Wednesday, April 30, 2014

Mixing and (Mis)Matching: Die Antwoord, Commercialization, and Critique


Britta’s presentation on the globalization of pop music and its dabbling in cultural appropriation was a glimpse at a fascinating world where pop music can both complicate and obscure marginal cultures. The discussion on the South African group ‘Die Antwoord’ particularly opened up a realm of fascinating questions on the nature of critique, commercialization, and the ways in which this group manages to carefully toe the line between the two, offering a complex body of work that frequently refuses straightforward and one-sided readings.
The video clip we examined, for instance, serves simultaneously as a publicity stunt for Die Antwoord’s fervent fans (particularly in terms of its scandalous mockery of Lady Gaga) and a deliberate manner of setting their work apart from the American pop mainstream. Additionally, the video’s parody of  South African tourism serves as a powerful self-reflexive critique of the exoticization of the country by foreigners seeking dramatic safaris and ‘authentic’ travel experiences. Nevertheless, one must question to what extent the group remains marginal if they are recuperated into mainstream circulation and have broken out of a strictly cult following to achieve worldwide renown. Which, naturally, begs the question: to what extent does fame or international recognition compromise critique, alternative points of view, and the expression of marginal cultures?
Die Antwoord precisely addresses this conundrum in its oscillation between boundaries: mainstream and alternative, South African and global, male and female, white and black. It plays with designations and categories in an unapologetically postmodern manner, leaving no listener unfazed and no opportunity for shock and critique (not necessarily always intersecting the two) unaccounted for. Their work does not always further political statements, but neither does it solely rely on alarming its audience with unexpected elements, and this is precisely why the group serves as such a rich source for analysis and the dissection of the global music industry.
Their music and aesthetic video and fashion style draw mainly on Zef, a South African counter-culture movement that privileges working class glamour. Not unproblematically, Zef focuses mainly on white suburban working class culture in South Africa, accentuating the renewed criticism that Die Antwoord’s racial politics are iffy. However, Die Antwoord’s emphasis on appropriating different musical and artistic influences in their memorable videos reminds us of the manner in which music itself is a process of bricolage and hybridization. As with the Brazilian tropicalist movement, this notion of a cannibalistic culture that engulfs the multitude of (often clashing) influences around it enables a new product that can productively work through a number of cultural contradictions. Indeed, this type of music generates a creative space where these intersections are brought into full view, often serving as a simultaneous celebration of diversity and critique of the inequalities that inevitably mar such a convoluted juncture. Thus, perhaps the globalization of music and the culturally provocative work that Die Antwoord engages in can serve as a useful jumping off point from which we can examine the ways in which art (and its commercialization) can embrace a self-reflexive thematic and aesthetic hybridization that furthers the process of foregrounding and exposing power structures.

Sunday, April 27, 2014

Queer Adventures in Cultural Studies readings

Here is the reading for the Queer Adventures in Cultural Studies section:
Affect, Performance, and Queer Subjectivities - Blackman


Cultural Studies: Disability Readings

Hey all,

Here are the readings for my section on Disability.

Introduction: Genealogies of Disability* by Lisa Diedrich
*just focus on skimming through the highlighted sections

The Disabled Body: Genealogy and Undecidability (Excerpt) by Margrit Shildrick

Abstracts (read at least 1):*
On Becoming Disabled
Wordless Pain
No Room for Abuse
Diseased Pariahs and Difficult Patients

*You don't have to read all 4 abstracts, try to at least read 1. Feel free to read all 4 though. I just want you to have an idea of what the articles were about and think about the discourses of disability that emerge from them.

Cultural Studies & Academic Stardom - Joe Moran

Hey all,

You should have all gotten the PDF of this article in your email last Thursday, but if not, you can download it here as well. (Let me know/email me if for whatever reason the link doesn't work.)

The article if Joe Moran's "Cultural Studies & Academic Stardom." I know everyone has a lot to read this week, but it isn't too long and I really recommend it to everyone. :)

See you Thursday!
Catie

Intellectual Property Reading

The reading for my section on intellectual property can be found here:

Strategic Improprieties: Cultural Studies, the Everyday, and the Politics of Intellectual Property by Ted Striphas and Kembrew McLeod

The link should prompt you for your USC login and password.

