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Animals routinely suffer violence by humans, especially during war, but it is unclear how much people in conflict environments express concern for animal welfare. Based on a 2,008-person survey in Ukraine in May 2024, we find that respondents are anthropocentric, prioritizing human over animal suffering; biocentric, regarding both as important; or, in a small minority, zoocentric, emphasizing animal over human suffering. Experimental priming on violence against animals during the Russia–Ukraine war has limited effect on changing attitudes toward animal welfare, but it does increase resource allocation to animal relief organizations. A war crimes punishment experiment also shows that while respondents sanction perpetrators of human suffering more severely than perpetrators of animal suffering, violence against animals is still strongly penalized, indicating appreciation for animal rights, justice, and accountability. We reflect on the implications of our findings for speciesist versus posthumanist understandings of suffering during war.
This chapter synthesises the findings and discusses how sociomaterial processes shape languages. Challenging modernist linguistic paradigms, it examines how language categories emerge through diverse cultural, historical, and material practices. The chapter critiques binary linguistic models and universalist, teleological assumptions of standardisation, showing that stable linguistic systems are not ‘natural’, but result from specific sociopolitical and material conditions. In contrast, fluid linguistic practices in postcolonial and globalised contexts exhibit variability, innovation, and complex indexicality. Belize’s multilingual environment exemplifies a setting without a hegemonic linguistic centre, producing liquid linguistic norms. The chapter argues for decolonial approaches to linguistics that embrace heterogeneity and that challenge exclusionary, Eurocentric models. Ultimately, it positions fluid linguistic practices as a cultural avant-garde and understands postcolonial environments as inspiring insights into future global sociolinguistic orders shaped by digitalisation and transnationalism.
This chapter provides a comprehensive account of UX writing as a contemporary domain of elite language work. I first discuss existing literature on UX writing, showing that while scholars have discussed at large how users interact with digital media, there is considerably less work on how language is used by producers. After this brief survey, I offer an in-depth introduction to UX writing in three parts. First, I provide a broad mapping of the profession, where I discuss the history and origins of UX writing. Next, I give an introduction to UX writers’ language work, illustrating how their work is both centrally concerned with writing interface texts and much more complex than that. Finally, I turn to some initial ethnographic observations about UX writers’ concrete text production. In this last regard, I am particularly interested in how UX writers mobilize (meta)linguistic knowledge in their work, arguing that they are not just language workers but also language experts. Overall, the chapter thus offers a first description of the work and profession of UX writers, orienting primarily to these wordsmiths’ own views and understandings of what it is that they do.
This final, concluding chapter of the book offers a reflection on what the production of digital media reveals about the cultural politics of these technologies. Drawing together the threads developed in the previous chapters, and especially UX writers’ own theorizations of language, I discuss the normative dimensions of interface design and make the case for a posthumanist approach to language in digital media interfaces. My central argument is simple: regardless of how people choose to use digital media, the software itself always posits an ideal way of using it – it entails an inbuilt ideal users have to respond to, even if that response is to contest the norm the software produces. In this way, focusing on the production of interface texts provides a valuable perspective on the broader cultural politics of digital media by theorizing UX writers, software, and users as part of a complex sociotechnical assemblage rather than as individual, disconnected agents.
This chapter offers an introduction to UX writing and to the theoretical framing of the book. First, I outline my understanding of digital media as cultural-political artefacts, drawing attention to the fact that digital media are not neutral but inscribed with particular norms and identities. I establish this position by reviewing literature from digital discourse studies, media and communication studies, cultural studies of technology, as well as posthumanism, placing particular emphasis on software interfaces as designed sites where power is exercised. This brings me to the second part of my theoretical framing: how language is taken up as a resource in the design of software interfaces. In this regard, I orient to critical sociolinguistic scholarship on language work. I briefly outline my position in this field, aligning with scholarship that orients to Bourdieu’s conceptualization of capital and the linguistic marketplace. Additionally, I reflect on the status of UX writers as elite language workers or wordsmiths and how such (more) privileged language work hinges on its behind-the-scenes nature while nonetheless being instrumental in shaping social norms and values.
