Journal articles on the topic 'Posse (Word) Latin language French language Latin language'

Summary:The 5th-century Gaulish grammarian Consentius wrote an extensive treatise on errors in spoken Latin. In the Roman grammatical tradition, errors in single words are deemed to arise by means of the improper addition, removal, substitution, and misplacement of one of the constitutive elements of the word (letter, syllable, quantity, accent, and aspiration). Late grammarians assumed that the four catego- ries of change applied to accents too, but only Consentius provided an example for each of these cases. However, his discussion poses some problems. The examples of removal, substitution and misplacement of an accent all concern the word orator and present oddities such as a circumflex accent on the antepe- nultimate syllable; they were clearly made up for the sake of completeness and have no bearing on our understanding of Vulgar Latin. On the other hand, the example of addition of an accent is tríginta, with retraction of the accent on the antepenultimate syllable; this must be genuine and fits in well with current reconstructions of most Romance continuations of Latin triginta (Italian trenta, French trente, etc.) and other vigesimals (uiginti, quadraginta, etc.).

The need to comprehend contemporary global problems the mankind is facing poses demands to modern science to expand the range of functions and strengthen interac-tion between areas of society. The modern anthropocentric scientific paradigm makes a focus on the interdisciplinary research of the civilizational processes of social de-velopment, which created the need for a comprehensive study of sociocultural and linguistic processes in their functional interaction during the historical development of society.The process of human socialization is, first of all, the mastery of the symbolic cultural code and cultural memory of society, which in modern society is losing its usual monoculturism and is increasingly acquiring a bi- and multicultural character, which poses a pressing multifaceted problem for society - linguistic policy, linguistic consciousness, persona lingua. The language policy of any particular country or region is dictated by the prevailing socio-political situation in the country and contributes to shaping the fate of this country for it regulates the status of the state language, the language of the press, education, and science.In each society, certain language priorities are formed, as well as language prohibitions that regulate the life of society, and the formation of the worldview of the participants in society depends on the languages being assimilated. Not surprisingly, the problems of language (with the light hand of the philosopher Ludwig Wittgen-stein) have long exceeded philological problems of philological problems. The language policy of small countries largely depends on foreign policy fac-tors; it is interesting to follow the example of Georgia to trace the change in language priorities in different historical eras (from Arabic, Persian, Greek, Latin, Turkish to Russian, and now to English). The Second World War became an important milestone for Soviet Georgia in language policy: the spiritual unity of all the peoples of the USSR was so intense that the formation of a single supra-ethnic community “Soviet nation” was successfully supported by language policy: having Russian as the second native language. The education system and the press were fully focused on the Russian language. The schools taught foreign languages (French, German, English) by choice, but the minimization of hours, the grammatical approach and the lack of language practice allowed only units to learn European languages at the level of free communi-cation.The 1990s became a period of forced breaking of habitual linguistic priorities for Georgia, free of imperial influence. English has become compulsory subject matter at all stages of the Georgian educational system, Russian is studied only by choice as a second foreign language with a minimum number of hours. The previously banned Turkish language is strengthening its position, especially in Adjara, neighboring Turkey.

The article deals with productive affixes of Latin origin, with the help of which many words of the Romanian language have been formed since the beginning of its formation from the Latin language of the Danube region. Latin suffixes and prefixes that continue to be used in the word formation process of modern Romanian are also analyzed. Some Romanian words were borrowed through other languages (French, German) The ways of penetration of the Latin language into the territory of modern Romania have been established. The process of Romanization began after the wars near the Oresteier Mountains (101-106), as a result of which Dacia was conquered and annexed to the Empire. It is noted that Dacia (modern-day territory of Romania) inherited a rich ancient heritage with the conquest of new provinces by the Empire and, thus, the spread of Roman cultural heritage. However, Latin was the official language in Dacia. Many new cities with introduced Roman civilization were also founded. Latin was spoken in the army and in state institutions. The vocabulary of the Romanian language, which was created with the help of Latin word-forming elements at the beginning of the Romanian language formation, is distinguished, and it is shown that these affixes are used in the modern Romanian language thus distinguishing productive and unproductive affixes.

Abstract The Old French word longuebart, with the meaning ‘inhabitant of Southern Italy’, is used in chronicles that deal with the war between the emperor Frederick II and the lords of Ibelin written in the Latin East. This article traces the history that lies behind this unexpected use of the term examining medieval French, Latin and Italian texts of various kinds.

AbstractElastic s+C is the idea that s+C clusters are heterosyllabic by default in all languages, and that some repair will occur in case, pending on language-specific circumstances, a heterosyllabic parse is illegal (preceding long vowel, preceding coda, beginning of the word). The repair at hand is the branching of the s on the following empty nucleus. This generalization is derived from the behaviour of left-moving yod in the diachronic evolution from Latin to French. The floating yod (here coming from palatalization k+i,e > j+ʦ) anchors as a coda if the preceding syllable is open (placēre > plaisir), but is lost in case it is closed (cancellāre > chanceler), except when the syllable-final C is s (cresc(e)re > croistre (mod. croître)). We know independently that intervocalic s+C clusters are regular coda clusters: they block diphthongization (testa > teste (mod. tête)). Hence s is elastic: s+C is a regular coda cluster unless there is a demand for s to vacate its coda position. It is shown that among all syllabic identities for s+C that are entertained in the literature only one is compatible with this pattern: in CsC clusters, i.e. in absence of a preceding vowel, s branches on the following empty nucleus, i.e. the one that separates it from the following C. This is confirmed by an independent pattern: the middle consonant of CCC clusters is lost unless it is s (CsC), but is regularly dropped in sCC clusters. Here as well s+C is a regular coda-onset cluster when preceded by a vowel (sCC), but s elastically becomes a non-coda when preceded by a consonant (CsC). This empirical generalization appears to be an unprecedented finding: s in s+C is a coda when preceded by a vowel, but a (branching) non-coda when not preceded by a vowel. It is shown that it may solve a good deal of the notoriously mysterious behaviour of s+C clusters as such, i.e. in other languages and in synchronic analysis. Word-initially s+C is not followed by a vowel and therefore a non-coda, thus accounting for the typical cross-linguistic pattern whereby s+C is exceptional word-initially, but not word-internally (where it is followed by a vowel). Also, the branching analysis solves the mysterious fact that s only shows exceptional behaviour when it is followed by a consonant: there is no empty nucleus it could branch on when followed by a vowel.

Thanks to its variety of meanings, the word mundus had already aroused the interest of classical authors. It is in fact widely attested throughout the history of the language both as an adjective and as a noun.The adjective mundus, -a, -um means primarily ‘propre, d’ où soigné, coquet, élégant’ (DELL, 420), but is it also found used in the rural language when the act of cleaning is involved as is proved by the occurrence in this context of the derived verbs commundō, emundō, and by the expression mundus ager. The definition given to the adjective as mundus quoque appellatur lautus et purus (in Festus, cf. DELL, 420) accounts for this particular meaning because we find expressions describing earth ready for farming as humus subacta et pura ‘earth (which has been) worked and cleaned’. The relevance and wide distribution of this meaning of the adjective in the spoken language is made apparent by the occurrence in the Romance languages of numerous derivatives, such as Italian mondo ‘cleaned, purified’ and mondare ‘to husk, thresh, weed’, or French monder ‘to clean by separating something impure’ and émonder ‘to remove dead branches, to lop a tree’.

"Interlanguage Connections Reflected Lexicographically. A Comparative Study of Romanian, Italian and French. The present article focuses on the concept of etymological word family and the way in which it is reflected in three Romance languages – Romanian, Italian and French – by comparing the historical and cultural journey of one single Latin etymon. I have turned my attention to the Latin verb currere and its family, which have been inherited or borrowed in the three languages under discussion. Analysing the way in which these words are presented in the representative etymological and historical dictionaries (DELR for Romanian, DHLF for French and VLI for Italian), the productivity of the main etymon and its family and, implicitly, the underlying Latin model are discussed. The analysis emphasises both the situation from each individual language, and the inter-linguistic reality, making reference to the cultural contacts existing between the three languages and societies. Starting from an individual case, the main purpose of this study is to show the hereditary and cultural unity of Romanian, Italian and French and the way it has been reflected diachronically via linguistic means. Keywords: etymological word family, borrowing, inherited word, analogy, lexical derivation."

Abstract Richard Rolle’s Psalter rendition, as any of the medieval English Psalter translations, is thickly enveloped in a set of assertions, originating in the nineteenth century, whose validity has been accepted unquestioned. It is the purpose of the present paper to investigate one such claim concerning the vocabulary selection, according to which Rolle’s rendition would employ almost exclusively lexical items of native origin, except for the instances where no proper item with native etymology presents itself in a particular context and Rolle is forced to use a Latin-derived word. The assertion generates at least two problematic issues. Firstly, it identifies Rolle’s translation as most exceptional in relation to the remaining 14th-century English Psalter translations: the Wycliffite Bibles and the Middle English Glossed Prose Psalter of which the former are asserted to be overtly influenced by the Latin text they render and the latter deeply indebted both syntactically and, more importantly, lexically to a ‘French source’. Secondly, it ascribes Richard Rolle the ideas nowadays covered by the term linguistic purism. Therefore, it seems necessary to analyse the lexical layer of the text in search of evidence, or lack thereof, which sets Rolle’s translation lexically apart from other renditions and sheds some light on the issue of Rolle’s supposed linguistic purism. Such a study is conducted on the basis of the nominal layer of the first fifty Psalms of the four relevant texts analysed in relation to their common Latin source text as only the juxtaposition of all of these enables one to (dis)prove the claim cited above. To provide a wider context from which to view them, the findings will be presented in relation to an overview of the contemporary theory of translation and set against a broadly sketched linguistic map of contemporary England.

Abstract Univerbation is the syntagmatic condensation of a sequence of words recurrent in discourse into one word, as when the Spanish combination a tras (to back) becomes atrás ‘behind’. It affects both lexemes and grammatical formatives. Unlike processes of word formation, including conversion of a syntactic construction into a word, as in forget-me-not, and compounding, as in Spanish lavaplatos ‘dishwasher’, univerbation is a spontaneous process. There are two main types of univerbation: phrasal univerbation downgrades a phrase to a word, as when Latin terrae motus ‘earth’s movement’ becomes Spanish terremoto ‘earthquake’. Transgressive univerbation coalesces a string of words which do not form a syntagma into a word, as when French par ce que becomes parce que. A set of univerbations may share structural features and may therefore evolve into a pattern of compounding. Thus, blackbird originated by univerbation, but may now provide a pattern of compounding. As a consequence, univerbation and compounding are not always easily distinguishable. The discussion uses empirical evidence adduced in earlier work, mostly from Romance and Germanic languages. Its aim is not to present novel phenomena but to provide a theoretical background for the phenomenology and improve on available analyses.

The concept of intermediality arose in the theoretical discourse about the relations between different systems or products of meaning, such as the relations between music and art, or image and text. The word gained currency in the 1980s in German- and French-language studies of theatre performance, and in scholarship on opera, film, and music, in order to capture the notion of the interconnections between different art forms. For reasons of utility, the concept has been divided into three kinds: intermediality may refer to the combination of media (as in opera, in which music, dance, and song are conjoined into one aesthetic experience); the transformation or transposition of media (as in a film version of a book); and intermedial references or connections, whereby attention is drawn to another system of meaning, as in the references in literature to a work of art. The term has entered the field of classics especially via the study of the relations between the narrative and inscriptional modes in literary epigram.

SummaryProto-Romance linguistic transformations are partially hidden by the archaic style that char- acterizes Late Latin documents. However, these texts (e. g. chronicles) permit insights into the changes undergone by the oral language, because authors and scribes can reproduce unconsciously their own speech habits, already different from Classical standard. In our presentation, this curious duality is shown by the example of noun declension, which is undermined, but not yet completely eliminated, in 7th century Latin. A comparison is made between the so-called Fredegarius, a Merovingian chronicle, and an early French poem, the Eulalia Sequence, which manifests the last stage of the declension, just before its disappearance. The morphological change has its counterpart in the restructuration of the sentence: the neighbourhood of subject and verb becomes usual in the surface structure, and certain limitations are im- posed upon the freedom of word order. Thus, the reconstruction process we propose has two aspects: it is necessary to describe the diastratic variation at different moments of the history of Late Latin, and, on the other hand, the results need to be compared with the Early Romance linguistic systems. In this manner, reconstruction can show the coexistence of tradition and innovation in the language, a necessary condition of its normal functioning.

Emerging in the English language during the 1590s, the etymological origins of the word “disaster” are found in désastre from Middle French (1560s) and disastro from Italian, meaning “ill-starred,” with “dis-,” a pejorative and “astro” meaning “star” or “planet”—from the Latin astrum and from the Greek ástron. The notion was of “an unfavorable aspect of a star or planet,” a “malevolent astral influence,” or a “calamity blamed on an unfavorable position of a planet.”

AbstractStudies of individual languages rarely discuss in any depth the question of how, or to what extent, the positioning of word stress in polysyllabic words is motivated functionally although addressing this issue would mean relating the structural levels of phonetics/phonology, morphology, syntax, semantics and pragmatics systematically to each other. Given that in French practically all (Latin) syllables following the syllable which carries the main stress have been muted, words and word forms are oxytones, generally carrying stress on the last syllable. As a result, endings and suffixes which constitute the morphological head of a word and are, as such, normally unstressed, now also carry stress. This can be seen in faisait or nageur, which in English would correspond to was *doíng or *swimmér or in German to *machté or *Schwimmér respectively. Since stress is normally positioned on the lexical stem, which carries more information, a morphoprosodic mismatch leading to a countericonic stress pattern obtains in French. Interestingly, this phenomenon has hardly attracted serious attention in linguistics so far, and speakers of French have apparently remained undisturbed by the mismatch. The same is true of the counter-intuitive stress placed on enclitic pronouns in prends-lé! – táke it – nímm(e)s! or vient-íl? – is he cóming? – kómmt er? Apparently, language as an instrument also works when the encoding is suboptimal or dysfunctional. The reason for this must be that language is also supported by the (lexical) content of the signs, which nevertheless makes an appropriate interpretation possible.

According to the Law on Education, the National Training Program, new educational institutions have been built, and the existing ones have been reconstructed and repaired in accordance with modern standards. In the framework of the Law of the Republic of Uzbekistan "On Education" and the National Program of Personnel Training, a comprehensive system of teaching foreign languages, is the formation of a harmoniously developed, educated, modern-minded young generation , a system aimed at further integration of the republic into the world community has been created. Silent letter is part of a word that written but not spoken. Silent letter can sometimes join with other letters to form part of a word. Silent letters exist in many English words and French words as well. Because of this, they often cause confusion and sometimes embarrassment when they are accidentally spoken.One of the reasons why silent letters are used in English, French and some other languages relates to following. During the formation evolution of English and French many foreign words were assimilated or absorbed in the language in Latin ,Germanic , Greek words were readily added to early English and French as was the spelling. All natural languages change and because they change, they have histories. Every language changes in different ways, so their histories are unique and different. The history of a given language is the description of how it has changed over time.

Summary Apart from his numerous works in comparative linguistics, Rasmus Kristian Rask (1787–1832) is also the author of a manuscript in which he sets forth in detail his conception of a universal auxiliary language. Written during 1819–1820, this 72-page treatise, entitled Optegnelser til en Pasigraphie, has been neglected by linguistic research up to the present, in part because it remained in manuscript form. Rask’s draft of a planned language is divided into three sections: (1) The grammatical system and basic vocabulary; (2) numerous examples of word-formation, morphology etc. and (3) samples of texts. Rask deplores the waste of energy resulting from the multiplicity of languages in international communication. In his opinion, many intellectual achievements are lost or cannot be further developed owing to lack of exchange facilities. Instead of having to learn words and structures, people should be placed in a position to tackle the subject matter. The practical aim of linguistic studies should therefore be the creation of an international means of communication to be used in the field of science as well as in every-day life. Important postulates of such a conception would be: improved learnability by means of simplification of grammatical structures, consistency in word-formation and easy articulation for people of different language communities. To conform to these aims, Rask decided to create a system mainly on the basis of romance languages, i.e., Latin, Spanish, French and Portugese, complemented by Greek and English. Rask’s essay presents a hitherto unknown type of planned language, commonly described as ‘naturalistic’. Whereas other aposterioric systems like Esperanto give priority to regularity and logic and are therefore called ‘autonomous’, Rask tries to remain faithful to the results of historical evolution. In that respect, Rask’s project resembles Otto Jespersen’s ‘Novial’, which was to be conceived a century later.

Animation is a Latin word meaning animation in our language. It is taken from the French word "Anime" and is located in our language. In French, the word "anime" means animation. Animation generally involves all animation systems. Even the animation of an animal by a group of actors on the stage is a form of animation. Computer-generated cartoons, etc. animations are also called animations. Today such animations are used for television and cinema. If we want to look for animation as a paragraph, we should look for it in the section "Entertainment services in tourism". In order to ensure that tourists have a good time and increase the demand for work, great efforts are made to use all the animations as a result. Any entertainment, to present an interesting program, is a set of all activities aimed at activating guests, that is, all animation activities. "Animator" is used in the sense of a person who animates, performs and moves. Animation has emerged as a social phenomenon. Since primitive communities, animations have been used in various ceremonies. Animations made using face painting, masks and accessories are still very common. It has become an indispensable element of gatherings and events. Although it has undergone certain changes over time, animation is a social activity that retains all the animating power it seeks to convey to people. Key words: animation, animation in tourism, tourism, management

Some of you know that my grandfather was a cook for the British in Kenya, and though he was a respected elder in his village, his employers called him “boy” for much of his life.—Barack Obama, president of the United States, speaking to the Parliament of Ghana, Accra, 11 July 2009How do you say khaki in fourteen languages? assuming that the answer is, in most cases, more or less khaki, what might that word mean? This question occurred to me three years ago as I was sitting in my Minnesota office with a student—a brilliant sophomore economics major from Hanoi—trying to understand a thorny text from Cameroon. The text before us was the Vietnamese translation of Ferdinand Oyono's landmark 1956 francophone anticolonial novel Une vie de boy, which I had been pondering for years. A central figure in the novel, the village's French commandant, was often depicted in “son short kaki” (“his khaki shorts”). Though I don't speak Vietnamese, I could make out enough of its modified Latin alphabet to recognize kaki several times in the 1997 translation. In seeking its Vietnamese meaning, I knew that at least six languages were already in play: kaki came to Oyono's French from English, which got the word in the mid-nineteenth century from Hindi-Urdu (where it means dust-colored), which got it from the Persian (transliterated “khakeh”), meaning dust (“Khaki”). What is more, Oyono's novel purports to be translated from the Ewondo, where kaki certainly meant something too. But in Vietnamese? My instinct was that khaki, at least in Vietnam, would signify what it did in Cameroon: the iconic colonial oppressor's fabric. But when my student, Phuong Vu, saw the word in Vietnamese, she immediately searched for an image on her laptop, then showed me a photo of the great anticolonial leader of Vietnam: the khaki-wearing Ho Chi Minh. Seeking a further data point, I asked my dean, the Somali scholar Ahmed Samatar, what khaki meant in his mother tongue. His reaction, too, was instant: “my grandfather was the first man in our village to wear khaki: it signifies modernity!” Khaki: one word, worldwide. But clearly not a monosignifying word, since it means, at minimum, dust, dust-colored, modernity, colonization, and anticolonial resistance. To paraphrase Langston Hughes, what kind of a translation can you make out of that?

<p>This article, which is the author’s trial lecture for the degree of Philosophiae Doctor, offers a brief history of the use of Latin among men of learning. The seventeenth and eighteenth centuries are known as the periods of Scientific Revolution and Enlightenment, respectively. In the same timespan the Republic of Letters flourished, a word which connoted a kind of ‘imagined community’ (in Benedict Anderson’s words) which bound together the supporters of the new science. In transgressing confessional, civil, and ideological boundaries Latin offered a peculiar kind of assistance. A text in Latin would signify not merely erudition, but also some sort of neutrality. However much the active use and the passive ability to understand various vernacular languages rose internationally, neither Italian, French, English, or German was received without mixed feelings. Escaping the famous definition of a language as ‘a dialect with an army and a navy’, Latinity proved capable of persisting by means of ‘soft power’ alone. The processes which led to the end of this state of affairs were not one and the same. Italian, which Galilei and the academicians of Florence used, achieved national or regional, rather than international, success. English, cultivated by the Royal Society of London, was undoubtedly comprehensible to many learned, but it was used rarely abroad nevertheless. French, having the Académie Royale des Sciences and the encyclopédistes among its supporters, especially towards the end of the eighteenth century seemed poised to take over the Republic of Letters. German, read by many men of learning in Nordic and Eastern parts of Europe, reeked of vulgarity or even barbarism. That Latin, the victim of nationalism, democratisation, and secularisation, in brief, of European modernity, also served as a vehicle and a midwife for that very same modernity is a lesson well worth bearing in mind.</p>

"Etymological, Lexical and Semantic Correspondences in the Process of Feminization of Professional Names, Trades and Activities in French and Romanian Societies. The feminization of thought represented by language and of its varieties in the Roman World has allowed to highlight some convergences that come from a common linguistic heritage, often from Greek and Latin and some hesitation about adapting society to its realities. The feminization of some words which comes from an ancient process illustrates on the one hand the potential of the language and on the other hand some constraints sometimes linked to the society itself, which creates transitional periods, between matching grammatical correction and the evolution of linguistic uses over time. The possibilities of lexical enrichment (internal creation or loan) show the means available in French and Romanian and some convergences in the area of derivation, of lexical units and their etymologies. The grammatical perspective and word constructing methods make it possible to give keys for the feminization of names of trades or professions. Likewise, recording entries in the lexicon, their evolution, their assimilation or sometimes their forgetfulness, for the benefit of new constructions highlight the existence of objective and subjective criteria which teach us a lot about society as a whole. Keywords: feminization of professions, internal and external enrichment, suffixal match, use of words, grammar, lexicon, French and Romanian."

Abstract Most practitioners of translation agree that translation is at best an ersatz, able to get across only part of the source text’s meaning, which is meaning on two levels: the semantic and the phonological. Even in translating an apparently simple lexical item, to say nothing of long stretches of discourse, they are keenly aware of what is being left out. On the semantic level, for example, the denotation of a lexical item may sometimes be preserved almost intact. However, its connotations, associations, or nuances, which can elicit subtle responses from readers of the original, often defy the process of carrying over or across, which is what transferre, the Latin word from which translate is derived, means. Yet, compared with musicality, a feature on the phonological level, all features on the semantic level will become relatively easy. With reference to translations of Dante’s Divine Comedy in Spanish, French, Latin, English, German, and Chinese, as well as translations of Shakespeare’s Macbeth in Italian, this paper discusses musicality as the most recalcitrant of all features in a source-language text, and attempts to show how, depending on factors to be examined in detail, intrafamily translation, that is, translation between languages of the same family, can capture the original music with varying degrees of success.

AbstractThe graphemic distinctiveness of simple word stems in written English (henceforth stems) is usually discussed in terms of the discrimination of homophones: Two or more distinct stems that share a phonological form each have a unique graphemic form (e.g., meat / meet; pair / pear / pare) and in some cases we cannot ascribe the different spellings to etymology: scent ‘should’ be spelled sent given its history (borrowed from French sentir and Latin sentire). The lists in Carney (1994) and Venezky (1999) of heterographic words show that there is a considerable number of homophones that are discriminated in spelling. But there are also many homographic cases (e.g., bank, can), so any stipulated ‘principle of heterography’ is not universal. In this paper, we determine the scope and limitations of this principle empirically. Using the CELEX corpus as well as printed dictionaries, we first determine the number of homophonous simple stems in our data (like bank / bank or pair / pear / pare). Of these, we determine the fraction that has a distinct spelling (like pair / pear / pare). The overall ratio is well below 50%, which means that the principle is not as far-reaching as often assumed. Historically, it appears that in many cases we are not dealing with a graphemic differentiation of stems, but with a conservation of spellings. As a consequence, most distinctive spellings probably corresponded to distinctive sound forms at some point in their history. Sound change then led to homophony, but the graphemic form often remained distinct (as with e.g. loan / lone). Expressing lexical differences in the written form of stems does not seem to be overly important to English writers; there is no widespread lexical or morphological principle at work when it comes to the spelling of English stems.

This article discusses reception and production of academic vocabulary among native speakers of Serbian language. Academic vocabulary is one of the key elements of academic language competence, and a modest lexicon and underdeveloped academic language competence can cause problems in both comprehension and production. In this research, we used a vocabulary test consisting of 12 items taken from general culture entrance exams used at the Faculty of Philosophy, University of Belgrade. The participants are BA students of French language at the Faculty of Philology, University of Belgrade, years 1-4. The participants were instructed to provide a synonym or a definition for each item, as well as a sentence containing the given word. The aim of this research is to highlight issues in comprehension of academic vocabulary and establish the influence of factors such as word etymology or university level on the success of the participants. We analysed the results and classified them in three categories: correct, incorrect and unanswered. The majority of participants successfully identified just half of the given words (in order of success: poliglota 95,76%, bestseler 92,37%, pacifista 66,10%, suveren 58,47%, prototip 57,63%, elokventan 56,78%). The success level for the other half of the items from the test was below 50% (in order of success: erudita 49,15%, hipokrizija 39,83%, nepotizam 22,03%, skrupulozan 18,64%, šprahfeler 10,17%, eksproprijacija 8,47%). The influence of etymology was analysed through a comparison of the results for six items of French/Latin origin with the results for the other six items which did not originate from Romance languages. This analysis shows that the participants had similar results in both groups of items, with three words from each group having above 50% of correct answers (suveren, elokventan, pacifista; poliglota, bestseler, prototip). Lastly, we examined success levels from year 1, year 2, year 3 and year 4 students and determined that the median of correct answers for each year does vary, but that there is no strong linear progression (median year 1=5, year 2=6, year 3=7, year 4=6). The results indicate a lack of knowledge of academic vocabulary and difficulties in identifying and manipulating this type of lexis. We believe it is necessary to integrate academic language skills, including academic vocabulary, in high school curriculum and introduce Serbian language as a subject at university level.

En este artículo se dan ciertas informaciones para intentar explicar la diferente pronunciación de un conjunto de palabras entre español y portugués. Las causas de dicha diferencia son diversas. Se observa, sobre todo, una distinta evolución y/o adaptación del término originario (principalmente latín y griego), en ocasiones esperable y en otras no; también se ve la influencia de una tercera lengua (francés, sobre todo, inglés y otras) y en palabras formadas a partir de otras dos, a veces domina el acento de una y a veces el de la otra.The aim of this article is to try and explain the different pronunciation of a set of words between Spanish and Portuguese. The causes of this difference are diverse. We observe, above all, a different evolution and/or adaptation of the original term (mainly Latin and Greek), sometimes expected and sometimes not; the influence of a foreign language (French, especially, English and others) is also seen, and —in compound words formed from other two— sometimes prevails the stress of one word and sometimes prevails the other.

The question of existence of national and borrowed units, the development and adaptation of foreign terminology is always relevant in the Ukrainian linguistics. The foreign language terminological units that expanded into national terminological systems were always of great interest for researches who are studying borrowings in terminology and the causes of this process. In spite of the fact that terminological nomination and the role of the national and borrowed elements in the formation of terminological systems of different branches of knowledge were analyzed. The general and multi-dimensional characteristics of borrowings are required for the Ukrainian terminological system of museum affairs The Ukrainian terminological system of museum science can develop, change, reflecting all the realities of modern life. The history of the development of science, the change of scientific views, as well as integration, cultural and linguistic connections ‒ all these are reflected in the terminological system as a whole, and in separate terms. The terms borrowed from different languages began to operate at different stages of development of museum science. The Ukrainian terminological fund of the museum science was replenished with borrowings from Greek, Latin, French, etc. as a result of interlanguage relations. Foreign language units replenished the Ukrainian museum affair with varying intensity in different periods of its formation. The terminological units, that are complex nouns, in the structure of which there are bases or terminological elements of different origin, belong to the terminological apparatus of the professional language of the museum workers. We distinguish in the terminological system of the museum science hybrid terminological formations that arise as a result of derivation mainly from foreign language bases with the help of specific word-formation formants. The foreign language components that serve as international terminological elements involved in the formation of terms. It should also be noted about the presence of the mixed structures from two languages that are active in the terminological system of museum science, created by combining the bases or terminological elements. The modern Ukrainian terminological system of museum science is characterized by the genetic heterogeneity of its units that reflects the long historical process of formation of the terminological system and the influence of various languages and extra-language factors.