Feel free to read it all, but focus on these sections:

"Cultural Studies Confronts the Law" - p. 126
"Interrogating and Interrupting the Law" p. 137


Friday, April 25, 2014

Institutionalization of CS in Latin America

Hey everyone!

I just want to post the readings for the presentation on Institutionalization of CS in Latin America.

Since I have the readings in .PDF and wasn't sure how to post them in the blog, I'm sending them via email.

For the reading by Espinoza, "Inter-American Beginnings of US Cultural Diplomacy, 1936-1948", please read chapters 7 and 8. Still I'm sending the full section in case someday you feel any interest.

The reading from the CS Journal is also attached A POLITICAL–CULTURAL STUDIES PROGRAMME IN ROSARIO (ARGENTINA).

Have a great weekend and good luck with finals!

Secrets and Secrecy Readings

Hi All,

Just wanted to update you on the readings that Ana and I have chosen from 2007 Cultural Studies: Volume 21, Issue 1: "Special Issue: The Secret Issue" which we will be referring to throughout our teaching presentation on "Secrets and Secrecy" next week. Although we will be primarily focusing on the article "The Secret Self: The Case of Identity Theft", we have compiled excerpts from a few of the issue's readings which will provide a good framework for the topics on identity, surveillance and technology, public and private, and the secrets of cultural studies that we will be discussing on Thursday.

The excerpts can be found here.

If possible, we would also like you to take a look at the PostSecret website in preparation for one of the exercises we will be conducting during our presentation. Thank you and enjoy!

- Ana and Victoria

Transnational and Cultural Studies Reading

Hello everyone, just wanted to assign Raka Shome's "Post-Colonial Reflections on the ‘Internationalization’ of Cultural Studies" as my reading for next week. I would also recommend the issue's introduction, as it covers quite a bit of what I'll be discussing.

Both are available on Google Drive here. Please let me know if you have any trouble downloading it!

While it is in no way, shape, or form required reading, I will also be referring to Slavoj Žižek's "Happiness After September 11" (Welcome to the Desert of the Real! Ch. 3), "History Against Historicism" (European Journal of English Studies  2000, Vol. 4, No. 2, pp. 101-11), and the introduction to The Fright of Real Tears: Krzysztof Kieślowski Between Theory and Post-Theory, along with Walter Benjamin's "Theses on the Philosophy of History" (Link) within my slideshow.

Saturday, April 19, 2014

Postsocialist Cultural Studies

Dear All,

Here's a link to the reading assignment for my teaching project:

TRAVELLING PEOPLE, TRAVELLING OBJECTS by Anna Wessely

Have a nice weekend!
-Maria

Gender, Modernity and Media in the Asia Pacific: Readings

Hi all,

The reading(s) for the "Gender, Modernity and Media in the Asia Pacific" presentation can be found at the link below:

http://dx.doi.org.libproxy.usc.edu/10.1080/09502386.2012.738640

http://dx.doi.org.libproxy.usc.edu/10.1080/09502386.2012.738670

See you Thursday!

Thanks,
Pamela and Jamez


Globalization and the Decolonial Option: Readings

Hi everyone,
Here are the assigned readings for the Cultural Studies special issue on "Globalization and the Decolonial Option" :

1) "The Epistemic Decolonial Turn : Beyond Political Economy Paradigms" by Ramon Grosfoguel
PDF: https://drive.google.com/file/d/0B2iXduPNxvFuX2Z1VFkxc2RlbEk/edit?usp=sharing

2) "The Imperial Colonial Chronotope" by Madina Tlostanova
PDF: https://drive.google.com/file/d/0B2iXduPNxvFuck5Idks1dG9waXM/edit?usp=sharing

I am also assigning a short but insightful reading on decolonial thought, co-written for Social Text by Rolando Vasquez and Walter Mignolo. It gives a good sense of where the decolonial project is coming from and what its aims are:

3) "Decolonial Aesthesis: Colonial Wounds/Decolonial Healings" by Walter Mignolo and Robert Vasquez.
PDF: https://drive.google.com/file/d/0B2iXduPNxvFuak8yNUdDbTBWY1U/edit?usp=sharing
Webpage:http://socialtextjournal.org/periscope_article/decolonial-aesthesis-colonial-woundsdecolonial-healings/

The Time and Space of Everyday Life

The reading for the "Everyday Life" teaching project can be found at the link below.  Please pay special attention to pages 211-219, as this will serve as the focus for the presentation.

http://dx.doi.org.libproxy.usc.edu/10.1080/0950238042000201491

See you Thursday!