User experience (UX) writers are the professionals who create the verbal content of websites, apps, or other software interfaces, including error messages, help texts, software instructions, or button labels that we all see and engage with every day. This invisible yet highly influential language work has been largely ignored by sociocultural linguists. The book addresses this gap, examining the broader cultural politics of digital media through an exploration of the linguistic production and purposeful design of interface texts. It discusses UX writing as an influential contemporary domain of language work and shows how the specific practices and processes that structure this work shape the norms that become embedded in software interfaces. It highlights the nature of UX writing, its (meta)pragmatic organization, and its cultural-political implications. Foregrounding the voices and perspectives of language workers, it is essential reading for anyone interested in how language shapes the way people use digital media.
Charles Brockden Brown’s Edgar Huntly (1799) narrates two scenes of panther attacks. In the first scene, Huntly’s mind is paralyzed, while in the second, Huntly’s body kills a stalking panther by hurling a tomahawk across a dark cave, an effort stemming from our bodily “constitution.” This introduction argues that this artist not only troubled the mind-centered ontology of consciousness—the Cartesian idea of the mind’s dominance over the body—but also explored the ontological alternatives that centered the expressions of our material body’s “constitution.” It both uncovers the posthumanist accents of this work, and reveals the way it prods us to refurbish posthumanism by historicizing it. Starting with Brown, this introduction thus recovers a set of texts focused on “minding the body,” on not simply eroding the philosophical distinction between the mind and body in order to trouble a mind-centered ontology and imagine a body-centered alternative to it, as posthumanism does. It also reveals the way artists used the expressive agency of these historical bodies to imagine less repressive alternatives to nineteenth-century structures of power—including chattel slavery, market capitalism, and patriarchy—whose claims to dominance involved reducing the body to little more than mindless matter.
This chapter traces and contingently periodizes the development of Latinx science fiction from the early 1990s to the present, and charts its historical, political, and cultural contexts. While noting the complex genealogies of the genre, the chapter begins with a survey of Latinx dystopian and post/apocalyptic works responding to the nightmarish aftermath of the passing of NAFTA. The chapter then shifts to examine how Latinx science fiction following 9/11 foregrounds how Latinxs have never been safe in our own ostensible homeland. The remainder of the chapter maps how the genre proliferates in an unprecedented manner following the turn of the millennium, diversifying in terms of ethno-racial identity, subgenres, tropes, and subject matter that demand hemispheric approaches. The diverse narratives comprising Latinx science fiction reengage the post/apocalyptic, cyberpunk, and dystopian/utopian to excavate and linger in the past so as to radically restructure both the present and future. This chapter explores how Latinx science fiction narratives – differential, dissensual, and generative – collectively envision brown temporalities and futures of being-in-common.
This book recovers an important set of American literary texts from the turn of the nineteenth century to the Civil War that focus on bodies that seem to have minds of their own. Artists such as Charles Brockden Brown, Robert Montgomery Bird, Edwin Forrest, Henry Box Brown, Elizabeth Stuart Phelps, and Herman Melville represented the evocative expressiveness of these literary bodies. With twitches and roars, flushes and blushes, these lively literary bodies shaped the development of American Literature even as they challenged the structures of chattel slavery, market capitalism, and the patriarchy. Situated within its historical context, this new story of nineteenth-century American Literature thus reveals how American literary expression-from novels to melodramas, from panoramas to magic tricks-represented less repressive, more capacious possibilities of conscious existence, and new forms of the human for those dehumanized in the nineteenth century.
How can we refuse education as a content machine stream? How can we love our more-than-human-selves out of the dark into education spaces that care? Instigated by a love letter to Earth, the collaborators in this ‘letter to the editors’ enter a correspon-dance with place about co-mentorship and sustenance. As a post-qualitative inquiry this piece resists mining the world for meaning, and instead, the authors (and Earth) creatively compose this conceptual paper with some image and text-rich conversational ramblings alongside poetics of feminist black scholars and poets. The letters meet places, spaces and bodies on the page – data analysed is data again. Four letters emerge informed by contemporary environmental philosophy, wilding pedagogies, and place-based education. They speak to researchers and teachers on unceded, unsurrendered, colonised lands, themselves an act of solidarity from the two settler∼authors. The pile of loving letters tell the tale of two people on Earth, as Earth, re-imagining pedagogical theory and practice in relation to Earth in an exhibition of living with pedagogy. This process of ‘wilding’ your own pedagogies regularly – as loving pedagogies – is offered as worth considering.
