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Video-Blog

Here you can find all the keynote lecture videos since 2011.

Transmedia Contact Zones: Episodes from the Page to the Screen

14.05.2019

This talk will posit the “episode” as the primary narrative unit that shapes multi-media print narratives in the late eighteenth and nineteenth centuries. With the rise of the periodical press, authors were faced with rapidly changing printing technologies and an expanding literary marketplace. Whereas earlier picaresque novels comprised series of episodes that were only loosely connected, new media conditions demanded new narrative strategies. This project looks at the ways that nineteenth-century authors began using the episode to generate complex forms of transmedia continuity that generate continual (and futural) narrative pleasure. By looking beyond its own narrative limits and asking “what comes next,” the episode conveys a storytelling gap that prompts continuation in future episodes, thus generating a potentially infinite series that, in many cases, exceeds the boundaries of text and medium. I trace the development of multi-media episodes from the eighteenth-century work of Karl Philipp Moritz to the nineteenth-century bestseller Karl May; I end by arguing that the episode continues to structure popular transmedia storytelling well into the twenty-first century, in print, online, and on screen. This paper uncovers a continuity between print media in the long nineteenth century and digital media in the twentieth and twenty-first, giving us a deeper historical view of our own storytelling practices and aligning these practices with larger shifts in how we conceive of life, pleasure, value, and politics.


Leigh York

Main Research InterestsLeigh York

  • Narrative Form in the 19th Century German Novels
  • Critical Theory
  • Media Studies

 

 


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Reading Well. The Trials of Bibliotherapy and the Hospital Library as Contact Zone

18.12.2018

Taking the idea of the hospital library as a central case study, this lecture draws on the spaces between medicine and the humanities, particularly the different ways of reading and knowing that seem inherent in each discipline. The notion of reading to get well, or ‘bibliotherapy’ is broadly established in current usage in the social sciences and humanities, but the word’s first appearance, in an issue of the Atlantic Monthly magazine in 1916 was meant as a joke. Something of this vulnerability remains on both a micro and macro level, as arts-based interventions try to justify themselves in medical contexts, and in the precarious status of the humanities in a global funding context geared towards the sciences.

A study of the East London Children’s Hospital library catalogue, which survives from the nineteenth century, is thought-provoking in the light of these contemporary questions. While we can recover something of Victorian reading habits and mores from looking at the archival material, this lecture will reflect on the difficulty of reading this (or any) hospital library space ‘well’. Articulating and placing a use-vale on a space which is, both ‘under-theorized’ (Nethersole, 2011) and riven by affective forces may be an impossible and counterproductive task. The lecture will conclude with reflections on possibilities for public engagement for those in the humanities – particularly the difficulties of translating ideas of affect and anecdote in a world dominated by measurement and evidence.

 

Sophie Ratcliffe

Main Research InterestsSophie Ratcliffe

  • Medical Humanities
  • Literature and Emotion
  • Nineteenth Century Literature

Publications (selected)

  • “The Trouble with Feeling Now: Thomas Woolner, Robert Browning, and the Touching Case of Constance and Arthur.” In: 19: Interdisciplinary Studies in the Long Nineteenth Century. 2016(23).
  • “The Episodic Trollope and An Editor's Tales.” In: Victorian Studies, Vol. 58(1) 2015, 57-83.
  • “The Condition of England Novel.” In: Discovering Literature, British Library Website, 2014.

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Conceptual Art and Music. Conceptualism as a Hot Contact Zone of the Arts

11.12.2018

Contemporary art describes itself very often as “conceptual.” However, what exactly does it mean? Usually, these artworks in question have little in common with the prime examples of Conceptual Art from the 1960th. It is of paramount importance for art theory today to have a clear understanding and a clear notion of the conceptual character of the arts. In my lecture, I would like to present a model of Conceptualism which allows to integrate into this model such different pieces like “One and Three Chairs” by Joseph Kosuth and the “Fettstuhl” by Joseph Beuys, or, in respect to music, 4’33’’ by John Cage and “Pendulum Music” by Steve Reich. Conceptual art arose in opposition toward the aesthetics of classical modernism. Conceptual artists tried to show that art can be separated from any aesthetic experience and reduced to one single idea. Nevertheless, the anesthetic character is not the decisive criteria for Conceptualism. My thesis is that Conceptual Music and Conceptual Art are based on the principle of an isomorphic mapping between idea and work. On the one hand, the idea of the artwork manifest itself entirely in the piece, and on the other hand, every perceivable aspect of the artwork is a representation of that idea.

