Bibliographies: 'Sale Adult - Nature / Guide Books' – Grafiati (2025)

Abstract:

In a media saturated world, doodles have recently received the kind of attention usually reserved for coverage of racy extra marital affairs, corrupt governance, and product malfunction. Former British Prime Minister Blair’s private doodling at a World Economic Forum meeting in 2005 raised suspicions that he, according to one keen graphologist, struggled “to maintain control in a confusing world," which infers he was attempting to cohere a scattershot, fragmentary series of events (Spiegel). However, placid-faced Microsoft CEO Bill Gates, who sat nearby, actually scrawled the doodles. In this case, perhaps the scrawls mimicked the ambience in the room: Gates might have been ‘tuning’–registering the ‘white noise’ of the participants, letting his unconscious dictate doodles as a way to cope with the dissonance trekking in with the officialspeak. The doodles may have documented and registered the space between words, acting like deposits from his gestalt.Sometimes the most intriguing doodles co-exist with printed texts. This includes common vernacular graffiti that lines public and private books and magazines. Such graffiti exposes tensions in the role of readers as well as horror vacui: a fear of unused, empty space. Yet, school children fingering fresh pages and stiff book spines for the first few times often consider their book pages as sanctioned, discreet, and inviolable. The book is an object of financial and cultural investment, or imbued both with mystique and ideologies. Yet, in the e-book era, the old-fashioned, physical page is a relic of sorts, a holdover from coarse papyrus culled from wetland sage, linking us to the First Dynasty in Egypt. Some might consider the page as a vessel for typography, a mere framing device for text. The margins may reflect a perimeter of nothingness, an invisible borderland that doodles render visible by inhabiting them. Perhaps the margins are a bare landscape, like unmarred flat sand in a black and white panchromatic photo with unique tonal signature and distinct grain. Perhaps the margins are a mute locality, a space where words have evaporated, or a yet-to-be-explored environment, or an ambient field. Then comes the doodle, an icon of vernacular art.As a modern folklorist, I have studied and explored vernacular art at length, especially forms that may challenge and fissure aesthetic, cultural, and social mores, even within my own field. For instance, I contend that Grandma Prisbrey’s “Bottle Village,” featuring millions of artfully arranged pencils, bottles, and dolls culled from dumps in Southern California, is a syncretic culturescape with underlying feminist symbolism, not merely the product of trauma and hoarding (Ensminger). Recently, I flew to Oregon to deliver a paper on Mexican-American gravesite traditions. In a quest for increased multicultural tolerance, I argued that inexpensive dimestore objects left on Catholic immigrant graves do not represent a messy landscape of trinkets but unique spiritual environments with links to customs 3,000 years old. For me, doodles represent a variation on graffiti-style art with cultural antecedents stretching back throughout history, ranging from ancient scrawls on Greek ruins to contemporary park benches (with chiseled names, dates, and symbols), public bathroom latrinalia, and spray can aerosol art, including ‘bombing’ and ‘tagging’ hailed as “Spectacular Vernaculars” by Russell Potter (1995). Noted folklorist Alan Dundes mused on the meaning of latrinalia in Here I Sit – A Study of American Latrinalia (1966), which has inspired pop culture books and web pages for the preservation and discussion of such art (see for instance, www.itsallinthehead.com/gallery1.html). Older texts such as Classic American Graffiti by Allen Walker Read (1935), originally intended for “students of linguistics, folk-lore, abnormal psychology,” reveal the field’s longstanding interest in marginal, crude, and profane graffiti.Yet, to my knowledge, a monograph on doodles has yet to be published by a folklorist, perhaps because the art form is reconsidered too idiosyncratic, too private, the difference between jots and doodles too blurry for a taxonomy and not the domain of identifiable folk groups. In addition, the doodles in texts often remain hidden until single readers encounter them. No broad public interaction is likely, unless a library text circulates freely, which may not occur after doodles are discovered. In essence, the books become tainted, infected goods. Whereas latrinalia speaks openly and irreverently, doodles feature a different scale and audience.Doodles in texts may represent a kind of speaking from the ‘margin’s margins,’ revealing the reader-cum-writer’s idiosyncratic, self-meaningful, and stylised hieroglyphics from the ambient margins of one’s consciousness set forth in the ambient margins of the page. The original page itself is an ambient territory that allows the meaning of the text to take effect. When those liminal spaces (both between and betwixt, in which the rules of page format, design, style, and typography are abandoned) are altered by the presence of doodles, the formerly blank, surplus, and soft spaces of the page offer messages coterminous with the text, often allowing readers to speak, however haphazardly and unconsciously, with and against the triggering text. The bleached whiteness can become a crowded milieu in the hands of a reader re-scripting the ambient territory. If the book is borrowed, then the margins are also an intimate negotiation with shared or public space. The cryptic residue of the doodler now resides, waiting, for the city of eyes.Throughout history, both admired artists and Presidents regularly doodled. Famed Italian Renaissance painter Filippo Lippi avoided strenuous studying by doodling in his books (Van Cleave 44). Both sides of the American political spectrum have produced plentiful inky depictions as well: roughshod Democratic President Johnson drew flags and pagodas; former Hollywood fantasy fulfiller turned politician Republican President Reagan’s specialty was western themes, recalling tropes both from his actor period and his duration acting as President; meanwhile, former law student turned current President, Barack Obama, has sketched members of Congress and the Senate for charity auctions. These doodles are rich fodder for both psychologists and cross-discipline analysts that propose theories regarding the automatic writing and self-styled miniature pictures of civic leaders. Doodles allow graphologists to navigate and determine the internal, cognitive fabric of the maker. To critics, they exist as mere trifles and offer nothing more than an iota of insight; doodles are not uncanny offerings from the recesses of memory, like bite-sized Rorschach tests, but simply sloppy scrawls of the bored.Ambient music theory may shed some light. Timothy Morton argues that Brian Eno designed to make music that evoked “space whose quality had become minimally significant” and “deconstruct the opposition … between figure and ground.” In fact, doodles may yield the same attributes as well. After a doodle is inserted into texts, the typography loses its primacy. There is a merging of the horizons. The text of the author can conflate with the text of the reader in an uneasy dance of meaning: the page becomes an interface revealing a landscape of signs and symbols with multiple intelligences–one manufactured and condoned, the other vernacular and unsanctioned. A fixed end or beginning between the two no longer exists. The ambient space allows potential energies to hover at the edge, ready to illustrate a tension zone and occupy the page. The blank spaces keep inviting responses. An emergent discourse is always in waiting, always threatening to overspill the text’s intended meaning. In fact, the doodles may carry more weight than the intended text: the hierarchy between authorship and readership may topple.Resistant reading may take shape during these bouts. The doodle is an invasion and signals the geography of disruption, even when innocuous. It is a leveling tool. As doodlers place it alongside official discourse, they move away from positions of passivity, being mere consumers, and claim their own autonomy and agency. The space becomes co-determinant as boundaries are blurred. The destiny of the original text’s meaning is deferred. The habitus of the reader becomes embodied in the scrawl, and the next reader must negotiate and navigate the cultural capital of this new author. As such, the doodle constitutes an alternative authority and economy of meaning within the text.Recent studies indicate doodling, often regarded as behavior that announces a person’s boredom and withdrawal, is actually a very special tool to prevent memory loss. Jackie Andrade, an expert from the School of Psychology at the University of Plymouth, maintains that doodling actually “offsets the effects of selective memory blockade,” which yields a surprising result (quoted in “Doodling Gets”). Doodlers exhibit 29% more memory recall than those who passively listen, frozen in an unequal bond with the speaker/lecturer. Students that doodle actually retain more information and are likely more productive due to their active listening. They adeptly absorb information while students who stare patiently or daydream falter.Furthermore, in a 2006 paper, Andrew Kear argues that “doodling is a way in which students, consciously or not, stake a claim of personal agency and challenge some the values inherent in the education system” (2). As a teacher concerned with the engagement of students, he asked for three classes to submit their doodles. Letting them submit any two-dimensional graphic or text made during a class (even if made from body fluid), he soon discovered examples of “acts of resistance” in “student-initiated effort[s] to carve out a sense of place within the educational institution” (6). Not simply an ennui-prone teenager or a proto-surrealist trying to render some automatic writing from the fringes of cognition, a student doodling may represent contested space both in terms of the page itself and the ambience of the environment. The doodle indicates tension, and according to Kear, reflects students reclaiming “their own self-recognized voice” (6).In a widely referenced 1966 article (known as the “doodle” article) intended to describe the paragraph organisational styles of different cultures, Robert Kaplan used five doodles to investigate a writer’s thought patterns, which are rooted in cultural values. Now considered rather problematic by some critics after being adopted by educators for teacher-training materials, Kaplan’s doodles-as-models suggest, “English speakers develop their ideas in a linear, hierarchal fashion and ‘Orientals’ in a non-liner, spiral fashion…” (Severino 45). In turn, when used as pedagogical tools, these graphics, intentionally or not, may lead an “ethnocentric, assimilationist stance” (45). In this case, doodles likely shape the discourse of English as Second Language instruction. Doodles also represent a unique kind of “finger trace,” not unlike prints from the tips of a person’s fingers and snowflakes. Such symbol systems might be used for “a means of lightweight authentication,” according to Christopher Varenhorst of MIT (1). Doodles, he posits, can be used as “passdoodles"–a means by which a program can “quickly identify users.” They are singular expressions that are quirky and hard to duplicate; thus, doodles could serve as substitute methods of verifying people who desire devices that can safeguard their privacy without users having to rely on an ever-increasing number of passwords. Doodles may represent one such key. For many years, psychologists and psychiatrists have used doodles as therapeutic tools in their treatment of children that have endured hardship, ailments, and assault. They may indicate conditions, explain various symptoms and pathologies, and reveal patterns that otherwise may go unnoticed. For instance, doodles may “reflect a specific physical illness and point to family stress, accidents, difficult sibling relationships, and trauma” (Lowe 307). Lowe reports that children who create a doodle featuring their own caricature on the far side of the page, distant from an image of parent figures on the same page, may be experiencing detachment, while the portrayal of a father figure with “jagged teeth” may indicate a menace. What may be difficult to investigate in a doctor’s office conversation or clinical overview may, in fact, be gleaned from “the evaluation of a child’s spontaneous doodle” (307). So, if children are suffering physically or psychologically and unable to express themselves in a fully conscious and articulate way, doodles may reveal their “self-concept” and how they feel about their bodies; therefore, such creative and descriptive inroads are important diagnostic tools (307). Austrian born researcher Erich Guttman and his cohort Walter MacLay both pioneered art therapy in England during the mid-twentieth century. They posited doodles might offer some insight into the condition of schizophrenics. Guttman was intrigued by both the paintings associated with the Surrealist movement and the pioneering, much-debated work of Sigmund Freud too. Although Guttman mostly studied professionally trained artists who suffered from delusions and other conditions, he also collected a variety of art from patients, including those undergoing mescaline therapy, which alters a person’s consciousness. In a stroke of luck, they were able to convince a newspaper editor at the Evening Standard to provide them over 9,000 doodles that were provided by readers for a contest, each coded with the person’s name, age, and occupation. This invaluable data let the academicians compare the work of those hospitalised with the larger population. Their results, released in 1938, contain several key declarations and remain significant contributions to the field. Subsequently, Francis Reitman recounted them in his own book Psychotic Art: Doodles “release the censor of the conscious mind,” allowing a person to “relax, which to creative people was indispensable to production.”No appropriate descriptive terminology could be agreed upon.“Doodles are not communications,” for the meaning is only apparent when analysed individually.Doodles are “self-meaningful.” (37) Doodles, the authors also established, could be divided into this taxonomy: “stereotypy, ornamental details, movements, figures, faces and animals” or those “depicting scenes, medley, and mixtures” (37). The authors also noted that practitioners from the Jungian school of psychology often used “spontaneously produced drawings” that were quite “doodle-like in nature” in their own discussions (37). As a modern folklorist, I venture that doodles offer rich potential for our discipline as well. At this stage, I am offering a series of dictums, especially in regards to doodles that are commonly found adjacent to text in books and magazines, notebooks and journals, that may be expanded upon and investigated further. Doodles allow the reader to repopulate the text with ideogram-like expressions that are highly personalised, even inscrutable, like ambient sounds.Doodles re-purpose the text. The text no longer is unidirectional. The text becomes a point of convergence between writer and reader. The doodling allows for such a conversation, bilateral flow, or “talking back” to the text.Doodles reveal a secret language–informal codes that hearken back to the “lively, spontaneous, and charged with feeling” works of child art or naïve art that Victor Sanua discusses as being replaced in a child’s later years by art that is “stilted, formal, and conforming” (62).Doodling animates blank margins, the dead space of the text adjacent to the script, making such places ripe for spontaneous, fertile, and exploratory markings.Doodling reveals a democratic, participatory ethos. No text is too sacred, no narrative too inviolable. Anything can be reworked by the intimate graffiti of the reader. The authority of the book is not fixed; readers negotiate and form a second intelligence imprinted over the top of the original text, blurring modes of power.Doodles reveal liminal moments. Since the reader in unmonitored, he or she can express thoughts that may be considered marginal or taboo by the next reader. The original subject of the book itself does not restrict the reader. Thus, within the margins of the page, a brief suspension of boundaries and borders, authority and power, occurs. The reader hides in anonymity, free to reroute the meaning of the book. Doodling may convey a reader’s infantalism. Every book can become a picture book. This art can be the route returning a reader to the ambience of childhood.Doodling may constitute Illuminated/Painted Texts in reverse, commemorating the significance of the object in hitherto unexpected forms and revealing the reader’s codex. William Blake adorned his own poems by illuminating the skin/page that held his living verse; common readers may do so too, in naïve, nomadic, and primitive forms. Doodling demarcates tension zones, yielding social-historical insights into eras while offering psychological glimpses and displaying aesthetic values of readers-cum-writers.Doodling reveals margins as inter-zones, replete with psychogeography. While the typography is sanctioned, legitimate, normalised, and official discourse (“chartered” and “manacled,” to hijack lines from William Blake), the margins are a vernacular depository, a terminus, allowing readers a sense of agency and autonomy. The doodled page becomes a visible reminder and signifier: all pages are potentially “contested” spaces. Whereas graffiti often allows a writer to hide anonymously in the light in a city besieged by multiple conflicting texts, doodles allow a reader-cum-writer’s imprint to live in the cocoon of a formerly fossilised text, waiting for the light. Upon being opened, the book, now a chimera, truly breathes. Further exploration and analysis should likely consider several issues. What truly constitutes and shapes the role of agent and reader? Is the reader an agent all the time, or only when offering resistant readings through doodles? How is a doodler’s agency mediated by the author or the format of texts in forms that I have to map? Lastly, if, as I have argued, the ambient space allows potential energies to hover at the edge, ready to illustrate a tension zone and occupy the page, what occurs in the age of digital or e-books? Will these platforms signal an age of acquiescence to manufactured products or signal era of vernacular responses, somehow hitched to html code and PDF file infiltration? Will bytes totally replace type soon in the future, shaping unforeseen actions by doodlers? Attached Figures Figure One presents the intimate graffiti of my grandfather, found in the 1907 edition of his McGuffey’s Eclectic Spelling Book. The depiction is simple, even crude, revealing a figure found on the adjacent page to Lesson 248, “Of Characters Used in Punctuation,” which lists the perfunctory functions of commas, semicolons, periods, and so forth. This doodle may offset the routine, rote, and rather humdrum memorisation of such grammatical tools. The smiling figure may embody and signify joy on an otherwise machine-made bare page, a space where my grandfather illustrated his desires (to lighten a mood, to ease dissatisfaction?). Historians Joe Austin and Michael Willard examine how youth have been historically left without legitimate spaces in which to live out their autonomy outside of adult surveillance. For instance, graffiti often found on walls and trains may reflect a sad reality: young people are pushed to appropriate “nomadic, temporary, abandoned, illegal, or otherwise unwatched spaces within the landscape” (14). Indeed, book graffiti, like the graffiti found on surfaces throughout cities, may offer youth a sense of appropriation, authorship, agency, and autonomy: they take the page of the book, commit their writing or illustration to the page, discover some freedom, and feel temporarily independent even while they are young and disempowered. Figure Two depicts the doodles of experimental filmmaker Jim Fetterley (Animal Charm productions) during his tenure as a student at the Art Institute of Chicago in the early 1990s. His two doodles flank the text of “Lady Lazarus” by Sylvia Plath, regarded by most readers as an autobiographical poem that addresses her own suicide attempts. The story of Lazarus is grounded in the Biblical story of John Lazarus of Bethany, who was resurrected from the dead. The poem also alludes to the Holocaust (“Nazi Lampshades”), the folklore surrounding cats (“And like the cat I have nine times to die”), and impending omens of death (“eye pits “ … “sour breath”). The lower doodle seems to signify a motorised tank-like machine, replete with a furnace or engine compartment on top that bellows smoke. Such ominous images, saturated with potential cartoon-like violence, may link to the World War II references in the poem. Meanwhile, the upper doodle seems to be curiously insect-like, and Fetterley’s name can be found within the illustration, just like Plath’s poem is self-reflexive and addresses her own plight. Most viewers might find the image a bit more lighthearted than the poem, a caricature of something biomorphic and surreal, but not very lethal. Again, perhaps this is a counter-message to the weight of the poem, a way to balance the mood and tone, or it may well represent the larval-like apparition that haunts the very thoughts of Plath in the poem: the impending disease of her mind, as understood by the wary reader. References Austin, Joe, and Michael Willard. “Introduction: Angels of History, Demons of Culture.” Eds. Joe Austion and Michael Willard. Generations of Youth: Youth Cultures and History in Twentieth-Century America. New York: NYU Press, 1998. “Doodling Gets Its Due: Those Tiny Artworks May Aid Memory.” World Science 2 March 2009. 15 Jan. 2009 ‹http://www.world-science.net/othernews/090302_doodle›. Dundes, Alan. “Here I Sit – A Study of American Latrinalia.” Papers of the Kroeber Anthropological Society 34: 91-105. Ensminger, David. “All Bottle Up: Reinterpreting the Culturescape of Grandma Prisbey.” Adironack Review 9.3 (Fall 2008). ‹http://adirondackreview.homestead.com/ensminger2.html›. Kear, Andrew. “Drawings in the Margins: Doodling in Class an Act of Reclamation.” Graduate Student Conference. University of Toronto, 2006. ‹http://gradstudentconference.oise.utoronto.ca/documents/185/Drawing%20in%20the%20Margins.doc›. Lowe, Sheila R. The Complete Idiot’s Guide to Handwriting Analysis. New York: Alpha Books, 1999. Morton, Timothy. “‘Twinkle, Twinkle Little Star’ as an Ambient Poem; a Study of Dialectical Image; with Some Remarks on Coleridge and Wordsworth.” Romantic Circles Praxis Series (2001). 6 Jan. 2009 ‹http://www.rc.umd.edu/praxis/ecology/morton/morton.html›. Potter, Russell A. Spectacular Vernaculars: Hip Hop and the Politics of Postmodernism. Albany: State University of New York, 1995. Read, Allen Walker. Classic American Graffiti: Lexical Evidence from Folk Epigraphy in Western North America. Waukesha, Wisconsin: Maledicta Press, 1997. Reitman, Francis. Psychotic Art. London: Routledge, 1999. Sanua, Victor. “The World of Mystery and Wonder of the Schizophrenic Patient.” International Journal of Social Psychiatry 8 (1961): 62-65. Severino, Carol. “The ‘Doodles’ in Context: Qualifying Claims about Contrastive Rhetoric.” The Writing Center Journal 14.1 (Fall 1993): 44-62. Van Cleave, Claire. Master Drawings of the Italian Rennaissance. Cambridge, Mass.: Harvard UP, 2007. Varenhost, Christopher. Passdoodles: A Lightweight Authentication Method. Research Science Institute. Cambridge, Mass.: Massachusetts Institute of Technology, 2004.

