3,611 research outputs found
Choreographing tragedy into the twenty-first century
What makes a tragedy? In the fifth century BCE this question found an answer through the conjoined forms of song and dance. Since the mid-twentieth century, and the work of the Tanztheater Wuppertal Pina Bausch, tragedy has been variously articulated as form coming apart at the seams. This thesis approaches tragedy through the work of five major choreographers and a director who each, in some way, turn back to Bausch. After exploring the Tanztheater Wuppertalâs techniques for choreographing tragedy in chapter one, I dedicate a chapter each to Dimitris Papaioannou, Akram Khan, Trajal Harrell, Ivo van Hove with Wim Vandekeybus, and GisĂšle Vienne.
Bringing together work in Queer and Trans* studies, Performance studies, Classics, Dance, and Classical Reception studies I work towards an understanding of the ways in which these choreographers articulate tragedy through embodiment and relation. I consider how tragedy transforms into the twenty-first century, how it shapes what it might mean to live and die with(out) one another. This includes tragic acts of mythic construction, attempts to describe a sense of the world as it collapses, colonial claims to ownership over the earth, and decolonial moves to enact new ways of being human.
By developing an expanded sense of both choreography and the tragic one of my main contributions is a re-theorisation of tragedy that brings together two major pre-existing schools, to understand tragedy not as an event, but as a process. Under these conditions, and the shifting conditions of the world around us, I argue that the choreography of tragedy has and might continue to allow us to think about, name, and embody ourselves outside of the ongoing catastrophes we face
Fictocritical Cyberfeminism: A Paralogical Model for Post-Internet Communication
This dissertation positions the understudied and experimental writing practice of fictocriticism as an analog for the convergent and indeterminate nature of âpost-Internetâ communication as well a cyberfeminist technology for interfering and in-tervening in metanarratives of technoscience and technocapitalism that structure contemporary media. Significant theoretical valences are established between twen-tieth century literary works of fictocriticism and the hybrid and ephemeral modes of writing endemic to emergent, twenty-first century forms of networked communica-tion such as social media. Through a critical theoretical understanding of paralogy, or that countercultural logic of deploying language outside legitimate discourses, in-volving various tactics of multivocity, mimesis and metagraphy, fictocriticism is ex-plored as a self-referencing linguistic machine which exists intentionally to occupy those liminal territories âsomewhere in among/between criticism, autobiography and fictionâ (Hunter qtd. in Kerr 1996). Additionally, as a writing practice that orig-inated in Canada and yet remains marginal to national and international literary scholarship, this dissertation elevates the origins and ongoing relevance of fictocriti-cism by mapping its shared aims and concerns onto proximal discourses of post-structuralism, cyberfeminism, network ecology, media art, the avant-garde, glitch feminism, and radical self-authorship in online environments. Theorized in such a matrix, I argue that fictocriticism represents a capacious framework for writing and reading media that embodies the self-reflexive politics of second-order cybernetic theory while disrupting the rhetoric of technoscientific and neoliberal economic forc-es with speech acts of calculated incoherence. Additionally, through the inclusion of my own fictocritical writing as works of research-creation that interpolate the more traditional chapters and subchapters, I theorize and demonstrate praxis of this dis-tinctively indeterminate form of criticism to empirically and meaningfully juxtapose different modes of knowing and speaking about entangled matters of language, bod-ies, and technologies. In its conclusion, this dissertation contends that the âcreative paranoiaâ engendered by fictocritical cyberfeminism in both print and digital media environments offers a pathway towards a more paralogical media literacy that can transform the terms and expectations of our future media ecology
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Understanding the Impact of Covid-19 on Ethnic Minority Students: a Case Study of Open University Level 1 Computing Modules
As reported in [1] âOf the disparities that exist within higher education, the gap between the likelihood of White students and students from Black, Asian or minority ethnic backgrounds getting a first- or upper-second-class degree is among the starkestâ. In the Open University (OU) for example, a recent research [2] found students from ethnic minorities to be at least 20% less likely to achieve excellent grades and to spend 4-12% more of study time to achieve the same performance as white students. Moreover, with the advent of COVID-19, a growing body of research suggested that students from these groups of the population, suffer disproportionally from the impacts of the pandemic [3], which inevitably impacts on their study experiences. However, recent research in the OU found that some COVID-19 arrangements such as the change of examination mode and change in work-life patterns have impacted students from ethnic minority backgrounds differently. In this paper we present findings from a project aiming to understand the impact of COVID-19 on ethnic minority studentsâ study experiences and performance. By means of a combination of qualitative and quantitative data analytics we first analysed the study performance and the patterns of progression, then by conducting focus groups with the teaching staff we assessed the impact of COVID-19 on the lived experiences of the students.
[1] Black, Asian and Minority Ethnic Student Attainment at UK Universities (2022). Available at: https://www.universitiesuk.ac.uk.
[2] Nguyen Q., Rienties B. Richardson J.T.E. (2020) Learning analytics to uncover inequality in behavioural engagement and academic attainment in a distance learning setting, Assessment & Evaluation in Higher Education, 45:4, 594-606.