Please enjoy this compilation of letters addressed to you, Earth.
This chapter introduces the book, laying out its central questions, including what it means to be postdigital, what diverse kinds of life and humanity can be found in screens, and what new technologies such as automation and AI might mean for screen lives. Chapter 1 also describes both the background and aspirations of the book, as well as its structure and a guide on how to approach reading it. Beyond discussing the defining research questions, this chapter also details the ideas underpinning the book, including the notion that there has been a tangible shift between how we related to screens a decade ago and how we do now. In addition, the book is guided by an awareness of the often conflicting and intricate relationships people have with screens, as well as the concept of the ‘smallness of screen lives’, inspired by Deborah Hicks’ notion. The Comfort of Screens is a tapestry which unfolds a story of postdigital life, sewn from the fabric of 17 people’s screen lives, interviews with whom form the backbone of the book. These ‘crescent voices’ are also introduced in this chapter.
After exploring the multimodal effects of BeReal, and the way in which it foregrounds place and event, this chapter explores the work of Hayles, Barad, and Braidotti, before utilizing New Literacy Studies to explore contrastive socio-cultural and social practices. The chief focus is on teasing out a theory of digital-materiality: not only what materialities and modes are present on screens, but also what inferences, values, and agendas these materialities carry. Postdigital lives entail entirely new relationships with materialities, though this does not mean a break with the physical and embodied, since postdigital life also contains many embodied ways of engaging with screens, ones which work across both the physical and the digital. This chapter attempts to conceptualize the distinct logic that people use to understand screens, while striking at more lived understandings of literacy. Consulting crescent voices on where they find comfort in their screen lives, this chapter reconciles people’s conflicting desires to pursue a flesh-and-blood life away from screens, as well as to use their screens to manifest and actualize the real aspects of their lives.
Posthuman understanding of music and bodies as matter highlights otherwise forms of musical embodied learning. In this paper, we focus on an early childhood classroom music event and think diffractively with cognitive and posthuman theories in order to extend our insight into it. Accordingly, we explore cognitive approaches to music and movement, as well as posthuman concepts such as agency, embodiment, affect and desire, (de)territorialisations and assemblages. As music educators, we acknowledge the relationship between music and movement in early childhood, but our posthuman reading of the event enables a more equitable understanding of children’s music learning.
This Element explores the origins, current state, and future of the archaeological study of identity. A floruit of scholarship in the late 20th century introduced identity as a driving force in society, and archaeologists sought expressions of gender, status, ethnicity, and more in the material remains of the past. A robust consensus emerged about identity and its characteristics: dynamic; contested; context driven; performative; polyvalent; intersectional. From the early 2000s identity studies were challenged by new theories of materiality and ontology on the one hand, and by an influx of new data from bioarchaeology on the other. Yet identity studies have proven remarkably enduring. Through European case studies from prehistory to the present, this Element charts identity's evolving place in anthropological archaeology.
Within Holocaust studies, there has been an increasingly uncritical acceptance that by engaging with social media, Holocaust memory has shifted from the ‘era of the witness’ to the ‘era of the user’ (Hogervorst 2020). This paper starts by problematising this proposition. This claim to a paradigmatic shift implies that (1) the user somehow replaces the witness as an authority of memory, which neglects the wealth of digital recordings of witnesses now circulating in digital spaces and (2) agency online is solely human-centric, a position that ignores the complex negotiations between corporations, individuals, and computational logics that shape our digital experiences. This article proposes instead that we take a posthumanist approach to understanding Holocaust memory on, and with, social media. Adapting Barad's (2007) work on entanglement to memory studies, we analyse two case studies on TikTok: the #WeRemember campaign and the docuseries How To: Never Forget to demonstrate: (1) the usefulness of reading Holocaust memory on social media through the lens of entanglement which offers a methodology that accounts for the complex network of human and non-human actants involved in the production of this phenomenon which are simultaneously being shaped by it. (2) That professional memory institutions and organisations are increasingly acknowledging the use of social media for the sake of Holocaust memory. Nevertheless, we observe that in practice the significance of technical actancy is still undervalued in this context.
