Critical analyses of literatures of the Indian diaspora discuss the “home” of origin as a subtext and a site to which diasporas aspire to return even though it remains an unachievable ideal that is refracted through nostalgic retellings of a space that remains at best “imaginary” (Mishra 2007). Alternatively, some critics, as Roger Waldinger and David Fitzgerald point out, view diasporas’ relationship with the homeland in terms of “loyalty,” obscuring in the process the antagonisms that may arise depending upon one’s (...) circumstances, antagonisms that produce “interactions” between homes of residence and those of origin (2012). In South Asian drama in Canada, many of the concerns regarding race, multiculturalism, job discrimination and violence against women and other marginalized groups are propelled by their links to the playwrights’ “home” of origin. With attention to selected plays, this paper will analyze how the networks between home and spaces of residence in multicultural Canada come alive on theatre stages through visual motifs, actors, props, and photographic collages, which confront the different trajectories of “home” that resurface in these plays. Through live scenes of imagination that speak to spectators, several plays under discussion in this essay expose how, while providing emotional sustenance for some, the baggage of “home” may also pose challenges in the home of residence. So the questions I raise are: How does home appear? To what end? And what does returning “home” teach us about the inequalities and injustices underlying the current global order? (shrink)

When you enrol as a student you are assigned a ‘place’ in education. This assignment will gradually imply an assessment of you as a human being. We argue that these are processes taking place in educational practice. In our orientation in educational research an orientation towards a theory of action has been inspired by the French philosopher Paul Ricoeur. In our search for an educational practice that could describe what it is that makes the student a capable human being we (...) continue in the spirit of Ricoeur. The text is divided in two parts. In the first part, Basic Capabilities in Education, we are asking: Who is the student if education is the process where the student learns to be a capable human being? We try to answer this with the help of Ricoeur’s phenomenology of the capable human being which is structured around the capacity to speak, to act, to tell and finally to impute. In the second part, Institutional Mediations of Capabilities in Education, we try to show how the transmission of the human capacities to an actualization through education at an institutional level, represented by the teacher, is necessary. If the student shall become a capable human being s/he has to have conditions for actualizations of her capacities. A paradigm for this is found in the process of assigning and assessing in education. (shrink)

Bourdieu's concept of the literary field aimed to overcome the opposition between internal and external analysis of literary works. This paper examines its theoretical and methodological implications by exploring the notion of mediations between text and context at three different levels: the material conditions of production and circulation of literary works; the modalities of their production by their authors; their critical reception. It is through these mediations that the key concept of autonomy becomes operational for empirical research and that it (...) displays its heuristic power, as illustrated by works using Bourdieu's theory of the literary field produced over the last two decades. (shrink)

In order to develop a collaborative experience of reflexive writing, this article explores the ethnographic process through two communication devices used by the authors in their respective fieldwork: tarot readings and evolutionary astrology. Reflecting on their distinct (if not opposing) backgrounds, the authors explore and interpret how their different backgrounds and conversational devices shape their ethnographic experience as a process of revealing the unknown, following the not-knowing approach (Anderson, 1997). The dialogic exchange also reveals how the not-knowing approach affects the (...) collaborative aspect of the reflexive writing experience. (shrink)

Science is highly dependent on the technologies needed to observe scientific objects. In How Scientific Instruments Speak, Bas de Boer develops a philosophical account of instruments in scientific practice, focusing on the cognitive neurosciences. He argues for an understanding of scientific instruments as mediating technology.

This article shifts the emphasis away from debates on how to study the history of the Mediterranean. Instead, it examines the utopian perspectives that Mediterranean as a context and as a framework generates for artists and scholars. Arslan argues that the Mediterranean's _longue-durée_ history does not have to be thought of as a prison or a burden; rather, this history can provide new future visions. The article claims that artists can draw upon the Mediterranean's history to simultaneously resist against Western (...) imperialism and criticize discriminatory practices in their communities. Furthermore, recent works in Mediterranean studies can generate what the author calls a "disciplinary utopia," wherein critics can engage with theoretical issues without foregoing attention to the languages and historical contexts of the traditions they study. The Mediterranean is not solely a sea in which narratives are produced; it is also a context in which they can be reassessed. (shrink)

Articulating a non-representational perspective on knowledge production and artistic practices, combined with an analysis of space, this book offers a new performative and relational re-turn to representation in contemporary technospaces. The radically materialist, posthumanist and performative position from which this situated aesthetics of technospaces is elaborated, aligns this book not only with non-representational theory, but also with the theories of material feminism, feminist geography, situated epistemologies, science and technology studies, actor-network theory, performance studies and new media studies.

Upshot: The three commentaries focus on the c-book as “object,” on locating the learner in the design process and on the challenge to develop more fine-grained theory for constructionist collaborative design of educational resources. I respond to this delightfully critical discussion in three ways, addressing the c-book as a potentially new kind of mediation, thinking of constructionist collaborative designs as creativity enhancers and considering constructionism as one of the key frameworks for understanding collective designs.