Abstract:

Background “The sense of taste,” write Nelson and colleagues in a 2002 issue of Nature, “provides animals with valuable information about the nature and quality of food. Mammals can recognize and respond to a diverse repertoire of chemical entities, including sugars, salts, acids and a wide range of toxic substances” (199). The authors go on to argue that several amino acids—the building blocks of proteins—taste delicious to humans and that “having a taste pathway dedicated to their detection probably had significant evolutionary implications”. They imply, but do not specify, that the evolutionary implications are positive. This may be the case with some amino acids, but contemporary tastes, and changes in them, are far from universally beneficial. Indeed, this article argues that modern food production shapes and distorts human taste with significant implications for health and wellbeing. Take the western taste for fried chipped potatoes, for example. According to Schlosser in Fast Food Nation, “In 1960, the typical American ate eighty-one pounds of fresh potatoes and about four pounds of frozen french fries. Today [2002] the typical American eats about forty-nine pounds of fresh potatoes every year—and more than thirty pounds of frozen french fries” (115). Nine-tenths of these chips are consumed in fast food restaurants which use mass-manufactured potato-based frozen products to provide this major “foodservice item” more quickly and cheaply than the equivalent dish prepared from raw ingredients. These choices, informed by human taste buds, have negative evolutionary implications, as does the apparently long-lasting consumer preference for fried goods cooked in trans-fats. “Numerous foods acquire their elastic properties (i.e., snap, mouth-feel, and hardness) from the colloidal fat crystal network comprised primarily of trans- and saturated fats. These hardstock fats contribute, along with numerous other factors, to the global epidemics related to metabolic syndrome and cardiovascular disease,” argues Michael A. Rogers (747). Policy makers and public health organisations continue to compare notes internationally about the best ways in which to persuade manufacturers and fast food purveyors to reduce the use of these trans-fats in their products (L’Abbé et al.), however, most manufacturers resist. Hank Cardello, a former fast food executive, argues that “many products are designed for ‘high hedonic value’, with carefully balanced combinations of salt, sugar and fat that, experience has shown, induce people to eat more” (quoted, Trivedi 41). Fortunately for the manufactured food industry, salt and sugar also help to preserve food, effectively prolonging the shelf life of pre-prepared and packaged goods. Physiological Factors As Glanz et al. discovered when surveying 2,967 adult Americans, “taste is the most important influence on their food choices, followed by cost” (1118). A person’s taste is to some extent an individual response to food stimuli, but the tongue’s taste buds respond to five basic categories of food: salty, sweet, sour, bitter, and umami. ‘Umami’ is a Japanese word indicating “delicious savoury taste” (Coughlan 11) and it is triggered by the amino acid glutamate. Japanese professor Kikunae Ikeda identified glutamate while investigating the taste of a particular seaweed which he believed was neither sweet, sour, bitter, or salty. When Ikeda combined the glutamate taste essence with sodium he formed the food additive sodium glutamate, which was patented in 1908 and subsequently went into commercial production (Japan Patent Office). Although individual, a person’s taste preferences are by no means fixed. There is ample evidence that people’s tastes are being distorted by modern food marketing practices that process foods to make them increasingly appealing to the average palate. In particular, this industrialisation of food promotes the growth of a snack market driven by salty and sugary foods, popularly constructed as posing a threat to health and wellbeing. “[E]xpanding waistlines [are] fuelled by a boom in fast food and a decline in physical activity” writes Stark, who reports upon the 2008 launch of a study into Australia’s future ‘fat bomb’. As Deborah Lupton notes, such reports were a particular feature of the mid 2000s when: intense concern about the ‘obesity epidemic’ intensified and peaked. Time magazine named 2004 ‘The Year of Obesity’. That year the World Health Organization’s Global Strategy on Diet, Physical Activity and Health was released and the [US] Centers for Disease Control predicted that a poor diet and lack of exercise would soon claim more lives than tobacco-related disease in the United States. (4) The American Heart Association recommends eating no more than 1500mg of salt per day (Hamzelou 11) but salt consumption in the USA averages more than twice this quantity, at 3500mg per day (Bernstein and Willett 1178). In the UK, a sustained campaign and public health-driven engagement with food manufacturers by CASH—Consensus Action on Salt and Health—resulted in a reduction of between 30 and 40 percent of added salt in processed foods between 2001 and 2011, with a knock-on 15 percent decline in the UK population’s salt intake overall. This is the largest reduction achieved by any developed nation (Brinsden et al.). “According to the [UK’s] National Institute for Health and Care Excellence (NICE), this will have reduced [UK] stroke and heart attack deaths by a minimum of 9,000 per year, with a saving in health care costs of at least £1.5bn a year” (MacGregor and Pombo). Whereas there has been some success over the past decade in reducing the amount of salt consumed, in the Western world the consumption of sugar continues to rise, as a graph cited in the New Scientist indicates (O’Callaghan). Regular warnings that sugar is associated with a range of health threats and delivers empty calories devoid of nutrition have failed to halt the increase in sugar consumption. Further, although some sugar is a natural product, processed foods tend to use a form invented in 1957: high-fructose corn syrup (HFCS). “HFCS is a gloopy solution of glucose and fructose” writes O’Callaghan, adding that it is “as sweet as table sugar but has typically been about 30% cheaper”. She cites Serge Ahmed, a French neuroscientist, as arguing that in a world of food sufficiency people do not need to consume more, so they need to be enticed to overeat by making food more pleasurable. Ahmed was part of a team that ran an experiment with cocaine-addicted rats, offering them a mutually exclusive choice between highly-sweetened water and cocaine: Our findings clearly indicate that intense sweetness can surpass cocaine reward, even in drug-sensitized and -addicted individuals. We speculate that the addictive potential of intense sweetness results from an inborn hypersensitivity to sweet tastants. In most mammals, including rats and humans, sweet receptors evolved in ancestral environments poor in sugars and are thus not adapted to high concentrations of sweet tastants. The supranormal stimulation of these receptors by sugar-rich diets, such as those now widely available in modern societies, would generate a supranormal reward signal in the brain, with the potential to override self-control mechanisms and thus lead to addiction. (Lenoir et al.) The Tongue and the Brain One of the implications of this research about the mammalian desire for sugar is that our taste for food is about more than how these foods actually taste in the mouth on our tongues. It is also about the neural response to the food we eat. The taste of French fries thus also includes that “snap, mouth-feel, and hardness” and the “colloidal fat crystal network” (Rogers, “Novel Structuring” 747). While there is no taste receptor for fats, these nutrients have important effects upon the brain. Wang et al. offered rats a highly fatty, but palatable, diet and allowed them to eat freely. 33 percent of the calories in the food were delivered via fat, compared with 21 percent in a normal diet. The animals almost doubled their usual calorific intake, both because the food had a 37 percent increased calorific content and also because the rats ate 47 percent more than was standard (2786). The research team discovered that in as little as three days the rats “had already lost almost all of their ability to respond to leptin” (Martindale 27). Leptin is a hormone that acts on the brain to communicate feelings of fullness, and is thus important in assisting animals to maintain a healthy body weight. The rats had also become insulin resistant. “Severe resistance to the metabolic effects of both leptin and insulin ensued after just 3 days of overfeeding” (Wang et al. 2786). Fast food restaurants typically offer highly palatable, high fat, high sugar, high salt, calorific foods which can deliver 130 percent of a day’s recommended fat intake, and almost a day’s worth of an adult man’s calories, in one meal. The impacts of maintaining such a diet over a comparatively short time-frame have been recorded in documentaries such as Super Size Me (Spurlock). The after effects of what we widely call “junk food” are also evident in rat studies. Neuroscientist Paul Kenny, who like Ahmed was investigating possible similarities between food- and cocaine-addicted rats, allowed his animals unlimited access to both rat ‘junk food’ and healthy food for rats. He then changed their diets. “The rats with unlimited access to junk food essentially went on a hunger strike. ‘It was as if they had become averse to healthy food’, says Kenny. It took two weeks before the animals began eating as much [healthy food] as those in the control group” (quoted, Trivedi 40). Developing a taste for certain food is consequently about much more than how they taste in the mouth; it constitutes an individual’s response to a mixture of taste, hormonal reactions and physiological changes. Choosing Health Glanz et al. conclude their study by commenting that “campaigns attempting to change people’s perception of the importance of nutrition will be interpreted in terms of existing values and beliefs. A more promising strategy might be to stress the good taste of healthful foods” (1126). Interestingly, this is the strategy already adopted by some health-focused cookbooks. I have 66 cookery books in my kitchen. None of ten books sampled from the five spaces in which these books are kept had ‘taste’ as an index entry, but three books had ‘taste’ in their titles: The Higher Taste, Taste of Life, and The Taste of Health. All three books seek to promote healthy eating, and they all date from the mid-1980s. It might be that taste is not mentioned in cookbook indexes because it is a sine qua non: a focus upon taste is so necessary and fundamental to a cookbook that it goes without saying. Yet, as the physiological evidence makes clear, what we find palatable is highly mutable, varying between people, and capable of changing significantly in comparatively short periods of time. The good news from the research studies is that the changes wrought by high salt, high sugar, high fat diets need not be permanent. Luciano Rossetti, one of the authors on Wang et al’s paper, told Martindale that the physiological changes are reversible, but added a note of caution: “the fatter a person becomes the more resistant they will be to the effects of leptin and the harder it is to reverse those effects” (27). Morgan Spurlock’s experience also indicates this. In his case it took the actor/director 14 months to lose the 11.1 kg (13 percent of his body mass) that he gained in the 30 days of his fast-food-only experiment. Trivedi was more fortunate, stating that, “After two weeks of going cold turkey, I can report I have successfully kicked my ice cream habit” (41). A reader’s letter in response to Trivedi’s article echoes this observation. She writes that “the best way to stop the craving was to switch to a diet of vegetables, seeds, nuts and fruits with a small amount of fish”, adding that “cravings stopped in just a week or two, and the diet was so effective that I no longer crave junk food even when it is in front of me” (Mackeown). Popular culture indicates a range of alternative ways to resist food manufacturers. In the West, there is a growing emphasis on organic farming methods and produce (Guthman), on sl called Urban Agriculture in the inner cities (Mason and Knowd), on farmers’ markets, where consumers can meet the producers of the food they eat (Guthrie et al.), and on the work of advocates of ‘real’ food, such as Jamie Oliver (Warrin). Food and wine festivals promote gourmet tourism along with an emphasis upon the quality of the food consumed, and consumption as a peak experience (Hall and Sharples), while environmental perspectives prompt awareness of ‘food miles’ (Weber and Matthews), fair trade (Getz and Shreck) and of land degradation, animal suffering, and the inequitable use of resources in the creation of the everyday Western diet (Dare, Costello and Green). The burgeoning of these different approaches has helped to stimulate a commensurate growth in relevant disciplinary fields such as Food Studies (Wessell and Brien). One thing that all these new ways of looking at food and taste have in common is that they are options for people who feel they have the right to choose what and when to eat; and to consume the tastes they prefer. This is not true of all groups of people in all countries. Hiding behind the public health campaigns that encourage people to exercise and eat fresh fruit and vegetables are the hidden “social determinants of health: The conditions in which people are born, grow, live, work and age, including the health system” (WHO 45). As the definitions explain, it is the “social determinants of health [that] are mostly responsible for health iniquities” with evidence from all countries around the world demonstrating that “in general, the lower an individual’s socioeconomic position, the worse his or her health” (WHO 45). For the comparatively disadvantaged, it may not be the taste of fast food that attracts them but the combination of price and convenience. If there is no ready access to cooking facilities, or safe food storage, or if a caregiver is simply too time-poor to plan and prepare meals for a family, junk food becomes a sensible choice and its palatability an added bonus. For those with the education, desire, and opportunity to break free of the taste for salty and sugary fats, however, there are a range of strategies to achieve this. There is a persuasive array of evidence that embracing a plant-based diet confers a multitude of health benefits for the individual, for the planet and for the animals whose lives and welfare would otherwise be sacrificed to feed us (Green, Costello and Dare). Such a choice does involve losing the taste for foods which make up the lion’s share of the Western diet, but any sense of deprivation only lasts for a short time. The fact is that our sense of taste responds to the stimuli offered. It may be that, notwithstanding the desires of Jamie Oliver and the like, a particular child never will never get to like broccoli, but it is also the case that broccoli tastes differently to me, seven years after becoming a vegan, than it ever did in the years in which I was omnivorous. When people tell me that they would love to adopt a plant-based diet but could not possibly give up cheese, it is difficult to reassure them that the pleasure they get now from that specific cocktail of salty fats will be more than compensated for by the sheer exhilaration of eating crisp, fresh fruits and vegetables in the future. Conclusion For decades, the mass market food industry has tweaked their products to make them hyper-palatable and difficult to resist. They do this through marketing experiments and consumer behaviour research, schooling taste buds and brains to anticipate and relish specific cocktails of sweet fats (cakes, biscuits, chocolate, ice cream) and salty fats (chips, hamburgers, cheese, salted nuts). They add ingredients to make these products stimulate taste buds more effectively, while also producing cheaper items with longer life on the shelves, reducing spoilage and the complexity of storage for retailers. Consumers are trained to like the tastes of these foods. Bitter, sour, and umami receptors are comparatively under-stimulated, with sweet, salty, and fat-based tastes favoured in their place. Western societies pay the price for this learned preference in high blood pressure, high cholesterol, diabetes, and obesity. Public health advocate Bruce Neal and colleagues, working to reduce added salt in processed foods, note that the food and manufacturing industries can now provide most of the calories that the world needs to survive. “The challenge now”, they argue, “is to have these same industries provide foods that support long and healthy adult lives. And in this regard there remains a very considerable way to go”. If the public were to believe that their sense of taste is mutable and has been distorted for corporate and industrial gain, and if they were to demand greater access to natural foods in their unprocessed state, then that journey towards a healthier future might be far less protracted than these and many other researchers seem to believe. References Bernstein, Adam, and Walter Willett. “Trends in 24-Hr Sodium Excretion in the United States, 1957–2003: A Systematic Review.” American Journal of Clinical Nutrition 92 (2010): 1172–1180. Bhaktivedanta Book Trust. The Higher Taste: A Guide to Gourmet Vegetarian Cooking and a Karma-Free Diet, over 60 Famous Hare Krishna Recipes. Botany, NSW: Bhaktivedanta Book Trust, 1987. Brinsden, Hannah C., Feng J. He, Katharine H. Jenner, & Graham A. MacGregor. “Surveys of the Salt Content in UK Bread: Progress Made and Further Reductions Possible.” British Medical Journal Open 3.6 (2013). 2 Feb. 2014 ‹http://bmjopen.bmj.com/content/3/6/e002936.full›. Coughlan, Andy. “In Good Taste.” New Scientist 2223 (2000): 11. Dare, Julie, Leesa Costello, and Lelia Green. “Nutritional Narratives: Examining Perspectives on Plant Based Diets in the Context of Dominant Western Discourse”. Proceedings of the 2013 Australian and New Zealand Communication Association Conference. Ed. In Terence Lee, Kathryn Trees, and Renae Desai. Fremantle, Western Australia, 3-5 Jul. 2013. 2 Feb. 2014 ‹http://www.anzca.net/conferences/past-conferences/159.html›. Getz, Christy, and Aimee Shreck. “What Organic and Fair Trade Labels Do Not Tell Us: Towards a Place‐Based Understanding of Certification.” International Journal of Consumer Studies 30.5 (2006): 490–501. Glanz, Karen, Michael Basil, Edward Maibach, Jeanne Goldberg, & Dan Snyder. “Why Americans Eat What They Do: Taste, Nutrition, Cost, Convenience, and Weight Control Concerns as Influences on Food Consumption.” Journal of the American Dietetic Association 98.10 (1988): 1118–1126. Green, Lelia, Leesa Costello, and Julie Dare. “Veganism, Health Expectancy, and the Communication of Sustainability.” Australian Journal of Communication 37.3 (2010): 87–102 Guthman, Julie. Agrarian Dreams: the Paradox of Organic Farming in California. Berkley and Los Angeles, CA: U of California P, 2004 Guthrie, John, Anna Guthrie, Rob Lawson, & Alan Cameron. “Farmers’ Markets: The Small Business Counter-Revolution in Food Production and Retailing.” British Food Journal 108.7 (2006): 560–573. Hall, Colin Michael, and Liz Sharples. Eds. Food and Wine Festivals and Events Around the World: Development, Management and Markets. Oxford, UK: Routledge, 2008. Hamzelou, Jessica. “Taste Bud Trickery Needed to Cut Salt Intake.” New Scientist 2799 (2011): 11. Japan Patent Office. History of Industrial Property Rights, Ten Japanese Great Inventors: Kikunae Ikeda: Sodium Glutamate. Tokyo: Japan Patent Office, 2002. L’Abbé, Mary R., S. Stender, C. M. Skeaff, Ghafoorunissa, & M. Tavella. “Approaches to Removing Trans Fats from the Food Supply in Industrialized and Developing Countries.” European Journal of Clinical Nutrition 63 (2009): S50–S67. Lenoir, Magalie, Fuschia Serre, Lauriane Cantin, & Serge H. Ahmed. “Intense Sweetness Surpasses Cocaine Reward.” PLOS One (2007). 2 Feb. 2014 ‹http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0000698›. Lupton, Deborah. Fat. Oxford, UK: Routledge, 2013. MacGregor, Graham, and Sonia Pombo. “The Amount of Hidden Sugar in Your Diet Might Shock You.” The Conversation 9 January (2014). 2 Feb. 2014 ‹http://theconversation.com/the-amount-of-hidden-sugar-in-your-diet-might-shock-you-21867›. Mackeown, Elizabeth. “Cold Turkey?” [Letter]. New Scientist 2787 (2010): 31. Martindale, Diane. “Burgers on the Brain.” New Scientist 2380 (2003): 26–29. Mason, David, and Ian Knowd. “The Emergence of Urban Agriculture: Sydney, Australia.” The International Journal of Agricultural Sustainability 8.1–2 (2010): 62–71. Neal, Bruce, Jacqui Webster, and Sebastien Czernichow. “Sanguine About Salt Reduction.” European Journal of Preventative Cardiology 19.6 (2011): 1324–1325. Nelson, Greg, Jayaram Chandrashekar, Mark A. Hoon, Luxin Feng, Grace Zhao, Nicholas J. P. Ryba, & Charles S. Zuker. “An Amino-Acid Taste Receptor.” Nature 416 (2002): 199–202. O’Callaghan, Tiffany. “Sugar on Trial: What You Really Need to Know.” New Scientist 2954 (2011): 34–39. Rogers, Jenny. Ed. The Taste of Health: The BBC Guide to Healthy Cooking. London, UK: British Broadcasting Corporation, 1985. Rogers, Michael A. “Novel Structuring Strategies for Unsaturated Fats—Meeting the Zero-Trans, Zero-Saturated Fat Challenge: A Review.” Food Research International 42.7 August (2009): 747–753. Schlosser, Eric. Fast Food Nation. London, UK: Penguin, 2002. Super Size Me. Dir. Morgan Spurlock. Samuel Goldwyn Films, 2004. Stafford, Julie. Taste of Life. Richmond, Vic: Greenhouse Publications Ltd, 1983. Stark, Jill. “Australia Now World’s Fattest Nation.” The Age 20 June (2008). 2 Feb. 2014 ‹http://www.theage.com.au/news/health/australia-worlds-fattest-nation/2008/06/19/1213770886872.html›. Trivedi, Bijal. “Junkie Food: Tastes That Your Brain Cannot Resist.” New Scientist 2776 (2010): 38–41. Wang, Jiali, Silvana Obici, Kimyata Morgan, Nir Barzilai, Zhaohui Feng, & Luciano Rossetti. “Overfeeding Rapidly Increases Leptin and Insulin Resistance.” Diabetes 50.12 (2001): 2786–2791. Warin, Megan. “Foucault’s Progeny: Jamie Oliver and the Art of Governing Obesity.” Social Theory & Health 9.1 (2011): 24–40. Weber, Christopher L., and H. Scott Matthews. “Food-miles and the Relative Climate Impacts of Food Choices in the United States.” Environmental Science & Technology 42.10 (2008): 3508–3513. Wessell, Adele, and Donna Lee Brien. Eds. Rewriting the Menu: the Cultural Dynamics of Contemporary Food Choices. Special Issue 9, TEXT: Journal of Writing and Writing Programs October 2010. World Health Organisation. Closing the Gap: Policy into Practice on Social Determinants of Health [Discussion Paper]. Rio de Janeiro, Brazil: World Conference on Social Determinants of Health, World Health Organisation, 19–21 October 2011.

