Throughout the twentieth century in the lands of Yugoslavia, socialists embarked on multiple projects of supranational unification. Sensitive to the vulnerability of small nations in a world of great powers, they pursued political sovereignty, economic development, and cultural modernization at a scale between the national and the global – from regional strategies of Balkan federalism to continental visions of European integration to the internationalist ambitions of the Non-Aligned Movement. In Mediating Spaces James Robertson offers an intellectual history of the diverse supranational politics of Yugoslav socialism, beginning with its birth in the 1870s and concluding with its violent collapse in the 1990s. Showcasing the ways in which socialists in Southeast Europe confronted the political, economic, and cultural dimensions of globalization, the book frames the evolution of supranational politics as a response to the shifting dynamics of global economic and geopolitical competition. Arguing that literature was a crucial vehicle for imagining new communities beyond the nation, Robertson analyzes the manuscripts, journals, and personal correspondence of the literary left to excavate the cultural geographies that animated Yugoslav socialism and its supranational horizons. The book ultimately illuminates the innovative strategies of cultural development used by socialist writers to challenge global asymmetries of power and prestige. Mediating Spaces reveals the full significance of supranationalism in the history of socialist thought, recovering a key concern for an era of renewed geopolitical contestation in Eastern Europe.

Images have become an integral part of the political regulation of migration: they help produce categories of legality versus illegality, foster stereotypes, and mobilize political convictions. Yet how are we to understand the relationship between these images and the political in the discourse surrounding migration? How can we, as anthropologists, migration scholars, or documentary filmmakers visually represent people who are excluded from political representation? And how can such visual representations gain political momentum? This volume not only considers the images that circulate with reference to migrants or draw attention to those that accompany, show, or conceal them. The book explores the phenomena of migration with the help of images. It offers an in-depth analysis of the documentary approaches of Ursula Biemann, Renzo Martens, Bouchra Khalili, Silvain George, Raphael Cuomo and Maria Iorio, Alex Rivera, and Rania Stepha, which evoke the particularities of migrant lifeworlds and examine urgent questions regarding the interrelations between politics and poetics, mobility and mediation, and the ethics of probability and possibility. The author also discusses his own cinematic practice in the making of Tell Me When (2011), A Tale of Two Islands (2012), and Intimate Distance (2015), a trilogy of films that explore the potential to communicate the bodily, spatial, and temporal dimensions of the experience of migration.

Framing Places is an account of the nexus between place and power, investigating how the built forms of architecture and urban design act as mediators of social practices of power. Explored through a range of theories and case studies, this examination shows how lives are 'framed' within the clusters of rooms, buildings, streets and cities. These silent framings of everyday life also mediate practices of coercion, seduction and authorization as architects and urban designers engage with the articulation of dreams; imagining and constructing a 'better' future in someone's interest. This second edition has been thoroughly revised and updated to include a look at the recent Grollo Tower development in Melbourne and a critique on Euralille, a new quarter development in Northern France. The book draws from a broad range of methodology including: analysis of spatial structure discourse analysis phenomenology. These approaches are woven together through a series of narratives on specific cities - Berlin, Beijing and Bangkok - and global building types including the corporate tower, shopping mall, domestic house and enclave.

Drawing on cultural trauma theory, this book investigates how collective memory of the Nanjing Massacre is fashioned in China and how the mass media, political power and public praxis jointly shape the politics and culture of memory in contemporary China. Allowing for the dimensions of history and different mediating spaces, the authors first conduct textual analysis of news reports from traditional media since the event took place, revealing that the significance of the Massacre was initially portrayed as a local incident before its construction as a national trauma and finally a collective memory. In a study of physical and online memorial spaces, including the Memorial Hall, commemorative activities on the Internet and new media platforms, the book unveils the production and reproduction of trauma narratives as well as how these narratives have been challenged. The final part further studies the interactions between media and other institutional settings while exploring issues of global memory and reconciliation in East Asia. The title will be an essential read for anyone interested in memory studies, media and communication, and particularly the collective memory of the Nanjing Massacre.

Traditionally, tourism media has referred to the image of destinations constructed through media texts such as brochures and postcards, with increasing attention towards other mediascapes such as films and television. Yet, with prolific advancements in technologies of media communication, such traditional formats have experienced a shift in the productive and consumptive practices through which they come into being. The possibilities of production and subsequent consumption are unequivocally changing the ways in which tourists imagine, understand and engage with destinations. This book therefore explores the role of tourism media and mediating practices in the development of non-linear processes of communication and understanding as both producers and consumers come together to negotiate the tourist experience. In varying ways it examines the emergent relationships and connections between media practices and tourism practices, everyday experiences and encounters of place. Collectively, the authors in this book address a range of media and technologies from brochures, television, video and film to mediated virtual spaces, such as e-brochures, Internet cultures, social networks, and Google Earth. In doing so, the book highlights the continued significance of media in tourism contexts; recognising both traditional and newer technologies, and the non-linear, continuous cycle of mediated representations and experiences.

