular short stories in English by well-known traditional and contemporary writers from the US, Australia, New Zealand, UK, and Europe, with summaries, notes on literary features, author biographies, and, in one instance, a YouTube movie of the story. In using the eFictions website, teachers can build a customised anthology of traditional and innovative stories to suit their teaching preferences. These examples provide useful indicators of how content is constructed, customised, modified, disseminated, and accessed within a distributed network. However, the question remains as to how to measure their impact and outcomes within teaching and learning communities. As Harley suggests in her study on the use and users of digital resources in the humanities and social sciences, several factors warrant attention, such as personal teaching style, philosophy, and specific disciplinary requirements. However, in terms of understanding the benefits of digital resources for teaching and learning, Harley notes that few providers in her sample had developed any plans to evaluate use and users in a systematic way. In addition to the problems raised in Harley’s study, another relates to how researchers can be supported to take full advantage of digital technologies for e-research. The transformation brought about by information and communication technologies extends and broadens the impact of research, by making its outputs more discoverable and usable by other researchers, and its benefits more available to industry, governments, and the wider community. Traditional repositories of knowledge and information, such as libraries, are juggling the space demands of books and computer hardware alongside increasing reader demand for anywhere, anytime, anyplace access to information. Researchers’ expectations about online access to journals, eprints, bibliographic data, and the views of others through wikis, blogs, and associated social and information networking sites such as YouTube compete with the traditional expectations of the institutions that fund libraries for paper-based archives and book repositories. While university libraries are finding it increasingly difficult to purchase all hardcover books relevant to numerous and varied disciplines, a significant proportion of their budgets goes towards digital repositories (e.g., STORS), indexes, and other resources, such as full-text electronic specialised and multidisciplinary journal databases (e.g., Project Muse and Proquest); electronic serials; e-books; and specialised information sources through fast (online) document delivery services. An area that is becoming increasingly significant for those working in the humanities is the digitising of historical and cultural texts. II. Bringing back the dead: The CLDR project The CLDR project is led by researchers and librarians at the Queensland University of Technology, in collaboration with Deakin University, University of Sydney, and members of the AustLit team at The University of Queensland. The CLDR project is a “Research Community” of the electronic bibliographic database AustLit: The Australian Literature Resource, which is working towards the goal of providing a complete bibliographic record of the nation’s literature. AustLit offers users with a single entry point to enhanced scholarly resources on Australian writers, their works, and other aspects of Australian literary culture and activities. AustLit and its Research Communities are supported by grants from the Australian Research Council and financial and in-kind contributions from a consortium of Australian universities, and by other external funding sources such as the National Collaborative Research Infrastructure Strategy. Like other more extensive digitisation projects, such as Project Gutenberg and the Rosetta Project, the CLDR project aims to provide a centralised access point for digital surrogates of early published works of Australian children’s literature, with access pathways to existing resources. The first stage of the CLDR project is to provide access to digitised, full-text, out-of-copyright Australian children’s literature from European settlement to 1945, with selected digitised critical works relevant to the field. Texts comprise a range of genres, including poetry, drama, and narrative for young readers and picture books, songs, and rhymes for infants. Currently, a selection of 75 e-texts and digital scans of original texts from Project Gutenberg and Internet Archive have been linked to the Children’s Literature Research Community. By the end of 2009, the CLDR will have digitised approximately 1000 literary texts and a significant number of critical works. Stage II and subsequent development will involve digitisation of selected texts from 1945 onwards. A precursor to the CLDR project has been undertaken by Deakin University in collaboration with the State Library of Victoria, whereby a digital bibliographic index comprising Victorian School Readers has been completed with plans for full-text digital surrogates of a selection of these texts. These texts provide valuable insights into citizenship, identity, and values formation from the 1930s onwards. At the time of writing, the CLDR is at an early stage of development. An extensive survey of out-of-copyright texts has been completed and the digitisation of these resources is about to commence. The project plans to make rich content searchable, allowing scholars from children’s literature studies and education to benefit from the many advantages of online scholarship. What digital publishing and associated digital archives, electronic texts, hypermedia, and so forth foreground is the fact that writers, readers, publishers, programmers, designers, critics, booksellers, teachers, and copyright laws operate within a context that is highly mediated by technology. In his article on large-scale digitisation projects carried out by Cornell and University of Michigan with the Making of America collection of 19th-century American serials and monographs, Hirtle notes that when special collections’ materials are available via the Web, with appropriate metadata and software, then they can “increase use of the material, contribute to new forms of research, and attract new users to the material” (44). Furthermore, Hirtle contends that despite the poor ergonomics associated with most electronic displays and e-book readers, “people will, when given the opportunity, consult an electronic text over the print original” (46). If this preference is universally accurate, especially for researchers and students, then it follows that not only will the preference for electronic surrogates of original material increase, but preference for other kinds of electronic texts will also increase. It is with this preference for electronic resources in mind that we approached the field of children’s literature in Australia and asked questions about how future generations of researchers would prefer to work. If electronic texts become the reference of choice for primary as well as secondary sources, then it seems sensible to assume that researchers would prefer to sit at the end of the keyboard than to travel considerable distances at considerable cost to access paper-based print texts in distant libraries and archives. We considered the best means for providing access to digitised primary and secondary, full text material, and digital pathways to existing online resources, particularly an extensive indexing and bibliographic database. Prior to the commencement of the CLDR project, AustLit had already indexed an extensive number of children’s literature. Challenges and dilemmas The CLDR project, even in its early stages of development, has encountered a number of challenges and dilemmas that centre