Bibliographies: 'Language, Rhetoric and Composition. Information Science. Education, Technology' – Grafiati (2024)

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In language learning, error correction information given by teachers for student compositions is of great value in both teaching and learning. However, in traditional paper-based error correction mode, error correction information is easily lost and cannot be fed back to students systematically. The aim of this research is to provide maximum feedback related to systematic correction for students and teachers so that there can be targeted learning and teaching. This paper describes a web-based auxiliary error correcting system for Japanese writing that compares compositions before and after error correction and provides statistics related to error type, error frequency, and error variation. The system was evaluated in the Dalian University of Technology and the experiment proved that teachers and students benefit from this system.

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Abstract Established in 1988 by composers Laura Bianchini and Michelangelo Lupone, the Centro Ricerche Musicali (CRM) in Rome was officially recognized in 1990 as a Music Research Center by the Ministry for University Education and Scientific and Technological Research. The Center focuses on musical production in relation to new technologies, in order to create a continual interaction among musical language, scientific thought, and technological resources. The staff at CRM, comprising musicians, technicians, visual artists, architects, information technology specialists, engineers, and researchers, aim to promote study of the aesthetic, analytical, and scientific aspects of music. In the beginning, research at CRM concerned the design and development of specific hardware devices for live electronics and composition, such as the Fly10 (1983–1985) and Fly30 (1990) systems. Subsequent studies on a physical model for the bow-and-string system in 1997 gave rise to the development of virtual musical instruments. From 1999 onwards, other areas of research have included interactivity and adaptivity applied to musical forms, the development of specific technologies for sound art installations and sculptural–musical works, and augmented instruments such as the Feed-Drum, SkinAct, WindBack, and ResoFlute. This article presents a brief history of CRM and some artistic productions by composers working at the Center.

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06–475Al-Ali, Mohammed N. (Jordan U of Science and Technology, Irbid, Jordan), Genre-pragmatic strategies in English letter-of-application writing of Jordanian Arabic–English bilinguals. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 119–139.06–476Anderson, Bill (Massey U College of Education, New Zealand; w.g.anderson@massey.ac.nz), Writing power into online discussion. Computers and Composition (Elsevier) 23.1 (2006), 108–124.06–477Blaır, Kristine & Cheryl Hoy (Bowling Green State U, USA; kblair@bgnet.bgsu.edu), Paying attention to adult learners online: The pedagogy and politics of community. Computers and Composition (Elsevier) 23.1 (2006), 32–48.06–478Blakelock, Jane & Tracy E. Smith (Wright State U, USA; jane.blakelock@wright.edu) Distance learning: From multiple snapshots, a composite portrait. Computers and Composition (Elsevier) 23.1 (2006), 139–161.06–479Bulley, Míchael, Wasthatnecessary?English Today (Cambridge University Press) 22.2 (2006), 47–49.06–480Chi-Fen, Emily Chen (National Kaohsiung First U of Science and Technology, Taiwan; emchen@ccms.nkfust.edu.tw), The development of email literacy: From writing to peers to writing to authority figures.Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 35–55.06–481Chikamatsu, Nobuko (DePaul U, Chicago, USA; nchikama@condor.depaul.edu), Developmental word recognition: A study of L1 English readers of L2 Japanese. The Modern Language Journal (Blackwell) 90.1 (2006), 67–85.06–482DePew, Kevin Eric (Old Dominion U, USA; Kdepew@odu.edu), T. A. Fishman, Julia E. Romberger & Bridget Fahey Ruetenik, Designing efficiencies: The parallel narratives of distance education and composition studies. Computers and Composition (Elsevier) 23.1 (2006), 49–67.06–483Dix, Stephanie (Hamilton, New Zealand; stephd@waikato.ac.nz), ‘What did I change and why did I do it?’ Young writers' revision practices. Literacy (Blackwell) 40.1 (2006), 3–10.06–484Donohue, James P. (London, UK; jdonohue@hillcroft.ac.uk), How to support a one-handed economist: The role of modalisation in economic forecasting. English for Specific Purposes (Elsevier) 25.2 (2006), 200–216.06–485Eisenhart, Christopher (U Massachusetts at Dartmouth, USA), The Humanist scholar as public expert. Written Communication (Sage) 23.2 (2006), 150–172.06–486Foy, Judith G. & Virginia Mann (Loyola Marymount U, USA; jfoy@lmu.edu), Changes in letter sound knowledge are associated with development of phonological awareness in pre-school children. Journal of Research in Reading (Blackwell) 29.2 (2006), 143–161.06–487Gruba, Paul (U Melbourne, Australia), Playing the videotext: A media literacy perspective on video-mediated L2 listening. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 77–92.06–488Halliday, Lorna F. (MRC Institute of Hearing Research, Nottingham, UK) & Dorothy V. M. Bishop, Auditory frequency discrimination in children with dyslexia. Journal of Research in Reading (Blackwell) 29.2 (2006), 213–228.06–489Hayes, John R. (Carnegie Mellon U, USA) & N. Ann Chenoweth, Is working memory involved in the transcribing and editing of texts?Written Communication (Sage) 23.2 (2006), 135–149.06–490Hewett, Beth L. (Forest Hill, MD, USA; beth.hewett@comcast.net), Synchronous online conference-based instruction: A study of whiteboard interactions and student writing. Computers and Composition (Elsevier) 23.1 (2006), 4–31.06–491Hilton, Mary (U Cambridge, UK; mhiltonhom@aol.com), Damaging confusions in England's KS2 reading tests: A response to Anne Kispal. Literacy (Blackwell) 40.1 (2006), 36–41.06–492Hock Seng, Goh (U Pendikikan Sultan Idris, Malaysia) & Fatimah Hashim, Use of L1 in L2 reading comprehension among tertiary ESL learners. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 26 pp.06–493Khuwaileh, Abdullah A. (Abu Dhabi, Al-ain, United Arab Emirates), Medical rhetoric: A contrastive study of Arabic and English in the UAE. English Today (Cambridge University Press) 22.2 (2006), 38–44.06–494Kondo-Brown, Kimi (U Hawaii at Manoa, USA), Affective variables and Japanese L2 reading ability. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 17 pp.06–495Lee, Jin Sook (U California, USA), Exploring the relationship between electronic literacy and heritage language maintenance. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 93–113.06–496Macaruso, Paul (Community College of Rhode Island, USA; pmacaruso@ccri.edu), Pamela E. Hook & Robert McCabe, The efficacy of computer-based supplementary phonics programs for advancing reading skills in at-risk elementary students. Journal of Research in Reading (Blackwell) 29.2 (2006), 162–172.06–497Magnet, Anne (U Burgundy, France; anne.magnet@u-bourgogne.fr) & Didier Carnet, Letters to the editor: Still vigorous after all these years? A presentation of the discursive and linguistic features of the genre. English for Specific Purposes (Elsevier) 25.2 (2006), 173–199.06–498Miller-Cochran, Susan K. & Rochelle L. Rodrigo (Mesa Community College, USA; susan.miller@mail.mc.maricopa.edu), Determining effective distance learning designs through usability testing. Computers and Composition (Elsevier) 23.1 (2006), 91–107.06–499Nelson, Mark Evan (U California, USA; menelson@berkeley.edu), Mode, meaning, and synaestesia in multimedia L2 writing. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 55–76.06–500Nikolov, Marianne (U Pécs, Hungary; nikolov@nostromo.pte.hu), Test-taking strategies of 12- and 13-year-old Hungarian learners of EFL: Why whales have migraines. Language Learning (Blackwell) 56.1 (2006), 1–51.06–501Parks, Susan, Diane Huot, Josiane Hamers & France H.-Lemonnier (U Laval, Canada; susan.parks@lli.ulaval.ca), ‘History of theatre’ web sites: A brief history of the writing process in a high school ESL language arts class. Journal of Second Language Writing (Elsevier) 14.4 (2005), 233–258.06–502Pigada, Maria & Norbert Schmitt (U Nottingham, UK), Vocabulary acquisition from extensive reading: a case study. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 28 pp.06–503Powell, Daisy (Institute of Education, U London, UK; d.powell@ioe.ac.uk), David Plaut & Elaine Funnell, Does the PMSP connectionist model of single word reading learn to read in the same way as a child?Journal of Research in Reading (Blackwell) 29.2 (2006), 229–250.06–504Reichelt, Melinda (U Toledo, USA; melinda.reichelt@utoledo.edu), English-language writing instruction in Poland. Journal of Second Language Writing (Elsevier) 14.4 (2005), 215–232.06–505Reilly, Colleen A. & Joseph John Williams (U North Carolina, USA; reillyc@uncw.edu), The price of free software: Labor, ethics, and context in distance education. Computers and Composition (Elsevier) 23.1 (2006), 68–90.06–506Reimer, Jason F. (California State U, USA; jreimer@csusb.edu), Developmental changes in the allocation of semantic feedback during visual word recognition. Journal of Research in Reading (Blackwell) 29.2 (2006), 194–212.06–507Richter, Tobias (U Cologne, Germany), What is wrong with ANOVA and Multiple Regression? Analyzing sentence reading times with hierarchical linear models. Discourse Processes (Erlbaum) 41.3 (2006), 221–250.06–508Roca De Larios, Julio (U of Murcia, Spain; jrl@um.es), Rosa M. Manchón & Liz Murphy, Generating text in native and foreign language writing: a temporal analysis of problem-solving formulation processes. The Modern Language Journal (Blackwell) 90.1 (2006), 100–114.06–509Spencer, Ken (U Hull, UK; k.a.spencer@hull.ac.uk), Phonics self-teaching materials for foundation literacy. Literacy (Blackwell) 40.1 (2006), 42–50.06–510Spooner, Alice L. R. (U Central Lancashire, UK; aspooner@uclan.ac.uk), Susan E. Gathercole & Alan D. Baddeley, Does weak reading comprehension reflect an integration deficit?Journal of Research in Reading (Blackwell) 29.2 (2006), 173–193.06–511Swarts, Jason (North Carolina State U, USA), Coherent fragments: The problem of mobility and genred information. Written Communication (Sage) 23.2 (2006), 173–201.06–512Walsh, Maureen, The ‘textual shift’: examining the reading process with print, visual and multimodal texts. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 24–37.06–513Wilson, Andrew (Lancaster U, UK; eiaaw@exchange.lancs.ac.uk), Development and application of a content analysis dictionary for body boundary research. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 105–110.06–514Yusun Kang, Jennifer (Harvard U Graduate School of Education, USA; jennifer_kang@post.harvard.edu), Written narratives as an index of L2 competence in Korean EFL learners. Journal of Second Language Writing (Elsevier) 14.4 (2005), 259–279.

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While the term “visual literacy” has grown in popularity in the last 50 years, its meaning remains nebulous. It is described variously as: a vehicle for aesthetic appreciation, a means of defence against visual manipulation, a sorting mechanism for an increasingly data-saturated age, and a prerequisite to civic inclusion (Fransecky 23; Messaris 181; McTigue and Flowers 580). Scholars have written extensively about the first three subjects but there has been less research on how visual literacy frames civic life and how it might help the public as a tool to address disadvantage and assist in removing social and cultural barriers. This article examines a forerunner to visual literacy in the push to create an international symbol language born out of popular education movements, a project that fell short of its goals but still left a considerable impression on graphic media. This article, then, presents an analysis of visual literacy campaigns in the early postwar era. These campaigns did not attempt to invent a symbolic language but posited that images themselves served as a universal language in which students could receive training. Of particular interest is how the concept of visual literacy has been mobilised as a pedagogical tool in design, digital humanities and in broader civic education initiatives promoted by Third Space institutions. Behind the creation of new visual literacy curricula is the idea that images can help anchor a world community, supplementing textual communication. Figure 1: Visual Literacy Yearbook. Montebello Unified School District, USA, 1973. Shedding Light: Origins of the Visual Literacy Frame The term “visual literacy” came to the fore in the early 1970s on the heels of mass literacy campaigns. The educators, creatives and media theorists who first advocated for visual learning linked this aim to literacy, an unassailable goal, to promote a more radical curricular overhaul. They challenged a system that had hitherto only acknowledged a very limited pathway towards academic success; pushing “language and mathematics”, courses “referred to as solids (something substantial) as contrasted with liquids or gases (courses with little or no substance)” (Eisner 92). This was deemed “a parochial view of both human ability and the possibilities of education” that did not acknowledge multiple forms of intelligence (Gardner). This change not only integrated elements of mass culture that had been rejected in education, notably film and graphic arts, but also encouraged the critique of images as a form of good citizenship, assuming that visually literate arbiters could call out media misrepresentations and manipulative political advertising (Messaris, “Visual Test”). This movement was, in many ways, reactive to new forms of mass media that began to replace newspapers as key forms of civic participation. Unlike simple literacy (being able to decipher letters as a mnemonic system), visual literacy involves imputing meanings to images where meanings are less fixed, yet still with embedded cultural signifiers. Visual literacy promised to extend enlightenment metaphors of sight (as in the German Aufklärung) and illumination (as in the French Lumières) to help citizens understand an increasingly complex marketplace of images. The move towards visual literacy was not so much a shift towards images (and away from books and oration) but an affirmation of the need to critically investigate the visual sphere. It introduced doubt to previously upheld hierarchies of perception. Sight, to Kant the “noblest of the senses” (158), was no longer the sense “least affected” by the surrounding world but an input centre that was equally manipulable. In Kant’s view of societal development, the “cosmopolitan” held the key to pacifying bellicose states and ensuring global prosperity and tranquillity. The process of developing a cosmopolitan ideology rests, according to Kant, on the gradual elimination of war and “the education of young people in intellectual and moral culture” (188-89). Transforming disparate societies into “a universal cosmopolitan existence” that would “at last be realised as the matrix within which all the original capacities of the human race may develop” and would take well-funded educational institutions and, potentially, a new framework for imparting knowledge (Kant 51). To some, the world of the visual presented a baseline for shared experience. Figure 2: Exhibition by the Gesellschafts- und Wirtschaftsmuseum in Vienna, photograph c. 1927. An International Picture Language The quest to find a mutually intelligible language that could “bridge worlds” and solder together all of humankind goes back to the late nineteenth century and the Esperanto movement of Ludwig Zamenhof (Schor 59). The expression of this ideal in the world of the visual picked up steam in the interwar years with designers and editors like Fritz Kahn, Gerd Arntz, and Otto and Marie Neurath. Their work transposing complex ideas into graphic form has been rediscovered as an antecedent to modern infographics, but the symbols they deployed were not to merely explain, but also help education and build international fellowship unbounded by spoken language. The Neuraths in particular are celebrated for their international picture language or Isotypes. These pictograms (sometimes viewed as proto-emojis) can be used to represent data without text. Taken together they are an “intemporal, hieroglyphic language” that Neutrath hoped would unite working-class people the world over (Lee 159). The Neuraths’ work was done in the explicit service of visual education with a popular socialist agenda and incubated in the social sphere of Red Vienna at the Gesellschafts- und Wirtschaftsmuseum (Social and Economic Museum) where Otto served as Director. The Wirtschaftsmuseum was an experiment in popular education, with multiple branches and late opening hours to accommodate the “the working man [who] has time to see a museum only at night” (Neurath 72-73). The Isotype contained universalist aspirations for the “making of a world language, or a helping picture language—[that] will give support to international developments generally” and “educate by the eye” (Neurath 13). Figure 3: Gerd Arntz Isotype Images. (Source: University of Reading.) The Isotype was widely adopted in the postwar era in pre-packaged sets of symbols used in graphic design and wayfinding systems for buildings and transportation networks, but with the socialism of the Neuraths’ peeled away, leaving only the system of logos that we are familiar with from airport washrooms, charts, and public transport maps. Much of the uptake in this symbol language could be traced to increased mobility and tourism, particularly in countries that did not make use of a Roman alphabet. The 1964 Olympics in Tokyo helped pave the way when organisers, fearful of jumbling too many scripts together, opted instead for black and white icons to represent the program of sports that summer. The new focus on the visual was both technologically mediated—cheaper printing and broadcast technologies made the diffusion of image increasingly possible—but also ideologically supported by a growing emphasis on projects that transcended linguistic, ethnic, and national borders. The Olympic symbols gradually morphed into Letraset icons, and, later, symbols in the Unicode Standard, which are the basis for today’s emojis. Wordless signs helped facilitate interconnectedness, but only in the most literal sense; their application was limited primarily to sports mega-events, highway maps, and “brand building”, and they never fulfilled their role as an educational language “to give the different nations a common outlook” (Neurath 18). Universally understood icons, particularly in the form of emojis, point to a rise in visual communication but they have fallen short as a cosmopolitan project, supporting neither the globalisation of Kantian ethics nor the transnational socialism of the Neuraths. Figure 4: Symbols in use. Women's bathroom. 