Found Objects

A Feminist Ideography

/ Pablo K / 1 Comment

Ending is such sweet sorrow. Yesterday the alphabet series over at Bad Reputation came to a close. Its task: “..to address (with reasonable neutrality), the make-up of the English mother-tongue, to consider how the language has evolved over the centuries, and in the process to prompt some questions about how gender issues are woven into the fabric of the language we use everyday.”

And what an unravelling it was. Here are some disordered excerpts. Direct your thanks at Hodge.

Z is for Zone:

The Medieval West was not to be left behind in all this sexy-talk: no right-thinking female of the thirteen-hundreds considered herself fully sexed-up without a gipon, a type of corset designed to flatten the breasts and emphasise the stomach. And in case this proved insufficient, she might also pad her belly out for extra effect – well-rounded bellies appear again and again in contemporary art – and, as with the Cranach Venus, a decorative zone was the perfect way to emphasise its shape, making this a garment no less sexually charged in the 1340s than the 1940s (when, of course, its job was to hold the belly in). Like a garter, then, a girdle could serve as a fetishistic focal point for erotic (and indeed erogenous) zones, marking them out and keeping them restrained at the same time.

H is for Hysteria:

One explanation for [Hysteria’s] seeming explosion during the nineteenth and early twentieth centuries is its use as a catch-all term for Generic Women’s Troubles (hence calling it, essentially, ‘womb-problem’), and indeed, it does seem to have been partially conflated with chlorosis (a type of anaemia), which is perhaps better known to Renaissance drama fans as ‘green sickness’. Thus, in John Ford’s play ‘Tis Pity She’s A Whore (you’d think you couldn’t top that title, wouldn’t you?) Annabella is thought to be suffering from ‘an overflux of youth’, in which case ‘there is no such present remedy as present marriage’. Translation: get a willy in her, quick.

Continue reading →

Suggestion

/ Pablo K / Leave a comment

Why can’t I walk down the street
Free of suggestion?
Why can’t I walk down a street
Free of suggestion?
Is my body my only trait
In the eyes of men?
I’ve got some skin
You want to look in
….
Suffer your words, suffer your eyes, suffer your hands
Suffer your interpretation of what it is
To be a Man
….
We don’t want anyone to mind us
Play the roles that they assign us
She does nothing to conceal it
He touches her because he wants to feel it
We blame her
For being there
But we are all here
We are all
Guilty

Fugazi, Suggestion (1989)

It’s Not About You: US Media Bias and Egyptian Protests

/ Joe / Leave a comment


Nice piece on Al Jazeera by Mohamed Shokeir that takes the US media to task for its coverage of Egyptian protests.

He asks some important questions about US conceptions of “Arab Anger”, the lack of solidarity with a people fighting an oppressive regime and the myopic US-centric narratives that have dominated the news.

International Relations versus Punk Rock (Slight Return)

/ Pablo K / Leave a comment

Nothing could compromise a joint blog project more than disagreement over music. Luckily, this much-delayed follow-up to Joe’s sonic assault on global politics gets to play the role of supplement and supplicant, and not that of adversary. And no, it’s not bloody Christmas-themed.

Nobody was as fully aware of the properly traumatic dimension of the human voice, the human voice not as the sublime, ethereal medium for expressing the depth of human subjectivity, but the human voice as a foreign intruder, nobody was more aware of this than Charlie Chaplin [in The Great Dictator]…Silent figures are basically like figures in cartoons, they don’t know death, they don’t know sexuality even, they don’t know suffering, they just go on in their oral egotistic striving, like cats and mouse in a cartoon: you cut them into pieces, they’re reconstituted. There is no finitude, there is no mortality here. There is evil, but a kind of a naïve, good evil, you are just egotistical, you want to compete, you want to hit the other, but there is no guilt proper. What we get with sound is interiority, depth, guilt, pulpability, in other words the complex oedipal universe. The problem of the film is not only the political problem, how to get rid of totalitarianism, of its terrible seductive power, but it is also this more formal problem, how to get rid of this terrifying dimension of the voice. Or, since we cannot get rid of it, how to domesticate it, how to transform this voice nonetheless into the means of expressing humanity, love, and so on…

[Chaplin’s character] delivers his big speech about the need of love, understanding between people, but there is a catch, even a double catch: people applaud exactly in the same way as they were applauding Hitler. The music that accompanies this great humanist finale, the overture to Wagner’s opera Lohenngrin is the same music as the one we hear when Hitler is daydreaming about conquering the entire world and where he has a balloon in the shape of the globe, the music is the same. This can be read as the ultimate redemption of music, that the same music which served evil purposes can be redeemed to served the good, or it can be read – and I think it should be read – in a much more ambiguous way, that with music we cannot ever be sure, insofar as it externalises our inner passion music is always potentially a threat.