Abstract:

Major, Kevin. Eh? to Zed. Illus. Alan Daniel. Toronto: Red Deer Press. 2000. Print. Alphabetically-themed children’s books are far from a novel concept; however, when aided by inventive illustrations and a cleverly-chosen word selection, these books can be a welcome addition to any child’s library. Unfortunately, this is not the case for Kevin Major and Alan Daniel’s Eh? to Zed. Major attempts to distinguish his book from other Canada-themed alphabets by choosing a selection of obscure or little-known words. However, while words such as Rockies, poutine, and Gretzky should be of little trouble, Ogopogo, potlatch, Tuktoyaktuk, and kittiwake may be baffling to parents of all education levels, let alone their children for whom the book is ostensibly written. Major does provide brief explanations for his word choice at the end of the book, but given some of his selections, a pronunciation guide would also have been very helpful. Alan Daniel’s illustrations are unoriginal at best, but more often serve to obfuscate the already frustrating text. Each page highlights four words at the top with the illustrations jumbled together below. Considering the relative obscurity of many of Major’s word choices, Daniel’s overlapping illustrations make it even more difficult for the reader to match the word with its corresponding picture. The one proper use I can think of for this book would be for Canadian immigrants who are interested both in learning to read English and researching different facets of Canadian history. While matching words to pictures would still be a mind-numbing task, the words themselves and Major’s explanations might serve as a portal to learning more about Canadian culture. Additionally, Eh? to Zed makes a noticeable effort to highlight Canada’s multicultural nature, incorporating many aspects of French and Native culture. However, at times the book’s efforts at political correctness verge on the ridiculous, such as when the illustrated Mountie is depicted wearing a turban rather than traditional Stetson. While I may hesitantly recommend this book to adult immigrants, I would keep it far away from children. Not Recommended: 1 out of 4 stars Reviewer: Amy PatersonAmy Paterson is a Public Services Librarian at the University of Alberta’s H. T. Coutts Education Library. She was previously the Editor of the Dalhousie Journal of Interdisciplinary Management and is very happy to be involved in the Deakin Review and the delightful world of children’s literature.

Abstract:

Fig. 1: Photo by Miguel Orós, from unsplash.comFeminism has stalled at the bedroom door. In the post-#metoo era, more than ever, we need intimate civil rights in our relationships to counter the worrisome prevailing trends: Intimate partner violence. Interpersonal abuse. Date rape. Sexual harassment. Online harassment. Bullying. Rage. Sexual Assault. Abusive relationships. Revenge porn. There’s a lot of damage done when we get up close and personal. In the 21st century, we have come far in terms of equality and respect between the genders, so there’s a lot to celebrate. We also note that the Australian government has stepped in recently with the theme ‘Keeping Australians safe and secure’, by pledging $78 million to combat domestic violence, much of which takes place behind closed doors (Morrison 2019). Herein lies the issue: while governments legislate to protect victims of domestic violence — out of the public eye, private behaviours cannot be closely monitored, and the lack of social enforcement of these laws threatens the safety of intimate relationships. Rather, individuals are left to their own devices. We outline here a guideline for intimate civility, an individually-embraced code of conduct that could guide interpersonal dynamics within the intimate space of relationships. Civility does not traditionally ‘belong’ in our most intimate relationships. Rather, it’s been presumed, even idealised, that intimacy in our personal lives transcends the need for public values to govern relationships between/among men and women (i.e., that romantic love is all you need). Civility developed as a public, gendered concept. Historically, a man’s home – and indeed, his partner – became his dominion, promoting hegemonic constructions of masculinity, and values that reflect competition, conquest, entitlement and ownership. Moreover, intimate relationships located in the private domain can also be considered for/by both men and women a retreat, a bastion against, or excluded from the controls and demands of the public or ‘polis’ - thus from the public requirement for civility, further enabling its breakdown. The feminist political theorist Carole Pateman situated this historical separation as an inheritance of Hegel’s double dilemma: first, a class division between civil society and the state (between the economic man/woman, or private enterprise and public power) and second, a patriarchal division between the private family (and intimate relationships) and civil society/the state. The private location, she argues, is “an association constituted by ties of love, blood … subjection and particularity” rather than the public sphere, “an association of free and equal individuals” (225). In Hegel’s dilemma, personal liberty is a dualism, only constructed in relation to a governed, public (patriarchal) state. Alternately, Carter depicts civility as a shared moral good, where civility arises not only because of concern over consequences, but also demonstrates our intrinsic moral obligation to respect people in general. This approach subsequently challenges our freedom to carry out private, uncivil acts within a truly civil society.Challenges to Gender EthicsHow can we respond to this challenge in gender ethics? Intimate civility is a term coined by Elizabeth Reid Boyd and Abigail Bray. It came out of their discussions proposing “a new poetics of romance” which called for rewritten codes of interpersonal conduct, an “entente cordiale; a cordial truce to end the sex wars”. Reid Boyd and Bray go further:Politeness is personal and political. We reclaim courtesy as applied sexual and social ethics, an interpersonal, intimate ethics, respectful and tolerant of difference. Gender ethics must be addressed, for they have global social and cultural ramifications that we should not underestimate. (xx)As researchers, we started to explore the idea of intimate civility in interpersonal violence, developing an analysis using social construction and attachment theory simultaneously. In defining the term, we soon realised the concept had wider applications that could change how we think about our most intimate relationships – and how we behave in them. Conceptualising intimate civility involves imagining rights and responsibilities within the private sphere, whether or not loving, familial and natural. Intimate civility can operate through an individually embraced code of conduct to guide interpersonal dynamics within the intimate space of relationships.Gringart, Grobbelaar, and Bender explored the concept of intimate civility by investigating women’s perspectives on what may harmonise their intimate relationships. Women’s most basic desires included safety, equality and respect in the bedroom. In other words, intimate civility is an enactment of human-rights, the embodiment of regard for another human being, insofar as it is a form of ensuring physical and mental integrity, life, safety and protection of all beings. Thus, if intimate civility existed as a core facet of each individual’s self-concept, the manifestation of intimate partner violence ideally would not occur. Rage, from an intimate civility perspective, rips through any civil response and generates misconduct towards another. When we hold respect for others as equal moral beings, civility is key to contain conflicts, which prevents the escalation of disagreements into rage. Intimate civility proposes that civility becomes the baseline behaviour that would be reciprocated between two individuals within the private domain of intimate relationships. Following this notion, intimate civility is the foremost casualty in many relationships characterised by intimate partner violence. The current criminalisation of intimate partner violence leaves unexplored the previously privatised property of the relational – including the inheritance of centuries of control of women’s bodies and sexuality – and how far, in this domain, notions of civility might liberate and/or oppress. The feminist philosopher Luce Irigaray argues that these kinds of ‘sexuate rights’ must apply to both men and women and the reality of their needs and desires. Equality, she argued, could not be achieved without a rewriting of the rights and obligations of each sex, qua different, in social rights and obligations (Yan).Synonyms for intimacy include, amongst others, closeness, attachment, togetherness, warmth, mutual affection, familiarity and privacy. Indirectly, sexual relations are also often synonymous with intimate relationships. However, sex is not intimacy, as both sex and intimacy both exist without the other. Bowlby proposed that throughout our lives we are attentive to the responsiveness and the availability of those that we are attached to, and suggested that “intimate attachments to other human beings are the hub around which a person’s life revolves, not only when he is an infant or a toddler, but throughout his adolescence and his years of maturity as well, and on into old age” (442). Although love is not by nature reciprocal, in intimacy we seek reciprocity – to love one another at the same time in a shared form of commitment. Kierkegaard hypothesised that genuine love is witnessed by one continuing to love another after their death as it obviates any doubt that the beloved was loved and was not merely instrumental (Soble).Intimate Civility as a Starting PointCivility includes qualities such as trust, duty, morality, sacrifice, self-restraint, respect, and fairness; a common standard allowing individuals to work, live and associate together. Intimacy encourages caring, loyalty, empathy, honesty, and self-knowledge. Thus, intimate civility should begin with those closest to us; being civil in our most intimate relationships. It advocates the genuine use of terms of endearment, not terms of abuse. We can only develop qualities such as morality and empathy, crucial for intimate relationships, if we have experienced secure, intimate relationships. Individuals reared in homes devoid of intimate civility will be challenged to identify and promote the interest or wellbeing of their intimate counterparts, and have to seek outside help to learn these skills: it is a learnt behaviour, both at an interpersonal and societal level. Individuals whose parents were insensitive to their childhood needs, and were unable to perceive, interpret and respond appropriately to their subtle communications, signals, wishes and mood will be flailing in this interpersonal skill (Holmes and Slade). Similarly, the individual’s inclusion in a civil society will only be achieved if their surrounding environment promotes and values virtues such as compassion, fairness and cooperation. This may be a challenging task. We envisage intimate civility as a starting point. It provides a focus to discuss and explore civil rights, obligations and responsibilities, between and among women and men in their personal relationships. As stated above, intimate civility begins with one's relationship with oneself and the closest relationships in the home, and hopefully reaches outwards to all kinds of relationships, including same sex, transgender, and other roles within non-specific gender assignment. Therefore, exploring the concept of intimate civility has applications in personal therapy, family counselling centres and relationship counselling environments, or schools in sexual education, or in universities promoting student safety. For example, the 2019 “Change the Course” report was recently released to augment Universities Australia’s 2016 campaign that raised awareness on sexual assault on campus. While it is still under development, we envision that intimate civility decalogue outlined here could become a checklist to assist in promoting awareness regarding abuse of power and gender roles. A recent example of cultural reframing of gender and power in intimate relationships is the Australian Government’s 2018 Respect campaign against gender violence. These recent campaigns promote awareness that intimate civility is integrated with a more functional society.These campaigns, as the images demonstrate, aim at quantifying connections between interactions on an intimate scale in individual lives, and their impacts in shaping civil society in the arena of gender violence. They highlight the elasticity of the bonds between intimate life and civil society and our collective responsibility as citizens for reworking both the gendered and personal civility. Fig. 2: Photo by Tyler Nix: Hands Spelling Out LOVE, from unsplash.comThe Decalogue of Intimate Civility Overall, police reports of domestic violence are heavily skewed towards male on female, but this is not always the case. The Australian government recently reported that “1 in 6 Australian women and 1 in 16 men have been subjected, since the age of 15, to physical and/or sexual violence by a current or previous cohabiting partner” (Australian Institutes of Health and Welfare). Rather than reiterating the numbers, we envisage the decalogue (below) as a checklist of concepts designed to discuss and explore rights, obligations and responsibilities, between and among both partners in their intimate relationships. As such, this decalogue forms a basis for conversation. Intimate civility involves a relationship with these ten qualities, with ourselves, and each other.1) Intimate civility is personal and political. Conceptualising intimate civility involves imagining rights and responsibilities within the private sphere. It is not an impingement on individual liberty or privacy but a guarantor of it. Civil society requires us not to defend private infringements of inter-personal respect. Private behaviours are both intimate in their performance and the springboard for social norms. In Geoffrey Rush’s recent defamation case his defence relied not on denying claims he repeatedly touched his fellow actor’s genitalia during their stage performance in a specific scene, despite her requests to him that he stop, but rather on how newspaper reporting of her statements made him out to be a “sexual pervert”, reflecting the complex link between this ‘private’ interaction between two people and its very public exposé (Wells). 2) Intimate civility is an enactment of a civil right, insofar as it is a form of ensuring physical and mental integrity, life, safety and protection. Intimate civility should begin with those closest to us. An example of this ethic at work is the widening scope of criminalisation of intimate partner abuse to include all forms of abusive interactions between people. Stalking and the pre-cursors to physical violence such as controlling behaviours, online bullying or any actions used to instil fear or insecurity in a partner, are accorded legal sanctions. 3) Intimate civility is polite. Politeness is more than manners. It relates to our public codes of conduct, to behaviours and laws befitting every civilian of the ‘polis’. It includes the many acts of politeness that are required behind closed doors and the recognition that this is the place from which public civility emerges. For example, the modern parent may hope that what they sanction as “polite” behaviour between siblings at home might then become generalised by the child into their public habits and later moral expectations as adults. In an ideal society, the micro-politics of family life become the blueprint for moral development for adult expectations about personal conduct in intimate and public life.4) Intimate civility is equitable. It follows Luce Irigaray’s call for ‘sexuate rights’ designed to apply to men and women and the reality of their needs and desires, in a rewriting of the social rights and obligations of each sex (Yan and Irigaray). Intimate civility extends this notion of rights to include all those involved in personal relations. This principle is alive within systemic family therapy which assumes that while not all members of the family system are always able to exert equal impacts or influence, they each in principle are interdependent participants influencing the system as a whole (Dallos and Draper). 5) Intimate civility is dialectical. The separation of intimacy and civility in Western society and thought is itself a dualism that rests upon other dualisms: public/private, constructed/natural, male/female, rational/emotional, civil/criminal, individual/social, victim/oppressor. Romantic love is not a natural state or concept, and does not help us to develop safe governance in the world of intimate relationships. Instead, we envisage intimate civility – and our relationships – as dynamic, dialectical, discursive and interactive, above and beyond dualism. Just as individuals do not assume that consent for sexual activity negotiated in one partnership under a set of particular conditions, is consent to sexual activity in all partnerships in any conditions. So, dialectics of intimate civility raises the expectation that what occurs in interpersonal relationships is worked out incrementally, between people over time and particular to their situation and experiences. 6) Intimate civility is humane. It can be situated in what Julia Kristeva refers to as the new humanism, emerging (and much needed) today. “This new humanism, interaction with others – all the others – socially marginalised, racially discriminated, politically, sexually, biologically or psychically persecuted others” (Kristeva, 2016: 64) is only possible if we immerse ourselves in the imaginary, in the experience of ‘the other’. Intimate civility takes on a global meaning when human rights action groups such as Amnesty International address the concerns of individuals to make a social difference. Such organisations develop globally-based digital platforms for interested individuals to become active about shared social concerns, understanding that the new humanism ethic works within and between individuals and can be harnessed for change.7) Intimate civility is empathic. It invites us to create not-yet-said, not-yet-imagined relationships. The creative space for intimate civility is not bound by gender, race or sexuality – only by our imaginations. “The great instrument of moral good is the imagination,” wrote the poet Shelley in 1840. Moral imagination (Reid Boyd) helps us to create better ways of being. It is a form of empathy that encourages us to be kinder and more loving to ourselves and each other, when we imagine how others might feel. The use of empathic imagination for real world relational benefits is common in traditional therapeutic practices, such as mindfulness, that encourages those struggling with self compassion to imagine the presence of a kind friend or ally to support them at times of hardship. 8) Intimate civility is respectful. Intimate civility is the foremost casualty in many relationships characterised by forms of abuse and intimate partner violence. “Respect”, wrote Simone Weil, “is due to the human being as such, and is not a matter of degree” (171). In the intimate civility ethic this quality of respect accorded as a right of beings is mutual, including ourselves with the other. When respect is eroded, much is lost. Respect arises from empathy through attuned listening. The RESPECT! Campaign originating from the Futures without Violence organisation assumes healthy relationships begin with listening between people. They promote the understanding that the core foundation of human wellbeing is relational, requiring inter-personal understanding and respect.9) Intimate civility is a form of highest regard. When we regard another we truly see them. To hold someone in high regard is to esteem them, to hold them above others, not putting them on a pedestal, or insisting they are superior, but to value them for who they are. To be esteemed for our interior, for our character, rather than what we display or what we own. It connects with the humanistic psychological concept of unconditional positive regard. The highest regard holds each other in arms and in mind. It is to see/look at, to have consideration for, and to pay attention to, recently epitomised by the campaign against human trafficking, “Can You See Me?” (Human Trafficking), whose purpose is to foster public awareness of the non-verbal signs and signals between individuals that indicate human trafficking may be taking place. In essence, teaching communal awareness towards the victimisation of individuals. 10) Intimate civility is intergenerational. We can only develop qualities such as morality and empathy, crucial for intimate relationships, if we have experienced (or imagined) intimate relationships where these qualities exist. Individuals reared in homes devoid of intimate civility could be challenged to identify and promote the interest or wellbeing of their intimate counterparts; it is a learnt behaviour, both at an interpersonal and societal level. Childhood developmental trauma research (Spinazzola and Ford) reminds us that the interaction of experiences, relational interactions, contexts and even our genetic amkeup makes individuals both vulnerable to repeating the behaviour of past generations. However, treatment of the condition and surrounding individuals with people in their intimate world who have different life experiences and personal histories, i.e., those who have acquired respectful relationship habits, can have a positive impact on the individuals’ capacity to change their learned negative behaviours. In conclusion, the work on intimate civility as a potential concept to alleviate rage in human relationships has hardly begun. The decalogue provides a checklist that indicates the necessity of ‘intersectionality’ — where the concepts of intimate civility connect to many points within the public/private and personal/political domains. Any analysis of intimacy must reach further than prepositions tied to social construction and attachment theory (Fonagy), to include current understandings of trauma and inter-generational violence and the way these influence people’s ability to act in healthy and balanced interpersonal relationships. While not condoning violent acts, locating the challenges to intimate civility on both personal and societal levels may leverage a compassionate view of those caught up in interpersonal violence. The human condition demands that we continue the struggle to meet the challenges of intimate civility in our personal actions with others as well as the need to replicate civil behaviour throughout all societies. ReferencesBowlby, John. Attachment and Loss. Vol. 3. New York: Basic Books, 1980.Carter, Stephen. Civility: Manners, Morals and the Etiquette of Democracy. New York: Basic Books, 1998.Dallos, Rudi, and Ros Draper. An Introduction to Family Therapy: Systemic Theory and Practice. 2nd ed. Open University Press: Berkshire, 2005.Australian Institutes of Health and Welfare, Australian Government. Family, Domestic and Sexual Violence in Australia. 2018. 6 Feb. 2019 <https://www.aihw.gov.au/reports/domestic-violence/family-domestic-sexual-violence-in-australia-2018/contents/summary>. Fonagy, Peter. Attachment Theory and Psychoanalysis. New York: Other Press, 2001.Gringart, Eyal, Madalena Grobbelaar, and Alise Bender. Intimate Civility: The Perceptions and Experiences of Women on Harmonising Intimate Relationships. Honours thesis, 2018.Holmes, Jeremy, and Arietta Slade. Attachment in Therapeutic Practice. Los Angeles: Sage, 2018. Human Trafficking, Jan. 2019. 14 Feb. 2019 <https://www.a21.org/content/can-you-see-me/gnsqqg?permcode=gnsqqg&site=true>.Kristeva, Julia. Teresa My Love: An Imagined Life of the Saint of Avila. New York: Columbia UP, 2016.Morrison, Scott. “National Press Club Address.” 11 Feb. 2019. 26 Feb. 2019 <https://www.pm.gov.au/media/national-press-club-address-our-plan-keeping-australians-safe-and-secure>.Pateman, Carole. “The Patriarchal Welfare State.” Defining Women: Social Institutions and Gender Divisions. Eds. Linda McDowell and Rosemary Pringle. London: Polity Press, 1994. 223-45.Reid Boyd, Elizabeth. “How Creativity Can Help Us Cultivate Moral Imagination.” The Conversation, 30 Jan. 2019. 11 Feb. 2019 <http://theconversation.com/how-creativity-can-help-us-cultivate-moral-imagination-101968>.Reid Boyd, Elizabeth, and Abigail Bray. Ladies and Gentlemen: Sex, Love and 21st Century Courtesy. Unpublished book proposal, 2005.Commonwealth of Australia. Respect Campaign. 2018, 9 Jan. 2019 <http://www.respect.gov.au/the-campaign/campaign-materials/>.Shelley, Percy Bysshe. A Defence of Poetry. London: Ginn and Company, 1840.Soble, Alan. Philosophy of Sex and Love. St Paul, MN: Paragon House, 1998.Weil, Simone. Waiting on God. London: Fontana Collins, 1968.Wells, Jamelle. “Geoffrey Rush, Erin Norvill and the Daily Telegraph: The Stakes Are High in This Defamation Trial.” ABC News 12 Nov. 2018. 23 Feb. 2019 <http://www.abc.net.au/news/2018-11-10/geoffrey-rush-defamation-trial-a-drama-with-final-act-to-come/10483944>.Yan, Liu, and Luce Irigaray. “Feminism, Sexuate Rights and the Ethics of Sexual Difference: An Interview with Luce Irigaray.” Foreign Literature Studies (2010): 1-9.