on access, copyright, economic capital, and practical aspects of digitisation, and sustainability. These issues have relevance for digital publishing and e-research. A decision is yet to be made as to whether the digital texts in CLDR will be available on open or closed/tolled access. The preference is for open access. As Hayles argues, copyright is more than a legal basis for intellectual property, as it also entails ideas about authorship, creativity, and the work as an “immaterial mental construct” that goes “beyond the paper, binding, or ink” (144). Seeking copyright permission is therefore only part of the issue. Determining how the item will be accessed is a further matter, particularly as future technologies may impact upon how a digital item is used. In the case of e-journals, the issue of copyright payment structures are evolving towards a collective licensing system, pay-per-view, and other combinations of print and electronic subscription (see Hovav and Gray). For research purposes, digitisation of items for CLDR is not simply a scan and deliver process. Rather it is one that needs to ensure that the best quality is provided and that the item is both accessible and usable by researchers, and sustainable for future researchers. Sustainability is an important consideration and provides a challenge for institutions that host projects such as CLDR. Therefore, items need to be scanned to a high quality and this requires an expensive scanner and personnel costs. Files need to be in a variety of formats for preservation purposes and so that they may be manipulated to be useable in different technologies (for example, Archival Tiff, Tiff, Jpeg, PDF, HTML). Hovav and Gray warn that when technology becomes obsolete, then content becomes unreadable unless backward integration is maintained. The CLDR items will be annotatable given AustLit’s NeAt funded project: Aus-e-Lit. The Aus-e-Lit project will extend and enhance the existing AustLit web portal with data integration and search services, empirical reporting services, collaborative annotation services, and compound object authoring, editing, and publishing services. For users to be able to get the most out of a digital item, it needs to be searchable, either through double keying or OCR (optimal character recognition). The value of CLDR’s contribution The value of the CLDR project lies in its goal to provide a comprehensive, searchable body of texts (fictional and critical) to researchers across the humanities and social sciences. Other projects seem to be intent on putting up as many items as possible to be considered as a first resort for online texts. CLDR is more specific and is not interested in simply generating a presence on the Web. Rather, it is research driven both in its design and implementation, and in its focussed outcomes of assisting academics and students primarily in their e-research endeavours. To this end, we have concentrated on the following: an extensive survey of appropriate texts; best models for file location, distribution, and use; and high standards of digitising protocols. These issues that relate to data storage, digitisation, collections, management, and end-users of data are aligned with the “Development of an Australian Research Data Strategy” outlined in An Australian e-Research Strategy and Implementation Framework (2006). CLDR is not designed to simply replicate resources, as it has a distinct focus, audience, and research potential. In addition, it looks at resources that may be forgotten or are no longer available in reproduction by current publishing companies. Thus, the aim of CLDR is to preserve both the time and a period of Australian history and literary culture. It will also provide users with an accessible repository of rare and early texts written for children. III. Future directions It is now commonplace to recognize that the Web’s role as information provider has changed over the past decade. New forms of “collective intelligence” or “distributed cognition” (Oblinger and Lombardi) are emerging within and outside formal research communities. Technology’s capacity to initiate major cultural, social, educational, economic, political and commercial shifts has conditioned us to expect the “next big thing.” We have learnt to adapt swiftly to the many challenges that online technologies have presented, and we have reaped the benefits. As the examples in this discussion have highlighted, the changes in online publishing and digitisation have provided many material, network, pedagogical, and research possibilities: we teach online units providing students with access to e-journals, e-books, and customized archives of digitised materials; we communicate via various online technologies; we attend virtual conferences; and we participate in e-research through a global, digital network. In other words, technology is deeply engrained in our everyday lives. In returning to Frollo’s concern that the book would destroy architecture, Umberto Eco offers a placatory note: “in the history of culture it has never happened that something has simply killed something else. Something has profoundly changed something else” (n. pag.). Eco’s point has relevance to our discussion of digital publishing. The transition from print to digital necessitates a profound change that impacts on the ways we read, write, and research. As we have illustrated with our case study of the CLDR project, the move to creating digitised texts of print literature needs to be considered within a dynamic network of multiple causalities, emergent technological processes, and complex negotiations through which digital texts are created, stored, disseminated, and used. Technological changes in just the past five years have, in many ways, created an expectation in the minds of people that the future is no longer some distant time from the present. Rather, as our title suggests, the future is both present and active. References Aarseth, Espen. “How we became Postdigital: From Cyberstudies to Game Studies.” Critical Cyber-culture Studies. Ed. David Silver and Adrienne Massanari. New York: New York UP, 2006. 37–46. An Australian e-Research Strategy and Implementation Framework: Final Report of the e-Research Coordinating Committee. Commonwealth of Australia, 2006. Bolter, Jay David. Writing Space: The Computer, Hypertext, and the History of Writing. Hillsdale, NJ: Erlbaum, 1991. Eco, Umberto. “The Future of the Book.” 1994. 3 June 2008 ‹http://www.themodernword.com/eco/eco_future_of_book.html>. Gunkel, David. J. “What's the Matter with Books?” Configurations 11.3 (2003): 277–303. Harley, Diane. “Use and Users of Digital Resources: A Focus on Undergraduate Education in the Humanities and Social Sciences.” Research and Occasional Papers Series. Berkeley: University of California. Centre for Studies in Higher Education. 12 June 2008 ‹http://www.themodernword.com/eco/eco_future_of_book.html>. Hayles, N. Katherine. My Mother was a Computer: Digital Subjects and Literary Texts. Chicago: U of Chicago P, 2005. Hirtle, Peter B. “The Impact of Digitization on Special Collections in Libraries.” Libraries & Culture 37.1 (2002): 42–52. Hovav, Anat and Paul Gray. “Managing Academic E-journals.” Communications of the ACM 47.4 (2004): 79–82. Hugo, Victor. The Hunchback of Notre Dame (Notre-Dame de Paris). Ware, Hertfordshire: Wordsworth editions, 1993. Kho, Nancy D. “The Medium Gets the Message: Post-Print Publishing Models.” EContent 30.6 (2007): 42–48. Oblinger, Diana and Marilyn Lombardi. “Common Knowledge: Openness in Higher Education.” Opening up Education: The Collective Advancement of Education Through Open Technology, Open Content and Open Knowledge. Ed. Toru Liyoshi and M. S. Vijay Kumar. Cambridge, MA: MIT Press, 2007. 389–400. Murray, Janet H. Hamlet on the Holodeck: The Future of Narrative in Cyberspace. Cambridge, MA: MIT Press, 2001. Trimmer, Joseph F., Wade Jennings, and Annette Patterson. eFictions. New York: Harcourt, 2001.