[3] Arday, J. and Jones, C. (2022) âSame storm, different boats: The impact of covid-19 on black students and academic staff in UK and US higher education,â Higher Education. Available at:
https://doi.org/10.1007/s10734-022-00939-0
Revising the Future: Exploring Ethnofuturism
Title from PDF of title page, viewed January 4, 2023Dissertation advisors: Anthony S. Shiu and Norma E. CantĂșVitaIncludes bibliographical references (pages 218-236)Dissertation (Ph.D.)--Department of English Language and Literature. University of Missouri--Kansas City, 2022While the desire for a postracial, colorblind society remains an emotional investment, the present reality of race and racist attitudes ingrained in the structure of American culture suggest that any such imagined future is structured based on the standards of whiteness. Representations of this future postracial society tend most often to manifest within speculative, magical realist, science fiction, and other fantastic cultural productions. These fantastic genres, whether set in an alternate present (or past) or some imagined future, give the greatest leeway for writers to navigate concepts of a society-in-the-making. It is important to note, however, that throughout their history, science fiction and futurist narratives have largely been the creation of white writers, and as such have perpetuated dominant notions of whiteness as superior through imaginary postrace worlds that negate racial identities and subsequently rely on the assumption of white as default.
Depictions of colorblind worlds suggest the possibility that we can move past racial issues, and in fact many present that possibility as close-at-hand. The majority of these representations, as the creations of white authors and filmmakers, suggest that the concept of a postracial society has been largely subsumed by white society. However, another way of conceiving alternative concepts of race and identity might be found in those works portraying a future in which racial identity is not placed under erasure but instead becomes a ground for discussion of issues at the core of United States history and culture. Though it is not possible to draw a generalized conclusion about the entirety of an ethnofuturist authorship that encompasses a broad cross-section of experiences, backgrounds, interests, and personalities, larger patterns begin to emerge. Often, writers will engage current race issues in presenting speculations on the future, addressing problems directly instead of sidestepping into a whitewashed postracial vision.
This dissertation looks at how ethnofuturist narratives navigate the cultural thrust of positive representation to counteract racist stereotyping in a multifaceted dialectical space, where an aesthetic of cultural intersection and self-contained ethnic agency starts to take shape, liberated from the perspective of a Eurocentric imperative and redefining the concept of postrace.Introduction -- Genre as a dialect -- Folklore and myth -- Framing super-bodie
Tanzanian Christianity and socio-political thought in the Nyerere years: a comparative study of the Chagga of Kilimanjaro and the Haya of Kagera, 1954-1985
This thesis analyses the ways in which Christianity interacted with socio-political thought in Tanzania between the late colonial period and the end of Julius Nyerereâs presidency. It focuses primarily on the Chagga people of the Kilimanjaro Region and the Haya people of the Kagera Region, tracing constantly developing ideas concerning tradition, culture, ethnicity, nationalism, development, and African Socialism in Catholic and Lutheran communities. In these areas, religion was an important part of daily life, and there was for many Chagga and Haya people a strong link between Christianity, education, social philosophy, and commerce.
The thesis builds on a growing body of literature in two strands of African history, namely the history of African Christianity and African intellectual history. At the same time, it aims to address the relatively understudied topic of religion within the better-studied history of Tanzanian social and political thought in the period between 1954 and 1985, when Julius Nyerere led the independence movement and then served as the countryâs first president. During this time, most of the socio-political foundations of the modern Tanzanian state were laid; a strong national identity emerged, and a socialist policy known as Ujamaa (Swahili for âfamilyhoodâ) was implemented whilst, at the same time, an adherence to religious and ethnic identities was discouraged, and opposition to the ruling party and its philosophies was repressed.
Previous analyses of religionâs place in Nyerereâs Tanzania have focused primarily on Church-State relations and the history of religious institutions, and so this thesis supplements the existing scholarship by focusing on socio-political thought amongst Chagga and Haya Christians. It does this by placing a particular emphasis on the value of oral testimonies and memory; whilst it utilises a range of archival sources, it also incorporates information obtained in interviews with Chagga and Haya Catholics and Lutherans, allowing for a discussion of peopleâs personal politico-religious philosophies during a period of great change
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Gender Policy-as-Practice with Young Children: The Politics of Gender-Justice in Early Childhood Education
Trans and queer children are experiencing discrimination starting in the earliest years of schooling. In a paradoxical era of increased support for transgender and queer children on the one hand, and persistent gender violence on the other, this study examines how the New York City Department of Education (NYCDOE) gender policy is taken up in Early Childhood Education practice.
In particular, I ask: (a) What are early childhood teachersâ understanding of NYCDOEâs policy? (b) How do the larger social and material contexts, shape teachersâ enactments of the policy? (c) What do teachersâ understandings and enactments of NYC gender policy look like in their everyday classroom practices?
I use a critical policy-as-practice conceptual framework that does not take policy for granted but understands that embedded in all the policy processes, there is always a great deal of negotiation of power, where some stakeholders are empowered and other perspectives are silenced. Through semi-structured interviews with district policymakers, school administrators, and early childhood teachers, this study unveils how different actors took up NYCDOEâs gender policy in their practice, in accordance with their own ideas, motivations, and broader social and material contexts.
Findings indicate that the policy formation processes excluded the knowledge and perspectives of school communities and grassroots trans activist movements. Principals and teachers had little knowledge of the Guidelines on Gender and resources available, while several policy content and procedures reproduced gender and racial violence. Moreover, the sediment construct of childhood innocence shaped early childhood teachersâ gender-justice practices. Shifting understandings of gender, without revising understandings of childhood, this study concludes, hinders the possibility of transformative change
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