SUMMARY The form and distribution of Middle English poetic texts is neither accidental nor the sole consequence of French (or Latin) literary influence. In particular, we claim that changes in poetic form are enabled by language change, specifically and in the Middle English period by changes in word- and phrase-stress patterning. Such linguistic changes initially take place in different dialects at different rates. Since dialects show at least partial synchronic isomorphism between phonological and metrical forms, it is reasonable to explore the consequences of such isomorphism in Middle English, and come to some (tentative) conclusions about the metres, the alliterative patterning, and the di-atopic variation in Middle English verse. We include data and analyses connected with the coming of systematic rhyme, different forms of alliterative writing, metrical promotion and subordination, and isosyllabism. These help to justify the initial assumptions that dialect variation is metrically significant and that poetic form and change is enabled by changes in stress-patterning. RÉSUMÉ La forme et la disuibution des textes poétiques du moyen anglais n'est ni le résultat d'un accident ni entièrement la conséquence de l'influence littéraire française (ou latine). Nous prétendons, en particulier, que les changements dans la forme poétique deviennent possibles grâce aux changements dans la langue, plus spécifiquement, durant la période du moyen anglais, grâce aux changements au niveau de l'accentuation des mots et des phrases. Initialement, de tels changements linguistiques se produisent dans des dialectes différents et à des vitesses différentes. Puisque les dialectes démontrent un isomorphisme du moins partiellement synchronique entre les formes phonologiques et métriques, il semblerait raisonnable d'explorer les conséquences d'un tel isomorphisme en anglais moyen et d'en venir à quelques conclusions préliminaires sur sa métricité, son allitération et sa variation diatopique. Nous incluons, par ailleurs, les données et les analyses reliées à l'avènement de la rime systématique, aux diverses formes d'allitération, à la promotion et subordination métrique, aussi bien qu'à l'isosyllabisme. Tout cela contribue à justifier les suppositions initiales, voire que la variation dialectale a une importance de nature métrique et que la forme ainsi que le changement poétique sont motivés par des changements au niveau de l'accentuation. ZUSAMMENFASSUNG Die Art und Verbreitung der mittelenglischen Literatur ist weder zufällig noch als das Ergebnis franzosischer (oder lateinischer) Einflüsse anzusehen. In diesem Aufsatz wird vornehmlich die Auffassung vertreten, daß Ânderungen in der dichterischen Form durch Sprachwandel ermoglicht werden. Während der mittelenglischen Periode geschah dies vor allem durch Ânderungen im Be-tonungsmuster von Wörtem und Wortgruppen. Solche sprachlichen Veränderungen traten in den verschiedenen Dialekten weder gleichzeitig noch regel-maßig auf. Da die Dialekte synchron gesehen zumindest teilweise eine Isomor-phie zwischen phonologischen und metrischen Strukturen aufweisen, lassen sich im Mittelenglischen einige Folgen dieser Isomorphic untersuchen. Sie erlauben zumindest einige vorläufige Schliisse iiber Metrik, Stabreimmuster und diatopische Varianten in der mittelenglischen Dichtung. Im vorliegenden Beitrag wurden Materialien und Analysen berücksichtigt, die sowohl mit dem Auftreten des Endreims als auch mit den verschiedenen Formen der Stabreim-dichtung zusammenhängen, etwa mit dem Isosyllabismus und der metrischen Profilierung oder Unterordnung. Dièse bestätigen großtenteils unsere An-nahmen, da8 Verschiedenenheiten innerhalb der Dialekte fur die Metrik von Bedeutung sind und da6 der Wandel in der poetischen Ausdrucksform durch Ànderungen im Wortbetonungsmuster ermoglicht wird.

Purpose This paper aims to propose an approach for hate speech detection against politicians in Arabic community on social media (e.g. Youtube). In the literature, similar works have been presented for other languages such as English. However, to the best of the authors’ knowledge, not much work has been conducted in the Arabic language. Design/methodology/approach This approach uses both classical algorithms of classification and deep learning algorithms. For the classical algorithms, the authors use Gaussian NB (GNB), Logistic Regression (LR), Random Forest (RF), SGD Classifier (SGD) and Linear SVC (LSVC). For the deep learning classification, four different algorithms (convolutional neural network (CNN), multilayer perceptron (MLP), long- or short-term memory (LSTM) and bi-directional long- or short-term memory (Bi-LSTM) are applied. For extracting features, the authors use both Word2vec and FastText with their two implementations, namely, Skip Gram (SG) and Continuous Bag of Word (CBOW). Findings Simulation results demonstrate the best performance of LSVC, BiLSTM and MLP achieving an accuracy up to 91%, when it is associated to SG model. The results are also shown that the classification that has been done on balanced corpus are more accurate than those done on unbalanced corpus. Originality/value The principal originality of this paper is to construct a new hate speech corpus (Arabic_fr_en) which was annotated by three different annotators. This corpus contains the three languages used by Arabic people being Arabic, French and English. For Arabic, the corpus contains both script Arabic and Arabizi (i.e. Arabic words written with Latin letters). Another originality is to rely on both shallow and deep leaning classification by using different model for extraction features such as Word2vec and FastText with their two implementation SG and CBOW.

The Republic of Serbia is one of the few, if not the only country in the world that, at ratification and translation of the term „baština“– heritage which appears in two significant and related international conventions of UNESCO, used different terms: „baština“– „heritage“, with regard to the Convention Concerning the Protection of the World Cultural and Natural Heritage, and „nasledje“ –inheritance in the Convention for the Safeguarding of the Intangible Cultural Heritage. One of the reasons for the subsequent rejection of the term heritage could lay in the opinion that it was the case of (end of 20th and beginning of the 21st century) political bureaucratic introduction of an old, forgotten word, which also contains the notion of gender incorrectness based on pointing out the inheritance through the male line, which could be in conflict with international law. The views expressed in this paper suggest the unsustainability of these claims, as well as greater suitability of the term „baština“– heritage. Namely, the ratification of the Convention Concerning the Protection of the World Cultural and Natural Heritage was done as early as in 1974, and since then the term „baština“– heritage was used, its new introduction into use on the basis of recent daily political aspirations cannot be the case. At the same time inheritance through the male line is encountered with the use of the Latin word „patrimonium“, which is the basis for the terms used in the official translation of the UNESCO-listed conventions in French and Spanish: „patrimoine“ and „patrimonio“ (and other Roman languages) so that the use of the term „baština“ –heritage cannot be a violation of international legal norms. Finally, bearing in mind the fact that, in general, use of languages is impossible to achieve complete gender purism, it is necessary to emphasize that in contrast to the term „nasledje“ – inheritance, the term „baština“ – heritage is more suitable for use in Serbian language when it comes to the concept of inheritance, preservation and transmission of universal values promoted by the UNESCO Convention, as well as for translating the notion of heritage science.

Мета нашого дослідження полягає в багатоаспектному вивченні утворення іменників-композитів німецької мови під час пандемії COVID-19, в аналізі їхньої структури, семантики та семантичних трансформацій. Для досягнення цієї мети необхід-но вирішити такі завдання: 1) скласти корпус композит, 2) вивчити їхні структурно-семантичні ознаки, 3) визначити наявні семантичні трансформації одиниць дослідження.Методи. Методологічною основою нашого дослідження є: 1) метод суцільної вибірки для складання корпусу композитів, 2) метод історичного дослідження для встановлення типу та структури композиту, 3) метод семантичного аналізу для висвіт-лення семантики композита, 4) концептуальний аналіз для визначення семантичних трансформацій.Результати. Словоскладання є одним із найпродуктивніших способів словотворення німецької мови. У сучасній німецькій мові є такі різновиди написання композит: разом згідно з класичною граматикою, через дефіс (и), кожний компонент із великої літери або окремо та з великих літер як в англійській мові. Аналіз відібраних композит дав змогу визначити тенденції у пло-щині словоскладання під час пандемії COVID-19: 1) словоскладання є продуктивним для утворення німецьких іменників, найпродуктивнішою моделлю композита є двокомпонентна структура N. + N; 2) складовими компонентами німецьких компо-зит є запозичення з англійської, грецької, італійської (латинської) та французької мов; 3) важливу роль у процесах утворення нових композитів відіграють префіксоіди та префікси; 4) словоскорочення є складовим компонентом багатьох композит у часи пандемії коронавірусу. У роботі виявлено такі типи композит: 1) детермінативні композити, 2) бахувріхі, 3) контамінації, 4) зрощення. Детермінативні композити утворюють найбільшу групу в корпусі нашого дослідження. Більша частина новітніх композитів є неологізмами. У проаналізованому корпусі представлені як композити з прямим значенням, так і композити, які є концептуальними метафорами або метоніміями, оказіональними утвореннями.Висновки. Проведене дослідження дало змогу встановити основні тенденції словоскладання в німецькій мові під час пан-демії коронавірусу. Композити проаналізовано з урахуванням їхньої структури та семантики. Перспектива майбутніх дослі-джень полягає у всебічному контрастивному аналізі композит у сучасній німецькій та сучасній українській мовах, аналізі використання композит у процесі навчання іноземної мови. Purpose. This article deals with German compounding as one of the most productive forms of word formation of nouns in the time of the coronavirus pandemic. This article aims to take into account the types of compounding, to determine the structural-semantic characteristics of compounds, and to describe existing semantic transformations. It is necessary to solve the following tasks: 1) to compose a corpus of composite, 2) to study their structural and semantic features and 3) to determine the existing semantic transformations of research units.Methods. The methodological framework of our empirically supported study includes text analysis for the preparation of the list of compounds, the methods of historical word formation research to research the type of compounding and the structure of the compound words, the semantic analysis for determining the meaning of the selected compounds and the conceptual analysis to determine their semantic transformations.Results. Word formation is one of the most productive ways of word building in German language. In modern German compound words are written: together according to classical grammar, through a hyphen (s), each component with a capital letter or separately and with capital letters as in English.The analysis of the compound words made it possible to determine some tendencies of compounding in a coronavirus pandemic: 1) compounding is particularly productive in the noun area, the most productive is the two-part structure N. + N.; 2) the compounds contain borrowings from English, Greek, Italian (Latin) and French as constituents; 3) prefixoids and prefixes become an important part of the formation of new compounds; 4) many compounds of the coronavirus pandemic have different types of short words as a constituent. We distinguish between the following types of compounds: 1) determinative compounds, 2) possessive compounds, 3) contamination, and 4) phrasal compounds. Determinative compounds form the largest group. Most compounds are neologisms. In our corpus, there are both compounds with a direct meaning as well as compounds that are conceptual metaphors or metonymies, occasional words.Conclusions. The study has shown at a glance which tendencies are present in German compounding during a coronavirus pandemic period. The compound words have been analyzed from their structure and their semantics. The perspective of future research lies in the versatile contrastive analysis of the compounds in contemporary German and contemporary Ukrainian; in the sensible use of compound words in foreign language teaching.

On the text structure and sources of K. Sirvydas’ book of sermons (Punktai sakymų – Punkty Kazań)The Jesuit priest Konstantinas Sirvydas (~1580–1631) was one of the most multitalented and creative intellectuals in Lithuania in the 17th century. Using his vast experience as a professor of Vilnius University and a preacher, he compiled two different versions of a trilingual Latin-Polish-Lithuanian dictionary (~1620 and 1631), and wrote the book of sermons Punktai sakymų (‘Points of Gospel’). The importance of this book of sermons for the Lithuanian culture is immeasurable and it is considered the first book of original sermons written in Lithuanian and the first translation from Lithuanian into another language, i.e. into Polish. This book is often deemed the first original book written in Lithuanian. Unfortunately, its textual structure and its sources have not been properly evaluated and described yet. When preparing this scientific edition of his book, it appeared that its text is mostly comprised of: (1) citations from the Holy Scriptures, and paraphrases and allusions to them; (2) citations and paraphrases or allusions to works by the Church Fathers, Saints, Roman authors, etc.; and, finally, (3) Sirvydas’ original text – his commentaries and interpretations on citations, etc. There are citations from most of the books of the Old and New Testament. In his book Sirvydas uses 150 different biblical names. He also quotes from the Church Fathers, French theologians and thinkers, and from the Saints. We mostly find exact word-byword citations from Vulgate in his sermons – not paraphrases or allusions. These citations are the first published fragments from the Holy Scriptures in Lithuanian in the Grand Duchy of Lithuania. With this background information we may to hypothesize that during the first quarter of the 17th century, there might have existed an unknown translation (probably some manuscript) of the Holy Scriptures in Lithuanian. О тексте и источниках сборника проповедей Punktai sakymų (Punkty kazań) Константина ШирвидаKoнстантин Ширвид (~ 1580–1631) однa из самых универсальных и интеллектуальных личностей, живших и работавших в XVII веке в Литве. K. Ширвид подготовил два издания словаря Dicionarium trium linguarum (~ 1620, 1631) и издал проповеди в виде пунктов Punktai sakymų (PS). Значение PS для литовской культуры огромно. PS считаются первым оригинальным сборником проповедей в Литве и первой литовской книгой, переведенной на польский язык. Однако до сих пор cтoль важный для литовской культуры текст не был изучен и подробно описан. В процессе анализа текста выяснилось, что структура его довольно многогранна. Текст PS состоит из нескольких слоев: (1) цитат и аллюзий Библии; (2) цитат трудов отцов Церкви, цитат или аллюзий других авторов: римских писателей, протестантских авторов, святых; (3) авторского текста самого К. Ширвида, который часто принимает форму комментария к приведенным цитатам. Автор в тексте проповедей цитирует большинство книг Ветхого и Нового Завета. В проповеди упомянуто 150 библейских имен. К. Ширвид цитирует также отцов Церкви и французских богословов и мыслителей, святых. Цитаты из Ветхого и Нового Завета являются одним из первых фрагментов перевода на литовский язык Святого Писания в Великом княжестве Литовском.

In Switzerland, as in other European countries, the percentage of foreign children is constantly rising. However, the omnipresent multiculturalism in primary school disappears in later years when school demands increase. This tendency is observed in the United States as well as in many European countries. It has caused researchers to point out several problems and to criticize the use of intelligence tests for selection and prediction of school results of minority children. It is argued that it is important to create alternative tests that do not discriminate against children from other cultures. One such alternative is a learning potential test. The main question researched with such tests is whether a child is able to profit from instruction/training and to what extent (Hessels & Kipfer, 2003). In fact, these tests do not measure a product of previous learning, as do intelligence tests, but instead focus on the process of learning.The Master’s thesis was focused on two aspects. The first was to translate and test the applicability of the Learning Potential Test for Children from Ethnic Minories (LEM), created in the Netherlands for the assessment of Turkish and Moroccan children (Hamers, Hessels, & Van Luit, 1991; Hessels, 1993), in the Swiss-French context. The second research aspect concerned interviews with teachers and school psychologists to understand what materials they use for children from ethnic minorities and what are their expectations with regard to school success.The LEM is composed of six sub-tests that take into consideration two main factors: inductive reasoning (classification, series of numbers, and figurative analogies) and verbal learning (word-object association, recognition and denomination, and syllable recall). A classic test, Raven’s Standard Progressive Matrices (SPM) was also administered to observe the differences between a static and a dynamic measure. We assessed Swiss, Portuguese, and Spanish children, because Portuguese and Spanish represent two large minority cultures in Geneva and Bienne. The children were divided in two groups: one with children aged between 5;4 to 6;9 years and the second with children aged 6;10 to 7;9 years.The test first of all proved also to be a reliable test in the present context. Cronbach’s alpha varied between .91 and .94. However, the main hypothesis, that the difference in mean scores between the various groups would be smaller with the LEM than with the SPM, was not confirmed. In fact, Swiss children scored 1.3 to 4.7 points higher on the subtests of the LEM (standard scores) than the Portuguese and Spanish children, and the Spanish children showed a higher performance than the Portuguese children. The Swiss children, as expected, outperformed the Portuguese and Spanish children on the SPM. A comparison of the results of the Spanish and Portuguese children on the LEM and the SPM showed that relative performance on both tests did not change. The fact that Spanish children showed a higher mean performance than the Portuguese children was explained by the onset of migration: the Spanish workers came to Switzerland in the early 1960’s, whereas the Portuguese arrived only during the 80’s, which makes a difference of at least one generation that was born and raised in Switzerland. The fact that the differences on the LEM and SPM were smaller and did not change much from one test to the other was explained by the fact that the cultural and language differences were much smaller than in the Dutch research (Hessels & Hessels-Schlatter, 2002). In fact, all languages in the present research have the same Latin-Romanic roots.The second aspect of the research concerned interviews with 9 teachers and 3 school psychologists. It was expected that teachers and school psychologists would not have the same expectations for the three different groups of children, and we tried to shed some light on which factors influenced the supposed underestimation of minority children by teachers and school psychologists. Both teachers and psychologists asserted that their expectations of ethnic minority children and Swiss were not different. They claimed to differentiate only according to the school difficulties that a particular child would display. To assess and orient the child, the school psychologist said to not only use measures of IQ, but also others tests like the Draw-a-man test or others measure to have a complete evaluation. According to them, factors that could influence assessment were culture, mother tongue, emotions displayed during the test, or the criteria of evaluation.A salient detail in this study was that teachers’ ratings of children’s school results, behavior, and application in class was generally lower for minority children than for Swiss children, especially in special education classes where large differences were found.

AbstractThe Middle English compound noun counter-rivere – attested as counterreuere in the MED, and as counter reuer, cownter reuer, cownteryuer, cowntre ryver in all known manuscripts – is glossed by the MED s.v. contrevure n., (b) as denoting ‘a contrivance of some sort’ employed in the sport of hawking. The MED offers no definitive etymology, but invites readers to compare the word with Old French controvëure ‘invention’, which does indeed fit well with the citation supplied for sense (a) ‘a stratagem’.1 Without wishing to challenge the MED’s lemma or its treatment of that word under sense (a), I argue that its interpretation of the technical hawking term under sense (b) is mistaken, and that it has erroneously conflated two entirely different lexical items. Close examination of the contexts in which counter-rivere occurs will confirm that the word needs to be lemmatised separately with a gloss indicating that it denotes a specific type of hawking assistant, and that it has roots (hitherto unrecognised) going back to Anglo-Latin.

AbstractThe emergence of the form dialect in early modern English is often mentioned in histories of the language, but important as it is, the evidence for it has never been analyzed as a whole, and its treatment in the revised OED entry for dialect leaves room for modifications. This article presents and re-evaluates the evidence for dialect in sixteenth-century English sources. It demonstrates that there were two homonyms with this form, one a shortening of English dialectics and one a borrowing from post-classical Latin dialectus, from its Greek etymon διάλεκτος, and, less often, from French dialecte. After treating dialect ‘dialectics’ briefly, it explores the known attestations of dialect ‘kind of language’, showing the range of senses in which this word could be used, and the ways in which it can be shown to have spread from one user of English to another, beginning with one clearly defined expatriate learned circle in the 1560s, entering more general learned use in the 1570s and 1580s, and becoming a fully naturalized literary English word in the 1590s. The paper therefore offers a detailed case-study of the naturalization of a learned word in early modern English and also contributes to the history of the conceptualization of language variation in sixteenth-century England.

Languages help us making our journey easy to the threshold of civilization and contain a great trasurehouse of knowledge and literature and a fountainhead of words and meanings. Let us look at one of the languages of the world, which appears entirely different to us from what it was at the outset, and often even the experts of the language fail to understand it. The French, English, Latin, Urdu and Persian etc have taken different shapes with the passage of time in history and culminated in the existing shapes where we find them now. Not a single language in the world has maintained its initial form in the use of words, phrases, grammar and dictation except that the holy Qur’an owing to its powerful expression did not allow the Arabic language to detract from the Brevity, Rhetoric, Deletion, Qur’an, Jurjani original position. Not a single word of the holy Qura’an has been coined archaic and every phrase of its language is still a part of the Arabic language and sets a standard for the Arabic language. This paper presents a detailed account of the miraculous expressions of Ijaz of the Arabic language as evident in the holy Qur’an.

In the opening section of his 2017 memoir An Odyssey, the American writer and scholar Daniel Mendelsohn aptly notes that the English language has a number of nouns to describe the act of moving in space from one point to another. While “voyage,” due to its Latin provenance is “saturated in the material”2 (Lat. viaticum, i.e. provisions for a journey), and “journey,” which originates in the Old French word jornee (meaning day or its portion), points to the temporal dimension of moving, the word “travel” (also French in origin, travail) refers to effort and pain (Mendelsohn 20). “Travel,” Mendelsohn asserts, “suggests the emotional dimension of travelling: not its material accessories, or how long it may last, but how it feels. For in the days when these words took their shape and meaning, travel was above all difficult, painful, arduous, something strenuously avoided by most people” (20–21).

05–486Balnaves, Edmund (U of Sydney, Australia; ejb@it.usyd.edu.au), Systematic approaches to long term digital collection management. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 399–413.05–487Barwell, Graham (U of Wollongong, Australia; gbarwell@uow.edu.au), Original, authentic, copy: conceptual issues in digital texts. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 415–424.05–488Beech, John R. & Kate A. Mayall (U of Leicester, UK; JRB@Leicester.ac.uk), The word shape hypothesis re-examined: evidence for an external feature advantage in visual word recognition. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 302–319.05–489Belcher, Diane (Georgia State U, USA; dbelcher1@gsu.edu) & Alan Hirvela, Writing the qualitative dissertation: what motivates and sustains commitment to a fuzzy genre?Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.3 (2005), 187–205.05–490Bernhardt, Elisabeth (U of Minnesota, USA; ebernhar@stanford.edu), Progress and procrastination in second language reading. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 133–150.05–491Bishop, Dorothy (U of Oxford, UK; dorothy.bishop@psy.ox.ac.uk), Caroline Adams, Annukka Lehtonen & Stuart Rosen, Effectiveness of computerised spelling training in children with language impairments: a comparison of modified and unmodified speech input. 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Zammit, Marisa, and Erica Dornbusch. A Friend In Hope: a Story About Hope's Journey with a Brain Tumour. Brain Tumor Foundation of Canada, 2008.Zammit, Marisa, Erica Dornbusch, and Carole Baillargeon. Mon amie Claire: L'histoire de Claire et de sa tumeur cérébrale. Foundation canadienne des tumeurs cérébrales, 2009.Zammit, Marisa, Erica Dornbusch, and Rocco Speranza. La mia amica Speranza : Speranza e il suo tumore cerebrale. Fondazione canadese del tumore cerebrale, 2008.In an interview with Daytime television, available on YouTube, author Marisa Zammit explains how the Brain Tumour Foundation of Canada contacted her as an established freelance copy writer to come up with a positive story of hope for and about children with brain tumours. According to Susan Marshall, executive director of the Foundation, no other storybook existed for elementary school aged children in Canada before 2008, when the book was published. It is the personal connection, having a child diagnosed with a brain tumour at the age of 4,that motivated Sharon to commission the publication of A Friend in Hope. Marisa had worked previously with illustrator Erica Dornbusch, who had published other storybooks (e.g. Finding Kate's shoes , Mrs. Goodstory) in the past. Marisa is now a school teacher librarian at Holy Cross Catholic Secondary School in Strathroy, Ontario and she has read the book to her students.A Friend in Hope has definitely accomplished its main objective of giving children, parents, and friends a positive and hopeful outlook on the brain tumour journey. Amy Mathias, the Online Community Engagement Coordinator of the Foundation, indicated that 15,000 copies of the book had been distributed in time for the organization’s 30th Anniversary in 2012. It is thanks to the Ronald McDonald House Charities that printing and distribution of the book were possible. The book addresses a very real need not only in alleviating young patients’ fears, but also in explaining brain tumours and their medical implications to children’s teachers and classmates. In turn, adults diagnosed with brain tumours may also use the storybook to approach the subject with their children.As for the translated versions of the book, Pia di Bacco helped translate from English into French by enlisting the support of youth and staff at her school in Montreal. Similarly, her godson Rocco Speranza commissioned grades 4, 5, and 6 youth and staff at the École East Hill School’s Italian program to translate the storybook from English and French into Italian. The motivation in both translation cases was a result of a family member or a student being diagnosed with a brain tumour and the belief in educating youth about brain tumours. Schools across the English Montreal School Board and beyond in Italy, Australia, Argentina, and the USA have also benefited from the storybook.The story is written from the perspective of a young brain tumour patient’s best friend, Danny, Daniel, or Daniele in English, French, and Italian respectively. Danny is trying to understand and, most of all, support his “best buddy,” Hope, who begins her brain tumour journey. As the author Marisa Zammit expressed in the Daytime interview, Hope, or in Italian Speranza, received that name because “it is hope [speranza] that buoys the character through the hardships of the story.” In French, the character’s name is Claire, whose Latin origin “clarus” means “clear, bright, celebrated” and by extension the word “clear”. The French name too, therefore, is representative of her personality and journey.Part of the story involves references to some of the medical treatments that Hope undergoes: MRI, pharmaceutical drugs, radiation therapy, a special helmet and mouthguard, a hospital’s child life centre, and the effects of various treatments on Hope. In every instance, the story uses the narrator’s voice and point of view to express Hope’s various experiences, Danny’s reactions to them, and his own fears. It is a child’s imagination which makes this topic bearable and allows the illustrations to become particularly powerful, when, for example, Danny sees Hope take some medication, which she says will help her “feel well enough to play with [him].” The illustration, in this case, represents a mountain scape and the children’s game of climbing pillows and cushions as if they were mountain climbers, because as Hope says the medication she takes is the “same medicine mountain climbers use,” (ie. dexamethasone). Another exceptional illustration is the one representing an oceanic world with an octopus and fish, which is how Hope faces the MRI machine and transforms it into a submarine. The illustrations are identical across the translations and the English source text, except for one image representing a hockey player in what appears to be Toronto Maple Leafs colours; however, in the French and Italian translations, which originated in Montreal, the team colours were changed to those of the Montreal Canadiens. Habs fans will no doubt appreciate the sensitivity of the illustrator.All in all the story is very well written and the language is suitable for children from grades 2 to 4; however the concepts that are addressed also make this book relevant to higher grade levels. That said, some grammatical inaccuracies exist within the French translation. Public and school libraries would benefit from access to this book, as would hospital library patrons and those who use Faculty of Education libraries. The health education elements of the story are presented in a very appropriate yet realistic manner for the target audience, who will appreciate having access to such a unique resource.Highly Recommended: 4 out of 4 stars Reviewer: Denis LacroixDenis Lacroix has worked at the University of Alberta Libraries since 2003. He is the romance languages and classics librarian and enjoys reading in French, Spanish, and Italian.

