Postcolonial Culture on Dependent Islands

This article first considers the significance of historical experience in academic studies, including postcolonial studies, concluding with Jane M. Jacobs that “the structures of power that gave rise to empire live on in a more disorganised fashion.” They live on in an organized way, too, in that many islands remain in a colonial relationship, being simultaneously colonial and postcolonial, although having tended “to slip the net of postcolonial theorising.” The article attempts to help fill this gap, especially through consideration of Brian Rourke’s ideas on cultural imposition applied to dependent islands and through investigation of why some islands have not progressed to independence. Case study detail is presented, especially for Bermuda and the Falkland Islands.

Negotiating difference in post-conflict Northern Ireland: an analysis of approaches to integrated education

In this article, the author critically examines a variety of approaches to multicultural education noted in integrated (mixed Catholic and Protestant) schools in Northern Ireland and considers their implications in the context of the wider debate around multiculturalism. She argues that educators should challenge sectarianism, but should also resist the essentialization of group identities.

Can they go it alone? Addressing criticisms of coteaching.

This paper responds to Wassell and LaVan’s paper on the transition from a preservice coteaching experience to independent teaching as a beginning inservice teacher. Wassell and LaVan describe coteaching as an alternative to traditional teaching. In our response, we argue that coteaching can also be applied alongside independent teaching in preservice courses, as opposed to an alternative to independent teaching, which has been shown to alleviate some of the transition issues described by Wassell and LaVan. We then present a critical discussion of different models and vocabularies of coteaching which apply in different sociocultural settings to expand the concept of coteaching. We attempt to extend Wassell and LaVan’s use of Guba and Lincoln’s (Fourth generation evaluation, 1989) authenticity criteria from the research methodology towards considering the criteria also as a framework for coteaching as practice for preservice and cooperating teachers. Finally, we reflect on the role of critical ethnography in Wassell and LaVan’s study in terms of the researchers’ intervention and whether improvements in the transition can be effectively introduced which do not require such intervention. We conclude our discussion with some suggestions to take forward this important work.

Situating relational ontology and transformative activist stance within the ‘everyday’ practice of coteaching and cogenerative dialogue.

This paper attempts to advance the thinking in Stetsenko’s paper by situating the concepts of relational ontology and transformative activist stance in the context of coteaching and cogenerative dialogue. In so doing, we hope to make Stetsenko’s ideas more operational in terms of access and application by researchers, teachers, policy makers and other stakeholders in education. Stetsenko argues that moving from relational ontology to a transformative activist stance can be considered as moving from participation to contribution. When this model was applied to coteaching and cogenerative dialogue, it was apparent that the coteaching and cogenerative dialogue moved further, from contribution to shared contribution, adding even greater potential for transformation. The paper also discusses the use of cultural historical activity theory in articulating the relationships, dynamics and interpretations of coteaching and cogenerative dialogue in relation to the wider context of their application.

Temporal Framing in the Conte: From Theoretical Debate to Oral Story Performance

This article explores ‘temporal framing’ in the oral conte. The starting point is a recent theoretical debate around the temporal structure of narrative discourse which has highlighted a fundamental tension between the approaches of two of the most influential current theoretical models, one of which is ‘framing theory’. The specific issue concerns the role of temporal adverbials appearing at the head of the clause (e.g. dates, relative temporal adverbials such as le lendemain) versus that of temporal ‘connectives’ such as puis, ensuite, etc. Through an analysis of a corpus of contes performed at the Conservatoire contemporain de Littérature Orale, I shall explore temporal framing in the light of this theoretical debate, and shall argue that, as with other types of narrative discourse, framing is primarily a structural rather than a temporal device in oral narrative. In a final section, I shall further argue, using Kintsch’s construction-integration model of narrative processing, that framing is fundamental to the cognitive processes involved in oral story performance.

Exeter-Hall Science and Evangelical Rhetoric in Mid-Victorian Britain

In the early and mid-Victorian period public pronouncements by evangelicals were often described as the antithesis of rational speech. The voice of science, on the other hand, was routinely equated with the voice of reason. This disparity was particularly clear in satirical and critical commentary about the platform rhetoric associated with London’s Exeter Hall, a key meeting place for evangelicals and a metonym for evangelical expressions of Christian belief. It was against this backdrop that the fledgling Young Men’s Christian Association inaugurated a popular series of lectures in 1845. Held in Exeter Hall from 1848, the series ran until 1865 and proved to be immensely popular. By investigating the ways in which the promotion of science was combined with religious exhortation in the YMCA lectures, this paper examines how evangelicals positioned themselves with respect to the growing cultural authority of science. The paper also argues that these efforts were indelibly marked by the Hall and the communicative medium in which they were made. As such, the paper sheds light on the significance of platform culture within and beyond evangelicalism and on the importance of venue and audience in understanding science and religion relations in an age of lecturing.

More-than-human histories and the failure of grand state schemes: sylviculture in the New Forest, England

As James Scott’s Seeing Like a State attests, forests played a central role in the rise of the modern state, specifically as test spaces for evolving methods of managing state resources at a distance, and as the location for grand state schemes. Together, such ambitions necessitated both the elimination of local understandings of forest management – to be replaced by centrally controlled scientific precision – and a narrowing of state vision. Forests thus began to be conflated with trees (and their timber) alone. All other aspects of the forest, both human and non-human, were ignored. Through the lens of the 18th and early 19th century New Forest in southern England, this paper examines the impact of government attempts to shift the focus of state forests from being remnant medieval hunting spaces to spaces of income generation through the creation of vast sylvicultural plantations. This state scheme not only reworked the relationship between the metropole and the provinces – something effected through systematic surveys and novel bureaucratic procedures – but also dramatically impacted upon the biophysical and cultural geographies of the forest. By equating forest space with trees alone, the British state failed to legislate for the actions of both local commoners and non-human others in resisting their schemes. Indeed, subsequent oppositions proved not only the tenacity of commoners in protecting their livelihoods but also the destructive power of non-human actants, specifically rabbits and mice. The paper concludes that grand state schemes necessarily fail due to their own internal illogic: the narrowing of state vision creates blind spots in which human and non-human lives assert their own visions.

Regarding the Real: Cinema, Documentary, and the Visual Arts

Regarding the Real: Cinema, Documentary, and the Visual Arts develops an interdisciplinary approach to documentary film, focusing on its cultural and formal relations to other visual arts, such as animation, assemblage, photography, painting, sculpture, and architecture. The book considers the work of figures whose preferred film language is associative and fragmentary, and for whom the documentary is an endlessly open form, an unstable expressive phenomenon that cannot but interrogate the validity of its own narratives and representational modes. Combining close analysis with cultural history, Regarding the Real calls for a re-assessment of the influence of the modern arts in subverting the structures of realism typically associated with documentary filmmaking.

Towards a Poetics of the Cinematographic Frame

In delineating a poetics of the cinematographic frame, this article presents a typology of framing styles, and demonstrates how filmmakers use the frame as an expressive resource and how the frame uses them. The examples discussed are modernist in orientation, and each has a particular association with a city - its history, architecture, and cultural character. Although it is common practice to refer to some framing situations as instances of 'deframing', the article enquires into the problematic nature of this term, suggesting alternative visual and cinematographic contexts more amenable to its deconstructive implications. As the boundaries between cinema and the other arts continue to converge and relations between frame, image, and screen become more complex, this article offers a reassessment of some first principles of film language, especially the aesthetic integrity of the cinematographic frame.