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Each Wild Idea: Writing, Photography, History
e “Unruly, energetic, unmastered. Also erudite, engaged and rigorous. Batchen’s essays have arrived at exactly the e a c h w i l d i d e a right moment, when we need their skepticism and imagination to clarify the blurry visual thinking of our con- a writing photography history temporary cultures.” geoffrey batchen c —Ross Gibson, Creative Director, Australian Centre for the Moving Image h In Each Wild Idea, Geoffrey Batchen explores widely ranging “In this remarkable book, Geoffrey Batchen picks up some of the threads of modernity entangled and ruptured aspects of photography, from the timing of photography’s by the impact of digitization and weaves a compelling new tapestry. Blending conceptual originality, critical invention to the various implications of cyberculture. Along w insight and historical rigor, these essays demand the attention of all those concerned with photography in par- the way, he reflects on contemporary art photography, the role ticular and visual culture in general.” i of the vernacular in photography’s history, and the —Nicholas Mirzoeff, Art History and Comparative Studies, SUNY Stony Brook l Australianness of Australian photography. “Geoffrey Batchen is one of the few photography critics equally adept at historical investigation and philosophi- d The essays all focus on a consideration of specific pho- cal analysis. His wide-ranging essays are always insightful and rewarding.” tographs—from a humble combination of baby photos and —Mary Warner Marien, Department of Fine Arts, Syracuse University i bronzed booties to a masterwork by Alfred Stieglitz. Although d Batchen views each photograph within the context of broader “This book includes the most important essays by Geoffrey Batchen and therefore is a must-have for every schol- social and political forces, he also engages its own distinctive ar in the fields of photographic history and theory. -
Buy Nothing Day
LESSON PLAN Level: Grades 7 to 12 About the Author: Matthew Johnson, Director of Education, MediaSmarts Buy Nothing Day Overview In this lesson Buy Nothing Day is used as a jumping-off point to look at the role of consumerism in our lives and culture. Students learn the definition of consumerism and consider its benefits and drawbacks; as well as where and how they receive consumerist messages. Students list their own recent purchases and consider how many were needed as opposed to wanted. They are then introduced to Buy Nothing Day and discuss its purpose and merits. Finally, students imagine that Buy Nothing Day is a holiday on par with Christmas and plan either a pageant or television program to celebrate the event. Note: the Consumerism Diary activity is distributed to students the day before this class. Learning Outcomes Students will: • Define and debate the pros and cons of consumerism • Survey consumerist messages in their lives • Analyze their own purchases • Plan a pageant or television program Preparation and Materials Read and photocopy the following handouts: • Buy Nothing Day • What I Buy • Consumerism Diary If you would like more background on Buy Nothing Day, read the backgrounder at http://www.buynothingday.co.uk/? page_id=2. www.mediasmarts.ca 1 © 2012 MediaSmarts Buy Nothing Day ● Lesson Plan ● Grades 7 – 12 Procedure For all students: The day before, distribute the handout Consumerism Diary and ask students to fill it out for this class. What is consumerism? Write the word consumerism on the board and ask students if they know or can guess what it means. -
Principia Discordia.Pdf
RAW Intro | Omar Intro | Title Page | Index | Version Notes | INTRODUCTION You hold in your hands one of the Great Books of our century fnord. Some Great Books are recognized at once with a fusillade of critical huzzahs and gonfolons, like Joyce’s Ulysses. Others appear almost furtively and are only discovered 50 years later, like Moby Dick or Mendel’s great essay on genetics. The Principia Discordia entered our space-time continuum almost as unobtrusively as a cat-burglar creeping over a windowsill. In 1968, virtually nobody had heard of this wonderful book. In 1970, hundreds of people from coast to coast were talking about it and asking the identity of the mysterious author, Malaclypse the Younger. Rumors swept across the continent, from New York to Los Angeles, from Seattle to St. Joe. Malaclypse was actually Alan Watts, one heard. No, said another legend – the Principia was actually the work of the Sufi Order. A third, very intriguing myth held that Malaclypse was a pen-name for Richard M. Nixon, who had allegedly composed the Principia during a few moments of lucidity. I enjoyed each of these yarns and did my part to help spread them. I was also careful never to contradict the occasional rumors that I had actually written the whole thing myself during an acid trip. The legendry, the mystery, the cult grew very slowly. By the mid- 1970’s, thousands of people, some as far off as Hong Kong and Australia, were talking about the Principia, and since the original was out of print by then, xerox copies were beginning to circulate here and there. -
“Bob” Dobbs (192? — 1984, 1985 —) Living Avatar of Slack
