Fran Martin – författare

Scholars, artists, and activists from a range of countries, the contributors chronicle the different ways new media galvanize Asian queer communities in Taiwan, South Korea, Japan, Indonesia, Thailand, Malaysia, India, and around the world. They consider phenomena such as the uses of the Internet among gay, lesbian, or queer individuals in Taiwan and South Korea; the international popularization of Japanese queer pop culture products such as Yaoi manga; and a Thai website’s reading of a scientific tract on gay genetics in light of Buddhist beliefs. Essays also explore the politically subversive possibilities opened up by the proliferation of media technologies, examining, for instance, the use of Cyberjaya—Malaysia’s government-backed online portal—to form online communities in the face of strict antigay laws.

Contributors. Chris Berry, Tom Boellstorff, Larissa Hjorth, Katrien Jacobs, Olivia Khoo, Fran Martin, Mark McLelland, David Mullaly, Baden Offord, Sandip Roy, Veruska Sabucco, Audrey Yue

As Martin explains, memorial schoolgirl love stories are popular throughout contemporary Chinese cultures. The same-sex attracted young woman appears in both openly homophobic and proudly queer-affirmative narratives, as well as in stories whose ideological valence is less immediately clear. Martin demonstrates that the stories, television programs, and films she analyzes are not idiosyncratic depictions of marginal figures, but manifestations of a broader, mainstream cultural preoccupation. Her investigation of representations of same-sex love between women sheds new light on contemporary Chinese understandings of sex, love, gender, marriage, and the cultural ordering of human life.

Across Asia, consumer culture is increasingly shaping everyday life, with neoliberal economic and social policies increasingly adopted by governments who see their citizens as individualised, sovereign consumers with choices about their lifestyles and identities. One aspect of this development has been the emergence of new wealthy middle classes with lifestyle aspirations shaped by national, regional and global media – especially by a range of new popular lifestyle media, which includes magazines, television and mobile and social media. This book explores how far everyday conceptions and experiences of identity are being transformed by media cultures across the region. It considers a range of different media in different Asian contexts, contrasting how the shaping of lifestyles in Asia differs from similar processes in Western countries, and assessing how the new lifestyle media represents not just a new emergent media culture, but also illustrates wider cultural and social changes in the Asian region.

Across Asia, consumer culture is increasingly shaping everyday life, with neoliberal economic and social policies increasingly adopted by governments who see their citizens as individualised, sovereign consumers with choices about their lifestyles and identities. One aspect of this development has been the emergence of new wealthy middle classes with lifestyle aspirations shaped by national, regional and global media – especially by a range of new popular lifestyle media, which includes magazines, television and mobile and social media. This book explores how far everyday conceptions and experiences of identity are being transformed by media cultures across the region. It considers a range of different media in different Asian contexts, contrasting how the shaping of lifestyles in Asia differs from similar processes in Western countries, and assessing how the new lifestyle media represents not just a new emergent media culture, but also illustrates wider cultural and social changes in the Asian region.

Due to the enduring legacy of the colonial, capitalist project, we have arguably entered an era of social, cultural, economic, and environmental collapse. There is a heightened awareness of a range of global issues including racism and xenophobia, economic and cultural protectionism, environmental degradation, and climate change – yet there appears to be a resistance to taking action that challenges the status quo, maintaining a way of life that continues to divide the world in unequal and inequitable ways, including in education.

The complicity of westernized education in contributing to these issues has led calls to decolonize educational ideologies, structures, and practices. In response, the authors present a novel way of thinking and a robust foundation for de/colonizing educational relationships in Higher and Teacher Education, illustrated by examples of applications to practice. A hybrid style of writing weaves their own narratives into the text, drawing on their experiences in a range of educational settings.

Due to the enduring legacy of the colonial, capitalist project, we have arguably entered an era of social, cultural, economic, and environmental collapse. There is a heightened awareness of a range of global issues including racism and xenophobia, economic and cultural protectionism, environmental degradation, and climate change – yet there appears to be a resistance to taking action that challenges the status quo, maintaining a way of life that continues to divide the world in unequal and inequitable ways, including in education.

The complicity of westernized education in contributing to these issues has led calls to decolonize educational ideologies, structures, and practices. In response, the authors present a novel way of thinking and a robust foundation for de/colonizing educational relationships in Higher and Teacher Education, illustrated by examples of applications to practice. A hybrid style of writing weaves their own narratives into the text, drawing on their experiences in a range of educational settings.

This book convincingly argues that effective culturally responsive pedagogies require teachers to firstly undertake a critical deconstruction of Self in relation to and with the Other; and secondly, to take into account how power affects the socio-political, cultural and historical contexts in which the education relation takes place. The contributing authors are from a range of diaspora, indigenous, and white mainstream communities, and are united in their desire to challenge the hegemony of Eurocentric education and to create new educational spaces that are more socially and environmentally just. In this venture, the ideal education process is seen to be inherently critical and intercultural, where mainstream and marginalized, colonized and colonizer, indigenous and settler communities work together to decolonize selves, teacher-student relationships, pedagogies, the curriculum and the education system itself. This book will be of great interest and relevance to policy-makers andresearchers in the field of education; teacher educators; and pre- and in-service teachers.