This essay examines the ways revolutionary desire was articulated and interpreted through graffiti in Cairo, Egypt during the Arab Spring and its immediate aftermath. For writers in Cairo, graffiti was one of many in a constellation of resistances that undermined everyday life in Hosni Mubarak’s Egypt and the SCAF-controlled interim government. Ordinary surfaces of the city were illegally marked, displaying revolutionary potentiality by allowing the seemingly powerless rhetorical openings of engagement. Far from being a monolithic discourse, graffiti created geographies of (...) material protest that were locally enacted but globally contextualized. Political graffiti, like the overall protests of the Arab Spring, emerged in large numbers at particular moments, but its numerous roots spread distinctly into the past. First contextualizing Cairo graffiti as a tool for revolutionary protest, the article then examines specific writers, particular ‘battleground' spaces, different graffiti mutations and contrary aesthetic manipulations of the form in order to assemble a graffiti scene in Cairo as it follows the ebbs and flows of revolutionary desire. (shrink)

In this paper, I develop the concept ofaffective milieusby building on the recently established notion ofaffective arrangements. Affective arrangements bring together the more analytical research of situated affectivity with affect studies informed by cultural theory. As such, this concept takes a step past the usual synchronic understanding of situatedness toward an understanding of the social, dynamic, historical, and cultural situatedness of individuals in relation to situated affectivity. However, I argue that affective arrangements remain too narrow in their scope of analysis (...) since their focus mainly lies on local, marked-off, and unique constellations of affect relations. They neglect the more mundane and day-to-day affect dynamics of social life. Hence, I introduce the notion of affective milieus, which brings to light the everyday, ubiquitous affective engagements of individuals with their socio-material surroundings. Affective milieus specifically call attention to how commonplace affect relations create territories in the social universe which form and mold individuals all the time. In that way, this paper apprehends and advances recent developments in the research on situated affectivity. (shrink)

This article opens with the questions, What is on the inside of a relation? Might we imagine the inner workings of a relational form detached from the elements that it connects? Then, through an ethnographic examination of ancestral interventions among residents in a neighborhood on the outskirts of Maputo, the article challenges conventional understandings of relational forms as the connective “glue” holding together exterior and, to a certain extent, autonomous elements. In southern Mozambique, ancestral spirits intervene in the lives of (...) their descendants as interior agentive forces that enable the latter to assimilate seemingly exterior elements that are nevertheless configured as being already “inside” the living person. Conventional distinctions between exterior and interior are consequently dissolved through a peculiar process of “interior swelling” that occurs when an inside is extended outward. The article shows how it is the fuzziness of relational forms that gives to ancestral interventions their expansive qualities. (shrink)

Responding to Ike Kamphof’s “Webcams to save nature: Online space as affective and ethical space,” this essay considers the further contextualization of Kamphof’s analysis using the idea of agencement and the provocation to consider further the politics of affect.

We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relation to knowledge and learning. The analogical and imaginative work required to discover similarity between external pictures (...) and any educational concept is a form of iconic mind work that opens a space for transformational thinking and creative solutions. The novelty of our argument lies in the schematic philosophy of mind by C.S. Peirce, and specifically, an adaptation of Peirce’s triadic sign diagram for learning, exemplified via an ‘inquiry graphic’ sign and reflective method. This outlook seeks connections in diversity, arguing for an education that acknowledges and teaches intrinsic human relatedness to other humans, beings and things in the environment, thus challenging any notions of anthropocentrism and superiority. It calls for a reaction in international higher education to acknowledge the iconicity of concepts and thinking and embrace integrated image-concept signs for deep and critical teaching-learning, towards a modest educational contribution to counteracting social and environmental crises. (shrink)

This paper argues that any museum's collecting policy must face up to the problem of vulnerability. Taking as a starting point an item in the collections of the United States Holocaust Memorial Museum, I argue that the basic responsibility of museums to collect ‘things’, and to communicate information about them in a truthful way brings their collecting practice into the epistemological domain of testimony and into the normative domain of ethics. Museums are public spaces of memory, testimony, representation and interpretation (...) that at once enable humanity to hold to account those who transgress while at the same time holding to account those who witness these transgressions. By virtue of this, museums can be considered spaces of ethics wherein testimonial and hermeneutic injustice can be confronted and challenged. (shrink)