Democratic corporealities of love : the architectural cinema and eroticized publics of Pauline Kael

The American film critic Pauline Kael’s career interestingly parallels the Cold War period but nobody has explored this yet. Filling that gap, this essay constructs Kael’s writings and critic’s persona as a contribution to a discourse of international democracy. Kael was part of a generation of American critics who took seriously the importance of art to politics. However, she goes further than her contemporaries by energizing this relationship through her emphasis on corporeality—both on screen and off screen—and on the eroticized body. A discernible philosophical lineage runs from Plato’s version of love as described by Socrates in The Symposium to Kael’s writings and bodily habits. In this lineage, love is figured as relational and desiring. A second line of relationship between Plato and Kael is in the way they each connected erotic discourses to the very similar architectures of the andrôn (men’s quarters), for Plato, and the modern American cinema or screening room, for Kael. Plato and Kael draw out the inherent spatial energy of these places (which is most evident at the borders of andrôn and cinema) through the interactions they construct of images and talk with the erotic, love-based relationality of bodies. They thereby maximize the bodily powers of these architectures as places where a public of differences and (inevitably) “loose” democracy might form. Kael’s advocacy doesn’t suggest a formal political program so much as a more feminine democracy of erotic discourses allied to an energizing architecture suitable to the accumulation of plural, participatory corporealities.

Refugee education and justice issues of representation, redistribution and recognition

This paper examines justice issues of representation, redistribution and recognition within a specialised secondary school for immigrant and refugee students in Queensland, Australia. Fraser’s three-dimensional model of justice – towards the ideal of ‘participatory parity’ – is drawn on to analyse interview data gathered from a study that sought to identify productive approaches to addressing cultural diversity. Through these lenses, injustices created by mainstream/dominant discourses within and beyond the school are highlighted. The paper details the school’s efforts to support greater equity for these students through educator advocacy, critically reflective practice and a centring of students’ perspectives. The significance of educators identifying and challenging the limits and exclusions of these discourses to support these efforts is highlighted. Fraser’s theorising is presented as useful in capturing, understanding and addressing justice and marginality in schools amid the broader social context where matters of justice are characterised by uncertainty, complexity and contention.