Adapted by James Ivory from André Aciman’s novel and directed by Luca Guadagnino, the film Call Me by Your Name has been passionately received among audiences and critics ever since its 2017 release.



A love story between seventeen-year-old Elio (Timothée Chalamet) and graduate student Oliver (Armie Hammer) and set in 1983 ‘Somewhere in northern Italy’, Call Me by Your Name presents a gay relationship in a romantic idyll seemingly untroubled by outside pressures, prejudices or tragedy. While this means it offers audiences welcome opportunities to swoon in front of an LGBTQ+ romance that equals classic heterosexual romances onscreen, its relevance or political significance today may not be immediately apparent. And yet the film is abundantly infused with narrative, thematic and stylistic elements that can be interpreted as speaking powerfully to contemporary audiences on questions of sexual identity.



This edited collection addresses how the film helps inform our understanding of contemporary sexual identity and romance. How does this love story explore wider tensions that exist between the specific and the general, between the open and the hidden, and between the past and the present? The contributors to the collection explore these questions in stimulating and contemplative manners.

Sean Pickersgill demonstrates that the goal of creating meaningful architecture can take a variety of critical and philosophical paths. The importance of architecture as an expression of broad, complex social drivers is complemented by the equally popular idea that architecture, as an intellectual pursuit, retains its own autonomy as a self-referential culture. This book uniquely places the emphasis for innovation in architecture within the domain of critical thinking generally, and a specific understanding of the semantics of built form.

The book draws on a broad range of subject areas, from film to philosophy to anthropology to mathematics and economics, to show that the path to meaningful creative practice is always based in an understanding of the principal drivers for change and meaning in society.

It is not a simple recipe book or workshop manual for others to reproduce. It requires the engaged reader to employ their own creative abilities to find what potential lies in each of the propositions, and it will encourage the scholastic architect to continue to mine the rich veins of intellectual culture to demonstrate the latent purposiveness inherent in all meaningful architecture.

Explores ‘showwomanry’ tracing a trajectory of incredible, weird women at work: women who were stone eaters, fire walkers, women who hypnotized alligators, or presented crucifixion shows; women in entertainment who worked for themselves; women that were often referred to as showgirls, despite their extraordinary skill and artistry.

Carnesky continues an important lineage of performing women with bombastic theatrical flair and an extraordinary skill that ‘do not work for the management or the man. Showwomen work for themselves and other people work for them”. Carnesky has been a central figure in performance and live art during the last thirty years; her practice as a showwoman promotes alternative visions of matriarchal entertainment utopias and a new relationship to women’s position to power and politics.

The term showwoman introduces a new identity, a new kind of performer who does not control or exploit others, but opens up a possibility for collaboration that enables ‘shared experiences of visceral euphoria, applause, loss, shape, abjection, hustle and struggle, marginalisation and the fight against patriarchal injustices’ (Carnesky,

2019, 53). The book will use Carnesky’s work to showcase women working in radical ways, treading the margins of cabaret and live art, disrupting normative ideologies through the spectacular and opening new lines of feminist enquiry through weirdness, absurdity, provocation in live art and popular culture.

Dedicated to the stories of migrants, refugees, asylum seekers, and exiles, this collection asks how these stories are interwoven with art, art practices, activism, reception, and (re-)presentation. It explores the complex entanglements of art and aesthetic practices with migration, flight, and other forms of enforced dislocation and border/border crossings in global contexts - the latter significant phenomena of social transformation in the twentieth and twenty-first centuries.

These entanglements take centre stage when migration shapes forms and aesthetics (and vice versa), when actors employ image politics and visualisation strategies in and about migration at different times and places, or when materialities, sites, and spaces gain importance for decision-making processes.

Giving space to these stories of art and migration and its power of pluriverse knowledge production, the book takes an art and cultural studies perspective and questions the significance of spatial changes for artistic practice in migration and elaborates on new or different theory formation. Bringing together its case studies and theoretical approaches, the argumentation unfolds over the five sections of the book Visibilities | Invisibilities, Sites | Spaces, Materiality | Materialisation, Racism | Resistance and Practices | Performativity.

A timely examination of the use of emerging technologies in the arts in recent decades, from the first wave of Virtual Reality through to the current use of Mixed, Augmented and Extended Realities. It highlights the necessity of understanding technological experiences through the assumption that all experience is embodied. An explosion of digital culture and experience has most certainly given artists and creative practitioners new ways of exploring a hybridisation of creative practices with access to technological tools only previously dreamt of. Further, there are a number of threads around digital embodiment and its centrality to the digital experience.



The book is divided into 3: Section 1 explores the whole notion of embodied experience through a study of space and virtuality, imagination, and technology. Section 2 lays the ground for a more explicit understanding of the role the body has in our engagement with the digital technologies focussing on three distinct bodies: the  gravitational body, the virtual body, and finally the hybrid body. Section 3 is split into three chronological chapters in terms of technological developments, that of VR, Virtual Worlds, and Augmented, Mixed, and Extended Realities.

While individual aspects and themes covered here can be found in some recent books, there is little that places digital embodiment within the arts in the way this book does. A unique synthesis.

Professional practice is increasingly becoming more complex, demanding, dynamic and diverse. This important and original new book considers how self-study using arts-based methods can enable purposeful reflection toward understanding and envisioning professional practice. Ideally for visual arts practitioners on all levels, this book presents a self-study model grounded in compelling research that highlights arts-based methods for examining four areas of professional practice: professional identities, work cultures, change and transitions and envisioning new pathways.