Abstract:

Over the past quarter-century 'the self' has been transformed from a relatively esoteric concept of principal interest to philosophers and psychologists to a mainstay of popular culture and critical reflection. This paper addresses some of the themes linking this transition and suggests that the driving impetus behind it is the commodification of ideas as a strategy of coping with change (as well as the packaging and consumption of goods and services which bridge the gap between the less-than-perfect present and the shining future just around the corner). I start with a vivid recollection of some weeks in my undergraduate years worrying about the issue 'Is self-deception possible?' The problem to be solved for a tutorial presentation was, 'If the self is deceived by the self, which part of the self is doing the deceiving?' This conundrum could be handily addressed by reference to the various models of the divided self: the mind/brain model; or the conscious/subconscious model; the id/ego/superego model; the Parent/Adult/Child model (for all those Transactional Analysis aficionados) and, had I been dealing with the same query today, the Adult/Inner Child model. In addition to these theoretical constructions, there was evidence from physiological psychology of the 'split brain' phenomenon, where some unfortunate patients had had the crossover pathways between the two hemispheres of the brain surgically cut, usually as a strategy for dealing with epilepsy. Here it seemed to be literally possible for the right hand to not know what the left hand was doing (but only under strict laboratory conditions where certain information was only available to one hand or the other, or one eye or the other). Essentially, psychological theory had gone to considerable trouble to identify the self as a potential battleground for warring elements: internal 'others' with which the self is composed; in addition to the external influences impacting upon the self. All of these approaches offered a metaphor for conflict, which tied in with the subjective impression of 'the self' wanting things a number of ways; in particular wanting to have the cake, wanting to have a different cake and also wanting to eat all possible varieties of cake. The trouble was, this approach didn't really answer the question 'Is self-deception possible?' because I knew when I felt conflicted, and thus was not deceived. To be truly deceived, I rationalised, I wouldn't ever be aware that self-deception had been in operation. In which case, had it ever really happened? Where internal warring was evident, the idea of 'deception' failed to convince me, and was replaced instead by one of opposing impulses. Thus I decided that self-deception is impossible, and that instead we use it as a more-or-less conscious excuse for behaviour that is out of character. (My tutor was concerned that I had elided the concepts of 'I' and 'myself', in this presentation, but that is another story.) Two decades later, in the mid-nineties, I suddenly woke up to the fact that popular psychology had spawned a library of self-help literature of Alexandrian proportions. In fact, the volume of books, articles, magazines and related TV/radio shows (such as Oprah) -- not to mention the mega-millionaire motivationalists such as Wayne Dyer and Tony Robbins, whose website promises 'resources for creating an extraordinary quality of life' and whose influence is now evident in other areas of popular culture (eg, Farrelly and Farrelly's embarrassingly awful Shallow Hal). Robbins' claim: 'Within you is a powerful driving force that, once unleashed, can make your boldest visions, dreams, and desires real. You are about to discover the finest resources and tools available for awakening that force within you -- and transforming your life, instantly and forever', somewhat overstates my own experience of trying to put his theories into practice, but I've only bought the books and thus may be deceiving myself that I've truly committed what it takes to achieve transformation... (For those of you lacking 'disposable time' -- too busy to read the books -- the principles are often available on easy-to-consume cassette-tapes, videos, CDs and interactive websites.) A visit to any popular bookshop (although these sections are generally lacking in the academic ones) indicates that self-help is right up there with business/motivational books, and with new age/spiritual guidance. The popular culture of business practice might arguablely have started with Blanchard and Johnson's The One Minute Manager, but it is increasingly evident in such global best sellers as Covey's The 7 Habits of Highly EffectivePeople, Gardner and Gardner's The Motley Fool Investment Guide and Kiyosaki's Rich Dad, Poor Dad (and associated spin-offs). This interest in business, however, is more than an interest in practice and process: it's an interest in versions of the self. Thus the Motley Fool reader is advised to 'go against' their instincts, because that way they do something different from the average. Rich Dad, Poor Dad is a fable of different ways to view life, success and happiness (one of which is presented as more likely to result in a humungous bank balance). If it only takes a minute to be a manager -- why wouldn't you spend that minute? And all of us would like to be more effective in some area of our lives… The business books that make it into the best seller lists offer help to transform the self into someone … rather more suited to the times than we were before we started to read that particular guru's take on the future perfect. The impetus for the growth in the popular culture of the evolving self seems to me to be (at least partly) explained by our sense of accelerating change. The constant in both the business and the self-help literature is a valuing of the capacity of managing and adapting to change. It is no accident that there has been this burgeoning of self-development material at the same time that we are encouraged: to prepare ourselves for new careers every seven years; to reclassify ourselves as lifelong learners; to assess ourselves as a collection of 'skills', 'attributes' and 'competencies', able to apply to others for 'recognition of prior learning'; and, to accept a governmental diktat that we are all in the business of 'mutual obligation'. Under these circumstances, and in this environment, a willing engagement with the self-help literature indicates a positive desire to manage the transition of the self to some acceptance of a changed future. It implies the resolution of the five stages of grief (Kubler-Ross). Having worked through denial and isolation; anger; bargaining; and depression the active self-developer reaches 'acceptance' and manages the stress of change by helping the self adjust to an anticipated future. Even the sense of having a strategy to cope with new demands can be part of a solution to perceived powerlessness: helpless leads to hopeless (and depressed). Self-help is a strategy to cope with change and move on. The pressures may be new, and the books may be growing in number and in applicability, but the marketing principles fuelling this consumer demand are well established. For example, an Australianised Consumer Behaviour textbook identifies (Schiffman et al, 137) 'four specific kinds of self-image: Actual self-image (ie how consumers in fact see themselves) Ideal self-image (ie how consumers would like to see themselves) Social self-image (ie how consumers feel others see them) Ideal social self-image (ie how consumers would like others to see them) before going on to add, "a fifth type of self-image, expected self-image (ie how consumers expect to see themselves at some specified future time)" (137, bold in original). Marketers use the gap between the perceived self-image and the ideal self-image as an opportunity for product development, and for creating strategies to promote existing goods and services. In essence, consumer societies continuously package and represent images of our future selves as ways of selling us products that help us become more beautiful, clever and effective. They might also 'reverse the visible signs of aging'. (The realage.com website is a wonderful place where an older self becomes younger as the days pass and the life-extending strategies are adopted, minimising an individual's 'real' -- as opposed to chronological -- age.) Although Schiffman et al (137) argue that the expected self-image is somewhere between the actual self-image and the ideal self-image, most well-founded (credible) expectations of the future-self involve a planned programme of change -- such as enrolment in a course of study or diligent application to the contents and suggestions of an appropriate self-help book… Thus the expected self-image might differ qualitatively from the ideal self-image in that the former may have some basis in an achievable future while the latter might be impossibly unlikely. An individual's social identity and their consumption practices are already well linked. For example, Hearn, Mandeville and Anthony (104) estimate that 'consumption now accounts for about 60 per cent of GDP … mass communication, advertising and the consumer economy form a nexus that is centrally implicated in the operation of Western societies.' They go on to argue that the 'central assertion of postmodern views of consumption is that social identity can be interpreted as a function of consumption' (106). Green suggests that it is 'the voluntary nature of consumption -- together with the impossibility of not consuming -- [that] prevents [consumption] from being categorised unambiguously as work'. The implication is that the self-help literature represents a complex communication. Purchase of a self-help book identifies one version of an ideal self-image for that person, and also allies them with those aspects of popular culture including and touching upon that book and that self-help philosophy. (Even more is communicated if the book is purchased for someone else, or received as a gift from someone else!) The presence of the book on a person's shelves can also indicate a strategy to manipulate perceptions of the individual's social self-image and might express to others an element of the individual's ideal social self-image (moderated, perhaps, by throw-away statements such as: 'Of course, theory is one thing, practice another', or 'I think Carmen may have been dropping a heavy hint with this present'). At the same time, the individual may have a clear impression of the expected self-image likely to result from consumption of the book's contents, and thus the act of consumption is likely to represent the adoption of a particularly individual vision for the future self. The popularity of the self-help genre and its generalisation into lifestyle programmes and publications -- the Martha Stewart effect -- is an indication that the 'present self' is generally categorised as a work in progress. Paradoxically, the self may be most evident and fixed in the act of becoming, since the self in the present undergoes continual change (apart from its constant requirement for 'help'). References Blanchard, Kenneth and Spencer Johnson. The One Minute Manager. New York: Berkley Books, 1983. Covey, Stephen. The 7 Habits of Highly Effective People: Restoring the Character Ethic. Melbourne: Business Library, 1989. Dyer, Wayne. http://www.drwaynedyer.com [accessed 25 Aug. 2002] Gardner, David and Tom Gardner. The Motley Fool Investment Guide: How the Fool Beats Wall Street's Wise Men and How You Can Too. New York: Fireside Books, 1997. Green, Lelia. 'The Work of Consumption -- Why Aren't We Paid?' M/C: A Journal of Media and Culture. 4.5 (2001) http://www.media-culture.org.au [accessed 25 Aug. 2002] Hearn, Greg, Tom Mandeville, and David Anthony. The Communication Superhighway: Social and Economic Change in the Digital Age. Sydney: Allen & Unwin, 1997. 104-31. Kiyosaki, Richard with Sharon Lechter. Rich Dad, Poor Dad: What the Rich Teach Thei rKids about Money that the Poor and the Middle Class Do Not! Paradise Valley, Arizona: TechPress Inc, 1997. Kubler-Ross, Elizabeth. On Death and Dying. London: Tavistock Publications, 1970. realage.com. http://www.realage.com [accessed 25 Aug. 2002] Robbins, Anthony. http://www.tonyrobbins.com [accessed 25 Aug. 2002] - - - . Unlimited Power: The New Science of Personal Achievement. London: Simon & Schuster, 1988. - - - . Awaken the Giant Within. New York: Summit Books, 1991. - - - . Giant Steps. New York: Fireside Books, 1994. - - - . Notes from a Friend. New York, Fireside Books, 1995. Schiffman, Leon, David Bednall, Elizabeth Cowley, Aaron O'Cass, Judith Watson and Leslie Kanuk. Consumer Behaviour. 2nd ed. French's Forest: Pearson Education Australia, 2001. Shallow Hal. Dir. Bobby and Peter Farrelly. 20th Century Fox, 2001. Links http://www.media-culture.org.au http://www.realage.com http://www.tonyrobbins.com http://www.drwaynedyer.com Citation reference for this article Substitute your date of access for Dn Month Year etc... MLA Style Green, Lelia. "Who is Being Helped When We Help Our Self?" M/C: A Journal of Media and Culture 5.5 (2002). [your date of access] < http://www.media-culture.org.au/mc/0210/Green2.html &gt. Chicago Style Green, Lelia, "Who is Being Helped When We Help Our Self?" M/C: A Journal of Media and Culture 5, no. 5 (2002), < http://www.media-culture.org.au/mc/0210/Green2.html &gt ([your date of access]). APA Style Green, Lelia. (2002) Who is Being Helped When We Help Our Self?. M/C: A Journal of Media and Culture 5(5). < http://www.media-culture.org.au/mc/0210/Green2.html &gt ([your date of access]).

Abstract:

Sugar pigs are traditional confections shaped like sugar mice with little legs and no tail. One might, therefore, nibble the trotters of a sugar pig or suck delicately upon the nose of a sugar pig, but one must never eat one’s sugary treats like a pig. As an imagined border between the private world inside the body and the public world outside, the mouth is an unstable limit of selfhood. Food can easily cause disgust as it passes through this hazardous terrain, and this disgust is produced less by the thought of incorporation than by socially constructed boundaries such as the division between human and animal. In order to guard against disgust and the moral judgement it incurs about the eater, the mouth is governed by myriad rules and, in the case of the juvenile mouth, subject to adult surveillance. This paper investigates children’s consumption of confectionery in relation to the mouth as a liminal border space. Children are “sugar pigs” in as much as they disregard the conventions of civilised eating that govern the mouth, preferring instead to slubber, gnaw, lick, and chew like animals, to reveal the contents of their mouths and examine the contents of others, to put lollies in and out of their mouths with dirty hands, and to share single lollies. Children’s lolly rituals resist civilised eating norms, but they hold important cultural meanings that parallel and subvert those of the adult world. Children’s mouths are communal spaces and the rituals that take place in them are acts of friendship, intimacy, and power. Eating norms instituted over thousands of years ensure that people do not eat like animals, and the pig, in particular, stands in opposition to civilised eating. In On Good Manners for Boys (1530), Erasmus of Rotterdam advises that a general guide to eating like a human being is to eat inconspicuously and self-consciously—to “lick a plate or dish to which some sugar or sweet substance has adhered is for cats, not people,” he explains, and to “gnaw bones is for a dog”—and he compares ill-mannered eating with that of pigs, observing how some people “slubber up their meat like swine” (qtd. in Kass 145). Unrefined table manners and uncontrolled appetite continue to elicit such expressions of disgust as “dirty pig” and “greedy pig.” Pigs grunt. Pigs snuffle among refuse. Pigs, as Bob Ashley et al. note, represent all that is uncivilised and exist only as a signifier of appetite (2). The pig and civilisation, however, do not exist simply in opposition. Cookery writer Jane Grigson argues that European civilisation has been founded upon the pig (qtd. in Ashley et al. 2). Also, because the pig’s body is pinkish, soft, and flabby like a human body and because pigs were usually housed near or even inside human dwellings, the pig confounds the human/animal binary: it is “a threshold animal” (Stallybrass and White qtd. in Ashley et al. 7). Furthermore, the steady evolution of eating practices suggests that humans would eat like animals if left in their natural state. Food rules are part of the “attempt to exclude piggishness” from human civilisation, which, according to Ashley et al., demonstrates “precisely the proximity of human and pig” (7). As physician Leon Kass observes, eating conventions “show us both how much we have taken instruction and how much we needed it” (139). Humans aspire to purity and perfection, but William Ian Miller explains that “fuelling no small part of those aspirations is disgust with what we are or with what we are likely to slide back into” (Anatomy xiv). Eating norms, therefore, do not emphasise the difference between human and the pig as much as they express the underlying anxiety that the human mouth and the act of eating are utterly animal. ‘Lollies’ is the Australian term for the confectionery that children mostly buy, and while the child with a lolly pouched in its cheek is such a familiar, even iconic, image that it features on the covers of two recent books about confectionery (Richardson, Whittaker), licking, gnawing, and slubbering—Erasmus’ wonderfully evocative and piggish word—aptly describe the consumption of lollies. Many lollies are large and hard, and eating them requires time, effort, concentration, and conspicuous mouth activity: the cheek bulges and speaking is difficult; a great deal of saliva is produced and the area around the mouth becomes smeared with coloured drool; and there is always the possibility of the lolly falling out. The smaller the child’s mouth, or the larger the lolly, the more impossible it is to eat inconspicuously and self-consciously. Endless chewing is similarly animal-like, and “the bovine look” of teenagers featured in public complaints when chewing gum was mass-produced in the twentieth century (Hendrickson 7). Humans must not eat like animals, but overly-stuffed cheeks, sucking and slubbering mouths, licking tongues, gnawing teeth, and mindlessly ruminating jaws are unashamedly animal-like. Other rules guard against disgust arising from the sight of half-chewed food. When food is in the process of becoming part of the body, it quickly acquires the quality of things with which disgust is more readily associated, things that are, according to Miller, moist rather than dry, viscid rather than free-flowing, pliable rather than hard, things that are “oozy, mucky, gooey, slimy, clammy, sticky, tacky, dank, squishy, or filmy” (“Darwin’s Disgust” 338). Soft lollies with their vividly-coloured and glossy or sugar-encrusted surfaces look magical, but once they go into the mouth are “magically transformed into the disgusting” (Anatomy Miller 96). Food in the process of “becoming” must, therefore, never be seen again. The process of transformation takes place in the private interior of the body, but, if the mouth is open, half-transformed food is visible, and chewed food, according to Miller, “has the capacity to be even more disgusting than feces [sic]” (Anatomy 96). Sometimes, the sight of half-consumed lollies inside children’s mouths is deliberate because children poke out their tongues and look into each other’s mouths to monitor the progress of lollies that change colour as they break down. Miller explains that the rules of disgust are suspended in sexual and non-sexual love: “Disgust marks the boundaries of the self; the relaxing of them marks privilege, intimacy, duty, and caring” (Anatomy xi). This principle applies to children’s lolly rituals. If children forget to note the colour of a Clinker as they bite it, or if they want to note the progress of a Cloud or gobstopper, they open their mouths and even poke out their tongues so a friend can inspect the colour of the lolly, or their tongue. Such acts are marks of friendship. It is not something children do with everyone. The mouth is a threshold of self that children relax as a marker of privilege. The clean/unclean binary exerts a powerful influence on food because, in addition to the way in which food is eaten, it determines the kind of food that is eaten. The mouth is a border between the self (the eater) and the other (the eaten), so what is eaten (the other) eventually becomes the eater (the self). Paradoxically, the reverse is also true; the eater becomes what is eaten—hence, “we are what we eat.” Little wonder then that food is a site of anxiety, surveillance, and control. The pig eats anything, but children’s consumption is strictly monitored. The clean food imperative means that food must be uncontaminated by the world outside the body, and lollies violate the clean food category in this regard. Large, hard lollies can fall out of the mouth, or children may be obliged to violently expel them if they are danger of choking. The young protagonists in Saturdee, Norman Lindsay’s bildungsroman set in country Victoria after WWI, arrange a secret tryst with some girls, and when their plan is discovered a horde of spectators assembles to watch the proceedings: [Snowey Critchet] had provided himself with a bull’s-eye; a comestible about the size of a cricket ball, which he stowed away in one cheek, as a monkey pouches an orange, where it distended his face in a most obnoxious manner. He was prepared, it seemed, to spend the entire afternoon inspecting a scandal, while sucking his bull’s-eye down to edible proportions. (147) Amid a subsequent volley of taunts and cow dung, Snowey lands in the gutter, a reprisal that “was like to be Snowey’s end through causing him to bolt his bull’s-eye whole. It was too large to swallow but large enough to block up his gullet and choke him. Frenziedly he fought his way out of the gutter and ran off black in the face to eject his windpipe obstruction” (147-8). Choking episodes are further aspects of children’s consumption that adults would deem dangerous as well as disgusting. If a child picks up a lolly from the ground, an adult is likely to slap it away and spit out the word “Dirty!” The child’s hands are potentially part of the contaminated outside world, hence, wash your hands before you eat, don’t eat with your fingers, don’t lick your fingers, don’t put your fingers into your mouth, don’t handle food if you aren’t going to eat it, don’t eat food that others have touched. Lolly-consumption breaches the clean/unclean divide when children put fingers into mouths to hook tacky lollies like Minties off the back teeth, remove lollies in order to observe their changing shape or colour, pull chewing gum from the mouth, or push bubble gum back in. The mouth is part of the clean world inside the body; adult disgust stems from concern about contamination through contact with the world outside the body, including the face and hands. The hands are also involved in playground rituals. Children often remove lollies from their mouths, play with them, and put them back in. Such invented rituals include sharpening musk sticks by twisting them in the mouth before jabbing friends with them and returning them to the mouth. Teenagers also bite the heads off jelly babies and rearrange the bodies in multicoloured versions before eating them. These rituals expose half-consumed lollies, and allow lollies to be contaminated by the outside world, but they are markers of friendship and ways of belonging to particular groups as well as sources of entertainment. The ultimate cause for disgust, apart from sharing with a pig perhaps, arises when children violate the boundary between one mouth and another by sharing a single lolly. “Can I have a lick o’ your lollipop?” is an expression that belongs to a time when germs were yet to consume the public imagination, and it demonstrates that children have long been disposed to sharing confectionery in this way. Allowing someone to share an all-day sucker indicates friendship because it involves sacrifice as well as intimacy. How many times the friend licks it indicates how important a friend they are. Chewing gum and hard lollies such as bull’s-eyes and all-day suckers are ideal for sharing because they last a long time. Snowey’s choking episode is punishment both for having such a lolly while others did not, and for not sharing it. When friends share a single lolly in Markus Zusak’s The Book Thief it is a sign of their growing intimacy. Rudy and Liesel had only enough money for one lolly: “they unwrapped it and tried biting it in half, but the sugar was like glass. Far too tough, even for Rudy’s animal-like choppers. Instead, they had to trade sucks on it until it was finished. Ten sucks for Rudy. Ten for Liesel. Back and forth” (168). Rudy asks Liesel to kiss him on many occasions, but she never does. She regrets this after he is killed, so here the shared lolly stands in lieu of intimacy rather than friendship. Lollies are still shared in this way in Australian playgrounds, but often it is only hard lollies, and only with close friends. A hard lolly has a clearly defined boundary that can easily be washed, but even unwashed the only portion that is contaminated, and contaminable, is the visible surface of the lolly. This is not the case with a stick of chewing gum. In response to Tom Sawyer’s enquiry as to whether or not she likes rats, Becky Thatcher replies,“What I like, is chewing gum.” “O, I should say so! I wish I had some now.” “Do you? I’ve got some. I’ll let you chew it a while, but you must give it back to me.” That was agreeable, so they chewed it turn about, and dangled their legs against the bench in excess of contentment.” (58) Unlike the clearly defined boundary of a gobstopper, the boundary of chewing gum continually shifts and folds in on itself. The entire confection is contaminated through contact with the mouth of the other. The definition of clean food also includes that which is deemed appropriate for eating, and part of the appeal of lollies is their junk status. Some lollies are sugar versions of “good” foodstuffs: strawberries and cream, wildberries, milk bottles, pineapples, and bananas. Even more ironic, especially in light of the amount of junk food in many adult diets, others are sugar versions of junk food: fries, coke bottles, Pizzas, Hot Dogs, and Hamburgers, all of which are packaged like miniatures of actual products. Lollies, like their British equivalent, kets (which means rubbish), are absolutely distinct from the confectionery adults eat, and British sociologist Allison James shows that this is because they “stand in contrast to conventional adult sweets and adult eating generally” (298). Children use terms like junk and ket intentionally because there is a “power inherent in the conceptual gulf between the worlds of the adult and the child” (James, “Confections” 297). Parents place limits on children’s consumption because lollies are seen to interfere with the consumption of good food, but, as James explains, for children, “it is meals which disrupt the eating of sweets” (“Confections” 296). Some lollies metaphorically violate a different kind of food taboo by taking the form of “unclean” animals like rats, pythons, worms, cats, dinosaurs, blowflies, cane toads, and geckos. This highlights the arbitrary nature of food categories: snakes, lizards, and witchetty grubs do not feature on European menus, but indigenous Australians eat them. Neither do white Australians eat horses, frogs, cats, dogs, and insects, which are considered delicacies in other cultures, some even in other European cultures. Eating human beings is widely-considered taboo, but children enjoy eating lollies shaped like parts of the human body. A fundraiser at a Queensland school fete in 2009 epitomised the contemporary fascination with consuming body parts. Traditionally, the Guess-The-Number fundraiser involves guessing the number of jelly beans in a glass jar, but in this instance the jar held teeth, lips, noses, eyeballs, ears, hearts, and feet. Similarly, when children eat Tongue Pops—tangy tongue-shaped lollies on a stick—the irony of having two tongues, of licking your own tongue, is not lost on children. Other lollies represent tiny people, and even babies. In the ordinary world, children are small and powerless, but the magic of lollies enables them to be the man-eating giant, while Chicos and jelly babies represent the powerless child. Children welcome the opportunity to “bite someone else’s head off” for a change. These lollies are anonymous people, but Freddo Frog and Caramello Koala have names as well as bodies and facial features, while others, like Cadbury’s seven Magical Elves, even have personalities. One of these, Aquamarine, is depicted as a winking character dressed in blue, and described on the wrapper as “a talented musician who plays music to inspire the Elves to enjoy themselves and work harder, but is a bit of a farty pants.” Advertisements also commonly personify lollies by giving them faces, voices, and limbs, so that even something as un-humanlike as a red ball, in the case of the Jaffa, is represented as a cheeky character in the act of running away. And children happily eat them all. Cannibalism rates highly in the world of children’s confectionery (James 298). If lollies are “metaphoric rubbish,” as James explains, they can also be understood as metaphorically breaking food taboos (299). Not only do children’s rituals create a sense of friendship, belonging, even intimacy, but engaging in them is also an act of power because children know that these practices disgust adults. Lollies give children permission to transgress the rules of civilised eating and this carnivalesque subversion is part of the pleasure of eating lollies. James suggests that confectionery is neither raw nor cooked, but belongs to a third food category that helps to define “the disorderly and inverted world of children” (“Confections” 301). In James’ analysis, children and adults inhabit separate worlds, and she views children’s sweets as part of the “alternative system of meanings through which [children] can establish their own integrity” (“Confections” 301, 305). In the sense that they exist outside of officialdom, children have inherited the carnivalesque tradition of the festive life, which Bakhtin theorises as “a second world” organised on the basis of laughter (6, 8). In this topsy-turvy, carnivalesque realm, with its emphasis on the grotesque body, laughter, fun, exuberance, comic rituals, and other non-official values, children escape adult rule. Lollies may be rubbish in the adult world, but, like the carnival fool, they are “king” in the child’s second and festive life, where bodies bulge, feasting is a public and often grotesque event, and children are masters of their own destiny. Eating lollies, then, represents a “metaphoric chewing up of adult order” and a means of the child assuming control over at least one of its orifices (James 305-6). In this sense, the pig is not a symbol of the uncivilised but the un-adult. Children are pigs with sugar—slubbering around hard lollies, licking other children’s lollies, metaphorically cannibalising jelly babies—and if they disgust adults it is because they challenge the eating norms that guard against the ever-present reminder that eating is an animal act. Eating practices “civilize the human animal” (Kass 131), but eating is inherently an untidy experience, and any semblance of order, as anthropologist Mary Douglas explains, is only created by exaggerating difference (qtd. in Ashley et al. 3). The pig is commonly understood to be the antithesis of civilisation and, therefore, the means by which we understand ourselves as civilised beings. The child with a lolly, however, is evidence that the line between human and animal is a tenuous divide. References Ashley, Bob, Joanne Hollows, Steve Jones and Ben Taylor. Food and Cultural Studies. London: Routledge, 2004. Bakhtin, Mikhail. Rabelais and His World. Trans.Helene Iswolsky. Cambridge: M.I.T. P, Massachusetts Institute of Technology, 1968. Hendrickson, Robertson. The Great American Chewing Gum Book. Radnor, Pennsylvania: Chilton, 1976. James, Allison. “Confections, Concoctions and Conceptions.” Popular Culture: Past and Present. Eds Bernard Waites, Tony Bennett and Graham Martin. London: Routledge, 1986. 294-307. James, Allison. “The Good, the Bad and the Delicious: The Role of Confectionery in British Society.” Sociological Review 38, 1990: 666-88. Kass, Leon R. The Hungry Soul: Eating and the Perfecting of Our Nature. New York: Free Press, 1994. Lindsay, Norman. Saturdee. London: Angus & Robertson, 1981. Miller, William Ian. “Darwin’s Disgust.” Empire of the Senses: The Sensual Culture Reader. Ed. David Howes. Oxford: Berg, 2005. Miller, William Ian. The Anatomy of Disgust. Cambridge: Harvard U P, 1997. Mason, Laura. Sugar Plums and Sherbet: The Pre-history of Sweets. Devon: Prospect, 1998. Richardson, Tim. Sweets: A History of Temptation. London: Bantam Books, 2003. Twain, Mark. The Adventures of Tom Sawyer. New York: Collier, 1962. Whittaker, Nicholas. Sweet Talk: The Secret History of Confectionery. London: Phoenix, 1999. Zusak, Markus. The Book Thief. Sydney: Picador, 2005.