Traditionally, tourism media has referred to the image of destinations constructed through media texts such as brochures and postcards, with increasing attention towards other mediascapes such as films and television. Yet, with prolific advancements in technologies of media communication, such traditional formats have experienced a shift in the productive and consumptive practices through which they come into being. The possibilities of production and subsequent consumption are unequivocally changing the ways in which tourists imagine, understand and engage with destinations. This book therefore explores the role of tourism media and mediating practices in the development of non-linear processes of communication and understanding as both producers and consumers come together to negotiate the tourist experience. In varying ways it examines the emergent relationships and connections between media practices and tourism practices, everyday experiences and encounters of place. Collectively, the authors in this book address a range of media and technologies from brochures, television, video and film to mediated virtual spaces, such as e-brochures, Internet cultures, social networks, and Google Earth. In doing so, the book highlights the continued significance of media in tourism contexts; recognising both traditional and newer technologies, and the non-linear, continuous cycle of mediated representations and experiences.

Drawing upon fine art and objects made for pedagogical and devotional needs of the local Christian communities, including prints, posters, paintings, and photographs dating from the early twentieth century to the present, this volume mainly explores Christian art in Taiwan. By recognizing the artistic development from merely adapting traditional Christian iconography to creating new indigenous narratives, Su-Chi Lin examines the issue of visual representation raised in such inculturation processes, and considers whether these artworks offer models to re-imagine the contextual illustration of global Christian faith. [Räume der Vermittlung. Christliche Kunst und visuelle Kultur in Taiwan] Der vorliegende Band erkundet christliche Kunst in Taiwan am Beispiel von Bildender Kunst und Kunsthandwerk, das für pädagogische und devotionale Zwecke der lokalen christlichen Gemeinschaften geschaffen wurde. Die Drucke, Poster, Bilder und Photographien datieren vom frühen 20. Jahrhundert bis heute. Die künstlerische Entwicklung reicht dabei von der bloßen Adaption christlicher Ikonographie bis zur Schöpfung neuer indigener Narrative. Su-Chi Lin untersucht die visuellen Repräsentationen in solchen Inkulturationsprozessen und geht der Frage nach, ob diese Kunstwerke Modelle anbieten für die kontextuelle Illustration des globalen christlichen Glaubens.

'Teaching In/Between: Curating educational spaces with autohistoria-teoría and conocimiento' is an iteration of an educator's embodied teaching and theorizing through testimonio work. Sotomayor, through a decolonizing feminist teaching inquiry, documents and analyzes her experiences as a facilitator in higher education while teaching the undergraduate course 'Latina Feminisms, Latinas in the US: Gender, Culture and Society'. This unique book is her interpretation and implementation of the seven recursive stages of Gloria Anzaldúa's conocimiento theory as transformative acts to guide her research design and teaching approach. Sotomayor's distinct bridging of Anzaldúa's theories of autohistoria-teoría and conocimiento offers an expansive perspective to how theorizing and curating our lived experiences can be transformational processes within academia. Sotomayor applies Anzaldúa's theories and her own theorizing to curate educational spaces that decolonize White hegemonic academic canons and empower underrepresented learners who may experience a deep sense of not belonging in academia. She situates herself in the study as curator, and her practice as curator as an agent of self-knowledge production and theorizing to create self-empowering learning environments. Sotomayor's work dwells within the lineage of border and cultural studies with shared voices of Gloria Anzaldúa, AnaLouise Keating, Mariana Ortega, Ami Kantawala, Maxine Greene, and Ruth Behar. Her work is considered a guide for teaching practitioners and researchers who hope to develop ways of knowing within their teaching environments that are inclusive and holistic for learners through a non-linear transformative process. 'Teaching In/Between' can be adapted for classroom use for pre-service teachers and instructors as well as creative interpretations for interdisciplinary works within Chicana/x, Latina/x, Art Education, Visual Arts and History, Women's & Gender Studies, Border and Cultural Studies.

This book examines the emerging problems and opportunities that are posed by media innovations, spatial typologies, and cultural trends in (re)shaping identities within the fast-changing milieus of the early 21st Century. Addressing a range of social and spatial scales and using a phenomenological frame of reference, the book draws on the works of Heidegger, Merleau-Ponty and Don Hide to bridge the seemingly disparate, yet related theoretical perspectives across a number of disciplines. Various perspectives are put forward from media, human geography, cultural studies, technologies, urban design and architecture etc. and looked at thematically from networked culture and digital interface (and other) perspectives. The book probes the ways in which new digital media trends affect how and what we communicate, and how they drive and reshape our everyday practices. This mediatization of space, with fast evolving communication platforms and applications of digital representations, offers challenges to our notions of space, identity and culture and the book explores the diverse yet connected levels of technology and people interaction.

This book reconstructs the foundations of developmental and educational psychology and fills an important gap in the field by arguing for a specific spatial turn so that human growth, experience and development focus not only on time but space. This regards space not simply as place. Highlighting concrete cross-cultural relational spaces of concentric and diametric spatial systems, the book argues that transition between these systems offers a new paradigm for understanding agency and inclusion in developmental and educational psychology, and for relating experiential dimensions to causal explanations. The chapters examine key themes for developing concentric spatial systemic responses in education, including school climate, bullying, violence, early school leaving prevention and students’ voices. Moreover, the book proposes an innovative framework of agency as movement between concentric and diametric spatial relations for a reconstruction of resilience. This model addresses the vital neglected issue of resistance to sheer cultural conditioning and goes beyond the foundational ideas of Bronfenbrenner’s ecological systems theory, as well as Vygotsky, Skinner, Freud, Massey, Bruner, Gestalt and postmodern psychology to reinterpret them in dynamic spatial systemic terms. Written by an internationally renowned expert, this book is a valuable resource for academics, researchers and postgraduate students in the areas of educational and developmental psychology, as well as related areas such as personality theory, health psychology, social work, teacher education and anthropology.