Precarious Fl Nerie And The Ethics Of The Self In Contemporary Anglophone Fiction

Even though the literary trope of the flâneur has been proclaimed ‘dead’ on several occasions, it still proves particularly lively in contemporary Anglophone fiction. This study investigates how flânerie takes a belated ‘ethical turn’ in its more recent manifestations by negotiating models of ethical subjectivity. Drawing on Michel Foucault’s writings on the ‘aesthetics of existence’ as well as Judith Butler’s notion of precariousness as conditio humana, it establishes a link between post-sovereign models of subject formation and a paradoxical constellation of flânerie, which surfaces most prominently in the work of Walter Benjamin. By means of detailed readings of Ian McEwan’s Saturday, Siri Hustvedt’s The Blindfold, Teju Cole’s Open City, Dionne Brand’s What We All Long For and Robin Robertson’s The Long Take, Or a Way to Lose More Slowly, this book traces how the ambivalence of flânerie and its textual representation produces ethical norms while at the same time propagating the value of difference by means of disrupting societal norms of sameness. Precarious Flânerie and the Ethics of the Self in Contemporary Anglophone Fiction thus shows that the flânerie text becomes a medium of ethical critique in post-postmodern times.

Elizabeth DeLoughrey invokes the cyclical model of the continual movement and rhythm of the ocean (‘tidalectics’) to destabilize the national, ethnic, and even regional frameworks that have been the mainstays of literary study. The result is a privileging of alter/native epistemologies whereby island cultures are positioned where they should have been all along—at the forefront of the world historical process of transoceanic migration and landfall. The research, determination, and intellectual dexterity that infuse this nuanced and meticulous reading of Pacific and Caribbean literature invigorate and deepen our interest in and appreciation of island literature. —Vilsoni Hereniko, University of Hawai‘i "Elizabeth DeLoughrey brings contemporary hybridity, diaspora, and globalization theory to bear on ideas of indigeneity to show the complexities of ‘native’ identities and rights and their grounded opposition as ‘indigenous regionalism’ to free-floating globalized cosmopolitanism. Her models are instructive for all postcolonial readers in an age of transnational migrations." —Paul Sharrad, University of Wollongong, Australia Routes and Roots is the first comparative study of Caribbean and Pacific Island literatures and the first work to bring indigenous and diaspora literary studies together in a sustained dialogue. Taking the "tidalectic" between land and sea as a dynamic starting point, Elizabeth DeLoughrey foregrounds geography and history in her exploration of how island writers inscribe the complex relation between routes and roots. The first section looks at the sea as history in literatures of the Atlantic middle passage and Pacific Island voyaging, theorizing the transoceanic imaginary. The second section turns to the land to examine indigenous epistemologies in nation-building literatures. Both sections are particularly attentive to the ways in which the metaphors of routes and roots are gendered, exploring how masculine travelers are naturalized through their voyages across feminized lands and seas. This methodology of charting transoceanic migration and landfall helps elucidate how theories and people travel, positioning island cultures in the world historical process. In fact, DeLoughrey demonstrates how these tropical island cultures helped constitute the very metropoles that deemed them peripheral to modernity. Fresh in its ideas, original in its approach, Routes and Roots engages broadly with history, anthropology, and feminist, postcolonial, Caribbean, and Pacific literary and cultural studies. It productively traverses diaspora and indigenous studies in a way that will facilitate broader discussion between these often segregated disciplines.

This insightful volumes the use of imitation and the modern cult of originality through a consideration of the disparate fates of two Venetian painters - the canonised master Titian and his artistic heir, the little-known Padovanino.

Slave Portraiture in the Atlantic World is the first book to focus on the individualized portrayal of enslaved people from the time of Europe's full engagement with plantation slavery in the late sixteenth century to its final official abolition in Brazil in 1888. While this period saw the emergence of portraiture as a major field of representation in Western art, 'slave' and 'portraiture' as categories appear to be mutually exclusive. On the one hand, the logic of chattel slavery sought to render the slave's body as an instrument for production, as the site of a non-subject. Portraiture, on the contrary, privileged the face as the primary visual matrix for the representation of a distinct individuality. Essays address this apparent paradox of 'slave portraits' from a variety of interdisciplinary perspectives, probing the historical conditions that made the creation of such rare and enigmatic objects possible and exploring their implications for a more complex understanding of power relations under slavery.

Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: Reconciliation documents the complexities, challenges, and possibilities of reconciliation by presenting the findings of public testimonies from residential school Survivors and others who participated in the TRC’s national events and community hearings. For many Aboriginal people, reconciliation is foremost about healing families and communities, and revitalizing Indigenous cultures, languages, spirituality, laws, and governance systems. For governments, building a respectful relationship involves dismantling a centuries-old political and bureaucratic culture in which, all too often, policies and programs are still based on failed notions of assimilation. For churches, demonstrating long-term commitment to reconciliation requires atoning for harmful actions in the residential schools, respecting Indigenous spirituality, and supporting Indigenous peoples’ struggles for justice and equity. Schools must teach Canadian history in ways that foster mutual respect, empathy, and engagement. All Canadian children and youth deserve to know what happened in the residential schools and to appreciate the rich history and collective knowledge of Indigenous peoples. This volume also emphasizes the important role of public memory in the reconciliation process, as well as the role of Canadian society, including the corporate and non-profit sectors, the media, and the sports community in reconciliation. The Commission urges Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. While Aboriginal peoples are victims of violence and discrimination, they are also holders of Treaty, Aboriginal, and human rights and have a critical role to play in reconciliation. All Canadians must understand how traditional First Nations, Inuit, and Métis approaches to resolving conflict, repairing harm, and restoring relationships can inform the reconciliation process. The TRC’s calls to action identify the concrete steps that must be taken to ensure that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: Reconciliation documents the complexities, challenges, and possibilities of reconciliation by presenting the findings of public testimonies from residential school Survivors and others who participated in the TRC’s national events and community hearings. For many Aboriginal people, reconciliation is foremost about healing families and communities, and revitalizing Indigenous cultures, languages, spirituality, laws, and governance systems. For governments, building a respectful relationship involves dismantling a centuries-old political and bureaucratic culture in which, all too often, policies and programs are still based on failed notions of assimilation. For churches, demonstrating long-term commitment to reconciliation requires atoning for harmful actions in the residential schools, respecting Indigenous spirituality, and supporting Indigenous peoples’ struggles for justice and equity. Schools must teach Canadian history in ways that foster mutual respect, empathy, and engagement. All Canadian children and youth deserve to know what happened in the residential schools and to appreciate the rich history and collective knowledge of Indigenous peoples. This volume also emphasizes the important role of public memory in the reconciliation process, as well as the role of Canadian society, including the corporate and non-profit sectors, the media, and the sports community in reconciliation. The Commission urges Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. While Aboriginal peoples are victims of violence and discrimination, they are also holders of Treaty, Aboriginal, and human rights and have a critical role to play in reconciliation. All Canadians must understand how traditional First Nations, Inuit, and Métis approaches to resolving conflict, repairing harm, and restoring relationships can inform the reconciliation process. The TRC’s calls to action identify the concrete steps that must be taken to ensure that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.