The effects of translation have been felt in the development of most languages, but it is particularly marked in English language and literature, where it is a highly charged topic because of its fundamental connection with colonial expansion. Britain shaped a "national" literary identity through borrowing from other languages and infected and inflected other languages and literatures in the course of cultural migrations that occurred in Europe since at least the medieval period onward. As Stephen Greenblatt points out in his essay, "Racial Memory and Literary History," the discovery that English is a "mixed, impure, and constantly shifting medium" is not a new one, citing the preface to the first etymological dictionary in English, published in 1689, in which its author describes English as a hybrid tongue: a Composition of most, if not all the Languages of Europe; especially of the Belgick or Low-Dutch, Saxon, Teutonic or High-Dutch, Cambro-British or Welsh, French, Spanish, Italian, and Latin; and now and then of the Old and Modern Danish, and Ancient High-Dutch; also of the Greek, Hebrew, Arabick, Chaldee, Syriack, and Turcick. ((Skinner A3v-A4r, in Greenblatt 52) The "English" literary canon has translated material at its heart; there is the Bible, for instance, and classical works in Greek, which are read and discussed in translation by many who study them. Beowulf is a translation that has been canonized as one of the "original" texts of English literature, and Shakespeare was inspired by translations. Consider, for instance, Greenblatt's description of The Comedy of Errors, where a "Plautine character from a Sicilian city, finding himself in the market square of a city in Asia Minor, invokes Arctic shamanism – and all this had to make sense to a mixed audience in a commercial theater in London" (58), and there is a strong sense of the global cultural discourse that has been translated into a "national" and international canon of literature in English. English as a language and as a literature, however, has not been contained by national boundaries for some time, and in fact is now more comfortably conceived in the plural, or as uncountable, like a multidirectional flow. English has therefore been translated from solid, settled, and certain representations of Anglo-Celtic culture in the singular to a plurality of shifting, hybrid productions and performances which illuminate the tension implicit in cultural exchange. Translation has become a popular trope used by critics to describe that interaction within literatures defined by language rather than nation, and as a mutable and mutual process of reading and reinscription which illuminates relationships of power. The most obvious power relationship that translation represents, of course, is that between the so-called original and the translation; between the creativity of the author and the derivation of the translator. In The Translator's Invisibility (1995), Lawrence Venuti suggests that there is a prevailing conception of the author as a free and unconstrained individual who partially shapes the relationship: "the author freely expresses his thoughts and feelings in writing, which is thus viewed as an original and transparent self-representation, unmediated by transindividual determinants (linguistic, cultural, social) that might complicate authorial individuality" (6). The translation then can only be defined as an inferior representation, "derivative, fake, potentially a false copy" (7) and the translator as performing the translation in the manner of an actor manipulating lines written by someone else: "translators playact as authors, and translations pass for original texts" (7). The transparent translation and the invisibility of the translator, Venuti argues can be seen as "a mystification of troubling proportions, an amazingly successful concealment of the multiple determinants and effects of English-language translation, the multiple hierarchies and exclusions in which it is implicated" (16). That is, translation exerts its own power in constructing identities and representing difference, in addition to the power derived from the "original" text, which, in fact, the translation may resist. Recognition of this power suggests that traditional Western representations of translation as an echo or copy, a slave toiling on the plantation or seductive belle infidèle, each with its clear affinity to sexual and colonial conquest, attempts to deny translation the possibility of its own power and the assertion of its own creative identity. However, the establishment of an alternative power arrangement exists because translations can "masquerade as originals" (Chamberlain 67) and infiltrate and subvert literary systems in disguise. As Susan Stewart contends in Crimes of Writing: Problems in the Containment of Representation, if we "begin with the relation between authority and writing practices rather than with an assumption of authorial originality, we arrive at a quite different sense of history" (9) and, indeed, a different sense of literary creativity. This remainder of this paper will focus on Nicole Brossard's Le désert mauve and Michael Ondaatje's The English Patient, to exemlify how a translator may flaunts her creativity, and allow the cultural position of the translator vis à vis language, history, or gender to be critically exposed by the text itself. Québécoise feminist writer Nicole Brossard's 1987 novel, Le désert mauve [Mauve Desert], is perhaps the most striking example of how a translator foregrounds the creative process of reading and re-writing. Brossard constructed her novel by becoming her own reader and asking questions, imagining dialogues between the characters she had already created. This "interactive discourse" shaped the text, which is a dialogue between two versions of a story, and between two writers, one of whom is an active reader, a translator. Le désert mauve is a structural triptych, consisting of Laure Angstelle's novel, Le désert mauve, and Mauve l'horizon, a translation of Angstelle's book by Maude Laures. In the space between the two sites of writing, the translator imagines the possibilities of the text she has read, "re-imagining the characters' lives, the objects, the dialogue" (Interview, 23 April 96). Between the versions of the desert story, she creates a fluid dimension of désir, or desire, a "space to swim with the words" (Interview). Brossard has said that "before the idea of the novel had definitely shaped itself," she knew that it would be in a "hot place, where the weather, la température, would be almost unbearable: people would be sweating; the light would be difficult" (Mauve Desert: A CD-ROM Translation). That site became the desert of the American southwest with its beauty and danger, its timelessness and history, and its decadent traces of Western civilization in the litter of old bottles and abandoned, rusting cars. The author imagined the desert through the images and words of books she read about the desert, appropriating the flowers and cacti that excited her through their names, seduced her through language. Maude Laures, the translator within Brossard's novel, finds the desert as a dimension of her reading, too: "a space, a landscape, an enigma entered with each reading" (133). From her first readings of a novel she has discovered in a used bookshop, Laures, confronts the "the issue of control. Who owns the meaning of the black marks on the page, the writer or the reader?" (Godard 115), and decides the book will belong to her, "and that she can do everything because she has fallen in love with the book, and therefore she's taken possession of the book, the author, the characters, the desert" (Interview). The translator is fascinated by Mélanie, the 15-year-old narrator, who drives her mother's car across the desert, and who has been captivated by the voice and beauty of the geometrician, Angela Parkins, imagining dialogues between these two characters as they linger in the motel parking lot. But she is unwilling to imagine words with l'homme long (longman), who composes beautiful equations that cause explosions in the desert, recites Sanskrit poems, and thumbs through porno in his hotel room. Le désert mauve was an attempt by Brossard to translate from French to French, but the descriptions of the desert landscape – the saguaro, senita, ocotillos, and arroyo—show Spanish to be the language of the desert. In her translation, Maude Laures increases the code switching and adds more Spanish phrases to her text, and Japanese, too, to magnify the echo of nuclear destruction that resonates in l'homme long's equations. She also renames the character l'homme oblong (O'blongman) to increase the dimension of danger he represents. Linking the desert through language with nuclear testing gives it a "semantic density," as Nicholis Entrikin calls it, that extends far beyond the geographical location to recognize the events embedded in that space through associative memory. L'homme long is certainly linked through language to J Robert Oppenheimer, the director of the original atomic bomb project in Los Alamos, New Mexico and his reference to the Bhagavad Gita after seeing the effects of the atomic bomb: "I/am/become Death—now we are all sons of bitches" (17). The translator distances herself by a translating Death/I /am/death—I'm a sonofabitch" (173). The desert imagined by Laure Angstelle seduces the reader, Maude Laures, and her translation project creates a trajectory which links the heat and light of the desert with the cold and harsh reflective glare of sunlit snow in wintry Montréal, where the "misleading reflections" of the desert's white light is subject to the translator's gaze. Laures leans into the desert peopled with geometricians and scientists and lesbians living under poisonous clouds of smoke that stop time, and tilts her translation in another direction. In the final chapter of Laure Angstelle's novel, Mélanie had danced in the arms of Angela Parkins, only to find she had run out of time: Angela is shot (perhaps by l'homme long) and falls to the dance floor. Maudes Laures is constrained by the story and by reality, but translates "There was no more time" into "One more time," allowing the lovers' dance to continue for at least another breath, room for another ending. Brossard has asserted that, like lesbian desire or the translator, the desert was located in the background of our thoughts. Ondaatje's novel, The English Patient (1992), locates the translator in the desert, linking a profession and a place which have both witnessed an averting of Western eyes, both used in linguistic and imperial enterprises that operate under conditions of camouflage. Linked also by association is the war in the Sahara and the nuclear bombs dropped on Japan. As in Brossard, the desert here is a destination reached by reading, how "history enters us" through maps and language. Almásy, "the English patient," knew the desert before he had been there, "knew when Alexander had traversed it in an earlier age, for this cause or that greed" (18). Books in code also serve to guide spies and armies across the desert, and like a book, the desert is "crowded with the world" (285), while it is "raped by war and shelled as if it were just sand" (257). Here the translator is representative of a writing that moves between positions and continually questions its place in history. Translators and explorers write themselves out of a text, rendering themselves invisible and erasing traces of their emotions, their doubts, beliefs, and loves, in order to produce a "neutral" text, much in the way that colonialism empties land of human traces in order to claim it, or the way technology is airbrushed out of the desert in order to conceal "the secret of the deserts from Unweinat to Hiroshima" (295). Almásy the translator, the spy, whose identity is always a subject of speculation, knows how the eye can be fooled as it reads a text in disguise; floating on a raft of morphine, he rewrites the monotone of history in different modes, inserting between the terse lines of commentary a counternarrative of love illumined by "the communal book of moonlight" (261), which translates lives and gives them new meaning. The translator's creativity stems from a collaboration and a love for the text; to deny the translation process its creative credibility is synonymous in The English Patient with the denial of any desire that may violate the social rules of the game of love by unfairly demanding fidelity. If seas move away to leave shifting desert sands, why should lovers not drift, or translations? Ultimately, we are all communal translations, says Ondaatje's novel, of the shifting relationship between histories and personal identities. "We are not owned or monogamous in our taste or experience" (261). This representation of the translator resists the view of identity "which attempts to recover an immutable origin, a fixed and eternal representation of itself" (Ashcroft 4) by its insistence that we are transformed in and by our versions of reality, just as we are by our readings of fiction. The translators represented in Brossard and Ondaatje suggest that the process of translation is a creative one, which acknowledges influence, contradictory currents, and choice its heart. The complexity of the choices a translator makes and the mulitiplicity of positions from which she may write suggest a process of translation that is neither transparent nor complete. Rather than the ubiquitous notion of the translator as "a servant an invisible hand mechanically turning the word of one language into another" (Godard 91), the translator creatively 'forges in the smithy of the soul' a version of story that is a complex "working model of inclusive consciousness" (Heaney 8) that seeks to loosen another tongue and another reading in an eccentric literary version of oral storytelling. References Ashcroft, Bill. Post-Colonial Transformation. London and New York: Routledge, 2001. Brossard, Nicole. Le désert mauve. Montréal: l'Hexagone, 1987. Mauve Desert. Trans. Susanne Lotbinière-Harwood. Toronto: Coach House Press, 1990. Brossard, Nicole. Personal Interview. With Beverley Curran and Mitoko Hirabayashi, Montreal, April 1996. Chamberlain, Lori. "Gender and the Metaphorics of Translation." Reinventing Translation. Lawrence Venuti, Ed. 57-73. Godard, Barbara. "Translating (With) the Speculum." Traduction, Terminologie, Rédaction 4 (2) 1991: 85-121. Greenblatt, Stephen. "Racial Memory and Literary History." PMLA 116 (1), January 2001: 48-63. Heaney, Seamus. "The Redress of Poetry." The Redress of Poetry: Oxford Lectures. London, Boston: Faber and Faber, 1995. 1-16. Jenik, Adriene. Mauve Desert: A CD-ROM Translation. Los Angeles: Shifting Horizon Productions, 1997. Ondaatje, Michael. The English Patient. Toronto: Vintage Books, 1993. Stewart, Susan. Crimes of Writing: Problems in the Containment of Representation. New York, Oxford: Oxford UP, 1991. Venuti, Lawrence. The Translator's Invisibility: A History of Translation. London, New York: Routledge, 1995.

Culture: Its Many Meanings One of the problems we encounter in dealing with culture is that there are so many different meanings and definitions attached to the term. We think of culture two ways: first, in terms of aesthetic matters (relative to thearts) and second, as a concept used by anthropologists to describe the way people live. There are, so I understand, something like a hundred different definitions of culture used by anthropologists. The Origins of the Term "Culture" The word 'culture' comes from the Latin cultus, which means 'care', and from the French colere which means 'to till' as in 'till the ground'. There are many terms that stem from the word culture. For example, there is the term 'cult' which suggests some kind of a religious organisation. We are continually amazed at the power cults have to shape our behavior, to brainwash us -- to turn intelligent and educated people into fanatics. Here we are dealing with the power of charismatic personalities and of groups over individuals. If cults can exercise enormous power over individuals and groups of people, can't we say that cultures also can do the same thing, though usually not to the same extreme degree? There is also the term 'cultivated', which means something that has been grown or, in the realm of aesthetics and the arts, sophisticated taste. Just as plants only exist because they are cared for by some cultivator, over a period of time, so people's taste and cultivation only are developed by education and training. It takes time to develop a refined sensibility, to become discriminating, to appreciate texts that are difficult and complex and not immediately satisfying. Bacteriologists also speak about cultures, but they use the term to describe the bacteria that are grown in Petri dishes if they are given suitable media (sources of nourishment). This matter of bacteria growing in media may be an important metaphor for us: just as bacteria need media to grow into culture, so do human beings need cultures to survive and develop themselves. We don't do it all on our own. In the chart below I show the interesting parallels: Bacteriology Bacteria Grow in media Form cultures Sociology/Anthropology Humans Affected by media Form cultures Of course we are much more complex than bacteria; in truth, each of us form a kind of medium for countless kinds of bacteria that inhabit our mouths and various other parts of our bodies. Bacteriology involves the cultivation and study of micro-organisms (bacteria) in prepared nutrients and the study of media (and what is often called cultural criticism nowadays) involves the study of individuals and groups in a predominantly, but not completely, mass-mediated culture. Not all culture is mass mediated. An Anthropological Definition of Culture Let me offer a typical anthropological definition of culture. It is by Henry Pratt Fairchild and appeared in his Dictionary of Sociology and Related Sciences: A collective name for all behavior patterns socially acquired and transmitted by means of symbols; hence a name for all the distinctive achievements of human groups, including not only such items as language, tool-making, industry, art, science, law, government, morals and religion, but also the material instruments or artifacts in which cultural achievements are embodied and by which intellectual cultural features are given practical effect, such as buildings, tools, machines, communication devices, art objects, etc. (80) Let's consider some of the topics Fairchild mentions. Behavior Patterns. We are talking about codes and patterns of behavior here that are found in groups of people. Socially Acquired. We are taught these behavior patterns as we grow up in a family in some geographical location and are profoundly affected by the family we are born into, its religion, and all kinds of other matters. Socially Acquired. We are taught these behavior patterns as we grow up in a family in some geographical location and are profoundly affected by the family we are born into, its religion, and all kinds of other matters. The Distinctive Achievements of Human Groups. It is in groups that we become human and become enculturated or acculturated (two words for the same thing, for all practical purposes). We have our own distinctive natures but we are also part of society. Artifacts in which cultural achievements are embodied. The artifacts we are talking about here are the popular culture texts carried in the various media and other non-mediated aspects of popular culture (or not directly mediated) such as fashions in clothes, food preferences, artifacts (what anthropologists call 'material culture'), language use, sexual practices and related matters. We know that a great deal of our popular culture, while not carried by the media, is nevertheless profoundly affected by it. We can see, then, that culture is a very complicated phenomenon that plays some kind of a role in shaping our consciousness and our behavior. You may think you are immune from the impact of the media and popular culture, but that is a delusion that is generated, I would suggest, by the media. We think we are not affected in significant ways by the media and popular culture (sometimes called mass mediated culture) and culture in general but we are wrong. Culture affects us but it doesn't necessarily determine every act we do; though some scholars, who believe the media are very powerful, might argue with this point. Falling Off the Map: What Travel Literature Reveals For a graphic example of how cultures differ, let me offer two quotations from the travel writer Pico Iyer from his book Falling Off the Map: Some Lonely Places of the World, a collection of travel articles about seldom-visited places (by American travelers, at least). Saigon: the only word for Saigon is 'wild'. One evening I counted more than a hundred two-wheel vehicles racing past me in the space of sixty seconds, speeding around the jam-packed streets as if on some crazy merry-go-round, a mad carnival without a ringmaster; I walked into a dance club and found myself in the midst of a crowded floor of hip gay boys in sleeveless T-shirts doing the latest moves to David Byrne; outside again, I was back inside the generic Asian swirl, walking through tunnels of whispers and hisses. "You want boom-boom?" "Souvenir for you dah-ling?" "Why you not take special massage?" Shortly before midnight, the taxi girls stream out of their nightclubs in their party dresses and park their scooters outside the hotels along 'Simultaneous Uprising' Street. (134-5) Compare his description of Saigon with his portrait of Reykjavik, Iceland, equally as fascinating and fantastic but considerably different from Saigon. Even 'civilization' seems to offer no purchase for the mind here: nothing quite makes sense. Iceland boasts the largest number of poets, presses, and readers per capita in the world: Reykjavik, a town smaller than Rancho Cucamonga, California, has five daily newspapers, and to match the literary production of Iceland, the U.S. would have to publish twelve hundred new books a day. Iceland has the oldest living language in Europe; its people read the medieval sagas as if they were tomorrow's newspaper and all new concepts, such as 'radio' and 'telephone', are given poetical medieval equivalents. Roughly three eldest children in every four are illegitimate here, and because every son of Kristjan is called Kristjansson, and every daughter Kristjansdottir, mothers always have different surnames from their children (and in any case are rarely living with the fathers). The first day I ever spent in 'Surprise City' (as Reykjavik is called), I found golden-haired princesses and sword-wielding knights enacting fairy-tale sagas on the main bridge in the capital. (67-8) We can see that there are considerable differences between Saigon and Reykjavik, though just as (to be fair) Iyer points out the incredible differences between cities in Vietnam, such as the differences between Saigon and Hue. Iyer's description of the landscape of Iceland may help explain the national character of the Icelanders. As he writes: I knew, before I visited, a little about the epidemic oddness of the place: there was no beer in Iceland in 1987, and no television on Thursdays; there were almost no trees, and no vegetables. Iceland is an ungodly wasteland of volcanoes and tundra and Geysir, the mother of geysirs, a country so lunar that NASA astronauts did their training there. (67) There has to be some influence of this remarkable landscape and climate, of the Iceland geographical location, the amount of light and darkness in which people live, upon the people who live there and there has to be some influence of the jungle and the climate of Vietnam on its people. What we become is, it seems to me, due to some curious combination of factors involving our natures (that is, the hard-wired elements of our personalities) and our cultures, with the matter of chance playing a big role as well. What we become is, it seems to me, due to some curious combination of factors involving our natures (that is, the hard-wired elements of our personalities) and our cultures, with the matter of chance playing a big role as well. References Fairchild, Henry Pratt. Dictionary of Sociology and Related Sciences. Totawa, NY: Littlefield, Adams & Co., 1967. Iyer, Pico. Falling Off the Map: Some Lonely Places of the World. New York: Alfred A. Knopf, 1993. Citation reference for this article MLA style: Arthur Asa Berger. "The Meanings of Culture." M/C: A Journal of Media and Culture 3.2 (2000). [your date of access] <http://www.api-network.com/mc/0005/meaning.php>. Chicago style: Arthur Asa Berger, "The Meanings of Culture," M/C: A Journal of Media and Culture 3, no. 2 (2000), <http://www.api-network.com/mc/0005/meanings.php> ([your date of access]). APA style: Arthur Asa Berger. (2000) The meanings of culture. M/C: A Journal of Media and Culture 3(2). <http://www.api-network.com/mc/0005/meaning.php> ([your date of access]).

The ideas put forth here do not fit perfectly or entirely into the genre and form of what has established itself as the scholarly journal article. What is put forth, instead, is a juxtaposition of lines of thinking about the scholarly and popular in publishing, past, present and future. As such it may indeed be quite appropriate to the occasion and the questions raised in the call for papers for this special issue of M/C Journal. The ideas put forth here are intended as pieces of an ever-changing puzzle of the making public of scholarship, which, I hope, may in some way fit with both the work of others in this special issue and in the discourse more broadly. The first line of thinking presented takes the form of an historical overview of publishing as context to consider a second line of thinking about the current status and future of publishing. The historical context serves as reminder (and cause for celebration) that publishing has not yet perished, contrary to continued doomsday sooth-saying that has come with each new medium since the advent of print. Instead, publishing has continued to transform and it is precisely the transformation of print, print culture and reading publics that are the focus of this article, in particular, in relation to the question of the boundaries between the scholarly and the popular. What follows is a juxtaposition that is part of an investigation in progress. Presented first, therefore, is a mapping of shifts in print culture from the time of Gutenberg to the twentieth century; second, is a contemporary snapshot of the editorial mandates of more than one hundred member journals of the Canadian Association of Learned Journals (CALJ). What such juxtaposition is able to reveal is open to interpretation, of course. And indeed, as I proceed in my investigation of publishing past, present and future, my interpretations are many. The juxtaposition raises a number of issues: of communities of readers and the cultures of reading publics; of privileged and marginalised texts (as well as their authors and their readers); of access and reach (whether in terms of what is quantifiable or in a much more subtle but equally important sense). In Canada, at present, these issues are also intertwined with changes to research funding policies and some attention is given at the end of this article to the Social Sciences and Humanities Research Council (SSHRC) of Canada and its recent/current shift in funding policy. Curiously, current shifts in funding policies, considered alongside an historical overview of publishing, would suggest that although publishing continues to transform, at the same time, as they say, plus ça change, plus c’est la même chose. Republics of Letters and Ghosts in Machines Republics of Letters that formed after the advent of the printing press can be conjured up as distant and almost mythical communities of elite literates, ghosts almost lost in a Gutenberg galaxy that today encompasses (and is embodied in) schools, bookshelves, and digital archives in many places across the globe. Conjuring up ghosts of histories past seems always to reveal ironies, and indeed some of the most interesting ironies of the Gutenberg galaxy involve McLuhanesque reversals or, if not full reversals, then in the least some notably sharp turns. There is a need to define some boundaries (and terms) in the framing of the tracing that follows. Given that the time frame in question spans more than five hundred years (from the advent of Gutenberg’s printing press in the fifteenth century to the turn of the 21st century), the tracing must necessarily be done in broad strokes. With regard to what is meant by the “making public of scholarship” in this paper, by “making public” I refer to accounts historians have given in their attempts to reconstruct a history of what was published either in the periodical press or in books. With regard to scholarship (and the making public of it), as with many things in the history of publishing (or any history), this means different things in different times and in different places. The changing meanings of what can be termed “scholarship” and where and how it historically has been made public are the cornerstones on which this article (and a history of the making public of scholarship) turn. The structure of this paper is loosely chronological and is limited to the print cultures and reading publics in France, Britain, and what would eventually be called the US and Canada, and what follows here is an overview of changes in how scholarly and popular texts and publics are variously defined over the course of history. The Construction of Reading Publics and Print Culture In any consideration of “print culture” and reading publics, historical or contemporary, there are two guiding principles that historians suggest should be kept in mind, and, though these may seem self-evident, they are worth stating explicitly (perhaps precisely because they seem self-evident). The first is a reminder from Adrian Johns that “the very identity of print itself has had to be made” (2 italics in original). Just as the identity of print cultures are made, similarly, a history of reading publics and their identities are made, by looking to and interpreting such variables as numbers and genres of titles published and circulated, dates and locations of collections, and information on readers’ experiences of texts. Elizabeth Eisenstein offers a reminder of the “widely varying circumstances” (92) of the print revolution and an explicit acknowledgement of such circumstances provides the second, seemingly self-evident guiding principle: that the construction of reading publics and print culture must not only be understood as constructed, but also that such constructions ought not be understood as uniform. The purpose of the reconstructions of print cultures and reading publics presented here, therefore, is not to arrive at final conclusions, but rather to identify patterns that prove useful in better understanding the current status (and possible future) of publishing. The Fifteenth and Sixteenth Centuries—Boom, then Busted by State and Church In search of what could be termed “scholarship” following the mid-fifteenth century boom of the early days of print, given the ecclesiastical and state censorship in Britain and France and the popularity of religious texts of the 15th and 16th centuries, arguably the closest to “scholarship” that we can come is through the influence of the Italian Renaissance and the revival and translation (into Latin, and to a far lesser extent, vernacular languages) of the classics and indeed the influence of the Italian Renaissance on the “print revolution” is widely recognised by historians. Historians also recognise, however, that it was not long until “the supply of unpublished texts dried up…[yet for authors] to sell the fruits of their intellect—was not yet common practice before the late 16th century” (Febvre and Martin 160). Although this reference is to the book trade in France, in Britain, and in the regions to become the US and Canada, reading of “pious texts” was similarly predominant in the early days of print. Yet, the humanist shift throughout the 16th century is evidenced by titles produced in Paris in the first century of print: in 1501, in a total of 88 works, 53 can be categorised as religious, with 25 categorised as Latin, Greek, or Humanist authors; as compared to titles produced in 1549, in a total of 332 titles, 56 can be categorised as religious with 204 categorised as Latin, Greek, or Humanist authors (Febvre and Martin 264). The Seventeenth Century—Changes in the Political and Print Landscape In the 17th century, printers discovered that their chances of profitability (and survival) could be improved by targeting and developing a popular readership through the periodical press (its very periodicity and relative low cost both contributed to its accessibility by popular publics) in Europe as well as in North America. It is worthwhile to note, however, that “to the end of the seventeenth century, both literacy and leisure were virtually confined to scholars and ‘gentlemen’” (Steinberg 119) particularly where books were concerned and although literacy rates were still low, through the “exceptionally literate villager” there formed “hearing publics” who would have printed texts read to them (Eisenstein 93). For the literate members of the public interested not only in improving their social positions through learning, but also with intellectual (or spiritual or existential) curiosity piqued by forbidden books, it is not surprising that Descartes “wrote in French to a ‘lay audience … open to new ideas’” (Jacob 41). The 17th century also saw the publication of the first scholarly journals. There is a tension that becomes evident in the seventeenth century that can be seen as a tension characteristic of print culture, past and present: on the one hand, the housing of scholarship in scholarly journals as a genre distinct from the genre of the popular periodicals can be interpreted as a continued pattern of (elitist) divide in publics (as seen earlier between the oral and the written word, between Latin and the vernacular, between classic texts and popular texts); while, on the other hand, some thinkers/scholars of the day had an interest in reaching a wider audience, as printers always had, which led to the construction and fragmentation of audiences (whether the printer’s market for his goods or the scholar’s marketplace of ideas). The Eighteenth Century—Republics of Letters Become Concrete and Visible The 18th century saw ever-increasing literacy rates, early copyright legislation (Statute of Anne in 1709), improved printing technology, and ironically (or perhaps on the contrary, quite predictably) severe censorship that in effect led to an increased demand for forbidden books and a vibrant and international underground book trade (Darnton and Roche 138). Alongside a growing book trade, “the pulpit was ultimately displaced by the periodical press” (Eisenstein 94), which had become an “established institution” (Steinberg 125). One history of the periodical press in France finds that the number of periodicals (to remain in publication for three or more years) available to the reading public in 1745 numbered 15, whereas in 1785 this increased to 82 (Censer 7). With regard to scholarly periodicals, another study shows that between 1790 and 1800 there were 640 scientific-technological periodicals being published in Europe (Kronick 1961). Across the Atlantic, earlier difficulties in cultivating intellectual life—such as haphazard transatlantic exchange and limited institutions for learning—began to give way to a “republic of letters” that was “visible and concrete” (Hall 417). The Nineteenth Century—A Second Boom and the Rise of the Periodical Press By the turn of the 19th century, visible and concrete republics of letters become evident on both sides of the Atlantic in the boom in book publishing and in the periodical press, scholarly and popular. State and church controls on printing/publishing had given way to the press as the “fourth estate” or a free press as powerful force. The legislation of public education brought increased literacy rates among members of successive generations. One study of literacy rates in Britain, for example, shows that in the period from 1840–1870 literacy rates increased by 35–70 per cent; then from 1870–1900, literacy increased by 78–261 per cent (Mitch 76). Further, with the growth and changes in universities, “history, languages and literature and, above all, the sciences, became an established part of higher education for the first time,” which translated into growing markets for book publishers (Feather 117). Similarly the periodical press reached ever-increasing and numerous reading publics: one estimate of the increase finds the publication of nine hundred journals in 1800 jumping to almost sixty thousand in 1901 (Brodman, cited in Kronick 127). Further, the important role of the periodical press in developing communities of readers was recognised by publishers, editors and authors of the time, something equally recognised by present-day historians describing the “generic mélange of the periodical … [that] particularly lent itself to the interpenetration of language and ideas…[and] the verbal and conceptual interconnectedness of science, politics, theology, and literature” (Dawson, Noakes and Topham 30). Scientists recognised popular periodicals as “important platforms for addressing a non-specialist but culturally powerful public … [they were seen as public] performances [that] fulfilled important functions in making the claims of science heard among the ruling élite” (Dawson et al. 11). By contrast, however, the scholarly journals of the time, while also increasing in number, were becoming increasingly specialised along the same disciplinary boundaries being established in the universities, fulfilling a very different function of forming scholarly and discipline-specific discourse communities through public (published) performances of a very different nature. The Twentieth Century—The Tension Between Niche Publics and Mass Publics The long-existing tension in print culture between the differentiation of reading publics on the one hand, and the reach to ever-expanding reading publics on the other, in the twentieth century becomes a tension between what have been termed “niche-marketing” and “mass marketing,” between niche publics and mass publics. What this meant for the making public of scholarship was that the divides between discipline-specific discourse communities (and their corresponding genres) became more firmly established and yet, within each discipline, there was further fragmentation and specialisation. The niche-mass tension also meant that although in earlier print culture, “the lines of demarcation between men of science, men of letters, and scientific popularizers were far from clear, and were constantly being renegotiated” (Dawson et al 28), with the increasing professionalisation of academic work (and careers), lines of demarcation became firmly drawn between scholarly and popular titles and authors, as well as readers, who were described as “men of science,” as “educated men,” or as “casual observers” (Klancher 90). The question remains, however, as one historian of science asks, “To whom did the reading public go in order to learn about the ultimate meaning of modern science, the professionals or the popularizers?” (Lightman 191). By whom and for whom, where and how scholarship has historically been made public, are questions worthy of consideration if contemporary scholars are to better understand the current status (and possible future) for the making public of scholarship. A Snapshot of Scholarly Journals in Canada and Current Changes in Funding Policies The here and now of scholarly journal publishing in Canada (a growing, but relatively modest scholarly journal community, compared to the number of scholarly journals published in Europe and the US) serves as an interesting microcosm through which to consider how scholarly journal publishing has evolved since the early days of print. What follows here is an overview of the membership of the Canadian Association of Learned Journals (CALJ), in particular: (1) their target readers as identifiable from their editorial mandates; (2) their print/online/open-access policies; and (3) their publishers (all information gathered from the CALJ website, http://www.calj-acrs.ca/). Analysis of the collected data for the 100 member journals of CALJ (English, French and bilingual journals) with available information on the CALJ website is presented in Table 1 (below). A few observations are noteworthy: (1) in terms of readers, although all 100 journals identify a scholarly audience as their target readership, more than 40% of the journal also identify practitioners, policy-makers, or general readers as members of their target audience; (2) more than 25% of the journals publish online as well as or instead of print editions; and (3) almost all journals are published either by a Canadian university or, in one case, a college (60%) or a scholarly or professional society (31%). Table 1: Target Readership, Publishing Model and Publishers, CALJ Members (N=100) Journals with identifiable scholarly target readership 100 Journals with other identifiable target readership: practitioner 35 Journals with other identifiable target readership: general readers 18 Journals with other identifiable target readership: policy-makers/government 10 Total journals with identifiable target readership other than scholarly 43 Journals publishing in print only 56 Journals publishing in print and online 24 Journals publishing in print, online and open access 16 Journals publishing online only and open access 4 Journals published through a Canadian university press, faculty or department 60 Journals published by a scholarly or professional society 31 Journals published by a research institute 5 Journals published by the private sector 4 In the context of the historical overview presented earlier, this data raises a number of questions. The number of journals with target audiences either within or beyond the academy raises issues akin to the situation in the early days of print, when published works were primarily in Latin, with only 22 per cent in vernacular languages (Febvre and Martin 256), thereby strongly limiting access and reach to diverse audiences until the 17th century when Latin declined as the international language (Febvre and Martin 275) and there is a parallel to scholarly journal publishing and their changing readership(s). Diversity in audiences gradually developed in the early days of print, as Febvre and Martin (263) show by comparing the number of churchmen and lawyers with library collections in Paris: from 1480–1500 one lawyer and 24 churchmen had library collections, compared to 1551–1600, when 71 lawyers and 21 churchmen had library collections. Although the distinctions between present-day target audiences of Canadian scholarly journals (shown in Table 1, above) and 16th-century churchmen or lawyers no doubt are considerable, again there is a parallel with regard to changes in reading audiences. Similarly, the 18th-century increase in literacy rates, education, and technological advances finds a parallel in contemporary questions of computer literacy and access to scholarship (see Willinsky, “How,” Access, “Altering,” and If Only). Print culture historians and historians of science, as noted above, recognise that historically, while scholarly periodicals have increasingly specialised and popular periodicals have served as “important platforms for addressing a non-specialist but culturally powerful public…[and] fulfill[ing] important functions in making the claims of science heard among the ruling élite” (Dawson 11), there is adrift in current policies changes (and in the CALJ data above) a blurring of boundaries that harkens back to earlier days of print culture. As Adrian John reminded us earlier, “the very identity of print itself has had to be made” (2, italics in original) and the same applies to identities or cultures of print and the members of that culture: namely, the readers, the audience. The identities of the readers of scholarship are being made and re-made, as editorial mandates extend the scope of journals beyond strict, academic disciplinary boundaries and as increasing numbers of journals publish online (and open access). In Canada, changes in scholarly journal funding by the Social Sciences and Humanities Research Council (SSHRC) of Canada (as well as changes in SSHRC funding for research more generally) place increasing focus on impact factors (an international trend) as well as increased attention on the public benefits and value of social sciences and humanities research and scholarship (see SSHRC 2004, 2005, 2006). There is much debate in the scholarly community in Canada about the implications and possibilities of the direction of the changing funding policies, not least among members of the scholarly journal community. As noted in the table above, most scholarly journal publishers in Canada are independently published, which brings advantages of autonomy but also the disadvantage of very limited budgets and there is a great deal of concern about the future of the journals, about their survival amidst the current changes. Although the future is uncertain, it is perhaps worthwhile to be reminded once again that contrary to doomsday sooth-saying that has come time and time again, publishing has not perished, but rather it has continued to transform. I am inclined against making normative statements about what the future of publishing should be, but, looking at the accounts historians have given of the past and looking at the current publishing community I have come to know in my work in publishing, I am confident that the resourcefulness and commitment of the publishing community shall prevail and, indeed, there appears to be a good deal of promise in the transformation of scholarly journals in the ways they reach their audiences and in what reaches those audiences. Perhaps, as is suggested by the Canadian Centre for Studies in Publishing (CCSP), the future is one of “inventing publishing.” References Canadian Association of Learned Journals. Member Database. 10 June 2008 ‹http://www.calj-acrs.ca/>. Canadian Centre for Studies in Publishing. 10 June 2008. ‹http://www.ccsp.sfu.ca/>. Censer, Jack. The French Press in the Age of Enlightenment. London: Routledge, 1994. Darnton, Robert, Estienne Roche. Revolution in Print: The Press in France, 1775–1800. Berkeley: U of California P, 1989. Dawson, Gowan, Richard Noakes, and Jonathan Topham. Introduction. Science in the Nineteenth-century Periodical: Reading the Magazine of Nature. Ed. Geoffrey Cantor, Gowan Dawson, Richard Noakes, and Jonathan Topham. Cambridge: Cambridge UP, 2004. 1–37. Eisenstein, Elizabeth. The Printing Revolution in Early Modern Europe. Cambridge: Cambridge UP, 1983 Feather, John. A History of British Publishing. New York: Routledge, 2006. Febvre, Lucien, and Henri-Jean Martin. The Coming of the Book: The Impact of Printing 1450–1800. London: N.L.B., 1979. Jacob, Margaret. Scientific Culture and the Making of the Industrial West. New York: Oxford UP, 1997. Johns, Adrian. The Nature of the Book: Print and Knowledge in the Making. Chicago: U of Chicago P, 1998. Hall, David, and Hugh Armory. The Colonial Book in the Atlantic World. Cambridge: Cambridge UP, 2000. Klancher, Jon. The Making of English Reading Audiences. Madison: U of Wisconsin P, 1987. Kronick, David. A History of Scientific and Technical Periodicals: The Origins and Development of the Scientific and Technological Press, 1665–1790. New York: Scarecrow Press, 1961. ---. "Devant le deluge" and Other Essays on Early Modern Scientific Communication. Lanham: Scarecrow Press, 2004. Lightman, Bernard. Victorian Science in Context. Chicago: U of Chicago P, 1997. Mitch, David. The Rise of Popular Literacy in Victorian England: The Influence of Private choice and Public Policy. Philadelphia: U of Pennsylvania P, 1991. Social Sciences and Humanities Research Council. Granting Council to Knowledge Council: Renewing the Social Sciences and Humanities in Canada, Volume 1, 2004. Social Sciences and Humanities Research Council. Granting Council to Knowledge Council: Renewing the Social Sciences and Humanities in Canada, Volume 3, 2005. Social Sciences and Humanities Research Council. Moving Forward As a Knowledge Council: Canada’s Place in a Competitive World. 2006. Steinberg, Sigfrid. Five Hundred Years of Printing. London: Oak Knoll Press, 1996. Willinsky, John. “How to be More of a Public Intellectual by Making your Intellectual Work More Public.” Journal of Curriculum and Pedagogy 3.1 (2006): 92–95. ---. The Access Principle: The Case for Open Access to Research and Scholarship. Cambridge, MA: MIT Press, 2006. ---. “Altering the Material Conditions of Access to the Humanities.” Ed. Peter Trifonas and Michael Peters. Deconstructing Derrida: Tasks for the New Humanities. London: Palgrave Macmillan, 2005. 118–36. ---. If Only We Knew: Increasing the Public Value of Social-Science Research. New York: Routledge, 2000.