Introduction: Shock WavesAs I carefully unfold the delicate piece of crisp white paper, three rogue words wildly jump up off the page before sinking deeply into my skin: “Cold and condescending.” A charge of anger surges up my spine, as these words begin to now expand and affectively resonate: “I found the instructor to be cold and condescending.” Somehow, these words impact me both emotionally and physiologically (Brennan 3): my heart beats faster, my body temperature rises, my stomach aches. Yet, despite how awful I feel, I keep on reading, as if compelled by some inexplicable force. It is not long before I devour the entire evaluation—or perhaps it devours me?—reading every last jarring word over and over and over again. And pretty soon, before I can even think about it, I begin to come undone ...How is it possible that an ordinary, everyday object can pull at us, unravel us even? And, how do such objects linger, register intensities, and contribute to our harm or good? In this paper, we draw upon our collective teaching experiences at college and high school level in order to explore how teacher evaluations actively work/ed to orient our bodies in molar and molecular ways (Deleuze and Guattari 3), thereby diminishing or enhancing our capacity to act. We argue that these textual objects are anything but dead and lifeless, and are vitally invested with “thing-power,” which is the “ability of inanimate things to animate, to act, to produce effects dramatic and subtle” (Bennett 6).Rather than producing a linear critique that refuses “affective associations” (Felski para. 6) and the “bodily entanglements of language” (MacLure, Qualitative 1000), we offer up a mobile conversation that pulls readers into an assemblage of (shape)shifting moments they can connect with (Rajchman 4) and question. While we attend to our own affective experiences with teacher evaluations, we wish to disrupt the idea that the self is both autonomous and affectively contained (Brennan 2). Instead, we imagine a self that extends into other bodies, spaces, and things, and highlight how teacher evaluations, as a particular thing, curiously animate (Chen 30) and affect our social worlds—altering our life course for a minute, a day, or perhaps, indefinitely (Stewart 12).* * *“The autobiographical is not the personal. […] Publics presume intimacy” (Berlant, The Female vii). Following Berlant, we propose that our individual narratives are always tangled up in other social bodies and are, therefore, not quite our own. Although we do use the word “I” to recount our specific experiences of teacher evaluations, we by no means wish to suggest that we are self-contained subjects confessing some singular life history or detached truth. Rather, together we examine the tensions, commonalities, possibilities, and threats that encounters with teacher evaluations produce within and around collective bodies (Stewart). We consider the ways in which these material objects seep deeply into our skin, re/animate moving forces (e.g. neoliberalism, patriarchy), and even trigger us emotionally by transporting us back to different times and places (S. Jones 525). And, we write to experiment (Deleuze and Guattari 1; Stewart 1) with the kind of “unpredictable intimacy” that Berlant (Intimacy 281; Structures 191) speaks of. We resist (as best we can) telos-driven tales that do not account for messiness, disorientation, surprise, or wonder (MacLure, Classification 180), as we invite readers to move right along beside (Sedgwick 8) us in this journey to embrace the complexities and implications (Nelson 111; Talburt 93) of teacher evaluations as corporeal matters. The “self” is no match for such affective entanglements (Stewart 58).Getting Un/Stuck “Cold and condescending.” I cannot help but get caught up in these words—no matter how hard I try. A million thoughts begin to bubble up: Am I a good teacher? A bad person? Uncaring? Arrogant? And, just like that, the ordinary turns on me (Stewart 106), triggering intense sensations that refuse to stay buried. What began as my reaction to a teacher evaluation soon becomes something else, somewhere else. Childhood wounds unexpectedly well up—leaking into the present, spreading uncontrollably, causing my body to get stuck in long ago and far away.In a virtual flash (Deleuze and Guattari 94), I am somehow in my grandmother’s kitchen once more, which even now smells of avgolemono soup, warm bread rising, home. Something sparks, as distant memories come flooding back to change my course and set me straight (or so I think). When I was a little girl and could not let something go, my yiayia (grandmother) Vasiliki would tell me, quite simply, to get “unstuck” (ξεκολλά). The Greeks, it seems, know something about the stickiness of affective attachments. Even though it has been over twenty years since my grandmother’s passing, her words, still alive, affectively ring in my ear. Out of some kind of charged habit (Stewart 16), her words now escape my mouth: “ξεκολλά,” I command, “ξεκολλά!” I repeat this phrase so many times that it becomes a mantra, but its magic has sadly lost all effect. No matter what I say or what I do, my body, stuck in repetition, “closes in on itself, unable to transmit its intensities differently” (Grosz 171). In an act of desperation (or perhaps survival), I rip the evaluation to shreds and throw the tattered remains down the trash chute. Yet, my actions prove futile. The evaluation lives on in a kind of afterlife, with its haunting ability to affect where my thoughts will go and what my body can do. And so, my agency—my ability to act, think, become (Deleuze and Guattari 361)—is inextricably twisted up in this evaluation, with its affective capacity to connect many “bodies” at once (both material and semiotic, human and non-human, living and dead).A View from Nowhere?At both college and school-level, formal teacher evaluations promise anonymity. Why is it, though, that students get to be voices without bodies: a voice that does not emerge from a complex, contradictory, and messy body, but rather “from above, from nowhere” (Haraway 589)? Once disembodied, students become god-like (Haraway 589), able to “objectively” dissect, judge, and even criticise teachers, while they themselves receive “panoptic immunity” (MacLure, Classification 168).This immunity has its consequences. Within formal and informal evaluations, students write of and about bodies in ways that often feel violating. Teachers’ bodies become spectacle, and anything goes:“Professor is kinda hot—not bad to look at!”“She dresses like a bag lady. [...] Her hair and clothing need an update.”“There's absolutely nothing redeeming about her as a person [...] but she has nice shoes.”