Diffractive Reading

Putting the New Materialist figure of diffraction to use in a set of readings – in which cultural texts are materially read against their contents and their themes, against their readers or against other texts – this volume proposes a criticalintervention into the practice of reading itself. In this book, reading and reading methodology are probed for their materiality and re-considered as being inevitably suspended between, or diffracted with, both matter and discourse. The history of literary and cultural reading, including poststructuralism and critical theory, is revisited in a new light and opened-up for a future in which the world and reading are no longer regarded as conveniently separate spheres, but recognized as deeply entangled and intertwined. Diffractive Reading ultimately represents a new reading of reading itself: firstly by critiquing the distanced perspective of critical paradigms such as translation and intertextuality, in which texts encountered, processed or otherwise subdued; secondly, showing how all literary and cultural readings represent different ‘agential cuts’ in the world-text-reader constellation, which is always both discursive and material; and thirdly, the volume materializes, dynamizes and politicizes the activity of reading by drawing attention to reading’s intervention in, and (co)creation of, the world in which we live.

Diffraction patterns in quantum physics evidence the fact that the behavior of matter is the result of its entanglements with measurement, or as Karen Barad suggests, the entanglement of matter and meaning. In this sense, therefore, phenomena (including texts, cultural agents, or life forms) are the results of their relational, onto-epistemological entanglements and not individual entities that separately pre-exist their joint becoming. As such, ‘diffraction’ proposes a new understanding of difference: no longer a dualist understanding, but one going beyond binaries. Diffraction is about patterns, constellations, relationalities. From this angle, the book explores ‘diffraction’, which has begun to impact critical theories and humanities debates, especially via (new) materialist feminisms, STS and quantum thought, but is often used without further reflection upon its implications or potentials. Doing just that, the book also pursues new routes for the onto-epistemological and ethical challenges that arise from our experience of the world as relational and radically immanent; because if we start from the ideas of immanence and entanglement, our conceptions of self and other, culture and nature, cultural and sexual difference, our epistemological procedures and disciplinary boundaries have to be rethought and adjusted. The book offers an in-depth consideration of ‘diffraction’ as a quantum understanding of difference and as a new critical reading method. It reflects on its import in humanities debates and thereby also on some of the most inspiring work recently done at the crossroads of science studies, feminist studies and the critical humanities. This book was originally published as a special issue of Parallax.

Diffraction -proposes a new understanding of difference beyond binaries. Reflecting on the term's implications and potentials, the book pursues new routes for our onto-epistemological and ethical responses to a fundamentally relational and entangled world. This book was originally published as a special issue of Parallax.

This book constitutes the refereed proceedings of the IFIP WG 8.2 Working Conference on Information Systems and Organizations, IS&O 2018, held in San Francisco, CA, USA, in December 2018. The 11 revised full papers presented together with one short paper and 2 keynote papers were carefully reviewed and selected from 47 submissions. The papers are organized in the following topical sections: setting the stage; social implications of algorithmic phenomena; hybrid agency and the performativity of technology; and living with monsters.

Across intellectual disciplines, the ontological turn is restructuring how we think about our relationships with the natural world. Influenced by the seemingly disparate realms of indigenous philosophy and quantum physics, the turn invites us to think about intra-actions and assemblages of human and nonhuman entities. This raises epistemological questions about how we know about the world, and spotlights some of the problems with how we currently do conventional social science research. Diffractive Ethnography invites social scientists to consider alternate methodologies that account for the complexity of human behavior situated in larger environmental contexts. For both novice and experienced researchers, this thought-provoking book opens new ways of thinking about methodology and raises questions about the ethical and justice orientations of our work.

This volume argues that refusal is a viable political ethics in education. It is an ethics that allows space for new possibilities to emerge, with the potential to enrich higher education study and pedagogies in the future. Chapters examine the ethical, epistemological, political and affective premises of refusing the colonial university, and reflect upon what refusal means for higher education decolonization across international settings. Refusal marks a political ethos and praxis that denies, resists, reframes and redirects colonial and neoliberal logics, while asserting diverse sovereignties and lifeworlds. Whereas resistance may reinscribe the weakness of the colonized in the power relations with the colonizer, refusal interrupts the smooth operation of power relations, denying the authority of the settler state and remaking the rules of engagement. It is a political stance and action that denies the very legitimacy of power over the subjugated. This collection views refusal not as an end in itself, nor as a mode of critique, but as a necessary first step for educators and students in higher education to invest in the idea of radically different modes of futurity. It explores how educators and students in higher education can invent pedagogies of refusal that function ethically, affectively and politically, and asks: What do pedagogies of refusal look like? How might western universities sustain and support refusal, rather than discipline it? What assumptions are sustained by ruling out certain educational futures as out of bounds, or impossible? This book will be important reading for researchers, scholars and educators in Decolonizing Education, Higher Education Transformation, and Philosophy of Education. It will also be valuable to policymakers and activists who are considering how refusal might be carried out within and outside institutions.

Following the material turn in the humanities, this book brings perspectives from science and ecology into dialogue with children's fiction written and published in the UK and the USA in the 21st century. It develops the concept of entanglement, which originated in 20th-century quantum physics but has been applied to cultural critique, through a reading of Fantastika literature. Surveying a wide-ranging scope of literary texts, this book covers the gothic, fantasy, the Weird, and other forms of speculative fiction to argue that Fantastika positions entanglement as an ethical imperative that transforms our imaginative relationship with materiality. In so doing, it synthesizes perspectives from a similarly diverse range of areas, including ecology, physics, anthropology, and literary studies, to examine the storied matter of children's Fantastika as ground from which we might begin to imagine an as-yet-unrealised future that addresses the problems of our present.

The COVID-19 outbreak has changed the educational landscape as higher education institutions around the world were forced to close their physical campuses to slow or contain the spread of the virus. The rapid, unexpected, and forced transition to emergency remote teaching has been especially challenging for second- and foreign-language learners who rely on English for Academic Purposes (EAP) courses to help them transition from secondary school to higher education and succeed in their academic studies. To ensure these learners are receiving the best education possible, additional study on the difficulties, opportunities, and strategies of teaching English for Academic Purposes courses is required. Cases on Teaching English for Academic Purposes (EAP) During COVID-19: Insights From Around the World explores the effect of emergency remote teaching in offering quality EAP education to second- and foreign-language students and preparing them for their university studies in response to COVID-19 from a variety of contexts around the world. This book also contributes to developing effective practices for supporting and sustaining EAP teaching in an English-medium instruction environment during and after a pandemic. Covering topics such as remote teaching, writing instruction, and breakout rooms, this reference work is ideal for teachers, administrators, policymakers, scholars, practitioners, academicians, researchers, instructors, and students.