- Sara, Sarah, and Catherine

Friday, April 18, 2014

Wrestling the identity

From Seiter’s book I was particularly interested in the chapter “Wresteling with the Web: Latino Fans and Symbolic Violence”. It is an interesting Anglo perspective the idea that wrestling consumption via Internet seemed at first sight a superficial consumption of a product that glorifies violence.

Wrestling consumption in the US comes from the Mexican tradition of Lucha Libre, which has been around for several decades and is an important component of Mexican popular culture. The understanding of this tradition is very important, because it is a cultural appropriation of the super hero figures in American culture. Luchadores or wrestlers are the Mexican super heroes, that also hide behind a mask. The article does a good job describing the historical context of Lucha Libre in Mexico and its importance as part of the popular culture that continues today.

In the effort to institutionalize cultural studies in Latin America, it has become important to study this phenomenon also. Lucha Libre and Luchadores portray the identity of the working class that emerged in a Neoliberal era. They are not only a consumption product, but they are also a component of the creation of family ties, gender identity, and class identity.


In a society so harshly divided by social class, Lucha Libre is the representation of the access to entertainment by “the people”, low and medium-low income families that have limited access to live entertainment. Lucha Libre also plays an important role on the relationships formed by the men of a family or social circle (compadres, uncles, godfathers), marking the difference between genders and the place each occupies in the community.

Globalized Pop Music Readings

Hey everyone!  For my teaching project, I am assigning the following readings. Each of the articles below are from the February 2004 issue of European Journal of Cultural Studies. You can download the PDFs by following this link (you’ll be asked to sign in through the library), then finding February 2004 through the "All Issues" button.
http://zb5lh7ed7a.search.serialssolutions.com/?SS_searchTypeJournal=yes&V=1.0&N=100&L=ZB5LH7ED7A&S=T_W_A&C=european+cultural+studies

1. Boomkens, Renè, “Uncanny Identities: High and Low and Global and Local in the Music of Elvis Costello".  Read only 59-64 (top of the page); 70-73 (end). 

2. Frith, Simon, “Does British Music Still Matter?: A Reflection on the Changing Status of British Popular Music in the Global Music Market". Read only 44-46 (“There’s much I could say” to the chart on 46); 51-52 (“The second point” to “for anyone else at all”).

3. Kooijman, Jaap, “Outside in America: George Michael's Music Video, Public Sex and Global Pop Culture”.  Skim/Skip 29-32 (start reading again at “Critique of American Normativity”), and 35-37 (start again at (“Consumerism and Global Pop Culture”).
Elmo and Elvis Costello hope you have a nice weekend.

Thursday, April 17, 2014

Reading List: Cultural Studies and Anti-Consumerism

All groups:


TACKLING TURBO CONSUMPTION
By Juliet Schor
pg. 588-598




Group A: Boycotts/Buycotts


FASHIONING SOCIAL JUSTICE THROUGH POLITICAL CONSUMERISM, CAPITALISM, AND THE INTERNET
By Michele Micheletti & Dietlind Stolle
pg. 750-753