(PrawfsBlog)Amid these affective violations, voices without bodies re/assemble into “voices without organs” (Mazzei 732)—a voice that emanates from an assemblage of bodies, not a singular subject. In this process, patriarchal discourses, as bodies of thought, dangerously spring up and swirl about. The voyeuristic gaze of patriarchy (see de Beauvoir; Mulvey) becomes habitual, shaping our stories, encounters, and sense of self.Female teachers, in particular, cannot deny its pull. The potential to create and/or transmit knowledge turns us into “risky subjects” in need of constant surveillance (Falter 29). Teacher evaluations do their part. As a metaphoric panopticon (see Foucault), they transform female teachers into passive spectacles—objects of the gaze—and students into active spectators who have “all the power to determine our teaching success” (Falter 30). The effects linger, do real damage (Stewart), and cause our pedagogical performances to fail every now and then. After all, a “good” female teacher is also a “good female subject” who is called upon to impart knowledge in ways that do not betray her otherwise feminine or motherly “nature” (Falter 28). This pressure to be both knowledgeable and nurturing, while displaying a “visible fragility [...] a kind of conventional feminine vulnerability” (McRobbie 79), pervades the social and is intense. Although it is not easy to navigate, the fact that unrecognisable bodies are subject to punishment (Butler, Performative 528) helps keep power dynamics firmly in place. These forces permeate my body, as well, making me “cold” and “unfair” in one evaluation and “kind” and “sweet” in another—but rarely smart or intelligent. Like clockwork, this bodily visibility and regulation brings with it never-ending self-critique and self-discipline (Harris 9). Absorbing these swarming intensities, I begin to question my capacity to effectively teach and form relationships with my students. Days later, weeks later, years later, I continue to wonder: if even one student leaves my class feeling “bad,” do I have any business being a teacher? Ugh, the docile, good girl (Harris 19) rears her ugly (or is it pretty?) head once again. TranscorporealityEven though the summer sun invites me in, I spend the whole day at home, in bed, unable to move. At one point, a friend arrives, forcing me to get up and get out. We grab a bite to eat, and it is not long before I confess my deepest fear: that my students are right about me, that these evaluations somehow mark me as a horrible teacher and person. She seems surprised that I would let a few comments defeat me and asks me what this is really all about. I shrug my shoulders, unwilling to go there.Later that night, I find myself re-reading my spring evaluations online. The positive ones electrify the screen, filling me with joy, as the constructive ones get me brainstorming about ways I might do things differently. And while I treasure these comments, I do not focus too much on them. Instead, I spend most of the evening replaying a series of negative tapes over and over in my head. Somewhat defeated, I slip slowly back into my bed and find that it surprisingly offers me a kind of comfort that my friend does not. I wonder, “What body am I now in the arms of” (Chen 202)? The bed and I become “interporous” (Chen 203), intimate even. There is much solace in the darkness of those lively, billowy blue covers: a peculiar solace made possible by these evaluations—a thing which compels me to find comfort somewhere, anywhere, beyond the human body.The GhostAs a high school teacher, I was accustomed to being reviewed. Some reviews were posted onto the website ratemyteacher.com, a platform of anonymously submitted reviews of kindergarten through 12th-grade teachers on easiness, helpfulness, clarity, knowledge, textbook use, and exam difficulty. Others were less official; irate commentary posted on social media platforms or baldly concise characterisations of our teaching styles that circulated among students and bounded back to us as hearsay and whispered asides. In these reviews, our teacher-selves were constructed: One became the easy teacher, the mean teacher, the fun teacher, or the hard-but-good teacher. The teacher who could not control her class; the teacher who controlled her class excessively.Sometimes, we googled ourselves because it was tempting to do so (and near-impossible not to). One day, I searched various forms of my name followed by the name of the school. One of my students, a girl with hot pink streaks in her hair and pointy studs shooting out of her belt and necklaces, had written a complaint on Facebook about a submission of a final writing portfolio. The student wrote on the publicly visible wall of another student in my class, noting how much she still had left to do on the assignment. Dotting the observation with expletives, she bemoaned the portfolio as requiring too much work. Then, she observed that I had an oily complexion and wrote that I was a “dyke.” After I read the comment, I closed my laptop and an icy wave passed through me. That night, I went to dinner with friends. I ruminated aloud over the comments: How could this student—with whom I had thought I had a good relationship—write about me in such a derisive manner? And what, in particular, about my appearance conveyed that I was lesbian? My friends laughed; they found the student’s comments funny and indicative of the blunt astuteness of teenagers. As I thought about the comments, I realised the pain lay in the comments’ specificity. They demonstrated the ability of the student to perceive and observe a bodily attribute about which I was particularly insecure. It made me wonder about the countless other eyes and glances directed at me each day, taking in, noticing, and dissecting my bodily self (McRobbie 63).The next morning, before school, I stared at myself in the bathroom mirror and dabbed toner on my skin. Today, I thought, today will be a day in which both my skin texture and my lesson plans will be in good order. After this day, I could no longer bring myself to look this student directly in the eye. I was officious in our interactions. I read her poetry and essays with guarded ambivalence. I decided that I would no longer google myself. I would no longer click on links that were pointedly reviews of me as a teacher.The reviewed-self is a ghost-self. It is a shadow, an underbelly. The comments—perhaps posted in a moment of anger or frustration—linger. Years later, though I have left full-time classroom teaching, I still think about them. I have not recovered from the comments though I should, apparently, have already recuperated from their sharp effects. I wonder if the reviews will ceaselessly follow me, if they will shape the impressions of those who google me, if my reviewed-self will become the first and most formidable impression of those who might come to know me, if my reviewed-self will be the lasting and most formidable way I see myself.Trigger Happy In 2014, a teacher at a California public high school posts a comment on Twitter about wishing to pour coffee on her students. Some of her students this year, she writes, make her “trigger finger itchy” (see Oakley). She already “wants to stab” them a mere two weeks into the school year. “Is that bad?” she asks. One of her colleagues screen-captures her tweets and sends them to the school principal and to a local newspaper. They go viral, resulting in widespread condemnation on the Internet. She is named the “worst teacher ever” by one online media outlet (Parker). The media swarm the school. The reporters interview parents in minivans who are picking up their children from school. One parent, from behind the steering wheel, expresses her disapproval of the teacher. She says, “As a teacher, I think she should be held to a higher accountability than other people” (Louie). In the comments section of an article, a commenter declares that the “mutant should be fired” (Oakley). Others are more forgiving. They cite their boyfriends and sisters who are teachers and who also air grievances, though somewhat less violently and in the privacy of their homes (A. Jones). All teachers have these thoughts, some of the commenters argue, they just are not stupid enough to tweet them.In her own defence, the teacher tells a local paper that she “never expected anyone would take me seriously” (Oakley). As a teacher, she is often “forced to cultivate a ‘third-person consciousness,’ to be an ‘objectified subject’” (Chen 33) on display, so can we really blame her? If she had thought people would take her seriously, “you'd better