I'll grow up some time then you'll be mine I want to screw you down whilst my mind is on the ground I want to move your switch make you go squish my desiring machine -- Sonic Youth A small story: the other saturday night, having just completed my saturday ritual of visiting the video shop and the beer shop, I was sitting at a bus-stop. And it just so happens that on this saturday evening, the bus-stop I was sitting at was opposite a catholic church in the middle of the mass. Now, its been many years since I was a catholic -- I am in fact happily pagan -- however, I strongly identify with that well-known atheist and socialist (and co-incidentally, British Minister of Overseas Development) Clare Short, who nonetheless describes herself as 'culturally catholic' (as they say, 'once a catholic always a catholic'). And so, as I was sitting at this bus-stop, I found myself having the usual internal conversation I seem to have whenever I pass a catholic mass, in which I imagine I'm having to justify just why I'm not in there as well and why I think their beliefs are theoretically unsustainable and politically regressive. During this internal dialogue however, I realised that what the micks were doing in their mass -- that is, expressing a desire to connect with something outside of themselves -- was the same thing I did whenever I witnessed a sabbat or esbat, or visited a stone circle, fairy mound or burial barrow. Admittedly, whereas I achieve this experience of being with something outside myself through the earth, the sun, the moon, the passing of time, and my relationships with my friends and lovers, they did it through a submissive appeal to a fetishised figure of an alien God. And that this wasn't much different from or any worse than the mindless commodity fetishism practiced by so many materialists within our advanced industrialised economy. And all of this led me to speculate on just what the nature of desire is: that perhaps desire is the self's experience, within the self, of something outside of (or greater than) the self -- desire as theology, that is. If I can be a bit clearer: that perhaps desire is a recognition, not of a lack, but of the necessary and perpetual circulation across the threshold of the self -- if i can put it that way -- of the array of subjectless individuations that collectively constitute us as 'human'. This is not at all to suggest that desire is what makes us 'better', or that it is solely a positive thing -- and not simply because I refuse the implication that desiring to be with the Christian God can ever be positive. In formulating desire as a circulation of affects across the boundary of the self, I am explicitly refusing the narrative of original sin of the self, either in its Christian 'guilt' or psychoanalytic 'lack' manifestations that desire is often framed in. What I am suggesting here is that 'desire' is the name for that perpetual and spontaneous process of 'becoming' through which the self is continuously constructed and reconstructed, and that this process is by definition circulatory. The obvious analogy here is with meteorological phenomena, in particular frontal systems. The cold front that brings rain with it, and usually marked on the evening television weather forecasts with a thick, identifiable line, is in fact a fictional construct. It marks, in practice, a perpetual and spontaneous exchange of heat, through a thermodynamic process, between a relatively warmer body of air and a relatively colder one behind it. The front, so lively on the weather map, marching across the continent with martial purpose, in fact moves only as it is drawn by pressure differentials, by the rotation of the earth, and by the very process of heat exchange that it signifies. As a line, an interface, a boundary, the front is permeable, unstable, fractal and undefinable; an effect that becomes a metonym for the process it represents. Similarly, the thing we call 'the self' -- myself, yourself, themselves -- is an effect, an ever-shifting, fluid and variable effect of a circulation of affect that is called desire. This is not at all to suggest that desire is what makes us 'better', or that it is solely a positive thing -- and not simply because I refuse the implication that desiring to be with the Christian God can ever be positive. In formulating desire as a circulation of affects across the boundary of the self, I am explicitly refusing the narrative of original sin of the self, either in its Christian 'guilt' or psychoanalytic 'lack' manifestations that desire is often framed in. What I am suggesting here is that 'desire' is the name for that perpetual and spontaneous process of 'becoming' through which the self is continuously constructed and reconstructed, and that this process is by definition circulatory. The obvious analogy here is with meteorological phenomena, in particular frontal systems. The cold front that brings rain with it, and usually marked on the evening television weather forecasts with a thick, identifiable line, is in fact a fictional construct. It marks, in practice, a perpetual and spontaneous exchange of heat, through a thermodynamic process, between a relatively warmer body of air and a relatively colder one behind it. The front, so lively on the weather map, marching across the continent with martial purpose, in fact moves only as it is drawn by pressure differentials, by the rotation of the earth, and by the very process of heat exchange that it signifies. As a line, an interface, a boundary, the front is permeable, unstable, fractal and undefinable; an effect that becomes a metonym for the process it represents. Similarly, the thing we call 'the self' -- myself, yourself, themselves -- is an effect, an ever-shifting, fluid and variable effect of a circulation of affect that is called desire. In one sense this definition is almost a truism, because as Deleuze & Guattari make explicitly clear in A Thousand Plateaus, almost all formations can be described in some sense as fasiscular, and even the most rhizomatic formation can have aborescent knots. That is, the distinction between rhizomatic and aborescent schemas is not dualistic, there is "no ontological dualism between here and there, no axiological dualism between good and bad"; rather their relationship is processual: The important point is that the root-tree and canal-rhizome are not two opposed models: the first operates as a transcendent model and tracing, even if it engenders its own escapes; the second operates as an immanent process that overturns the model and outlines a map, even if it constitutes its own hierarchies, even if it gives rise to a despotic channel. ... No, this is not a new or different dualism. (Deleuze & Guattari 20) Thus, as Deleuze & Guattari are at pains to explain, what they call rhizomatic formations are neither better or worse than arborescent formations, nor are they two mutually exclusive, they are two different ways of organising and doing things which can each lead to the other or contain the other. In this sense, Probyn is not suggesting anything new to say that desire can be considered as rhizomatic, as engendering an uncountable array of unruly connections, because the possibility that anything might be thusly considered is contained within the princples of 'the rhizome' that Deleuze & Guattari provide. What I am suggesting however, is that desire is more than simply an excellent example of this processual movement between and across rhizomes and arborescences. For whilst the arborescent knots, the despotic formations of desire are readily apparent -- who isn't familiar with the disappointment that is an inevitable and integral part of commodity fetishism; the desolation of unrequited loves or the destructive capacity of satiated desires -- I am suggesting that desire is solely and strictly rhizomatic, and that as a rhizome that subverts, subtends and extends the self, it processually defines 'the human'. In his insightful commentary upon deleuzoguattarian philosophy entitled A User's Guide to Capitalism and Schizophrenia, Brian Massumi states that desire, "in its widest connotation" is the plane of consistency as multiple cocausal becoming ... on the human level, it is never a strictly personal affair, but a tension between sub- and superpersonal tendencies that intersect in the person as an empty signifier. (82) For Massumi then, desire is a profoundly anti-human, or more accurately nonhuman, process, whose operation has the effect of causing what he calls 'the person' to be precipitated. Desire is, therefore, the definition of the machinic auto-poiesis -- the immanent and pragmatic functioning of the process of becoming -- that generates each of us as human subjects. Contra Massumi however, I would suggest that the resultant effect of desire -- that is, the instantiation of the person -- is far from being an empty signifier, a precipitious by-product. Even the most inchoate desire, the most mute and directionless 'I want', articulates a connection beyond the self that carries within it an implicit enunciation of what the self might be. As Michel Foucault argued in a somewhat different context, the trangressing of a boundary by a productive process -- such as desire -- does not ipso facto circumvent that boundary or render it devoid of meaning, although it might have that effect; the function of crossing or trangressing a limit is to liminalise it, to re-inscribe it (for two differing examples, see Foucault, The History of Sexuality Volume 1 45, and Foucault, "Revolutionary Action: Until Now" 226). For although 'the person' does not pre-figure desire, and is in fact constituted and re-constituted through the operation of desire, it is neither an empty signifier nor a level playing field. "The word religion", says the French philosopher Michel Serres, could have two origins. According to the first, it would come from the Latin verb religare, to attach. Does religion bind us together, does it assure the bond of this world to another? According to the second ... it would mean to assemble, gather, lift up, traverse or read. (47) But, observes Serres, we are rarely told what sublime word our language opposes to the religious, in order to deny it: negligence. Whoever has no religion should not be called an atheist or unbeliever, but negligent. (48) The process, perpetual and spontaneous, of attachment to things, subjects, objects-multiplicities-outside of ourselves, whether it is to an unseeing God, the earth, one's friends, family and lovers or that funky new consumer durable, that we call desire, is what defines us as human. "Without love", says Serres "there are no ties or alliances" (49). Thus, the rhizomatic functioning of desire as a process of becoming continually produces, in a transversal fashion, the articulation of the self: we are each the product of desire. Desire, as a thermodynamic process, is thus the engine of 'the human', of a form of contingent humanism -- although a humanism that isn't simply limited to people: a becoming that liminalises the self through its incorporation of subjectless individuations beyond the self, within the self, through which the self is processually experienced and embodied. Whether it is the desire for the reified God, the becoming-another of the carnal and corporeal, the longing for the fetishised commodity or the 'I want to believe' of the search for extra-terrestrials, desire is the motive force that defines us as human, our raison d'être, our theology. And all this from sitting at a bus-stop. References Deleuze, Gilles and Félix Guattari. A Thousand Plateaus: Capitalism and Schizophrenia. Trans. Brian Massumi. Minneapolis: U of Minnesota P, 1987. With foreword by Brian Massumi. Foucault, Michel. The History of Sexuality, Vol. 1: An Introduction. Trans. Robert Hurley. London: Penguin, 1978. Foucault, Michel. "Revolutionary Action: Until Now." Language, Counter-Memory, Practice: Selected Essays and Interviews by Michel Foucault. Ed. Donald Bouchard. New York: Cornell UP, 1977. Massumi, Brian. A User's Guide to Capitalism and Schizophrenia: Deviations from Deleuze and Guattari. A Swerve Edition. Cambridge, MA.: MIT P, 1992. Probyn, Elspeth. Outside Belongings. New York and London: Routledge, 1996. Serres, Michel. The Natural Contract. Trans. Elizabeth MacArthur and William Paulson. Ann Arbor: U of Michigan P, 1995. Sonic Youth. "Female Mechanic on Duty." A Thousand Leaves. Compact Disc. Geffen, GEFD-25203, 1998. Citation reference for this article MLA style: Sean Aylward Smith. "[ t o b e a n d t o h a v e ]." M/C: A Journal of Media and Culture 2.5 (1999). [your date of access] <http://www.uq.edu.au/mc/9907/be.php>. Chicago style: Sean Aylward Smith, "[ t o b e a n d t o h a v e ]," M/C: A Journal of Media and Culture 2, no. 5 (1999), <http://www.uq.edu.au/mc/9907/be.php> ([your date of access]). APA style: Sean Aylward Smith. (1999) [ t o b e a n d t o h a v e ]. M/C: A Journal of Media and Culture 2(5). <http://www.uq.edu.au/mc/9907/be.php> ([your date of access]).

If you cannot understand my argument, and declare “It’s Greek to me,” you are quoting Shakespeare.Bernard LevinPsoriatic arthritis, in its acute or “generalised” stage, is unbearably painful. Exacerbating the crippling of the joints, the entire surface of the skin is covered with lesions only moderately salved by anti-inflammatory ointment, the application of which is as painful as the ailment it seeks to relieve: NURSE MILLS: I’ll be as gentle as I can.Marlow’s face again fills the screen, intense concentration, comical strain, and a whispered urgency in the voice over—MARLOW: (Voice over) Think of something boring—For Christ’s sake think of something very very boring—Speech a speech by Ted Heath a sentence long sentence from Bernard Levin a quiz by Christopher Booker a—oh think think—! Really boring! A Welsh male-voice choir—Everything in Punch—Oh! Oh! — (Potter 17-18)Marlow’s collation of boring things as a frantic liturgy is an attempt to distract himself from a tumescence that is both unwanted and out of place. Although bed-ridden and in constant pain, he is still sensitive to erogenous stimulation, even when it is incidental. The act of recollection, of garnering lists of things that bore him, distracts him from his immediate situation as he struggles with the mental anguish of the prospect of a humiliating orgasm. Literary lists do many things. They provide richness of detail, assemble and corroborate the materiality of the world of which they are a part and provide insight into the psyche and motivation of the collator. The sheer desperation of Dennis Potter’s Marlow attests to the arbitrariness of the list, the simple requirement that discrete and unrelated items can be assembled in linear order, without any obligation for topical concatenation. In its interrogative form, the list can serve a more urgent and distressing purpose than distraction:GOLDBERG: What do you use for pyjamas?STANLEY: Nothing.GOLDBERG: You verminate the sheet of your birth.MCCANN: What about the Albigensenist heresy?GOLDBERG: Who watered the wicket in Melbourne?MCCANN: What about the blessed Oliver Plunkett?(Pinter 51)The interrogative non sequitur is an established feature of the art of intimidation. It is designed to exert maximum stress in the subject through the use of obscure asides and the endowing of trivial detail with profundity. Harold Pinter’s use of it in The Birthday Party reveals how central it was to his “theatre of menace.” The other tactic, which also draws on the logic of the inventory to be both sequential and discontinuous, is to break the subject’s will through a machine-like barrage of rhetorical questions that leave no time for answers.Pinter learned from Samuel Beckett the pitiless, unforgiving logic of trivial detail pushed to extremes. Think of Molloy’s dilemma of the sucking stones. In order for all sixteen stones that he carries with him to be sucked at least once to assuage his hunger, a reliable system has to be hit upon:Taking a stone from the right pocket of my greatcoat, and putting it in my mouth, I replaced it in the right pocket of my greatcoat by a stone from the right pocket of my trousers, which I replaced with a stone from the left pocket of my trousers, which I replaced by a stone from the left pocket of my greatcoat, which I replaced with the stone that was in my mouth, as soon as I had finished sucking it. Thus there were still four stones in each of my four pockets, but not quite the same stones. And when the desire to suck took hold of me again, I drew again on the right pocket of my greatcoat, certain of not taking the same stone as the last time. And while I sucked it I rearranged the other stones in the way I have just described. And so on. (Beckett, Molloy 69)And so on for six pages. Exhaustive permutation within a finite lexical set is common in Beckett. In the novel Watt the eponymous central character is charged with serving his unseen master’s dinner as well as tidying up afterwards. A simple and bucolic enough task it would seem. But Beckett’s characters are not satisfied with conjecture, the simple assumption that someone must be responsible for Mr. Knott’s dining arrangements. Like Molloy’s solution to the sucking stone problem, all possible scenarios must be considered to explain the conundrum of how and why Watt never saw Knott at mealtime. Twelve possibilities are offered, among them that1. Mr. Knott was responsible for the arrangement, and knew that he was responsible for the arrangement, and knew that such an arrangement existed, and was content.2. Mr. Knott was not responsible for the arrangement, but knew who was responsible for the arrangement, and knew that such an arrangement existed, and was content.(Beckett, Watt 86)This stringent adherence to detail, absurd and exasperating as it is, is the work of fiction, the persistence of a viable, believable thing called Watt who exists as long as his thought is made manifest on a page. All writers face this pernicious prospect of having to confront and satisfy “fiction’s gargantuan appetite for fact, for detail, for documentation” (Kenner 70). A writer’s writer (Philip Marlow) Dennis Potter’s singing detective struggles with the acute consciousness that words eventually will fail him. His struggle to overcome verbal entropy is a spectre that haunts the entire literary imagination, for when the words stop the world stops.Beckett made this struggle the very stuff of his work, declaring famously that all he wanted to do as a writer was to leave “a stain upon the silence” (quoted in Bair 681). His characters deteriorate from recognisable people (Hamm in Endgame, Winnie in Happy Days) to mere ciphers of speech acts (the bodiless head Listener in That Time, Mouth in Not I). During this process they provide us with the vocabulary of entropy, a horror most eloquently expressed at the end of The Unnamable: I can’t go on, you must go on, I’ll go on, you must say words, as long as there are any, until they find me, until they say me, strange pain, strange sin, you must go on, perhaps it’s done already, perhaps they have said me already, perhaps they have carried me to the threshold of my story, before the door that opens on my story, that would surprise me, if it opens, it will be I, it will be the silence, where I am, I don’t know, I’ll never know, in the silence you don’t know, you must go on, I can’t go on, I’ll go on. (Beckett, Molloy 418)The importance Beckett accorded to pauses in his writing, from breaks in dialogue to punctuation, stresses the pacing of utterance that is in sync with the rhythm of human breath. This is acutely underlined in Jack MacGowran’s extraordinary gramophone recording of the above passage from The Unnamable. There is exhaustion in his voice, but it is inflected by an urgent push for the next words to forestall the last gasp. And what might appear to be parsimony is in fact the very commerce of writing itself. It is an economy of necessity, when any words will suffice to sustain presence in the face of imminent silence.Hugh Kenner has written eloquently on the relationship between writing and entropy, drawing on field and number theory to demonstrate how the business of fiction is forever in the process of generating variation within a finite set. The “stoic comedian,” as he figures the writer facing the blank page, self-consciously practices their art in the full cognisance that they select “elements from a closed set, and then (arrange) them inside a closed field” (Kenner 94). The nouveau roman (a genre conceived and practiced in Beckett’s lean shadow) is remembered in literary history as a rather austere, po-faced formalism that foregrounded things at the expense of human psychology or social interaction. But it is emblematic of Kenner’s portrait of stoicism as an attitude to writing that confronts the nature of fiction itself, on its own terms, as a practice “which is endlessly arranging things” (13):The bulge of the bank also begins to take effect starting from the fifth row: this row, as a matter of fact, also possesses only twenty-one trees, whereas it should have twenty-two for a true trapezoid and twenty-three for a rectangle (uneven row). (Robbe-Grillet 21)As a matter of fact. The nouveau roman made a fine if myopic art of isolating detail for detail’s sake. However, it shares with both Beckett’s minimalism and Joyce’s maximalism the obligation of fiction to fill its world with stuff (“maximalism” is a term coined by Michel Delville and Andrew Norris in relation to the musical scores of Frank Zappa that opposes the minimalism of John Cage’s work). Kenner asks, in The Stoic Comedians, where do the “thousands on thousands of things come from, that clutter Ulysses?” His answer is simple, from “a convention” and this prosaic response takes us to the heart of the matter with respect to the impact on writing of Isaac Newton’s unforgiving Second Law of Thermodynamics. In the law’s strictest physical sense of the dissipation of heat, of the loss of energy within any closed system that moves, the stipulation of the Second Law predicts that words will, of necessity, stop in any form governed by convention (be it of horror, comedy, tragedy, the Bildungsroman, etc.). Building upon and at the same time refining the early work on motion and mass theorised by Aristotle, Kepler, and Galileo, inter alia, Newton refined both the laws and language of classical mechanics. It was from Wiener’s literary reading of Newton that Kenner segued from the loss of energy within any closed system (entropy) to the running silent out of words within fiction.In the wake of Norbert Wiener’s cybernetic turn in thinking in the 1940s, which was highly influenced by Newton’s Second Law, fiction would never again be considered in the same way (metafiction was a term coined in part to recognise this shift; the nouveau roman another). Far from delivering a reassured and reassuring present-ness, an integrated and ongoing cosmos, fiction is an isometric exercise in the struggle against entropy, of a world in imminent danger of running out of energy, of not-being:“His hand took his hat from the peg over his initialled heavy overcoat…” Four nouns, and the book’s world is heavier by four things. One, the hat, “Plasto’s high grade,” will remain in play to the end. The hand we shall continue to take for granted: it is Bloom’s; it goes with his body, which we are not to stop imagining. The peg and the overcoat will fade. “On the doorstep he felt in his hip pocket for the latchkey. Not there. In the trousers I left off.” Four more things. (Kenner 87)This passage from The Stoic Comedians is a tour de force of the conjuror’s art, slowing down the subliminal process of the illusion for us to see the fragility of fiction’s precarious grip on the verge of silence, heroically “filling four hundred empty pages with combinations of twenty-six different letters” (xiii). Kenner situates Joyce in a comic tradition, preceded by Gustave Flaubert and followed by Beckett, of exhaustive fictive possibility. The stoic, he tells us, “is one who considers, with neither panic nor indifference, that the field of possibilities available to him is large perhaps, or small perhaps, but closed” (he is prompt in reminding us that among novelists, gamblers and ethical theorists, the stoic is also a proponent of the Second Law of Thermodynamics) (xiii). If Joyce is the comedian of the inventory, then it is Flaubert, comedian of the Enlightenment, who is his immediate ancestor. Bouvard and Pécuchet (1881) is an unfinished novel written in the shadow of the Encyclopaedia, an apparatus of the literate mind that sought complete knowledge. But like the Encyclopaedia particularly and the Enlightenment more generally, it is fragmentation that determines its approach to and categorisation of detail as information about the world. Bouvard and Pécuchet ends, appropriately, in a frayed list of details, pronouncements and ephemera.In the face of an unassailable impasse, all that is left Flaubert is the list. For more than thirty years he constructed the Dictionary of Received Ideas in the shadow of the truncated Bouvard and Pécuchet. And in doing so he created for the nineteenth century mind “a handbook for novelists” (Kenner 19), a breakdown of all we know “into little pieces so arranged that they can be found one at a time” (3): ACADEMY, FRENCH: Run it down but try to belong to it if you can.GREEK: Whatever one cannot understand is Greek.KORAN: Book about Mohammed, which is all about women.MACHIAVELLIAN: Word only to be spoken with a shudder.PHILOSOPHY: Always snigger at it.WAGNER: Snigger when you hear his name and joke about the music of the future. (Flaubert, Dictionary 293-330)This is a sample of the exhaustion that issues from the tireless pursuit of categorisation, classification, and the mania for ordered information. The Dictionary manifests the Enlightenment’s insatiable hunger for received ideas, an unwieldy background noise of popular opinion, general knowledge, expertise, and hearsay. In both Bouvard and Pécuchet and the Dictionary, exhaustion was the foundation of a comic art as it was for both Joyce and Beckett after him, for the simple reason that it includes everything and neglects nothing. It is comedy born of overwhelming competence, a sublime impertinence, though not of manners or social etiquette, but rather, with a nod to Oscar Wilde, the impertinence of being definitive (a droll epithet that, not surprisingly, was the title of Kenner’s 1982 Times Literary Supplement review of Richard Ellmann’s revised and augmented biography of Joyce).The inventory, then, is the underlining physio-semiotics of fictional mechanics, an elegiac resistance to the thread of fiction fraying into nothingness. The motif of thermodynamics is no mere literary conceit here. Consider the opening sentence in Borges:Of the many problems which exercised the reckless discernment of Lönnrot, none was so strange—so rigorously strange, shall we say—as the periodic series of bloody events which culminated at the villa of Triste-le-Roy, amid the ceaseless aroma of the eucalypti. (Borges 76)The subordinate clause, as a means of adjectival and adverbial augmentation, implies a potentially infinite sentence through the sheer force of grammatical convention, a machine-like resistance to running out of puff:Under the notable influence of Chesterton (contriver and embellisher of elegant mysteries) and the palace counsellor Leibniz (inventor of the pre-established harmony), in my idle afternoons I have imagined this story plot which I shall perhaps write someday and which already justifies me somehow. (72)In “Pierre Menard, Author of the Quixote,” a single adjective charmed with emphasis will do to imply an unseen network:The visible work left by this novelist is easily and briefly enumerated. (Borges 36)The annotation of this network is the inexorable issue of the inflection: “I have said that Menard’s work can be easily enumerated. Having examined with care his personal files, I find that they contain the following items.” (37) This is a sample selection from nineteen entries:a) A Symbolist sonnet which appeared twice (with variants) in the review La conque (issues of March and October 1899).o) A transposition into alexandrines of Paul Valéry’s Le cimitière marin (N.R.F., January 1928).p) An invective against Paul Valéry, in the Papers for the Suppression of Reality of Jacques Reboul. (37-38)Lists, when we encounter them in Jorge Luis Borges, are always contextual, supplying necessary detail to expand upon character and situation. And they are always intertextual, anchoring this specific fictional world to others (imaginary, real, fabulatory or yet to come). The collation and annotation of the literary works of an imagined author (Pierre Menard) of an invented author (Edmond Teste) of an actual author (Paul Valéry) creates a recursive, yet generative, feedback loop of reference and literary progeny. As long as one of these authors continues to write, or write of the work of at least one of the others, a persistent fictional present tense is ensured.Consider Hillel Schwartz’s use of the list in his Making Noise (2011). It not only lists what can and is inevitably heard, in this instance the European 1700s, but what it, or local aural colour, is heard over:Earthy: criers of artichokes, asparagus, baskets, beans, beer, bells, biscuits, brooms, buttermilk, candles, six-pence-a-pound fair cherries, chickens, clothesline, cockles, combs, coal, crabs, cucumbers, death lists, door mats, eels, fresh eggs, firewood, flowers, garlic, hake, herring, ink, ivy, jokebooks, lace, lanterns, lemons, lettuce, mackeral, matches […]. (Schwartz 143)The extended list and the catalogue, when encountered as formalist set pieces in fiction or, as in Schwartz’s case, non-fiction, are the expansive equivalent of le mot juste, the self-conscious, painstaking selection of the right word, the specific detail. Of Ulysses, Kenner observes that it was perfectly natural that it “should have attracted the attention of a group of scholars who wanted practice in compiling a word-index to some extensive piece of prose (Miles Hanley, Word Index to Ulysses, 1937). More than any other work of fiction, it suggests by its texture, often by the very look of its pages, that it has been painstakingly assembled out of single words…” (31-32). In a book already crammed with detail, with persistent reference to itself, to other texts, other media, such formalist set pieces as the following from the oneiric “Circe” episode self-consciously perform for our scrutiny fiction’s insatiable hunger for more words, for invention, the Latin root of which also gives us the word inventory:The van of the procession appears headed by John Howard Parnell, city marshal, in a chessboard tabard, the Athlone Poursuivant and Ulster King of Arms. They are followed by the Right Honourable Joseph Hutchinson, lord mayor Dublin, the lord mayor of Cork, their worships the mayors of Limerick, Galway, Sligo and Waterford, twentyeight Irish representative peers, sirdars, grandees and maharajahs bearing the cloth of estate, the Dublin Metropolitan Fire Brigade, the chapter of the saints of finance in their plutocratic order of precedence, the bishop of Down and Connor, His Eminence Michael cardinal Logue archbishop of Armagh, primate of all Ireland, His Grace, the most reverend Dr William Alexander, archbishop of Armagh, primate of all Ireland, the chief rabbi, the Presbyterian moderator, the heads of the Baptist, Anabaptist, Methodist and Moravian chapels and the honorary secretary of the society of friends. (Joyce, Ulysses 602-604)Such examples demonstrate how Joycean inventories break from narrative as architectonic, stand-alone assemblages of information. They are Rabelaisian irruptions, like Philip Marlow’s lesions, that erupt in swollen bas-relief. The exaggerated, at times hysterical, quality of such lists, perform the hallucinatory work of displacement and condensation (the Homeric parallel here is the transformation of Odysseus’s men into swine by the witch Circe). Freudian, not to mention Stindberg-ian dream-work brings together and juxtaposes images and details that only make sense as non-sense (realistic but not real), such as the extraordinary explosive gathering of civic, commercial, political, chivalric representatives of Dublin in this foreshortened excerpt of Bloom’s regal campaign for his “new Bloomusalem” (606).The text’s formidable echolalia, whereby motifs recur and recapitulate into leitmotifs, ensures that the act of reading Ulysses is always cross-referential, suggesting the persistence of a conjured world that is always already still coming into being through reading. And it is of course this forestalling of Newton’s Second Law that Joyce brazenly conducts, in both the textual and physical sense, in Finnegans Wake. The Wake is an impossible book in that it infinitely sustains the circulation of words within a closed system, creating a weird feedback loop of cyclical return. It is a text that can run indefinitely through the force of its own momentum without coming to a conclusion. In a text in which the author’s alter ego is described in terms of the technology of inscription (Shem the Penman) and his craft as being a “punsil shapner,” (Joyce, Finnegans 98) Norbert Wiener’s descriptive example of feedback as the forestalling of entropy in the conscious act of picking up a pencil is apt: One we have determined this, our motion proceeds in such a way that we may say roughly that the amount by which the pencil is not yet picked up is decreased at each stage. (Wiener 7) The Wake overcomes the book’s, and indeed writing’s, struggle with entropy through the constant return of energy into its closed system as a cycle of endless return. Its generative algorithm can be represented thus: “… a long the riverrun …” (628-3). The Wake’s sense of unending confounds and contradicts, in advance, Frank Kermode’s averring to Newton’s Second Law in his insistence that the progression of all narrative fiction is defined in terms of the “sense of an ending,” the expectation of a conclusion, whereby the termination of words makes “possible a satisfying consonance with the origins and with the middle” (Kermode 17). It is the realisation of the novel imagined by Silas Flannery, the fictitious author in Italo Calvino’s If on a winter’s night a traveller, an incipit that “maintains for its whole duration the potentiality of the beginning” (Calvino 140). Finnegans Wake is unique in terms of the history of the novel (if that is indeed what it is) in that it is never read, but (as Joseph Frank observed of Joyce generally) “can only be re-read” (Frank 19). With Wiener’s allegory of feedback no doubt in mind, Jacques Derrida’s cybernetic account of the act of reading Joyce comes, like a form of echolalia, on the heels of Calvino’s incipit, his perpetual sustaining of the beginning: you stay on the edge of reading Joyce—for me this has been going on for twenty-five or thirty years—and the endless plunge throws you back onto the river-bank, on the brink of another possible immersion, ad infinitum … In any case, I have the feeling that I haven’t yet begun to read Joyce, and this “not having begun to read” is sometimes the most singular and active relationship I have with his work. (Derrida 148) Derrida wonders if this process of ongoing immersion in the text is typical of all works of literature and not just the Wake. The question is rhetorical and resonates into silence. And it is silence, ultimately, that hovers as a mute herald of the end when words will simply run out.Post(script)It is in the nature of all writing that it is read in the absence of its author. Perhaps the most typical form of writing, then, is the suicide note. In an extraordinary essay, “Goodbye, Cruel Words,” Mark Dery wonders why it has been “so neglected as a literary genre” and promptly sets about reviewing its decisive characteristics. Curiously, the list features amongst its many forms: I’m done with lifeI’m no goodI’m dead. (Dery 262)And references to lists of types of suicide notes are among Dery’s own notes to the essay. With its implicit generic capacity to intransitively add more detail, the list becomes in the light of the terminal letter a condition of writing itself. The irony of this is not lost on Dery as he ponders the impotent stoicism of the scribbler setting about the mordant task of writing for the last time. Writing at the last gasp, as Dery portrays it, is a form of dogged, radical will. But his concluding remarks are reflective of his melancholy attitude to this most desperate act of writing at degree zero: “The awful truth (unthinkable to a writer) is that eloquent suicide notes are rarer than rare because suicide is the moment when language fails—fails to hoist us out of the pit, fails even to express the unbearable weight” (264) of someone on the precipice of the very last word they will ever think, let alone write. Ihab Hassan (1967) and George Steiner (1967), it would seem, were latecomers as proselytisers of the language of silence. But there is a queer, uncanny optimism at work at the terminal moment of writing when, contra Dery, words prevail on the verge of “endless, silent night.” (264) Perhaps when Newton’s Second Law no longer has carriage over mortal life, words take on a weird half-life of their own. Writing, after Socrates, does indeed circulate indiscriminately among its readers. There is a dark irony associated with last words. When life ceases, words continue to have the final say as long as they are read, and in so doing they sustain an unlikely, and in their own way, stoical sense of unending.ReferencesBair, Deirdre. Samuel Beckett: A Biography. London: Jonathan Cape, 1978.Beckett, Samuel. Molloy Malone Dies. The Unnamable. London: John Calder, 1973.---. Watt. London: John Calder, 1976.Borges, Jorge Luis. Labyrinths. Selected Stories & Other Writings. Ed. Donald A. Yates & James E. Irby. New York: New Directions, 1964.Calvino, Italo. If On A Winter’s Night A Traveller. Trans. William Weaver, London: Picador, 1981.Delville, Michael, and Andrew Norris. “Frank Zappa, Captain Beefheart, and the Secret History of Maximalism.” Ed. Louis Armand. Contemporary Poetics: Redefining the Boundaries of Contemporary Poetics, in Theory & Practice, for the Twenty-First Century. Evanston: Northwestern UP, 2007. 126-49.Derrida, Jacques. “Two Words for Joyce.” Post-Structuralist Joyce. Essays from the French. Ed. Derek Attridge and Daniel Ferrer. Cambridge: Cambridge UP, 1984. 145-59.Dery, Mark. I Must Not think Bad Thoughts: Drive-by Essays on American Dread, American Dreams. Minneapolis: U of Minnesota P, 2012.Frank, Joseph, “Spatial Form in Modern Literature.” Sewanee Review, 53, 1945: 221-40, 433-56, 643-53.Flaubert, Gustave. Bouvard and Pécuchet. Trans. A. J. KrailSheimer. Harmondsworth: Penguin, 1976.Flaubert, Gustave. Dictionary of Received Ideas. Trans. A. J. KrailSheimer. Harmondsworth: Penguin, 1976.Hassan, Ihab. The Literature of Silence: Henry Miller and Samuel Beckett. New York: Knopf, 1967.Joyce, James. Finnegans Wake. London: Faber and Faber, 1975.---. Ulysses. Harmondsworth: Penguin, 1992.Kenner, Hugh. The Stoic Comedians. Berkeley: U of California P, 1974.Kermode, Frank. The Sense of an Ending: Studies in the Theory of Narrative Fiction. New York: Oxford U P, 1966.‪Levin, Bernard. Enthusiasms. London: Jonathan Cape, 1983.MacGowran, Jack. MacGowran Speaking Beckett. Claddagh Records, 1966.Pinter, Harold. The Birthday Party. London: Methuen, 1968.Potter, Dennis. The Singing Detective. London, Faber and Faber, 1987.Robbe-Grillet, Alain. Jealousy. Trans. Richard Howard. London: John Calder, 1965.Schwartz, Hillel. Making Noise. From Babel to the Big Bang and Beyond. New York: Zone Books, 2011.Steiner, George. Language and Silence: New York: Atheneum, 1967.Wiener, Norbert. Cybernetics, Or Control and Communication in the Animal and the Machine. Cambridge, Mass.: MIT Press, 1965.

