The aim of the study is to explore how school absenteeism as a material-discursive phenomenon is produced in the practices of humans and nonhumans, when absences and presences are registered and managed through digital technologies. How is the phenomenon of school absenteeism produced when absences and presences are digitally registered? How does the phenomenon of school absenteeism emerge when both human and nonhuman entanglements are included in the apparatuses of knowing? Through a posthumanist approach, the study engages empirically with two types of software for the registration of absences and presences at three Swedish schools. The results show that digital registration blurs the division between absences and presences, and queers what is absent and what is present. Digital registration produces school absenteeism as a phenomenon for all students every day, and at the same time as mainly for the students who are present most of the time. A conclusion that is drawn from the study is that digital registration makes absences present, by the visualization and performative repetition of the registration. The study points to how school absenteeism is always ‘in the making’, and proposes the concept of school absenteeing as a productive way to open up new possibilities in relation to students’ absences.

This book explores changes and continuations in lesbian, gay, bisexual, transgender and queer lives, identities and spatial practices in the 21st century from around the globe, using a range of methods to connect pasts, places and policies with contemporary times, linking individual and social presences (and absences) affectively and materially.

Life writing often explores the profound impact of border crossings, both physical and metaphorical. Writers navigate personal and cultural boundaries, reflecting on identity, belonging, and the transformative power of crossing thresholds. These narratives unveil the complexities of migration, immigration, or internal journeys, offering intimate perspectives on adapting to new environments or confronting internal conflicts. Un/Bound is a collection of essays about such narratives, with an emphasis on mobility and border metaphors, the ethical dimensions of cross-border storytelling, and questions of access, translation, and circulation. Scholarly interest in borders, mobility, and related topics has greatly intensified in the context of public health emergencies and recent conflicts in international relations. The chapters in this book contribute to this dialogue by exploring internal and external, and physical and abstract borders and divisions. This book will be of great interest to scholars and researchers of literature, translation studies and political philosophy. The chapters in this book were originally published as a special issue of a/b: Auto/Biography Studies.

From the aftermath of World War II to the convulsions of Brexit, festivals have deployed Shakespeare as a model of inclusive and progressive theatre to seek cultural solutions to Europe's multi-faceted crises. Shakespeare on European Festival Stages is the first book to chart Shakespeare's presence at continental European festivals. It examines the role these festivals play in European socio-cultural exchanges, and the impact festivals make on the wider production and circulation of staged Shakespeare across the continent. This collection offers authoritative, lively and informed accounts of the production of Shakespeare at the following festivals: the Avignon Festival and Le Printemps des comédiens in Montpellier (France), the Almagro festival (Spain), Shakespeare at Four Castles (Czech Republic and Slovakia), the International Shakespeare Festival in Craiova (Romania), the Shakespeare festivals in Elsinore (Denmark), Gdansk (Poland), Gyula (Hungary), Itaka (Serbia), Neuss (Germany), Patalenitsa (Bulgaria), Rome and Verona (Italy). Shakespeare on European Festival Stages is essential reading for students, scholars and practitioners interested in Shakespeare in performance, in translation and in a post-national Shakespeare that knows no borders and belongs to all of Europe.

In a time when it seems like we've run into the limits on what Marx, Dewey, and Freud might hold for liberatory critique, this peculiarly uplifting book seeks to identify some promising thinking and teaching practices, especially for work in our contemporary “corporate university of excellence.” With auto-ethnography as a baseline for reflection on her personal teaching life in this troubling political era, as well as an insistence that all students are future teachers whether they seek formal work in classrooms or not, Barbara Regenspan selects insights descending from her horribly imperfect trinity (Marx, Dewey, and Freud), to revaluate what it means to have “obligations to unknowable others” in our complex and global reality. Drawing on an interdisciplinary cast of contemporary social theorists such as Avery Gordon, Deborah Britzman, Maxine Greene, Bill Readings, and Alain Badiou, this book traces hauntagogical thinking and related classroom practice–hauntagogy–pedagogy aimed to create wide-awakeness through the unearthing of acts of historical and interpersonal hauntings. Balanced between critique and hope, Regenspan offers the field of Educational Studies including teacher education, but also higher education more generally, a way of conceiving of the classroom as a place where contradictions in discourses are mined with and for our students who will be future teachers in the formal or informal sense. Here is a view of what historical materialism might hold for the relationship between democracy and education and what that relationship means for new, wild, conceptions of self, politics, and spirituality. “Barbara Regenspan combines the personal, the political, and the educational in creative ways in this volume. In the process, she provides a number of important insights into the human complexities and necessary commitments involved in struggling toward an education that is worthy of its name.” – Michael W. Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison and author of Can Education Change Society? “So much of my experience as an American teacher fell into place while reading this book. Regenspan never veers far from the pragmatic and personal realities of being an American educator right now, grappling with indifference, short-sightedness and disillusionment of the system. Her deft, and often profound intellectual work is peppered with anecdotes, both personal and pedagogical, and these accounts of teaching and learning on the ground level make her case fierce and fresh. Haunting and the Educational Imagination is politically humane and intellectually electrifying.” – Tony Hoagland, Professor of Creative Writing at the University of Houston, National Book Award Finalist, teacher of high school English teachers, and author of Unincorporated Persons in the Late Honda Dynasty. Cover design by Madison Kuhn