believe I would have been much more careful with what I've said” (Oakley). The students are the least offended party because, as their teacher had hoped, they do not take her tweets seriously. In fact, they are “laughing it off,” according to a local news channel (Newark Teacher). In a news interview, one female student says she finds the teacher’s tweets humorous. They are fond of this teacher and believe she cares about her students. Seemingly, they do not mind that their teacher—jokingly, of course—harbours homicidal thoughts about them or that she wishes to splash hot coffee in their faces.There is a certain wisdom in the teacher’s observational, if foolhardy, tweeting. In a tweet tagged #secretlyhateyou, the teacher explains that while students may have their own negative feelings towards their teachers, teachers also have such feelings for their students. But, she tweets, “We are just not allowed to show it” (Oakley). At parties and social gatherings, we perform the cheerful educator by leaving our bodies at the door and giving into “the politics of emotion, the unwritten rules that feelings are to be ‘privatised’ and ‘pathologised’ rather than aired” (Thiel 39). At times, we are allowed a certain level of dissatisfaction, an eye roll or shrug of the shoulders, a whimsical, breathy sigh: “Oh you know! Kids today! Instagram! Sexting!” But we cannot express dislike for our own students.One evening, I was on the train with a friend who does not work as a teacher. We observed a pack of teenagers, screaming and grabbing at each other’s cell phones. The friend said, “Aren’t they so fascinating, teenagers?” Grumpily, I disagreed. On that day, no, I was not fascinated by teenagers. My friend responded, shocked, “But don’t you work as a teacher…?” It is an unspoken requirement of the job. We maintain relentless expressions of joy, an earnest wonderment towards those whom we teach. And we are, too, appalled by those who do not exhibit a constant stream of cheerfulness. The teachers’ lunchroom is the repository for “bad” feelings about students, a site of negative feelings that can somehow stick (Ahmed, Happy 29) to those who choose to eat their lunch within this space. Only the most jaded battle-axes would opt to eat in the lunchroom. Good teachers—happy and caring ones—would never choose to eat lunch in this room. Instead, they eat lunch in their classrooms, alone, prepare dutifully for the afternoon’s classes, and try to contain all of their murderous inclinations. But (as the media love to remind us), whether intended or not, our corporeal bodies with all their “unwanted affects” (Brennan 3, 11) have a funny way of “surfacing” (Ahmed, Communities 14).Conclusion: Surging BodiesAffects surge within everyday conversations of teacher evaluations. In fact, it is almost impossible to talk about evaluations without sparking some sort of heated response. Recent New York Times articles echo the more popular sentiments: from the idea that evaluations are gendered and raced (Pratt), to the prevailing notion that students are informed consumers entitled to “the best return out of their educational investments” (Stankiewicz). Evidently, education is big business. So, we take our cues from neoliberal ideologies, as we struggle to make sense of all the fissures and leaks. Teachers’ bodies now become commodified objects within a market model that promises customer satisfaction—and the customer is always right.“Develop a thicker skin,” they say, as if a thicker skin could contain my affects or prevent other affects from seeping in; “my body is and is not mine” (Butler, Precarious 26). Leaky bodies, with their permeable borders (Renold and Mellor 33), affectively flow into all kinds of “things.” Likewise, teacher evaluations, as objects, extend into human bodies, sending eruptive charges that both register within the body and transmit outward into the environment. These charges emerge as upset, judgment, wonder, sadness, confusion, annoyance, pleasure, and everything in between. They embody an intensity that animates our social worlds, working to enhance energies and/or diminish them. Affects, then, do not just come from, and stay within, bodies (Brennan 10). A body, as an assemblage (Deleuze and Guattari 4), is neither self-contained nor disconnected from other bodies, spaces, and things.As a collection of sticky, “material, physiological things” (Brennan 6), teacher evaluations are very much alive: vibrantly shifting and transforming teachers’ affective capacities and life trajectories. Attending to them as such offers a way in which to push back against our own bodily erasure or “the screaming absence in [American] education of any attention to the inner life of teachers” (Taubman 3). While affect itself has become a recent hot-topic across American university campuses (e.g. see “trigger warnings” debates, Halberstam), conversations tend to exclude teachers’ bodies. So, for example, we can talk of creating “safe [classroom] spaces” in order to safeguard students’ feelings. We can even warn learners if material might offend, as well as watch what we say and do in an effort to protect students from any potential trauma. But we cannot, it would seem, matter, too. Instead, we must (if good and caring) be on affective autopilot, where we can only have “good” thoughts about students. We are not really allowed to feel what we feel, express raw emotion, have a body—unless, of course, that body transmits feel-good intensities.And, feeling bad about teacher evaluations ... well, for the most part, that needs to remain a dirty little secret, because, how can you possibly let yourself get so hot and bothered over a thing—a mere object? Yet, teacher evaluations can and do impact our lives, often in ways that are harmful: by inflicting pain, triggering trauma, encouraging sexism and objectification. But maybe, just maybe, they even offer up some good. After all, if teacher evaluations teach us anything, it is this: you are not simply a body, but rather, an “array of bodies” (Bennett 112, emphasis added)—and your body, my body, our bodies “must be heard” (Cixous 880).ReferencesAhmed, Sara. “Happy Objects.” The Affect Theory Reader. Eds. Melissa Gregg and Gregory J. Seigworth. Durham, NC: Duke UP, 2010. 29–51.———. “Communities That Feel: Intensity, Difference and Attachment.” Conference Proceedings for Affective Encounters: Rethinking Embodiment in Feminist Media Studies. Eds. Anu Koivunen and Susanna Paasonen. 10-24. 1 Jan. 2016 <http://www.utu.fi/hum/mediatutkimus/affective/proceedings.pdf>.Bennett, Jane. Vibrant Matter: A Political Ecology of Things. Durham, NC: Duke UP, 2010.Berlant, Lauren. “Intimacy: A Special Issue.” Critical Inquiry 24.2 (1998): 281-88.———. The Female Complaint: The Unfinished Business of Sentimentality in American Culture. Durham, NC: Duke UP, 2008.———. “Structures of Unfeeling: Mysterious Skin.” International Journal of Politics, Culture, and Society 28 (2015): 191-213.Brennan, Teresa. The Transmission of Affect. Ithaca, NY: Cornell UP, 2004.Butler, Judith. “Performative Acts and Gender Constitution: An Essay in Phenomenology and Feminist Theory.” Theatre Journal 40.4 (1988): 519-31.———. Precarious Life: The Powers of Mourning and Violence. New York: Verso, 2004.Chen, Mel. Animacies: Biopolitics, Racial Mattering and Queer Affect. Durham, NC: Duke UP, 2012.Cixous, Hélène, Keith Cohen, and Paula Cohen (trans.). "The Laugh of the Medusa." Signs 1.4 (1976): 875-93.De Beauvoir, Simone. The Second Sex. London: Jonathan Cape, 1953.Deleuze, Gilles, and Felix Guattari. A Thousand Plateaus: Capitalism and Schizophrenia. Minneapolis, MN: U of Minnesota P., 1987.Falter, Michelle M. “Threatening the Patriarchy: Teaching as Performance.” Gender and Education 28.1 (2016): 20-36.Foucault, Michel. Discipline and Punish: The Birth of a Prison. New York: Random House, 1977.Grosz, Elizabeth. Volatile Bodies: Toward a Corporeal Feminism. St. Leonards, NSW: Allen & Unwin, 1994.Halberstam, Jack. “You Are Triggering Me! The Neo-Liberal Rhetoric of Harm, Danger, and Trauma.” Bully Bloggers, 5 Jul. 2014. 