Biology teaches us that organisms adapt—or don’t; sociology claims that people adapt—or don’t. We know that ideas can adapt; sometimes even institutions can adapt. Or not. Various papers in this issue attest in exciting ways to precisely such adaptations and maladaptations. (See, for example, the articles in this issue by Lelia Green, Leesa Bonniface, and Tami McMahon, by Lexey A. Bartlett, and by Debra Ferreday.) Adaptation is a part of nature and culture, but it’s the latter alone that interests me here. (However, see the article by Hutcheon and Bortolotti for a discussion of nature and culture together.) It’s no news to anyone that not only adaptations, but all art is bred of other art, though sometimes artists seem to get carried away. My favourite example of excess of association or attribution can be found in the acknowledgements page to a verse drama called Beatrice Chancy by the self-defined “maximalist” (not minimalist) poet, novelist, librettist, and critic, George Elliot Clarke. His selected list of the incarnations of the story of Beatrice Cenci, a sixteenth-century Italian noblewoman put to death for the murder of her father, includes dramas, romances, chronicles, screenplays, parodies, sculptures, photographs, and operas: dramas by Vincenzo Pieracci (1816), Percy Bysshe Shelley (1819), Juliusz Slowacki (1843), Waldter Landor (1851), Antonin Artaud (1935) and Alberto Moravia (1958); the romances by Francesco Guerrazi (1854), Henri Pierangeli (1933), Philip Lindsay (1940), Frederic Prokosch (1955) and Susanne Kircher (1976); the chronicles by Stendhal (1839), Mary Shelley (1839), Alexandre Dumas, père (1939-40), Robert Browning (1864), Charles Swinburne (1883), Corrado Ricci (1923), Sir Lionel Cust (1929), Kurt Pfister (1946) and Irene Mitchell (1991); the film/screenplay by Bertrand Tavernier and Colo O’Hagan (1988); the parody by Kathy Acker (1993); the sculpture by Harriet Hosmer (1857); the photograph by Julia Ward Cameron (1866); and the operas by Guido Pannain (1942), Berthold Goldschmidt (1951, 1995) and Havergal Brian (1962). (Beatrice Chancy, 152) He concludes the list with: “These creators have dallied with Beatrice Cenci, but I have committed indiscretions” (152). An “intertextual feast”, by Clarke’s own admission, this rewriting of Beatrice’s story—especially Percy Bysshe Shelley’s own verse play, The Cenci—illustrates brilliantly what Northrop Frye offered as the first principle of the production of literature: “literature can only derive its form from itself” (15). But in the last several decades, what has come to be called intertextuality theory has shifted thinking away from looking at this phenomenon from the point of view of authorial influences on the writing of literature (and works like Harold Bloom’s famous study of the Anxiety of Influence) and toward considering our readerly associations with literature, the connections we (not the author) make—as we read. We, the readers, have become “empowered”, as we say, and we’ve become the object of academic study in our own right. Among the many associations we inevitably make, as readers, is with adaptations of the literature we read, be it of Jane Austin novels or Beowulf. Some of us may have seen the 2006 rock opera of Beowulf done by the Irish Repertory Theatre; others await the new Neil Gaiman animated film. Some may have played the Beowulf videogame. I personally plan to miss the upcoming updated version that makes Beowulf into the son of an African explorer. But I did see Sturla Gunnarsson’s Beowulf and Grendel film, and yearned to see the comic opera at the Lincoln Centre Festival in 2006 called Grendel, the Transcendence of the Great Big Bad. I am not really interested in whether these adaptations—all in the last year or so—signify Hollywood’s need for a new “monster of the week” or are just the sign of a desire to cash in on the success of The Lord of the Rings. For all I know they might well act as an ethical reminder of the human in the alien in a time of global strife (see McGee, A4). What interests me is the impact these multiple adaptations can have on the reader of literature as well as on the production of literature. Literature, like painting, is usually thought of as what Nelson Goodman (114) calls a one-stage art form: what we read (like what we see on a canvas) is what is put there by the originating artist. Several major consequences follow from this view. First, the implication is that the work is thus an original and new creation by that artist. However, even the most original of novelists—like Salman Rushdie—are the first to tell you that stories get told and retold over and over. Indeed his controversial novel, The Satanic Verses, takes this as a major theme. Works like the Thousand and One Nights are crucial references in all of his work. As he writes in Haroun and the Sea of Stories: “no story comes from nowhere; new stories are born of old” (86). But illusion of originality is only one of the implications of seeing literature as a one-stage art form. Another is the assumption that what the writer put on paper is what we read. But entire doctoral programs in literary production and book history have been set up to study how this is not the case, in fact. Editors influence, even change, what authors want to write. Designers control how we literally see the work of literature. Beatrice Chancy’s bookend maps of historical Acadia literally frame how we read the historical story of the title’s mixed-race offspring of an African slave and a white slave owner in colonial Nova Scotia in 1801. Media interest or fashion or academic ideological focus may provoke a publisher to foreground in the physical presentation different elements of a text like this—its stress on race, or gender, or sexuality. The fact that its author won Canada’s Governor General’s Award for poetry might mean that the fact that this is a verse play is emphasised. If the book goes into a second edition, will a new preface get added, changing the framework for the reader once again? As Katherine Larson has convincingly shown, the paratextual elements that surround a work of literature like this one become a major site of meaning generation. What if literature were not a one-stage an art form at all? What if it were, rather, what Goodman calls “two-stage” (114)? What if we accept that other artists, other creators, are needed to bring it to life—editors, publishers, and indeed readers? In a very real and literal sense, from our (audience) point of view, there may be no such thing as a one-stage art work. Just as the experience of literature is made possible for readers by the writer, in conjunction with a team of professional and creative people, so, arguably all art needs its audience to be art; the un-interpreted, un-experienced art work is not worth calling art. Goodman resists this move to considering literature a two-stage art, not at all sure that readings are end products the way that performance works are (114). Plays, films, television shows, or operas would be his prime examples of two-stage arts. In each of these, a text (a playtext, a screenplay, a score, a libretto) is moved from page to stage or screen and given life, by an entire team of creative individuals: directors, actors, designers, musicians, and so on. Literary adaptations to the screen or stage are usually considered as yet another form of this kind of transcription or transposition of a written text to a performance medium. But the verbal move from the “book” to the diminutive “libretto” (in Italian, little book or booklet) is indicative of a view that sees adaptation as a step downward, a move away from a primary literary “source”. In fact, an entire negative rhetoric of “infidelity” has developed in both journalistic reviewing and academic discourse about adaptations, and it is a morally loaded rhetoric that I find surprising in its intensity. Here is the wonderfully critical description of that rhetoric by the king of film adaptation critics, Robert Stam: Terms like “infidelity,” “betrayal,” “deformation,” “violation,” “bastardisation,” “vulgarisation,” and “desecration” proliferate in adaptation discourse, each word carrying its specific charge of opprobrium. “Infidelity” carries overtones of Victorian prudishness; “betrayal” evokes ethical perfidy; “bastardisation” connotes illegitimacy; “deformation” implies aesthetic disgust and monstrosity; “violation” calls to mind sexual violence; “vulgarisation” conjures up class degradation; and “desecration” intimates religious sacrilege and blasphemy. (3) I join many others today, like Stam, in challenging the persistence of this fidelity discourse in adaptation studies, thereby providing yet another example of what, in his article here called “The Persistence of Fidelity: Adaptation Theory Today,” John Connor has called the “fidelity reflex”—the call to end an obsession with fidelity as the sole criterion for judging the success of an adaptation. But here I want to come at this same issue of the relation of adaptation to the adapted text from another angle. When considering an adaptation of a literary work, there are other reasons why the literary “source” text might be privileged. Literature has historical priority as an art form, Stam claims, and so in some people’s eyes will always be superior to other forms. But does it actually have priority? What about even earlier performative forms like ritual and song? Or to look forward, instead of back, as Tim Barker urges us to do in his article here, what about the new media’s additions to our repertoire with the advent of electronic technology? How can we retain this hierarchy of artistic forms—with literature inevitably on top—in a world like ours today? How can both the Romantic ideology of original genius and the capitalist notion of individual authorship hold up in the face of the complex reality of the production of literature today (as well as in the past)? (In “Amen to That: Sampling and Adapting the Past”, Steve Collins shows how digital technology has changed the possibilities of musical creativity in adapting/sampling.) Like many other ages before our own, adaptation is rampant today, as director Spike Jonze and screenwriter Charlie Kaufman clearly realised in creating Adaptation, their meta-cinematic illustration-as-send-up film about adaptation. But rarely has a culture denigrated the adapter as a secondary and derivative creator as much as we do the screenwriter today—as Jonze explores with great irony. Michelle McMerrin and Sergio Rizzo helpfully explain in their pieces here that one of the reasons for this is the strength of auteur theory in film criticism. But we live in a world in which works of literature have been turned into more than films. We now have literary adaptations in the forms of interactive new media works and videogames; we have theme parks; and of course, we have the more common television series, radio and stage plays, musicals, dance works, and operas. And, of course, we now have novelisations of films—and they are not given the respect that originary novels are given: it is the adaptation as adaptation that is denigrated, as Deborah Allison shows in “Film/Print: Novelisations and Capricorn One”. Adaptations across media are inevitably fraught, and for complex and multiple reasons. The financing and distribution issues of these widely different media alone inevitably challenge older capitalist models. The need or desire to appeal to a global market has consequences for adaptations of literature, especially with regard to its regional and historical specificities. These particularities are what usually get adapted or “indigenised” for new audiences—be they the particularities of the Spanish gypsy Carmen (see Ioana Furnica, “Subverting the ‘Good, Old Tune’”), those of the Japanese samurai genre (see Kevin P. Eubanks, “Becoming-Samurai: Samurai [Films], Kung-Fu [Flicks] and Hip-Hop [Soundtracks]”), of American hip hop graffiti (see Kara-Jane Lombard, “‘To Us Writers, the Differences Are Obvious’: The Adaptation of Hip Hop Graffiti to an Australian Context”) or of Jane Austen’s fiction (see Suchitra Mathur, “From British ‘Pride’ to Indian ‘Bride’: Mapping the Contours of a Globalised (Post?)Colonialism”). What happens to the literary text that is being adapted, often multiple times? Rather than being displaced by the adaptation (as is often feared), it most frequently gets a new life: new editions of the book appear, with stills from the movie adaptation on its cover. But if I buy and read the book after seeing the movie, I read it differently than I would have before I had seen the film: in effect, the book, not the adaptation, has become the second and even secondary text for me. And as I read, I can only “see” characters as imagined by the director of the film; the cinematic version has taken over, has even colonised, my reader’s imagination. The literary “source” text, in my readerly, experiential terms, becomes the secondary work. It exists on an experiential continuum, in other words, with its adaptations. It may have been created before, but I only came to know it after. What if I have read the literary work first, and then see the movie? In my imagination, I have already cast the characters: I know what Gabriel and Gretta Conroy of James Joyce’s story, “The Dead,” look and sound like—in my imagination, at least. Then along comes John Huston’s lush period piece cinematic adaptation and the director superimposes his vision upon mine; his forcibly replaces mine. But, in this particular case, Huston still arguably needs my imagination, or at least my memory—though he may not have realised it fully in making the film. When, in a central scene in the narrative, Gabriel watches his wife listening, moved, to the singing of the Irish song, “The Lass of Aughrim,” what we see on screen is a concerned, intrigued, but in the end rather blank face: Gabriel doesn’t alter his expression as he listens and watches. His expression may not change—but I know exactly what he is thinking. Huston does not tell us; indeed, without the use of voice-over, he cannot. And since the song itself is important, voice-over is impossible. But I know exactly what he is thinking: I’ve read the book. I fill in the blank, so to speak. Gabriel looks at Gretta and thinks: There was grace and mystery in her attitude as if she were a symbol of something. He asked himself what is a woman standing on the stairs in the shadow, listening to distant music, a symbol of. If he were a painter he would paint her in that attitude. … Distant Music he would call the picture if he were a painter. (210) A few pages later the narrator will tell us: At last she turned towards them and Gabriel saw that there was colour on her cheeks and that her eyes were shining. A sudden tide of joy went leaping out of his heart. (212) This joy, of course, puts him in a very different—disastrously different—state of mind than his wife, who (we later learn) is remembering a young man who sang that song to her when she was a girl—and who died, for love of her. I know this—because I’ve read the book. Watching the movie, I interpret Gabriel’s blank expression in this knowledge. Just as the director’s vision can colonise my visual and aural imagination, so too can I, as reader, supplement the film’s silence with the literary text’s inner knowledge. The question, of course, is: should I have to do so? Because I have read the book, I will. But what if I haven’t read the book? Will I substitute my own ideas, from what I’ve seen in the rest of the film, or from what I’ve experienced in my own life? Filmmakers always have to deal with this problem, of course, since the camera is resolutely externalising, and actors must reveal their inner worlds through bodily gesture or facial expression for the camera to record and for the spectator to witness and comprehend. But film is not only a visual medium: it uses music and sound, and it also uses words—spoken words within the dramatic situation, words overheard on the street, on television, but also voice-over words, spoken by a narrating figure. Stephen Dedalus escapes from Ireland at the end of Joseph Strick’s 1978 adaptation of Joyce’s A Portrait of the Artist as a Young Man with the same words as he does in the novel, where they appear as Stephen’s diary entry: Amen. So be it. Welcome, O life! I go to encounter for the millionth time the reality of experience and to forge in the smithy of my soul the uncreated conscience of my race. … Old father, old artificer, stand me now and ever in good stead. (253) The words from the novel also belong to the film as film, with its very different story, less about an artist than about a young Irishman finally able to escape his family, his religion and his country. What’s deliberately NOT in the movie is the irony of Joyce’s final, benign-looking textual signal to his reader: Dublin, 1904 Trieste, 1914 The first date is the time of Stephen’s leaving Dublin—and the time of his return, as we know from the novel Ulysses, the sequel, if you like, to this novel. The escape was short-lived! Portrait of the Artist as a Young Man has an ironic structure that has primed its readers to expect not escape and triumph but something else. Each chapter of the novel has ended on this kind of personal triumphant high; the next has ironically opened with Stephen mired in the mundane and in failure. Stephen’s final words in both film and novel remind us that he really is an Icarus figure, following his “Old father, old artificer”, his namesake, Daedalus. And Icarus, we recall, takes a tumble. In the novel version, we are reminded that this is the portrait of the artist “as a young man”—later, in 1914, from the distance of Trieste (to which he has escaped) Joyce, writing this story, could take some ironic distance from his earlier persona. There is no such distance in the film version. However, it stands alone, on its own; Joyce’s irony is not appropriate in Strick’s vision. His is a different work, with its own message and its own, considerably more romantic and less ironic power. Literary adaptations are their own things—inspired by, based on an adapted text but something different, something other. I want to argue that these works adapted from literature are now part of our readerly experience of that literature, and for that reason deserve the same attention we give to the literary, and not only the same attention, but also the same respect. I am a literarily trained person. People like me who love words, already love plays, but shouldn’t we also love films—and operas, and musicals, and even videogames? There is no need to denigrate words that are heard (and visualised) in order to privilege words that are read. Works of literature can have afterlives in their adaptations and translations, just as they have pre-lives, in terms of influences and models, as George Eliot Clarke openly allows in those acknowledgements to Beatrice Chancy. I want to return to that Canadian work, because it raises for me many of the issues about adaptation and language that I see at the core of our literary distrust of the move away from the written, printed text. I ended my recent book on adaptation with a brief examination of this work, but I didn’t deal with this particular issue of language. So I want to return to it, as to unfinished business. Clarke is, by the way, clear in the verse drama as well as in articles and interviews that among the many intertexts to Beatrice Chancy, the most important are slave narratives, especially one called Celia, a Slave, and Shelley’s play, The Cenci. Both are stories of mistreated and subordinated women who fight back. Since Clarke himself has written at length about the slave narratives, I’m going to concentrate here on Shelley’s The Cenci. The distance from Shelley’s verse play to Clarke’s verse play is a temporal one, but it is also geographic and ideological one: from the old to the new world, and from a European to what Clarke calls an “Africadian” (African Canadian/African Acadian) perspective. Yet both poets were writing political protest plays against unjust authority and despotic power. And they have both become plays that are more read than performed—a sad fate, according to Clarke, for two works that are so concerned with voice. We know that Shelley sought to calibrate the stylistic registers of his work with various dramatic characters and effects to create a modern “mixed” style that was both a return to the ancients and offered a new drama of great range and flexibility where the expression fits what is being expressed (see Bruhn). His polemic against eighteenth-century European dramatic conventions has been seen as leading the way for realist drama later in the nineteenth century, with what has been called its “mixed style mimesis” (Bruhn) Clarke’s adaptation does not aim for Shelley’s perfect linguistic decorum. It mixes the elevated and the biblical with the idiomatic and the sensual—even the vulgar—the lushly poetic with the coarsely powerful. But perhaps Shelley’s idea of appropriate language fits, after all: Beatrice Chancy is a woman of mixed blood—the child of a slave woman and her slave owner; she has been educated by her white father in a convent school. Sometimes that educated, elevated discourse is heard; at other times, she uses the variety of discourses operative within slave society—from religious to colloquial. But all the time, words count—as in all printed and oral literature. Clarke’s verse drama was given a staged reading in Toronto in 1997, but the story’s, if not the book’s, real second life came when it was used as the basis for an opera libretto. Actually the libretto commission came first (from Queen of Puddings Theatre in Toronto), and Clarke started writing what was to be his first of many opera texts. Constantly frustrated by the art form’s demands for concision, he found himself writing two texts at once—a short libretto and a longer, five-act tragic verse play to be published separately. Since it takes considerably longer to sing than to speak (or read) a line of text, the composer James Rolfe keep asking for cuts—in the name of economy (too many singers), because of clarity of action for audience comprehension, or because of sheer length. Opera audiences have to sit in a theatre for a fixed length of time, unlike readers who can put a book down and return to it later. However, what was never sacrificed to length or to the demands of the music was the language. In fact, the double impact of the powerful mixed language and the equally potent music, increases the impact of the literary text when performed in its operatic adaptation. Here is the verse play version of the scene after Beatrice’s rape by her own father, Francis Chancey: I was black but comely. Don’t glance Upon me. This flesh is crumbling Like proved lies. I’m perfumed, ruddied Carrion. Assassinated. Screams of mucking juncos scrawled Over the chapel and my nerves, A stickiness, as when he finished Maculating my thighs and dress. My eyes seep pus; I can’t walk: the floors Are tizzy, dented by stout mauling. Suddenly I would like poison. The flesh limps from my spine. My inlets crimp. Vultures flutter, ghastly, without meaning. I can see lice swarming the air. … His scythe went shick shick shick and slashed My flowers; they lay, murdered, in heaps. (90) The biblical and the violent meet in the texture of the language. And none of that power gets lost in the opera adaptation, despite cuts and alterations for easier aural comprehension. I was black but comely. Don’t look Upon me: this flesh is dying. I’m perfumed, bleeding carrion, My eyes weep pus, my womb’s sopping With tears; I can hardly walk: the floors Are tizzy, the sick walls tumbling, Crumbling like proved lies. His scythe went shick shick shick and cut My flowers; they lay in heaps, murdered. (95) Clarke has said that he feels the libretto is less “literary” in his words than the verse play, for it removes the lines of French, Latin, Spanish and Italian that pepper the play as part of the author’s critique of the highly educated planter class in Nova Scotia: their education did not guarantee ethical behaviour (“Adaptation” 14). I have not concentrated on the music of the opera, because I wanted to keep the focus on the language. But I should say that the Rolfe’s score is as historically grounded as Clarke’s libretto: it is rooted in African Canadian music (from ring shouts to spirituals to blues) and in Scottish fiddle music and local reels of the time, not to mention bel canto Italian opera. However, the music consciously links black and white traditions in a way that Clarke’s words and story refuse: they remain stubbornly separate, set in deliberate tension with the music’s resolution. Beatrice will murder her father, and, at the very moment that Nova Scotia slaves are liberated, she and her co-conspirators will be hanged for that murder. Unlike the printed verse drama, the shorter opera libretto functions like a screenplay, if you will. It is not so much an autonomous work unto itself, but it points toward a potential enactment or embodiment in performance. Yet, even there, Clarke cannot resist the lure of words—even though they are words that no audience will ever hear. The stage directions for Act 3, scene 2 of the opera read: “The garden. Slaves, sunflowers, stars, sparks” (98). The printed verse play is full of these poetic associative stage directions, suggesting that despite his protestations to the contrary, Clarke may have thought of that version as one meant to be read by the eye. After Beatrice’s rape, the stage directions read: “A violin mopes. Invisible shovelsful of dirt thud upon the scene—as if those present were being buried alive—like ourselves” (91). Our imaginations—and emotions—go to work, assisted by the poet’s associations. There are many such textual helpers—epigraphs, photographs, notes—that we do not have when we watch and listen to the opera. We do have the music, the staged drama, the colours and sounds as well as the words of the text. As Clarke puts the difference: “as a chamber opera, Beatrice Chancy has ascended to television broadcast. But as a closet drama, it play only within the reader’s head” (“Adaptation” 14). Clarke’s work of literature, his verse drama, is a “situated utterance, produced in one medium and in one historical and social context,” to use Robert Stam’s terms. In the opera version, it was transformed into another “equally situated utterance, produced in a different context and relayed through a different medium” (45-6). I want to argue that both are worthy of study and respect by wordsmiths, by people like me. I realise I’ve loaded the dice: here neither the verse play nor the libretto is primary; neither is really the “source” text, for they were written at the same time and by the same person. But for readers and audiences (my focus and interest here), they exist on a continuum—depending on which we happen to experience first. As Ilana Shiloh explores here, the same is true about the short story and film of Memento. I am not alone in wanting to mount a defence of adaptations. Julie Sanders ends her new book called Adaptation and Appropriation with these words: “Adaptation and appropriation … are, endlessly and wonderfully, about seeing things come back to us in as many forms as possible” (160). The storytelling imagination is an adaptive mechanism—whether manifesting itself in print or on stage or on screen. The study of the production of literature should, I would like to argue, include those other forms taken by that storytelling drive. If I can be forgiven a move to the amusing—but still serious—in concluding, Terry Pratchett puts it beautifully in his fantasy story, Witches Abroad: “Stories, great flapping ribbons of shaped space-time, have been blowing and uncoiling around the universe since the beginning of time. And they have evolved. The weakest have died and the strongest have survived and they have grown fat on the retelling.” In biology as in culture, adaptations reign. References Bloom, Harold. The Anxiety of Influence. New York: Oxford University Press, 1975. Bruhn, Mark J. “’Prodigious Mixtures and Confusions Strange’: The Self-Subverting Mixed Style of The Cenci.” Poetics Today 22.4 (2001). Clarke, George Elliott. “Beatrice Chancy: A Libretto in Four Acts.” Canadian Theatre Review 96 (1998): 62-79. ———. Beatrice Chancy. Victoria, BC: Polestar, 1999. ———. “Adaptation: Love or Cannibalism? Some Personal Observations”, unpublished manuscript of article. Frye, Northrop. The Educated Imagination. Toronto: CBC, 1963. Goodman, Nelson. Languages of Art: An Approach to a Theory of Symbols. Indianapolis: Bobbs-Merrill, 1968. Hutcheon, Linda, and Gary R. Bortolotti. “On the Origin of Adaptations: Rethinking Fidelity Discourse and “Success”—Biologically.” New Literary History. Forthcoming. Joyce, James. Dubliners. 1916. New York: Viking, 1967. ———. A Portrait of the Artist as a Young Man. 1916. Penguin: Harmondsworth, 1960. Larson, Katherine. “Resistance from the Margins in George Elliott Clarke’s Beatrice Chancy.” Canadian Literature 189 (2006): 103-118. McGee, Celia. “Beowulf on Demand.” New York Times, Arts and Leisure. 30 April 2006. A4. Rushdie, Salman. The Satanic Verses. New York: Viking, 1988. ———. Haroun and the Sea of Stories. London: Granta/Penguin, 1990. Sanders, Julie. Adaptation and Appropriation. London and New York: Routledge, 160. Shelley, Percy Bysshe. The Cenci. Ed. George Edward Woodberry. Boston and London: Heath, 1909. Stam, Robert. “Introduction: The Theory and Practice of Adaptation.” Literature and Film: A Guide to the Theory and Practice of Film Adaptation. Oxford: Blackwell, 2005. 1-52. Citation reference for this article MLA Style Hutcheon, Linda. "In Defence of Literary Adaptation as Cultural Production." M/C Journal 10.2 (2007). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0705/01-hutcheon.php>. APA Style Hutcheon, L. (May 2007) "In Defence of Literary Adaptation as Cultural Production," M/C Journal, 10(2). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0705/01-hutcheon.php>.