1964 Tokyo Olympics. (Source: The official report of the Organizing Committee.) Counter Education By mid-century, the optimism of a universal symbol language seemed dated, and focus shifted from distillation to discernment. New educational programs presented ways to study images, increasingly reproducible with new technologies, as a language in and of themselves. These methods had their roots in the fin-de-siècle educational reforms of John Dewey, Helen Parkhurst, and Maria Montessori. As early as the 1920s, progressive educators were using highly visual magazines, like National Geographic, as the basis for lesson planning, with the hopes that they would “expose students to edifying and culturally enriching reading” and “develop a more catholic taste or sensibility, representing an important cosmopolitan value” (Hawkins 45). The rise in imagery from previously inaccessible regions helped pupils to see themselves in relation to the larger world (although this connection always came with the presumed superiority of the reader). “Pictorial education in public schools” taught readers—through images—to accept a broader world but, too often, they saw photographs as a “straightforward transcription of the real world” (Hawkins 57). The images of cultures and events presented in Life and National Geographic for the purposes of education and enrichment were now the subject of greater analysis in the classroom, not just as “windows into new worlds” but as cultural products in and of themselves. The emerging visual curriculum aimed to do more than just teach with previously excluded modes (photography, film and comics); it would investigate how images presented and mediated the world. This gained wider appeal with new analytical writing on film, like Raymond Spottiswoode's Grammar of the Film (1950) which sought to formulate the grammatical rules of visual communication (Messaris 181), influenced by semiotics and structural linguistics; the emphasis on grammar can also be seen in far earlier writings on design systems such as Owen Jones’s 1856 The Grammar of Ornament, which also advocated for new, universalising methods in design education (Sloboda 228). The inventorying impulse is on display in books like Donis A. Dondis’s A Primer of Visual Literacy (1973), a text that meditates on visual perception but also functions as an introduction to line and form in the applied arts, picking up where the Bauhaus left off. Dondis enumerates the “syntactical guidelines” of the applied arts with illustrations that are in keeping with 1920s books by Kandinsky and Klee and analyse pictorial elements. However, at the end of the book she shifts focus with two chapters that examine “messaging” and visual literacy explicitly. Dondis predicts that “an intellectual, trained ability to make and understand visual messages is becoming a vital necessity to involvement with communication. It is quite likely that visual literacy will be one of the fundamental measures of education in the last third of our century” (33) and she presses for more programs that incorporate the exploration and analysis of images in tertiary education. Figure 5: Ideal spatial environment for the Blueprint charts, 1970. (Image: Inventory Press.) Visual literacy in education arrived in earnest with a wave of publications in the mid-1970s. They offered ways for students to understand media processes and for teachers to use visual culture as an entry point into complex social and scientific subject matter, tapping into the “visual consciousness of the ‘television generation’” (Fransecky 5). Visual culture was often seen as inherently democratising, a break from stuffiness, the “artificialities of civilisation”, and the “archaic structures” that set sensorial perception apart from scholarship (Dworkin 131-132). Many radical university projects and community education initiatives of the 1960s made use of new media in novel ways: from Maurice Stein and Larry Miller’s fold-out posters accompanying Blueprint for Counter Education (1970) to Emory Douglas’s graphics for The Black Panther newspaper. Blueprint’s text- and image-dense wall charts were made via assemblage and they were imagined less as charts and more as a “matrix of resources” that could be used—and added to—by youth to undertake their own counter education (Cronin 53). These experiments in visual learning helped to break down old hierarchies in education, but their aim was influenced more by countercultural notions of disruption than the universal ideals of cosmopolitanism. From Image as Text to City as Text For a brief period in the 1970s, thinkers like Marshall McLuhan (McLuhan et al., Massage) and artists like Bruno Munari (Tanchis and Munari) collaborated fruitfully with graphic designers to create books that mixed text and image in novel ways. Using new compositional methods, they broke apart traditional printing lock-ups to superimpose photographs, twist text, and bend narrative frames. The most famous work from this era is, undoubtedly, The Medium Is the Massage (1967), McLuhan’s team-up with graphic designer Quentin Fiore, but it was followed by dozens of other books intended to communicate theory and scientific ideas with popularising graphics. Following in the footsteps of McLuhan, many of these texts sought not just to explain an issue but to self-consciously reference their own method of information delivery. These works set the precedent for visual aids (and, to a lesser extent, audio) that launched a diverse, non-hierarchical discourse that was nonetheless bound to tactile artefacts. In 1977, McLuhan helped develop a media textbook for secondary school students called City as Classroom: Understanding Language and Media. It is notable for its direct address style and its focus on investigating spaces outside of the classroom (provocatively, a section on the third page begins with “Should all schools be closed?”). The book follows with a fine-grained analysis of advertising forms in which students are asked to first bring advertisem*nts into class for analysis and later to go out into the city to explore “a man-made environment, a huge warehouse of information, a vast resource to be mined free of charge” (McLuhan et al., City 149). As a document City as Classroom is critical of existing teaching methods, in line with the radical “in the streets” pedagogy of its day. McLuhan’s theories proved particularly salient for the counter education movement, in part because they tapped into a healthy scepticism of advertisers and other image-makers. They also dovetailed with growing discontent with the ad-strew visual environment of cities in the 1970s. Budgets for advertising had mushroomed in the1960s and outdoor advertising “cluttered” cities with billboards and neon, generating “fierce intensities and new hybrid energies” that threatened to throw off the visual equilibrium (McLuhan 74). Visual literacy curricula brought in experiential learning focussed on the legibility of the cities, mapping, and the visualisation of urban issues with social justice implications. The Detroit Geographical Expedition and Institute (DGEI), a “collective endeavour of community research and education” that arose in the aftermath of the 1967 uprisings, is the most storied of the groups that suffused the collection of spatial data with community engagement and organising (Warren et al. 61). The following decades would see a tamed approach to visual literacy that, while still pressing for critical reading, did not upend traditional methods of educational delivery. Figure 6: Beginning a College Program-Assisting Teachers to Develop Visual Literacy Approaches in Public School Classrooms. 1977. ERIC. Searching for Civic Education The visual literacy initiatives formed in the early 1970s both affirmed existing civil society institutions while also asserting the need to better inform the public. Most of the campaigns were sponsored by universities, major libraries, and international groups such as UNESCO, which published its “Declaration on Media Education” in 1982. They noted that “participation” was “essential to the working of a pluralistic and representative democracy” and the “public—users, citizens, individuals, groups ... were too systematically overlooked”. Here, the public is conceived as both “targets of the information and communication process” and users who “should have the last word”. To that end their “continuing education” should be ensured (Study 18). Programs consisted primarily of cognitive “see-scan-analyse” techniques (Little et al.) for younger students but some also sought to bring visual analysis to adult learners via continuing education (often through museums eager to engage more diverse audiences) and more radical popular education programs sponsored by community groups. By the mid-80s, scores of modules had been built around the comprehension of visual media and had become standard educational fare across North America, Australasia, and to a lesser extent, Europe. There was an increasing awareness of the role of data and image presentation in decision-making, as evidenced by the surprising commercial success of Edward Tufte’s 1982 book, The Visual Display of Quantitative Information. Visual literacy—or at least image analysis—was now enmeshed in teaching practice and needed little active advocacy. Scholarly interest in the subject went into a brief period of hibernation in the 1980s and early 1990s, only to be reborn with the arrival of new media distribution technologies (CD-ROMs and then the internet) in classrooms and the widespread availability of digital imaging technology starting in the late 1990s; companies like Adobe distributed free and reduced-fee licences to schools and launched extensive teacher training programs. Visual literacy was reanimated but primarily within a circ*mscribed academic field of education and data visualisation. Figure 7: Visual Literacy; What Research Says to the Teacher, 1975. National Education Association. USA. Part of the shifting frame of visual literacy has to do with institutional imperatives, particularly in places where austerity measures forced strange alliances between disciplines. What had been a project in alternative education morphed into an uncontested part of the curriculum and a dependable budget line. This shift was already forecasted in 1972 by Harun Farocki who, writing in Filmkritik, noted that funding for new film schools would be difficult to obtain but money might be found for “training in media education … a discipline that could persuade ministers of education, that would at the same time turn the budget restrictions into an advantage, and that would match the functions of art schools” (98). Nearly 50 years later educators are still using media education (rebranded as visual or media literacy) to make the case for fine arts and humanities education. While earlier iterations of visual literacy education were often too reliant on the idea of cracking the “code” of images, they did promote ways of learning that were a deep departure from the rote methods of previous generations. Next-gen curricula frame visual literacy as largely supplemental—a resource, but not a program. By the end of the 20th century, visual literacy had changed from a scholarly interest to a standard resource in the “teacher’s toolkit”, entering into school programs and influencing museum education, corporate training, and the development of public-oriented media (Literacy). An appreciation of image culture was seen as key to creating empathetic global citizens, but its scope was increasingly limited. With rising austerity in the education sector (a shift that preceded the 2008 recession by decades in some countries), art educators, museum enrichment staff, and design researchers need to make a case for why their disciplines were relevant in pedagogical models that are increasingly aimed at “skills-based” and “job ready” teaching. Arts educators worked hard to insert their fields into learning goals for secondary students as visual literacy, with the hope that “literacy” would carry the weight of an educational imperative and not a supplementary field of study. Conclusion For nearly a century, educational initiatives have sought to inculcate a cosmopolitan perspective with a variety of teaching materials and pedagogical reference points. Symbolic languages, like the Isotype, looked to unite disparate people with shared visual forms; while educational initiatives aimed to train the eyes of students to make them more discerning citizens. The term ‘visual literacy’ emerged in the 1960s and has since been deployed in programs with a wide variety of goals. Countercultural initiatives saw it as a prerequisite for popular education from the ground up, but, in the years since, it has been formalised and brought into more staid curricula, often as a sort of shorthand for learning from media and pictures. The grand cosmopolitan vision of a complete ‘visual language’ has been scaled back considerably, but still exists in trace amounts. Processes of globalisation require images to universalise experiences, commodities, and more for people without shared languages. Emoji alphabets and globalese (brands and consumer messaging that are “visual-linguistic” amalgams “increasingly detached from any specific ethnolinguistic group or locality”) are a testament to a mediatised banal cosmopolitanism (Jaworski 231). In this sense, becoming “fluent” in global design vernacular means familiarity with firms and products, an understanding that is aesthetic, not critical. It is very much the beneficiaries of globalisation—both state and commercial actors—who have been able to harness increasingly image-based technologies for their benefit. To take a humorous but nonetheless consequential example, Spanish culinary boosters were able to successfully lobby for a paella emoji (Miller) rather than having a food symbol from a less wealthy country such as a Senegalese jollof or a Morrocan tagine. This trend has gone even further as new forms of visual communication are increasingly streamlined and managed by for-profit media platforms. The ubiquity of these forms of communication and their global reach has made visual literacy more important than ever but it has also fundamentally shifted the endeavour from a graphic sorting practice to a critical piece of social infrastructure that has tremendous political ramifications. Visual literacy campaigns hold out the promise of educating students in an image-based system with the potential to transcend linguistic and cultural boundaries. This cosmopolitan political project has not yet been realised, as the visual literacy frame has drifted into specialised silos of art, design, and digital humanities education. It can help bridge the “incomplete connections” of an increasingly globalised world (Calhoun 112), but it does not have a program in and of itself. Rather, an evolving visual literacy curriculum might be seen as a litmus test for how we imagine the role of images in the world. 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Cyborgs already walk among us. (“Cures to Come” 76) This essay was begun as a reaction to a Hallmark Hall of Fame television movie called Sweet Nothing in My Ear (2008), which follows the lives of two parents, Dan, who is hearing (played by Jeff Daniels), and Laura, who is deaf (Marlee Matlin), as they struggle to make a decision about whether or not to give their 11-year-old son, Adam (late-deafened), a cochlear implant. Dan and Laura represent different perspectives, hearing and deaf perspectives. The film dramatizes the parents’ conflict and negotiation, exposing audiences to both sides of the cochlear implant debate, albeit in a fairly simplistic way. Nevertheless, it represents the lives of deaf people and gives voice to debates about cochlear implants with more accuracy and detail than most film and television dramas. One of the central scenes in the film is what I call the “activation scene”, quite common to cochlear implant narratives. In the scene, the protagonists witness a child having his implant activated or turned on. The depiction is reminiscent of the WATER scene in the film about Helen Keller, The Miracle Worker, employing a sentimental visual rhetoric. First, the two parents are shown seated near the child, clasping their hands as if in prayer. The audiologist, wielder of technology and therefore clearly the authority figure in the scene, types away furiously on her laptop. At the moment of being “turned on,” the child suddenly “hears” his father calling “David! David!” He gazes angelically toward heaven as piano music plays plaintively in the background. The parents all but fall to their knees and the protagonist of the film, Dan, watching through a window, weeps. It is a scene of cure, of healing, of “miracle,” a hyper-sentimentalised portrait of what is in reality often a rather anti-climactic event. It was certainly anti-climactic in my son, Michael’s case. I was taken aback by how this scene was presented and dismayed overall at some of the inaccuracies, small though they were, in the portrayal of cochlear implants in this film. It was, after all, according to the Nielsen ratings, seen by 8 million people. I began to wonder what kinds of misconceptions my son was going to face when he met people whose only exposure to implants was through media representations. Spurred by this question, I started to research other recent portrayals of people with implants on U.S. television in the past ten years, to see how cochlear implant (hereafter referred to as CI) identity has been portrayed by American media. For most of American history, deaf people have been portrayed in print and visual media as exotic “others,” and have long been the subject of an almost morbid cultural fascination. Christopher Krentz suggests that, particularly in the nineteenth century, scenes pairing sentimentality and deafness repressed an innate, Kristevan “abject” revulsion towards deaf people. Those who are deaf highlight and define, through their ‘lack’, the “unmarked” body. The fact of their deafness, understood as lack, conjures up an ideal that it does not attain, the ideal of the so-called “normal” or “whole” body. In recent years, however, the figure of the “deaf as Other” in the media, has shifted from what might be termed the “traditionally” deaf character, to what Brenda Jo Brueggeman (in her recent book Deaf Subjects: Between Identities and Places), calls “the new deaf cyborg” or the deaf person with a cochlear implant (4). N. Katharine Hailes states that cyborgs are now “the stage on which are performed contestations about the body boundaries that have often marked class, ethnic, and cultural differences” (85). In this essay, I claim that the character with a CI, as portrayed in the media, is now not only a strange, “marked” “Other,” but is also a screen upon which viewers project anxieties about technology, demonstrating both fascination fear. In her book, Brueggeman issues a call to action, saying that Deaf Studies must now begin to examine what she calls “implanting rhetorics,” or “the rhetorical relationships between our technologies and our identity” and therefore needs to attend to the construction of “the new deaf cyborg” (18). This short study will serve, I hope, as both a response to that injunction and as a jumping-off point for more in-depth studies of the construction of the CI identity and the implications of these constructions. First, we should consider what a cochlear implant is and how it functions. The National Association of the Deaf in the United States defines the cochlear implant as a device used to help the user perceive sound, i.e., the sensation of sound that is transmitted past the damaged cochlea to the brain. In this strictly sensorineural manner, the implant works: the sensation of sound is delivered to the brain. The stated goal of the implant is for it to function as a tool to enable deaf children to develop language based on spoken communication. (“NAD Position”) The external portion of the implant consists of the following parts: a microphone, which picks up sound from the environment, which is contained in the behind-the-ear device that resembles the standard BTE hearing aid; in this “hearing aid” there is also a speech processor, which selects and arranges sounds picked up by the microphone. The processor transmits signals to the transmitter/receiver, which then converts them into electric impulses. Part of the transmitter sits on the skin and attaches to the inner portion of the transmitter by means of a magnet. The inner portion of the receiver/stimulator sends the impulses down into the electrode array that lies inside the cochlea, which in turn stimulates the auditory nerve, giving the brain the impression of sound (“Cochlear Implants”). According to manufacturer’s statistics, there are now approximately 188,000 people worldwide who have obtained cochlear implants, though the number of these that are in use is not known (Nussbaum). That is what a cochlear implant is. Before we can look at how people with implants are portrayed in the media, before we examine constructions of identity, perhaps we should first ask what constitutes a “real” CI identity? This is, of course, laughable; pinning down a hom*ogeneous CI identity is no more likely than finding a blanket definition of “deaf identity.” For example, at this point in time, there isn’t even a word or term in American culture for someone with an implant. I struggle with how to phrase it in this essay - “implantee?” “recipient?” - there are no neat labels. In the USA you can call a person deaf, Deaf (the “D” representing a specific cultural and political identity), hearing impaired, hard of hearing, and each gradation implies, for better or worse, some kind of subject position. There are no such terms for a person who gets an implant. Are people with implants, as suggested above, just deaf? Deaf? Are they hard of hearing? There is even debate in the ASL community as to what sign should be used to indicate “someone who has a cochlear implant.” If a “CI identity” cannot be located, then perhaps the rhetoric that is used to describe it may be. Paddy Ladd, in Understanding Deaf Culture, does a brilliant job of exploring the various discourses that have surrounded deaf culture throughout history. Stuart Blume borrows heavily from Ladd in his “The Rhetoric and Counter-Rhetoric of a 'Bionic' Technology”, where he points out that an “essential and deliberate feature” of the history of the CI from the 60s onward, was that it was constructed in an overwhelmingly positive light by the mass media, using what Ladd calls the “medical” rhetorical model. That is, that the CI is a kind of medical miracle that promised to cure deafness. Within this model one may find also the sentimental, “missionary” rhetoric that Krentz discusses, what Ladd claims is a revival of the evangelism of the nineteenth-century Oralist movement in America. Indeed, newspaper articles in the 1980s and 90s hailed the implant as a “breakthrough”, a “miracle”; even a quick survey of headlines shows evidence of this: “Upton Boy Can Hear at Last!”, “Girl with a New Song in Her Heart”, “Children Head Queue for Bionic Ears” (Lane). As recently as January 2010, an issue of National Geographic featured on its cover the headline Merging Man and Machine: The Bionic Age. Sure enough, the second photograph in the story is of a child’s bilateral cochlear implant, with the caption “within months of the surgery (the child) spoke the words his hearing parents longed for: Mama and Dada.” “You’re looking at a real bionic kid,” says Johns Hopkins University surgeon