Subversion or socialization? Humor and carnival in Morris Gleitzman's texts

Like their counterparts elsewhere, Australian children favour humorous novels; comedic writers consistently dominate the preteen and early teen fiction market in Australia. Regardless of its popularity, however, in comparison to more serious writing, humorous literature has received little critical attention. Of the studies aimed at this area, most have tended to concentrate on the various stages of development in childrens preferences for humor, its strategies, forms and appeal, with very few examining the ideological assumptions informing particular texts. Yet, this article argues, humorous books are no less concerned with culture, value and meaning than any other kind of fiction for children. As Morris Gleitzmans texts illustrate, by highlighting the cultural processes involved in the construction of language and meaning, inviting readers to play with ideas about language, social roles and behaviors, and creating characters who act in ways which are oppositional to usual socializing expectations, humorous literature, especially in carnivalized forms, has the potential to problematize unquestioning acceptance of various ideological para-digms, values, social practices and rules.

Youth and sexualities : pleasure, subversion and insubordination in and out of schools

These cutting-edge international essays challenge dominant narratives of queer youth predicated on oppression and victimization. As school systems address the emergence of Gay-Straight Alliances and calls to provide equal educational access, researchers, educators and youth workers are paying increasing attention to sexuality, gender and schooling. Yet present discourses are limited to liberal understandings of tolerance, safety, and equity that are defined by a separation of "queer" and "normal." This text documents and offers radical interpretations of the creativity of queer youth in challenging existing practices. Interdisciplinary analyses offer multiple vantage points for reconceptualizing adolescent sexual subjectivities and institutional and cultural practices.

Flash-floods : genre subversion and the abject erotic in Dorothy Porter’s The monkey’s mask and El Dorado

When discussing her verse novels, Dorothy Porter explicitly stated that she loved to ‘write bad’. This paper will argue that it was Porter’s engagement with the verse novel form and genre subversion, most notably seen with her detective and crime thriller verse novels The monkey’s mask and El Dorado, that allows for a destabilisation of traditionally established genre conventions, which in turn provide a narrative foundation for Porter’s use of abject erotic imagery.

In both The monkey’s mask and El Dorado there are several types of ‘bodies’ to be examined: the body of the verse narrative, the bodies of the characters subjected to crime, the body of poetry that is referred to as evidence, and the abject eroticised body. Extending upon the studies of Rose Lucas (1997) and Fleur Diamond (1999), this paper contends that it is Porter’s engagement with the abject erotic, as informed by Julia Kristeva’s (1982) theory of the abject and Johanna Blakley’s (1995) discussion of the abject in relation to eroticism, that allows Porter to subvert the phallocentric limitations upheld through the crime fiction genre and offer an alternative representation for lesbian sexuality and desire.

Poetic revolutionaries: intertextuality and subversion

Poetic Revolutionaries is an exploration of the relationship between radical textual practice, social critique and subversion. From an introduction considering recent debates regarding the cultural politics of intertextuality allied to avant-garde practice, the study proceeds to an exploration of texts by a range of writers for whom formal and poetic experimentation is allied to a subversive politics: Jean Genet, Monique Wittig, Angela Carter, Kathy Acker, Kathleen Mary Fallon, Kim Scott and Brian Castro. Drawing on theories of avant-garde practice, intertextuality, parody, representation, and performance such as those of Mikhaïl Bakhtin, Julia Kristeva, Gérard Genette, Margaret A. Rose, Linda Hutcheon, Fredric Jameson, Ross Chambers and Judith Butler, these readings explore how a confluence of writing strategies – covering the structural, narratological, stylistic and scenographic – can work to boost a text’s subversive power.

Normative gender coercion and its subversion: an autoethnography of a quest for recognition

In an attempt to shed light on non-normative gender performance, such as transgender, androgynous, sex-change or transcendent, I look at my own challenges, day-to-day tensions and the delicate balances between social subjugation, social construction and the intense searching for safe non-conformist practice. This chapter uses phenomenonological autoethnography to examine and critique the interplay between the coercive cultural forces that impacted on my life and my gender non-conformity. The commentary and interpretation on my many attempted gender performance schemes, both failed and successful, in delivering personal agency, evidence a path of living a nonconformist life in a gendered world.

The emergency powers in Bangladesh: means for subversion of the rule of law?

The Constitution of Bangladesh empowers the President to proclaim an emergency on the actual or imminent ground of war or external aggression or internal disturbance. However, the insertion of ‘internal disturbance’ in the Constitution as a ground for invoking emergency has provided the executive with the opportunity to proclaim all the five emergencies in Bangladesh on this vague ground for purposes other than that of securing the life of the nation. Furthermore, in the absence of any effective constitutional mechanisms for scrutinising the exercise of emergency powers and a time limit on the continuation of a state of emergency, some of the proclamations of emergency continued even after the alleged threat posed to the life of the nation was over to perpetuate the survival of the party in power by repressing any political threat to the regime. This Article, therefore, recommends for insertion in the Constitution of Bangladesh detailed norms providing for legal limits on the wide power of the executive concerning the proclamation, administration and termination of emergency with a view to ensure that emergencies can no longer be resorted to as the effective means of discarding the rule of law.