From elephants to ABBA fans, silicon to hormone, the following discussion uses a new research method to look at printed text, motion pictures and a teenage rebel icon. If by ‘print’ we mean a mechanically reproduced impression of a cultural symbol in a medium, then printing has been with us since before microdot security prints were painted onto cars, before voice prints, laser prints, network servers, record pressings, motion picture prints, photo prints, colour woodblock prints, before books, textile prints, and footprints. If we accept that higher mammals such as elephants have a learnt culture, then it is possible to extend a definition of printing beyond Homo sapiens. Poole reports that elephants mechanically trumpet reproductions of human car horns into the air surrounding their society. If nothing else, this cross-species, cross-cultural reproduction, this ‘ability to mimic’ is ‘another sign of their intelligence’. Observation of child development suggests that the first significant meaningful ‘impression’ made on the human mind is that of the face of the child’s nurturer – usually its mother. The baby’s mind forms an ‘impression’, a mental print, a reproducible memory data set, of the nurturer’s face, voice, smell, touch, etc. That face is itself a cultural construct: hair style, makeup, piercings, tattoos, ornaments, nutrition-influenced skin and smell, perfume, temperature and voice. A mentally reproducible pattern of a unique face is formed in the mind, and we use that pattern to distinguish ‘familiar and strange’ in our expanding social orbit. The social relations of patterned memory – of imprinting – determine the extent to which we explore our world (armed with research aids such as text print) or whether we turn to violence or self-harm (Bretherton). While our cultural artifacts (such as vellum maps or networked voice message servers) bravely extend our significant patterns into the social world and the traversed environment, it is useful to remember that such artifacts, including print, are themselves understood by our original pattern-reproduction and impression system – the human mind, developed in childhood. The ‘print’ is brought to mind differently in different discourses. For a reader, a ‘print’ is a book, a memo or a broadsheet, whether it is the Indian Buddhist Sanskrit texts ordered to be printed in 593 AD by the Chinese emperor Sui Wen-ti (Silk Road) or the US Defense Department memo authorizing lower ranks to torture the prisoners taken by the Bush administration (Sanchez, cited in ABC). Other fields see prints differently. For a musician, a ‘print’ may be the sheet music which spread classical and popular music around the world; it may be a ‘record’ (as in a ‘recording’ session), where sound is impressed to wax, vinyl, charged silicon particles, or the alloys (Smith, “Elpida”) of an mp3 file. For the fine artist, a ‘print’ may be any mechanically reproduced two-dimensional (or embossed) impression of a significant image in media from paper to metal, textile to ceramics. ‘Print’ embraces the Japanese Ukiyo-e colour prints of Utamaro, the company logos that wink from credit card holographs, the early photographs of Talbot, and the textured patterns printed into neolithic ceramics. Computer hardware engineers print computational circuits. Homicide detectives investigate both sweaty finger prints and the repeated, mechanical gaits of suspects, which are imprinted into the earthy medium of a crime scene. For film makers, the ‘print’ may refer to a photochemical polyester reproduction of a motion picture artifact (the reel of ‘celluloid’), or a DVD laser disc impression of the same film. Textualist discourse has borrowed the word ‘print’ to mean ‘text’, so ‘print’ may also refer to the text elements within the vision track of a motion picture: the film’s opening titles, or texts photographed inside the motion picture story such as the sword-cut ‘Z’ in Zorro (Niblo). Before the invention of writing, the main mechanically reproduced impression of a cultural symbol in a medium was the humble footprint in the sand. The footprints of tribes – and neighbouring animals – cut tracks in the vegetation and the soil. Printed tracks led towards food, water, shelter, enemies and friends. Having learnt to pattern certain faces into their mental world, children grew older and were educated in the footprints of family and clan, enemies and food. The continuous impression of significant foot traffic in the medium of the earth produced the lines between significant nodes of prewriting and pre-wheeled cultures. These tracks were married to audio tracks, such as the song lines of the Australian Aborigines, or the ballads of tramping culture everywhere. A typical tramping song has the line, ‘There’s a track winding back to an old-fashion shack along the road to Gundagai,’ (O’Hagan), although this colonial-style song was actually written for radio and became an international hit on the airwaves, rather than the tramping trails. The printed tracks impressed by these cultural flows are highly contested and diverse, and their foot prints are woven into our very language. The names for printed tracks have entered our shared memory from the intersection of many cultures: ‘Track’ is a Germanic word entering English usage comparatively late (1470) and now used mainly in audio visual cultural reproduction, as in ‘soundtrack’. ‘Trek’ is a Dutch word for ‘track’ now used mainly by ecotourists and science fiction fans. ‘Learn’ is a Proto-Indo-European word: the verb ‘learn’ originally meant ‘to find a track’ back in the days when ‘learn’ had a noun form which meant ‘the sole of the foot’. ‘Tract’ and ‘trace’ are Latin words entering English print usage before 1374 and now used mainly in religious, and electronic surveillance, cultural reproduction. ‘Trench’ in 1386 was a French path cut through a forest. ‘Sagacity’ in English print in 1548 was originally the ability to track or hunt, in Proto-Indo-European cultures. ‘Career’ (in English before 1534) was the print made by chariots in ancient Rome. ‘Sleuth’ (1200) was a Norse noun for a track. ‘Investigation’ (1436) was Latin for studying a footprint (Harper). The arrival of symbolic writing scratched on caves, hearth stones, and trees (the original meaning of ‘book’ is tree), brought extremely limited text education close to home. Then, with baked clay tablets, incised boards, slate, bamboo, tortoise shell, cast metal, bark cloth, textiles, vellum, and – later – paper, a portability came to text that allowed any culture to venture away from known ‘foot’ paths with a reduction in the risk of becoming lost and perishing. So began the world of maps, memos, bills of sale, philosophic treatises and epic mythologies. Some of this was printed, such as the mechanical reproduction of coins, but the fine handwriting required of long, extended, portable texts could not be printed until the invention of paper in China about 2000 years ago. Compared to lithic architecture and genes, portable text is a fragile medium, and little survives from the millennia of its innovators. The printing of large non-text designs onto bark-paper and textiles began in neolithic times, but Sui Wen-ti’s imperial memo of 593 AD gives us the earliest written date for printed books, although we can assume they had been published for many years previously. The printed book was a combination of Indian philosophic thought, wood carving, ink chemistry and Chinese paper. The earliest surviving fragment of paper-print technology is ‘Mantras of the Dharani Sutra’, a Buddhist scripture written in the Sanskrit language of the Indian subcontinent, unearthed at an early Tang Dynasty site in Xian, China – making the fragment a veteran piece of printing, in the sense that Sanskrit books had been in print for at least a century by the early Tang Dynasty (Chinese Graphic Arts Net). At first, paper books were printed with page-size carved wooden boards. Five hundred years later, Pi Sheng (c.1041) baked individual reusable ceramic characters in a fire and invented the durable moveable type of modern printing (Silk Road 2000). Abandoning carved wooden tablets, the ‘digitizing’ of Chinese moveable type sped up the production of printed texts. In turn, Pi Sheng’s flexible, rapid, sustainable printing process expanded the political-cultural impact of the literati in Asian society. Digitized block text on paper produced a bureaucratic, literate elite so powerful in Asia that Louis XVI of France copied China’s print-based Confucian system of political authority for his own empire, and so began the rise of the examined public university systems, and the civil service systems, of most European states (Watson, Visions). By reason of its durability, its rapid mechanical reproduction, its culturally agreed signs, literate readership, revered authorship, shared ideology, and distributed portability, a ‘print’ can be a powerful cultural network which builds and expands empires. But print also attacks and destroys empires. A case in point is the Spanish conquest of Aztec America: The Aztecs had immense libraries of American literature on bark-cloth scrolls, a technology which predated paper. These libraries were wiped out by the invading Spanish, who carried a different book before them (Ewins). In the industrial age, the printing press and the gun were seen as the weapons of rebellions everywhere. In 1776, American rebels staffed their ‘Homeland Security’ units with paper makers, knowing that defeating the English would be based on printed and written documents (Hahn). Mao Zedong was a book librarian; Mao said political power came out of the barrel of a gun, but Mao himself came out of a library. With the spread of wireless networked servers, political ferment comes out of the barrel of the cell phone and the internet chat room these days. Witness the cell phone displays of a plane hitting a tower that appear immediately after 9/11 in the Middle East, or witness the show trials of a few US and UK lower ranks who published prints of their torturing activities onto the internet: only lower ranks who published prints were arrested or tried. The control of secure servers and satellites is the new press. These days, we live in a global library of burning books – ‘burning’ in the sense that ‘print’ is now a charged silicon medium (Smith, “Intel”) which is usually made readable by connecting the chip to nuclear reactors and petrochemically-fired power stations. World resources burn as we read our screens. Men, women, children burn too, as we watch our infotainment news in comfort while ‘their’ flickering dead faces are printed in our broadcast hearths. The print we watch is not the living; it is the voodoo of the living in the blackout behind the camera, engaging the blood sacrifice of the tormented and the unfortunate. Internet texts are also ‘on fire’ in the third sense of their fragility and instability as a medium: data bases regularly ‘print’ fail-safe copies in an attempt to postpone the inevitable mechanical, chemical and electrical failure that awaits all electronic media in time. Print defines a moral position for everyone. In reporting conflict, in deciding to go to press or censor, any ‘print’ cannot avoid an ethical context, starting with the fact that there is a difference in power between print maker, armed perpetrators, the weak, the peaceful, the publisher, and the viewer. So many human factors attend a text, video or voice ‘print’: its very existence as an aesthetic object, even before publication and reception, speaks of unbalanced, and therefore dynamic, power relationships. For example, Graham Greene departed unscathed from all the highly dangerous battlefields he entered as a novelist: Riot-torn Germany, London Blitz, Belgian Congo, Voodoo Haiti, Vietnam, Panama, Reagan’s Washington, and mafia Europe. His texts are peopled with the injustices of the less fortunate of the twentieth century, while he himself was a member of the fortunate (if not happy) elite, as is anyone today who has the luxury of time to read Greene’s works for pleasure. Ethically a member of London and Paris’ colonizers, Greene’s best writing still electrifies, perhaps partly because he was in the same line of fire as the victims he shared bread with. In fact, Greene hoped daily that he would escape from the dreadful conflicts he fictionalized via a body bag or an urn of ashes (see Sherry). In reading an author’s biography we have one window on the ethical dimensions of authority and print. If a print’s aesthetics are sometimes enduring, its ethical relationships are always mutable. Take the stylized logo of a running athlete: four limbs bent in a rotation of action. This dynamic icon has symbolized ‘good health’ in Hindu and Buddhist culture, from Madras to Tokyo, for thousands of years. The cross of bent limbs was borrowed for the militarized health programs of 1930s Germany, and, because of what was only a brief, recent, isolated yet monstrously horrific segment of its history in print, the bent-limbed swastika is now a vilified symbol in the West. The sign remains ‘impressed’ differently on traditional Eastern culture, and without the taint of Nazism. Dramatic prints are emotionally charged because, in depicting Homo sapiens in danger, or passionately in love, they elicit a hormonal reaction from the reader, the viewer, or the audience. The type of emotions triggered by a print vary across the whole gamut of human chemistry. A recent study of three genres of motion picture prints shows a marked differences in the hormonal responses of men compared to women when viewing a romance, an actioner, and a documentary (see Schultheiss, Wirth, and Stanton). Society is biochemically diverse in its engagement with printed culture, which raises questions about equality in the arts. Motion picture prints probably comprise around one third of internet traffic, in the form of stolen digitized movie files pirated across the globe via peer-to-peer file transfer networks (p2p), and burnt as DVD laser prints (BBC). There is also a US 40 billion dollar per annum legitimate commerce in DVD laser pressings (Grassl), which would suggest an US 80 billion per annum world total in legitimate laser disc print culture. The actively screen literate, or the ‘sliterati’ as I prefer to call them, research this world of motion picture prints via their peers, their internet information channels, their television programming, and their web forums. Most of this activity occurs outside the ambit of universities and schools. One large site of sliterate (screen literate) practice outside most schooling and official research is the net of online forums at imdb.com (International Movie Data Base). Imdb.com ‘prints’ about 25,000,000 top pages per month to client browsers. Hundreds of sliterati forums are located at imdb, including a forum for the Australian movie, Muriel’s Wedding (Hogan). Ten years after the release of Muriel’s Wedding, young people who are concerned with victimization and bullying still log on to http://us.imdb.com/title/tt0110598/board/> and put their thoughts into print: I still feel so bad for Muriel in the beginning of the movie, when the girls ‘dump’ her, and how much the poor girl cried and cried! Those girls were such biartches…I love how they got their comeuppance! bunniesormaybemidgets’s comment is typical of the current discussion. Muriel’s Wedding was a very popular film in its first cinema edition in Australia and elsewhere. About 30% of the entire over-14 Australian population went to see this photochemical polyester print in the cinemas on its first release. A decade on, the distributors printed a DVD laser disc edition. The story concerns Muriel (played by Toni Collette), the unemployed daughter of a corrupt, ‘police state’ politician. Muriel is bullied by her peers and she withdraws into a fantasy world, deluding herself that a white wedding will rescue her from the torments of her blighted life. Through theft and deceit (the modus operandi of her father) Muriel escapes to the entertainment industry and finds a ‘wicked’ girlfriend mentor. From a rebellious position of stubborn independence, Muriel plays out her fantasy. She gets her white wedding, before seeing both her father and her new married life as hollow shams which have goaded her abandoned mother to suicide. Redefining her life as a ‘game’ and assuming responsibility for her independence, Muriel turns her back on the mainstream, image-conscious, female gang of her oppressed youth. Muriel leaves the story, having rekindled her friendship with her rebel mentor. My methodological approach to viewing the laser disc print was to first make a more accessible, coded record of the entire movie. I was able to code and record the print in real time, using a new metalanguage (Watson, “Eyes”). The advantage of Coding is that ‘thinks’ the same way as film making, it does not sidetrack the analyst into prose. The Code splits the movie print into Vision Action [vision graphic elements, including text] (sound) The Coding splits the vision track into normal action and graphic elements, such as text, so this Coding is an ideal method for extracting all the text elements of a film in real time. After playing the film once, I had four and a half tightly packed pages of the coded story, including all its text elements in square brackets. Being a unique, indexed hard copy, the Coded copy allowed me immediate access to any point of the Muriel’s Wedding saga without having to search the DVD laser print. How are ‘print’ elements used in Muriel’s Wedding? Firstly, a rose-coloured monoprint of Muriel Heslop’s smiling face stares enigmatically from the plastic surface of the DVD picture disc. The print is a still photo captured from her smile as she walked down the aisle of her white wedding. In this print, Toni Collette is the Mona Lisa of Australian culture, except that fans of Muriel’s Wedding know the meaning of that smile is a magical combination of the actor’s art: the smile is both the flush of dreams come true and the frightening self deception that will kill her mother. Inserting and playing the disc, the text-dominant menu appears, and the film commences with the text-dominant opening titles. Text and titles confer a legitimacy on a work, whether it is a trade mark of the laser print owners, or the household names of stars. Text titles confer status relationships on both the presenters of the cultural artifact and the viewer who has entered into a legal license agreement with the owners of the movie. A title makes us comfortable, because the mind always seeks to name the unfamiliar, and a set of text titles does that job for us so that we can navigate the ‘tracks’ and settle into our engagement with the unfamiliar. The apparent ‘truth’ and ‘stability’ of printed text calms our fears and beguiles our uncertainties. Muriel attends the white wedding of a school bully bride, wearing a leopard print dress she has stolen. Muriel’s spotted wild animal print contrasts with the pure white handmade dress of the bride. In Muriel’s leopard textile print, we have the wild, rebellious, impoverished, inappropriate intrusion into the social ritual and fantasy of her high-status tormentor. An off-duty store detective recognizes the printed dress and calls the police. The police are themselves distinguished by their blue-and-white checked prints and other mechanically reproduced impressions of cultural symbols: in steel, brass, embroidery, leather and plastics. Muriel is driven in the police car past the stenciled town sign (‘Welcome To Porpoise Spit’ heads a paragraph of small print). She is delivered to her father, a politician who presides over the policing of his town. In a state where the judiciary, police and executive are hijacked by the same tyrant, Muriel’s father, Bill, pays off the police constables with a carton of legal drugs (beer) and Muriel must face her father’s wrath, which he proceeds to transfer to his detested wife. Like his daughter, the father also wears a spotted brown print costume, but his is a batik print from neighbouring Indonesia (incidentally, in a nation that takes the political status of its batik prints very seriously). Bill demands that Muriel find the receipt for the leopard print dress she claims she has purchased. The legitimate ownership of the object is enmeshed with a printed receipt, the printed evidence of trade. The law (and the paramilitary power behind the law) are legitimized, or contested, by the presence or absence of printed text. Muriel hides in her bedroom, surround by poster prints of the pop group ABBA. Torn-out prints of other people’s weddings adorn her mirror. Her face is embossed with the clown-like primary colours of the marionette as she lifts a bouquet to her chin and stares into the real time ‘print’ of her mirror image. Bill takes the opportunity of a business meeting with Japanese investors to feed his entire family at ‘Charlie Chan’’s restaurant. Muriel’s middle sister sloppily wears her father’s state election tee shirt, printed with the text: ‘Vote 1, Bill Heslop. You can’t stop progress.’ The text sets up two ironic gags that are paid off on the dialogue track: “He lost,’ we are told. ‘Progress’ turns out to be funding the concreting of a beach. Bill berates his daughter Muriel: she has no chance of becoming a printer’s apprentice and she has failed a typing course. Her dysfunction in printed text has been covered up by Bill: he has bribed the typing teacher to issue a printed diploma to his daughter. In the gambling saloon of the club, under the arrays of mechanically repeated cultural symbols lit above the poker machines (‘A’ for ace, ‘Q’ for queen, etc.), Bill’s secret girlfriend Diedre risks giving Muriel a cosmetics job. Another text icon in lights announces the surf nightclub ‘Breakers’. Tania, the newly married queen bitch who has made Muriel’s teenage years a living hell, breaks up with her husband, deciding to cash in his negotiable text documents – his Bali honeymoon tickets – and go on an island holiday with her girlfriends instead. Text documents are the enduring site of agreements between people and also the site of mutations to those agreements. Tania dumps Muriel, who sobs and sobs. Sobs are a mechanical, percussive reproduction impressed on the sound track. Returning home, we discover that Muriel’s older brother has failed a printed test and been rejected for police recruitment. There is a high incidence of print illiteracy in the Heslop family. Mrs Heslop (Jeannie Drynan), for instance, regularly has trouble at the post office. Muriel sees a chance to escape the oppression of her family by tricking her mother into giving her a blank cheque. Here is the confluence of the legitimacy of a bank’s printed negotiable document with the risk and freedom of a blank space for rebel Muriel’s handwriting. Unable to type, her handwriting has the power to steal every cent of her father’s savings. She leaves home and spends the family’s savings at an island resort. On the island, the text print-challenged Muriel dances to a recording (sound print) of ABBA, her hand gestures emphasizing her bewigged face, which is made up in an impression of her pop idol. Her imitation of her goddesses – the ABBA women, her only hope in a real world of people who hate or avoid her – is accompanied by her goddesses’ voices singing: ‘the mystery book on the shelf is always repeating itself.’ Before jpeg and gif image downloads, we had postcard prints and snail mail. Muriel sends a postcard to her family, lying about her ‘success’ in the cosmetics business. The printed missal is clutched by her father Bill (Bill Hunter), who proclaims about his daughter, ‘you can’t type but you really impress me’. Meanwhile, on Hibiscus Island, Muriel lies under a moonlit palm tree with her newly found mentor, ‘bad girl’ Ronda (Rachel Griffiths). In this critical scene, where foolish Muriel opens her heart’s yearnings to a confidante she can finally trust, the director and DP have chosen to shoot a flat, high contrast blue filtered image. The visual result is very much like the semiabstract Japanese Ukiyo-e woodblock prints by Utamaro. This Japanese printing style informed the rise of European modern painting (Monet, Van Gogh, Picasso, etc., were all important collectors and students of Ukiyo-e prints). The above print and text elements in Muriel’s Wedding take us 27 minutes into her story, as recorded on a single page of real-time handwritten Coding. Although not discussed here, the Coding recorded the complete film – a total of 106 minutes of text elements and main graphic elements – as four pages of Code. Referring to this Coding some weeks after it was made, I looked up the final code on page four: taxi [food of the sea] bq. Translation: a shop sign whizzes past in the film’s background, as Muriel and Ronda leave Porpoise Spit in a taxi. Over their heads the text ‘Food Of The Sea’ flashes. We are reminded that Muriel and Ronda are mermaids, fantastic creatures sprung from the brow of author PJ Hogan, and illuminated even today in the pantheon of women’s coming-of-age art works. That the movie is relevant ten years on is evidenced by the current usage of the Muriel’s Wedding online forum, an intersection of wider discussions by sliterate women on imdb.com who, like Muriel, are observers (and in some cases victims) of horrific pressure from ambitious female gangs and bullies. Text is always a minor element in a motion picture (unless it is a subtitled foreign film) and text usually whizzes by subliminally while viewing a film. By Coding the work for [text], all the text nuances made by the film makers come to light. While I have viewed Muriel’s Wedding on many occasions, it has only been in Coding it specifically for text that I have noticed that Muriel is a representative of that vast class of talented youth who are discriminated against by print (as in text) educators who cannot offer her a life-affirming identity in the English classroom. Severely depressed at school, and failing to type or get a printer’s apprenticeship, Muriel finds paid work (and hence, freedom, life, identity, independence) working in her audio visual printed medium of choice: a video store in a new city. Muriel found a sliterate admirer at the video store but she later dumped him for her fantasy man, before leaving him too. One of the points of conjecture on the imdb Muriel’s Wedding site is, did Muriel (in the unwritten future) get back together with admirer Brice Nobes? That we will never know. While a print forms a track that tells us where culture has been, a print cannot be the future, a print is never animate reality. At the end of any trail of prints, one must lift one’s head from the last impression, and negotiate satisfaction in the happening world. References Australian Broadcasting Corporation. “Memo Shows US General Approved Interrogations.” 30 Mar. 2005 http://www.abc.net.au>. British Broadcasting Commission. “Films ‘Fuel Online File-Sharing’.’’ 22 Feb. 2005 http://news.bbc.co.uk/1/hi/technology/3890527.stm>. Bretherton, I. “The Origins of Attachment Theory: John Bowlby and Mary Ainsworth.” 1994. 23 Jan. 2005 http://www.psy.med.br/livros/autores/bowlby/bowlby.pdf>. Bunniesormaybemidgets. Chat Room Comment. “What Did Those Girls Do to Rhonda?” 28 Mar. 2005 http://us.imdb.com/title/tt0110598/board/>. Chinese Graphic Arts Net. Mantras of the Dharani Sutra. 20 Feb. 2005 http://www.cgan.com/english/english/cpg/engcp10.htm>. Ewins, R. Barkcloth and the Origins of Paper. 1991. 20 Feb. 2005 http://www.justpacific.com/pacific/papers/barkcloth~paper.html>. Grassl K.R. The DVD Statistical Report. 14 Mar. 2005 http://www.corbell.com>. Hahn, C. M. The Topic Is Paper. 20 Feb. 2005 http://www.nystamp.org/Topic_is_paper.html>. Harper, D. Online Etymology Dictionary. 14 Mar. 2005 http://www.etymonline.com/>. Mask of Zorro, The. Screenplay by J McCulley. UA, 1920. Muriel’s Wedding. Dir. PJ Hogan. Perf. Toni Collette, Rachel Griffiths, Bill Hunter, and Jeannie Drynan. Village Roadshow, 1994. O’Hagan, Jack. On The Road to Gundagai. 1922. 2 Apr. 2005 http://ingeb.org/songs/roadtogu.html>. Poole, J.H., P.L. Tyack, A.S. Stoeger-Horwath, and S. Watwood. “Animal Behaviour: Elephants Are Capable of Vocal Learning.” Nature 24 Mar. 2005. Sanchez, R. “Interrogation and Counter-Resistance Policy.” 14 Sept. 2003. 30 Mar. 2005 http://www.abc.net.au>. Schultheiss, O.C., M.M. Wirth, and S.J. Stanton. “Effects of Affiliation and Power Motivation Arousal on Salivary Progesterone and Testosterone.” Hormones and Behavior 46 (2005). Sherry, N. The Life of Graham Greene. 3 vols. London: Jonathan Cape 2004, 1994, 1989. Silk Road. Printing. 2000. 20 Feb. 2005 http://www.silk-road.com/artl/printing.shtml>. Smith, T. “Elpida Licenses ‘DVD on a Chip’ Memory Tech.” The Register 20 Feb. 2005 http://www.theregister.co.uk/2005/02>. —. “Intel Boffins Build First Continuous Beam Silicon Laser.” The Register 20 Feb. 2005 http://www.theregister.co.uk/2005/02>. Watson, R. S. “Eyes And Ears: Dramatic Memory Slicing and Salable Media Content.” Innovation and Speculation, ed. Brad Haseman. Brisbane: QUT. [in press] Watson, R. S. Visions. Melbourne: Curriculum Corporation, 1994. Citation reference for this article MLA Style Watson, Robert. "E-Press and Oppress: Audio Visual Print Drama, Identity, Text and Motion Picture Rebellion." M/C Journal 8.2 (2005). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0506/08-watson.php>. APA Style Watson, R. (Jun. 2005) "E-Press and Oppress: Audio Visual Print Drama, Identity, Text and Motion Picture Rebellion," M/C Journal, 8(2). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0506/08-watson.php>.