John Niparko, proudly (37). To counter this medical/corporate rhetoric of cure, Ladd and Blume claim, the deaf community devised a counter-rhetoric, a discourse in which the CI is not cast in the language of miracle and life, but instead in terms of death, mutilation, and cultural oppression. Here, the implant is depicted as the last in a long line of sad*stic experiments using the deaf as guinea pigs. Often the CI is framed in the language of Nazism and genocide as seen in the title of an article in the British Deaf News: “Cochlear Implants: Oralism’s Final Solution.” So, which of these two “implanting rhetorics” is most visible in the current construction of the CI in American television? Is the CI identity presented by rendering people with CIs impossibly positive, happy characters? Is it delineated using the metaphors of the sentimental, of cure, of miracle? Or is the CI identity constructed using the counter-rhetorical references to death, oppression and cultural genocide? One might hypothesize that television, like other media, cultivating as it does the values of the hearing hegemony, would err on the side of promulgating the medicalised, positivist rhetoric of the “cure” for deafness. In an effort to find out, I conducted a general survey of American television shows from 2000 to now that featured characters with CIs. I did not include news shows or documentaries in my survey. Interestingly, some of the earliest television portrayals of CIs appeared in that bastion of American sentimentality, the daytime soap opera. In 2006, on the show “The Young and the Restless”, a “troubled college student who contracted meningitis” received an implant, and in 2007 “All My Children” aired a story arc about a “toddler who becomes deaf after a car crash.” It is interesting to note that both characters were portrayed as “late-deafened”, or suddenly inflicted with the loss of a sense they previously possessed, thus avoiding any whiff of controversy about early implantation. But one expects a hyper-sentimentalised portrayal of just about everything in daytime dramas like this. What is interesting is that when people with CIs have appeared on several “reality” programs, which purport to offer “real,” unadulterated glimpses into people’s lives, the rhetoric is no less sentimentalized than the soaps (perhaps because these shows are no less fabricated). A good example of this is the widely watched and, I think, ironically named show “True Life” which appears on MTV. This is a series that claims to tell the “remarkable real-life stories of young people and the unusual subcultures they inhabit.” In episode 42, “ True Life: I’m Deaf”, part of the show follows a young man, Chris, born deaf and proud of it (his words), who decides to get a cochlear implant because he wants to be involved in the hearing world. Through an interpreter Chris explains that he wants an implant so he can communicate with his friends, talk with girls, and ultimately fulfill his dreams of having a job and getting married (one has to ask: are these things he can’t do without an implant?). The show’s promo asks “how do you go from living a life in total silence to fully understanding the spoken language?” This statement alone contains two elements common to the “miracle” rhetoric, first that the “tragic” deaf victim will emerge from a completely lonely, silent place (not true; most deaf people have some residual hearing, and if you watch the show you see Chris signing, “speaking” voluminously) to seamlessly, miraculously, “fully” joining and understanding the hearing world. Chris, it seems, will only come into full being when he is able to join the hearing world. In this case, the CI will cure what ails him. According to “True Life.” Aside from “soap opera” drama and so-called reality programming, by far the largest dissemination of media constructions of the CI in the past ten years occurred on top-slot prime-time television shows, which consist primarily of the immensely popular genre of the medical and police procedural drama. Most of these shows have at one time or another had a “deaf” episode, in which there is a deaf character or characters involved, but between 2005 and 2008, it is interesting to note that most, if not all of the most popular of these have aired episodes devoted to the CI controversy, or have featured deaf characters with CIs. The shows include: CSI (both Miami and New York), Cold Case, Law and Order (both SVU and Criminal Intent), Scrubs, Gideon’s Crossing, and Bones. Below is a snippet of dialogue from Bones: Zach: {Holding a necklace} He was wearing this.Angela: Catholic boy.Brennan: One by two forceps.Angela {as Brennan pulls a small disc out from behind the victim’s ear} What is that?Brennan: Cochlear implant. Looks like the birds were trying to get it.Angela: That would set a boy apart from the others, being deaf.(Bones, “A Boy in the Tree”, 1.3, 2005) In this scene, the forensics experts are able to describe significant points of this victim’s identity using the only two solid artifacts left in the remains, a crucifix and a cochlear implant. I cite this scene because it serves, I believe, as a neat metaphor for how these shows, and indeed television media in general, are, like the investigators, constantly engaged in the business of cobbling together identity: in this particular case, a cochlear implant identity. It also shows how an audience can cultivate or interpret these kinds of identity constructions, here, the implant as an object serves as a tangible sign of deafness, and from this sign, or clue, the “audience” (represented by the spectator, Angela) immediately infers that the victim was lonely and isolated, “set apart from the others.” Such wrongheaded inferences, frivolous as they may seem coming from the realm of popular culture, have, I believe, a profound influence on the perceptions of larger society. The use of the CI in Bones is quite interesting, because although at the beginning of the show the implant is a key piece of evidence, that which marks and identifies the dead/deaf body, the character’s CI identity proves almost completely irrelevant to the unfolding of the murder-mystery. The only times the CI character’s deafness is emphasized are when an effort is made to prove that the he committed suicide (i.e., if you’re deaf you are therefore “isolated,” and therefore you must be miserable enough to kill yourself). Zak, one of the forensics officers says, “I didn’t talk to anyone in high school and I didn’t kill myself” and another officer comments that the boy was “alienated by culture, by language, and by his handicap” (odd statements, since most deaf children with or without implants have remarkably good language ability). Also, in another strange moment, the victim’s ambassador/mother shows a video clip of the child’s CI activation and says “a person who lived through this miracle would never take his own life” (emphasis mine). A girlfriend, implicated in the murder (the boy is killed because he threatened to “talk”, revealing a blackmail scheme), says “people didn’t notice him because of the way he talked but I liked him…” So at least in this show, both types of “implanting rhetoric” are employed; a person with a CI, though the recipient of a “miracle,” is also perceived as “isolated” and “alienated” and unfortunately, ends up dead. This kind of rather negative portrayal of a person with a CI also appears in the CSI: New York episode ”Silent Night” which aired in 2006. One of two plot lines features Marlee Matlin as the mother of a deaf family. At the beginning of the episode, after feeling some strange vibrations, Matlin’s character, Gina, checks on her little granddaughter, Elizabeth, who is crying hysterically in her crib. She finds her daughter, Alison, dead on the floor. In the course of the show, it is found that a former boyfriend, Cole, who may have been the father of the infant, struggled with and shot Alison as he was trying to kidnap the baby. Apparently Cole “got his hearing back” with a cochlear implant, no longer considered himself Deaf, and wanted the child so that she wouldn’t be raised “Deaf.” At the end of the show, Cole tries to abduct both grandmother and baby at gunpoint. As he has lost his external transmitter, he is unable to understand what the police are trying to tell him and threatens to kill his hostages. He is arrested in the end. In this case, the CI recipient is depicted as a violent, out of control figure, calmed (in this case) only by Matlin’s presence and her ability to communicate with him in ASL. The implication is that in getting the CI, Cole is “killing off” his Deaf identity, and as a result, is mentally unstable. Talking to Matlin, whose character is a stand-in for Deaf culture, is the only way to bring him back to his senses. The October 2007 episode of CSI: Miami entitled “Inside-Out” is another example of the counter-rhetoric at work in the form of another implant corpse. A police officer, trying to prevent the escape of a criminal en route to prison, thinks he has accidentally shot an innocent bystander, a deaf woman. An exchange between the coroner and a CSI goes as follows: (Alexx Woods): “This is as innocent as a victim gets.”(Calleigh Duquesne): “How so?”AW: Check this out.”CD: “I don’t understand. Her head is magnetized? Steel plate?”AW: “It’s a cochlear implant. Helps deaf people to receive and process speech and sounds.”(CSI dramatization) AW VO: “It’s surgically implanted into the inner ear. Consists of a receiver that decodes and transmits to an electrode array sending a signal to the brain.”CD: “Wouldn’t there be an external component?”AW: “Oh, she must have lost it before she was shot.”CD: “Well, that explains why she didn’t get out of there. She had no idea what was going on.” (TWIZ) Based on the evidence, the “sign” of the implant, the investigators are able to identify the victim as deaf, and they infer therefore that she is innocent. It is only at the end of the program that we learn that the deaf “innocent” was really the girlfriend of the criminal, and was on the scene aiding in his escape. So she is at first “as innocent” as they come, and then at the end, she is the most insidious of the criminals in the episode. The writers at least provide a nice twist on the more common deaf-innocent stereotype. Cold Case showcased a CI in the 2008 episode “Andy in C Minor,” in which the case of a 17-year-old deaf boy is reopened. The boy, Andy, had disappeared from his high school. In the investigation it is revealed that his hearing girlfriend, Emma, convinced him to get an implant, because it would help him play the piano, which he wanted to do in order to bond with her. His parents, deaf, were against the idea, and had him promise to break up with Emma and never bring up the CI again. His body is found on the campus, with a cochlear device next to his remains. Apparently Emma had convinced him to get the implant and, in the end, Andy’s father had reluctantly consented to the surgery. It is finally revealed that his Deaf best friend, Carlos, killed him with a blow to the back of the head while he was playing the piano, because he was “afraid to be alone.” This show uses the counter-rhetoric of Deaf genocide in an interesting way. In this case it is not just the CI device alone that renders the CI character symbolically “dead” to his Deaf identity, but it leads directly to his being literally executed by, or in a sense, excommunicated from, Deaf Culture, as it is represented by the character of Carlos. The “House Divided” episode of House (2009) provides the most problematic (or I should say absurd) representation of the CI process and of a CI identity. In the show, a fourteen-year-old deaf wrestler comes into the hospital after experiencing terrible head pain and hearing “imaginary explosions.” Doctors Foreman and Thirteen dutifully serve as representatives of both sides of the “implant debate”: when discussing why House hasn’t mocked the patient for not having a CI, Thirteen says “The patient doesn’t have a CI because he’s comfortable with who he is. That’s admirable.” Foreman says, “He’s deaf. It’s not an identity, it’s a disability.” 13: “It’s also a culture.” F: “Anything I can simulate with $3 earplugs isn’t a culture.” Later, House, talking to himself, thinks “he’s going to go through life deaf. He has no idea what he’s missing.” So, as usual, without permission, he orders Chase to implant a CI in the patient while he is under anesthesia for another procedure (a brain biopsy). After the surgery the team asks House why he did it and he responds, “Why would I give someone their hearing? Ask God the same question you’d get the same answer.” The shows writers endow House’s character, as they usually do, with the stereotypical “God complex” of the medical establishment, but in doing also they play beautifully into the Ladd and Blume’s rhetoric of medical miracle and cure. Immediately after the implant (which the hospital just happened to have on hand) the incision has, miraculously, healed overnight. Chase (who just happens to be a skilled CI surgeon and audiologist) activates the external processor (normally a months-long process). The sound is overwhelming, the boy hears everything. The mother is upset. “Once my son is stable,” the mom says, “I want that THING out of his head.” The patient also demands that the “thing” be removed. Right after this scene, House puts a Bluetooth in his ear so he can talk to himself without people thinking he’s crazy (an interesting reference to how we all are becoming cyborgs, more and more “implanted” with technology). Later, mother and son have the usual touching sentimental scene, where she speaks his name, he hears her voice for the first time and says, “Is that my name? S-E-T-H?” Mom cries. Seth’s deaf girlfriend later tells him she wishes she could get a CI, “It’s a great thing. It will open up a whole new world for you,” an idea he rejects. He hears his girlfriend vocalize, and asks Thirteen if he “sounds like that.” This for some reason clinches his decision about not wanting his CI and, rather than simply take off the external magnet, he rips the entire device right out of his head, which sends him into shock and system failure. Ultimately the team solves the mystery of the boy’s initial ailment and diagnoses him with sarcoidosis. In a final scene, the mother tells her son that she is having them replace the implant. She says it’s “my call.” This show, with its confusing use of both the sentimental and the counter-rhetoric, as well as its outrageous inaccuracies, is the most egregious example of how the CI is currently being constructed on television, but it, along with my other examples, clearly shows the Ladd/Blume rhetoric and counter rhetoric at work. The CI character is on one hand portrayed as an innocent, infantilized, tragic, or passive figure that is the recipient of a medical miracle kindly urged upon them (or forced upon them, as in the case of House). On the other hand, the CI character is depicted in the language of the counter-rhetoric: as deeply flawed, crazed, disturbed or damaged somehow by the incursions onto their Deaf identity, or, in the worst case scenario, they are dead, exterminated. Granted, it is the very premise of the forensic/crime drama to have a victim, and a dead victim, and it is the nature of the police drama to have a “bad,” criminal character; there is nothing wrong with having both good and bad CI characters, but my question is, in the end, why is it an either-or proposition? Why is CI identity only being portrayed in essentialist terms on these types of shows? Why are there no realistic portrayals of people with CIs (and for that matter, deaf people) as the richly varied individuals that they are? These questions aside, if these two types of “implanting rhetoric”, the sentimentalised and the terminated, are all we have at the moment, what does it mean? As I mentioned early in this essay, deaf people, along with many “others,” have long helped to highlight and define the hegemonic “norm.” The apparent cultural need for a Foucauldian “marked body” explains not only the popularity of crime dramas, but it also could explain the oddly proliferant use of characters with cochlear implants in these particular shows. A person with an implant on the side of their head is definitely a more “marked” body than the deaf person with no hearing aid. The CI character is more controversial, more shocking; it’s trendier, “sexier”, and this boosts ratings. But CI characters are, unlike their deaf predecessors, now serving an additional cultural function. I believe they are, as I claim in the beginning of this essay, screens upon which our culture is now projecting repressed anxieties about emergent technology. The two essentialist rhetorics of the cochlear implant, the rhetoric of the sentimental, medical model, and the rhetoric of genocide, ultimately represent our technophilia and our technophobia. The CI character embodies what Debra Shaw terms a current, “ontological insecurity that attends the interface between the human body and the datasphere” (85). We are growing more nervous “as new technologies shape our experiences, they blur the lines between the corporeal and incorporeal, between physical space and virtual space” (Selfe). Technology either threatens the integrity of the self, “the coherence of the body” (we are either dead or damaged) or technology allows us to transcend the limitations of the body: we are converted, “transformed”, the recipient of a happy modern miracle. In the end, I found that representations of CI on television (in the United States) are overwhelmingly sentimental and therefore essentialist. It seems that the conflicting nineteenth century tendency of attraction and revulsion toward the deaf is still, in the twenty-first century, evident. We are still mired in the rhetoric of “cure” and “control,” despite an active Deaf counter discourse that employs the language of the holocaust, warning of the extermination of yet another cultural minority. We are also daily becoming daily more “embedded in cybernetic systems,” with our laptops, emails, GPSs, PDAs, cell phones, Bluetooths, and the likes. We are becoming increasingly engaged in a “necessary relationship with machines” (Shaw 91). We are gradually becoming no longer “other” to the machine, and so our culturally constructed perceptions of ourselves are being threatened. In the nineteenth century, divisions and hierarchies between a white male majority and the “other” (women, African Americans, immigrants, Native Americans) began to blur. Now, the divisions between human and machine, as represented by a person with a CI, are starting to blur, creating anxiety. Perhaps this anxiety is why we are trying, at least in the media, symbolically to ‘cure’ the marked body or kill off the cyborg. Future examinations of the discourse should, I believe, use these media constructions as a lens through which to continue to examine and illuminate the complex subject position of the CI identity, and therefore, perhaps, also explore what the subject position of the post/human identity will be. References "A Boy in a Tree." Patrick Norris (dir.), Hart Hanson (by), Emily Deschanel (perf.). Bones, Fox Network, 7 Sep. 2005. “Andy in C Minor.” Jeannete Szwarc (dir.), Gavin Harris (by), Kathryn Morris (perf.). Cold Case, CBS Network, 30 March 2008. Blume, Stuart. “The Rhetoric and Counter Rhetoric of a “Bionic” Technology.” Science, Technology and Human Values 22.1 (1997): 31-56. Brueggemann, Brenda Jo. Deaf Subjects: Between Identities and Places. New York: New York UP, 2009. “Cochlear Implant Statistics.” ASL-Cochlear Implant Community. Blog. Citing Laurent Le Clerc National Deaf Education Center. Gallaudet University, 18 Mar. 2008. 29 Apr. 2010 ‹http:/ /aslci.blogspot.com/2008/03/cochlear-implant-statistics.html›. “Cures to Come.” Discover Presents the Brain (Spring 2010): 76. Fischman, Josh. “Bionics.” National Geographic Magazine 217 (2010). “House Divided.” Greg Yaitanes (dir.), Matthew V. Lewis (by), Hugh Laurie (perf.). House, Fox Network, 22 Apr. 2009. “Inside-Out.” Gina Lamar (dir.), Anthony Zuiker (by), David Caruso (perf.). CSI: Miami, CBS Network, 8 Oct. 2007. Krentz, Christopher. Writing Deafness: The Hearing Line in Nineteenth-Century American Literature. Chapel Hill: UNC P, 2007. Ladd, Paddy. Understanding Deaf Culture: In Search of Deafhood. Clevedon, UK: Multilingual Matters Limited, 2002. Lane, Harlan. A Journey Into the Deaf-World. San Diego: DawnSignPress, 1996. “NAD Position Statement on the Cochlear Implant.” National Association of the Deaf. 6 Oct. 2000. 29 April 2010 ‹http://www.nad.org/issues/technology/assistive-listening/cochlear-implants›. Nussbaum, Debra. “Manufacturer Information.” Cochlear Implant Information Center. National Deaf Education Center. Gallaudet University. 29 Apr. 2010 < http://clerccenter.gallaudet.edu >. Shaw, Debra. Technoculture: The Key Concepts. Oxford: Berg, 2008. “Silent Night.” Rob Bailey (dir.), Anthony Zuiker (by), Gary Sinise (perf.). CSI: New York, CBS Network, 13 Dec. 2006. “Sweet Nothing in My Ear.” Joseph Sargent (dir.), Stephen Sachs (by), Jeff Daniels (perf.). Hallmark Hall of Fame Production, 20 Apr. 2008. TWIZ TV scripts. CSI: Miami, “Inside-Out.” “What Is the Surgery Like?” FAQ, University of Miami Cochlear Implant Center. 29 Apr. 2010 ‹http://cochlearimplants.med.miami.edu/faq/index.asp›.