 

Harry Lehmann

Main Research InterestsHarry Lehmann

  • Music Philosophy
  • Art Philosophy
  • Systems Theory

Publications (selected)

  • “Digitization and Concept: A Thought Experiment Concerning New Music.” In: Search. Journal for New Music and Culture, Issue no. 7 2010, 1-14.
  • With Ullrich, Wolfgang: “Why the Socialist States Have Failed in Respect of Design.” In: Villa Sovietica. Soviet Objects: Import-Export. Musée d’ethnographie de Genève 2009, 175-183.
  • “Avant-garde Today. A Theoretical Model of Aesthetic Modernity.” In: Critical Composition Today. Hofheim: Wolke 2006, 9-42.

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The Enduring Educational Challenges of Setting Horizons of Hope Beyond Modern-Colonial Imaginaries

04.12.2018

 

Vanessa Andreotti

Main Research InterestsVanessa Andreotti

  • Education for/about International Development
  • Global Citizenship Education
  • Ethics of Internationalization

Publications (selected)

  • With Stein, S., Sutherland, A., Pashby, K., Susa, R., Amsler, S.: “Mobilising Different Conversations about Global Justice in Education: Toward Alternative Futures in Uncertain Times.” In: Policy & Practice: A Development Education Review, 26(Spring) 2018, 9-41.
  • With Kerr, Jeannie: “Recognizing More-Than-Human Relations in Social Justice Research: Gesturing towards Decolonial Possibilities.” In: Issues in Teacher Education 27(2) 2018, 53-67.
  • Witch Stein, S., Hunt, D., Susa, R.: “The Educational Challenge of Unraveling the Fantasies of Ontological Security.” In: Diaspora, Indigenous, and Minority Education, 11(2) 2017, 69-79.

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The Cultural Model of Dis/ability as an Analytical Tool. Key Assumptions, Strengths, and Weaknesses

13.11.2018

Drawing on the approach of disability studies this lecture claims the relevance of culture as an analytical category for the study of disability. It starts with differentiating several fields of research that focus on disability; then it explores the notion of culture. Next, it appreciates the social model of disability, sketches its history and resulting debates. It also provides an overview on earlier attempts of conceptualizing a cultural studies approach to disability. Further, it offers an analytical perspective that uses the concept of ‘dis/ability,’ analyses impairment, disability and normality as ‘empty signifiers,’ views dis/ability as naturalized and embodied difference, and understands this category as effected by symbolic orders, bodily practices and social institutions. Additionally, referring to the debate on independent living for persons with disabilities as an example, the lecture will highlight the heuristic value of the cultural model of dis/ability for both research and practice by describing guiding questions resulting from individual, social, and cultural models of disability. It concludes by discussing possible pitfalls of a cultural studies approach to dis/ability.

 

Anne Waldschmidt

Main Research InterestsAnne Waldschmidt

  • Cultural and political sociologies of 'dis/ability'
  • Body sociology
  • Contemporary disability history
  • Political participation of persons with disabilities
  • Dispositif theory and discourse analysis

Publications (selected)

  • With Anne Klein and Miquel Tamayo Korte: Das Wissen der Leute. Bioethik, Alltag und Macht im Internet. Wiesbaden: VS Verlag für Sozialwissenschaften 2009.
  • Selbstbestimmung als Konstruktion. Alltagstheorien behinderter Frauen und Männer. Wiesbaden: VS Verlag für Sozialwissenschaften 2012.
  • With Gabriele Lingelbach (Hrsg.): Kontinuitäten, Zäsuren, Brüche? Lebenslagen von Menschen mit Behinderungen in der deutschen Zeitgeschichte.Frankfurt/Main, New York: Campus 2016.
  • With Hanjo Berressem and Moritz Ingwersen (Eds.): Culture – Theory – Disability. Encounters between Disability Studies and Cultural Studies. Bielefeld: transcript 2017.
  • With Rune Halvorsen, Bjørn Hvinden, Julie Beadle Brown, Mario Biggeri and JanTøssebro (Eds.): Understanding the Lived Experiences of Persons with Disabilities in Nine Countries. Active Citizenship and Disability in Europe Volume 2. Abingdon, London, New York: Routledge 2018.
  • Disability – Culture – Society: Strengths and Weaknesses of a Cultural Model of Dis/ability. In: ALTER: European Journal of Disability Research | Revue Européenne de Recherche sur le Handicap, 12(2) 2018, pp. 67-80. 

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