Chapters address the components of the self-study model, artistic methods and materials, and strategies for interpreting self-study written and visual outcomes with the aim of goal setting. Each chapter includes visuals, references and end-of-chapter prompts to engage readers in critical and visual reflection. Appendices offer resources and guidelines for creating and assessing self-study outcomes.

The fluctuating nature of professional practice necessitates the pursuit of discernment and clarity that can be achieved through an ongoing reflective practice. Self-study is a systematic and flexible methodology for purposeful reflection on professional practice that embraces dialogic, interpretive, rhizomatic and visual inquiry. Self-study can occur at any level of practice and in the context of work-related professional development, formal study or as a self-initiated inquiry. An arts-based self-study model for visual arts practitioners is explored and focuses on four intersectional components shaping professional practice: professional identities, work cultures and communities, transition and change within professional practice and envisioning new pathways for professional practice.

The self-study model is grounded in contemporary theory, practice and compelling research, and embraces robust strategies for understanding the complexities of professional practice that can include dual, multiple, overlapping, hybrid and conflicting professional identities, tensions within work cultures and unexpected changes within professional practice. Each chapter focuses on a component of the self-study model and an area of professional practice, concluding with references and end-of-chapter prompts that are aimed to facilitate critical reflection-on-practice and the creation of written and visual responses.

With visual arts practitioners in mind, various arts-based methods for self-study are discussed that highlight visual journaling as a key method for engaging in self-study. Interpretive research methods are discussed to guide readers in understanding the phases and processes for interpreting written and visual self-study outcomes. Processes are outlined to help readers determine key insights, themes, issues and questions from their self-study outcomes, how to use them in formulating new questions and articulating new professional goals. Several levels for interpretation are presented to offer readers options relative to their professional needs and aims.

Throughout the text, charts and visuals serve to summarize and visualize key chapter points. Images by visual arts practitioners appear throughout the text and represent a wide range of artistic media, methods and approaches appropriate for self-study. The appendices provide additional resources for enhanced understanding of chapter concepts and key terms, guidelines and rubrics for writing reflections, creating visual responses and using a visual journal in the self-study process.

Primary readership will be visual arts practitioners at all levels. Ideal for university level graduate courses or as a guide for individuals and small groups of practitioners who seek to engage in arts-based self-study as professional development.

This book presents key findings from a 4-year project that sought to understand Ethno Gatherings, an organized residential folk, world, and traditional music programme for young people aged 18-30. In response to three lines of enquiry, pedagogy and professional development, participant experience, and the impact it had upon those who attended, the authors examine the complexity of an Ethno music experience. By considering its history and current practices, the following themes are explored: non-formal music making, personal authenticity, holistic praxis, musical possible selves, intercultural music exchange, sustainability, social media engagement, song sharing, and future practices. Constructed through data drawn from participant observations, interviews, online social media analysis, onsite and video observations, surveys, and questionnaires the authors ask critical questions concerning Ethno’s history, ethos, pedagogy, and philosophical ideals. First held in Sweden in 1990, Ethno Gatherings are now located in over 40 countries worldwide and are part of JM Internationals youth music programmes. As a collection of integrated thought, the book’s purpose is to illuminate new understandings of what Ethno does to support its future growth and development.

The first English language scholarly collection of articles on the leading Berlin based German artist and film-maker Ulrike Ottinger. The articles engage with the full range of the works, from the early Berlin feature films of the 1970s and .'80s to the ethnographic documentaries also including the art exhibitions, photography shows, installations, and artist books. The book brings together feminist film theorists with art historians and cultural theorists, each with a distinctive and detailed perspective on the queer fabulist genres of Ottinger now in her 80s.

Based on over a decade of collective teaching, this volume explores the hybrid use of online and in-person collaboration as a means of offering international experience to university-level arts students. Chapters articulate a collective learning based on the experiences of the International Art Collaborations Network (INTAC), Collective Body group and related programs which the authors and contributors have participated in as educators and students.

Illustrated with photographs, screenshots and student projects, the book inspires reflection on teaching methodologies and student artmaking strategies across cultures and languages. Pedagogical and methodological topics trace an evolution of curricular approaches and use of evolving online platforms. Examples of themes and visual strategies demonstrate the power of student-directed collaborative learning. Diverse voices have been gathered through research conducted with educators and alumni connected to INTAC, providing perspectives on working collaboratively in a global context.

Student projects exemplify responses to the challenges of communication and creation that come with distanced artistic partnership. Chapters end with suggested points for conversation, whether between educators, students of art education or students entering collaborations. Although based on experiences in the visual arts, the ideas and methods are applicable to others engaging in inter-institutional education or online collaborative practices.

Fully illustrated with examples of collaborative art projects, photographs, screenshots, diagrams and posters.

This collection considers how Canadian art educators are engaging with a new range of approaches to museum education, and why educators are responding to 21st century challenges in ways that are unique to Canada.



Organized into three sections, this collection reconceptualizes museums to consider accessibility, differences in lived experiences, and how practices create impactful change.



With the overarching concept of relationality between art museums and interdisciplinary perspectives, authors consider methodological, philosophical, experiential and aesthetic forms of inquiry in regional museum contexts from coast-to-coast-to-coast that bring forward innovative theoretical standpoints with practice-based projects in museums, articulating how museums are shifting, and why museums are evolving as sites that mediate different and multiple knowledges for the future. Informed by social justice perspectives, and as catalysts for public scholarship, each chapter is passionate in addressing the mobilization of equity, diversity and inclusivity (EDI) in relation to practices in the field.



By weaving the learning potential of interacting with artworks more fully within situated and localized social and cultural communities, the authors present a distinct socio-political discourse at the heart of teaching and learning. Rupturing preconceived ideas and sedimentary models, they suggest a discourse of living futures is already upon us in museums and in art education.