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Abstract:

‘Every space has become ad space’. Steve Hayden, Wired Magazine, May 2003. Marshall McLuhan’s (1964) dictum that media technologies constitute a sensory extension of the body shares a conceptual affinity with Ernst Jünger’s notion of ‘“organic construction” [which] indicates [a] synergy between man and machine’ and Walter Benjamin’s exploration of the mimetic correspondence between the organic and the inorganic, between human and non-human forms (Bolz, 2002: 19). The logo or brand is co-extensive with various media of communication – billboards, TV advertisem*nts, fashion labels, book spines, mobile phones, etc. Often the logo is interchangeable with the product itself or a way or life. Since all social relations are mediated, whether by communications technologies or architectonic forms ranging from corporate buildings to sporting grounds to family living rooms, it follows that there can be no outside for sociality. The social is and always has been in a mutually determining relationship with mediating forms. It is in this sense that there is no outside. Such an idea has become a refrain amongst various contemporary media theorists. Here’s a sample: There is no outside position anymore, nor is this perceived as something desirable. (Lovink, 2002a: 4) Both “us” and “them” (whoever we are, whoever they are) are all always situated in this same virtual geography. There’s no outside …. There is nothing outside the vector. (Wark, 2002: 316) There is no more outside. The critique of information is in the information itself. (Lash, 2002: 220) In declaring a universality for media culture and information flows, all of the above statements acknowledge the political and conceptual failure of assuming a critical position outside socio-technically constituted relations. Similarly, they recognise the problems inherent in the “ideology critique” of the Frankfurt School who, in their distinction between “truth” and “false-consciousness”, claimed a sort of absolute knowledge for the critic that transcended the field of ideology as it is produced by the culture industry. Althusser’s more complex conception of ideology, material practices and subject formation nevertheless also fell prey to the pretence of historical materialism as an autonomous “science” that is able to determine the totality, albeit fragmented, of lived social relations. One of the key failings of ideology critique, then, is its incapacity to account for the ways in which the critic, theorist or intellectual is implicated in the operations of ideology. That is, such approaches displace the reflexivity and power relationships between epistemology, ontology and their constitution as material practices within socio-political institutions and historical constellations, which in turn are the settings for the formation of ideology. Scott Lash abandons the term ideology altogether due to its conceptual legacies within German dialectics and French post-structuralist aporetics, both of which ‘are based in a fundamental dualism, a fundamental binary, of the two types of reason. One speaks of grounding and reconciliation, the other of unbridgeability …. Both presume a sphere of transcendence’ (Lash, 2002: 8). Such assertions can be made at a general level concerning these diverse and often conflicting approaches when they are reduced to categories for the purpose of a polemic. However, the work of “post-structuralists” such as Foucault, Deleuze and Guattari and the work of German systems theorist Niklas Luhmann is clearly amenable to the task of critique within information societies (see Rossiter, 2003). Indeed, Lash draws on such theorists in assembling his critical dispositif for the information age. More concretely, Lash (2002: 9) advances his case for a new mode of critique by noting the socio-technical and historical shift from ‘constitutive dualisms of the era of the national manufacturing society’ to global information cultures, whose constitutive form is immanent to informational networks and flows. Such a shift, according to Lash, needs to be met with a corresponding mode of critique: Ideologycritique [ideologiekritik] had to be somehow outside of ideology. With the disappearance of a constitutive outside, informationcritique must be inside of information. There is no outside any more. (2002: 10) Lash goes on to note, quite rightly, that ‘Informationcritique itself is branded, another object of intellectual property, machinically mediated’ (2002: 10). It is the political and conceptual tensions between information critique and its regulation via intellectual property regimes which condition critique as yet another brand or logo that I wish to explore in the rest of this essay. Further, I will question the supposed erasure of a “constitutive outside” to the field of socio-technical relations within network societies and informational economies. Lash is far too totalising in supposing a break between industrial modes of production and informational flows. Moreover, the assertion that there is no more outside to information too readily and simplistically assumes informational relations as universal and horizontally organised, and hence overlooks the significant structural, cultural and economic obstacles to participation within media vectors. That is, there certainly is an outside to information! Indeed, there are a plurality of outsides. These outsides are intertwined with the flows of capital and the imperial biopower of Empire, as Hardt and Negri (2000) have argued. As difficult as it may be to ascertain the boundaries of life in all its complexity, borders, however defined, nonetheless exist. Just ask the so-called “illegal immigrant”! This essay identifies three key modalities comprising a constitutive outside: material (uneven geographies of labour-power and the digital divide), symbolic (cultural capital), and strategic (figures of critique). My point of reference in developing this inquiry will pivot around an analysis of the importation in Australia of the British “Creative Industries” project and the problematic foundation such a project presents to the branding and commercialisation of intellectual labour. The creative industries movement – or Queensland Ideology, as I’ve discussed elsewhere with Danny Butt (2002) – holds further implications for the political and economic position of the university vis-à-vis the arts and humanities. Creative industries constructs itself as inside the culture of informationalism and its concomitant economies by the very fact that it is an exercise in branding. Such branding is evidenced in the discourses, rhetoric and policies of creative industries as adopted by university faculties, government departments and the cultural industries and service sectors seeking to reposition themselves in an institutional environment that is adjusting to ongoing structural reforms attributed to the demands by the “New Economy” for increased labour flexibility and specialisation, institutional and economic deregulation, product customisation and capital accumulation. Within the creative industries the content produced by labour-power is branded as copyrights and trademarks within the system of Intellectual Property Regimes (IPRs). However, as I will go on to show, a constitutive outside figures in material, symbolic and strategic ways that condition the possibility of creative industries. The creative industries project, as envisioned by the Blair government’s Department of Culture, Media and Sport (DCMS) responsible for the Creative Industry Task Force Mapping Documents of 1998 and 2001, is interested in enhancing the “creative” potential of cultural labour in order to extract a commercial value from cultural objects and services. Just as there is no outside for informationcritique, for proponents of the creative industries there is no culture that is worth its name if it is outside a market economy. That is, the commercialisation of “creativity” – or indeed commerce as a creative undertaking – acts as a legitimising function and hence plays a delimiting role for “culture” and, by association, sociality. And let us not forget, the institutional life of career academics is also at stake in this legitimating process. The DCMS cast its net wide when defining creative sectors and deploys a lexicon that is as vague and unquantifiable as the next mission statement by government and corporate bodies enmeshed within a neo-liberal paradigm. At least one of the key proponents of the creative industries in Australia is ready to acknowledge this (see Cunningham, 2003). The list of sectors identified as holding creative capacities in the CITF Mapping Document include: film, music, television and radio, publishing, software, interactive leisure software, design, designer fashion, architecture, performing arts, crafts, arts and antique markets, architecture and advertising. The Mapping Document seeks to demonstrate how these sectors consist of ‘... activities which have their origin in individual creativity, skill and talent and which have the potential for wealth and job creation through generation and exploitation of intellectual property’ (CITF: 1998/2001). The CITF’s identification of intellectual property as central to the creation of jobs and wealth firmly places the creative industries within informational and knowledge economies. Unlike material property, intellectual property such as artistic creations (films, music, books) and innovative technical processes (software, biotechnologies) are forms of knowledge that do not diminish when they are distributed. This is especially the case when information has been encoded in a digital form and distributed through technologies such as the internet. In such instances, information is often attributed an “immaterial” and nonrivalrous quality, although this can be highly misleading for both the conceptualisation of information and the politics of knowledge production. Intellectual property, as distinct from material property, operates as a scaling device in which the unit cost of labour is offset by the potential for substantial profit margins realised by distribution techniques availed by new information and communication technologies (ICTs) and their capacity to infinitely reproduce the digital commodity object as a property relation. Within the logic of intellectual property regimes, the use of content is based on the capacity of individuals and institutions to pay. The syndication of media content ensures that market saturation is optimal and competition is kept to a minimum. However, such a legal architecture and hegemonic media industry has run into conflict with other net cultures such as open source movements and peer-to-peer networks (Lovink, 2002b; Meikle, 2002), which is to say nothing of the digital piracy of software and digitally encoded cinematic forms. To this end, IPRs are an unstable architecture for extracting profit. The operation of Intellectual Property Regimes constitutes an outside within creative industries by alienating labour from its mode of information or form of expression. Lash is apposite on this point: ‘Intellectual property carries with it the right to exclude’ (Lash, 2002: 24). This principle of exclusion applies not only to those outside the informational economy and culture of networks as result of geographic, economic, infrastructural, and cultural constraints. The very practitioners within the creative industries are excluded from control over their creations. It is in this sense that a legal and material outside is established within an informational society. At the same time, this internal outside – to put it rather clumsily – operates in a constitutive manner in as much as the creative industries, by definition, depend upon the capacity to exploit the IP produced by its primary source of labour. For all the emphasis the Mapping Document places on exploiting intellectual property, it’s really quite remarkable how absent any elaboration or considered development of IP is from creative industries rhetoric. It’s even more astonishing that media and cultural studies academics have given at best passing attention to the issues of IPRs. Terry Flew (2002: 154-159) is one of the rare exceptions, though even here there is no attempt to identify the implications IPRs hold for those working in the creative industries sectors. Perhaps such oversights by academics associated with the creative industries can be accounted for by the fact that their own jobs rest within the modern, industrial institution of the university which continues to offer the security of a salary award system and continuing if not tenured employment despite the onslaught of neo-liberal reforms since the 1980s. Such an industrial system of traditional and organised labour, however, does not define the labour conditions for those working in the so-called creative industries. Within those sectors engaged more intensively in commercialising culture, labour practices closely resemble work characterised by the dotcom boom, which saw young people working excessively long hours without any of the sort of employment security and protection vis-à-vis salary, health benefits and pension schemes peculiar to traditional and organised labour (see McRobbie, 2002; Ross, 2003). During the dotcom mania of the mid to late 90s, stock options were frequently offered to people as an incentive for offsetting the often minimum or even deferred payment of wages (see Frank, 2000). It is understandable that the creative industries project holds an appeal for managerial intellectuals operating in arts and humanities disciplines in Australia, most particularly at Queensland University of Technology (QUT), which claims to have established the ‘world’s first’ Creative Industries faculty (http://www.creativeindustries.qut.com/). The creative industries provide a validating discourse for those suffering anxiety disorders over what Ruth Barcan (2003) has called the ‘usefulness’ of ‘idle’ intellectual pastimes. As a project that endeavours to articulate graduate skills with labour markets, the creative industries is a natural extension of the neo-liberal agenda within education as advocated by successive governments in Australia since the Dawkins reforms in the mid 1980s (see Marginson and Considine, 2000). Certainly there’s a constructive dimension to this: graduates, after all, need jobs and universities should display an awareness of market conditions; they also have a responsibility to do so. And on this count, I find it remarkable that so many university departments in my own field of communications and media studies are so bold and, let’s face it, stupid, as to make unwavering assertions about market demands and student needs on the basis of doing little more than sniffing the wind! Time for a bit of a reality check, I’d say. And this means becoming a little more serious about allocating funds and resources towards market research and analysis based on the combination of needs between students, staff, disciplinary values, university expectations, and the political economy of markets. However, the extent to which there should be a wholesale shift of the arts and humanities into a creative industries model is open to debate. The arts and humanities, after all, are a set of disciplinary practices and values that operate as a constitutive outside for creative industries. Indeed, in their creative industries manifesto, Stuart Cunningham and John Hartley (2002) loath the arts and humanities in such confused, paradoxical and hypocritical ways in order to establish the arts and humanities as a cultural and ideological outside. To this end, to subsume the arts and humanities into the creative industries, if not eradicate them altogether, is to spell the end of creative industries as it’s currently conceived at the institutional level within academe. Too much specialisation in one post-industrial sector, broad as it may be, ensures a situation of labour reserves that exceed market needs. One only needs to consider all those now unemployed web-designers that graduated from multi-media programs in the mid to late 90s. Further, it does not augur well for the inevitable shift from or collapse of a creative industries economy. Where is the standing reserve of labour shaped by university education and training in a post-creative industries economy? Diehard neo-liberals and true-believers in the capacity for perpetual institutional flexibility would say that this isn’t a problem. The university will just “organically” adapt to prevailing market conditions and shape their curriculum and staff composition accordingly. Perhaps. Arguably if the university is to maintain a modality of time that is distinct from the just-in-time mode of production characteristic of informational economies – and indeed, such a difference is a quality that defines the market value of the educational commodity – then limits have to be established between institutions of education and the corporate organisation or creative industry entity. The creative industries project is a reactionary model insofar as it reinforces the status quo of labour relations within a neo-liberal paradigm in which bids for industry contracts are based on a combination of rich technological infrastructures that have often been subsidised by the state (i.e. paid for by the public), high labour skills, a low currency exchange rate and the lowest possible labour costs. In this respect it is no wonder that literature on the creative industries omits discussion of the importance of unions within informational, networked economies. What is the place of unions in a labour force constituted as individualised units? The conditions of possibility for creative industries within Australia are at once its frailties. In many respects, the success of the creative industries sector depends upon the ongoing combination of cheap labour enabled by a low currency exchange rate and the capacity of students to access the skills and training offered by universities. Certainly in relation to matters such as these there is no outside for the creative industries. There’s a great need to explore alternative economic models to the content production one if wealth is to be successfully extracted and distributed from activities in the new media sectors. The suggestion that the creative industries project initiates a strategic response to the conditions of cultural production within network societies and informational