26 Dec. 2015 <https://bullybloggers.wordpress.com/2014/07/05/you-are-triggering-me-the-neo-liberal-rhetoric-of-harm-danger-and-trauma/>.Haraway, Donna. “Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective.” Feminist Studies 14.3 (1988): 575-99.Harris, Anita. Future Girl: Young Women in the Twenty-First Century. New York: Routledge, 2004.Jones, Allie. “Racist Teacher Tweets ‘Wanna Stab Some Kids,’ Keeps Job.” Gawker, 28 Aug. 2014. 1 Jan. 2016 <http://gawker.com/racist-teacher-tweets-wanna-stab-some-kids-keeps-job-1627914242>.Jones, Stephanie. “Literacies in the Body.” Journal of Adolescent & Adult Literacy 56.7 (2013): 525-29.Louie, D. “High School Teacher Insults Students, Wishes Them Bodily Harm in Tweets.” ABC Action News 6. 28 Aug. 2014. 1 Jan. 2016 <http://6abc.com/education/teacher-insults-students-wishes-them-bodily-harm-in-tweets/285792/>.MacLure, Maggie. “Qualitative Inquiry: Where Are the Ruins?” Qualitative Inquiry 17.10 (2011): 997-1005.———. “Classification or Wonder? Coding as an Analytic Practice in Qualitative Research.” Deleuze and Research Methodologies. Eds. Rebecca Coleman and Jessica Ringrose. Edinburgh, Scotland: Edinburgh UP, 2013. 164-83. Mazzei, Lisa. “A Voice without Organs: Interviewing in Posthumanist Research.” International Journal of Qualitative Studies in Education 26.6 (2013): 732-40.McRobbie, Angela. The Aftermath of Feminism: Gender, Culture, and Social Change. London: Sage, 2009.Mulvey, Laura. “Visual Pleasure and Narrative Cinema.” Film Theory and Criticism: Introductory Readings. Eds. Leo Braudy and Marshall Cohen. New York: Oxford UP, 1999. 833-44.Nelson, Cynthia D. “Transnational/Queer: Narratives from the Contact Zone.” Journal of Curriculum Theorizing 21.2 (2005): 109-17.“Newark Teacher Still on the Job after Threatening Tweets.” CBS Local. CBS. 5KPLX, San Francisco, n.d. <http://sanfrancisco.cbslocal.com/video/2939355-newark-teacher-still-on-the-job-after-threatening-tweets/>. Oakley, Doug. “Newark Teacher Who Wrote Nasty, Threatening Tweets Given Reprimand.” San Jose Mercury News, 27 Aug. 2014. 1 Jan. 2016 <http://www.mercurynews.com/education/ci_26419917/newark-teacher-who-wrote-nasty-threatening-tweets-given>.“Offensive Student Evaluations.” PrawfsBlog, 19 Nov. 2010. 1 Jan 2016 <http://prawfsblawg.blogs.com/prawfsblawg/2010/11/offensive-student-evaluations.html>.Parker, Jameson. “Worst Teacher Ever Constantly Tweets about Killing Students, But Is Keeping Her Job.” Addicting Info, 28 Aug. 2014. 1 Jan. 2016 <http://www.addictinginfo.org/2014/08/28/worst-teacher-ever-constantly-tweets-about-killing-students-but-is-keeping-her-job/>.Pratt, Carol D. “Teacher Evaluations Could Be Hurting Faculty Diversity at Universities.” The New York Times, 16 Dec. 2015. 17 Dec. 2015 <http://www.nytimes.com/roomfordebate/2015/12/16/is-it-fair-to-rate-professors-online/teacher-evaluations-could-be-hurting-faculty-diversity-at-universities>.Rajchman, John. The Deleuze Connections. Cambridge, MA: MIT P, 2000.Rate My Teachers.com. 1 Jan. 2016 <http://www.ratemyteachers.com>. Renold, Emma, and David Mellor. “Deleuze and Guattari in the Nursery: Towards an Ethnographic Multisensory Mapping of Gendered Bodies and Becomings.” Deleuze and Research Methodologies. Eds. Rebecca Coleman and Jessica Ringrose. Edinburgh, Scotland: Edinburgh UP, 2013. 23-41.Sedgwick, Eve Kosofsky. Touching Feeling: Affect, Pedagogy, Performativity. Durham, NC: Duke UP, 2003.Stankiewicz, Kevin. “Ratings of Professors Help College Students Make Good Decisions.” The New York Times, 16 Dec. 2015. 7 Dec. 2015 <http://www.nytimes.com/roomfordebate/2015/12/16/is-it-fair-to-rate-professors-online/ratings-of-professors-help-college-students-make-good-decisions>.Stewart, Kathleen. Ordinary Affects. Durham, NC: Duke UP, 2007.Talburt, Susan. “Ethnographic Responsibility without the ‘Real.’” The Journal of Higher Education 57.1 (2004): 80-103.Taubman, Peter. Teaching by Numbers: Deconstructing the Discourse of Standards and Accountability in Education. New York: Routledge, 2009.Thiel, Jaye Johnson. “Allowing Our Wounds to Breathe: Emotions and Critical Pedagogy.” Writing and Teaching to Change the World. Ed. Stephanie Jones. New York: Teachers College P, 2014. 36-48.

Historians have often been compared with detectives; searching for clues as evidence of a mystery they are seeking to solve. I would prefer an association with food, making history like a trained cook who blends particular ingredients, some fresh, some traditional, using specific methods to create an object that is consumed. There are primary sources, fresh and raw ingredients that you often have to go to great lengths to procure, and secondary sources, prepared initially by someone else. The same recipe may yield different meals, the same meal may provoke different responses. On a continuum of approaches to history and food, there are those who approach both as a scientific endeavour and, at the other end of the spectrum, those who make history and food as art. Brought together, it is possible to see cookbooks as history in at least two important ways; they give meaning to the past by representing culinary heritage and they are in themselves sources of history as documents and blueprints for experiences that can be interpreted to represent the past. Many people read cookbooks and histories with no intention of preparing the meal or becoming a historian. I do a little of both. I enjoy reading history and cookbooks for pleasure but, as a historian, I also read them interchangeably; histories to understand cookbooks and cookbooks to find out more about the past. History and the past are different of course, despite their use in the English language. It is not possible to relive the past, we can only interpret it through the traces that remain. Even if a reader had an exact recipe and an antique stove, vegetables grown from heritage seeds in similar conditions, eggs and grains from the same region and employed the techniques his or her grandparents used, they could not replicate their experience of a meal. Undertaking those activities though would give a reader a sense of that experience. Active examination of the past is possible through the processes of research and writing, but it will always be an interpretation and not a reproduction of the past itself. Nevertheless, like other histories, cookbooks can convey a sense of what was important in a culture, and what contemporaries might draw on that can resonate a cultural past and make the food palatable. The way people eat relates to how they apply ideas and influences to the material resources and knowledge they have. Used in this way, cookbooks provide a rich and valuable way to look at the past. Histories, like cookbooks, are written in the present, inspired and conditioned by contemporary issues and attitudes and values. Major shifts in interpretation or new directions in historical studies have more often arisen from changes in political or theoretical preoccupations, generated by contemporary social events, rather than the recovery of new information. Likewise, the introduction of new ingredients or methods rely on contemporary acceptance, as well as familiarity. How particular versions of history and new recipes promote both the past and present is the concern of this paper. My focus below will be on the nineteenth century, although a much larger study would reveal the circumstances that separated that period from the changes that followed. Until the late