Game geek's goss: linguistic creativity in young males within an online university forum (94/\/\3 933k’5 9055oneone)

In this paper the authors explore the use and adaptation of a language specifically developed for, and by, a community of young people who play computer games. Leet speak or 1337 5p34k, the language used by the participants in this study, incorporates symbols and numbers as substitutes for the letters contained in words. Described by the group as an ‘elite’ language or ‘leet speak’, the authors’ interest was captured by the derisive and ironic use of the language in an online forum for a tertiary first year unit of study. Rather than merely defining its participants within an elite cultural boundary, ‘leet speak’ is utilised ironically to unearth ‘wannabees’ (those seeking entrance and acceptance into the game world, generally 12 –16 year olds). Of particular fascination to the authors was that despite the clear self- demarcation of the group from the users of ‘leet speak’, and their insistence on its use solely by ‘newbs and wannabees’, the group continued to use the language to communicate with each other online. In this research, language defines the cultural group of games technology students in terms of the group’s continual subversion of the language’s very foundations whilst still using it to communicate. Perhaps most interesting was the group’s nonchalant admission that they perceived this to be the function of all languages ‘all languages are created purely for communication so dont [sic] have a cry about ppl been [sic] lazy’.

States, markets and communities : is there room for educational leadership?

This paper attempts a comparative analysis of classification and framing relationships as they are exemplified in the four papers presented in this Special Issue. In particular, it interrogates Bernstein's assertion that education is simply a relay for power relations external to it and examines approaches to educational leadership and administration that follow from such analysis. It is concluded that in different times and places power relationships external to education are often complex and contested, producing a variety of relays and attempts at classification and framing that serve differing interests and are articulated through policies containing significant internal contradictions. In such circumstances contingency and immediate local influence may affect the practice of educational leadership as well as offering scope for subversion, resistance, simulated consent and collective action. The possibility of a public pedagogy through which such complexities could be articulated is raised and its importance to the practice of educational leadership affirmed.

Within and against performativity : discursive engagement in adult literacy and basic education