economies is highly debateable. The now well documented history of digital piracy in the film and software industries and the difficulties associated with regulating violations to proprietors of IP in the form of copyright and trademarks is enough of a reason to look for alternative models of wealth extraction. And you can be sure this will occur irrespective of the endeavours of the creative industries. To conclude, I am suggesting that those working in the creative industries, be they content producers or educators, need to intervene in IPRs in such a way that: 1) ensures the alienation of their labour is minimised; 2) collectivising “creative” labour in the form of unions or what Wark (2001) has termed the “hacker class”, as distinct from the “vectoralist class”, may be one way of achieving this; and 3) the advocates of creative industries within the higher education sector in particular are made aware of the implications IPRs have for graduates entering the workforce and adjust their rhetoric, curriculum, and policy engagements accordingly. Works Cited Barcan, Ruth. ‘The Idleness of Academics: Reflections on the Usefulness of Cultural Studies’. Continuum: Journal of Media & Cultural Studies (forthcoming, 2003). Bolz, Norbert. ‘Rethinking Media Aesthetics’, in Geert Lovink, Uncanny Networks: Dialogues with the Virtual Intelligentsia. Cambridge, Mass.: MIT Press, 2002, 18-27. Butt, Danny and Rossiter, Ned. ‘Blowing Bubbles: Post-Crash Creative Industries and the Withering of Political Critique in Cultural Studies’. Paper presented at Ute Culture: The Utility of Culture and the Uses of Cultural Studies, Cultural Studies Association of Australia Conference, Melbourne, 5-7 December, 2002. Posted to fibreculture mailing list, 10 December, 2002, http://www.fibreculture.org/archives/index.html Creative Industry Task Force: Mapping Document, DCMS (Department of Culture, Media and Sport), London, 1998/2001. http://www.culture.gov.uk/creative/mapping.html Cunningham, Stuart. ‘The Evolving Creative Industries: From Original Assumptions to Contemporary Interpretations’. Seminar Paper, QUT, Brisbane, 9 May, 2003, http://www.creativeindustries.qut.com/research/cirac/documen... ...ts/THE_EVOLVING_CREATIVE_INDUSTRIES.pdf Cunningham, Stuart; Hearn, Gregory; Cox, Stephen; Ninan, Abraham and Keane, Michael. Brisbane’s Creative Industries 2003. Report delivered to Brisbane City Council, Community and Economic Development, Brisbane: CIRAC, 2003. http://www.creativeindustries.qut.com/research/cirac/documen... ...ts/bccreportonly.pdf Flew, Terry. New Media: An Introduction. Oxford: Oxford University Press, 2002. Frank, Thomas. One Market under God: Extreme Capitalism, Market Populism, and the End of Economic Democracy. New York: Anchor Books, 2000. Hartley, John and Cunningham, Stuart. ‘Creative Industries: from Blue Poles to fat pipes’, in Malcolm Gillies (ed.) The National Humanities and Social Sciences Summit: Position Papers. Canberra: DEST, 2002. Hayden, Steve. ‘Tastes Great, Less Filling: Ad Space – Will Advertisers Learn the Hard Lesson of Over-Development?’. Wired Magazine 11.06 (June, 2003), http://www.wired.com/wired/archive/11.06/ad_spc.html Hardt, Michael and Negri, Antonio. Empire. Cambridge, Mass.: Harvard University Press, 2000. Lash, Scott. Critique of Information. London: Sage, 2002. Lovink, Geert. Uncanny Networks: Dialogues with the Virtual Intelligentsia. Cambridge, Mass.: MIT Press, 2002a. Lovink, Geert. Dark Fiber: Tracking Critical Internet Culture. Cambridge, Mass.: MIT Press, 2002b. McLuhan, Marshall. Understanding Media: The Extensions of Man. London: Routledge and Kegan Paul, 1964. McRobbie, Angela. ‘Clubs to Companies: Notes on the Decline of Political Culture in Speeded up Creative Worlds’, Cultural Studies 16.4 (2002): 516-31. Marginson, Simon and Considine, Mark. The Enterprise University: Power, Governance and Reinvention in Australia. Cambridge: Cambridge University Press, 2000. Meikle, Graham. Future Active: Media Activism and the Internet. Sydney: Pluto Press, 2002. Ross, Andrew. No-Collar: The Humane Workplace and Its Hidden Costs. New York: Basic Books, 2003. Rossiter, Ned. ‘Processual Media Theory’, in Adrian Miles (ed.) Streaming Worlds: 5th International Digital Arts & Culture (DAC) Conference. 19-23 May. Melbourne: RMIT University, 2003, 173-184. http://hypertext.rmit.edu.au/dac/papers/Rossiter.pdf Sassen, Saskia. Losing Control? Sovereignty in an Age of Globalization. New York: Columbia University Press, 1996. Wark, McKenzie. ‘Abstraction’ and ‘Hack’, in Hugh Brown, Geert Lovink, Helen Merrick, Ned Rossiter, David Teh, Michele Willson (eds). Politics of a Digital Present: An Inventory of Australian Net Culture, Criticism and Theory. Melbourne: Fibreculture Publications, 2001, 3-7, 99-102. Wark, McKenzie. ‘The Power of Multiplicity and the Multiplicity of Power’, in Geert Lovink, Uncanny Networks: Dialogues with the Virtual Intelligentsia. Cambridge, Mass.: MIT Press, 2002, 314-325. Links http://hypertext.rmit.edu.au/dac/papers/Rossiter.pdf http://www.creativeindustries.qut.com/ http://www.creativeindustries.qut.com/research/cirac/documents/THE_EVOLVING_CREATIVE_INDUSTRIES.pdf http://www.creativeindustries.qut.com/research/cirac/documents/bccreportonly.pdf http://www.culture.gov.uk/creative/mapping.html http://www.fibreculture.org/archives/index.html http://www.wired.com/wired/archive/11.06/ad_spc.html Citation reference for this article Substitute your date of access for Dn Month Year etc... MLA Style Rossiter, Ned. "Creative Industries and the Limits of Critique from " M/C: A Journal of Media and Culture< http://www.media-culture.org.au/0306/11-creativeindustries.php>. APA Style Rossiter, N. (2003, Jun 19). Creative Industries and the Limits of Critique from . M/C: A Journal of Media and Culture, 6,< http://www.media-culture.org.au/0306/11-creativeindustries.php>

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IntroductionIn 2017, both the disability community and popular culture are using the term “inspiration p*rn” to describe one form of discrimination against people with disability. ABC’s Speechless, “a sitcom about a family with a son who has a disability, (has) tackled why it’s often offensive to call people with disabilities ‘inspirational’” (Wanshel). The reasons why inspiration p*rn is considered to be discriminatory have been widely articulated online by people with disability. Amongst them is Carly Findlay, a disabled writer, speaker, and appearance activist, who has written that:(inspiration p*rn) shows non-disabled people doing good deeds for disabled people—feeding them chips at McDonald’s—’serving us all lessons in kindness’: or taking them to the high school dance. These stories usually always go viral. The person with disability probably never gave their permission for the photo or story to be used in a meme or told to the media (Findlay).The definition and dynamics of inspiration p*rn as illustrated in this quote will be expanded upon in this paper’s critical analysis of captions. Here, the term captions is used to describe both writing found on memes and on Facebook posts (created by a “poster”), and the comments written below these posts (created by “commenters”). Facebook threads underneath posts about people with disability both “reflect and create” (Barnes, Mercer and Shakespeare 202) current societal attitudes towards disability. That is, such threads not only illustrate negative societal attitudes towards disability, but can also perpetuate these attitudes by increasing people’s exposure to them. This paper will focus on a specific case study of inspiration p*rn on Facebook—the crowning of a student with autism as prom king—and consider both the conflict of whether people’s kind words are patronising use of language, as well as the concerns of over-disclosure used in this thread.What Is Inspiration p*rn?The genesis of the term inspiration p*rn is commonly attributed to the late Stella Young, a disabled woman who was an advocate for people with disability. However, the term has been traced to a blog post written in February 2012 (bear). Anecdotal evidence from Lisa Harris, a disability consultant and advocate with over 20 years’ disability education experience, suggests that the term was blogged about as far back as 2006 on Rachel Cohen-Rottenberg’s Webpage Disability and Representation (Harris). However, it was Young who popularised the term with her 2012 article We’re Not Here for Your Inspiration and 2014 TED Talk I’m Not Your Inspiration, Thank You Very Much. Young defined inspiration p*rn as “an image of a person with a disability, often a kid, doing something completely ordinary—like playing, or talking, or running, or drawing a picture, or hitting a tennis ball—carrying a caption like ‘your excuse is invalid’ or ‘before you quit, try’”.It is worth noting that the use of the word p*rn has been considered controversial in this context. Yet it can be argued that the perception of the person with disability having achieved something great gives the person without disability a hit of positive “inspired” emotion. In this way, such inspiration could be termed as p*rn as it serves the purpose of fulfilling the “p*rnographic” self-gratification of people without disability.The term inspiration p*rn has historically been used in disability studies in two ways. Firstly, it has been used to describe the “ableist gaze” (Davis), which is when a person with disability is ‘seen’ through the eyes of someone without disability. Indeed, just as the “male gaze” (Mulvey) is implicit in sexualised p*rn, so too the “ableist gaze” is implicit in inspiration p*rn. Secondly, it has been used to highlight the lack of power experienced by people with disability in cultural representation (Barnes, Mercer, and Shakespeare 201). This study is a good example of the latter—it is not uncommon for people with disability to be refuted when they speak out against the inherent discrimination found within captions of (intended) kindness on Facebook threads.Inspiration p*rn is also a form of “objectification” (Perry) of people with disability, and is based on stereotypes (Haller and Zhang 22) about disability held by people without disability. According to Dr. Paul Sinclair, a disability scholar with 15 years’ experience in disability education, objectification and stereotyping are essential factors to understanding inspiration p*rn as discrimination:when a person with disability engages in their daily life, it is possible that a person without disability sees them as inspirational by superimposing his/her stereotypical perception of, or understanding about, people with disability onto the identity of the person, as a human being.Such objectification and stereotyping of people with disability is evident across various media captioning. This is particularly so in social media which often includes memes of images with “inspiring” captions—such as the ones Young highlighted as clear examples of inspiration p*rn, which “feature the Hamilton quote (‘The only disability in life is a bad attitude’)”. Another example of this kind of captioning is found in news items such as the 2015 article Disabled Teen Crowned Homecoming Queen in Awesome Way as featured in the article USA Today (Saggio). This article described how a student not identified as having a disability gave her homecoming queen crown to a student with a disability and captioned the YouTube clip of these students with, “High school senior [Name] was hoping she’d be crowned homecoming queen. She has cerebral palsy and has never felt like she fit in at school. What happened during the crowning ceremony will warm your heart” (Saggio). The fact that the young woman was pleased with getting the crown does not mitigate the objectifying dynamics of inspiration p*rn present within this example. Captioning such as this both creates and reflects some of the existing attitudes—including charity and its appeal to emotionality—that perpetuate inspiration p*rn.Measuring Inspiration p*rn with Sentiment AnalysisThe challenge for the researcher analysing Facebook threads is how to meaningfully interpret the captions’ numerous contexts. The methodology of this research used a quantitative approach to gather numerical data about selected Facebook captions. This paper discusses data gained from a sentiment analysis (Pang and Lee; Thelwall et al.; Driscoll) of these captions within the contexts of my own and other researchers’ analyses of inspiration p*rn, as well as the perspectives of people with disability.The sentiment analysis was conducted using SentiStrength, a software tool that extracts both positive and negative sentiment strengths “from short informal electronic text” (Thelwall et al., 2545), and ranks it “on a numerical scale” (Driscoll 3). Sentiment analysis and SentiStrength are useful, but not perfect, tools with which to analyse Facebook captions. For example, SentiStrength determines two scales: a positive emotion measurement scale ranging from +1 (neutral) to +5 (most positive), and a negative emotion measurement scale ranging from –1 (neutral) to –5 (most negative). It calculates the positive and negative scores concurrently rather than averaging them out in order to acknowledge that captions can and do express mixed emotion (Driscoll 5).News articles about people with disability attending proms and comparable events, such as the homecoming queen example described above, are often criticised by disability activists for perpetuating inspiration p*rn (Mort; Findlay; Brown). Based on this criticism, sentiment analysis was used in this research to measure the emotional strength of captions—particularly their possible use of patronising language—using the Autism Speaks Facebook post as a case study. The post featured an image of a high school student with autism who had been crowned prom king.The Autism Speaks Facebook page was set up to fund “research into the causes, prevention, treatments and a cure for autism; increas(e) awareness of autism spectrum disorders; and advocat(e) for the needs of individuals with autism and their families” (Autism Speaks). The location of the prom was not specified; however, Autism Speaks is based in New York. This particular Facebook page was selected for this study based on criticism that Autism Speaks receives from disability advocates. One of the major critiques is that “(its) advertising depends on offensive and outdated rhetoric of fear and pity, presenting the lives of autistic people as tragic burdens on our families and society” (Boycott Autism Speaks). Autism Speaks has also been described as a problematic example of an organisation that “dictate(s) how disability should be perceived and dealt with. Often without input of disabled people either in the design or implementation of these organizations” (crippledscholar). This article goes on to state that “charities always frame what they do as positive and helpful even when the people who are the intended recipients disagree.”The prom king post included a photo of a young man with autism after he was crowned. He was standing beside a woman who wasn’t identified. The photo, posted by the young man’s aunt on the Autism Speaks Facebook page, included a status update that read:My autistic nephew won PROM KING today! Just so you all know, having a disability doesn’t hold you back if you don’t let it! GO [NAME]. #AutismAwareness (Autism Speaks)The following caption from the comment thread of the same Facebook post is useful as an example of how SentiStrength works. The caption read:Tears of Joy! Thank you for posting!!! Wow this gives me hope for his and my son’s and everyone’s special wonderful child nephew and niece! Way cool!However, because SentiStrength does not always accurately detect and measure sarcasm or idiomatic language usage, ”Tears” (the only negatively interpreted word in this caption) has been scored as –4, while the overall positive sentiment was scored as 3. Therefore, the final SentiStrength score of this caption was 3, –4, thereby demonstrating both the utility and limitations of SentiStrength as a sentiment analysis tool. This is useful to understand when analysing the data it produces.When analysing the entire thread, the sentiment analysis results across 238 captions, showed that 2 was the average strength of positive emotion, and that –1.16 was the average strength of negative emotion. The following section will analyse how a specific caption chosen from the most positively-scored captions from these data indicates that inspiration p*rn is possibly evident within.Use of Language: Kind, or Patronising?This discussion analyses the use of language in one caption from this thread, focusing on the way it likely demonstrated the ableist gaze. The caption was the most positive one from these data as scored by SentiStrength (5, –1) and read, ”CONGRATULATIONS SWEETIE!!!”