Introduction: Serial Space“It feels …like the edge of the world; far more remote than it actually is, perhaps because it looks at such immensity” (Godden “Black,” 38). This is the priest’s warning to Sister Clodagh in Rumer Godden’s 1939 novel Black Narcissus. The young, inexperienced Clodagh leads a group of British nuns through the Indian Himalayas and onto a remote mountain top above Mopu. Michael Powell and Emeric Pressburger adapted Godden’s novel into the celebrated feature film, Black Narcissus (1947). Following the novel, the film narrates the nuns’ mission to establish a convent, school, and hospital for the local population. Yet, immensity moves in mysterious ways. Sister Clodagh (Deborah Kerr) loses her managerial grip. Sister Philippa (Flora Robson) cultivates wild flowers instead of vegetables. Sister Ruth (Kathleen Byron) sheds nun’s attire for red lipstick and a Parisian dress. The young Indian woman Kanchi (Jean Simmons) becomes a force of libidinous disturbance. At the twilight of the British Empire, white, western nuns experience the psychical effects of colonialism at the precipice. Taking such cues from Pressburger and Powell’s film, Michelle Williams Gamaker, an artist, filmmaker, and scholar, responds to Black Narcissus, both film and novel. She does so through a radical interpretation of her own. Gamaker William’s 24-minute film, The Fruit Is There to Be Eaten (forthcoming, London 2018) is a longer “short,” which breaks the mould of what scholar Linda Hutcheon would term an “adaptation” (2006). For Hutcheon, there is a double “mode of engagement” between an original work and its adapted form (22). On the one hand, there is a “transcoding” (22). This involves “transporting” characters from a precedent work to its adapted form (11). On the other, there is an act of “creative interpretation” (22). The Fruit Is There to Be Eaten transports yet recreates the Indian “beggar girl” Kanchi, played by a “blacked up” white Hollywood actor Jean Simmons (Black Narcissus), into Williams Gamaker’s contemporary Kanchi, played by Krishna Istha. In this 2018 instalment, Kanchi is an Asian and transgender protagonist of political articulacy. Hence, Williams Gamaker’s film engages a double tactic of both transporting yet transforming Kanchi, as well as Sisters Clodagh and Philippa, from the feature film into The Fruit Is There to Be Eaten. To analyse Williams Gamaker’s film, I will make a theoretical jump off the precipice, stepping from Hutcheon’s malleable concept of adaptation into a space of “trans-serial” narrative.In what follows, I shall read The Fruit Is There to Be Eaten as an “episode” in a serial. The prior episodes, Williams Gamaker’s House of Women (London 2017, Berlin 2018) is a short, fictional, and surreal documentary about casting the role of Kanchi. It can be read as the next episode in Kanchi’s many incarnations. The relationship between Sister Clodagh (Kelly Hunter as voiceover) and Kanchi in House of Women develops from one of confrontation to a transgender kiss in the climatic beat of The Fruit Is There to Be Eaten. Williams Gamaker’s film can be read as one of a series which is itself inflected with the elements of a “trans-serial.” Henry Jenkins argues that “transmedia storytelling represents a process where integral elements of a fiction get dispersed systematically across multiple delivery channels” (emphasis in original, “Transmedia”). I use the word “trans” to define the gap between novelistic texts and film. Throughout Williams Gamaker’s series, she uses many textual citations from Godden’s novel, and dialogue from Pressburger and Powell’s film. In other words, verbal elements as well as filmic images are adapted in Hutcheon’s sense and transmediated in Jenkins’s sense. To build the “serial” concept for my analysis requires re-working concepts from television studies. Jason Mittell introduces “narrative complexity” as the “redefinition of episodic forms under serial narration” (“Narrative,” 32). In serial TV, characters and narratives develop over a sequence of episodes and seasons. In serial TV, missing one episode can thwart the viewer’s reception of later ones. Mittell’s examples reveal the plasticity of the narrative complexity concept. He mentions TV series that play games with the audience’s expectations. As Mittell points out, Seinfeld has reflexive qualities (“Narrative,” 35) and Twin Peaks mixes genres (“Narrative,” 33). I would add that Lynch’s creative liberties offered characters who could appear and disappear while leaving their arcs hanging intriguingly unresolved. The creative possibilities of reflexivity via seriality, of characters who appear and disappear or return in different guises, are strategies that underpin William’s Gamaker’s short film serial. The third in her trilogy, The Eternal Return (in post-production 2018) fictionalises the life of Sabu, the actor who played the General’s son in Black Narcissus. Once again, the protagonist, this time male, is played by Krishna Istha, a non-binary transgender actor who, by taking all the lead roles in William’s Gamaker’s trilogy, grows over the serial as a malleable ethnic and transgender subject. Importantly, The Eternal Return carries residues of the characters from The Fruit Is There to Be Eaten by casting the same team of actors again (Charlotte Gallagher and myself Catherine Lord), and switching their genders. Istha played Kanchi in the previous two episodes. The General’s son, played by Sabu, courted Kanchi in Black Narcissus. In The Eternal Return, Istha crosses the character and gender boundary by playing Sabu. Such casting tactics subvert the gender and colonial hegemonies inherent in Pressburger and Powell’s film.The reflexive and experimental approach of Williams Gamaker’s filmmaking deploys serial narrative tactics for its political goals. Yet, the use of “serial” needs to be nuanced. Glen Creeber sets out three terms: “episodic,” “series” and “serial.” For Creeber, a series provides continuous storylines in which the connection between episodes is strong. In the serial format, the connection between the episodes is less foregrounded. While it is not possible to enjoy stand-alone episodes in a serial, at the same time, serials produce inviting gaps between episodes. Final resolutions are discouraged so that there are greater narrative possibilities for later seasons and the audience’s own game of speculative storytelling (11).The emerging “serial” gaps between Williams Gamaker’s episodes offer opportunities for political interpretation. From House of Women and The Fruit Is There to Be Eaten, Kanchi develops an even stronger political voice. Kanchi’s character arc moves from the wordless obedience of Pressburger and Powell’s feature to the transgender voice of post-colonial discourse in House of Women. In the next episode, The Fruit Is There to Be Eaten, Kanchi becomes Clodagh’s guide both politically, spiritually, and erotically.I will read The Fruit Is There to Be Eaten as both my primary case-study and as the third episode in what I shall theorise to be a four-part serial. The first is the feature film Black Narcissus. After this is Williams Gamaker’s House of Women, which is then followed by The Fruit Is There to Be Eaten, my central case study here. There may be immediate objections to my argument that Williams Gamaker’s series can be read by treating Pressburger and Powell’s feature as the first in the series. After all, Godden’s novel could be theorised as the camouflaged pilot. Yet, a series or serial is defined as such when it is in the same medium. Game of Thrones (2011-) is a TV series that adapts George R.R. Martin’s novel cycle, but the novels are not episodes. In this regard, I follow Hutcheon’s emphasis on theorising adapted works as forged between different media, most commonly novels to films. The adaptive “deliveries” scatter through The Fruit Is There to Be Eaten with an ecological precision.Eco SeriesEcological descriptions from Godden’s novel and Pressburger and Powell’s mise-en-scene are performed in The Fruit Is There to Be Eaten through Kelly Hunter’s velvety voiceover as it enjoys a painterly language: butterflies daub the ferns with “spots of ochre, scarlet, and lemon sherbet.” Hutcheon’s term transcoding usefully describes the channelling of particles from the novelist’s text into an intensified, ecological language and cinematic mise-en-scene. The intensification involves an ingestion of Godden’s descriptive prose, which both mimics and adds an adjectival and alliterative density. The opening descriptions of the nuns’ arrival in Mopu is a case in point. In the novel, the grooms joke about the nuns’ habits appearing as “snows, tall and white” (Godden “Black,” 1). One man remarks that they look like “a row of teeth” (Godden “Black,” 2). Williams Gamaker resists shots of nuns as Godden described them, namely on Bhotiya ponies. Rather, projected onto a white screen is an image of white and red flowers slowly coming into focus. Kelly Hunter’s voiceover describes the white habits as a set of “pearly whites” which are “hungry for knowledge” and “eat into the landscape.” White, western nuns in white habits are metaphorically implied to be like a consuming mouth, eating into Indian territories and Indian people.This metaphor of colonial consumption finds its corollary in Godden’s memoirs where she describes the Pressburger, Powell, and Simons representation of Kanchi as “a basket of fruit, piled high and luscious and ready to eat” (“A House,” 24-5; 52). The nun’s quest colonially consumes Mopu’s natural environment. Presumably, nuns who colonially eat consume the colonised Other like fruit. The Kanchi of the feature film Black Narcissus is a supporting character, performed by Simmons as mute, feral and objectified. If Kanchi is to release herself from the “fruity” projections of sexism and racism, it will be through the filmmaker’s aesthetic and feminist tactic of ensuring that planets, trees, fruits and flowers become members of the film cast. If in episode 1 (Black Narcissus), plants and Asian subalterns are colonised, in episode 2, House of Women, these fruits and flowers turn up as smart, young Asian women actors with degrees in law and photography, ready to hold their own in the face of a faceless interviewer. In episode 3, The Fruit Is There to Be Eaten, it is important that Krishna Istha’s Kanchi, turning up like a magical character from another time and space (transformed from episode 1), commands the film set amidst an excess of flowers, plants and fruits. The visual overflow correlates with Kanchi’s assertiveness. Flowers and Kanchi know how to “answer back.”Like Black Narcissus the feature, The Fruit Is There to Be Eaten relies heavily on a mise-en-scene of horticultural and mountain ecology. Just as Michael Powell filmed at Pinewood and Leonardslee Gardens in East Sussex, Williams Gamaker used Rotherhithe’s Brunel Museum roof Gardens and Sands Film Studios. The lusciousness of Leonardslee is film-intertextually echoed in the floral exuberance of the 2018 shots of Rotherhithe. After the crew have set up the classroom, interwoven with Kelly Hunter’s voiceover, there is a hard cut to a full, cinematic shot of the Leonardslee garden (fig. 1).Then cutting back to the classroom, we see Kanchi calmly surveying the set, of which she is the protagonist, with a projection of an encyclopaedic display of the flowers behind her. The soundtrack plays the voices of young women students intoning the names of flowers from delphinium to lupens.These meta-filmic moments are supported by the film’s sharp juxtaposition between classroom and outdoor scenes. In Pressburger and Powell’s school scenes, Sister Ruth attempts to teach the young General how to conjugate the French verb “recevoir.” But the lesson is not successfully received. The young General becomes aphasic, Kanchi is predictably mute and the children remain demure. Will colonialism let the Other speak? One way to answer back in episode 3 is through that transgressive discourse, the language of flowers.In The Fruit Is There to Be Eaten, the young women study under Sister Clodagh and Sister Philippa (myself, Catherine Lord). The nuns teach botanical lists and their ecological contexts through rote learning. The young women learn unenthusiastically. What is highlighted is the ludicrous activity of repetition and abstractions. When knowledge becomes so objectified, so do natural environments, territories and people. Clodagh aligns floral species to British locations. The young women are relatively more engaged in the garden with Sister Philippa. They study their environment through sketching and painting a diverse range of flowers that could grow in non-British territory. Philippa is the now the one who becomes feral and silent, stroking stalks and petals, eschewing for the time being, the game of naming (fig. 2).However, lessons with colonial lexicons will be back. The young women look at screen projections of flowers. Sister Philippa takes the class through an alphabet: “D is for Dogbright … L is for Ladies’ Fingers.” Clodagh whirls through a list of long, Latin names for wild flowers in British Woodlands. Kanchi halts Clodagh’s act of associating the flowers with the British location, which colonizes them. Kanchi asks: “How many of us will actually travel, and which immigration border will test our botanical knowledge?” Kanchi then presents a radically different alphabet, including “Anne is African … Ian is Intersex … Lucy loves Lucy.” These are British names attributed to Africans, Arabs, and Asians, many of their identities revealed to be LGBQT-POC, non-binary, transgender, and on the move. Clodagh’s riposte is “How do you know you are not travelling already?” The flowers cannot be pinned down to one location. They cannot be owned by one nation.Like characters who travel between episodes, the travelling flowers represent a collision of spaces that undermine the hegemonies of race, gender and sexuality. In episode 1, Black Narcissus the feature film, the western nuns face the immensities of mountain atmosphere, ecology and an unfamiliar ethnic group. In episode 2, House of Women, the subalterns have transformed their role, achieving educational and career status. Such political and dramatic stakes are raised in episode 3, The Fruit Is There to Be Eaten. There is a strong focus on the overlapping oppressions of racial, colonial and ecological exploitation. Just as Kanchi has a character arc and serial development, so do plants, fauna, fruits, flowers and trees. ‘Post’-Space and Its AtmosphereThe British Empire colonised India’s ecological space. “Remember you and your God aren't on British Territory anymore” declares the auditioning Krishna Istha in House of Women. Kanchi’s calm, civil disobedience continues its migration into The Fruit is There to be Eaten between two simultaneously existing spaces, Mopu and Rotherhithe, London. According to literature scholar Brian McHale, postmodern worlds raise ontological questions about the dramatic space into which we are drawn. “Which” worlds are we in? Postmodern worlds can overlap between separate spaces and different temporalities (McHale 34-35). As McHale notes, “If entities can migrate across the semipermeable membrane that divides a fictional world from the real, they can also migrate between two different fictional worlds” (35).In The Fruit Is There to Be Eaten, the semipermeable membrane between it and Black Narcissus folds together the temporalities of 1947 and 2018, and the terrains of India and London. Sister Philippa tells a Kanchi seeking Mopu, that “My dear, you are already here.” This would seem odd as Sister Philippa describes the death of a young man close to Saint Mary’s Church, London. The British capital and woodlands and the Himalayas co-exist as intensified, inter-crossing universes that disrupt the membranes between both colonial and ecological space-time, or what I term “post-space.”Williams Gamaker’s post-spaces further develop Pressburger and Powell’s latent critique of post-colonialism. As film scholar Sarah Street has observed, Black Narcissus the film performs a “post-colonial” exploration of the waning British Empire: “Out of the persistence of the colonial past the present is inflected with a haunting resonance, creating gaps and fissures” (31). This occurs in Powell’s film in the initial Calcutta scenes. The designer Alfred Junge made “God shots” of the nuns at dinner, creating from them the iconic shape of a cross. This image produces a sense of over-exactness. Once in the mountains, it is the spirit of exactitude that deteriorates. In contrast, Williams Gamaker prefers to reveal the relative chaos of setting up her world. We watch as the crew dress the school room. Un-ceremoniously, Kanchi arrives in shorts before she picks up a floral dress bearing the label “Kanchi.” There is then a shot in which Kanchi purveys the organised set, as though she is its organiser (fig. 3).Post-spaces are rich in atmosphere. The British agent Dean tells Clodagh in Black Narcissus the film that the mountain “is no place to put a nunnery” due its “atmosphere.” In the climactic scene of The Fruit Is There to Be Eaten, Kanchi and Clodagh face two screens revealing the atmospheric projection of the high mountains, the black cut between them visible, like some shadowy membrane. Such aesthetic strategies continue Powell’s use of technical artifice. Street details the extensive labour of technical and craft work involved in creating the artificial world of Black Narcissus, its mountains, artificial colours, and hence atmosphere, all constructed at Pinewood studios. There was a vast amount of matte painting and painting on glass for special effects (19).William Gamaker’s screens (projection work by Sophie Bramley and Nick Jaffe) reflexively emphasise atmosphere as artifices. The atmosphere intensifies with the soundscape of mountain air and Wayne Urquhart’s original and haunting music. In Powell and Pressburger’s feature, Brian Easdale’s music also invokes a sense of mystery and vastness. Just as TV series and serials maintain musical and mise-scene-scene signatures from one episode to another, so too does Williams Gamaker reframe her precursor’s cinematic aesthetics with that of her own episode. Thus, serial as stylistic consistency is maintained between episodes and their post-spaces.At the edge of such spaces, Kanchi will scare Clodagh by miming a tight-rope walk across the mountain: it is both real and pretend, dramatic, but reflexively so. Kanchi walks a membrane between colliding worlds, between colonialism and its transgression. In this episode of extreme spirituality and eroticism, Kanchi reaches greater heights than in previous episodes, discoursing on the poetics of atmosphere: “… in the midst of such peaks, one can draw near what is truly placeless … the really divine.” Here, the membrane between the political and cultural regions and the mountains that eschew even the human, is about to be breached. Kanchi relates the legend of those who go naked in the snow. These “Abominable Men” are creatures who become phantoms when they merge with the mountain. If the fractures between locations are too spacious, as Kanchi warns, one can go mad. In this episode 3, Kanchi and Clodagh may have completed their journeys. In Powell and Pressburger’s interpretation, Sister Ruth discards nun’s attire for a Parisian, seductive dress and red lipstick. Yet, she does so for a man, Dean. However, the Sister Clodagh of 2018 is filmed in a very long take as she puts on an elegant dress and does her make-up. In a scene of philosophical intimacy with Kanchi, the newly dressed Clodagh confesses her experience of “immensity.” As they break through the erotic membrane separating their identities, both immersed in their full, queer, transgender kiss, all racial hierarchies melt into atmosphere (fig. 4).Conclusion: For a Pitch By making a film as one episode in a series, Williams Gamaker’s accomplishment is to enhance the meeting of narrative and political aims. As an arthouse film serial, The Fruit Is There to Be Eaten has enabled definitions of “serial” to migrate from the field of television studies. Between Hutcheon’s “adaptation” and Mittell and Creeber’s articulations of “narrative complexity,” a malleable concept for arthouse seriality has emerged. It has stretched the theoretical limits of what can be meant by a serial in an arthouse context. By allowing the notion of works “adapted” to occur between different media, Henry Jenkins’ broader term of “transmedia storytelling” (Convergence) can describe how particles of Godden’s work transmigrate through episodes 1, 2, and 3, where the citational richness emerges most in episodes 3, The Fruit Is There to Be Eaten.Because one novel informs all the episodes while each has entirely different narratives and genres, The Fruit Is There to Be Eaten is not a serial adaptation, as is Game of Thrones. It is an experimental serial inflected with trans-serial properties. Kanchi evolves into a postcolonial, transgender, ecological protagonist who can traverse postmodern worlds. Perhaps the witty producer in a pitch meeting might say that in its serial context, The Fruit Is There to Be Eaten is like a cross between two fantasy TV serials, still to be written: Transgender Peaks meets Kanchi Is the New Black. The “new black” is multifaceted and occupies multi-worlds in a post-space environment. ReferencesCreeber, Glen. Serial Television: Big Drama on the Small Screen. London: BFI, 2004.Godden, Rumer. 1939. Black Narcissus: A Virago Modern Classic. London: Hatchette Digital, 2013.———. A House with Four Rooms. New York: William Morrow, 1989. Hutcheon, Linda. A Theory of Adaptation. 2nd ed. New York: New York University Press, 2012.Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York: New York University Press, 2006.———. “Transmedia, 202: Further Reflections.” Confessions of an Aca-Fan 1 Aug. 2011. 1 May 2012 <http://henryjenkins.org/blog/2011/08/defining_transmedia_further_re.html>.McHale, Brian. Postmodernist Fiction. London: Routledge, 1987.Powell, Michael. A Life in Movies: An Autobiography. London: Heinemann, 1986.Mittell, Jason. “Narrative Complexity in Contemporary American Television.” The Velvet Light Trap 58 (Fall 2006): 29-40. Street, Sarah. Black Narcissus. London: I.B. Tauris, 2005.FilmographyBlack Narcissus. Dirs. Michael Powell and Emeric Pressburger. Pinewood Studios, 1947.House of Women. Dir. Michelle Williams Gamaker. Cinema Suitcase, 2017.The Fruit Is There to Be Eaten. Dir. Michelle Williams Gamaker. Cinema Suitcase, 2018.The Eternal Return. Dir. Michelle Williams Gamaker. Cinema Suitcase, 2018-2019.

