Intellect 2023 Collection

Tribal Streetwear is lifestyle streetwear brand that seeks to represent a variety of southern California sub-cultures that includes graffiti, street art, skateboarding, surfing, tattoos, hip hop, breakdancing, punk, lowriders, and custom culture. Based in San Diego, California, Tribal has strong Chicano roots in its aesthetic and spans the globe with retail stores on several continents.

The text presents a series of articles, essays, and personal reflections that explore the various dimensions of Tribal Streetwear, and how the impact of their designs continues to balance the precarious act of being relevant and responsible with their resources.

The book is divided into four sections.

Section 1 features essays that set a context for the text. This includes a history of Tribal and where it fits within the history of streetwear, a personal narrative of the founding of Tribal, and lastly an essay on the uniqueness of southern California aesthetics and the fascination with this southern California inspired fashion.

Section 2 is a series of interviews with notable artists, musicians, and cultural tastemakers that have contributed toward street culture and Tribal. These include Mr. Cartoon (tattoo artist), RISK (graffiti artist), PERSUE (street artists), Mike Giant (tattoo artist), Dyse One (graffiti artist), Craig Craig Stecyk III (skateboard culture), Bob Hurley (surf culture), and the Beastie Boys (hip hop).

Section 3 includes a series of invited and peer-reviewed academic articles on distinct subjects within the street culture genre that further dive into the inputs and influences of Tribal Streetwear. They include breakdancing, surfing, skateboarding, graffiti, street art, tattooing, music (hip-hop/punk), lowriders, custom culture, and Chicano Studies.

Section 4 is a series of photo essays that capture the three decades of Tribal Streetwear and serves as a visual history of the brand and the evolution of its graphics. 

Performance Art in practice – pedagogical approaches opens up a variety of philosophies that explore, explain and challenge Performance art and introduces a range of practices used in higher level education.



The book is a collection of nine independent essays. All the writers have several years of practice as artists, curators, teachers, professors, researchers and in establishing performance art education in Finland. The essays explain, challenge and deconstruct performance art from various angles: the body as a tool and a base of identity, self as material, pedagogic acts of dissidence, challenging societal questions without politicing art, building sustainable artwork based on emotions, intuition and research, using Fluxus scores in contemporary practices etc. are all topics dealt by the writers of Performance Art in practice – pedagogical approaches.



The essays are written from a practical point of view: how do we concretely teach performance art, why have we chosen these ways and what are the outcomes. Teaching the experimental art form, that doesn’t wear a uniform and relies on ever changing time and space isn’t all evident. Deconstructing performance art and reconstructing pedagogy springs out ideas that are relevant also elsewhere in the contemporary society. 



The book challenges art school institutions: Individuality bound to collegiality, fruitful dialogue that bases on trust and sharing with a sociologically and politically challenging curricula come out in texts written by Aapo Korkeaoja, Eero Yli-Vakkuri, Jussi Matilainen, Pia Lindy and Tuomas Laitinen that refer to the remote countryside campus of SAMK Kankaanpää school of art. More urban perspective with philosophies, research interests and pedagogic practices at The University of Arts Helsinki are opened up by Tero Nauha, Annette Arlander, Pilvi Porkola and Leena Kela in their essays.

This collection seeks to explore alternative definitions of bounded identities, facilitating new approaches to spatial and architectural forms. Taking as its starting point the emergence of a new sense of ‘boundary’ emerged from the post-19th century dissolution of large, heterogeneous empires into a mosaic of nation-states in the Islamic world. This new sense of boundaries has not only determined the ways in which we imagine and construct the idea of modern citizenship, but also redefines relationships between the nation, citizenship, cities and architecture.

It brings critical perspectives to our understanding of the interrelation between the accumulated flows and the evolving concepts of boundary in predominantly Muslim societies and within the global Muslim diaspora. Essays in this book seeks to investigate how architecture mediates the creation and deployment of boundaries and boundedness that have been devised to define, enable, obstruct, accumulate and/or control flows able to disrupt bounded territories or identities.

More generally, the book explores how architecture might be considered as a means to understand the relationship between flows and boundaries and its implication of defining modern self. The essays in this volume collectively address how the construction of self is primarily a spatial event and operated within the crucial nexus of power-knowledge-space.



Contributors investigate how architecture mediates the creation and deployment of boundaries and boundedness, how architecture might be considered as a means to understand the relationship between flows and boundaries and its implications for how we define the modern self.

Part of the Critical Studies in Architecture of the Middle East series. 

Over 200 observational drawings created every day from the same window reveal life in an ordinary English street in extraordinary times.



This visual record and accompanying prose is a unique meditation on place, nature, community, time and mental well-being. Through this qualitative work we gain insight into the individual and collective experience and place-specific impacts of the pandemic, as opposed to the quantitative statistics of mortality and infection rates that characterise daily media soundbites and scientific discourse surrounding lockdown.



