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Commingled Art and Commingled Culture: The Benshi and 19th Century Japanese Film Culture
No full textFrom 1896, when the first Kinetoscope was brought to Japan, to the early 1920s, all film screenings were accompanied by a live Japanese narrator called the benshi.Benshi stood to the left of the film screen and—speaking in melodious rhythms—provided narration, character impersonation, explanation of western exotica, and offered general commentary and critique for the then silent films. In late ninteenth-century Japan, film was not seen as an autonomous medium but rather as "commingled” media, comprised of vocal storytelling and projected motion pictures. This was in part due to long-standing Japanese theatrical traditions such as temple and itinerant etoki, the Japanese Buddhist practice in which monks use picture scrolls to expound Buddhist principles. Benshi performers drew upon such theatrical heritage to describe the foreign film apparatus, thereby fragmenting the filmic system of representation and instilling a distinct culture of critical independence in Japanese silent film audiences.
This essay contributes to scholarly debates regarding “commingled” media, the juxtaposition of heterogeneous media, which is reflective of unique Japanese artistic culture. It provides a case study of Benshi Tokugawa Musei’s performance of the 1920 silent film The Cabinet of Dr. Caligari (Robert Wiene) recorded at the Kinokuniya Hall in Tokyo in 1968.7 This remaining work by Tokugawa Musei, a renowned benshi of the silent film era, offers insight into interactions between the benshi and silent film as it relates to Japanese traditions of “commingled” media.  
A Lesbian Historiography of the French Revolution
No full textFlings between the Queen of France and an actress at the Comédie Française, philosophical pornographic pamphleteers, and secret sapphic societies that threatened male supremacy formed a small yet rich historiography of lesbianism in 18th-century France. "A Lesbian Historiography of the French Revolution" analyses the works of various historians such as Susan S. Lanser, Jeffrey Merrick, and Bryant T. Ragan Jr concerning these topics. By analysing the shifting attitudes towards lesbianism, investigating the legal ramifications of homosexuality, studying novels and pamphlets from the time, and profiling those accused of lesbianism, historians have uncovered a rich history of lesbianism before and during the French Revolution. Though homosexuality was decriminalised during the revolution, lesbianism\u27s close association with the second estate was used to condemn both members of the nobility and homosexuality
We Can Tell More Than One Story: Comic Making Locates Researcher and Children’s Voices in Co-Representing Childhoods in the COVID-19 Pandemic
No full textChildhood studies’ long concern with elevating children’s perspectives has focused attention on “voice” rather than researcher-participant dialogue, precluding critical attention to the normative adult researcher voice. This article investigates how cocreating comics with children about the COVID-19 pandemic engaged a different researcher voice and produced different representations of pandemic childhoods. Making comics with children aged 7–11, I asked: What does it mean for researchers to speak in speech? I suggest that shifting researcher voices can help researchers recognize the conventions that allow adults to colonize spoken conversation with children, denaturalizing adult voice and allowing us to tell more than one story
Collaboration Among Early Childhood Professionals in Higher Education
No full textCollaboration among professionals is promoted in various disciplines. In the context of this literature review, I define collaboration as an ongoing multidimensional process that includes interaction, time commitment, the exchange of expertise, and the maintenance of a professional working relationship with stakeholders to promote best outcomes. There is an absence of collaboration among early childhood professionals: those supporting children and families and those in higher education. The absence of collaboration among early childhood professionals is a disservice to children, their families, and future early childhood professionals. Early childhood professionals in higher education have an ethical obligation to collaborate with one another to promote skills, knowledge, and pedagogical practices that will produce graduates of the highest quality. A consequence of collaboration is that graduates will be better prepared to make the greatest possible difference by supporting children and their families to achieve equal outcomes and well-being
Childhood Entanglements, Artifacts, and Inheritances: A Review of Children’s Cultures After Childhood (Justyna Deszcz-Tryhubczak and Macaraene García- González, Eds., 2023)
No full textChildren’s Cultures After Childhood (2023) is a collaborative, interdisciplinary effort by children’s literature, culture, and cognition scholars eager to go beyond the text. Inspired by Peter Kraftl’s After Childhood and informed by posthumanist and new materialist theories, this collection of essays begins the difficult work of shifting the discipline toward new ways of seeing and doing
Journeying Towards Decolonial Child and Youth Care: A Review of Indigenous Child and Youth Care: Weaving Two Heart Stories Together (Cherylanne James, 2023)
No full textIndigenous Child and Youth Care: Weaving Two Heart Stories Together by Cherylanne James is discussed in this review as a critical contribution to child and youth care education in Canada. James’s Indigenous feminist orientation invites child and youth care students to unlearn colonial narratives, to instead center Indigenous approaches to care. The reviewer highlights the effectiveness of James’s approach in engaging in “difficult knowledge” with learners to foster relational accountability, and shares how this approach models “journeying,” moving from deficit-centered orientations toward Indigenous-led, desire-based approaches for decolonial care. The text guides child and youth care students to reflect critically on their role in supporting Indigenous futurities
Experts in Their Own Lives: Children’s Understanding of Their Immigration Status and, Subsequently, Their Identity: A Review of Ariana Mangual Figueroa’s Knowing Silence: How Children Talk about Immigration Status in School
No full textBy examining what transpires at school for children of mixed-status immigrant families in what is spoken and what is kept silent, Figueroa demonstrates students’ depth of understanding of their own immigration status and how it shapes their self-identity. Through this collaborative longitudinal research, citizenship and self-advocacy are explored in a manner that amplifies marginalized students’ voices and expertise