This article offers a philosophical account of a range of urban phenomena that are integral to the visual fabric of the modern city and, at the same time, external to the visual order administered by the city’s rulers. Explaining why the common terms of “graffiti” and “street art” are too narrow for discussing the plurality of the illicit visual forms that populate the city’s space, I coin the alternative term “streetography” and aim at a new understanding of its visual efficacy. (...) This is done by showing that the key for deciphering the streetograph’s unique visuality is its form of embeddedness in the street and, in a corollary manner, the form of visual experience—the kinds of viewing—that the street opens for the urban viewer.Streetographs always operate within the city’s given visual order and as such the question of their efficacy is addressed here in terms of the streetograph’s relationship to that hegemonic visual rule whose basic traits are also clarified. Developing an understanding of this relationship, the article thus addresses the following questions: What kind of resistance can streetographs provide to the kind of optics that governs the modern urban space? Can streetographs evoke an alternative kind of spectatorship that disrupts the sovereign’s imagination? And, more specifically, in an epoch in which streetographs are regularly absorbed into capitalist aesthetics—advertising, cinema, social media—how can they allow us to rethink the possibility of resisting the measure of a global capitalist visual system? (shrink)

The face of a child in need is a visual trope that is at the forefront of the politics of spectacle in emergency news and aid initiatives. Images of children’s faces work on both affective and ethical levels, appealing to compassion and to a discourse of universal human rights. Acknowledging both the cultural fascination with and distrust of images of children, this article focuses on the strategies of persuasion used by an international NGO Save the Children in their child sponsoring (...) campaign. Identifying the ways that both NGO guidelines and strategies shape the way the image is composed and framed, and engaging with the concepts of ‘sponsoring,’ ‘saving,’ and ‘parenting,’ the article follows how the campaign configures financial help as an affective, rather than economic, relationship between the donor and the beneficiary. (shrink)

:This article interrogates “masculinity” as a named object of study for the social sciences, and sociology in particular, by drawing on the analysis of sense and language in Gilles Deleuze's The Logic of Sense. While rejecting essentialist definitions of masculine attributes, sociologists have long insisted that masculinity can be defined as a strategic articulation in the pursuit of social goals. Developing Deleuze's notion of the “singularity” within signifying series, this article argues that sociological emphases on goal-oriented practices have elided important (...) problems around the individuation of social relations, as well as neglecting the subsequent textual work of naming such relations as masculine. To develop this argument, the article begins with R.W. Connell's concept of “hegemonic masculinity” as one example of empirical investigation that proceeds by way of specialised metaphors – strategies, positions, goals – that make masculinity appear self-evident as an innate communication between men. In scrutinising the efficacy of such metaphors, the article questions the paradigm of homosociality as a methodological a priori in social scientific research. Finally, the article asks how masculinity studies might engage a more critical relationship to observation and description, a question that remains urgent for developing the ethical vision of gender studies more broadly. (shrink)

Whereas there are many aspects of Roger Simon’s thought that can be privileged, one of the most compelling points of entry for beginning to consider his legacy in the field of education, and beyond, lies with his concern for the difficult work of receiving and transmitting, of giving countenance to, the traces of those now absent. Indeed, in the last 20 years of his scholarly work, Simon pressed us to consider the pedagogical stakes in forging an ethical living relation with (...) the remnants of past and presently unsettled—ongoing—historical wrongs. Keenly aware of how memorial practices risk falling into facile assurances and deferrals, Simon emphasized the important work of “remembrance-learning,” in which the task is to learn how to ethically receive and translate the remnants of a difficult past in our present, so that we might be able to more thoroughly think our time. In this paper I provide an overview of a certain tendency in Simon’s later thinking, pointing to how his work on pedagogy, aesthetics, curation and collective study was motivated by a not so ordinary way of thinking that takes seriously the fact that the dead cannot bury the dead; that they need those in the present, those whose turn it is to do the work, to offer human significance and a human completion to what remains a remnant. (shrink)