This chapter discusses trigger warnings in university classrooms and explores notions of vulnerability, harm and danger in relation to emergent and contradictory strands of feminism. Some feminist writers, like Laura Kipnis, claim that university campuses have become home to sex panics and paranoia, evident in the calls for trigger warnings. Other feminists, like Sara Ahmed, register the university campus as a site of sexual violence and administrative indifference to which students react by asking for warnings. What kind of feminism is needed at a time that indicates a new level of sensitivity to explicit materials in classrooms and online? The chapter argues that trigger warnings should be opposed. While some content warnings are reasonable, given how much explicit material circulates on screens nowadays, the relations between explicit representations and trauma need to be questioned. Instead of defending viewers and students from difficult material, the trigger warning boils all explicit material down to assaultive imagery while at the same time it reduces the viewer to a defenceless, passive, and inert spectator.
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Reorienting the narrative of digital media studies to incorporate the medieval, Participatory reading in late-medieval England traces affinities between digital and medieval media to explore how participation defined reading practices and shaped relations between writers and readers in England’s literary culture from the late-fourteenth to early sixteenth centuries. Traditionally, print operates as the comparative touchstone of both medieval and digital media, but Participatory reading argues that the latter share more in common with each other than either does with print. Working on the borders of digital humanities, medieval cultural studies, and the history of the book, Participatory reading draws on well-known and little-studied works ranging from Chaucer to banqueting poems and wall-texts to demonstrate how medieval writers and readers engaged with practices familiar in digital media today, from crowd-sourced editing to nonlinear apprehension to mobility, temporality, and forensic materiality illuminate. Writers turned to these practices in order to both elicit and control readers’ engagement with their works in ways that would benefit the writers’ reputations along with the transmission and interpretation of their texts, while readers pursued their own agendas—which could conflict with or set aside writers’ attempts to frame readers’ work. The interactions that gather around participatory reading practices reflect concerns about authority, literacy, and media formats, before and after the introduction of print. Participatory reading is of interest to students and scholars of medieval literature, book, and reading history, in addition to those interested in the long history of media studies.
This book situates witchcraft drama within its cultural and intellectual context,
highlighting the centrality of scepticism and belief in witchcraft to the genre.
It is argued that these categories are most fruitfully understood not as static
and mutually exclusive positions within the debate around witchcraft, but as
rhetorical tools used within it. In drama, too, scepticism and belief are vital
issues. The psychology of the witch character is characterised by a combination
of impious scepticism towards God and credulous belief in the tricks of the
witch’s master, the devil. Plays which present plausible depictions of witches
typically use scepticism as a support: the witch’s power is subject to important
limitations which make it easier to believe. Plays that take witchcraft less
seriously present witches with unrestrained power, an excess of belief which
ultimately induces scepticism. But scepticism towards witchcraft can become a
veneer of rationality concealing other beliefs that pass without sceptical
examination. The theatrical representation of witchcraft powerfully demonstrates
its uncertain status as a historical and intellectual phenomenon; belief and
scepticism in witchcraft drama are always found together, in creative tension
with one another.
The concept of 'margins' denotes geographical, economic, demographic, cultural and political positioning in relation to a perceived centre. This book aims to question the term 'marginal' itself, to hear the voices talking 'across' borders and not only to or through an English centre. The first part of the book examines debates on the political and poetic choice of language, drawing attention to significant differences between the Irish and Scottish strategies. It includes a discussion of the complicated dynamic of woman and nation by Aileen Christianson, which explores the work of twentieth-century Scottish and Irish women writers. The book also explores masculinities in both English and Scottish writing from Berthold Schoene, which deploys sexual difference as a means of testing postcolonial theorizing. A different perspective on the notion of marginality is offered by addressing 'Englishness' in relation to 'migrant' writing in prose concerned with India and England after Independence. The second part of the book focuses on a wide range of new poetry to question simplified margin/centre relations. It discusses a historicising perspective on the work of cultural studies and its responses to the relationship between ethnicity and second-generation Irish musicians from Sean Campbell. The comparison of contemporary Irish and Scottish fiction which identifies similarities and differences in recent developments is also considered. In each instance the writers take on the task of examining and assessing points of connection and diversity across a particular body of work, while moving away from contrasts which focus on an English 'norm'.