Hidden Teachings and Deuterocanonical Texts o f J.R. “Bob” Dobbs (192? — 1984, 1985 —) Living Avatar of Slack Appointed to be Read in Churches Translated out of the Original Tongues by The SubGenius Foundation, Inc. “Dulling the Pain of Existence in a World Without Slack Since 1978” Thunder’s Mouth Press Avalon Publishing Group, New York CAUTION: May Be Habit Forming “I can’t believe I opened this book.” We can. You did it because it looked different. Most other people avoided it for that very reason. Maybe . just maybe . YOU are as “DIFFERENT” as this book is. You seek out the “different,” for its own sake, and that odd trait of yours has led you now to peruse this “funny book.” Or has it? What if some catalyst stronger than your engramatic programming, more powerful than the combined forces of the spirit-world, compelled you to pick it up and begin reading? Just took control of your body, mind and soul and got you to Page 2 before easing back in the cockpit. Just inside the door. You are one of the Chosen — and this book falling into your hands was NO LIES ACCIDENT! Every word in this book is here because you are reading it. In the hands of “The Others,” this would be FORBIDDEN KNOWLEDGE. But for you, it’s what you’ve always wanted, what you always deserved, what you thought you could never have: SOMETHING FOR NOTHING It Can All Be Yours EVERYTHING YOU KNOW IS TRUE “BOB” IS THE PROOF BEFORE AFTER The prudes, prigs, wheezers and weenises, jocks and jerks, pencil-necks and ninnies, super-patriots and fundamentalist fanatics, all think there should be more RELIGION in this country. -
Women's Experimental Autobiography from Counterculture Comics to Transmedia Storytelling: Staging Encounters Across Time, Space, and Medium
Women's Experimental Autobiography from Counterculture Comics to Transmedia Storytelling: Staging Encounters Across Time, Space, and Medium Dissertation Presented in partial fulfillment of the requirement for the Degree Doctor of Philosophy in the Graduate School of Ohio State University Alexandra Mary Jenkins, M.A. Graduate Program in English The Ohio State University 2014 Dissertation Committee: Jared Gardner, Advisor Sean O’Sullivan Robyn Warhol Copyright by Alexandra Mary Jenkins 2014 Abstract Feminist activism in the United States and Europe during the 1960s and 1970s harnessed radical social thought and used innovative expressive forms in order to disrupt the “grand perspective” espoused by men in every field (Adorno 206). Feminist student activists often put their own female bodies on display to disrupt the disembodied “objective” thinking that still seemed to dominate the academy. The philosopher Theodor Adorno responded to one such action, the “bared breasts incident,” carried out by his radical students in Germany in 1969, in an essay, “Marginalia to Theory and Praxis.” In that essay, he defends himself against the students’ claim that he proved his lack of relevance to contemporary students when he failed to respond to the spectacle of their liberated bodies. He acknowledged that the protest movements seemed to offer thoughtful people a way “out of their self-isolation,” but ultimately, to replace philosophy with bodily spectacle would mean to miss the “infinitely progressive aspect of the separation of theory and praxis” (259, 266). Lisa Yun Lee argues that this separation continues to animate contemporary feminist debates, and that it is worth returning to Adorno’s reasoning, if we wish to understand women’s particular modes of theoretical ii insight in conversation with “grand perspectives” on cultural theory in the twenty-first century. -
Econ 243: Political Economy of Gender, Race, and Class
THE POLITICAL ECONOMY OF GENDER, RACE AND CLASS Economics 243, Wellesley College, Spring 2015 Professor Julie Matthaei Office Hours: Economics Department Thurs. 5:30-6:30 PNE 423, x2181 & by appointment Emily Grandjean, Teaching Assistant The Roots of Violence: Wealth without work, Pleasure without conscience, Knowledge without character, Commerce without morality, Science without humanity, Worship without sacrifice, Politics without principles. -- Mahatma Gandhi Objectivity is male subjectivity, made unquestionable. --Adrienne Rich No problem can be solved by the level of consciousness that created it. --Albert Einstein Be the change you want to see in the world. --Mahatma Gandhi Youth should be radical. Youth should demand change in the world. Youth should not accept the old order if the world is to move on. But the old orders should not be moved easily — certainly not at the mere whim or behest of youth. There must be clash and if youth hasn’t enough force or fervor to produce the clash the world grows stale and stagnant and sour in decay. --William Allen White If to change ourselves is to change our worlds, and the relation is reciprocal, then the project of history making is never a distant one but always right here, on the borders of our sensing, thinking, feeling, moving bodies. --J.K. Gibson-Graham Power at its best is love implementing the demands of justice. Justice at its best is love correcting everything that stands against love. --Martin Luther King Give a man a gun, he can rob a bank. Give a man a bank, and he can rob the world. -
Degrowth: the History of an Idea