This paper explores the potential for extending relational ontologies to include a specific focus on human-plant relations. We theorise the emergence of a vegetal ontology, as a novel way of working and remaking theories around human-plant relations that can be applied to the field of environmental education. A vegetal ontological approach, as applied in the environmental education research project that informs this article, abandons hierarchical comparisons of plants, which are often historically positioned as “lesser species,” mere “objects” and “resources” even. We start our paper with a modest review of key theoretical approaches informing past and recent environmental education studies on child-plant relations. We then return to the discussion started within the introduction to the paper on how we have theorised a vegetal ontology as a mode of a relational ontology focussing particularly on human-plant relations and drawing on posthumanist, new materialist and Indigenous approaches. To conclude the paper, we then put this newly named vegetal ontology to work. We apply it to a recent study on childhood-plant encounters where researchers engaged with young children and their families in a botanical garden setting and a group of environmental education elders reflected on the significance of plant relations in their childhoods.
Though there has been a marked increase in research driven by posthumanist theory and inspired by the common worlds research approach, practical approaches to conducting this type of research have not been well documented and shared within the literature. This article explores the process of navigating the planning and conducting of research that aims to think with more-than-human worlds. Three research methods that were applied in a study involving young children in a forest school program are described: (1) non-participant observation, (2) observing the park through “sit spots,” and (3) the use of wearable cameras to film a different perspective. I explore each of these as a way to guide other researchers grappling with the tensions and challenges of conducting posthumanist research. Any combination of these methods could be considered within research that aims to disrupt the dominant anthropocentric lens in early childhood education for sustainability and beyond.
There are three slightly different ways that language and languages can be considered in relation to the idea of assemblage: assemblages as combinations of linguistic items (language assemblages), assemblages as semiotic gatherings (semiotic assemblages) and assemblages as material arrangements that involve language (sociomaterial assemblages). Looking at language in terms of assemblages emphasizes the processes of communication as people draw on varied resources to make meaning. The notion of semiotic assemblages opens up ways of thinking that focus not so much on language use in particular contexts – as if languages pre-exist their instantiation in particular places – but rather on the ways in which particular assemblages of objects, linguistic resources and places come together. This is to approach language not as a pregiven or circumscribed entity but rather as something that is constantly being put together from a range of semiotic and resources. Sociomaterial assemblages similarly focus on things and places in relation to linguistic resources and consider language to be embodied, embedded and distributed, where language is not so much an abstract system of signs as changing sets of material relations.
What are languages? An assemblage approach to language gives us ways of thinking about language as dynamic, constructed, open-ended, and in and of the world. This book unsettles regular accounts of knowledge about language in several ways, presenting an innovative and provocative framework for a new understanding of language from within applied linguistics. The idea of assemblages allows for a flexibility about what languages are, not just in terms of having fuzzy linguistic boundaries but in terms of what constitutes language more generally. Languages are assembled from different elements, both linguistic elements as traditionally understood, as well as items less commonly included. Language from this point of view is embedded in diverse social and physical environments, distributed across the material world and part of our embodied existence. This book looks at what language is and what languages are with a view to understanding applied linguistics itself as a practical assemblage.
Our current ecological predicament requires a shift to a post-anthropocentric educational paradigm in which we educate for and about a world that is not “for us,” but comprised of a multitude of eco-systems of which we are simply a part. To facilitate this, education should be enacted differently; we need to experience learning not as furthering entrenched nature/culture binaries, but as “worlding” processes, whereby imaginary divides between individual and environment are troubled, as humans and the material world are revealed to be relational and entangled. Posthumanism offers an affective turn towards a social and ecological justice that accounts for such entanglements; enacted through necessary processes of de-familiarisation from the dominant vision of education. In this article we firstly explore the theoretical underpinnings of critical posthumanism to critique sustainability education-as-usual and propose new modes of teaching that lean into affective processes of noticing and surrender. We then discuss a research project in which participants came together to explore what happens when we cease to privilege humans as the ultimate instructors and holders of knowledge. In doing so we disrupt normative methodologies, drawing on affect, embodiment, relationality, transdisciplinarity and an ethics of care which extend learning to more-than-human kin.