Abstract:

This essay aims to show some approaches in the understanding of the lifelong learning concepts, knowledge, competence, from a literature review with the contributions of Dewey, Bruner, Freire, Schon and Tardif among others. Coming from theoretical studies carried out by Italian researchers and a Brazilian researcher, through their Research Centers/Laboratories and international collaborative partnership between Brazilian and Italian Universities, this text addresses from the undertake scientific literature, key terms which support the held studies. From the considerations, it is highlighted the regular understanding around lifelong learning concept, which considers the human condition for the permanent learning and valuing experiences from different contexts, such as family and school (basic and higher education). In view of this, the approximation between the concepts of competence and knowledge was also highlighted, recognized and valued as fundamental elements for the learning process and for the development of critical and reflexive thinking, and consequently transforming daily problems and challenges. The task reinforces the research network, pursuing the improving theoretical knowledge to subsidize the scientific research production in the educational field, besides Brazilian or Italian academic walls.SommarioQuesto saggio ha l’obiettivo di presentare gli approcci sulla definizione dei concetti di apprendimento permanente, saperi e competenze, partendo da una revisione della letteratura, con i contributi,tra gli altri, di Dewey, Bruner, Freire, Schon e Tardif. A partire dall’analisi teorica condotta da ricercatori italiani e una ricercatrice brasiliana, mediante i loro centri di ricerca/laboratório, e l’accordo di collaborazione internazionale tra l’università brasiliana e italiana, questo testo affronta, in base alla letteratura scientifica, i termini chiave che supportano gli studi realizzati. Dalle argomentazioni espresse, emerge la posizione comune sul concetto di apprendimento permanente o per tutta la vita, che considera l’approccio umanistico e la valorizzazione delle esperienze provenienti da diversi contesti come la famiglia e la scuola (in particolare di base e superiore). In questa prospettiva, si mette in evidenzia anche l'approssimazione semantica tra i concetti di competenza e saperi, riconosciuti e valorizzati come elementi fondamentali per il processo di apprendimento e per lo sviluppo del pensiero critico e riflessivo, e di conseguenza trasformatore rispetto ai problemi e alle sfide quotidiane della vita. Il presente contributo rafforza la rete di ricerca congiunta, con l'obiettivo di migliorare le conoscenze teoriche per supportare lo sviluppo di ricerche in campo educativo, al di là delle mura accademiche brasiliane o italiane.Keywords: Lifelong learning, Knowledge, Strategic competence, Reflexive competence.Parole chiave: Apprendimento permanente, Saperi, Competenze strategiche, Competenze di riflessione.Palavras-chave: Aprendizagem permanente, Conhecimento, Competência estratégica, Competência reflexiva.ReferencesALBERICI, A. La possibilità di cambiare. Apprendere ad apprendere come risorsa strategica per la vita. Milano: Franco Angeli, 2008.ALBERICI, A.; DI RIENZO, P. Learning to learn for individual and society. In: R. Deakin CRICK, C. S.; K. REN (Eds), Learning to Learn. International perspectives from theory and practice. New York: Routledge, 2014, p. 87-104.BALDACCI M. Trattato di pedagogia generale, Roma: Carocci Editore, 2002.BANDURA A. Cultivate self-efficacy for personal and organizational effectiveness. Handbook of principles of organization behavior. Wiley on line, 2000, p. 179-200.BATINI, F. (a cura di) Manuale per orientatori. Metodi e scenari per l’empowerment personale e professionale. Trento: Erickson, 2005.BATINI, F.; DEL SARTO G. Narrazioni di narrazioni: orientamento narrativo e progetto di vita. Trento: Erickson, 2005.BECK, U.; GIDDENS, A.; LASH, S. Modernizzazione riflessiva. Trieste: Asterios, 1999.BELL, D. The Coming of Post-Industrial Society. New York: Harper Colophon Books, 1999.BLAIR C.; RAZZA R.P. Relating Effortful Control, Executive Function, and False Belif Understanding to Emerging Math and Literacy Ability in Kindergarten, Child Development, v. 78, n. 2, p. 647-663, 2007.BOYATZIS R. The Competent Manager: a Model for Effective Performance. New York: John Wiley & Sons, 1982.BRUNER, J. Acts of Meaning. London: Harvard University Press, 1990.CONSOLI, F. Evoluzione e sviluppo di modelli per competenze e loro diverse matrici. In: A.M. AJELLO (a cura di), La competenza. Bologna: Il Mulino, 2002.CORNOLDI, C.; DE BENI, R.; ZAMPERLIN, C.; MENEGHETTI, C. AMOS 8-15. Abilità e motivazione allo studio: prove di valutazione per ragazzi dagli 8 ai 15 anni. Manuale e protocolli. Trento: Erickson, 2005.DEWEY, J. Esperienza e educazione. Firenze: La Nuova Italia, 1949.DI NUBILA R. D.; FABBRI MONTESANO D.; MARGIOTTA U. La formazione oltre l'aula: lo stage. L'organizzazione e la gestione delle esperienze di tirocinio in azienda e in altri contesti. Padova: CEDAM, 1999. DI RIENZO, P. Educazione informale in età adulta. Temi e ricerche sulla convalida dell'apprendimento pregresso nell'università. Roma: Anicia, 2012.DI RIENZO, P. Recognition and validation of non-formal and informal learning: Lifelong learning and university in the Italian context. Journal of Adult and Continuing Education, 20, 1, p. 39-52, 2014.DI RIENZO P. Prassi educative e competenze tacite. Il ruolo dell’approccio biografico, in G. Alessandrini, M. L. De Natale (a cura di), Il dibattito sulle competenze: quale prospettiva pedagogica? Lecce: Pensa Multimedia, 2015.DOMENICI, G. Manuale dell’orientamento e della didattica modulare. Bari: Laterza, 2009.DRUCKER, P. Il grande cambiamento. Milano: Sperling & Kupfer Editori, 1996.FREIRE, P. Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra, 1996. FREIRE, P. Educação e Mudança. 26a ed. São Paulo: Paz e Terra, 2002. FREIRE, P. Pedagogia do Oprimido. 17a ed. São Paulo: Paz e Terra, 1987. FREIRE, P. Professora sim, tia não: cartas a quem ousa ensinar. São Paulo:Olho d´Água, 1997.FREIRE, P. Pedagogia da Esperança. São Paulo:Paz e Terra, 1997. FREIRE, P. Política e Educação: ensaios. 5a ed. São Paulo: Cortez, 2001. FREIRE, P. Educação como prática para a liberdade: e outros escritos. Rio de Janeiro: Paz e Terra, 1976.FREIRE, P. Conscientização: teoria e prática da libertação. São Paulo: Moraes, 1980.GATHERCOLE S.E.; ALLOWAY T.P. Working memory and learning: A teacher’s guide. London: Sage Pubblications, 2008.GAUTHIER, C. et al Por uma teoria da pedagogia: pesquisas contemporâneas sobre o Saber Docente. Ijuí: UNIJUÍ, 2006.GOLEMAN, D. Intelligenza emotiva. Milano: Rizzoli, 1996.GONZALEZ, A.; ZIMBARDO, P. G. Time in perspective: The sense we learn early affects how we do our jobs and enjoy our pleasures. Psychology Today, V. 19, n. 3, p. 21-26, 1985.GRADZIEL D. Educare il carattere. Per una pratica educativa teoricamente fondata, Roma: Las, 2014.GUICHARD, J.; HUTEAU M. Psicologia dell’orientamento professionale. Milano: Raffaello Cortina Editore, 2003.HECKMAN, J. J.; HUMPHRIES, J. E.; KAUTZ, T. (Eds.). (2014). The myth of achievement tests: The GED and the role of character in American life. University of Chicago Press, 2014.HOLMES, J.; ADAMS, J. W.; HAMILTON, C. J. The relationship between visuospatial sketchpad capacity and children's mathematical skills. European Journal of Cognitive Psychology, v. 20, n. 2, p. 272-289, 2008.ILLERIS, K. Contemporary Theories of Learning. London: Routledge, 2009.KNOWLES, M. S. The making of an adult educator: An autobiographical journey. San Francisco: Jossey-Bass, 1989.LA MARCA, A. Io studio per ... imparare a pensare. Troina: Città Aperta, 2004.LA ROCCA, C.; MARGOTTINI, M.; & CAPOBIANCO, R. Ambienti digitali per lo sviluppo delle competenze trasversali nella didattica universitaria. Journal of Educational Cultural and Psychological Studies, Special Issues: Digital Didactis, n. 10, 245-283, 2014.LA ROCCA C. ePortfolio: l’uso di ambienti online per favorire l’orientamento in itinere nel percorso universitario. Giornale Italiano Della Ricerca Educativa, Anno VIII, Vol. 14, p. 157-174, 2015.LA ROCCA, C. Il Quaderno per riflettere sul Senso della Vita. Una pagina di ePortfolio. Ricerche Pedagogiche, Anno LII, n. 208-209, p. 107-127, 2018.LA ROCCA C.; CAPOBIANCO R. ePortfolio: l’utilizzo delle nuove tecnologie per favorire processi di apprendimento autodiretti. Formazione Lavoro Persona. Anno IX, n. 26, p 138-152, 2019.LAVE, J.; WENGER, E. L'apprendimento situato. Trento: Erickson, 2006.LIMA, L. C. A EJA no contexto de uma educação permanente ou ao longo da vida: mais humanos e livres, ou apenas mais competitivos e úteis? In: Brasil. Ministério da Educação. Secretaria de Educação Continuada, Alfabetização, Diversidade e Inclusão. Coletânea de textos CONFINTEA Brasil+6: tema central e oficinas temáticas. Brasília: MEC, 2016, p.15-25.MARGOTTINI, M. Competenze strategiche a scuola e all’università. Esiti d’indagini empiriche e interventi formativi. Milano: LED, 2017.MARGOTTINI M. La validazione del QSA ridotto. In PELLEREY M. (a cura di) Strumenti e metodologie di orientamento formativo e professionale nel quadro dei processi di apprendimento permanente. Roma: Cnos-Fap., 2018a, p.257-304.MARGOTTINI M. La prospettiva temporale e la percezione delle proprie competenze: correlazioni tra i fattori del test di Zimbardo e quelli del QSA e del QPCS a livello universitario. In PELLEREY M. (a cura di) Strumenti e metodologie di orientamento formativo e professionale nel quadro dei processi di apprendimento permanente. Roma: Cnos-Fap., 2018b, p.207-250.MARGOTTINI, M. Autovalutazione e promozione di competenze strategiche per la scuola e per il lavoro. Formazione & Insegnamento, v. 1, n. 1, p. 309-322, 2019.MARGOTTINI, M.; LA ROCCA, C.; ROSSI, F. Competenze strategiche, prospettiva temporale e dimensione narrativa nell’orientamento. Italian Journal of Educational Research, anno X, p. 43-61, 2017.MARGOTTINI, M.; ROSSI, F. Il ruolo delle dinamiche cognitive, motivazionali e temporali nei processi di apprendimento. Formazione & Insegnamento, v. 15, n. 2, p. 499-511, 2017.MARGOTTINI M.; ROSSI F. Adattabilità professionale e competenze strategiche nella scuola e all’universit. Contributo presentato al Convegno Internazionale SIRD “Education and evaluation processes”, Università di Salerno, 25-26 Ottobre, 2018.MCCLELLAND, D. C. Testing for Competence Rather than Intelligence. American Psychologist, n. 1, p. 1-14, 1973.MEZIROW, J. Learning as transformation: critical perspectives on a theory in progress. San Francisco: Jossey-Bass, 2000.MEZIROW, J. Apprendimento e trasformazione. Il significato dell’esperienza e il valore della riflessione nell’apprendimento degli adulti. Milano: Raffaello Cortina Editore, 2003.MIYAKE A.; FRIEDMAN N. P.; EMERSON M. J.; WITZKI A. H.; HOWERTER A.; WAGER T. D. The unity and diversity of executive functions and their contributions to complex ‘‘frontal lobe’’ tasks: A latent variable analysis, in Cognitive Psychology, n. 41, p. 49–100, 2000.NUTTIN, J. The future time perspective in human motivation and learning.In: Proceedings of the 17th International Congress of Psychology. Amsterdam: North-Holland, 1964, p. 60-82. NUTTIN, J. Motivation et perspectives d’avenir, v. 14. Louvain: Presses Universitaires de Louvain, 1980.OLIVEIRA, M. W. et al. Processos educativos em práticas sociais: reflexões teóricas e metodológicas sobre pesquisa educacional em espaços sociais. In: OLIVEIRA, M. W.; SOUSA, F. R.. (Orgs.). Processos Educativos em Práticas Sociais: pesquisas em educação. São Carlos: EDUFSCar, 2014. p. 29-46.OWEN, A. M. The Functional Organization of Working Memory Processes Within Human Lateral Frontal Cortex: The Contribution of Functional Neuroimaging. European Journal of Neuroscience, v. 9, p. 1329-1339, 1997.PAOLICCHI, P. Esperienza del tempo e realtà sociale. Pisa: Tecnico Scientifica, 1976.PELLEREY, M. Dirigere il proprio apprendimento. Brescia: La Scuola, 2006.PELLEREY, M. Le competenze strategiche: loro natura, sviluppo e valutazione. Prima parte. Competenze strategiche e processi di autoregolazione: il ruolo delle dinamiche motivazionali. Orientamenti pedagogici: rivista internazionale di scienze dell'educazione, v. 60, n. 351, p. 147-168, 2013PELLEREY, M. Soft skill e orientamento professionale. Roma: CNOS – FAP, 2017.PELLEREY, M. Le competenze nel pensare. Una rilettura in ambito educativo delle virtù dianoetiche. Scuola Democratica, n.1, p.183-194, 2019.PONTECORVO, C. L'apprendimento tra culture e contesti. In C. PONTECORVO, A. M. AJELLO, C. Z. (a cura di), I contesti sociali dell’apprendimento. Milano: LED, 1995.ROMEO, F.P. La memoria come categoria pedagogica. Tricase (LE): Libellula, 2014.SAVICKAS M. L.; PORFELI E. J. Career Adapt-Abilities Scale: construction, reliability, and measurement equivalence across 13 countries. Journal of Vocational Behavior, n. 80, p. 661-673, 2012.SCHÖN, D. A. Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass, 1987.SEN, A. Lo sviluppo è libertà. Perché non c’è sviluppo senza democrazia. Milano: Mondadori, 2001.SPENCER, L.M.; SPENCER, S.M. Competence at Work Models for Superior Performance. New York: John Wiley & Sons, 1993.ST CLAIR-THOMPSON H.L., GATHERCOLE S.E. Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The Quarterly Journal of Experimental Psychology, v. 59, n. 4, p. 745-759, 2006.TARDIF, M. Saberes Profissionais dos Professores e Conhecimentos Universitários. Revista Brasileira de Educação, Rio de Janeiro, n. 13, Jan- Abr/2000.TARDIF, M. Saberes docentes e formação profissional. Petrópolis, R.J.: Editora Vozes, 2002.TARDIF, M.; LESSARD, C. O trabalho docente: elementos para uma teoria da docência como profissão de interações humanas. Petrópolis, R.J.: Editora Vozes, 2007.TOURAINE, A. La societé post-industrielle. Paris: Denoël, 1969.ZANNIELLO, G. Orientare insegnando. Esperienze didattiche e ricerca-intervento. Napoli: Tecnodid, 1998.ZIMBARDO, P. G.; BOYD, J. N. Putting time in perspective: A valid, reliable individual-differences metric. Journal of Personality and Social Psychology, v. 77, n. 6, p. 1271-1288, 1999.ZIMBARDO, P. G.; BOYD, J. N. The time paradox: The new psychology of time that will change your life. New York: Simon and Schuster, 2008.ZUCCHERMAGLIO, C. Studiare le organizzazioni. Apprendimento, pratiche di lavoro e tecnologie nei contesti organizzativi. In C. PONTECORVO, A. M. AJELLO, C. Z. (a cura di), I contesti sociali dell’apprendimento. Milano: LED, 1995.