Transnational consumption and circulations Degrowth: the history of an idea Timothée DUVERGER ABSTRACT Degrowth is a concept-platform with multiple meanings, and is shaped by five sources of thought: ecological, bioeconomical, anthropological, democratic, and spiritual. The word appeared in the 1970s, and imposed itself beginning in 2002 owing to the convergence between the criticism of development and the anti-advertising movement, initially in France but later across the European continent, beginning with Latin regions. In radicalizing ecological criticism, it connected and gave increased focus to numerous emerging alternatives in the margins of civil society. The symbol of degrowth, reused notably by the Parti pour la décroissance (PPLD). Degrowth is a social and intellectual movement born of the convergence between the criticism of development in southern countries, and critiques of consumer society in northern ones. Considering that economic growth is neither possible nor desirable, it denounces the concept of sustainable development, deemed to be an oxymoron. It is a concept-platform with multiple meanings, shaped by five sources of thought: 1- The ecological source, which affirms the primacy of nature; 2- The bioeconomical source, which accepts the limits of economic growth; 3- The anthropological source, which calls into question the uniformization of the world; 4- The democratic source, which re-legitimizes public debate; 5-And the spiritual source, which responds to the crisis of meaning in modern societies. The word degrowth was formulated for the first time in 1972 during a debate organized by the Nouvel Observateur, in which André Gorz (1923-2007) examined the relation between growth and capitalism: “Is global balance, which is conditional upon non-growth—or even degrowth—of material production, compatible with the survival of the (capitalist) system?” His reflections fell within the context of the debate on “zero-growthism,” which followed publication of the Club of Rome report calling for “zero growth,” in an effort to limit pressure on resources. -
Culture Jamming
Acknowledgements First and foremost, I would like to thank Vincent de Jong for introducing me to the intricacy of the easyCity action, and for taking the time to answer my questions along my exploration of the case. I also want to thank Robin van t’ Haar for his surprising, and unique, contribution to my investigations of the easyCity action. Rozalinda Borcila, the insights you have shared with me have been a crucial reminder of my own privilieged position – your reflections, I hope, also became a marker in what I have written. Also, I would like to thank others that somehow made my fieldwork possible, and influenced my ‘learning’ of activism and culture jamming. Of these I would especially like to thank Nina Haukeland for introducing me to the politics of activism, Kirsti Hyldmo for reminding me of the realities of exploitation, Åse Brandvold for a skilled introduction to the thoughts and tools of culture jamming, and Maria Astrup for showing me the pleasures and powers of aesthetics. Also, I would like to thank the Norwegian Adbusters Network, and the editorial groups of Vreng. To my main advisor Professor Kristian Stokke, I would like to thank you for the excellent support you have given me throughout my master studies. Your insights have been of grate value, and I cannot thank you enough for continually challenging me. Also, the feedback from Olve Krange, my second advisor, was crucial at the early stage of developing the thesis, to defining its object of inquiry, and finally when writing my conclusion. I would also like to express my appreciation to Professor Oddrun Sæther for an excellent introduction to the field of cultural studies, to Professor Matt Sparke at the University of Washington for demonstrating the intriguing complexities of political geography, and to PhD candidate Stephen Young, for proof reading and fruitful inputs at the final stage of writing. -
ART & POLITICS Graphic Art in the Summer of Discontent
ART & POLITICS Graphic Art in the Summer of Discontent The 2004 election has attracted artists in numbers not seen for a generation. Their designs give progressive politics a distinct visibility. BY FAYE HIRSCH ew York, late June 2004: On a wall of feel-good tape outlines shaped like shirts. In a cel iPod ads showing wired-up kids in silhouette ebratory atmosphere, visitors selected Ndancing against electric-colored backgrounds, their favorites to be printed on the spot there appears, for a few hours, the now-iconic hood as T-shirts (the proceeds, at $30 a pop, ed prisoner who has become the emblem of the Abu went to the Democratic National Ghraib scandal. Like the ad kids, this figure, too, is Committee). Like "Power T's," many rendered in black silhouette on Day-G io; but the exhibitions were up for just a week or wiring connects to a far different tale. Were it not for two, coinciding with the convention. the Internet, medium of choice for latter-day agitprop, Among veteran artists with new work this "iRaq" intervention might seem like urban legend: was Sue Coe, showing drawings at by the time one returns for a reality check, to Broome Galerie St. Etienne for her book, just Street, to Bond and Lafayette, to last night's subway issued, Bully: Master of the Global platform, the poster has vanished. Yet, on the Web, a Merry-Go-Round, which she co-authored record of the action is disseminated, a salvo in the with writer Judith Brody (Four Walls Eight multi-front war against political-and visual-compla Windows, $18). -
“What I'm Not Gonna Buy”: Algorithmic Culture Jamming And
