Carbon fiber masculinity: Disability and surfaces of homosociality

In this paper I am concerned with instances in which carbon fiber extends performances of masculinity that are attached to particular kinds of hegemonic male bodies. In examining carbon fiber as a prosthetic form of masculinity, I advance three main arguments. Firstly, carbon fiber can be a site of the supersession of disability that is affected through masculinized technology. Disability can be ‘overcome’ through carbon fiber. Disability is often culturally coded as feminine (Pedersen, 2001; Meeuf, 2009; Garland-Thompson 1997). Building on this cultural construction of disability as feminine, in and as a technology of masculine homosociality (Sedgwick, 1985), carbon fiber reproduced disability as feminine when carbon fiber prosthetic lower legs allowed Oscar Pistorius to compete in the non-disabled Olympic games. Secondly, I argue that carbon fiber can be a homosocial surface; that is, carbon fiber becomes both a surface extension of the self and a third party mediator in homosocial relationships, a surface that facilitates intimacy between men in ways that devalue femininity in both male and female bodies. I examine surfaces as material extensions of subjectivity, and carbon fiber surfaces as vectors of the cultural economies of masculine competition to which I refer. Thirdly, the case of Oscar Pistorius is exemplary of the masculinization of carbon fire, and the associated binding of a psychic attitude of misogyny and power to a form of violent and competitive masculine subjectivity. In this article I explore the affects, economies and surfaces of what I call ‘carbon fiber masculinity’ and discusses Pistorius’ use of carbon fiber, homosociality and misogyny as forms of protest masculinity through which he unconsciously attempted to recuperate his gendered identity from emasculating discourses of disability

The embodied becoming of autism and childhood: a storytelling methodology

In this article I explore a methodology of storytelling as a means of bringing together research around autism and childhood in a new way, as a site of the embodied becoming of autism and childhood. Through reflection on an ethnographic story of embodiment, the body is explored as a site of knowledge production that contests its dominantly storied subjectivation as a ‘disordered’ child. Storytelling is used to experiment with a line of flight from the autistic-child-research assemblage into new spaces of potential and possibility where the becomings of bodies within the collision of autism and childhood can be celebrated

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

Matter, Literacy, and English Language Teaching in an Underprivileged School in Spain

This article analyzes the processes and findings of a collaborative action research (CAR) project that aimed to analyze the potential of materiality to radically transform the way English was taught and learned in an underprivileged public school in Spain. The CAR drew on new materialisms and new literacy studies to explore the relationship between matter and English language teaching from socioeconomic, sociocultural, and technological perspectives. The main pedagogical strategy consisted of widening the quantity and quality of the material resources in the English classroom, precisely to draw a material link between the English classroom and the students' homes, communities, and the informal literacies they enacted in them. Through two cycles of inquiry, the CAR team put into practice two multimodal and artifactual workshops with a group of nine children from underprivileged, minority backgrounds. A variety of qualitative strategies were used (including classroom recordings, student interviews, and photographs) to confirm that the insights from new materialisms and new literacy studies had generated opportunities for meaningful English learning within a culturally sustaining pedagogy

Voice, autonomy and utopian desire in participatory film-making with young refugees

This article is a reflection on what reflexive documentary scholars call the ‘moral dimension’ (Nash 2012: 318) of a participatory filmmaking project with refugee young people, who wanted to make a film to support other new young arrivals in the process of making home in Scotland. In the first part, we highlight some of the challenges of collaborating with refugee young people, in light of the often de-humanising representations of refugees in mainstream media and the danger of the triple conflation of authenticity-voice-pain in academic narratives about refugees. In the second part, we show how honouring young people’s desire to convey the hopeful aspects of making home, emerged as a key pedagogical strategy to affirm their expert position and encourage their participation in the project. Revisiting key moments of learning and interaction, we demonstrate how young people’s process of ‘finding a voice’ in moment-by-moment filmmaking practice was not a linear, developmental process towards ‘pure’ individual empowerment and singular artistic expression. Their participation in shaping their visual (self-)representation in the final film, was embedded in the dialogical process and pragmatic requirements of a collaborative film production, in which voice, autonomy and teacher authority were negotiated on a moment-by-moment basis. We conclude that it is vital for a reflexive practice and research to not gloss over the moral dilemmas in the name of progressive ideals, for example, when representations are co-created by project filmmakers/educators, but embrace these deliberations as part of the ‘fascinating collaborative matrix’ (Chambers 2019: 29) of participatory filmmaking