Abstract:

While Young Adult dystopian texts commonly manipulate expectations of time and space, it is largely in a linear sense—projecting futuristic scenarios, shifting the contemporary reader into a speculative space sometimes only slightly removed from contemporary social, political, or environmental concerns (Booker 3; McDonough and Wagner 157). These concerns are projected into the future, having followed their natural trajectory and come to a dystopian present. Authors write words and worlds of warning in a postapocalyptic landscape, drawing from and confirming established dystopian tropes, and affirming the activist power of teenage protagonists in cultivating change. This article examines the intersections between dystopian Young Adult literature and Indigenous Futurisms, and the possibilities for sharing or encoding Indigenous Knowledge through the disruption or revision of genre, where the act itself become a movement of activism and survival echoed in text. Lynette James acknowledges the “ruptures” (157) Indigenous authors have made in the genre through incorporating Indigenous Knowledge into story as an embedded element – not only of narrative, but of structure. Ambelin Kwaymullina, of the Palyku people of the Pilbara region of Western Australia, exemplifies this approach in her disruption or rupture of the dystopian genre in her embodiment of Indigenous Knowledge in the Young Adult (YA) text The Interrogation of Ashala Wolf. Kwaymullina centres Indigenous Knowledge throughout the trilogy, offering a powerful revision of key tropes of the dystopian YA genre, creating a perspective that privileges Indigenous Knowledge. This is most significantly identified through her depiction of time as a non-linear concept, at once realised narratively, conceptually, and structurally in the text. The Interrogation of Ashala Wolf, the first of a trilogy of novels in “The Tribe” series, presents a futuristic post-apocalyptic world, set 300 years after the Reckoning, a cataclysmic environmental disaster. The protagonist, Ashala Wolf, is one of a number of people with supernatural abilities that are outlawed by their government and labelled Illegals. As the novel begins, Ashala is being interrogated by the villainous Neville Rose, held in a detention centre as she plots to escape, free her fellow detainees, and return to the Tribe in the Firstwood. The plot draws from historical and contemporary parallels in Australia, yet part of the text’s subversive power is that these parallels and connections are never made explicit on the page. The reader is invited to become an active participant in coding meaning by applying their own understandings of the context and connections, creating an inter-subjective dialogue between reader and text, and Indigenous and non-Indigenous knowing. This article looks to the first novel in the trilogy as the key exemplifier of the disruption of genre and knowledge through the representation of time. It is in this novel that these concepts are established and realised most clearly, being predominantly from Ashala’s perspective as a direct descendant of Indigenous Australians, with the following two novels divided between Ashala, Georgie, and Ember as polyphonic narrative focalisers. Acting as an introduction to the series, The Interrogation of Ashala Wolf presents a foundation for readers to challenge their perceptions on both genre and knowledge. Kwaymullina entangles the two, imbuing knowledge throughout narrative and structure which in turn disrupts genre. In her revisioning of narrative through genre and structural focus of time as a non-linear concept, Kwaymullina puts into practice Conrad Scott’s argument that “the potential healing of moments or processes of crisis in Indigenous dystopias is never possible without a strategic engagement with narrative itself, and even the formal aspects of the text” (73).While the series fits the conventions of the dystopian genre, it has been more commonly identified as speculative fiction, or Indigenous futurism, as Kwaymullina herself defines her work. James notes the significance of acknowledging a text as Indigenous futurism, writing, “identifying a work as Indigenous futurism rather than simply as YA dystopia asks readers, critics, and scholars to adjust their orientation in ways that may radically alter both their perception and reception of it” (153). For the purposes of this article, I acknowledge the clear value and importance of identifying the text as Indigenous futurism, but also find value in the movements that define the shift from dystopian literature to Indigenous futurism, in its engagement with and recasting of dystopian conventions in the text. In embedding Indigenous Knowledge in her worldbuilding and narrative, Kwaymullina actively rewrites dystopian expectations and tropes. These notions would be expected or normalised when grounded in Indigenous futurism, but are regarded as a subversion and revision when read in dystopian fiction. The text engages directly with the specific tropes and expectations of dystopian genre—its significance in rewriting the spaces, narratives, and structures of the genre cannot be overstated. The employment of the dystopian genre as both framework and space of revision speaks to larger debates of the value of dystopian fiction in examining socio-cultural issues over other genres such as realism. Critics argue the speculative nature of dystopian fiction that remains linked to concerns of the present and past allows audiences to envision and experience their own transformative experience, effecting political change (Kennon; Mallan; Basu, Broad, and Hintz; Sypnowich). Balaka Basu, Katherine Broad, and Carrie Hintz argue that serious issues presented in fantastic futuristic scenarios “may provide young people with an entry point into real-world problems, encouraging them to think about social and political issues in new ways, or even for the first time” (4-5). Kerry Mallan notes the “ability of dystopian fiction to open up to readers a dystopian social elsewhere serves a double function: On the one hand, it offers readers an opportunity to reflect on their current existence to compare the similarities and differences between the real and the fictional; on the other, these stories implicitly exhort young people to take responsibility for their own lives and the future of society” (16). Drawing on these metanarrative structures with the interweaving of Indigenous knowledge increases the active responsibility for the reader. It invokes Nnedi Okorafor’s labelling of Indigenous Futurisms as “the most truthful way of telling the truth” (279), creating opportunities for the Indigenous and non-Indigenous reader to engage with narratives of a real apocalypse on invaded land. The dystopian setting and expectations form a buffer between reader and text (Basu, Broad, and Hintz 4), making the narrative more accessible to the reader without shying away from the embedded trauma, while drawing on dystopian fiction’s balance of despair and optimism (Basu, Broad, and Hintz 2).The stakes and value of dystopian fiction are heightened when engaging with Indigenous narratives and knowledge; as Claire Coleman (a Noongar woman from the south coast of Western Australia) notes, Indigenous Australians live in a post-apocalyptic state as “all Aboriginal and Torres Strait Islander people alive today are the descendants of people who survived an apocalypse” (n.p.). James, quoting Uppinder Mehan, concurs, writing “these narrators are ‘survivors—or the descendants of survivors’ [162], not just of broken dystopian worlds or post-cataclysmic events but of the real historical legacies of slavery, conquest, and oppression” (157). Writing on Indigenous futurisms in dystopian and utopian fiction, Mary Morrison argues “people outside Western hegemonic power structures would likely be well-placed to transform the utopian imagination, to decolonize it” (11), acknowledging the significance in the intersection of genre and lived experience by author and character.Kwaymullina expands on this, noting that for Indigenous authors the tropes of speculative fiction are familiar lived experiences. She writes thatmany of the ideas that populate speculative-fiction books – notions of time travel, astral projection, speaking the languages of animals or trees – are part of Indigenous cultures. One of the aspects of my own novels that is regularly interpreted as being pure fantasy, that of an ancient creation spirit who sung the world into being, is for me simply part of my reality. (“Edges” 27)Kwaymullina affirms Coleman and James in her approach, writing “Indigenous people lived through the end of the world, but we did not end. We survived by holding on to our cultures, our kin, and our sense of what was right in a world gone terribly wrong” (“Edges” 29). The Tribe series demonstrates survivance, with Kwaymullina’s approach forming possibilities for intersubjective dialogues across genre. The concept is reinforced through Ashala’s repeated, joyful cries of hope throughout the text: “I live! We live! We survive!” (197, 200, 279, 391).Sara K. Day, Miranda A. Green-Barteet, and Amy L. Montz note dystopian literature considers possible futures from the outlook and failures of the present (8), arguing “the label ‘dystopia’ typically applies to works that simultaneously imagine futures and consider the present, essentially occupying a liminal space between these times” (Day, Green-Barteet, and Montz 9). This sense of liminality is heightened with the engagement of time from an Indigenous perspective; as Scott writes, “Indigenous dystopian fiction presents not only the crisis of the future but the ongoing crisis of the present time, and that which is still resonant from the past” (73). In “Respect, Relationships, Renewal: Aboriginal Perspectives on the Worlds of Tomorrow”, Kwaymullina notes that linear time can “become a tool of ideology, with colonial characterisations of Indigenous peoples as being of an earlier (less ‘advanced’) time through the use of terms such as ‘primitive’, ‘prehistoric’ and ‘prehistory’” (“Respect” 126).In shifting to a dystopian world where Australia as a colonised or invaded country is no longer recognised, but Country is still alive and read by those who live on it, Kwaymullina recasts the use of linear time as a tool of ideology to reaffirm Coleman’s argument that Indigenous Australians already exist in a post-apocalyptic state. She draws from the past and present and casts it into the future, while simultaneously recognising that all three are linked and circular—events are repeating and being relived. Kwaymullina depicts numerous parallels between the dystopian world and a post-invasion Australia, populating her world with references to detention centres; othering and distinct labelling of a vilified minority deemed a threat or aberrant to the majority colonising community; the name and title of the series’ central villain Chief Administrator Neville Rose in a clear reference to A.O. Neville, WA Chief Protector of Aborigines.At the outset, the government uses labels to separate and denigrate the Other—individuals with Abilities are called Illegals, distinct from Citizens, although they can apply for Exemptions if their Ability is deemed useful and passive. The terminology of Exemption draws deliberate connections to the Exemption Certificate Indigenous Australians could apply for from the Aborigines Protection (Amendment) Act 1943. The text consistently operates in modes of survivance, as Ashala and the Tribe redefine their world through a distinctly Indigenous perspective (Murphy 179). Ashala gains power through the tool used to suppress her by claiming and embracing this status, identifying her friends and herself as the Tribe and choosing a forest name emblematic of the totems that each Tribe member has a particular connection to (e.g. Georgie Spider, Ember Crow, Ashala Wolf). Continual parallels are drawn to Indigenous Knowledge: Ashala’s Ability is Sleepwalking, where she enters a state in dreaming where she can alter reality, a liminal space that suggests connections to the Dreamtime. While the land is no longer called or recognised as Australia, and the tectonic plates have shifted land mass, it remains Country, as recognised in Ashala’s relationship with the Firstwood. The Balance, the inherent harmony between all life, animate and inanimate, is a clear reflection of an Indigenous understanding, positioning it as the mainstream ideology.Kwaymullina weaves Indigenous knowledge through the text as demonstrated through narrative, key thematic concepts, and structure, disrupting the tropes of dystopian fiction in a manner that subverts genre and presents new possibilities for both reader and writer while presenting a shift to Indigenous Futurisms. As an organic by-product of this ideological framework, regressive or gendered tropes are re-envisioned as feminist and ecologically centred, ultimately conveying a sense of hope and survivance. Key tropes of YA dystopian fiction include a female teenager protagonist oppressed by her government, often initially unknowingly so embedded is she in the system, potentially profiting from it in some way. She is often introduced to the reader in a setting that the character initially reads as utopian, but is revealed to be dystopian and authoritarian in its construction. As identified by Ann M.M. Childs, a common dynamic in the genre that reinforces gender roles in heterosexual relationships see the protagonist introduced to the concept of rebellion or dissent through a male love interest already embedded in a resistance movement, at the cost of losing or betraying a female friend (188). Childs notes the protagonist may be resistant to the idea of rebellion, but after falling for the love interest, grows to genuinely care for the cause. Technology is depicted as advanced, alien or dehumanising, and both belongs to and represents the repressive society the protagonist seeks to escape and change. The natural environment is depicted in binary opposition, with characters finding resilience, freedom, and personal agency in a return to nature (McDonough and Wagner 157). Society will have attempted to restrict, destroy, or otherwise mine the natural world, but this attempt for control will inevitably fail or backfire. Initially the environment is displayed as a potentially antagonistic element, wild and dangerous; however, after the character escapes their confining world, it becomes an ally. In her employment of a perspective framed by Indigenous Knowledge, Kwaymullina subverts each of these established tropes, offering an alternative reading of conventions often embedded in the genre. Ashala is introduced as already entrenched in a rebellion that she is both leader and pivotal figure of. Inverting the dynamic outlined by Childs, she is love interest Connor’s motivation for rejecting the government and joining the Tribe: “You are the reason I came here, Ashala Wolf” (Kwaymullina 263). Kwaymullina dismisses Childs’ concern over the removal of female friendship in favour of heterosexual romance by centering Ashala’s relationships with Georgie and Ember as fundamental to Ashala’s well-being, where sistahood is a key paradigm of hope: “I carry my friends with me” (Kwaymullina 39). For Ashala and the Tribe, nature as exemplified through the Firstwood is Country, not only sanctuary but an animate being that Ashala speaks with, asks permission to live within, and offers protection and apology for the harm down to it by humans in the past. The privileging of environment, and reading all animate or inanimate beings as living, extends to challenging the nature/technology dichotomy. Even the static or sterile environments of the detention centres are recognised for their connection to nature in their construction from recycled materials: “Nothing ever truly ends, only transforms” (Kwaymullina 141). In “Learning to Read the Signs: Law in an Indigenous Reality”, Ambelin Kwaymullina and Blaze Kwaymullina write thatsince everything must interconnect and interrelate to survive, if a pattern is fixed in time, it loses its ability to dynamically connect with other patterns. To be temporally fixed is therefore to be isolated; frozen. In an Indigenous worldview, it is, in fact, an impossibility – for that which cannot move, cannot interact, and that which cannot interact is inanimate. And there is nothing inanimate in country. (200)This can be read as representative of Kwaymullina’s rupture or revision of dystopian tropes and genre. When tropes are read as static or absolute, they run the risk of freezing or limiting the knowledge encoded in these stories. By integrating Indigenous Knowledge, new patterns can emerge and interact, extending to the reader’s own understanding of genre, time, and epistemology. Kwaymullina’s revisioning of dystopian tropes through an embedded and celebrated Indigenous perspective culminates in the successful thematic, narrative, and structural expression of time as a non-linear concept. Kwaymullina and Kwaymullina acknowledge the division between the reductionist and linear perspective of time through a Western worldview in comparison to the non-linear perception from that of an Indigenous Australian worldview. They acknowledge that their expression of time is not to be read as representative of all Indigenous Australians’ perspective of time, but one informed by their own Country and upbringing. Kwaymullina and Kwaymullina write,in an Aboriginal worldview, time—to the extent that it exists at all—is neither linear nor absolute. There are patterns and systems of energy that create and transform, from the ageing process of the human body to the growth and decay of the broader universe. But these processes are not ‘measured’ or even framed in a strictly temporal sense, and certainly not in a linear sense. (199)This is enacted through the narrative structure of The Interrogation of Ashala Wolf. The text is set across four days, yet spans years, shifting through narrative in a non-linear manner and reflecting the Indigenous understanding of time as a circular, evolving concept. These four days act as the containers for the text, as Kwaymullina distinguishes the departure from linear time for the uninitiated reader by including headings and subheadings in chapter titles, marked as “Day One”, “Day Two”, “Day Three”, and “Day Four”, before the final section, “The Escape”. Within these containers, themselves marked linearly, narrative ebbs and flows across time and space, taking Ashala away from the Detention Centre to different moments from her past, spanning years. These ‘flashbacks’ are not presented in a linear fashion; the text revisits and repeats key moments of Ashala’s life out of sequence, providing an immediate focus on these seemingly past moments. This is key in shaping the reader’s understanding of “the patterns and systems of energy that create and transform” (Kwaymullina and Kwaymullina 199)—as Ashala revisits or rediscovers memory through time, perceptions of character, motive, relationships, and key plot points are changed and transformed. Meaning is formed through this relationship of narrative and time in a manner not possible through a linear structure. Over the course of the novel, Ashala and the reader find she’s chosen to give herself false memories to protect the Tribe and complete a master plan to defeat Neville Rose. As such, as the novel begins the reader, aligned with Ashala as narrative focaliser, is positioned to read key points through a flawed perspective. Connor is presented as an enemy and betrayer of the Tribe, while Ashala denies her feelings towards him. The reader is aligned with Ashala’s perspective—she has already fallen in love with Connor, but neither she nor the reader knows it due to the displacement of knowledge through narrative structure and memory. This also speaks to identity formation in the text—Ashala is herself, and not herself until the novel reaches full circle, and she and the reader have experienced multiple points of time. As Ember explains, “it’s not about losing small pieces of information. This stuff shapes your entire understanding of reality” (Kwaymullina 167). If the reader revisits the text with this knowledge, they find further value in exploring the non-linear, circular narrative, finding subtext in characters’ interactions and decisions. The disruption in the non-linear narrative structure is twofold: to reflect the representation of time in an Indigenous epistemology, further rewriting the genre; and to create an intersubjective dialogue. As such, the narrative structure creates a space of invitation to the reader. Rather than positioning Ashala as embedded and aware of her status as a custodian of Indigenous knowledge, the text places her as ingrained in Indigenous epistemology, but unaware of it. In this way, the text effectively invites the reader in, mirroring Ashala’s journey of (re)discovery. The non-Indigenous reader enters the text alongside Ashala, with Indigenous knowledge embedded subtly throughout the text echoed in Kwaymullina’s engagement with dystopian tropes, and integrated Indigenous epistemology. By the time Ashala meets the Serpent, her Grandfather, and has her ancestry explained to her, the reader has already been immersed in Ashala’s own way of thinking, an inherently Indigenous one; for instance, throughout the text, she acknowledges the value and interconnectedness of all beings, human and non-human, animate and inanimate. The text leaves space for the reader to be active in their own construction of meaning and knowledge by never using the terms “Indigenous” or “Aboriginal”, themselves colonial inventions employed to control and label. Instead, the reader is encouraged to engage in the metatextual intersubjective dialogue introduced by Kwaymullina to acknowledge Indigenous epistemology—but by way of her approach, Kwaymullina further encourages the reader to “forget Aborigines” (Healy 219) by centring knowledge in its own right, rather than in direct opposition to Western epistemologies. That is, Kwaymullina disrupts Western perspectives framing of Indigenous knowledge as “other”, altering expectations of the norm as non-Indigenous. As Kwaymullina writes, to conceive of time in a non-linear way is at once a great gift and a great responsibility. The responsibility is that our individual actions matter powerfully, radiating out across relationships and affecting all that might be thought of in a linear sense as past, present and future. But the gift is that the passage of linear time has never moved us so far that we cannot take meaningful action to heal the wounds of colonialism. (“Respect” 126-127)In The Interrogation of Ashala Wolf, Kwaymullina realises this gift and responsibility. By framing structural, conceptual, and narrative time through an Indigenous epistemology, Kwaymullina privileges Indigenous Knowledge and effectively subverts and revises the genre through the rupture of dystopian conventions. Possibilities of hope and healing emerge in the text’s construction of time and genre as spaces of growth and change are emphasised; like Ashala, the reader finds themselves at the end and beginning of the world at once.ReferencesBasu, Balaka, Katherine R. Broad, and Carrie Hintz, eds. Contemporary Dystopian Fiction for Young Adults: Brave New Teenagers. New York: Routledge, 2013. Booker, M. Keith. Dystopian Literature: A Theory and Research Guide. Westport, CT: Greenwood P, 1994. Bradford, Clare, et al. New World Orders in Children’s Literature: Utopian Transformations. New York: Palgrave Macmillan, 2011. Childs, Ann M.M. “The Incompatibility of Female Friendships and Rebellion.” Female Rebellion in Young Adult Dystopian Fiction. Eds. Sara K. Day et al. Farnham: Taylor & Francis, 2014. 187-201.Coleman, Claire G. “Apocalypses Are More than the Stuff of Fiction — First Nations Australians Survived One.” ABC News 8 Dec. 2017. 30 Sep. 2019 <https://www.abc.net.au/news/2017-12-08/first-nations-australians-survived-an-apocalypse-says-author/9224026>.Day, Sara K., Miranda A. Green-Barteet, and Amy L. Montz, eds. Female Rebellion in Young Adult Dystopian Fiction. Farnham: Taylor & Francis, 2014. Green-Barteet, Miranda A., and Meghan Gilbert-Hickey. “Black and Brown Boys in Young Adult Dystopias: Racialized Docility in ‘The Hunger Games Trilogy’ and ‘The Lunar Chronicles Feather Journal.’” Red Feather Journal 8.2 (2017). 30 Sep. 2019 <https://www.redfeatherjournal.org/volume-8-issue-2.html>.Harris, Anita. Future Girl: Young Women in the Twenty-First Century. New York: Routledge, 2004. Healy, Chris. Forgetting Aborigines. Sydney: U of NSW P, 2008.Hintz, Carrie, and Elaine Ostry, eds. Utopian and Dystopian Writing for Children and Young Adults. New York: Routledge, 2003.James, Lynette. “Children of Change, Not Doom: Indigenous Futurist Heroines in YA.” Extrapolation: A Journal of Science Fiction and Fantasy 57.1-2 (2016). 20 Sep. 2019 <https://online.liverpooluniversitypress.co.uk/doi/pdf/10.3828/extr.2016.9>.Kennon, Patricia. “‘Belonging’ in Young Adult Dystopian Fiction: New Communities Created by Children.” Papers: Explorations into Children's Literature 15.2 (2005). 28 Sep. 2019 <http://www.paperschildlit.com/pdfs/Papers_2005_v15no2_p40.pdf>.Kwaymullina, Ambelin. The Interrogation of Ashala Wolf. Newtown: Walker Books Australia, 2012.———. “Edges, Centres and Futures: Reflections on Being an Indigenous Speculative-Fiction Writer.” Kill Your Darlings 18 (2014): 22-33.———. “Respect, Relationships, Renewal: Aboriginal Perspectives on the Worlds of Tomorrow.” Westerly 64.1 (2019): 121-134. Kwaymullina, Ambelin, and Blaze Kwaymullina. “Learning to Read the Signs: Law in an Indigenous Reality.” Journal of Australian Studies 34.2 (2010). 21 Sep. 2019 <https://doi.org/10.1080/14443051003721189>.Mallan, Kerry. “Dystopian Fiction for Young People: Instructive Tales of Resilience.” Psychoanalytic Inquiry 37.1 (2017). 22 Sep. 2019 <https://doi.org/10.1080/07351690.2017.1250586>.McDonough, Megan, and Katherine A. Wagner. “Rebellious Natures: The Role of Nature in Young Adult Dystopian Female Protagonists’ Awakenings and Agency.” Female Rebellion in Young Adult Dystopian Fiction. Eds. Sara K. Day et al. Farnham: Taylor & Francis, 2014. 157-170.Montz, Amy L. “Rebels in Dresses: Distractions of Competitive Girlhood in Young Adult Dystopian Fiction.” Female Rebellion in Young Adult Dystopian Fiction. Eds. Sara K. Day et al. Farnham: Taylor & Francis, 2014. 107-121.Morrison, Mary. “Decolonizing Utopia: Indigenous Knowledge and Dystopian Speculative Fiction.” Dissertation. U of California, 2017.Murphy, Graham J. “For Love of Country: Apocalyptic Survivance in Ambelin Kwaymullina’s Tribe Series.” Extrapolation: A Journal of Science Fiction and Fantasy 57.1-2 (2016). 20 Sep. 2019 <https://online.liverpooluniversitypress.co.uk/doi/pdf/10.3828/extr.2016.10>.Okorafor, Nnedi. “Organic Fantasy.” African Identities 7.2 (2009). 22 Sep. 2019 <https://doi.org/10.1080/14725840902808967>.Scott, Conrad. “(Indigenous) Place and Time as Formal Strategy: Healing Immanent Crisis in the Dystopias of Eden Robinson and Richard Van Camp.” Extrapolation: A Journal of Science Fiction and Fantasy 57.1-2 (2016). 20 Sep. 2019 <https://online.liverpooluniversitypress.co.uk/doi/pdf/10.3828/extr.2016.6>.Sypnowich, Christine. “Lessons from Dystopia: Critique, Hope and Political Education.” Journal of Philosophy of Education 52.4 (2018). 22 Sep. 2019 <https://doi.org/10.1111/1467-9752.12328>.