nineteenth century Australians largely relied on cookbooks that were brought with them from England and on their own private recipe collection, and that influenced to a large extent the sort of food that they ate, although of course they had to improvise by supplementing with local ingredients. In the first book of recipes that was published in Australia, The English and Australian Cookery Book that appeared in 1864, Edward Abbott evoked the ‘roast beef of old England Oh’ (Bannerman, Dictionary). The use of such a potent symbol of English identity in the nineteenth century may seem inevitable, and colonists who could afford them tended to use their English cookbooks and the ingredients for many years, even after Abbott’s publication. New ingredients, however, were often adapted to fit in with familiar culinary expectations in the new setting. Abbott often drew on native and exotic ingredients to produce very familiar dishes that used English methods and principles: things like kangaroo stuffed with beef suet, breadcrumbs, parsley, shallots, marjoram, thyme, nutmeg, pepper, salt, cayenne, and egg. It was not until the 1890s that a much larger body of Australian cookbooks became available, but by this time the food supply was widely held to be secure and abundant and the cultivation of exotic foods in Australia like wheat and sheep and cattle had established a long and familiar food supply for English colonists. Abbott’s cookbook provides a record of the culinary heritage settlers brought with them to Australia and the contemporary circumstances they had to adapt to. Mrs Beeton’s Cookery Book and Household Guide is an example of the popularity of British cookbooks in Australia. Beeton’s Kangaroo Tail Curry was included in the Australian cooking section of her household management (2860). In terms of structure it is important for historians as one of the first times, because Beeton started writing in the 1860s, that ingredients were clearly distinguished from the method. This actually still presents considerable problems for publishers. There is debate about whether that should necessarily be the case, because it takes up so much space on the page. Kangaroo Tail CurryIngredients:1 tail2 oz. Butter1 tablespoon of flour1 tablespoon of curry2 onions sliced1 sour apple cut into dice1 desert spoon of lemon juice3/4 pint of stocksaltMethod:Wash, blanch and dry the tail thoroughly and divide it at the joints. Fry the tail in hot butter, take it up, put it in the sliced onions, and fry them for 3 or 4 minutes without browning. Sprinkle in the flour and curry powder, and cook gently for at least 20 minutes, stirring frequently. Add the stock, apple, salt to taste, bring to the boil, stirring meanwhile, and replace the tail in the stew pan. Cover closely, and cook gently until tender, then add the lemon juice and more seasoning if necessary. Arrange the pieces of tail on a hot dish, strain the sauce over, and serve with boiled rice.Time: 2-3 hoursSufficient for 1 large dish. Although the steps are not clearly distinguished from each other the method is more systematic than earlier recipes. Within the one sentence, however, there are still two or three different sorts of tasks. The recipe also requires to some extent a degree of discretion, knowledge and experience of cooking. Beeton suggests adding things to taste, cooking something until it is tender, so experience or knowledge is necessary to fulfil the recipe. The meal also takes between two and three hours, which would be quite prohibitive for a lot of contemporary cooks. New recipes, like those produced in Delicious have recipes that you can do in ten minutes or half an hour. Historically, that is a new development that reveals a lot about contemporary conditions. By 1900, Australian interest in native food had pretty much dissolved from the record of cookbooks, although this would remain a feature of books for the English public who did not need to distinguish themselves from Indigenous people. Mrs Beeton’s Cookery Book and Household Guide gave a selection of Australian recipes but they were primarily for the British public rather than the assumption that they were being cooked in Australia: kangaroo tail soup was cooked in the same way as ox tail soup; roast wallaby was compared to hare. The ingredients were wallaby, veal, milk and butter; and parrot pie was said to be not unlike one made of pigeons. The novelty value of such ingredients may have been of interest, rather than their practical use. However, they are all prepared in ways that would make them fairly familiar to European tastes. Introducing something new with the same sorts of ingredients could therefore proliferate the spread of other foods. The means by which ingredients were introduced to different regions reflects cultural exchanges, historical processes and the local environment. The adaptation of recipes to incorporate local ingredients likewise provides information about local traditions and contemporary conditions. Starting to see those ingredients as a two-way movement between looking at what might have been familiar to people and what might have been something that they had to do make do with because of what was necessarily available to them at that time tells us about their past as well as the times they are living in. Differences in the level of practical cooking knowledge also have a vital role to play in cookbook literature. Colin Bannerman has suggested that the shortage of domestic labour in Australia an important factor in supporting the growth of the cookbook industry in the late nineteenth century. The poor quality of Australian cooking was also an occasional theme in the press during the same time. The message was generally the same: bad food affected Australians’ physical, domestic, social and moral well-being and impeded progress towards civilisation and higher culture. The idea was really that Australians had to learn how to cook. Colin Bannerman (Acquired Tastes 19) explains the rise of domestic science in Australia as a product of growing interest in Australian cultural development and the curse of bad cookery, which encouraged support for teaching girls and women how to cook. Domestic Economy was integrated into the Victorian and New South Wales curriculum by the end of the nineteenth century. Australian women have faced constant criticism of their cooking skills but the decision to teach cooking shouldn’t necessarily be used to support that judgement. Placed in a broader framework is possible to see the support for a modern, scientific approach to food preparation as part of both the elevation of science and systematic knowledge in society more generally, and a transnational movement to raise the status of women’s role in society. It would also be misleading not to consider the transnational context. Australia’s first cookery teachers were from Britain. The domestic-science movement there can be traced to the congress on domestic economy held in Manchester in 1878, at roughly the same time as the movement was gaining strength in Australia. By the 1890s domestic economy was widely taught in both British and Australian schools, without British women facing the same denigration of their cooking skills. Other comparisons with Britain also resulted from Australia’s colonial heritage. People often commented on the quality of the ingredients in Australia and said they were more widely available than they were in England but much poorer in quality. Cookbooks emerged as a way of teaching people. Among the first to teach cookery skills was Mina Rawson, author of The Antipodean Cookery Book and the Kitchen Companion first published in 1885. The book was a compilation of her own recipes and remedies, and it organised and simplified food preparation for