The field of adult literacy and basic education (ALBE) has undergone dramatic changes in recent years with the advent of labour market programs, accreditation, competency-based assessment and competitive tendering for program funds. Teachers' working conditions have deteriorated and their professional autonomy has been eroded. ALBE has been increasingly instrumentalised to fulfil the requirements of a marketised economy and conform to its norms. The beliefs and value systems which traditionally underpinned the work of ALBE teachers have been reframed according to the principle of 'performativity' and the demands of the 'performative State' (Lyotard, 1984: 46, Yeatman 1994: 110). The destabilisation of teachers' working lives can be understood as a manifestation of the 'postmodern condition' (Lyotard 1984; Harvey 1989): the collapse of the certainties and purposes of the past; the proliferation of technologies; the impermanence and intensification of work; the commodification of knowledge and curricula; and the dissolving of boundaries between disciplines and fields of knowledge. The critiques of the modernist grand narratives which underpin progressivist and critical approaches to adult literacy pedagogy have further undermined the traditional points of reference of ALBE teachers. In this thesis I examine how teachers are teaching, surviving, resisting, and 'living the contradictions' (Seddon 1994) in the context of struggles to comply with and resist the requirements of performativity. Following Foucault and a number of feminist poststructuralist authors, I have applied the notions of 'discursive engagement' and 'the politics of discourse' (Yeatman 1990a) as a way of theorising the interplay between imposed change and teachers' practice. I explore the discursive practices which take place at the interface between the 'new' policy discourses and older, naturalised discourses; how teachers are engaged by and are engaging with discourses of performativity; how teachers are discursively constructing adult literacy pedagogy; what new, hybrid discourses of 'good practice' are emerging; and the micropractices of resistance which teachers are enacting in their speech and in their practice. My purpose was to develop knowledge which would support the reflexivity of teachers; to enrich the theoretical languages that teachers could draw upon in trying to make sense of their situation; and to use those languages in speaking about the dilemmas of practice. I used participatory action research as a means of producing knowledge about teachers' practices, structured around their agency, and reflecting their standpoint (Harding 1993). I describe two separate action research projects in which teachers of ALBE participated. I reflect on both projects in the light of poststructuralist theory and consider them as instances of what Lather calls 'within/against research' (Lather 1989: 27). I analyse written and spoken texts produced in both projects which reflect teachers' responses to competency-based assessment and other features of the changing context. I use a method of discourse mapping to describe the discursive field and the teachers' discursive practices. Three main configurations of discourse are delineated: 'progressivism', 'professional teacher' and 'performativity'. The teachers mainly position themselves within a hybridising 'progressivist /professional teacher' discourse, as a discourse of resistance to 'performative' discourse. In adapting their pedagogies, the teachers are in some degree taking the language and world view of performativity into their own vocabularies and practices. The discursive picture I have mapped is complex and contradictory. On one hand, the 'progressivist /professional teacher' discourse appears to endure and to take strength from the articulation into it of elements of performative discourse, creating new possibilities for discursive transformation. On the other hand, there are signs that performative discourse is colonising and subsuming progressivist /professional teacher discourse. At times, both of these tendencies are apparent in the one text. Six micropractices of resistance are identified within the texts: 'rational critique', 'objectification', 'subversion', 'refusal', 'humour' and 'the affirmation of desire'. These reflect the teachers' agency in making discursive choices on the micro level of their every day practices. Through those micropractices, the teachers are engaging with and resisting the micropractices and meanings of performativity. I apply the same multi-layered method of analysis to an examination of discursive engagement in pedagogy by analysing a transcript of the teachers' discussion of critical incidents in their classrooms. Their classroom pedagogies are revealed as complex, situated and eclectic. They are combining and integrating their 'embodied' and their 'institutional' powers, both 'seducing' (McWilliam 1995) and 'regulating' (Gore 1993) as they teach. A strong ethical project is apparent in the teachers' sense of social responsibility, in their determination to adhere to valued traditions of previous times, and in their critical self-awareness of the ways in which they use their institutional and embodied powers in the classroom. Finally, l look back on the findings, and reflect on the possibilities of discursive engagement and the politics of discourse as a framework for more strategic practice in the current context. This research provides grounds for hope that, by becoming more self-conscious about how we engage discursively, we might become more strategic in our everyday professional practice. Not withstanding the constraints (evident in this study) which limit the strategic potential of the politics of discourse, there is space for teachers to become more reflexive in their professional, pedagogical and political praxis. Development of more deliberate, self-reflexive praxis might lead to a 'postmodern democratic polities' (Yeatman 1994: 112) which would challenge the performative state and the system of globalised capital which it serves. Short abstract Adult literacy and basic education (ALBE) teachers have experienced a period of dramatic policy change in recent years; in particular, the introduction of competency-based assessment and competitive tendering for program funds. 'Discourse politics' provides a way of theorising the interplay between policy-mediated institutional change and teachers' practice. The focus of this study is 'discursive engagement'; how teachers are engaged by and are engaging with discourses of performativity. Through two action research projects, texts were generated of teachers talking and writing about how they were responding to the challenges, and developing their pedagogies in the new policy environment. These texts have been analysed and several patterns of discursive engagement delineated, named and illustrated. The strategic potential of 'discourse polities' is explored in the light of the findings.

Tracking phenotypically and functionally distinct T cell subsets via T cell repertoire diversity

Antigen-specific T cell receptors (TCRs) recognise complexes of immunogenic peptides (p) and major histocompatibility complex (MHC) glycoproteins. Responding T cell populations show profiles of preferred usage (or bias) toward one or few TCRβ chains. Such skewing is also observed, though less commonly, in TCRα chain usage. The extent and character of clonal diversity within individual, antigen-specific T cell sets can be established by sequence analysis of the TCRVβ and/or TCRVα CDR3 loops. The present review provides examples of such TCR repertoires in prominent responses to acute and persistent viruses. The determining role of structural constraints and antigen dose is discussed, as is the way that functionally and phenotypically distinct populations can be defined at the clonal level. In addition, clonal dissection of “high” versus “low” avidity, or “central” versus “effector” memory sets provides insights into how these antigen specific T cell responses are generated and maintained. As TCR diversity potentially influences both the protective capacity of CD8+ T cells and the subversion of immune control that leads to viral escape, analysing the spectrum of TCR selection and maintenance has implications for improving the functional efficacy of T cell responsiveness and effector function.

Beautiful, unethical, dangerous : screening surveillance and maintaining insecurities

Many films critiquing the perpetuation of surveillance in contemporary society simultaneously highlight the apparently essential role(s) it plays in resolving social problems – problems that were often created by the technologies themselves. Such films construct surveillancescapes of various kinds – from the physical, to the psychological, to the virtual – and hold considerable importance in mediating understandings of technology, society and humanity. In this paper, we employ content and textual analyses of various films to reveal a rich ideological fabric that engages with vexed questions of identity, agency and ‘reality.’ We analyse an array of filmic representations of surveillance, arguing that significant contradictions lie at the heart of much mainstream cinema, and evaluating the medium’s potential for ideological subversion. An examination of the growing trend by filmmakers to either focus explicitly on surveillance or provide brief, naturalised portrayals of new media use for surveillance purposes highlights the crucial role of film in the development of hegemonic societal power structures. Through this process, we ask the question: who is actually watching whom?

Bunker-de-bunk 2012