Abstract:

Introduction The recipe is more than just a list of ingredients and the instructions on how to prepare a particular dish. Recipes also are, as Janet Floyd and Laurel Foster argue, a form of narrative that tells a myriad of stories, “of family sagas and community, of historical and cultural moments and also of personal histories and narratives of self” (Floyd and Forster 2). Among the most intimate and personal sources of recipes are manuscript cookbooks. These typically contained original handwritten recipes created by the author as well as those shared by family and friends; some recipes were copied from published cookbooks or clipped out of newspapers and magazines. However, these books are more than a mere collection of recipes and domestic instructions, they also paint a unique and vivid picture of the life of their authors. These manuscript cookbooks were a common sight in many Australian colonial kitchens, yet they are a rarely examined and rich archival source that provides a valuable insight into foodways, material culture, and the lives and social relationships of the women who created them. This article will examine the manuscript cookbook created by Phillis Clark in the Darling Downs during the 1860s. Through a close examination of Clark’s manuscript cookbook, this article will explore colonial domestic habits and the cultural context in which they were formed. It will also highlight the historical value of manuscript cookbooks as social texts that chronicle daily life, both inside and outside the kitchen, in colonial Australia. A Colonial Woman Phillis Clark was born in Tasmania in 1836. She was the daughter of Charles Seal, the pioneer of the whaling industry in that state. In 1858 she married Charles George Clark, the eldest son of a well-known Tasmanian family. Both the Seal and Clark families were at the centre of social and political life in Tasmania. In 1861, the couple moved to Talgai, twenty two kilometres north-west of Warwick in the Darling Downs region of Queensland. Here, Charles Clark established himself as a storekeeper and became a partner in the Ellinthorp Steam Flour Mills, the first successful flour mill in Queensland (Waterson 3). He also represented Warwick in the Queensland Legislative assembly between 1871 and 1873. Clark’s brother, George Clark, also settled in the area together with his wife and family. In 1868, both families set up home in adjoining properties known as East Talgai and West Talgai. This joint property, with its well manicured gardens, English trees, and fruit orchard, has been described as a small oasis “in an empty, brown and dusty summer landscape” (Waterson, Squatter 19). The Manuscript Sometime during this period Clark began to compile her very own manuscript cookbook. The front of Clark’s manuscript is dated 1866, yet there is ample evidence to suggest that she began work on this manuscript some years earlier. Clark was scrupulous in acknowledging the sources of her recipes, a habit common to many manuscript cookbook authors (Newlyn 35). She also initialled her own creations, firstly with P.S., for her maiden name Phillis Seal, and later P.S.C. for Phillis Seal Clark, her married name. By 1866 Clarke had been married for eight years so it can be assumed that she commenced her manuscript some time before 1858. A number of the recipes that appear in the manuscript appear to be credited to people living in Tasmania. Furthermore, a number of the newspaper clippings found in her manuscript can be dated to before 1866, including one for 1861. The manuscript itself is a hard bound and lined notebook, sturdy enough to withstand the rigours of daily use in the kitchen. The majority of recipes are handwritten but there are also a number of recipes clipped from newspapers interspaced within the manuscript. The handwritten recipes are in a neat copperplate style and all appear to be written in the same hand. The recipes are not found in distinct sections, although there are some small clusters of particular types of recipes, highlighting the fact that they were added to the manuscript over a period of time. At the front of the manuscript there is a detailed index noting the page number on which each recipe is to be found. The recipes themselves follow the standard conventions of the period. The Sources The sources from which Clark gathered some of the recipes in her manuscript indicate the variety of texts that were available to her. There are a number of newspaper clippings pasted in the pages of her manuscript for a range of both recipes for foods as well as the so-called domestic remedies (medicines) and receipts for household products. Amongst the food recipes there are to be found instructions in the making of cream cheese in the Irish manner and a recipe for stewed shoulder of mutton as well as two different methods for preparing kangaroo. While it is impossible to fully know what newspapers all these clippings have been taken from, at least one of them came from the Darling Downs Gazette and General Advertiser and it is likely that some of them might also have come from a number of the local Warwick papers (one which was founded by her brother-in-law George Clark) that were in publication during Clark’s residence in the area. Clark also utilised a number of published cookbooks as sources for some of the recipes in her own manuscripts. Like most Australians until the last few decades of the nineteenth century, Clark would have mainly resorted to the British cookbooks that were available. The two most commonly acknowledged cookbooks in her manuscript were Enquire Within Upon Everything and Eliza Acton’s. Enquire Within Upon Everything was an immensely popular general household guide amassing eighty-nine editions in a little over forty years in print. It contained information on a plethora of subjects (over three thousand individual entries) including such topics as etiquette, first aid, domestic hints, and recipes. It first appeared on the British market in 1856, under the editorship of Robert Kemp Philp, and became available in Australia in the same year. Booksellers in the Darling Downs advertised copies of the book for the price of three shillings and six pence. Eliza Acton, for her part, was one of Britain’s leading cookbook authors. Her books were widely available throughout the colonies with copies advertised for sale by J. Walch and Sons booksellers in Hobart (‘Advertising’ 1). Extracts from her cookbook Modern Cookery for Private Families began to appear in Australian newspapers only months after it first was published in Britain in 1845 (‘Bullion’ 4). Although Modern Cookery did not provide any recipes directly catering for Australian conditions, its simple and straightforward approach to cookery made it an invaluable resource in the colonial kitchen. Such was the popularity and reputation of Acton’s work that in the preface to Australia’s first cookbook, The English and Australian Cookery Book, the author, Tasmanian born Edward Abbott, stated that he hoped that his cook book would posses “all the advantages of Mrs. Acton’s work” (Abbott vi). The range of printed sources contained within Clark’s manuscript indicate that women in colonial households were far from isolated from the culinary trends occurring in other parts of Australia and the wider British empire. The Recipes Like many Australian women of her class and generation, Phillis Clark reproduced the predominant British food culture in her kitchen. The great majority of recipes contained in her manuscript are for typically English dishes, particularly those for sweet dishes such as biscuits, cakes, and puddings. Plum pudding, trifle, and custard pudding are all featured in her book. As well, many of the savoury dishes such as curry, roast beef, and Yorkshire pudding similarly reflect the British palate. In There is No Taste like Home: The Food of Empire, Adele Wessell argues that the maintenance of British food habits in Australia was a device to reaffirm “cultural and historical bonds and sustain a shared sense of British identity” (811). However, as in many other rural kitchens, native ingredients also found a place. Her manuscript included a number of recipes for the preparation of kangaroo and detailed instructions for the butchering of the animal. Clark’s recipe for “Jugged Hare or Kangaroo” bares a close resemblance to the one that appears in Edward Abbott’s cookbook. Clark’s father and Abbott were from the same, small social milieu in colonial Hobart and were both active in the same political causes. This raises the intriguing possibility that Phillis also knew Abbott and came into contact with some of his culinary ideas. Australians consumed all manners of native ingredients, not only as a matter of necessity but also as a matter of choice. The inclusion of freshly killed native game in Clark’s kitchen would have served to alleviate the monotony of the salted beef and mutton that were common staples during this period. The distinct Australian flavour that began to appear in manuscript cookbooks like Clark’s would later be replicated in their printed counterparts. Australian cookbooks published in the last decades of the nineteenth century demonstrate the importance of native ingredients in colonial kitchens (Singley 37). The Darling Downs region had been a popular destination for German migrants from the 1850s and Clark’s manuscript contained a number of recipes for German dishes. This included one for the traditional German Christmas cake Lebkuchen as well as for various German puddings and biscuits. Clark also included an elaborate recipe for making ham or bacon in the traditional Westphalian fashion. This was a laborious process that involved vigorously rubbing salt, sugar, and beer into the leg of ham every day for a fortnight after which it is then hung to dry for a couple of days and then smoked. Katie Hume, a fellow Darling Downs resident and a close friend of the extended Clark family described feeling like a “gute verstandige Hausfrau” (a good sensible housewife) after salting 112 pounds of pork she had purchased from a neighbour (152). While, unlike their counterparts in the Barossa valley in South Australia, the Germans who lived in the Darling Downs area did not leave a significant mark on the local culinary landscape, the inclusion of German recipes in Clark’s manuscript indicates that there was not only some cross-cultural transmission of culinary knowledge, but also some willingness to go beyond traditional British fare. Many, more mundane recipes also populate Clark’s manuscript. “Toad in a Hole”, “Mutton Pie” and “Stewed Sirloin” all merit an entry. Yet, even with such simple dishes, Clark demonstrated a keen eye for detail. This is attested by her method for the preparation of a simple dish of roasted pumpkin: “Cut into slices 1 inch thick and about 5 inches long, have ready a baking dish with boiling fat—lay the slices in it so that the fat will cover them and bake for 20 minutes (by fat I mean good dripping) Half an hour will not bake them too much. They ought to be brown” (Clark 13). Whilst Clark’s manuscript is not indicative of the foodways of all classes across Queensland society, it does provide some insight as to what was consumed at the table of a well-heeled rural household. As the wife of a prominent businessman and a local dignitary, Phillis Clark would have also undoubtedly been called upon to play the role of hostess and to entertain her husband’s commercial and political acquaintances. Her manuscript also reflects the overwhelmingly British nature of colonial Australian foodways despite the intrusion of some foreign dishes. As Anne Murcott argues, the preparation and consumption of food provides a way through which individuals can express the more abstract significance of cultural values and social systems (204). The Clark household also showed some interest in producing a broad range of products in the home. There are, for example, a number of recipes for beverages including those for non-alcoholic ginger beers and flavoured cordials. They were also far from abstemious, with recipes for wine, mead, and ale included in the manuscript. This last recipe was given to her by her brother Alfred who, according to Clark, “understands brewing and therefore I think it can be depended upon” (Clark 43). Clark also bottled her own fruit, made a wide range of jams, including grape and mock melon, as well as making her own butter, confectionery, and vinegar. The production of goods like these within the home indicates the level of self-reliance in many colonial households, particularly those finding themselves far from the convenience of shops and markets. Many culinary historians argue that there exists a significant time lag between the initial appearance and consumption of a particular dish in a society and its subsequent appearance in the pages of a cookbook. This time lag can be between forty and 150 years long (Mennell 44; Mason 23). However, manuscript cookbooks reflect the immediacy of eating practices. The very personal nature of manuscript cookbooks would suggest that the recipes included within their pages were ones that the author intended to use in her own kitchen. Moreover, from the reciprocal nature of recipe sharing that is evident from these types of cookbooks it can be concluded that the recipes in Clark’s manuscript were ones that, at least in her own social milieu, were in common usage. In her manuscript Clark clearly noted those recipes which she especially liked or otherwise found useful. Many recipes throughout the manuscript have been marked as “proved” indicating that Clark had used and tested them at some stage. A number of them have also been favourably annotated as being “delicious”, “very nice”, “the best”, and “very good”. Amongst the number of recipes for “Soda Cake” that feature in the manuscript Clarke clearly indicates that “Number 1 is the best”. However, she was not averse to commenting on recipes and altering them to suit her taste. In a recipe for “A nice light Cake”, for example, Clark noted that the addition of a “little peel and currants is an improvement” (89). This form of marginal intrusion was a common practice amongst many women and it can even be seen in the margins of many published cookbooks (Theophano 186). These annotations, according to Sandra Sherman, are not transgressive, since the manuscripts are not authored “by” anyone (Sherman 121). In fact, annotations personalise the recipe and confirm the compiler’s confidence in it (Sherman 121). Not Just Food: ‘Domestic Receipts’ As noted above, Clark’s manuscript contained more than just recipes for food and drink. Many of them are “Domestic Receipts” that reflect the complex nature of running a household in rural Australia. Some of Clark’s domestic receipts are in the form of newspaper clippings and are general instructions for the manufacture of simple household products such as a “ready to use glue” and a home-made tooth powder. Others are handwritten and copied from other domestic advice books or were given to Clark by family and friends. A recipe for manufacturing “blacking for stoves”, essential in the maintenance of cast iron stoves, was, for example, culled from Enquire Within Upon Everything. Here, with some authorial intrusion, Clark includes her own list of measured ingredients to prepare the mixture. An intriguing method for the “artificial preparation of ice” involving the use of ammonium nitrate and bicarbonate of soda was given to Clark by Mrs. McKeachie, the wife of Charles Clark’s business partner. Clark also showed an interest in beekeeping and in raising turkeys, with instructions for both these tasks included in her manuscript. The wide range of miscellaneous receipts featured in Clark’s book highlights the breadth of activities that were carried out in many homes in rural Australia. A hint of Clark’s artistic side is also in evidence, with detailed instructions on how to create delicate fern impressions on paper also included in her book. As with many other women in colonial Australia, Clark was expected to take on the role of caregiver when members of her family fell ill or were injured. Her manuscript included a number of recipes for “domestic remedies”, another common trope in books of this kind as well as in their printed counterparts. These remedies included recipes for a cough mixture composed of linseed, liquorice, and water and a liniment to treat rheumatism which was made by mixing rape seed oil and turpentine with a hefty dose of laudanum. Clark used olive oil in a number of medical recipes to treat burns and scalds. As well, treatments for diphtheria, cholera, and diarrhoea feature prominently in her manuscript. The Darling Downs had been subject to a number of outbreaks of dysentery and cholera during Clark’s residency in the area (Waterson, Squatter 71). For “a pain in the chest” Clark recommended the following: “a piece of brown paper spread with tallow and placed on the chest” (69).The inclusion of these domestic remedies and Clark’s obvious concerns for her family’s health is particularly poignant given her personal history. Her family was plagued by misfortune and illness and she lost three of her ten children in a six-year period including two within just months of each other. Clark herself would die during childbirth in 1874. Sharing and Caring The word “recipe” has its origins in the Latin recipere meaning to “receive”. In order to receive there has to be, by implication, someone doing the giving. A recipe signifies an exchange and a connection between individuals. The sharing of recipes was a common activity for many women in nineteenth century Australia. Wilhelmina Rawson, Queensland’s first published cookbook author, was keenly aware of the manner in which women shared recipes and culinary knowledge. This act of reciprocity, she argued, not only helped to ease the isolation of bush living but also allowed each individual to be “benefited by the cleverness of the whole number” (14). For many, food often has a deeply private and personal component, being prepared and consumed within the realm of the home. However, food is also a communal experience and is openly shared through rituals, feasts, the contexts in which it is bought and sold, and, most importantly, reciprocal exchange. In her manuscript, Clark acknowledged a number of different individuals as the source for the recipes she included within its pages. The convention of acknowledging the sources of recipes in manuscript cookbooks functions as a way to assert the recipe’s authority and to ensure that they are proven (Sherman 122). This act of acknowledgement also locates Clark within a social network of women who not only shared recipes but also, one can imagine, many of the vicissitudes of domestic life in a remote rural setting. In her study of women’s manuscript cookbooks, entitled Eat My Words: Reading Women’s Lives Through the Cookbooks They Wrote, Janet Theophano describes these texts as “the maps of the social and cultural life they inhabited” (13). This circulation of recipes allowed women to share their knowledge, skills, and creativity. Those who received and used these recipes not only engaged in a conversation with the writer of these recipes but also formed a connection with a broader community that allowed them to learn more about themselves and the world. Conclusion The manuscript cookbook created by Phillis Clark is a fascinating prism through which to explore domestic life in colonial Australia. The recipes contained in Clark’s manuscript reflect the eating habits of her own family and those of a particular social class in Queensland. They not only demonstrate the tenacity of British foodways in Australia but also show the degree of culinary adventurism that existed in some homes. The personal, almost autobiographical nature of manuscript cookbooks also provides an intimate view in the life of its creator. In the splattered pages of Phillis Clark’s book we can read the many travails, joys, and tragedies of her life. References Abbott, Edward. The English and Australian Cookery Book: Cookery for the Many, as Well as for the Upper Ten Thousand. London: Sampson Low, Son, and Marston, 1864. ‘Advertising’. Launceston Examiner 9 Mar. 1858: 1. ‘Boullion, The Common Soup of France’. The Sydney Morning Herald 22 Aug. 1845: 4. Clark, Phillis. “Manuscript Cookbook”. 1863 Floyd, Janet, and Laurel Forster. “The Recipe in Its Cultural Content.” The Recipe Reader: Narratives, Contexts, Traditions. Ed. Janet Floyd and Laurel Forster. Aldershot, Hants, England: Ashgate. 2003. Hume, Anna Kate. Katie Hume on the Darling Downs, a Colonial Marriage: Letters of a Colonial Lady, 1866-1871. Ed. Nancy Bonnin. Toowoomba: DDIP, 1985. Mason, Laura. Food Culture in Great Britain. Greenwood, 2004. Mennell, Stephen. All Manners of Food: Eating and Taste in England and France from the Middle Ages to the Present. Oxford, UK: B. Blackwell, 1985. Murcott, Anne. “The Cultural Significance of Food and Eating”. Proceedings of the Nutrition Society 41.02 (1982): 203–10. Newlyn, Andrea K. “Redefining ‘Rudimentary’ Narrative: Women’s Nineteenth Century Manuscript Cookbooks”. The Recipe Reader: Narratives, Contexts, Traditions. Ed. Janet Floyd and Laurel Forster. Aldershot, Hants, England: Ashgate, 2003. Rawson, Wilhelmina. Australian Enquiry Book of Household and General Information: A Practical Guide for the Cottage, Villa and Bush Home. Melbourne: Pater and Knapton, 1894. Sherman, S. “‘The Whole Art and Mystery of Cooking’: What Cookbooks Taught Readers in the Eighteenth Century”. Eighteenth-Century Life 28.1 (2004): 115–35. Singley, Blake. “‘Hardly Anything Fit for Man to Eat’: Food and Colonialism in Australia.” History Australia 9.3 (2012): 27–42. Theophano, Janet. Eat My Words: Reading Women’s Lives Through the Cookbooks They Wrote. New York, N.Y: Palgrave, 2002. Waterson, D. B. “A Darling Downs Quartet”. Queensland Heritage 1.7 (1967): 3–14. Waterson, D. B. Squatter, Selector and Storekeeper: A History of the Darling Downs, 1859-93. Sydney: Sydney UP, 1968. Wessell, Adele. “There’s No Taste Like Home: The Food of Empire”. Exploring the British World: Identity, Cultural Production, Institutions. Ed. Kate Darian-Smith and Patricia Grimshaw. Melbourne: RMIT, 2004.

