The Capaciousness of No: Affective Refusals as Literacy Practices

© 2020 The Authors. Reading Research Quarterly published by Wiley Periodicals, Inc. on behalf of International Literacy Association The authors considered the capacious feeling that emerges from saying no to literacy practices, and the affective potential of saying no as a literacy practice. The authors highlight the affective possibilities of saying no to normative understandings of literacy, thinking with a series of vignettes in which children, young people, and teachers refused literacy practices in different ways. The authors use the term capacious to signal possibilities that are as yet unthought: a sense of broadening and opening out through enacting no. The authors examined how attention to affect ruptures humanist logics that inform normative approaches to literacy. Through attention to nonconscious, noncognitive, and transindividual bodily forces and capacities, affect deprivileges the human as the sole agent in an interaction, thus disrupting measurements of who counts as a literate subject and what counts as a literacy event. No is an affective moment. It can signal a pushback, an absence, or a silence. As a theoretical and methodological way of thinking/feeling with literacy, affect proposes problems rather than solutions, countering solution-focused research in which the resistance is to be overcome, co-opted, or solved. Affect operates as a crack or a chink, a tiny ripple, a barely perceivable gesture, that can persist and, in doing so, hold open the possibility for alternative futures

Chikungunya virus infection results in higher and persistent viral replication in aged Rhesus macaques due to defects in anti-viral immunity

Chikungunya virus (CHIKV) is a re-emerging mosquito-borne Alphavirus that causes a clinical disease involving fever, myalgia, nausea and rash. The distinguishing feature of CHIKV infection is the severe debilitating poly-arthralgia that may persist for several months after viral clearance. Since its re-emergence in 2004, CHIKV has spread from the Indian Ocean region to new locations including metropolitan Europe, Japan, and even the United States. The risk of importing CHIKV to new areas of the world is increasing due to high levels of viremia in infected individuals as well as the recent adaptation of the virus to the mosquito species Aedes albopictus. CHIKV re-emergence is also associated with new clinical complications including severe morbidity and, for the first time, mortality. In this study, we characterized disease progression and host immune responses in adult and aged Rhesus macaques infected with either the recent CHIKV outbreak strain La Reunion (LR) or the West African strain 37997. Our results indicate that following intravenous infection and regardless of the virus used, Rhesus macaques become viremic between days 1-5 post infection. While adult animals are able to control viral infection, aged animals show persistent virus in the spleen. Virus-specific T cell responses in the aged animals were reduced compared to adult animals and the B cell responses were also delayed and reduced in aged animals. Interestingly, regardless of age, T cell and antibody responses were more robust in animals infected with LR compared to 37997 CHIKV strain. Taken together these data suggest that the reduced immune responses in the aged animals promotes long-term virus persistence in CHIKV-LR infected Rhesus monkeys

The Social Life of Time and Methods: Studying London’s Temporal Architectures

This paper contributes to work on the social life of time. It focuses on how time is doubled; produced by and productive of the relations and processes it operates through. In particular, it explores the methodological implications of this conception of time for how social scientists may study the doubledness of time. It draws on an allied move within the social sciences to see methods as themselves doubled; as both emerging from and constitutive of the social worlds that they seek to understand. We detail our own very different methodological experiments with studying the social life of time in London, engaging interactive documentary to elucidate nonlinear imaginaries of space-time in London’s pop-up culture (Ella Harris) and encountering time on a series of walks along a particular stretch of road in south east London (Beckie Coleman). While clearly different projects in terms of their content, ambition and scope, in bringing these projects together we show the ability of our methods to grasp and perform from multiple angles and scales what Sharma calls ‘temporal architectures’. Temporal architectures, composed of elements including the built environment, commodities, services, technologies and labour, are infrastructures that enable social rhythms and temporal logics and that can entail a politicized valuing of the time of certain groups over others. We aim to contribute to an expanded and enriched conceptualisation of methods for exploring time, considering what our studies might offer to work on the doubled social life of time and methods, and highlighting in particular their implications for an engagement with a politics of time and temporality

Marking gender studies:the (Radical) value of creative-critical assessment

Feminist pedagogies have established the need to query power structures in terms of curriculum content and teaching praxis. However, the topic of student assessment poses difficulties: it is a means through which students’ performance is evaluated and quantified according to set institutionalised criteria that values particular forms of hegemonic knowledge. The following article presents a self-reflexive exploration of assessment within a Gender Studies module taught in the Autumn semesters of the 2017/18 and 2018/19 academic years at a UK university. The module was a core component of the institution’s MA in Gender Studies. This was an exciting opportunity to experiment with assessment styles corresponding to feminist pedagogies to help develop students’ and instructors’ disciplinary scope and explore the radical potential for creative-critical approaches to assessment. This article outlines some the challenges of employing alternative modes of learning and teaching from a feminist perspective and suggests some strategies to address these

The affective economy of internationalisation: migrant academics in and out of Japanese higher education

Internationalisation is a polyvalent policy discourse, saturated in conceptual and ideological ambiguity. It is an assemblage of commodification, exploitation and opportunity and is a container for multiple aspirations, anxieties, and affordances. It combines modernisation, detraditionalisation, and expansiveness, with knowledge capitalism, linguistic imperialism, and market dominance. There are notable policy shadows and silences, especially relating to the emerging subjectivities, motivations and narratives of internationalised subjects, and experiences that expose the gendered, racialised, epistemic and affective inequalities constituting academic mobility. This paper explores the affective economy and policyscape of internationalisation drawing upon interview data gathered in one private and one national university in Japan with 13 migrant academics. What emerged from our study is that internationalisation policies, processes and practices generate multiple affective engagements. Internationalising oneself can be repressive and generative, with migrant academics finding themselves both vulnerable and animated by their diverse and frequently embodied experiences

A/R/Tography as an Ethics of Embodiment: Visual Journals in Pre-service Education

A/r/tography is an arts-based research methodology that inquires into educational phenomenon through artistic and aesthetic means. A/r/tographical research engages in pedagogical inquiry where the distinctions between researcher and researched become complicated, responsive, and undone. A/r/tography, the authors argue, develops the relationship between embodiment and ethics as a being-with. In this manner, ethics does not refer to the rationalist acquisition of knowledge or moral codes that advocate particular bodily behaviors but instead suggests that participating in a network of relations lends itself to gestures of non-violence. This article extends previous writings on a/r/tographical inquiry through a particular examination of the use of visual journals in a preservice teacher education course. Through the intertextuality of image and word, visual journals enable teachers and students to make meaning and inquire creatively into educational issues in a space that respects self and other