"As Nobel Laureate Herbert Simon famously observed: ''Everyone designs who devises courses of action aimed at changing existing situations into preferred ones.'' Designers and futurists, it turns out, have a great deal in common. This mutual recognition is reaching critical mass as each comes to appreciate how their respective traditions have much to offer to making urgent change in the world, and even more so, together." - From the Editors'' Introduction Design and Futures is a landmark collection of essays, manifestos and peer-reviewed articles, edited by Stuart Candy (Carnegie Mellon University) and Cher Potter (Victoria and Albert Museum), documenting ''design futures'' discourse and practice around the world. Originally appearing in back-to-back issues of the open access Journal of Futures Studies (Tamkang University Press, Taiwan), the present compilation preserves the original formatting while unifying all 30 pieces between covers for the first time. Topics range from worldbuilding and curriculum design to temporality and decolonisation, as well as new methods and processes that build on over a decade of experiential futures, speculative design and related practices. Design and Futures will be an essential reference for anyone working or studying in either field. Contributors * Danah ABDULLA (Brunel University, UK) * Ahmed ANSARI (Carnegie Mellon University, USA) * Paola ANTONELLI (Museum of Modern Art, USA) * Tina AUER (Time''s Up, Austria) * James AUGER (Madeira Interactive Technologies Institute, Portugal) * Nik BAERTEN (Pantopicon, Belgium) * Ralph BORLAND (Independent Artist and Curator, South Africa) * Tim BOYKETT (Time''s Up, Austria) * Anne BURDICK (Art Center College of Design, USA; University of Technology Sydney, Australia) * Stuart CANDY (Carnegie Mellon University, USA) * Ece CANLI (Independent Scholar, Portugal) * Kuo-Hua CHEN (Tamkang University, Taiwan) * David DELGADO (NASA JPL, USA) * Alida DRAUDT (Strategic Foresight Partners LLC, USA) * Jake DUNAGAN (Institute for the Future, USA) * Tony FRY (University of Tasmania, Australia) * Nik GAFFNEY (FoAM, Belgium) * JJ HADLEY (Slalom, USA) * Julian HANNA (Madeira Interactive Technologies Institute, Portugal) * Dan HILL (Vinnova, Sweden) * Jeanne HOFFMAN (Tamkang University, Taiwan) * Ryan HOGAN (Mozilla, USA) * Jamer HUNT (The New School, USA) * Anab JAIN (Superflux, UK; University of Applied Arts, Austria) * Mahmoud KESHAVARZ (Uppsala University, Sweden) * Matthew KIEM (Independent Scholar, Australia) * Lucy KIMBELL (University of the Arts London, UK) * Kelly KORNET (Kalypso, Canada) * Maja KUZMANOVIC (FoAM, Belgium) * Ramia MAZÉ (Aalto University, Finland) * Alex MCDOWELL (University of Southern California, USA) * Timothy MORTON (Rice University, USA) * Mugendi K. M''RITHAA (Independent Designer-Researcher, Kenya) * Leticia MURRAY (Gensler, USA) * Pedro OLIVEIRA (Heinrich-Heine Universität Düsseldorf, Germany) * Stefanie A. OLLENBURG (Freie Universität Berlin, Germany) * DK OSSEO-ASARE (Pennsylvania State University, USA) * Karla PANIAGUA (CENTRO Advanced Design Institute, Mexico) * Cher POTTER (University of the Arts London; Victoria and Albert Museum, UK) * Luiza PRADO (MeetFactory, Czech Republic) * Aaron ROSA (Fraunhofer Institute for Systems and Innovation Research, Germany) * Tristan SCHULTZ (Griffith University, Australia) * Gregory STOCK (Firefly, USA) * John A. SWEENEY (Narxoz University, Kazakhstan) * Maya VAN LEEMPUT (Erasmus University College, Belgium) * Julia Rose WEST (Ancestry, USA) * Lizzie YARINA (MIT Urban Risk Lab, USA) * Liam YOUNG (SCI-Arc, USA) * Leah ZAIDI (Independent Scholar, Canada)

As seen in military documents, medical journals, novels, films, television shows, and memoirs, soldiers’ invisible wounds are not innate cracks in individual psyches that break under the stress of war. Instead, the generation of weary warriors is caught up in wider social and political networks and institutions—families, activist groups, government bureaucracies, welfare state programs—mediated through a military hierarchy, psychiatry rooted in mind-body sciences, and various cultural constructs of masculinity. This book offers a history of military psychiatry from the American Civil War to the latest Afghanistan conflict. The authors trace the effects of power and knowledge in relation to the emotional and psychological trauma that shapes soldiers’ bodies, minds, and souls, developing an extensive account of the emergence, diagnosis, and treatment of soldiers’ invisible wounds.

Play is one of humanity's straightforward yet deceitful ideas: though the notion is unanimously agreed upon to be universal, used for man and animal alike, nothing defines what all its manifestations share, from childish playtime to on stage drama, from sporting events to market speculation. Within the author's anthropological field of work (Mongolia and Siberia), playing holds a core position: national holidays are called "Games," echoing in that way the circus games in Ancient Rome and today's Olympics. These games convey ethical values and local identity. Roberte Hamayon bases her analysis of the playing spectrum on their scrutiny. Starting from fighting and dancing, encompassing learning, interaction, emotion and strategy, this study heads towards luck and belief as well as the ambiguity of the relation to fiction and reality. It closes by indicating two features of play: its margin and its metaphorical structure. Ultimately revealing its consistency and coherence, the author displays play as a modality of action of its own. "Playing is no 'doing' in the ordinary sense" once wrote Johan Huizinga. Isn't playing doing something else, elswhere and otherwise ?