Aunty Mary Graham, Kombu-merri elder and philosopher, writes, “you are not alone in the world.” We have a responsibility to each other, as well as to the land, and violence is the refusal of this relationship that binds us (Rose). Similarly, Emmanuel Levinas, a French-Lithuanian Jewish teacher and philosopher who lived through the Holocaust, writes that, “my freedom does not have the last word; I am not alone” (Levinas, Totality 101). For both writers, the recognition that one is not alone in the world creates an imperative to act ethically. For non-Indigenous educators working in the Indigenous Studies space—as arguably all school teachers are, given the Australian Curriculum—their relationship with Indigenous Australia creates an imperative to consider ethics and responsibility in their work. In this article, I use Emmanuel Levinas’s thinking and writing on epistemological violence and ethics as a first philosophy to consider how pre-service teachers engage with the ethical responsibilities inherent in teaching and learning Indigenous Studies.To begin, I will introduce Emmanuel Levinas and his writing on violence, followed by outlining the ways that Indigenous perspectives are incorporated into the Australian Curriculum. I will finish by sharing some of the reflective writing undertaken by pre-service teachers in a compulsory Indigenous education subject at an Australian university. These data show pre-service teachers’ responses to being called into responsibility and relationality, as well as some of the complexities in avoiding what I term here epistemological violence, a grasping of the other by trying to make the other infinitely knowable. The data present a problematic paradox—when pre-service teachers write about their future praxis, they necessarily defer responsibility to the future. This deferral constructs an image of the future which transcends the present, without requiring change in the here and now.Of note, some of this writing speaks to the violence enacted upon Indigenous peoples through the colonisation of Australia. I have tried to write respectfully about these topics. Yet the violence continues, in part via the traumatic nature of such accounts. As a non-Indigenous educator and researcher, I also acknowledge that such histories of violence have predominantly benefited people like myself and that the Countries on which this article was written (Countries of the sovereign Bindal and Wulgurukaba peoples) have never been ceded.Emmanuel Levinas: Ethics as First PhilosophyEmmanuel Levinas was a French-Lithuanian Jewish teacher and philosopher for whom surviving the Holocaust—where most of his family perished—fundamentally changed his philosophy. Following World War II, Levinas critiqued Heidegger’s philosophy, writing that freedom—an unencumbered being in the world—could no longer be considered the first condition of being human (Levinas, Existence). Instead, the presence of others in the world—an intersubjectivity between oneself and another—means that we are always already responsible for the others we encounter. Seeing the other’s face calls us to be accountable for our own actions, to responsibility. If we do not respect that the other is different to one’s self, and instead try to understand them through our own frames of reference, we commit the epistemological violence of reducing the other to the same (Levinas, Totality 46), bringing their infinity into our own totality.The history of Indigenous and non-Indigenous relations both in Australia and globally has been marked by attempts to bring Indigenous peoples into non-Indigenous orders of knowledge (Nakata, “Cultural Interface”). The word “Aboriginal”, derived from the Latin “of the original”, refers to both Indigenous peoples’ position as original inhabitants of lands, but also to the anthropological idea that Indigenous peoples were early and unevolved prototypes of human beings (Peterson). This early idea of what it means to be Indigenous is linked to the now well-known histories of ontological violence. Aboriginal reserves were set up as places for Aboriginal people to perish, a consequence not just of colonisation, but of the perception that Indigenous people were unfit to exist in a modern society. Whilst such racist ideologies linger today, most discourses have morphed in how they grasp Indigenous people into a non-Indigenous totality. In a context where government-funded special measures are used to assist disadvantaged groups, categories such as the Indigenous/non-Indigenous binary can become violent. The Closing the Gap campaign, for example, is based on this categorical binary, where “sickness=Indigenous” and “whiteness=health”. This creates a “moral imperative upon Indigenous Australians to transform themselves” (Pholi et al. 10), to become the dominant category, to be brought into the totality.Levinas’s philosophical writings provide a way to think through the ethical challenges of a predominantly non-Indigenous teaching workforce being tasked to not just approach the teaching of Indigenous students with more care than previous generations, but to also embed Indigenous perspectives and knowledges into their teaching work. Levinas’s warning of a “disinterested acquisition of knowledge” (Reader 78), seemingly unrestrained by memory or relationships, is useful in two ways. First, for pre-service teachers learning about Indigenous education, Levinas’s work provides a reminder of the ethical responsibilities that all members of a community have to each other. However, this responsibility cannot be predicated on unwittingly approaching Indigenous topics through Western knowledge lenses. Instead, Levinas’s work also reminds us about the ethics of knowledge production which shape how others—in this case Indigenous peoples—come to be known; teachers and pre-service teachers must engage with the politics of knowledge that shape how Indigenous peoples come to be known in educational settings.You Are Not Alone in the World: Indigenous Perspectives in the Australian CurriculumIn 2010, the Australian Curriculum was launched by the Australian Curriculum, Assessment and Reporting Authority (ACARA) with the goal of unifying state-driven curricula into a common approach. Developed from the 2008 Melbourne Declaration on Educational Goals for Young Australians (Ministerial Council for Education, Early Childhood Development and Youth Affairs [MCEECDYA]), the Curriculum has occupied a prominent position in the Australian educational policy space. As well as preparing a future workforce, contemporary Australian education is essentially aspirational, “governed by the promise of something better” (Harrison et al. 234), with the Australian Curriculum appearing to promise the same: there is a concerted effort to ensure that all Australians have access to equitable and excellent educational opportunities, and that all students are represented within the Curriculum. Part of this aspiration included the development of three Cross-Curriculum Priorities (CCPs), focus areas that “give students the tools and language to engage with and better understand their world at a range of levels” (ACARA, “Cross-Curriculum Priorities” para. 1). The first of these CCPs is Aboriginal and Torres Strait Islander Histories and Cultures and is organised into three key concepts: connection to Country/Place; diversity of Aboriginal and Torres Strait Islander cultures; and diversity of Aboriginal and Torres Strait Islanders societies. In the curriculum more broadly, content descriptions govern what is taught across subject areas from Prep to Year 10. Content elaborations—possible approaches to teaching the standards—detail ways that Aboriginal and Torres Strait Islander Histories and Cultures can be incorporated. For example, Year 7 Science students learn that “predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon”. This can be taught by “researching knowledges held by Aboriginal and Torres Strait Islander Peoples regarding the phases of the moon and the connection between the lunar cycle and ocean tides” (ACARA, “Science” ACSSU115). This curriculum priority mandates that teachers and learners across Australia engage in representations of Indigenous peoples through teaching and learning activities. However, questions about what constitutes the most appropriate activities, when and where they are incorporated into schooling, and how to best support educators to do this work must continue to be asked.As Indigenous knowledges and perspectives are brought into the classroom where this curriculum is played out, they are shaped by the discourses of the space (Nakata, “Cultural Interface”): what is normalised in a classroom, the teachers’ and students’ prior understandings, and the curriculum and assessment expectations of teaching and learning. Nakata refers to this space as the cultural interface, the contested space between Indigenous and Western knowledge systems where disciplinary discourses, practices and histories translate what is known about Indigenous peoples. This creates complexities and anxieties for teachers tasked with this role (Nakata, “Pathways”). Yet to ignore the presence of Indigenous histories, lifeworlds, and experiences would be to act as if non-Indigenous Australia was alone in the world. The curriculum, as a socio-political document, is full of representations of people. As such, care must be given to how teachers are prepared to engage in the complex process of negotiating these representations.The Classroom as a Location of PossibilityThe introduction of the Australian Curriculum has been accompanied by the Australian Professional Standards for Teachers (APST) which govern the requirements for graduating teachers. Two particular standards—1.4 and 2.4—refer to the teaching of Indigenous students and histories, cultures and language. Many initial teacher education programs in Australian universities have responded to the curriculum requirements and the APSTs by developing a specific subject dedicated to Indigenous education. It is difficult to ascertain the success of this work. Many in-service teachers suggest that more knowledge about Indigenous cultures is required to meet the APST, risking an essentialised view of the Indigenous learner (Moodie and Patrick). Further, there is little empirical research on what improves Indigenous students’ educational outcomes, with the research instead focusing on engaging Indigenous students (Burgess et al.). Similarly, there is yet to be a broadscale research program exploring how teacher educators can best educate pre-service teachers to improve educational outcomes for Indigenous students. Instead, much of the research focuses on engaging (predominantly non-Indigenous) becoming-teachers through a variety of theoretical and pedagogical approaches (Moreton-Robinson et al.) A handful of researchers (e.g. Moodie; Nakata et al.; Page) are considering how to use curriculum design to structure tertiary level Indigenous Studies programs—for pre-service teachers and more generally—to best prepare students to work within complex uncertainties.Levinas’s philosophy reminds us that we need to push beyond thinking about the engagement of Indigenous peoples within the curriculum to the relationship between educator-researchers and their students. Further, Levinas prompts us to question how we can research in this space in a way that is more than just about “disinterested acquisition of knowledge” (Reader 78), instead utilising critical analysis to consider a praxis which ultimately benefits Indigenous students, families and communities. The encounter with Levinas’s writing challenges us to consider how teacher educators can engage with pre-service teachers in a way that does not suggest that they are inherently racist. Rather, we must teach pre-service teachers to not impress the same type of epistemological violence onto Indigenous students, knowledges and cultures. Such questions prompt an engagement with teaching/research which is respectful of the responsibilities to all involved. As hooks reminds us, education can be a practice of freedom: classrooms are locations of possibilities where students can think critically and question taken-for-granted assumptions about the world. To engage with praxis is to consider teaching not just as a practice, but as a theoretically and justice-driven approach. It is with this backdrop that I move now to consider some of the writings of non-Indigenous pre-service teachers.The Research ProjectThe data presented here is from a recent research project exploring pre-service teachers’ experiences of a compulsory Indigenous education subject as part of a four-year initial teacher education degree in an Australian metropolitan university (see McDowall). The subject prepares pre-service teachers to both embed the Aboriginal and Torres Strait Islander Histories and Cultures CCP in their praxis and to teach Indigenous students. This second element engages both an understanding of Indigenous students as inhabiting an intercultural space with particular tensions (Nakata, “Pathways”), and the social-political-historical discourses that impact Indigenous students’ experiences. This includes the history of Indigenous education, the social construction of race, and a critical awareness of deficit approaches to working with Indigenous students. The subject was designed to promote a critical engagement with Indigenous education, to give pre-service teachers theoretical tools to make sense of both how Indigenous students and Indigenous content are positioned in classrooms and develop pedagogical frameworks to enable future teaching work. Pre-service teachers wrote weekly reflective learning journals as an assessment task (weighted at 30% of their total grade). In the final weeks of semester, I asked students in the final weeks of semester for permission to use their journals for a research project, to which 93 students consented.Reading the students’ reflective writing presents a particular ethical paradox, one intricately linked with the act of knowing. Throughout the semester, a desire to gain more knowledge about Indigenous peoples and cultures shifted to a desire to be present as teacher(s) in the Indigenous education landscape. Yet for pre-service teachers with no classroom of their own, this being present is always deferred to the future, mitigating the need for action in the present. This change in the pre-service teachers’ writing demonstrates that the relationship between violence and responsibility is exceedingly complex within the intersection of Indigenous and teacher education. These themes are explored in the following sections.Epistemological ViolenceOne of the shifts which occurred throughout the semester was a subtle difference in the types of knowledges students sought. In the first few weeks of the subject, many of the pre-service teachers wrote of a strong desire to know about Indigenous people and culture as a way of becoming a better educator. Their expectations were around wanting to address their “limited understandings”, wanting to “heighten”, “develop”, and “broaden” “understanding” and “knowledge”; to know “more about them, their culture”. At the end, knowing and understanding is presented in a different type of way. For some students, the knowledge they now want is about their own histories and culture: “as a teacher I need the bravery to acknowledge what happened in the past”, wrote one student in her final entry.For other students, the idea of knowing was shaped by not-knowing. Moving away from a desire to know, and thereby possess, the students wrote about the need to know no longer being present: “I owe my current sense of confidence to that Nakata article. The education system can’t expect all teachers to know exactly how to embed Indigenous pedagogy into their classrooms, can they?” writes one student in her final entry, following on to say, “the main strategy I got from the readings … still stands true: ‘We don’t know everything’ and I will not act like I do”. Another writes, “I am not an expert and I am now aware of the multitude of resources available, particularly the community”.For the students to claim knowledge of Indigenous peoples would be to enact epistemological violence, denying the alterity—difference—of the other and drawing them into our totalities. In the final weeks of the semester, some students wrote that they would use hands-on, outdoor activities in order to enact a culturally responsive pedagogy. Such a claim shows the tenacity of Western knowledge about Indigenous students. In this case, the students’ sentiment can be traced back to Aboriginal Learning Styles (Harris), the idea that Aboriginal students inherently learn via informal hands-on (as opposed to abstract) group approaches. The type of difference promoted in Aboriginal learning styles is biological, suggesting that on account of their Indigeneity, Aboriginal students inherently learn differently. Through its biological function, this difference essentialises Indigenous learners across the nation, claiming a sameness. But perhaps even more violently, it denies the presence of an Indigenous knowledge system in the place where the research took place. Such an Indigenous knowledge system begins from the land, from Country, and entails a rich set of understandings around how knowledge is produced, shared, learnt and, enacted through place and people-based knowledge practices (Verran). Aboriginal learning styles reduces richness to a more graspable concept: informal learning. To summarise, students’ early claims to knowledge shifted to an understanding that it is okay to ‘not know’—to recognise that as beginning teachers, they are entering a complex field and must continue learning. This change is complicated by the tenacity of knowledge claims which define Indigenous students into a Western order of knowledge. Such claims continue to present themselves in the students writing. Nonetheless, as students progressed through the semester and engaged with some of the difficult knowledges and understandings presented, a new form of knowing emerged. Ethical ResponsibilitiesAs pre-service teachers learned about the complex cultural interface of classrooms, they began to reconsider their own claims to be able to ‘know’ Indigenous students and cultures. This is not to say that pre-service teachers do not feel responsibility for Indigenous students: in many journals, pre-service teachers’ wanted-ness in the classroom—their understanding of their importance of presence as teachers—is evident. To write for themselves a need to be present demonstrates responsibility. This took place as students imagined future praxis. With words woven together from several journals, the students’ final entries indicate a wanting-to-be-present-as-becoming-ethical-teachers: I willremember forever, reactionsshocked, sad, guilty. A difference isI don’t feel guilt.I feelI’m not alone.I feelmore aware ofhow I teachhow my opinionscan affect people. I guesswe are the oneswho must makethe change. I feelsomewhat relieved bywhat today’s lecturer said.“If you’re willingto step outfrom behind fencesto engage meaningfullywith Indigenous communitiesit will not be difficult.” I believethe 8-ways frameworkthe unit of workprovide authentic experiencesare perfect avenuesshape pedagogical practicesI believemy job isto embrace remembrancemake this happenmake sure it stays. I willtake away frameworkssupport Indigenous studentsalongside Indigenous teacherslearn from themconsult with communityimprove my teaching. In these students’ words is an assumed responsibility to incorporate Indigenous knowledges and perspectives into their work as teachers. To wish representations of Indigenous peoples and knowledges present in the classroom is one way in which the becoming-teachers are making themselves present. Even a student who had written that she still didn’t feel completely equipped with pedagogical tools still felt “motivated” to introduce “political issues into Australia’s current system”.Not all students wrote of such presence. One student wrote of feeling left “disappointed”, “out of pocket”, “judged” – that the subject had “just ‘ticked the box’” (a phrase used by a second student as well). Another student wrote a short reflection that scratched the surface of the Apology¹, noting that “sorry is something so easy to say”. It is the mixture of these responses which reminds us as researchers and educators that it is easy to write a sense of presence as a projection into the future into an assessment task for a university subject. Time is another other, and the future can never be grasped, can never truly be known (Levinas, Reader). It is always what is coming, for we can only ever experience the present. These final entries by the students claim a future that they cannot know. This is not to suggest that the words written—the I wills and I believes which roll so quickly off the pen—are not meaningful or meant. Rather, responsibility is deferred to the future. This is not just a responsibility for their future teaching. Deferral to the future can also be a way to ease one’s self of the burden of feeling bad about the social injustices which students observe. As Rose (17) writes,The vision of a future which will transcend the past, a future in which current contradictions and current suffering will be left behind enables us to understand ourselves in an imaginary state of future achievement … enables us to turn our backs on current social facts of pain, damage, destruction and despair which exist in the present, but which we will only acknowledge as our past.The pre-service teachers’ reflective writing presents us with a paradox. As they shift away from the epistemological violence of claiming to know Indigenous others from outside positions, another type of violence manifests: claiming a future which can transcend the past just as they defer responsibility within the present. The deferral is in itself an act of violence. What types, then, of presence—a sense of responsibility—can students-as-becoming-professionals demonstrate?ConclusionRose’s words ask us as researchers and educators to consider what it might mean to “do” ethical practice in the “here and now”. When teachers claim that more knowledge about Indigenous peoples will lead to better practice, they negate the epistemological violence of bringing Indigeneity into a Western order of knowledge. Yet even as pre-service teachers’ frameworks shift toward a sense of responsibility for working with Indigenous students, families, and communities—a sense of presence—they are caught in a necessary but problematic moment of deferral to future praxis. A future orientation enables the deflection of responsibility, focusing on what the pre-service teachers might do in the future when they have their own classrooms, but turning their backs on a lack of action in the present. Such a complexity reveals the paradox of assessing learnings for both researchers and university educators. Pre-service teachers—visitors in placement classrooms and students in universities—are always writing and projecting skill towards the future. As educators, we continually ask for students to demonstrate how they will change their future work in a time yet to come. Yet when pre-service teachers undertake placements, their agency to enact difference as becoming-teachers is limited by the totality of the current school programs in which they find themselves. A reflective learning journal, as assessment directed at projecting their future work as teachers, does not enable or ask for a change in the here and now. We must continue to engage in such complexities in considering the potential of epistemological violence as both researchers and educators. Engaging with philosophy is one way to think about what we do (Kameniar et al.) in Indigenous education, a complex field underpinned by violent historical legacies and decades of discursive policy and one where the majority of the workforce is non-Indigenous and working with ideas outside of their own experiences of being. To remember that we are not alone in the world is to stay present with this complexity.ReferencesAustralian Curriculum and Assessment Reporting Authority. “Cross-Curriculum Priorities.” Australian Curriculum. Australian Curriculum and Assessment Reporting Authority, n.d. 23 Apr. 2020 <https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/­>.———. “Science.” Australian Curriculum. Australian Curriculum and Assessment Reporting Authority, n.d. 23 Apr. 2020 <https://www.australiancurriculum.edu.au/f-10-curriculum/science/>.Burgess, Cathie, Christine Tennent, Greg Vass, John Guenther, Kevin Lowe, and Nikki Moodie. “A Systematic Review of Pedagogies That Support, Engage and Improve the Educational Outcomes of Aboriginal Students.” Australian Education Researcher 46.2 (2019): 297-318.Burns, Marcelle. “The Unfinished Business of the Apology: Senate Rejects Stolen Generations Bill 2008 (Cth).” Indigenous Law Bulletin 7.7 (2008): 10-14.Graham, Mary. “Some Thoughts about the Philosophical Underpinnings of Aboriginal Worldviews.” Australian Humanities Review 45 (2008). 6 Nov. 2016 <http://australianhumanitiesreview.org/2008/11/01/some-thoughts-about-the-philosophical-underpinnings-of-aboriginal-worldviews/>.Harris, Stephen. “Aboriginal Learning Styles and Formal Schooling.” The Aboriginal Child at School 12.4 (1984): 3-23.Harrison, Neil, Christine Tennent, Greg Vass, John Guenther, Kevin Lowe, and Nikki Moodie. “Curriculum and Learning in Aboriginal and Torres Strait Islander Education: A Systematic Review.” Australian Educational Researcher 46.2 (2019): 233-251.hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994.Kameniar, Barbara, Sally Windsor, and Sue Sifa. “Teaching Beginning Teachers to ‘Think What We Are Doing’ in Indigenous Education.” The Australian Journal of Indigenous Education 43.2 (2014): 113-120.Levinas, Emmanuel. Existence and Existents. Trans. Alphonso Lingis. Pittsburgh, PA: Duquesne UP, 1947/1978.———. Totality and Infinity. Trans. Alphonso Lingis. Pittsburgh, PA: Duquesne UP, 1969.———. The Levinas Reader. Ed. Sean Hand. Oxford: Basil Blackwell, 1989.McDowall, Ailie. “Following Writing Around: Encountering Ethical Responsibilities in Pre-Service Teachers’ Reflective Journals in Indigenous Education.” PhD dissertation. Brisbane: University of Queensland, 2018.Ministerial Council for Education, Early Childhood Development and Youth Affairs. Melbourne Declaration on Educational Goals for Young Australians. Ministerial Council for Education, Early Childhood Development and Youth Affairs, 2008. <http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf>.Moodie, Nikki. “Learning about Knowledge: Threshold Concepts for Indigenous Studies in Education.” Australian Educational Researcher 46.5 (2019): 735-749.Moodie, Nikki, and Rachel Patrick. “Settler Grammars and the Australian Professional Standards for Teachers.” Asia-Pacific Journal of Teacher Education 45.5 (2017): 439-454.Moreton-Robinson, Aileen, David Singh, Jessica Kolopenuk, and Adam Robinson. Learning the Lessons? Pre-service Teacher Preparation for Teaching Aboriginal and Torres Strait Islander Students. Queensland University of Technology Indigenous Studies Research Network, 2012. <https://www.aitsl.edu.au/docs/default-source/default-document-library/learning-the-lessons-pre-service-teacher-preparation-for-teaching-aboriginal-and-torres-strait-islander-studentsfb0e8891b1e86477b58fff00006709da.pdf?sfvrsn=bbe6ec3c_0>.Nakata, Martin. “The Cultural Interface.” The Australian Journal of Indigenous Education 36.S1 (2007): 7-14.———. “Pathways for Indigenous Education in the Australian Curriculum Framework.” The Australian Journal of Indigenous Education 40 (2011): 1-8.Nakata, Martin, Victoria Nakata, Sarah Keech, and Reuben Bolt. “Decolonial Goals and Pedagogies for Indigenous Studies.” Decolonization: Indigeneity, Education & Society 1.1 (2012): 120-140.Page, Susan. “Exploring New Conceptualisations of Old Problems: Researching and Reorienting Teaching in Indigenous Studies to Transform Student Learning.” The Australian Journal of Indigenous Education 32.1 (2014): 21–30.Peterson, Nicolas. “‘Studying Man and Man’s Nature’: The History of the Institutionalisation of Aboriginal Anthropology.” Australian Aboriginal Studies 2 (1990): 3-19.Pholi, Kerryn, Dan Black, and Craig Richards. “Is ‘Close the Gap’ a Useful Approach to Improving the Health and Wellbeing of Indigenous Australians?” Australian Review of Public Affairs 9.2 (2009): 1-13.Rose, Deborah B. Reports from a Wild Country: Ethics of Decolonisation. Sydney: U of New South Wales P, 2004.Verran, Helen. “Knowledge Systems of Aboriginal Australians: Questions and Answers Arising in a Databasing Project.” Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures. Ed. Helaine Selin. New York: Springer, 2008. 1171-1177.Note1. The Apology refers to a motion moved in the Federal Parliament by the 2008 Prime Minister. The motion, seconded by the Leader of the Opposition, was an official apology to members of the Stolen Generations, Indigenous peoples who had been removed from their families by the state. A bill to establish a compensation fund as reparations was not passed (Burns).

Data are generated and employed for many ends, including governing societies, managing organisations, leveraging profit, and regulating places. In all these cases, data are key inputs into systems that paradoxically are implemented in the name of making societies more secure, safe, competitive, productive, efficient, transparent and accountable, yet do so through processes that monitor, discipline, repress, coerce, and exploit people. (Kitchin, 165) Introduction Provenance refers to the place of origin or earliest known history of a thing. It refers to the custodial history of objects. It is a term that is commonly used in the art-world but also has come into the language of other disciplines such as computer science. It has also been applied in reference to the transactional nature of objects in supply chains and circular economies. In an interview with Scotland’s Institute for Public Policy Research, Adam Greenfield suggests that provenance has a role to play in the “establishment of reliability” given that a “transaction or artifact has a specified provenance, then that assertion can be tested and verified to the satisfaction of all parities” (Lawrence). Recent debates on the unrecognised effects of digital media have convincingly argued that data is fully embroiled within capitalism, but it is necessary to remember that data is more than just a transactable commodity. One challenge in bringing processes of datafication into critical light is how we understand what happens to data from its point of acquisition to the point where it becomes instrumental in the production of outcomes that are of ethical concern. All data gather their meaning through relationality; whether acting as a representation of an exterior world or representing relations between other data points. Data objectifies relations, and despite any higher-order complexities, at its core, data is involved in factualising a relation into a binary. Assumptions like these about data shape reasoning, decision-making and evidence-based practice in private, personal and economic contexts. If processes of datafication are to be better understood, then we need to seek out conceptual frameworks that are adequate to the way that data is used and understood by its users. Deborah Lupton suggests that often we give data “other vital capacities because they are about human life itself, have implications for human life opportunities and livelihoods, [and] can have recursive effects on human lives (shaping action and concepts of embodiment ... selfhood [and subjectivity]) and generate economic value”. But when data are afforded such capacities, the analysis of its politics also calls for us to “consider context” and “making the labour [of datafication] visible” (D’Ignazio and Klein). For Jenny L. Davis, getting beyond simply thinking about what data affords involves bringing to light how continually and dynamically to requests, demands, encourages, discourages, and refuses certain operations and interpretations. It is in this re-orientation of the question from what to how where “practical analytical tool[s]” (Davis) can be found. Davis writes: requests and demands are bids placed by technological objects, on user-subjects. Encourage, discourage and refuse are the ways technologies respond to bids user-subjects place upon them. Allow pertains equally to bids from technological objects and the object’s response to user-subjects. (Davis) Building on Lupton, Davis, and D’Ignazio and Klein, we see three principles that we consider crucial for work on data, darkness and light: data is not simply a technological object that exists within sociotechnical systems without having undergone any priming or processing, so as a consequence the data collecting entity imposes standards and way of imagining data before it comes into contact with user-subjects; data is not neutral and does not possess qualities that make it equivalent to the things that it comes to represent; data is partial, situated, and contingent on technical processes, but the outcomes of its use afford it properties beyond those that are purely informational. This article builds from these principles and traces a framework for investigating the complications arising when data moves from one context to another. We draw from the “data provenance” as it is applied in the computing and informational sciences where it is used to query the location and accuracy of data in databases. In developing “data provenance”, we adapt provenance from an approach that solely focuses on technical infrastructures and material processes that move data from one place to another and turn to sociotechnical, institutional, and discursive forces that bring about data acquisition, sharing, interpretation, and re-use. As data passes through open, opaque, and darkened spaces within sociotechnical systems, we argue that provenance can shed light on gaps and overlaps in technical, legal, ethical, and ideological forms of data governance. Whether data becomes exclusive by moving from light to dark (as has happened with the removal of many pages and links from Facebook around the Australian news revenue-sharing bill), or is publicised by shifting from dark to light (such as the Australian government releasing investigative journalist Andie Fox’s welfare history to the press), or even recontextualised from one dark space to another (as with genetic data shifting from medical to legal contexts, or the theft of personal financial data), there is still a process of transmission here that we can assess and critique through provenance. These different modalities, which guide data acquisition, sharing, interpretation, and re-use, cascade and influence different elements and apparatuses within data-driven sociotechnical systems to different extents depending on context. Attempts to illuminate and make sense of these complex forces, we argue, exposes data-driven practices as inherently political in terms of whose interests they serve. Provenance in Darkness and in Light When processes of data capture, sharing, interpretation, and re-use are obscured, it impacts on the extent to which we might retrospectively examine cases where malpractice in responsible data custodianship and stewardship has occurred, because it makes it difficult to see how things have been rendered real and knowable, changed over time, had causality ascribed to them, and to what degree of confidence a decision has been made based on a given dataset. To borrow from this issue’s concerns, the paradigm of dark spaces covers a range of different kinds of valences on the idea of private, secret, or exclusive contexts. We can parallel it with the idea of ‘light’ spaces, which equally holds a range of different concepts about what is open, public, or accessible. For instance, in the use of social data garnered from online platforms, the practices of academic researchers and analysts working in the private sector often fall within a grey zone when it comes to consent and transparency. Here the binary notion of public and private is complicated by the passage of data from light to dark (and back to light). Writing in a different context, Michael Warner complicates the notion of publicness. He observes that the idea of something being public is in and of itself always sectioned off, divorced from being fully generalisable, and it is “just whatever people in a given context think it is” (11). Michael Hardt and Antonio Negri argue that publicness is already shadowed by an idea of state ownership, leaving us in a situation where public and private already both sit on the same side of the propertied/commons divide as if the “only alternative to the private is the public, that is, what is managed and regulated by states and other governmental authorities” (vii). The same can be said about the way data is conceived as a public good or common asset. These ideas of light and dark are useful categorisations for deliberately moving past the tensions that arise when trying to qualify different subspecies of privacy and openness. The problem with specific linguistic dyads of private vs. public, or open vs. closed, and so on, is that they are embedded within legal, moral, technical, economic, or rhetorical distinctions that already involve normative judgements on whether such categories are appropriate or valid. Data may be located in a dark space for legal reasons that fall under the legal domain of ‘private’ or it may be dark because it has been stolen. It may simply be inaccessible, encrypted away behind a lost password on a forgotten external drive. Equally, there are distinctions around lightness that can be glossed – the openness of Open Data (see: theodi.org) is of an entirely separate category to the AACS encryption key, which was illegally but enthusiastically shared across the internet in 2007 to the point where it is now accessible on Wikipedia. The language of light and dark spaces allows us to cut across these distinctions and discuss in deliberately loose terms the degree to which something is accessed, with any normative judgments reserved for the cases themselves. Data provenance, in this sense, can be used as a methodology to critique the way that data is recontextualised from light to dark, dark to light, and even within these distinctions. Data provenance critiques the way that data is presented as if it were “there for the taking”. This also suggests that when data is used for some or another secondary purpose – generally for value creation – some form of closure or darkening is to be expected. Data in the public domain is more than simply a specific informational thing: there is always context, and this contextual specificity, we argue, extends far beyond anything that can be captured in a metadata schema or a licensing model. Even the transfer of data from one open, public, or light context to another will evoke new degrees of openness and luminosity that should not be assumed to be straightforward. And with this a new set of relations between data-user-subjects and stewards emerges. The movement of data between public and private contexts by virtue of the growing amount of personal information that is generated through the traces left behind as people make use of increasingly digitised services going about their everyday lives means that data-motile processes are constantly occurring behind the scenes – in darkness – where it comes into the view, or possession, of third parties without obvious mechanisms of consent, disclosure, or justification. Given that there are “many hands” (D’Iganzio and Klein) involved in making data portable between light and dark spaces, equally there can be diversity in the approaches taken to generate critical literacies of these relations. There are two complexities that we argue are important for considering the ethics of data motility from light to dark, and this differs from the concerns that we might have when we think about other illuminating tactics such as open data publishing, freedom-of-information requests, or when data is anonymously leaked in the public interest. The first is that the terms of ethics must be communicable to individuals and groups whose data literacy may be low, effectively non-existent, or not oriented around the objective of upholding or generating data-luminosity as an element of a wider, more general form of responsible data stewardship. Historically, a productive approach to data literacy has been finding appropriate metaphors from adjacent fields that can help add depth – by way of analogy – to understanding data motility. Here we return to our earlier assertion that data is more than simply a transactable commodity. Consider the notion of “giving” and “taking” in the context of darkness and light. The analogy of giving and taking is deeply embedded into the notion of data acquisition and sharing by virtue of the etymology of the word data itself: in Latin, “things having been given”, whereby in French données, a natural gift, perhaps one that is given to those that attempt capture for the purposes of empiricism – representation in quantitative form is a quality that is given to phenomena being brought into the light. However, in the contemporary parlance of “analytics” data is “taken” in the form of recording, measuring, and tracking. Data is considered to be something valuable enough to give or take because of its capacity to stand in for real things. The empiricist’s preferred method is to take rather than to accept what is given (Kitchin, 2); the data-capitalist’s is to incentivise the act of giving or to take what is already given (or yet to be taken). Because data-motile processes are not simply passive forms of reading what is contained within a dataset, the materiality and subjectivity of data extraction and interpretation is something that should not be ignored. These processes represent the recontextualisation of data from one space to another and are expressed in the landmark case of Cambridge Analytica, where a private research company extracted data from Facebook and used it to engage in psychometric analysis of unknowing users. Data Capture Mechanism Characteristics and Approach to Data Stewardship Historical Information created, recorded, or gathered about people of things directly from the source or a delegate but accessed for secondary purposes. Observational Represents patterns and realities of everyday life, collected by subjects by their own choice and with some degree of discretion over the methods. Third parties access this data through reciprocal arrangement with the subject (e.g., in exchange for providing a digital service such as online shopping, banking, healthcare, or social networking). Purposeful Data gathered with a specific purpose in mind and collected with the objective to manipulate its analysis to achieve certain ends. Integrative Places less emphasis on specific data types but rather looks towards social and cultural factors that afford access to and facilitate the integration and linkage of disparate datasets Table 1: Mechanisms of Data Capture There are ethical challenges associated with data that has been sourced from pre-existing sets or that has been extracted from websites and online platforms through scraping data and then enriching it through cleaning, annotation, de-identification, aggregation, or linking to other data sources (tab. 1). As a way to address this challenge, our suggestion of “data provenance” can be defined as where a data point comes from, how it came into being, and how it became valuable for some or another purpose. In developing this idea, we borrow from both the computational and biological sciences (Buneman et al.) where provenance, as a form of qualitative inquiry into data-motile processes, centres around understanding the origin of a data point as part of a broader almost forensic analysis of quality and error-potential in datasets. Provenance is an evaluation of a priori computational inputs and outputs from the results of database queries and audits. Provenance can also be applied to other contexts where data passes through sociotechnical systems, such as behavioural analytics, targeted advertising, machine learning, and algorithmic decision-making. Conventionally, data provenance is based on understanding where data has come from and why it was collected. Both these questions are concerned with the evaluation of the nature of a data point within the wider context of a database that is itself situated within a larger sociotechnical system where the data is made available for use. In its conventional sense, provenance is a means of ensuring that a data point is maintained as a single source of truth (Buneman, 89), and by way of a reproducible mechanism which allows for its path through a set of technical processes, it affords the assessment of a how reliable a system’s output might be by sheer virtue of the ability for one to retrace the steps from point A to B. “Where” and “why” questions are illuminating because they offer an ends-and-means view of the relation between the origins and ultimate uses of a given data point or set. Provenance is interesting when studying data luminosity because means and ends have much to tell us about the origins and uses of data in ways that gesture towards a more accurate and structured research agenda for data ethics that takes the emphasis away from individual moral patients and reorients it towards practices that occur within information management environments. Provenance offers researchers seeking to study data-driven practices a similar heuristic to a journalist’s line of questioning who, what, when, where, why, and how? This last question of how is something that can be incorporated into conventional models of provenance that make it useful in data ethics. The question of how data comes into being extends questions of power, legality, literacy, permission-seeking, and harm in an entangled way and notes how these factors shape the nature of personal data as it moves between contexts. Forms of provenance accumulate from transaction to transaction, cascading along, as a dataset ‘picks up’ the types of provenance that have led to its creation. This may involve multiple forms of overlapping provenance – methodological and epistemological, legal and illegal – which modulate different elements and apparatuses. Provenance, we argue is an important methodological consideration for workers in the humanities and social sciences. Provenance provides a set of shared questions on which models of transparency, accountability, and trust may be established. It points us towards tactics that might help data-subjects understand privacy in a contextual manner (Nissenbaum) and even establish practices of obfuscation and “informational self-defence” against regimes of datafication (Brunton and Nissenbaum). Here provenance is not just a declaration of what means and ends of data capture, sharing, linkage, and analysis are. We sketch the outlines of a provenance model in table 2 below. Type Metaphorical frame Dark Light What? The epistemological structure of a database determines the accuracy of subsequent decisions. Data must be consistent. What data is asked of a person beyond what is strictly needed for service delivery. Data that is collected for a specific stated purpose with informed consent from the data-subject. How does the decision about what to collect disrupt existing polities and communities? What demands for conformity does the database make of its subjects? Where? The contents of a database is important for making informed decisions. Data must be represented. The parameters of inclusion/exclusion that create unjust risks or costs to people because of their inclusion or exclusion in a dataset. The parameters of inclusion or exclusion that afford individuals representation or acknowledgement by being included or excluded from a dataset. How are populations recruited into a dataset? What divides exist that systematically exclude individuals? Who? Who has access to data, and how privacy is framed is important for the security of data-subjects. Data access is political. Access to the data by parties not disclosed to the data-subject. Who has collected the data and who has or will access it? How is the data made available to those beyond the data subjects? How? Data is created with a purpose and is never neutral. Data is instrumental. How the data is used, to what ends, discursively, practically, instrumentally. Is it a private record, a source of value creation, the subject of extortion or blackmail? How the data was intended to be used at the time that it was collected. Why? Data is created by people who are shaped by ideological factors. Data has potential. The political rationality that shapes data governance with regard to technological innovation. The trade-offs that are made known to individuals when they contribute data into sociotechnical systems over which they have limited control. Table 2: Forms of Data Provenance Conclusion As an illuminating methodology, provenance offers a specific line of questioning practices that take information through darkness and light. The emphasis that it places on a narrative for data assets themselves (asking what when, who, how, and why) offers a mechanism for traceability and has potential for application across contexts and cases that allows us to see data malpractice as something that can be productively generalised and understood as a series of ideologically driven technical events with social and political consequences without being marred by perceptions of exceptionality of individual, localised cases of data harm or data violence. References Brunton, Finn, and Helen Nissenbaum. "Political and Ethical Perspectives on Data Obfuscation." Privacy, Due Process and the Computational Turn: The Philosophy of Law Meets the Philosophy of Technology. Eds. Mireille Hildebrandt and Katja de Vries. New York: Routledge, 2013. 171-195. 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