Context: The article discusses design strategies for infusing constructionism and creativity into widely recognised media such as e-books. Problem: E-books have recently included constructionist widgets but we do not yet have creative designs for readers who may want to both read and tinker with an e-book. Method: The generation and study of a community of interest collaboratively designing e-books, with a strong constructionist element. Results: Some first examples of social creativity in the collaborative design process are discussed in the article, (...) showing the complexity of fusing reading with constructionism and the importance of the designers’ own ability to exchange widgets meant for the book and at the same time use them as boundary objects to communicate with each other. Implications: Social creativity in such design processes is considered as key for spreading and democratizing design for constructionism and creativity. (shrink)

My intention in this paper is to answer two quite separate questions in a single interpretational narrative: a) about the philosophical content of Gernot Böhme’s expressis verbis—and, at times, “between the lines”—reference to the legacy of critical theory, and b) Böhme’s use of interesting mediatory devices to combine three different philosophical discourses: the philosophy of science, ethics and aesthetics. The three are in fact related—after all, Horkheimer ran comparisons between “traditional” and “critical” theory, Adorno is the father of the original (...) aesthetical theory, and Habermas laid the ground for what we call “discursive ethics”—but this is a matter for separate and broader treatment. In this perforce shorter paper I will only attempt some initial reflections on the subject. (shrink)

This research questions the prevention and health promotion practices developed for young people, in France, and re-examines the nature of competences enlisted in the classical model of empowerment in health education. Moving away from the epidemiological postulate of evidence based medicine (EBM), it explores another approach of these educational practices. The research uses the perspective of narrative mediation; it tries also to identify issues about a better knowledge of oneself, making more comprehensive the issues of young students’ health.

Le lexique du « processus », lorsqu’il est mobilisé pour penser la manière dont la société se transforme, semble difficilement compatible avec la perspective d’un changement social radical, et plus encore avec la défense d’une stratégie révolutionnaire : marqué par le développement des théories évolutionnistes, il est associé à un changement continu, progressif et lent. Cependant, à la croisée des héritages de la philosophie hégélienne et des théorisations de Marx et Engels, l’approche processuelle de la réalité sociale a également été (...) présentée par certains philosophes du xxe siècle comme le corrélat théorique indispensable à tout projet de transformation sociale radicale. Cet article examine quelques-uns des principaux philosophes qui se sont appuyés sur l’approche processuelle dans cette perspective et ont repensé grâce à elle l’alternative entre réforme et révolution : John Dewey, Georg Lukács et Jean-Paul Sartre. (shrink)

Why mediation? -- What makes bioethics mediation unique? -- Before you begin a bioethics mediation program -- The stages of bioethics mediation -- Techniques for mediating bioethics disputes -- How to write a bioethics mediation chart note -- Mediation with a competent patient : Mr. Samuels's case -- Mediation with a dysfunctional family : Mrs. Bates's case -- A complex mediation with a large and involved family : Mrs. Leonari's case -- Discharge planning for a dying patient : a role-play (...) -- An at-risk pregnancy : a role-play -- HIV and postsurgical complications in the ICU : a role-play -- Treating the dying adolescent : a role-play -- She didn't mean it : a role-play -- Don't tell mama : a role-play -- An at-risk pregnancy : a role-play transcript -- HIV and postsurgical complications in the ICU : a role-play transcript -- She didn't mean it: a role-play transcript -- Don't tell mama : a role-play transcript. (shrink)

Nonsense‐mediated RNA decay (NMD) represents an established quality control checkpoint for gene expression that protects cells from consequences of gene mutations and errors during RNA biogenesis that lead to premature termination during translation. Characterization of NMD‐sensitive transcriptomes has revealed, however, that NMD targets not only aberrant transcripts but also a broad array of mRNA isoforms expressed from many endogenous genes. NMD is thus emerging as a master regulator that drives both fine and coarse adjustments in steady‐state RNA levels in the (...) cell. Importantly, while NMD activity is subject to autoregulation as a means to maintain homeostasis, modulation of the pathway by external cues provides a means to reprogram gene expression and drive important biological processes. Finally, the unanticipated observation that transcripts predicted to lack protein‐coding capacity are also sensitive to this translation‐dependent surveillance mechanism implicates NMD in regulating RNA function in new and diverse ways. (shrink)

In his article In Between Us, Yoni van den Eede expands existing theories of mediation into the realm of the social and the political, focusing on the notions of opacity and transparency. His approach is rich and promising, but two pitfalls should be avoided. First, his concept of ‘in-between’ runs the risk to conceptualize mediation as a process ‘between’ pre-given entities. On the basis of current work in postphenomenology and actor-network theory, though, mediation should rather be seen as the origin (...) of entities, not as an intermediary between them. Second, Van den Eede’s separate discussion of transparency and opacity in ‘use’ and in ‘context’ runs the risk to make invisible the complementarity of the two dimensions. While transparency of use embodies an experiential form of the distinction between transparency and opacity, transparency of context embodies a more cognitive dimension of the distinction. Only by linking the two it becomes possible to take responsibility for the impact that technological mediations can have. Users and designers need a ‘double vision’ to simultaneously see the transparency of both use and context. (shrink)

Women intimately interact with various medical technologies and prosthetic artifacts in the context of breast cancer. While extensive work has been done on the agency of technological artifacts and how they affect users’ perceptions and experiences, the agency of users is largely taken for granted hitherto. In this article, we explore the agency of four women who engage with breast cancer technologies and artifacts by analyzing their narrative accounts of such engagements. This empirical discussion is framed within the tradition of (...) science and technology studies, philosophy of technological mediation and phenomenology of embodied agency as ‘I can/not’. This approach leads to the conclusions that women’s technologically mediated agencies range from being restricted to extended, take place on different bodily levels, within complex temporal structures, and are determined by certain socio-cultural contexts. Furthermore, it reveals that such agency shaping does not imply a one-way conditioning relationship between technologies and users, but rather involves a reciprocal relationship in which both subject and object are co-constituted. We therefore suggest that the ‘material turn’ in philosophy of technology also needs to take into account technologically mediated, material human beings in order to gain a better understanding of human existence. (shrink)