. While it is noted that basing this analysis primarily on one caption provides limited insight into the dynamics of inspiration p*rn, this analysis forms a basis from which to consider other “inspirational” Facebook posts about people with disability. As well as this caption, this discussion will also draw upon other examples mentioned in this paper—from the homecoming queen article in USA Today to another caption on the Autism Speaks thread—to illustrate the dynamics of inspiration p*rn.On the surface, this congratulatory caption seems like a kind thing to post. However, inspiration p*rn has been identified in this analysis based on the caption’s effusive use of punctuation coupled with use of capital letters and the word “sweetie”. The excitement depicted through use of multiple exclamation marks and capital letters implies that the commenter has a personal connection with the prom king, which is a possibility. However, this possibility becomes less feasible when the caption is considered within the context of other captions that display not dissimilar use of language, as well as some that also display intimate emojis, such as grin faces and love heart eyes. Further, when this use of language is used with any consistency across a thread and is not coupled with textual information that implies a personal connection between the commenter/s and the prom king, it could be interpreted as patronising, condescending and/or infantilising. In addition, “sweetie” is a term of endearment commonly used in conversation with a romantic partner, child, or someone the speaker/writer knows intimately. While, again, it is possible that these commenters knew the prom king intimately, a more likely possibility is that he was being written to by strangers, yet using language that implied he was close to them—which would then have the same patronising connotations as above. It can therefore be argued that there is a strong possibility that this heightened use of intimate and emotional language was chosen based on his autism diagnosis.The conclusion drawn above is based in part on contextual similarities between the Autism Speaks post and its associated thread, and the aforementioned homecoming queen news article. In the former, it is likely that the young prom king was congratulated effusively because of his autism diagnosis. Similarly, in the latter article, the young woman was crowned not because she was named homecoming queen, but because the crown was given to her because of her diagnosis of cerebral palsy. As both gestures appear to have been based on others’ perceptions of these individuals’ disabilities rather than on their achievements, they are both likely to be patronising gestures.Over-DisclosureIn addition to use of language, another noteworthy issue in the captions thread on the Autism Speaks Facebook page was that many of them were from parents disclosing the diagnosis of their child. One example of this was a post from a mother that read (in part):I’ll be over here worried & concerned with the other 9,999 & ½ things to deal with, keeping up with new therapies, current therapy, we came in progress from any past therapies, meltdowns, dietary restrictions, educational requirements, The joy and difficulties of not just learning a new word but actually retaining that word, sleep, being hit, keeping him from hitting himself, tags on clothes etc. etc. [sic] (Autism Speaks)The above commenter listed a number of disability-specific issues that she experienced while raising her son who has autism. The context for her caption was a discussion, unrelated to the original post, that had sparked underneath a sub-thread regarding whether the use of person-first language (“person with autism”) or identity-first language (“Autistic person”) was best when referring to someone with autism. The relationship between inspiration p*rn and this intimately negative post about someone with disability is that both types of post are examples of the “ableist gaze”: inspiration p*rn demonstrates an exaggerated sense of positivity based on someone’s disability, and this post demonstrates disregard for the privacy of the person being posted about—perhaps due to his disability. The ease with which this negative comparison (over-disclosure) can be made between ‘inspirational’ and ‘negative’ posts illustrates in part why inspiration p*rn is a form of discrimination—intentional or otherwise.Furthermore, some of the children who were disclosed about on the main thread were too young to be asked consent, and it is unclear whether those who were old enough had the capacity to provide informed consent. Research has found that online over-disclosure in general is a matter of concern.The specific practice of online over-disclosure from parents about their children—with or without disability—has been raised by Leaver (151), “what happens before young people have the agency, literacy or skills to take the reins of their own selves online? Parents, guardians, loved ones and others inevitably set the initial identity parameters for young people online.” Over-disclosure is therefore also an issue that concerns people with disability, and the people closest to them.There exists both anecdotal evidence and academic research regarding online over-disclosure about people with disability. The research states that when people with physical disability disclose online, they employ strategic approaches that involve the degree to which they disclose (Furr, Carreiro, and McArthur). This suggests that there are complex factors to consider around such disclosure. Also relevant is that the practice of over-disclosure about another person’s disability, regardless of whether that disclosure is made by a close family member, has been critiqued by people (Findlay; Stoltz) within the disability community: “would you publicly share this information about your other children, an aging parent, or yourself?” (Stoltz). Finally, the practice of disability over-disclosure by anyone other than the person themselves supports the understanding that inspiration p*rn is not about the “object” of inspiration; rather, it serves to give pleasure (and/or pain) to the objectifier.ConclusionInspiration p*rn via the ableist gaze is discriminatory because it focuses on a (societally) undesirable trait in a way that serves the “gazer” at the expense of the “gazed-at”. That is, people with disability are objectified and exploited in various ways that can initially appear to be positive to people without disability. For example, when someone with disability posts or is posted about on Facebook, a person without disability might then add a caption—possibly with good intentions—that serves as their “inspired” response to what it “must” be like to have a disability. It can be argued that such captions, whether on news articles or when framing social media images, therefore either reflect or create existing social inequalities—and possibly do both.In continuing to use the term inspiration p*rn to describe one form of discrimination against people with disability, both the disability community and popular culture are contributing to an important narrative that scholarship needs to continue to address. Indeed, the power imbalance that is celebrated within inspiration p*rn is in some ways more insidious than malicious discrimination against people with disability, because it is easier to mistake as kindness. The research sample presented in this paper supports the countless expressions of anecdotal evidence given by people with disability that this “kindness” is inspiration p*rn; a damaging expression of the ableist gaze.ReferencesAutism Speaks. Facebook 21 May 2017 <https://www.facebook.com/autismspeaks>.Barnes, Colin, Geof Mercer, and Tom Shakespeare. Exploring Disability. Maiden, MA: Blackwell Publishers Inc., 1999.bear, romham a. “Inspiration p*rn.” radical access mapping project 7 Apr. 2014. 21 May 2017 <https://radicalaccessiblecommunities.wordpress.com/2012/02/14/inspiration-p*rn/>.The Autistic Self Advocacy Network, et al. “Why Boycott.” Boycott Autism Speaks, 6 Jan. 2014. 21 May 2017 <http://www.boycottautismspeaks.com/why-boycott-1.html>.Brown, Lydia X.Z. “Disabled People Are Not Your Feel-Good Back-Pats.” Autistic Hoya 11 Feb. 2016. 21 May 2017 <http://www.autistichoya.com/2016/02/disabled-people-are-not-your-feel-good-back-pats.html>.Crippledscholar. “Inspiration p*rn Is Not Progress, It’s a New Kind of Oppression.” crippledscholar 5 May 2015. 21 May 2017 <https://crippledscholar.com/2015/05/05/inspiration-p*rn-is-not-progress-its-a-new-kind-of-oppression/>.Davis, Lennard J. Enforcing Normalcy: Disability, Deafness, and the Body. London: Verso, 1995.Driscoll, Beth. “Sentiment Analysis and the Literary Festival Audience.” Continuum 29.6 (2015): 861–873.Findlay, Carly. “Inspiration and Objectification of People with Disability – A Resource for Teachers and Parents.” Tune into Radio Carly 5 Feb. 2017. 21 May 2017 <http://carlyfindlay.blogspot.com.au/2017/02/inspiration-and-objectification-of.html>.Findlay, Carly. “When Parents Overshare Their Children’s Disability.” Sydney Morning Herald 23 July 2015. 21 May 2017 <http://www.smh.com.au/lifestyle/news-and-views/opinion/when-parents-overshare-their-childrens-disability-20150724-gijtw6.html>.Furr, June B., Alexis Carreiro, and John A. McArthur. “Strategic Approaches to Disability Disclosure on Social Media.” Disability & Society 31.10 (2016): 1353–1368.Haller, Beth, and Lingling Zhang. “Stigma or Empowerment? What Do Disabled People Say about Their Representation in News and Entertainment Media?” Review of Disability Studies: An International Journal 9.4 (2014).Harris, Lisa. “Genesis of Term ‘Inspiration p*rn’?” Letter. 5 Oct. 2016.Leaver, Tama. “Born Digital? Presence, Privacy, and Intimate Surveillance.” Re-Orientation: Translingual Transcultural Transmedia. Studies in Narrative, Language, Identity, and Knowledge. Eds. John Hartley and Weigou Qu. Shanghai: Fudan University Press, 2015. 23 May 2017 <https://www.academia.edu/11736307/Born_Digital_Presence_Privacy_and_Intimate_Surveillance>.Mulvey, Laura. “Narrative Cinema and Visual Pleasure.” Visual and Other Pleasures. 1975.Mort, Mike. “Pity and the Prom.” Disabled Identity 9 May 2016. 21 May 2017 <https://disabledidentity.wordpress.com/2016/04/27/pity-and-the-prom/>.Pang, Bo, and Lillian Lee. “Opinion Mining and Sentiment Analysis.” Foundations and Trends® in Information Retrieval 2.1-2 (2008): 1–135.Perry, David M. “How ‘Inspiration p*rn’ Reporting Objectifies People with Disabilities.” The Establishment 25 Feb. 2016. 23 May 2017 <https://theestablishment.co/how-inspiration-p*rn-reporting-objectifies-people-with-disabilities-db30023e3d2b>.Saggio, Jessica. “Disabled Teen Crowned Homecoming Queen in Awesome Way.” USA Today 13 Nov. 2015. 21 May 2017 <https://www.usatoday.com/story/news/humankind/2015/11/13/disabled-teen-crowned-homecoming-queen-awesome-way/75658376/>.Sinclair, Paul. “Inspiration p*rn: Email Interview.” Letter. 21 Oct 2016.Stoltz, Melissa. “Parents of Children with Disabilities: Are We Speaking with or for a Community?” Two Thirds of the Planet 22 Jan. 2016. 21 May 2017 <http://www.twothirdsoftheplanet.com/parents-disability/>.Thelwall, Mike, et al. “Sentiment Strength Detection in Short Informal Text.” Journal of the American Society for Information Science and Technology 61.12 (2010): 2544–2558.Wanshel, Elyse. “This Show Just Schooled Everyone on ‘Inspiration p*rn’.” Huffington Post 16 Jan. 2017. 21 May 2017 <http://www.huffingtonpost.com.au/entry/speechless-disability-p*rn_us_5877ddf6e4b0e58057fdc342>.Young, Stella. “I’m Not Your Inspiration, Thank You Very Much.” TED Talk Apr. 2014. 21 May 2017 <https://www.ted.com/talks/stella_young_i_m_not_your_inspiration_thank_you_very_much>.Young, Stella. “We’re Not Here for Your Inspiration.” ABC Ramp Up 1 July 2012. 21 May 2017 <http://www.abc.net.au/rampup/articles/2012/07/02/3537035.htm>.

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In August 2017, a white supremacist rally marketed as “Unite the Right” was held in Charlottesville, Virginia. In participation were members of the alt-right, including neo-nazis, white nationalists, neo-confederates, and other hate groups (Atkinson). The rally swiftly erupted in violence between white supremacists and counter protestors, culminating in the death of a counter-protester named Heather Heyer, who was struck by a car driven by white supremacist James Alex Fields, and leaving dozens injured. Terry McQuliffe, the Governor of Virginia, declared a state of emergency on August 12, and the world watched while white supremacists boldly marched in clothing emblazoned with symbols ranging from swastikas to a cartoon frog (Pepe), with flags featuring the nation of “Kekistan”, and carrying tiki torches chanting, “You Will Not Replace Us... Jews Will Not Replace Us”.The purpose of this essay is not, however, to examine the Internet symbols that circulated during the Unite the Right rally but rather to hone in on a specific moment that illustrates a key part of Internet culture that was often overlooked during analysis of the events that occurred during the riots: a documentary filmmaker, C. J. Hunt, was at the rally to record footage for a project on the removal of Confederate monuments. While there, he saw a rally-goer dressed in the white polo t-shirt and khaki pants uniform of the white nationalist group Vanguard America. The rally-goer, a young white man, was being chased by a counter-protester. He began to scream and beg for mercy, and even went as far as stripping off his clothing and denying that he really believed in any of the group’s ideology. In the recording by Hunt, who asks why he was there and why he was undressing, the young white man responded that shouting white power is “fun”, and that he was participating in the event because he, quote, “likes to be offensive” (Hunt).As Hunt notes in a piece for GQ reflecting on his experience at the rally, as soon as the man was cut off from his group and confronted, the runaway racist’s demeanor immediately changed when he had to face the consequences of his actions. Trolls often rely on the safety and anonymity of online forums and digital spaces where they are often free from having to face the consequences of their actions, and for the runaway racist, things became real very quickly when he was forced to own up to his hateful actions. In a way, many members of these movements seem to want politics without consequence for themselves, but with significant repercussions for others. Milo Yiannopoulos, a self-professed “master troll”, built an entire empire worth millions of dollars off of what the far-right defends as ironic hate speech and a form of politics without consequences reserved only for the privileged white men that gleefully engage in it. The runaway racist and Yiannopoulos are borne out of an Internet culture that is built on being offensive, on trolling, and “troll” itself being an aspirational label and identity, but also more importantly, a political aesthetic.In this essay, I argue that trolling itself has become a kind of political aesthetic and identity, and provide evidence via examples like hoaxes, harassment campaigns, and the use of memes to signal to certain online populations and extremist groups in violent attacks. First coined by Walter Benjamin in order to explain a fundamental component of using art to foster consent and compliance in fascist regimes, the term since then has evolved to encompass far more than just works of art. Benjamin’s original conception of the term is in regard to a creation of a spectacle that prevents the masses from recognizing their rights – in short, the aestheticization of politics is not just about the strategies of the fascist regimes themselves but says more about the subjects within them. In the time of Benjamin’s writing, the specific medium was mass propaganda through the newly emerging film industry and other forms of art (W. Benjamin). To Benjamin, these aesthetics served as tools of distracting to make fascism more palatable to the masses. Aesthetic tools of distraction serve an affective purpose, revealing the unhappy consciousness of neoreactionaries (Hui), and provide an outlet for their resentment.Since political aesthetics are concerned with how cultural products like art, film, and even clothing reflect political ideologies and beliefs (Sartwell; McManus; Miller-Idriss), the objects of analysis in this essay are part of the larger visual culture of the alt-right (Bogerts and Fielitz; Stanovsky). Indeed, aesthetic aspects of political systems shift their meaning over time, or are changed and redeployed with transformed effect (Sartwell). In this essay, I am applying the concept of the aestheticization of politics by analyzing how alt-right visual cultures deploy distraction and dissimulation to advance their political agenda through things like trolling campaigns and hoaxes. By analyzing these events, their use of memes, trolling techniques, and their influence on mainstream culture, what is revealed is the influence of trolling on political culture for the alt-right and how the alt-right then distracts the rest of the public (McManus).Who’s Afraid of the Big Bad Troll?Large scale analyses of disinformation and extremist content online tends to examine how certain actors are connected, what topics emerge and how these are connected across platforms, and the ways that disinformation campaigns operate in digital environments (Marwick and Lewis; Starbird; Benkler et al.). Masculine and white-coded technology gave rise to male-dominated digital spaces (R. Benjamin), with trolling often being an issue faced by non-normative users of the Internet and their communities (Benjamin; Lumsden and Morgan; Nakamura; Phillips, Oxygen). Creating a kind of unreality where it is difficult to parse out truth from lies, fiction from non-fiction, the troll creates cultural products, and by hiding behind irony and humor confuses onlookers and is removed from any kind of reasonable blame for their actions. Irony has long been a rhetorical strategy used in politics, and the alt right has been no exception (Weatherby), but for our current sociopolitical landscape, trolling is a political strategy that infuses irony into politics and identity.In the digital era, political memes and internet culture are pervasive components of the spread of hate speech and extremist ideology on digital platforms. Trolling is not an issue that exists in a vacuum – rather, trolls are a product of greater mainstream culture that encourages and allows their behaviors (Phillips, This Is Why; Fichman and Sanfilippo; Marwick and Lewis). Trolls, and meme culture in general, have often been pointed to as being part of the reason for the rise of Trump and fascist politics across the world in recent years (Greene; Lamerichs et al.; Hodge and Hallgrimsdottir; Glitsos and Hall). Although criticism has been expressed about how impactful memes were in the election of Donald Trump, political memes have had an impact on the ways that trolling went from anonymous jerks on forums to figures like Yiannapoulos who built entire careers off of trolling, creating empires of hate (Lang). These memes that are often absurd and incomprehensible to those who are not a part of the community that they come from aim to cheapen, trivialize, and mock social justice movements like Black Lives Matter, feminism, LGBTQ+ rights, and others.But the history of trolling online goes as far back as the Internet itself. “Trolling” is just a catch all term to describe online behaviors meant to antagonize, to disrupt online conversations, and to silence other users (Cole; Fichman and Sanfilippo). As more and more people started moving online and engaging in participatory culture, trolling continued to evolve from seemingly harmless jokes like the “Rick Roll” to targeted campaigns meant to harass women off of social media platforms (Lumsden and Morgan; Graham). Trolling behaviors are more than just an ugly part of the online experience, but are also a way for users to maintain the borders of their online community - it’s meant to drive away those who are