Diffractive Pedagogies- dancing across new materialist imaginaries

This paper outlines the affirmative potential of diffractive pedagogies, presenting learning through dance as its central empirical focus. Drawing on data from the university classroom and new materialist scholarship, we consider the problem of learning through the body for university students. We argue that embodied creative processes within pedagogical contexts can liberate those who learn from reproducing, or being reproduced, as the finite set of reductive yet historically determined and governed images, figures or metaphors assigned to them. Building on a feminist investment in the agency of materiality we think through the problem of the body as a site of learning in the university. Learning in higher education is popularly thought as pertaining to the transfer of abstract knowledge, and this process typically occurs in ways that largely ignore the physicality of learning. A pedagogical system which presents repeated structures and patterns of discourse as more valued vehicles for learning than experimentation and creation recognises only preconceived, representational models of thought and expression. This philosophical imaginary therefore requires reconfiguring, to allow for embodied and creative learning processes that are open-ended, nomadic and affirmative

The inclusive teacher educator: spaces for civic engagement

This paper is concerned with the teacher educator who is aspiring to be inclusive. It considers the obligations which arise within Higher Education Institutions and the extent to which these contribute to a loss of civic engagement and a lack of capacity to pursue inclusion, social justice and equity. The paper argues that this need not be the case and a reorientation for teacher educators is offered which affords teacher educators opportunities to, in Bourdieu’s (1998) terms, ‘play seriously’. This reorientation is in relation to three significant spaces – the ontological, the aesthetic and the epiphanic – and it is argued that operating within these spaces could enable new practices of inclusive teacher education to emerge

Critical psychologies of disability: boundaries, borders and bodies in the lives of disabled children

Attending to the ways in which bodies and subjectivities are constituted in social environments is not simply a concern of social geographers but an emerging interest in critical psychology, childhood and disability studies. Boundaries and borders are nothing if not the different relational and durational articulations of bodies and spaces. These entangled boundaries include borders between parent and child; culture and body; school, family and child. Through analysing the ways in which these borderlines are continually re-composed and re-constituted, we are able to reveal their relational and embodied articulations. In previous works, we have explored the ways in which disabled children disrupt normative orders associated with school, family and community. In this paper, we take up the concepts of boundaries and borders to explore their relational and embodied articulations with specific reference to stories collected as part of an ESRC project entitled ‘Does every child matter, Post-Blair: the interconnections of disabled childhoods’. We ask, how do disabled children negotiate space in their lives? In what ways do they challenge space through their borders and boundaries with others? How can we re-imagine, re-think and differently practice – that is revolutionise – key borders and boundaries of education in ways that affirm the lives of disabled children? We address these questions through reference to the narrative from the Derbyshire family, with particular focus on Hannah and her mother Linda, which we argue allow us to consider the ways in which disabled childhoods can be understood and reimagined. We explore two analytical considerations; ‘Being disabled: being mugged’ and ‘Becoming enabled: teacups, saucers and communities’

A sensory sociology of the future: Affect, hope and inventive methodologies

The starting point for this article is that the future is difficult to research because of its intangibility. Drawing on recent work in visual and sensory sociology, affect, and time and futurity, I propose that sensory methodologies provide some ways of grasping, understanding, attuning and relating to the future. To develop this argument, I pay close attention to the Children of Unquiet (2013-14) project by artist Mikhail Karikis, and especially the film of the same name. This project involved Karikis working with local children to probe the possible futures of a site that was invested with hope and progress in the twentieth century, but has since been depopulated. In turning to an art project to consider the developments of a sensory sociology of the future, my intention is to examine the resonances between the project and some of the concerns of a sensory sociology of the future. In particular, I discuss the participation of children, and a conceptualization of hope as potentiality, open, affective and in the present. In conclusion, I explicate how the article seeks to contribute to a sensory sociology of the future, not by providing a blueprint for further work but rather by offering some indicative points and coordinates for this emerging field of research, including its involvement in creating conditions through which possible futures might be provoked or invented