Agnes Repplier and Writing as Trial

This lecture was given in Bloomington for the Indiana University Institute and Society for Advanced Study on September 20, 1991

Shirley Brice Heath Papers - Accession 442

The Shirley Brice Heath Papers consist of correspondence, newspaper clippings, class notes and units, teaching materials, pamphlets and brochures, drafts and final copies of published books and articles, a dissertation, photographs and memorabilia relating to Dr. Shirley Brice Heath’s education, employment at Winthrop University, and other professional activities. An extensive part of the material consists of rough drafts and research conducted for her projects.https://digitalcommons.winthrop.edu/manuscriptcollection_findingaids/1554/thumbnail.jp

Different Ways of Reading, or Just Making the Right Noises?

What does reading look like? Can learning to read be reduced to the acquisition of a set of isolable skills, or proficiency in reading be equated with the independence of the solitary, silent reader of prose fiction? These conceptions of reading and reading development, which figure strongly in educational policy, may appear to be simple common sense. But both ethnographic data and evidence from literary texts suggest that such paradigms offer, at most, a partial and ahistorical picture of reading. An important dimension, neglected in the dominant paradigms, is the irreducibly social quality of reading practices

“How people read and write and they don't even notice”: everyday lives and literacies on a Midlands council estate

This article presents data from a British Academy-funded study of the everyday literacy practices of three families living on a predominantly white working-class council housing estate on the edge of a Midlands city. The study explored, as one participant succinctly put it, “how people read and write and they don't even notice”. This alludes to the ways in which everyday practices may not be recognised as part of a dominant model of literacy. The study considered too the ways in which these literacy practices are part of a wider policy context that also fails to notice the impact of austerity politics on everyday lives. An emphasis on quantitative measures of disadvantage and public discourse which vilifies those facing economic challenge can overshadow the resilience and resourcefulness of individuals and families in making meaning from their experiences. Drawing together consideration of everyday lives and the everyday literacies which are part of them, this article explores the impact of the current policy context on access to both economic and cultural resources, showing how literacy, as part of this context, should be recognised as a powerful means not only of constricting lives but also of constructing them

Filmmaking education and enterprise culture: an ethnographic exploration of two filmmaking education contexts and their relation to bedroom culture and the creative workplace

Filmmaking education has never been firmly integrated into schooling and in past years has suffered from cuts to funding for youth work and formal and non-formal arts education. It continues to exist only by drawing on creative industry and cultural consumption practices as well as state funding. In this paper we explore the filmmaking education contexts we encountered while doing our own pieces of year-long ethnographic research. These contexts import 'enterprising' ways of thinking, doing and being from the creative workplace and 'bedroom culture'. Located across life's domains, they address enterprising subjects who take pleasure in work, make use of leisure, and who are always learning. We argue that these filmmaking education contexts support young people to develop their private creative practice and introduce them to the possibility of work in the creative industries but, because of the enterprise culture in which they are entangled, uncritically address these young people as enterprising subjects

Reading Graphic Novels in School: texts, contexts and the interpretive work of critical reading

This paper uses the example of an extra-curricular Graphic Novel Reading Group in order to explore the institutional critical reading practices that take place in English classrooms in the senior years of secondary school. Drawing on Stanley Fish's theory of interpretive communities, it questions the restrictive interpretive strategies applied to literary texts in curriculum English. By looking closely at the interpretive strategies pupils apply to a different kind of text (graphic novels) in an alternative context (an extra-curricular space) the paper suggests that there may be other ways of engaging with text that pupils find less alienating, more pleasurable and less reminiscent of 'work'

\u27Struggling with Language\u27 : Indigenous movements for Linguistic Security and the Politics of Local Community

In this article, I explore the relationship between linguistic diversity and political power. Specifically, I outline some of the ways that linguistic diversity has served as a barrier to the centralization of power, thus constraining, for example, the political practice of empire-formation. A brief historical example of this dynamic is presented in the case of Spanish colonialism of the 16th-century. The article proceeds then to demonstrate how linguistic diversity remains tied to struggles against forms of domination. I argue that in contemporary indigenous movements for linguistic security, the languages themselves are not merely conceived of as the object of the political struggle, but also as the means to preserve a space for local action and deliberation – a ‘politics of local community’. I show that linguistic diversity and the devolution of political power to the local level are in a mutually reinforcing relationship. Finally, I consider the implications of this thesis for liberal theorizing on language rights, arguing that such theory cannot fully come to terms with this political-strategic dimension of language struggles

International laboratory comparison of influenza microneutralization assays for A(H1N1)pdm09, A(H3N2), and A(H5N1) influenza viruses by CONSISE

The microneutralization assay is commonly used to detect antibodies to influenza virus, and multiple protocols are used worldwide. These protocols differ in the incubation time of the assay as well as in the order of specific steps, and even within protocols there are often further adjustments in individual laboratories. The impact these protocol variations have on influenza serology data is unclear. Thus, a laboratory comparison of the 2-day enzyme-linked immunosorbent assay (ELISA) and 3-day hemagglutination (HA) microneutralization (MN) protocols, using A(H1N1)pdm09, A(H3N2), and A(H5N1) viruses, was performed by the CONSISE Laboratory Working Group. Individual laboratories performed both assay protocols, on multiple occasions, using different serum panels. Thirteen laboratories from around the world participated. Within each laboratory, serum sample titers for the different assay protocols were compared between assays to determine the sensitivity of each assay and were compared between replicates to assess the reproducibility of each protocol for each laboratory. There was good correlation of the results obtained using the two assay protocols in most laboratories, indicating that these assays may be interchangeable for detecting antibodies to the influenza A viruses included in this study. Importantly, participating laboratories have aligned their methodologies to the CONSISE consensus 2-day ELISA and 3-day HAMNassay protocols to enable better correlation of these assays in the future