perceived to be outsiders not just from the specific forum, but the Internet itself (Graham). With the rise of modern social media platforms, trolling itself is also a part of the political landscape, creating a “toxic counterpublic” that combines irony with a kind of earnestness to spread and inject their beliefs into mainstream political discourse (Greene). As a mode of information warfare, these subversive rhetorical strategies meant to contradict or reverse existing political and value systems have been used throughout history as a political tactic (Blackstock).The goal of trolling is not just to disrupt conversations, but to lead to chaos via confusion about the sincerity and meaning of messages and visuals, and rather than functioning as a politics of outrage (on the part of the adherents), it is a politics of being as outrageous as possible. As a part of larger meme culture, the aesthetics of trolls and their outrageous content manage to operate under the radar by being able to excuse their behaviors and rhetoric as just “trolling” or “joking”. This ambiguity points to trolling on the far right as a political strategy and identity to absolve them of blame or accusations of what their real intentions are. Calling them “trolls” hides the level of sophistication and vast levels of influence that they had on public opinion and discourse in the United States (Geltzer; Starks et al.; Marwick and Lewis). We no longer live in a world apart from the troll’s influence and immune from their toxic discourse – rather, we have long been under the bridge with them.Co-Opted SymbolsOne of the most well-known examples of trolling as a political aesthetic and tactic may be the OK hand sign used by the Christchurch shooter. The idea that the OK hand sign was a secretly white supremacist symbol started as a hoax on 4chan. The initial 2017 hoax purported that the hand sign was meant to stand for “White Power”, with the three fingers representing the W and the circle made with the index finger and thumb as the P (Anti-Defamation League, “Okay Hand Gesture”). The purpose of perpetuating the hoax was to demonstrate that (a) they were being watched and (b) that the mainstream media is stupid and gullible enough to believe this hoax. Meant to incite confusion and to act as a subversive strategy, the OK hand sign was then actually adopted by the alt-right as a sort of meme to not just perpetuate the hoax, but to signal belonging to the larger group (Allyn). Even though the Anti-Defamation League initially listed it as not being a hate symbol and pointed out the origins of the hoax (Anti-Defamation League, “No, the ‘OK’ Gesture Is Not a Hate Symbol”), they then switched their opinion when the OK hand sign was being flashed by white supremacists, showing up in photographs at political events, and other social media content. In fact, the OK hand sign is also a common element in pictures of Pepe the Frog, who is a sort of “alt right mascot” (Tait; Glitsos and Hall), but like the OK hand sign, Pepe the Frog did not start as an alt-right mascot and was co-opted by the alt-right as a mode of representation.The confusion around the actual meaning behind the hand symbol points to how the alt-right uses these modes of representation in ways that are simultaneously an inside joke and a real expression of their beliefs. For instance, the Christchurch shooter referenced a number of memes and other rhetoric typical of 4chan and 8chan communities in his video and manifesto (Quek). In the shooter’s manifesto and video, the vast amounts of content that point to the trolling and visual culture of the alt-right are striking – demonstrating how alt-right memes not only make this violent ideology accessible, but are cultural products meant to be disseminated and ultimately, result in some kind of action (DeCook).The creation and co-optation of symbols by the alt-right like the OK hand sign are not just memes, but a form of language created by extremists for extremists (Greene; Hodge and Hallgrimsdottir). The shooter’s choice of including this type of content in his manifesto as well as certain phrases in his live-streamed video indicate his level of knowledge of what needed to be done for his attack to get as much attention as possible – the 4chan troll is the modern-day bogeyman, and parts of the manifesto have been identified as intentional traps for the mainstream media (Lorenz).Thus, the Christchurch shooter and trolling culture are linked, but referring to the symbols in the manifesto as being a part of “trolling” culture misses the deeper purpose – chaos, through the outrage spectacle, is the intended goal, particularly by creating arguments about the nature and utility of online trolling behavior. The shooter encouraged other 8chan users to disseminate his posted manifesto as well as to share the video of the attack – and users responded by immortalizing the event in meme format. The memes created celebrated the shooter as a hero, and although Facebook did remove the initial livestream video, it was reuploaded to the platform 1.2 million times in the first 24 hours, attempting to saturate the online platform with so many uploads that it would cause confusion and be difficult to remove (Gramenz). Some users even created gifs or set the video to music from the Doom video game soundtrack – a video game where the player is a demon slayer in an apocalyptic world, further adding another layer of symbolism to the attack.These political aesthetics – spread through memes, gifs, and “fan videos” – are the perfect vehicles for disseminating extremist ideology because of what they allow the alt-right to do with them: hide behind them, covering up their intentions, all the while adopting them as signifiers for their movement. With the number of memes, symbols, and phrases posted in his manifesto and spoken aloud in his mainstream, perhaps the Christchurch shooter wanted the onus of the blame to fall on these message board communities and the video games and celebrities referenced – in effect, it was “designed to troll” (Lorenz). But, there is a kernel of truth in every meme, post, image, and comment – their memes are a part of their political aesthetic, thus implicit and explicit allusions to the inner workings of their ideology are present. Hiding behind hoaxes, irony, edginess, and trolling, members of the alt-right and other extremist Internet cultures then engage in a kind of subversion that allows them to avoid taking any responsibility for real and violent attacks that occur as a result of their discourse. Antagonizing the left, being offensive, and participating in this outrage spectacle to garner a response from news outlets, activists, and outsiders are all a part of the same package.Trolls and the Outrage SpectacleThe confusion and the chaos left behind by these kinds of trolling campaigns and hoaxes leave many to ask: How disingenuous is it? Is it meant for mere shock value or is it really reflective of the person’s beliefs? In terms of the theme of dissimulation for this special issue, what is the real intent, and under what pretenses should these kinds of trolling behaviors be understood? Returning to the protestor who claimed “I just like to be offensive”, the skepticism from onlookers still exists: why go so far as to join an alt-right rally, wearing the uniform of Identity Evropa (now the American Identity Movement), as a “joke”?Extremists hide behind humor and irony to cloud judgments from others, begging the question of can we have practice without belief? But, ultimately, practice and belief are intertwined – the regret of the Runaway Racist is not because he suddenly realized he did not “believe”, but rather was forced to face the consequences of his belief, something that he as a white man perhaps never really had to confront. The cultural reach of dissimulation, in particular hiding true intent behind the claim of “irony”, is vast - YouTuber Pewdiepie claimed his use of racial and anti-Semitic slurs and putting on an entire Ku Klux Klan uniform in the middle of a video were “accidental” only after considerable backlash (Picheta). It has to be noted, however, that Pewdiepie is referenced in the manifesto of the Christchurch shooter – specifically, the shooter yelled during his livestream “subscribe to Pewdiepie”, (Lorenz). Pewdiepie and many other trolls, once called out for their behavior, and regardless of their actual intent, double down on their claims of irony to distract from the reality of their behaviors and actions.The normalization of this kind of content in mainstream platforms like Twitter, YouTube, Facebook, and even Instagram show how 4chan and alt-right Internet culture has seeped out of its borders and exists everywhere online. This “coded irony” is not only enabled rhetorically due to irony’s slippery definition, but also digitally via these online media (Weatherby). The aesthetics of the troll are present in every single platform and are disseminated everywhere – memes are small cultural units meant to be passed on (Shifman), and although one can argue it was not memes alone that resulted in the rise of the alt-right and the election of Donald Trump, memes are a part of the larger puzzle of the political radicalization process. The role of the Internet in radicalization is so powerful and insidious because of the presentation of content – it is funny, edgy, ironic, offensive, and outrageous. But these behaviors and attitudes are not just appealing to some kind of adolescent-like desire to push boundaries of what is and is not socially acceptable and/or politically incorrect (Marwick and Lewis), and calling it such clouds people’s perceptions of their level of sophistication in shaping political discourse.Memes and the alt-right are a noted phenomenon, and these visual cultures created by trolls on message boards have aided in the rise of the current political situation worldwide (Hodge and Hallgrimsdottir). We are well in the midst of a type of warfare based on not weapons and bodies, but information and data - in which memes and other elements of the far right’s political aesthetic play an important role (Molander et al.; Prier; Bogerts and Fielitz). The rise of the online troll as a political player and the alt-right are merely the logical outcomes of these systems.ConclusionThe alt-right’s spread was possible because of the trolling cultures and aesthetics of dissimulation created in message boards that predate 4chan (Kitada). The memes and inflammatory statements made by them serve multiple purposes, ranging from an intention to incite outrage among non-members of the group to signal group belonging and identity. In some odd way, if people do not understand the content, the content actually speaks louder and, in more volumes, that it would if its intent was more straightforward – in their confusion, people give these trolling techniques more attention and amplification in their attempt to make sense of them. Through creating confusion, distraction, and uncertainty around the legitimacy of messages, hand signs, and even memes, the alt-right has elevated the aestheticization of politics to a degree that Walter Benjamin could perhaps not have predicted in his initial lament about the distracted masses of fascist regimes (McManus). The political dimensions of trolling and the cognitive uncertainty that it creates is a part of its goal. Dismissing trolls is no longer an option, but also regarding them as sinister political operatives may be overblowing their significance. In the end, “ironic hate speech” is still hate speech, and by couching their extremist ideology in meme format they make their extremist beliefs more palatable -- and nobody is completely immune to their strategies.ReferencesAllyn, Bobby. “The ‘OK’ Hand Gesture Is Now Listed as a Symbol of Hate.” NPR 2019. <https://www.npr.org/2019/09/26/764728163/the-ok-hand-gesture-is-now-listed-as-a-symbol-of-hate>.Anti-Defamation League. “No, the ‘OK’ Gesture Is Not a Hate Symbol.” Anti-Defamation League. 10 Dec. 2017 <https://www.adl.org/blog/no-the-ok-gesture-is-not-a-hate-symbol>.———. “Okay Hand Gesture.” Anti-Defamation League. 28 Feb. 2020 <https://www.adl.org/education/references/hate-symbols/okay-hand-gesture>.Atkinson, David C. “Charlottesville and the Alt-Right: A Turning Point?” Politics, Groups, and Identities 6.2 (2018): 309-15.Benjamin, Ruha. Race after Technology: Abolitionist Tools for the New Jim Code. Polity, 2019.Benjamin, Walter. 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Abstract:

Many years ago, while studying in Paris as a novice postgraduate, I was invited to accompany a friend to a seminar with Jacques Derrida. I leapt at the chance even though I was only just learning French. Although I tried hard to follow the discussion, the extent of my participation was probably signing the attendance sheet. Afterwards, caught up on the edges of a small crowd of acolytes in the foyer as we waited out a sudden rainstorm, Derrida turned to me and charmingly complimented me on my forethought in predicting rain, pointing to my umbrella. Flustered, I garbled something in broken French about how I never forgot my umbrella, how desolated I was that he had mislaid his, and would he perhaps desire mine? After a small silence, where he and the other students side-eyed me warily, he declined. For years I dined on this story of meeting a celebrity academic, cheerfully re-enacting my linguistic ineptitude. Nearly a decade later I was taken aback when I overheard a lecturer in philosophy at the University of Sydney re-telling my encounter as a witty anecdote, where an early career academic teased Derrida with a masterful quip, quoting back to him his own attention to someone else’s quote. It turned out that Spurs, one of Derrida’s more obscure early essays, employs an extended riff on an inexplicable citation found in inverted commas in the margins of Nietzsche’s papers: “J’ai oublié mon parapluie” (“I have forgotten my umbrella”). My clumsy response to a polite enquiry was recast in a process of Chinese whispers in my academic community as a snappy spur-of-the-moment witticism. This re-telling didn’t just selectively edit my encounter, but remixed it with a meta-narrative that I had myself referenced, albeit unknowingly. My ongoing interest in the more playful breaches of scholarly conventions of quotation and attribution can be traced back to this incident, where my own presentation of an academic self was appropriated and remixed from fumbler to quipster. I’ve also been struck throughout my teaching career by the seeming disconnect between the stringent academic rules for referencing and citation and the everyday strategies of appropriation that are inherent to popular remix culture. I’m taking the opportunity in this paper to reflect on the practice of scholarly quotation itself, before examining some recent creative provocations to the academic ‘author’ situated inventively at the crossroad between scholarly convention and remix culture. Early in his own teaching career at Oxford University Lewis Carroll, wrote to his younger siblings describing the importance of maintaining his dignity as a new tutor. He outlines the distance his college was at pains to maintain between teachers and their students: “otherwise, you know, they are not humble enough”. Carroll playfully describes the set-up of a tutor sitting at his desk, behind closed doors and without access to today’s communication technologies, relying on a series of college ‘scouts’ to convey information down corridors and staircases to the confused student waiting for instruction below. The lectures, according to Carroll, went something like this: Tutor: What is twice three?Scout: What’s a rice-tree?Sub-scout: When is ice free?Sub-sub-scout: What’s a nice fee??Student (timidly): Half a guinea.Sub-sub-scout: Can’t forge any!Sub-scout: Ho for jinny!Scout: Don’t be a ninny!Tutor (looking offended, tries another question): Divide a hundred by twelve.Scout: Provide wonderful bells!Sub-scout: Go ride under it yourself!Sub-sub-scout: Deride the dunderhead elf!Pupil (surprised): What do you mean?Sub-sub-scout: Doings between!Sub-scout: Blue is the screen!Scout: Soup tureen! And so the lecture proceeds… Carroll’s parody of academic miscommunication and misquoting was reproduced by Pierre Bourdieu at the opening of the book Academic Discourse to illustrate the failures of pedagogical practice in higher education in the mid 1960s, when he found scholarly language relied on codes that were “destined to dazzle rather than to enlighten” (3). Bourdieu et al found that students struggled to reproduce appropriately scholarly discourse and were constrained to write in a badly understood and poorly mastered language, finding reassurance in what he called a ‘rhetoric of despair’: “through a kind of incantatory or sacrificial rite, they try to call up and reinstate the tropes, schemas or words which to them distinguish professorial language” (4). The result was bad writing that karaoke-ed a pseudo academic discourse, accompanied by a habit of thoughtlessly patching together other peoples’ words and phrases. Such sloppy quoting activities of course invite the scholarly taboo of plagiarism or its extreme opposite, hypercitation. Elsewhere, Jacques Derrida developed an important theory of citationality and language, but it is intriguing to note his own considerable unease with conventional acknowledgement practices, of quoting and being quoted: I would like to spare you the tedium, the waste of time, and the subservience that always accompany the classic pedagogical procedures of forging links, referring back to past premises or arguments, justifying one’s own trajectory, method, system, and more or less skilful transitions, re-establishing continuity, and so on. These are but some of the imperatives of classical pedagogy with which, to be sure, one can never break once and for all. Yet, if you were to submit to them rigorously, they would very soon reduce you to silence, tautology and tiresome repetition. (The Ear of the Other, 3) This weariness with a procedural hyper-focus on referencing conventions underlines Derrida’s disquiet with the self-protecting, self-promoting and self-justifying practices that bolster pedagogical tradition and yet inhibit real scholarly work, and risk silencing the authorial voice. Today, remix offers new life to quoting. Media theorist Lev Manovich resisted the notion that the practice of ‘quotation’ was the historical precedent for remixing, aligning