the ordinary housewife. But the book also included directions and guidance on things like household tasks and how to cure diseases. Cookbooks therefore were not completely distinct from other aspects of everyday life. They offered much more than culinary advice on how to cook a particular meal and can similarly be used by historians to comment on more than food. Mrs Rawson also knew that people had to make do. She included a lot of bush foods that you still do not get in a lot of Australian meals, ingredients that people could substitute for the English ones they were used to like pig weed. By the end of the nineteenth century cooking had become a recognised classroom subject, providing early training in domestic service, and textbooks teaching Australians how to cook also flourished. Measurements became much more uniform, the layout of cookbooks became more standardised and the procedure was clearly spelled out. This allowed companies to be able to sell their foods because it also meant that you could duplicate the recipes and they could potentially taste the same. It made cookbooks easier to use. The audience for these cookbooks were mostly young women directed to cooking as a way of encouraging social harmony. Cooking was elevated in lots of ways at this stage as a social responsibility. Cookbooks can also be seen as a representation of domestic life, and historically this prescribed the activities of men and women as being distinct The dominance of women in cookbooks in the nineteenth and early twentieth centuries attested to the strength of that idea of separate spheres. The consequences of this though has been debated by historians: whether having that particular kind of market and the identification that women were making with each other also provided a forum for women’s voices and so became quite significant in women’s politics at a later date. Cookbooks have been a strategic marketing device for products and appliances. By the beginning of the twentieth century food companies began to print recipes on their packets and to release their own cookbooks to promote their products. Davis Gelatine produced its first free booklet in 1904 and other companies followed suit (1937). The largest gelatine factory was in New South Wales and according to Davis: ‘It bathed in sunshine and freshened with the light breezes of Botany all year round.’ These were the first lavishly illustrated Australian cookbooks. Such books were an attempt to promote new foods and also to sell local foods, many of which were overproduced – such as milk, and dried fruits – which provides insights into the supply chain. Cookbooks in some ways reflected the changing tastes of the public, their ideas, what they were doing and their own lifestyle. But they also helped to promote some of those sorts of changes too. Explaining the reason for cooking, Isabella Beeton put forward an historical account of the shift towards increasing enjoyment of it. She wrote: "In the past, only to live has been the greatest object of mankind, but by and by comforts are multiplied and accumulating riches create new wants. The object then is to not only live but to live economically, agreeably, tastefully and well. Accordingly the art of cookery commences and although the fruits of the earth, the fowls of the air, the beasts of the field and the fish of the sea are still the only food of mankind, yet these are so prepared, improved and dressed by skill and ingenuity that they are the means of immeasurably extending the boundaries of human enjoyment. Everything that is edible and passes under the hands of cooks is more or less changed and assumes new forms, hence the influence of that functionary is immense upon the happiness of the household" (1249). Beeton anticipates a growing trend not just towards cooking and eating but an interest in what sustains cooking as a form of recreation. The history of cookbook publishing provides a glimpse into some of those things. The points that I have raised provide a means for historians to use cookbooks. Cookbooks can be considered in terms of what was eaten, by whom and how: who prepared the food, so to whom the books were actually directed? Clever books like Isabella Beeton’s were directed at both domestic servants and at wives, which gave them quite a big market. There are also changes in the inclusion of themes. Economy and frugality becomes quite significant, as do organisation and management at different times. Changes in the extent of detail, changes in authorship, whether it is women, men, doctors, health professionals, home economists and so on all reflect contemporary concerns. Many books had particular purposes as well, used to fund raise or promote a particular perspective, relate food reform and civic life which gives them a political agenda. Promotional literature produced by food and kitchen equipment companies were a form of advertising and quite significant to the history of cookbook publishing in Australia. Other themes include the influence of cookery school and home economics movements; advice on etiquette and entertaining; the influence of immigration and travel; the creation of culinary stars and authors of which we are all fairly familiar. Further themes include changes in ingredients, changes in advice about health and domestic medicine, and the impact of changes in social consciousness. It is necessary to place those changes in a more general historical context, but for a long time cookbooks have been ignored as a source of information in their own right about the period in which they were published and the kinds of social and political changes that we can see coming through. More than this active process of cooking with the books as well becomes a way of imagining the past in quite different ways than historians are often used to. Cookbooks are not just sources for historians, they are histories in themselves. The privileging of written and visual texts in postcolonial studies has meant other senses, taste and smell, are frequently neglected; and yet the cooking from historical cookbooks can provide an embodied, sensorial image of the past. From nineteenth century cookbooks it is possible to see that British foods were central to the colonial identity project in Australia, but the fact that “British” culinary culture was locally produced, challenges the idea of an “authentic” British cuisine which the colonies tried to replicate. By the time Abbot was advocating rabbit curry as an Australian family meal, back “at home” in England, it was not authentic Indian food but the British invention of curry power that was being incorporated into English cuisine culture. More than cooks, cookbook authors told a narrative that forged connections and disconnections with the past. They reflected the contemporary period and resonated with the culinary heritage of their readers. Cookbooks make history in multiple ways; by producing change, as the raw materials for making history and as historical narratives. References Abbott, Edward. The English and Australian Cookery Book: Cookery for the Many, as well as the Upper Ten Thousand. London: Sampson Low, Son & Marston, 1864. Bannerman, Colin. Acquired Tastes: Celebrating Australia’s Culinary History. Canberra: National Library of Australia, 1998. Bannerman, Colin. "Abbott, Edward (1801–1869)." Australian Dictionary of Biography. National Centre of Biography, Australian National University. 21 May 2013. . Beeton, Isabella. Mrs Beeton’s Book of Household Management. New Ed. London and Melbourne: Ward, Lock and Co. Ltd., n.d. (c. 1909). Davis Gelatine. Davis Dainty Dishes. Rev ed. Sydney: Davis Gelatine Organization, 1937. Rawson, Lance Mrs. The Antipodean Cookery Book and Kitchen Companion. Melbourne: George Robertson & Co., 1897.