https://docs.google.com/a/usc.edu/file/d/0B_Xjx8QcLnUFTHEyd2U1ZGRTTzA/edit


Anirban
Britta
Jamez
Mike
Renee
Victoria


Group B: Fair Trade


CONSUMING THE CAMPESINO
By Matthias Zick Varul
pg. 661-664

https://docs.google.com/a/usc.edu/file/d/0B_Xjx8QcLnUFaGx1blJTNUx2OW8/edit


Catherine
Catie
Karen
Maria
Pamela
Sara


Group C: Fourth Worlds


FOURTH WORLDS AND NEO-FORDISM
By Liz Moor & Jo Littler
pg. 702-707

https://docs.google.com/a/usc.edu/file/d/0B_Xjx8QcLnUFWmNvVEo0QkI3ejA/edit


Amanda
Ana
James
Sarah
Sonia
Trace

A Second Set of Issues with The Internet Playground


What intrigued me about Seiter’s argument (at least in the chapters that we covered) is that she doesn't spend much time on the nature of home computer use by children. Granted, this makes sense for the scope of her argument: it would require a secondary research structure to access and assess the these children, probably doubling the size and confusing the argument of her book. Her argument is also explicitly focused on communities and social groups that have limited or problematic access to computers, and only 10% of the children in the less affluent Washington school have access to home computers. Nevertheless, I think this is an important topic to breach.
I was reminded of my experiences babysitting two preteen sisters in college. These girls were part of an affluent family, a financial position which allowed their mother to set aside an old laptop for the girls’ personal use. As far as I could tell, their mom had not set up any filters or blockages on the computer, trusting them to stick to a set of familiar, pre-approved websites: Club Penguin (a site that would fit well into Seiter’s discussion of internet pets in chapter 5), iCarly, and so forth.  
 On the one hand, I applauded their mom for resisting the urge to micromanage her children’s decisions with firewalls such as those Sara mentioned experiencing at her high school. These girls had the ability to explore, but their online choices were usually quite good: after teaching them how to pronounce one of the longest English words one week, I came back the next to find them attempting to research how to spell it, and trying to figure out how to use a thesaurus.
On the other hand, this freedom exposed them to some questionable content, which may not need to be directly censored, but was a cause for worry. The girls loved YouTube, for example, and despite the site’s internal censorship of content inappropriate for young audiences, they still delighted in (and memorized the dance and lyrics to) music videos by Ke$ha and Rihanna, troubling role models for a 9- and 11-year old.
As Seiter discusses, the internet allows children to use their creativity to explore and learn; the children in the New Dehli NIIT “Hole in the Wall” project gained technological skills and learned from the internet at rates that even surprised the researchers (11). Enforcing some kind of content filter for children seems only appropriate. The problem is there is no good way to encourage exploration into new territory without incurring some danger of that territory proving treacherous.

ImMEDIAte Justice and Activist Driven Curriculum... Can Criticality Ever Escape It's Outsider Status?

In thinking about Cultural Studies and Education this week, Julian Sefton-Green's article in particular, made me think about the ways Cultural Studies informs activist driven pedagogy.

About two summers ago, I volunteered with an non-profit education organization called ImMEDIAte Justice (IMJ). ImMEDIAte Justice is a summer camp, located in East LA, whose mission is to teach young people, in particular minority girls and queer youth, about reproductive justice through filmmaking. The overall purpose is to use media tools to teach marginalized youth about sex and reproductive justice, while simultaneously teaching them media literacy. As the website states,

"ImMEDIAte Justice is a movement to inspire a new, youth-driven media conversation about sex, gender, love and relationships... ImMEDIAte Justice provides girls with the close community, resources, and training they need to become powerful storytellers and changemakers."





The impacts of Cultural Studies on educational practices that Sefton-Green tracks in his article can be applied to ImMEDIAte Justice's vision.

In his introduction, Sefton Green writes, "but the attention to how young people make meaning and constitute their own agency through forms of cultural identification and appropriation...all posed a series of challenges for State education at virtually every level (56). IMJ's critical, activist driven pedagogy definitely challenges State educational practices. California law requires public schools to provide comprehensive sex education. However, according to a 2011 study, "Uneven Progress: Sex Education in California Schools,” many school districts, despite state law for comprehensive sex ed, still don't provide students with complete information.

As an activist driven organization, IMJ sees this as a problem in need of intervention. ImMEDIAte Justice is an example of "the 'impact' of Cultural Studies on the forms and practice of Education as system and as institution, as well as the more microlevels of individual learning and even theories of learning" that Sefton-Green outlines (57). It goes beyond simply "completing the information gap" in California's sex ed practices and creating it's own model of sex education that puts the learner at the center. At the center of IMJ is the belief that identity is a key feature of learning (63). For that reason their curriculum goes beyond a discussion of just sex and reproduction, and to include a discussion of gender, sexuality and relationships as well. Furthermore, IMJ can be considered a part of the non-formal education sector as it is a community based, volunteer run, organization. By locating itself in a working class community, primarily serving brown youth (primarily girls and queer and trans youth) and using media as it's teaching framework - both production practices as well as critical analysis through media literacy - IMJ offers "excluded and disadvantaged youth the opportunities to participate in culturally expressive activities as ways of motivating and re-engaging them in education" (61). Brown girls and brown queer and trans youth are the students which are often the most excluded in generalized comprehensive sex education curriculum and practices and IMJ works in particular with them, using expressive activities (filmmaking) to motivate and re-engage them in education.