Abstract:

When the National Trust was established in 1895 its founders, Canon Rawnsley, Sir Robert Hunter and Octavia Hill, were, as Cannadine notes, “primarily concerned with preserving open spaces of outstanding natural beauty which were threatened with development or spoliation.” This was because, like Ruskin, Morris and “many of their contemporaries, they believed that the essence of Englishness was to be found in the fields and hedgerows, not in the suburbs and slums” (Cannadine 227). It was important to protect these sites of beauty and historical interest from development not only for what they were but for what they purportedly represented—an irreplaceable repository of the nation’s “spiritual values”, and thus a vital antidote to the “base materialism” of the day. G.M. Trevelyan, who I am quoting here, noted in two pieces written on behalf of the Trust in the 1920s and 30s, that the “inexorable rise of bricks and mortar” and the “full development of motor traffic” were laying waste to the English countryside. In the face of this assault on England’s heartland, the National Trust provided “an ark of refuge” safeguarding the nation’s cherished physical heritage and preserving its human cargo from the rising waters of materialism and despair (qtd. in Cannadine 231-2).Despite the extension of the road network and increasing private ownership of cars (up from 200,000 registrations in 1918 to “well over one million” in 1930), physical distance and economic hardship denied the majority of the urban population access to the countryside (Taylor 217). For the urban working classes recently or distantly displaced from the land, the dream of a return to rural roots was never more than a fantasy. Ford Madox Ford observed that “the poor and working classes of the towns never really go back” (Ford 58).Through the later nineteenth century the rural nostalgia once most prevalent among the working classes was increasingly noted as a feature of middle class sensibility. Better educated, with more leisure time and money at their disposal, these sentimental ruralists furnished a ready market for a new consumer phenomenon—the commodification of the English countryside and the packaging of the values it notionally embodied. As Valentine Cunningham observes, this was not always an edifying spectacle. By the late 1920s, “the terrible sounds of ‘Ye Olde England’ can already be heard, just off-stage, knocking together its thatched wayside stall where plastic pixies, reproduction beer-mugs, relics of Shakespeare and corn-dollies would soon be on sale” (Cunningham 229). Alongside the standard tourist tat, and the fiction and poetry that romanticised the rural world, a new kind of travel writing emerged around the turn of the century. Through an analysis of early-twentieth century notions of Englishness, this paper considers how the north struggled to find a place in H.V. Morton’s In Search of England (1927).In Haunts of Ancient Peace (1901), the Poet Laureate, Alfred Austin, described a journey through “Old England” as a cultural pilgrimage in quest of surviving vestiges of the nation’s essential identity, “or so much of it as is left” (Austin 18). Austin’s was an early example of what had, by the 1920s and 30s become a “boom market … in books about the national character, traditions and antiquities, usually to be found in the country” (Wiener 73). Longmans began its “English Heritage” series in 1929, introduced by the Prime Minister, Stanley Baldwin, with volumes on “English humour, folk song and dance, the public school, the parish church, [and] wild life”. A year later Batsford launched its series of books on “English Life” with volumes featuring “the countryside, Old English household life, inns, villages, and cottages” (Wiener 73). There was an outpouring of books with an overtly conservationist agenda celebrating journeys through or periods of residence in the countryside, many of them written by “soldiers like Henry Williamson and Edmund Blunden, who returned from the First War determined to preserve the rural England they’d known” (Cunningham 229; Blunden, Face, England; Roberts, Pilgrim, Gone ; Williamson). In turn, these books engendered an efflorescence of critical analyses of the construction of England (Hamilton; Haddow; Keith; Cavaliero; Gervais; Giles and Middleton; Westall and Gardiner).By the 1920s it was clear that a great many people thought they knew what England was, where it might be found, and if threatened, which parts of it needed to be rescued in order to safeguard the survival of its essential identity. By the same point, there were large numbers who felt, in Patrick Wright’s words, that “Some areas of the nation had been lost forever and in these no one should expect to find the traditional nation at all” (Wright 87).A key guide to the nation’s sacred sites in this period, an inventory of their relics, and an illustration of how its lost regions might be rescued for or erased from its cultural map, was provided in H.V. Morton’s In Search of England (1927). Initially published as a series of articles in the Daily Express in 1926, In Search of England went through nine editions in the two and a half years after its appearance in book form in 1927. With sales in excess of a million copies, as John Brannigan notes, the book went through a further twenty editions by 1943, and has remained continuously in print since (Brannigan).In his introduction Morton proposes In Search of England is simply “the record of a motor-car journey round England … written without deliberation by the roadside, on farmyard walls, in cathedrals, in little churchyards, on the washstands of country inns, and in many another inconvenient place” (Morton vii). As C.R. Perry notes, “This is a happy image, but also a misleading one” (Perry 434) for there was nothing arbitrary about Morton’s progress. Even a cursory glance at the map of his journey confirms, the England that Morton went in search of was overwhelmingly rural or coastal, and embodied in the historic villages and ancient towns of the Midlands or South.Morton’s biographer, Michael Bartholomew suggests that the “nodal points” of Morton’s journey are the “cathedral cities” (Bartholomew 105).Despite claims to the contrary, his book was written with deliberation and according to a specific cultural objective. Morton’s purpose was not to discover his homeland but to confirm a vision that he and millions of others cherished. He was not in search of England so much as reassuring himself and his readers that in spite of the depredations of the factory and the motor vehicle, it was still out there. These aims determined Morton’s journey; how long he spent in differing parts, what he recorded, and how he presented landscapes, buildings, people and material culture.Morton’s determination to celebrate England as rural and ancient needed to negotiate the journey north into an industrial landscape better known for its manufacturing cities, mining and mill towns, and the densely packed streets of the poor and working classes. Unable to either avoid or ignore this north, Morton needed to settle upon a strategy of passing through it without disturbing his vision of the rural idyll. Narratively, Morton’s touring through the south and west of the country is conducted at a gentle pace. In my 1930 edition of the text, it takes 185 of the book’s 280 pages to bring him from London via the South Coast, Cornwall, the Cotswolds and the Welsh marches, to Chester. The instant Morton crosses the Lancashire border, his bull-nosed Morris accelerates through the extensive northern counties in a mere thirty pages: Warrington to Carlisle (with a side trip to Gretna Green), Carlisle to Durham, and Durham to Lincoln. The final sixty-five pages return to the more leisurely pace of the south and west through Norfolk and the East Midlands, before the journey is completed in an unnamed village somewhere between Stratford upon Avon and Warwick. Morton spends 89 per cent of the text in the South and Midlands (66 per cent and 23 per cent respectively) with only 11 per cent given over to his time in the north.If, as Genette has pointed out, narrative deceleration results in the descriptive pause, it is no coincidence that this is the recurring set piece of Morton’s treatment of the south and west as opposed to the north. His explorations take dwelling moments on river banks and hill tops, in cathedral closes and castle ruins to honour the genius loci and imagine earlier times. On Plymouth Hoe he sees, in his mind’s eye, Sir Walter Raleigh’s fleet set sail to take on the Armada; at Tintagel it is Arthur, wild and Celtic, scaling the cliffs, spear in hand; at Buckler’s Hard amid the rotting slipways he imagines the “stout oak-built ships which helped to found the British Empire”, setting out on their journeys of conquest (Morton 39). At the other extreme, Genette observes, that narrative acceleration produces ellipsis, where details are omitted in order to render a more compact and striking expression. It is the principle of ellipsis, of selective omission, which compresses the geography of Morton’s journey through the north with the effect of shaping reader experiences. Morton hurries past the north’s industrial areas—shuddering at the sight of smoke or chimneys and averting his gaze from factory and slum.As he crosses the border from Cheshire into Lancashire, Morton reflects that “the traveller enters Industrial England”—not that you would know it from his account (Morton 185). Heading north towards the Lake District, he steers a determined path between “red smoke stacks” rising on one side and an “ominous grey haze” on the other, holding to a narrow corridor of rural land where, to his relief, he observes men “raking hay in a field within gunshot of factory chimneys” (Morton 185-6). These redolent, though isolated, farmhands are of greater cultural moment than the citadels of industry towering on either side of them. While the chimneys might symbolise the nation’s economic potency, the farmhands embody the survival of its essential cultural and moral qualities. In an allusion to the Israelites’ passage through the Red Sea from the Book of Exodus, the land that the workers tend holds back the polluted tide of industry, furnishing relief from the factory and the slum, granting Morton safe passage through the perils of modernity and into the Promised Land–or at least the Lake District. In Morton’s view this green belt is not only more essentially English than trade and industry, it is also expresses a nobler and more authentic Englishness.The “great industrial new-rich cities of northern England—vast and mighty as they are,” Morton observes, “fall into perspective as mere black specks against the mighty background of history and the great green expanse of fine country which is the real North of England” (Morton 208). Thus, the rural land between Manchester and Liverpool expands into a sea of green as the great cities shrink on the horizon, and the north is returned to its origins.What Morton cannot speed past or ignore, what he is compelled or chooses to confront, he transforms, through the agency of history, into something that he and England can bear to own. Tempted into Wigan by its reputation as a comic nowhere-land, a place whose name conjured a thousand music hall gags, Morton confesses that he had expected to find there another kind of cliché, “the apex of the world’s pyramid of gloom … dreary streets and stagnant canals and white-faced Wigonians dragging their weary steps along dull streets haunted by the horror of the place in which they are condemned to live” (Morton 187).In the process of naming what he dreads, Morton does not describe Wigan: he exorcises his deepest fears about what it might hold and offers an incantation intended to hold them at bay. He “discovers” Wigan is not the industrial slum but “a place which still bears all the signs of an old-fashioned country town” (Morton 188). Morton makes no effort to describe Wigan as it is, any more than he describes the north as a whole: he simply overlays them with a vision of them as they should be—he invents the Wigan and the north that he and England need.Having surveyed parks and gardens, historical monuments and the half-timbered mock-Tudor High Street, Morton returns to his car and the road where, with an audible sigh of relief, he finds: “Within five minutes of notorious Wigan we were in the depth of the country,” and that “on either side were fields in which men were making hay” (Morton 189).In little more than three pages he passes from one set of haymakers, south of town, to another on its north. The green world has all but smoothed over the industrial eyesore, and the reader, carefully chaperoned by Morton, can pass on to the Lake District having barely glimpsed the realities of industry and urbanism, reassured that if this is the worst that the north has to show then the rural heartland and the essential identity it sustains are safe. Paradoxically, instead of invalidating his account, Morton’s self-evident exclusions and omissions seem only to have fuelled its popularity.For readers of the Daily Express in the months leading up to and immediately after the General Strike of 1926, the myth of England that Morton proffered, of an unspoilt village where old values and traditional hierarchies still held true, was preferable to the violently polarised urban battlefields that the strike had revealed. As the century progressed and the nation suffered depression, war, and a steady decline in its international standing, as industry, suburban sprawl and the irresistible spread of motorways and traffic blighted the land, Morton’s England offered an imagined refuge, a real England that somehow, magically resisted the march of time.Yet if it was Morton’s triumph to provide England with a vision of its ideal spiritual home, it was his tragedy that this portrait of it hastened the devastation of the cultural survivals he celebrated and sought to preserve: “Even as the sense of idyll and peace was maintained, the forces pulling in another direction had to be acknowledged” (Taylor 74).In his introduction to the 1930 edition of In Search of England Morton approvingly acknowledged that a new enthusiasm for the nation’s history and heritage was abroad and that “never before have so many people been searching for England.” In the next sentence he goes on to laud the “remarkable system of motor-coach services which now penetrates every part of the country [and] has thrown open to ordinary people regions which even after the coming of the railways were remote and inaccessible” (Morton vii).Astonishingly, as the waiting charabancs roared their engines and the village greens of England enjoyed the last hours of their tranquillity, Morton somehow failed to make the obvious connection between these unique cultural and social phenomena or take any measure of their potential consequences. His “motoring pastoral” did more than alert the barbarians to the existence of the nation’s hidden treasures, as David Matless notes it provided them with a route map, itinerary and behavioural guide for their pillages (Matless 64; Peach; Batsford).Yet while cultural preservationists wrung their hands in horror at the advent of the day-tripper slouching towards Barnstaple, for Morton this was never a cause for concern. The nature of his journey and the form of its representation demonstrate that the England he worshipped was more an imaginary than a physical space, an ideal whose precise location no chart could fix and no touring party defile. ReferencesAustin, Alfred. Haunts of Ancient Peace. London: Macmillan, 1902.Bartholomew, Michael. In Search of H.V. Morton. London: Methuen, 2004.Batsford, Harry. How to See the Country. London: B.T. Batsford, 1940.Blunden, Edmund. The Face of England: In a Series of Occasional Sketches. London: Longmans, 1932.———. English Villages. London: Collins, 1942.Brannigan, John. “‘England Am I …’ Eugenics, Devolution and Virginia Woolf’s Between the Acts.” The Palgrave Macmillan Literature of an Independent England: Revisions of England, Englishness and English Literature. Eds. Claire Westall and Michael Gardiner. Houndmills: Palgrave Macmillan, 2013.Cannadine, David. In Churchill’s Shadow: Confronting the Past in Modern Britain. London: Penguin, 2002.Cavaliero, Glen. The Rural Tradition in the English Novel 1900-1939. Totowa, NJ: Rowman and Littlefield, 1977.Cunningham, Valentine. British Writers of the Thirties. Oxford: Oxford University Press, 1988.Ford, Ford Madox. The Heart of the Country: A Survey of a Modern Land. London: Alston Rivers, 1906.Gervais, David. Literary Englands. Cambridge: Cambridge University Press, 1993.Giles, J., and T. Middleton, eds. Writing Englishness. London: Routledge, 1995.Haddow, Elizabeth. “The Novel of English Country Life, 1900-1930.” Dissertation. London: University of London, 1957.Hamilton, Robert. W.H. Hudson: The Vision of Earth. New York: Kennikat Press, 1946.Keith, W.J. Richard Jefferies: A Critical Study. Toronto: Toronto University Press, 1965.Lewis, Roy, and Angus Maude. The English Middle Classes. Harmondsworth: Penguin, 1949.Matless, David. Landscape and Englishness. London: Reaktion Books, 1998.Morris, Margaret. The General Strike. Harmondsworth: Penguin, 1976.Morton, H.V. In Search of England. London: Methuen, 1927.Peach, H. Let Us Tidy Up. Leicester: The Dryad Press, 1930.Perry, C.R. “In Search of H.V. Morton: Travel Writing and Cultural Values in the First Age of British Democracy.” Twentieth Century British History 10.4 (1999): 431-56.Roberts, Cecil. Pilgrim Cottage. London: Hodder and Stoughton, 1933.———. Gone Rustic. London: Hodder and Stoughton, 1934.Taylor, A.J.P. England 1914-1945. The Oxford History of England XV. Oxford: Oxford University Press, 1975.Taylor, John. War Photography: Realism in the British Press. London: Routledge, 1991.Wiener, Martin. English Culture and the Decline of the Industrial Spirit, 1850-1980. 2nd ed. Cambridge: Cambridge University Press, 2004.Williamson, Henry. The Village Book. London: Jonathan Cape, 1930.Wright, Patrick. A Journey through Ruins: A Keyhole Portrait of British Postwar Life and Culture. London: Flamingo, 1992.