Safeguarding the distinction between God and world has always been a basic interest of negative theology. But sometimes it has overemphasized divine transcendence in a way that made it difficult to account for the sense of God's present activity and experienced actuality. Criticisms of the Western metaphysics of presence have made this even more difficult to conceive. On the other hand, there has been a widespread attempt in recent years to base all theology on (religious) experience; the Christian church celebrates God's presence in its central sacraments of baptism and Eucharist; process thought has re-conceptualized God's presence in panentheistic terms; and some have argued that God might be poly-present, not omnipresent. But what does it mean to say that God is present or absent? For Jews, Christians, and Moslems alike God is not an inference, an absentee entity of which we can detect only faint traces in our world. On the contrary, God is present reality, indeed the most present of all realities. However, belief in God's presence cannot ignore the widespread experience of God's absence. Moreover, there is little sense in speaking of God's absence if it cannot be distinguished from God's non-presence or non-existence. So how are we to understand the sense of divine presence and absence in religious and everyday life? This is what the essays in this volume explore in the biblical traditions, in Jewish and Christian theology and philosophy, and in contemporary philosophy of religion.

A definitive textbook for students of wildlife management. Wildlife Management and Conservation presents a clear overview of the management and conservation of animals, their habitats, and how people influence both. The relationship among these three components of wildlife management is explained in chapters written by leading experts and is designed to prepare wildlife students for careers in which they will be charged with maintaining healthy animal populations; finding ways to restore depleted populations while reducing overabundant, introduced, or pest species; and managing relationships among various human stakeholders. Topics covered in this book include • The definitions of wildlife and management • Human dimensions of wildlife management • Animal behavior • Predator–prey relationships • Structured decision making • Issues of scale in wildlife management • Wildlife health • Historical context of wildlife management and conservation • Hunting and trapping • Nongame species • Nutrition ecology • Water management • Climate change • Conservation planning

What happens when forms fall apart? And how do affects such as fear, shock, fascination, and desire drive and shape formal disturbances in modern literature, cinema, and contemporary art? Opening an interdisciplinary dialogue between cultural affect theory, media philosophy, and literary studies, Tomáš Jirsa explores how specific affective operations disrupt form only to generate new formations. To demonstrate the importance of the structural work of mutually interacting affects, Disformations provides close readings of four intermedia figures stretched out across modernist fictions, contemporary video art, and posthuman visual experiments-the faceless face, the wallpaper pattern, the garbage dump, and the empty chair. Analyzing a wide range of texts, images, and audiovisual works, from Vincent van Gogh and Charlotte Perkins Gilman to Rainer Maria Rilke, Gaston Leroux, and Richard Weiner, to Francis Bacon, Michel Tournier, Ingmar Bergman, Eugène Ionesco, Vladimir Nabokov, Joseph Kosuth, and Jan Šerých, this book opens up a new avenue for addressing how aesthetic forms desubjectify affects to mobilize their mediality and performative qualities. Jirsa's innovative theoretical framework and incisive readings offer a fresh inquiry into how artistic media produce their own figural thinking and in so doing compel us to think with them anew.

This volume collects research and critical explorations of the performing body by scholars and practitioners in visual and performing arts, textile, fashion and experimental design research, scenography and costume design, dance and performance history. Authors examine performativity of the body, its materiality, immateriality, and virtuality, and investigate experiences of embodiment. They reenvision the body as a site for representation, exploring the absent body in performance and as performance through time and space. Contributors bring a broad variety of contemporary approaches, from live performance to mediated performance, from installation art to performance art, and from experimental fashion to theatre and dance. They discuss issues of process and meaning-making and practices from concept and interpretation to creative production and reception. The volume expands possibilities for the role of the body in performance, while also challenging roles and hierarchies of existing performance practice.