IMJ highlights the way Cultural Studies "has been used to frame an offer of schooling to resistant and disengaged youth; and the ways in which practical and informal forms of pedagogy have supported identity-based theories of learning (57)."

While IMJ is doing work that I consider important (I also like that they ask for volunteers directly from the communities they work with as well as WOC, QWOC and TWOC), I'm left with the same question Sefton-Green asks, "can this criticality ever 'escape' its outsider or marginalized status?" (66). Can these critical approaches to educational curriculum ever be taken seriously as legitimate educational practices?

Occupation: Philanthropist- Charitable Brand Identities & “Frictionless Capitalism”



                Building off of Catie’s “Branding the School of Cinematic Arts™”, I would like to briefly examine the other side of the brand equation, and situate donations to the School of Cinematic Arts (and universities in general) within the ideological landscape of the contemporary United States. One cannot help but detect a difference between these endowments and acts of charity more closely associated with today’s ‘professional philanthropists,’ with their focus on developing nations, poverty, and so on. The logic of these latter targets of charity has been familiar to us for centuries:

“What about the good old Andrew Carnegie, employing a private army to brutally suppress organized labor and then distributing large parts of his wealth for […] humanitarian causes, proving that, although a man of steel, he has a heart of gold? In the same way, today’s liberal communists give with one hand what they first took away with the other.

This is what makes a figure like Soros ethically so problematic. His daily routine is a lie embodied: Half of his working time is devoted to financial speculations and the other half to humanitarian activities […] that ultimately fight the effects of his own speculations. Likewise the two faces of Bill Gates: a cruel businessman, destroying or buying out competitors, aiming at virtual monopoly, employing all the dirty tricks to achieve his goals … and the greatest philanthropist in the history of mankind. […]

[T]he ruthless pursuit of profit is counteracted by charity: Charity today is the humanitarian mask that hides the underlying economic exploitation. In a blackmail of gigantic proportions, the developed countries are constantly “helping” the undeveloped (with aid, credits, etc.), thereby avoiding the key issue, namely, their complicity in and co-responsibility for the miserable situation of the undeveloped.” (Link)

                Conventional philanthropy is premised on the integration of the impoverished and marginalized into a larger narrative of social progress, fueled by technological innovations, (inter-)national metanarratives of “more democracy” and “more freedom” (which often play up technological progress within these narratives; the branding of the 2011 Egyptian overthrow of Hosni Mubarak as the “Twitter Revolution,” or the various techno-utopian fantasies of the internet allowing for citizens/consumers to directly interact with governments/corporation to demand what they really want, etc.), and so on. The ultimate ideological value of the archetypal philanthropist, a figure positioned at the front of the march of social progress, is to produce the impression of proximity to those excluded from it, and in doing so, obfuscating both the symbolic spatial organization of global capitalism[1] and the systemic inequalities it relies upon to function.

                Academic donations go beyond this; they serve as a site for manufacturing both the narrative of progress and the impression of universal inclusion (or a movement towards universal inclusion) within it; the philanthropist thus serves as both benefactor as driving force behind the symbolic network constructed around progress. That Spielberg is not an alumnae only further secures him within this logic; he is the disinterested force guiding progress, non-pathologically doing acts of good, driving us (all) towards ever-greater achievement.


[1] To build on Sharalyn Orbaugh’s observation in “Frankenstein and the Cyborg Metropolis” thatthe symbolic organization of space in late capitalism presents the world both horizontally and vertically: first, the familiar vertical hierarchy that places the rich at the top of the world and the poor at the bottom(the skyscraper being the most obvious manifestation of this, and the one that appears most frequently on film [as in Blade Runner, High & Low, The Matrix, etc.], though surface/subterranean [as in Metropolis, HG Wells’ Time Machine, CHUDs, etc.] distinctions are also common). Second, and more importantly, space is organized horizontally; the assassination of trade unionists, sweatshops, factory run-off poisoning groundwater, etc. all occur in a perpetual “over there,” a place so removed that one cannot imagine an ethical relation to the other inhabiting it. When this figure (defined, in essence, as the ‘not-neighbor’) enters proximity to the subject, something becomes amiss; is this not the basic affective response capitalized upon by the various nativist populisms across the United States and Europe?