it instead to the authorship practice of music ‘sampling’ made possible by new electronic and digital technology. Eduardo Navas agrees that sampling is the key element that makes the act of remixing possible, but links its principles not just to music but to the preoccupation with reading and writing as an extended cultural practice beyond textual writing onto all forms of media (8). A crucial point for Navas is that while remix appropriates and reworks its source material, it relies on the practice of citation to work properly: too close to the original means the remix risks being dismissed as derivative, but at the same time the remixer can’t rely on a source always being known or recognised (7). In other words, the conceptual strategies of remix must rely on some form of referencing or citation of the ideas it sources. It is inarguable that advances in digital technologies have expanded the capacity of scholars to search, cut/copy & paste, collate and link to their research sources. New theoretical and methodological frameworks are being developed to take account of these changing conditions of academic work. For instance, Annette Markham proposes a ‘remix methodology’ for qualitative enquiry, arguing that remix is a powerful tool for thinking about an interpretive and adaptive research practice that takes account of the complexity of contemporary cultural contexts. In a similar vein Cheré Harden Blair has used remix as a theoretical framework to grapple with the issue of plagiarism in the postmodern classroom. If, following Roland Barthes, all writing is “a tissue of quotations drawn from innumerable centers of culture” (146), and if all writing is therefore rewriting, then punishing students for plagiarism becomes problematic. Blair argues that since scholarly writing has become a mosaic of digital and textual productions, then teaching must follow suit, especially since teaching, as a dynamic, shifting and intertextual enterprise, is more suited to the digital revolution than traditional, fixed writing (175). She proposes that teachers provide a space in which remixing, appropriation, patch-writing and even piracy could be allowable, even useful and productive: “a space in which the line is blurry not because students are ignorant of what is right or appropriate, or because digital text somehow contains inherent temptations to plagiarise, but because digital media has, in fact, blurred the line” (183). The clashes between remix and scholarly rules of attribution are directly addressed by the pedagogical provocations of conceptual poet Kenneth Goldsmith, who has developed a program of ‘uncreative writing’ at the University of Pennsylvania, where, among other plagiaristic tasks, he forces students to transcribe whole passages from books, or to download essays from online paper mills and defend them as their own, marking down students who show a ‘shred of originality’. In his own writing and performances, which depend almost exclusively on strategies of appropriation, plagiarism and recontextualisation of often banal sources like traffic reports, Goldsmith says that he is working to de-familiarise normative structures of language. For Goldsmith, reframing language into another context allows it to become new again, so that “we don’t need the new sentence, the old sentence re-framed is good enough”. Goldsmith argues for the role of the contemporary academic and creative writer as an intelligent agent in the management of masses of information. He describes his changing perception of his own work: “I used to be an artist, then I became a poet; then a writer. Now when asked, I simply refer to myself as a word processor” (Perloff 147). For him, what is of interest to the twenty-first century is not so much the quote that ‘rips’ or tears words out of their original context, but finding ways to make new ‘wholes’ out of the accumulations, filterings and remixing of existing words and sentences. Another extraordinary example of the blurring of lines between text, author and the discursive peculiarities of digital media can be found in Jonathan Lethem’s essay ‘An Ecstasy of Influence: A Plagiarism’, which first appeared in Harpers Magazine in 2007. While this essay is about the topic of plagiarism, it is itself plagiarized, composed of quotes that have been woven seamlessly together into a composite whole. Although Lethem provides a key at the end with a list of his sources, he has removed in-text citations and quotation marks, even while directly discussing the practices of mis-quotation and mis-attribution throughout the essay itself. Towards the end of the essay can be found the paragraph: Any text is woven entirely with citations, references, echoes, cultural languages, which cut across it through and through in a vast stereophony. The citations that go to make up a text are anonymous, untraceable, and yet already read; they are quotations without inverted commas. The kernel, the soul — let us go further and say the substance, the bulk, the actual and valuable material of all human utterances — is plagiarism. …By necessity, by proclivity, and by delight, we all quote. Neurological study has lately shown that memory, imagination, and consciousness itself is stitched, quilted, pastiched. If we cut-and-paste ourselves, might we not forgive it of our artworks? (68) Overall, Lethem’s self-reflexive pro-plagiarism essay reminds the reader not only of how ideas in literature have been continuously recycled, quoted, appropriated and remixed, but of how open-source cultures are vital for the creation of new works. Lethem (re)produces rather than authors a body of text that is haunted by ever present/absent quotation marks and references. Zara Dinnen suggests that Lethem’s essay, like almost all contemporary texts produced on a computer, is a provocation to once again re-theorise the notion of the author, as not a rigid point of origin but instead “a relay of alternative and composite modes of production” (212), extending Manovich’s notion of the role of author in the digital age of being perhaps closest to that of a DJ. But Lethem’s essay, however surprising and masterfully intertextual, was produced and disseminated as a linear ‘static’ text. On the other hand, Mark Amerika’s remixthebook project first started out as a series of theoretical performances on his Professor VJ blog and was then extended into a multitrack composition of “applied remixology” that features sampled phrases and ideas from a range of artistic, literary, musical, theoretical and philosophical sources. Wanting his project to be received not as a book but as a hybridised publication and performance art project that appears in both print and digital forms, remixthebook was simultaneously published in a prestigious university press and a website that works as an online hub and teaching tool to test out the theories. In this way, Amerika expands the concept of writing to include multimedia forms composed for both networked environments and also experiments with what he terms “creative risk management” where the artist, also a scholar and a teacher, is “willing to drop all intellectual pretence and turn his theoretical agenda into (a) speculative play” (xi). He explains his process halfway through the print book: Other times we who create innovative works of remix artare fully self-conscious of the rival lineagewe spring forth fromand knowingly take on other remixological styles just to seewhat happens when we move insideother writers’ bodies (of work)This is when remixologically inhabitingthe spirit of another writer’s stylistic tendenciesor at least the subconsciously imagined writerly gesturesthat illuminate his or her live spontaneous performancefeels more like an embodied praxis In some ways this all seems so obvious to me:I mean what is a writer anyway buta simultaneous and continuous fusion ofremixologically inhabited bodies of work? (109) Amerika mashes up the jargon of academic writing with avant-pop forms of digital rhetoric in order to “move inside other writers’ bodies (of work)” in order to test out his theoretical agenda in an “embodied praxis” at the same time that he shakes up the way that contemporary scholarship itself is performed. The remixthebook project inevitably recalls one of the great early-twentieth century plays with scholarly quotation, Walter Benjamin’s The Arcades Project. Instead of avoiding conventional quoting, footnoting and referencing, these are the very fabric of Benjamin’s sprawling project, composed entirely of quotes drawn from nineteenth century philosophy and literature. This early scholarly ‘remixing’ project has been described as bewildering and oppressive, but which others still find relevant and inspirational. Marjorie Perloff, for instance, finds the ‘passages’ in Benjamin’s arcades have “become the digital passages we take through websites and YouTube videos, navigating our way from one Google link to another and over the bridges provided by our favourite search engines and web pages" (49). For Benjamin, the process of collecting quotes was addictive. Hannah Arendt describes his habit of carrying little black notebooks in which "he tirelessly entered in the form of quotations what daily living and reading netted him in the way of 'pearls' and 'coral'. On occasion he read from them aloud, showed them around like items from a choice and precious collection" (45). A similar practice of everyday hypercitation can be found in the contemporary Australian performance artist Danielle Freakley’s project, The Quote Generator. For what was intended in 2006 to be a three year project, but which is still ongoing, Freakley takes the delirious pleasure of finding and fitting the perfect quote to fit an occasion to an extreme. Unlike Benjamin, Freakley didn’t collect and collate quotes, she then relied on them to navigate her way through her daily interactions. As The Quote Generator, Freakley spoke only in quotations drawn from film, literature and popular culture, immediately following each quote with its correct in-text reference, familiar to academic writers as the ‘author/date’ citation system. The awkwardness and seeming artificiality of even short exchanges with someone who responds only in quotes might be bewildering enough, but the inclusion of the citation after the quote maddeningly interrupts and, at the same time, adds another metalevel to a conversation where even the simple platitude ‘thank you’ might be followed by an attribution to ‘Deep Throat 1972’. Longer exchanges become increasingly overwhelming, as Freakley’s piling of quote on quote, and sometimes repeating quotes, demands an attentive listener, as is evident in a 2008 interview with Andrew Denton on the ABC’s Enough Rope: Andrew Denton’s Enough Rope (2008) Denton: So, you’ve been doing this for three years??Freakley: Yes, Optus 1991Denton: How do people respond to you speaking in such an unnatural way?Freakley: It changes, David Bowie 1991. On the streets AKA Breakdance 1984, most people that I know think that I am crazy, Billy Thorpe 1972, a nigg*r like me is going insane, Cyprus Hill 1979, making as much sense as a Japanese instruction manual, Red Dwarf 1993. Video documentation of Freakley’s encounters with unsuspecting members of the public reveal how frustrating the inclusion of ‘spoken’ references can be, let alone how taken aback people are on realising they never get Freakley’s own words, but are instead receiving layers of quotations. The frustration can quickly turn hostile (Denton at one point tells Freakley to “shut up”) or can prove contaminatory, as people attempt to match or one-up her quotes (see Cook's interview 8). Apparently, when Freakley continued her commitment to the performance at a Perth Centerlink, the staff sent her to a psychiatrist and she was diagnosed with an obsessive-compulsive disorder, then prescribed medication (Schwartzkoff 4). While Benjamin's The Arcades Project invites the reader to scroll through its pages as a kind of textual flaneur, Freakley herself becomes a walking and talking word processor, extending the possibilities of Amerika’s “embodied praxis” in an inescapable remix of other people’s words and phrases. At the beginning of the project, Freakley organised a card collection of quotes categorised into possible conversation topics, and devised a ‘harness’ for easy access. Image: Danielle Freakley’s The Quote Generator harness Eventually, however, Freakley was able to rely on her own memory of an astounding number of quotations, becoming a “near mechanical vessel” (Gottlieb 2009), or, according to her own manifesto, a “regurgitation library to live by”: The Quote Generator reads, and researches as it speaks. The Quote Generator is both the reader and composer/editor. The Quote Generator is not an actor spouting lines on a stage. The Quote Generator assimilates others lines into everyday social life … The Quote Generator, tries to find its own voice, an understanding through throbbing collations of others, constantly gluttonously referencing. Much academic writing quotes/references ravenously. New things cannot be said without constant referral, acknowledgement to what has been already, the intricate detective work in the barking of the academic dog. By her unrelenting appropriation and regurgitating of quotations, Freakley uses sampling as a technique for an extended performance that draws attention to the remixology of everyday life. By replacing conversation with a hyper-insistence on quotes and their simultaneous citation, she draws attention to the artificiality and inescapability of the ‘codes’ that make up not just ordinary conversations, but also conventional academic discourse, what she calls the “barking of the academic dog”. Freakley’s performance has pushed the scholarly conventions of quoting and referencing to their furthest extreme, in what has been described by Daine Singer as a kind of “endurance art” that relies, in large part, on an antagonistic relationship to its audience. In his now legendary 1969 “Double Session” seminar, Derrida, too, experimented with the pedagogical performance of the (re)producing author, teasing his earnest academic audience. It is reported that the seminar began in a dimly lit room lined with blackboards covered with quotations that Derrida, for a while, simply “pointed to in silence” (177). In this seminar, Derrida put into play notions that can be understood to inform remix practices just as much as they do deconstruction: the author, originality, mimesis, imitation, representation and reference. Scholarly conventions, perhaps particularly the quotation practices that insist on the circulation of rigid codes of attribution, and are defended by increasingly out-of-date understandings of contemporary research, writing and teaching practices, are ripe to be played with. Remix offers an expanded discursive framework to do this in creative and entertaining ways. References Amerika, Mark. remixthebook. Minneapolis: University of Minnesota Press, 2011. 29 July 2013 http://www.remixthebook.com/. Arendt, Hannah. “Walter Benjamin: 1892-1940.” In Illuminations. New York, NY: Shocken, 1969: 1-55. Barthes, Roland. “The Death of the Author.” Image Music Text. Trans Stephen Heath. New York: Hill and Wang, 1977: 142-148. Benjamin, Walter. The Arcades Project. Ed. Rolf Tiedemann, trans. Howard Eiland & Kevin McLaughlin. Cambridge, MA: Harvard University Press, 1999. Blaire, Cheré Harden. “Panic and Plagiarism: Authorship and Academic Dishonesty in a Remix Culture.” Media Tropes 2.1 (2009): 159-192. Bourdieu, Pierre, Jean-Claude Passeron, and Monique de Saint Martin. Academic Discourse: Linguistic Misunderstanding and Professorial Power. Trans. Richard Teese. Stanford California: Stanford University Press, 1965. Carroll, Lewis (Charles Dodgson). “Letter to Henrietta and Edwin Dodgson 31 Jan 1855”. 15 July 2013 http://en.wikiquote.org/wiki/Letters_of_Lewis_Carroll. Cook, Richard. “Don’t Quote Me on That.” Time Out Sydney (2008): 8. http://rgcooke.wordpress.com/2008/02/13/interview-danielle-freakley.Denton, Andrew. “Interview: The Quote Generator.” Enough Rope. 29 Feb. 2008. ABC TV. 15 July 2013 http://www.youtube.com/watch?v=AsrGvwXsenE. Derrida, Jacques. Spurs, Nietzsche’s Styles. Trans. Barbara Harlow. London: University of Chicago Press, 1978. Derrida, Jacques. The Ear of the Other: Otobiography, Text, Transference. Trans Peggy Kampf. New York: Shocken Books, 1985. Derrida, Jacques. “The Double Session”. Dissemination. Trans Alan Bass, Chicago, University of Chicago Press, 1981. Dinnen, Zara. "In the Mix: The Potential Convergence of Literature and New Media in Jonathan Letham's 'The Ecstasy of Influence'". Journal of Narrative Theory 42.2 (2012). Freakley, Danielle. The Quote Generator. 2006 to present. 10 July 2013 http://www.thequotegenerator.com/. Goldsmith, Kenneth. Uncreative Writing. New York: University of Colombia Press 2011. Gottlieb, Benjamin. "You Shall Worship No Other Artist God." Art & Culture (2009). 15 July 2013 http://www.artandculture.com/feature/999. Lethem, Jonathan. “The Ecstasy of Influence: A Plagiarism.” Harper’s Magazine, Feb. 2007: 59-71. http://harpers.org/archive/2007/02/the-ecstasy-of-influence/. Manovich, Lev. "What Comes after Remix?" 2007. 15 July 2013 http://manovich.net/LNM/index.html. Markham, Annette. “Remix Methodology.” 2013. 9 July 2013 http://www.markham.internetinquiry.org/category/remix/.Morris, Simon (dir.). Sucking on Words: Kenneth Goldsmith. 2007. http://www.ubu.com/film/goldsmith_sucking.html.Navas, Eduardo. Remix Theory: The Aesthetics of Sampling. New York: Springer Wein, 2012. Perloff, Marjorie. Unoriginal Genius: Poetry by Other Means in the New Century. Chicago: University of Chicago Press, 2010. Schwartzkoff, Louise. “Art Forms Spring into Life at Prima Vera.” Sydney Morning Herald 19 Sep. 2008: Entertainment, 4. http://www.smh.com.au/news/entertainment/arts/art-forms-spring-into-life-at-primavera/2008/09/18/1221331045404.html.Singer, Daine (cur.). “Pains in the Artists: Endurance and Suffering.” Blindside Exhibition. 2007. 2 June 2013 http://www.blindside.org.au/2007/pains-in-the-artists.shtml.

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Abstract:

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.
Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2562. Adviser: Gail E. Hawisher. Includes bibliographical references (leaves 256-299) Available on microfilm from Pro Quest Information and Learning.

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