Slavoj Žižek, The Pervert’s Guide To Cinema

We humans are a musical species no less than a linguistic one.

Oliver Sacks, Musicophilia: Tales of Music and the Brain

1. Fugazi, ‘Smallpox Champion’, In On The Kill Taker (1993)

Smallpox champion, U S of A
Give natives some blankets
Warm like the grave
This is the pattern cut from the cloth
This is the pattern designed to take you right out, right out, right out
This is the frontier with winter’s so cold
Greed informs action where action makes bold
To take all the cotton that’s cut from the stalk
Weave the disease that’s gonna take you right out, right out, right out
What is good for the future what was good for the past
What is good for the future…won’t last
Bury your heart U S of A
History rears up to spit in your face
You saw what you wanted
You took what you saw
We know how you got it
Your method equals wipe out, wipe out, wipe out
The end of the frontier and all that you own
Under the blankets of all that you’ve done
Memory serves us to serve you
Yet memory serves us to never let you wipe out, wipe out, wipe out
Cha-cha-cha-champion
You’ll get yours
Wipe out

2. Ani Difranco, ‘Fuel’, Little Plastic Castle (1998)

Continue reading →

‘Immediate Commodifiability’; Or, A Virtual Teach-In on Austerity in Education

/ Pablo K / 1 Comment

As a public service, some of the best of recent (and older) diagnosis and critique, largely an extension of work already done over at Infinite ThØught:

It is fascinating, and very revealing, to see how Browne’s unreal confidence in the rationality of subjective consumer choice is matched by his lack of belief in reasoned argument and judgment. The sentence that immediately follows the vacuous one about students’ ‘wants’ reads: ‘We have looked carefully at the scope to distribute funding by some objective metric of quality; but there is no robust way to do this and we doubt whether the choices of a central funding body should be put before those of students.’ It is, first of all, striking that the only alternative envisaged to the random play of subjective consumer choice is an ‘objective metric of quality’, i.e. some purely quantitative indicator. And second, it is no less striking that instead of allowing that an informed judgment might be based on reasons, arguments and evidence, there are simply the ‘choices’ made by two groups, treated as though they are just two equivalent expressions of subjective preference. We can have the money for a national system of higher education distributed either in accordance with the tastes of 18-year-olds or in accordance with the tastes of a group of older people in London: there’s no other way to do it.

Stefan Collini, Browne’s Gamble

György Lukács used to say that the objective unity of the capitalist order was never so apparent as in a phase of crisis. Then, the relative autonomy of expansionary times, which were so often asserted as the reality of social relations, would be abruptly suspended. The power of discretion would flow back to the centre, to the strategic politics of the state and to those prepared to launch a fundamental challenge to it.

What is objectionable is the ascendency of quantification, the emergence of quantifiability as a qualifying condition of relevance and admissibility. A species of transcendental reductionism. We need look no further than the familiar, degraded world of academic research. Scientific and scholarly projects, we all know, do well in these times to internalise the definitions, the priorities and the timescales of the REF as a main condition of finding institutional support. Reputation – the regard of one’s peers and serious audiences – is a frothy measure of achievement if it cannot be captured in scores and tables…League tables generally do not only reduce particular and distinct activity to a single numerical scale. As numerical procedures, they offer perverse compensation by generating distinctions where none can credibly be thought to exist in reality. 10 or 15 institutions differ within the space of 1%. But the visual code of the table – equal spacing in the plane of the vertical – renders such trivia grave and lapidary, carves them in stone…These processes of quantification and financialisation are effecting a progressive abstraction of university functions, in which exchange value is the homogeneous substance of working life. Now the labour of perfecting and defending these processes calls for an equally abstract organisational stratum of leader-managers, in a classic process of bureaucratisation.

Francis Mulhern, Humanities and University Corporatism

Wendy Brown, Why Privatisation Is About More Than Who Pays

Continue reading →

International Relations versus Punk Rock

/ Joe / 3 Comments

Today I was re-reading a piece by Kevin Dunn, “Never mind the bollocks: the punk rock politics of global communication,” and it lead me to wonder how far one’s route into the study of world politics affects how one perceives the “object” of inquiry. Dunn starts out by stating:

I am increasingly concerned about the ways that International Relations (IR) as a discipline seems unable to communicate to everyday citizens about issues of tremendous importance. I am repeatedly struck by our inability to speak to the people whose lives are affected daily by the issues we are supposed to be studying. More importantly, I am struck by how irrelevant we and our work can seem to the world’s population.