‘What I’m not gonna buy’: Algorithmic culture jamming and anti-consumer politics on YouTube Item Type Article Authors Wood, Rachel Citation Wood, R. (2020). ‘What I’m not gonna buy’: Algorithmic culture jamming and anti-consumer politics on YouTube. New Media & Society. Publisher Sage Journals Journal New Media and Society Download date 30/09/2021 04:58:05 Item License https://creativecommons.org/licenses/by-nc-nd/4.0/ Link to Item http://hdl.handle.net/10034/623570 “What I’m not gonna buy”: algorithmic culture jamming and anti-consumer politics on YouTube ‘I feel like a lot of YouTubers hyperbolise all the time, they talk about how you need things, how important these products are for your life and all that stuff. So, I’m basically going to be talking about how much you don’t need things, and it’s the exact same thing that everyone else is doing, except I’m being extreme in the other way’. So states Kimberly Clark in her first ‘anti-haul’ video (2015), a YouTube vlog in which she lists beauty products that she is ‘not gonna buy’.i Since widely imitated by other beauty YouTube vloggers, the anti-haul vlog is a deliberate attempt to resist the celebration of beauty consumption in beauty ‘influencer’ social media culture. Anti- haul vloggers have much in common with other ethical or anti-consumer lifestyle experts (Meissner, 2019) and the growing ranks of online ‘environmental influencers’ (Heathman, 2019). These influencers play an important intermediary function, where complex ethical questions are broken down into manageable and rewarding tasks, projects or challenges (Haider, 2016: p.484; Joosse and Brydges, 2018: p.697). -
Southern California Artists Challenge America Paul Von Blum After the Terrorist Attacks of September 11, 2001, America Experienc
Journal of American Studies of Turkey 20 (2004) : 17-27 Southern California Artists Challenge America Paul Von Blum After the terrorist attacks of September 11, 2001, America experienced an outpouring of international sympathy. Political leaders and millions of people throughout the world expressed heartfelt grief for the great loss of life in the wake of the unspeakable horror at the World Trade Center, the Pentagon, and in Pennsylvania. Four years later, America has had its world standing and moral credibility substantially reduced. In striking contrast to the immediate aftermath of 9/11, it faces profound isolation and disrespect throughout the world. The increasingly protracted war in Iraq has been the major catalyst for massive international disapproval. Moreover, the arrogance of the George W. Bush administration in world affairs has alienated many of America’s traditional allies and has precipitated widespread global demonstrations against its policies and priorities. Domestically, the Bush presidency has galvanized enormous opposition and has divided the nation more deeply than any time since the height of the equally unpopular war in Vietnam. Dissent against President Bush and his retrograde socio-economic agenda has become a powerful force in contemporary American life. Among the most prominent of those commenting upon American policies have been members of the artistic community. Musicians, writers, filmmakers, actors, dancers, visual artists, and other artists continue a long-held practice of using their creative talents to call dramatic attention to the enormous gap between American ideals of freedom, justice, equality, and peace and American realities of racism, sexism, and international aggression. In 2004, for example, Michael Moore’s film “Fahrenheit 9/11,” which is highly critical of President Bush, has attracted large audiences in the United States and abroad. -
Vote Democracy!
ENGAGING STUDENTS AND TEACHERS THROUGH FILM COMMUNITY CLASSROOM: VOTE DEMOCRACY! EDUCATOR GUIDE Educators can use the VOTE DEMOCRACY! Educator Guide to support viewing of PLEASE VOTE FOR ME, IRON LADIES OF LIBERIA, CHICAGO 10 and AN UNREASONABLE MAN while engaging students in discussions about democracy abroad, elections, third-party politics, gender, the role of dissent in democracy and media literacy. These lessons and activities also provide a con- text for understanding and further investigating the changing nature of democracy around the world. WWW.PBS.ORG/INDEPENDENTLENS/CLASSROOM COMMUNITYITVS CLASSROOM CLASSROOM VOTE DEMOCRACY! TABLE OF CONTENTS How To Use the Films and This Guide 3 About the Films 6 Activity 1: What is Democracy? 8 Activity 2: Third Party Voices 11 Activity 3: Participating in a Campaign 14 Activity 4: Democracy Around the World 17 Activity 5: Women and Democracy 20 Activity 6: Dissent in Democracy 24 Activity 7: Media Literacy 28 Student Handouts 31 Teacher Handouts 34 National Standards 42 Guide Credits 43 COMMUNITY CLASSROOM is an exciting resource for educators. It provides short video modules drawn from the Emmy® Award–winning PBS series Independent Lens. Drawn from the United States and abroad, these stories reflect the diversity of our world through the lens of contemporary documentary filmmakers. The COMMUNITY CLASSROOM video modules are supported with innovative, resource-rich curricula for high school, college and other youth educators. The video modules are five to ten minutes in length and can be viewed online or on DVD. Content is grouped into subject-specific segments corresponding to lesson plans and is standards- based.