In 2003, I grappled quite openly and vocally with this alienation. The annual International Studies Association (ISA) Conference was being held in Portland, Oregon that year. Throughout the hallowed halls of the soul-numbing conference hotel, the discipline of IR was displaying its strengths and weaknesses. The US and its ‘ coalition of the willing’ were on the verge of invading Iraq. But within the ISA, there was little attempt to grapple with what this meant. My few attempts to stage some form of protest and intellectual outrage proved heart-warming but ineffectual. Then, at the end of the week, I went to a punk club a few blocks from the hotel to see a Joe Strummer tribute show. Joe Strummer, the frontman for the Clash, had died suddenly a few months before, and now over twenty bands from all over the region were coming together to play a benefit show. Each band performed two or three Clash songs; one band getting up after the other, sharing amps and a drum set. On stage, the bands were using the songs to make sense of the dangerous world we all found ourselves in. The in-between song banter reflected this – comments about President George W. Bush, remarks about American fascism, concerns about the impending war on Iraq, and pleas to register to vote. The kids in the club were using the Clash and punk rock, much as I did years before, to help them understand the world they were inheriting. While the discipline of IR pontificated down the street to itself about world affairs, I swirled in the mosh pit wondering: what relevance did I and the ISA have to these kids? Sadly, it seemed to me that we as a discipline were doing a poor job communicating with most of the people outside that conference hotel.

Leaving aside Dunn’s very interesting analysis of punk rock’s role as a form of counter-hegemonic global communication and subversive political message, the opening lines resonated in a profound way for me, as I share Dunn’s experience of punk music providing a frame for engaging with world politics. This leads me to the question: how does our route into the study of world politics affect our work? Continue reading →

Beware the Academic Troll-Master!

/ Pablo K / 1 Comment

But I see motivating students, passing on enthusiasm, as the first and most important task of a teacher. (Which isn’t to say that one has to blindly encourage everything a student says or writes; far from it.) That’s why I would say that one of the most despicable figures in the academic bestiary is the Troll-Master: the figure who feeds on the crushed enthusiasm of belittled students. The easiest way to win a cheap kind of respect is by adopting a nothing-can-impress-me hyper-critical stance, doused in cool weltweltschmerz, finding fault everywhere, handing out praise and encouragement only very rarely; it’s a transparent tactic, but one that works surprisingly well, and not only on jejune students, but also on very accomplished people, even those who have written a number of books. Often, the Troll-Master’s own intellectual project will be mediocre and/or suspended – it’s clear that all their libidinal energy is tied up in enslaving students into neurotic servitude. Troll-Masters can permanently insinuate themselves into students’ heads, but usually their power depends upon the hothouse claustrophobia of the university department – they are village despots, whose charismatic tyranny seldom works outside their own turf. If they have a long-term effect, it is only to produce more grey vampires.

K-Punk, ‘Break Through in Grey Lair’

One temptation is the patronizing attempt to over-identify with the imperative “not to learn” supposedly possessed by students. We could call this the “slacker” temptation – of course all students want to do is smoke dope and play Playstation! This model of teaching presupposes two intellectual classes: those who (contingently) want to learn (the lecturer him- or herself) and those who do not (most students, and by extension, most everybody). This approach is a kind of mastery, disavowed in this case and all the more pernicious for it – I know enough to tell you that you do not need to know. It is the supercilious attitude of the newspaper columnist who chucks in references to Marx, postmodernism, etc. before airily informing the less-informed reader that he or she doesn’t need to bother finding out anything about them for him- or herself. Equality of intelligence is here smothered by the laziness, not of the students, but of the teacher, who churns out information without really believing that the audience will be interested in receiving it. As Rancière puts it, “explication is the work of laziness”. The fear masked here, both by assuming student apathy and by preserving the knowledge you yourself possess, is the idea that actually there is nothing “special” about your capacity to learn…

…We must acknowledge a changed landscape: not exclusion, straightforwardly, but a peculiar form of staggered expansion. The supposedly elite institutions are still there at the top, the old-boys and girls networks still churning out elite fodder for the same kinds of jobs – politics, diplomacy, high-end culture industry work, etc. At the same time, the expansion of higher education and the re-branding of ex-Polytechnics as universities in the UK has created a situation in which no one need be excluded. It is no longer a question of keeping them out, but of ensuring they go where they are supposed to. A further change comes at the economic level. As noted, fees have created a kind of split-subject of the university: the “client” who pays for a service and yet is still a subject “supposed to be criticized” or even failed. Endless feedback forms, along the lines of customer satisfaction surveys, entail that students are supposed to know how well that which they don’t yet know is being conveyed.

Nina Power, ‘Axiomatic Equality: Rancière and the Politics of Contemporary Education’