Five themes are central to the drawings, highlighting the environmental and social factors influencing daily life, and how these can be perceived and recorded via observational drawing: ‘framing space’ foregrounds the importance of widows as an interface between interior and exterior worlds; ‘observing nature and the built environment’ celebrates the street and garden as sites of human-nature relations that support well-being; ‘watching people’ focusses on the activities typify living under lockdown including isolation, socially distanced interactions and working from home; ‘drawing’ reflects on the multiple professional and personal benefits of drawing; and mindful awareness is discussed throughout, affirming the value of appreciating everyday life through drawing practice.

This collection explores critical and visual practices through the lens of interactions and intersections between pattern and chaos. The dynamic of the inter-relationship between pattern and chaos is such as to challenge disciplinary boundaries, critical frameworks and modes of understanding, perception and communication, often referencing the in-between territory of art and science through experimentation and visual scrutiny. A territory of 'pattern-chaos' or 'chaos-pattern' begins to unfold.



Drawing upon fields such as visual culture, sociology, physics, neurobiology, linguistics or critical theory, for example, contributors have experimented with pattern and/or chaos-related forms, processes, materials, sounds and language or have reflected on the work of other artists, scientists and scholars. Diagrams, tessellations, dust, knots, mazes, folds, creases, flux, virus, fire and flow are indicative of processes through which pattern and chaos are addressed.



The contributions are organized into clusters of subjects which reflect the interdisciplinary terrain through a robust, yet also experimental, arrangement. These are 'Pattern Dynamics', 'Morph Flux Mutate', 'Decompose Recompose', 'Virus; Social Imaginary' and 'Nothings in Particular'.

If the Punisher became a valuable piece of intellectual property during the closing decades of the twentieth century, he has become a global icon in the twenty-first. In this pathbreaking study, Kent Worcester explores the sometimes ridiculous and often socially resonate storyverse of the most famous rageaholic in popular culture: Frank Castle, aka the Punisher.



Worcester pays particular attention to nearly five decades' worth of punishment-themed comics and graphic novels published between the 1970s and the present day. These texts provide the material resources for a close reading of the Punisher's distinctive and extreme form of justice discourse. Punishment, after all, is a political and social construct. Violence does not imply or claim legitimacy. Punishment does. To talk about punishment is to ask who deserves to be punished, who decides who deserves to be punished, and what form the punishment should take. All costumed heroes have their political moments; the Punisher is political.



Frank Castle inhabits the most politically engaged corner of the entire Marvel Universe. His adventures should attract our interest for precisely this reason.

This book offers a range of approaches to teaching higher education design students to learn to design collaboratively and creatively, through transdisciplinary, multidisciplinary, cross-disciplinary and interdisciplinary learning experiences.



It highlights that the premise of traditional disciplinary silos does little to advance the competencies needed for contemporary design and non-linear career paths. It makes the point that higher education should respond to the impacts of a changing society, including fluctuating market demands, economic variations, uncertainties, and globalization.



Chapters highlight approaches that address this changing landscape, to meet student, industry and societal needs and reflect a range of design education contexts in which the authors have taught, with a focus on experiences at the Queensland University of Technology, Australia, but also including collaborations and comparative discussions elsewhere in Australia and globally, spanning Europe, Asia, the Middle East, and the United States.



The book is positioned not as a definitive theoretical model for transdisciplinary design education but instead as a collective of chapters in which many forms of learning are explored through overarching themes of curriculum design and experiential and authentic learning and collaboration, transforming professional identities, and design cultures.

This book focuses on the culture and politics involved in building hip-hop archives. It addresses practical aspects, including methods of accumulation, curation, preservation, and digitization and critically analyzes institutional power, community engagement, urban economics, public access, and the ideological implications associated with hip-hop culture’s enduring tensions with dominant social values.

The collection of essays are divided into four sections; Doing the Knowledge, Challenging Archival Forms, Beyond the Nation and Institutional Alignments: Interviews and Reflections. The book covers a range of official, unofficial, DIY and community archives and collections and features chapters by scholar practitioners, educators and curators.



A wide swath of hip-hop culture is featured in the book, including a focus on dance, graffiti, clothing, and battle rap. The range of authors and their topics span countries in Asia, Europe, the Caribbean and North America.

Two scripts were created in 2017 from the same source materials: preserved song lyrics from a performance created in 1943 in the Terezin Ghetto called Prince Bettliegend (the Bedridden Prince), the popular 1930s jazz melodies to which those lyrics were set, and fragments of testimony by survivors who performed in or witnessed that production.



The development processes took place under the auspices of the £1.8 million AHRC-funded project Performing the Jewish Archive. PtJA co-investigator Lisa Peschel has spent the past two decades researching theatrical performance in Terezin, and the project’s planned performance festivals in Australia and South African in the summer of 2017 afforded a unique opportunity to allow Prince Bettliegend to speak to our present. Peschel synthesized the existing materials into a rough plot outline, then collaborated with local production teams at the University of Sydney (produced by Joseph Toltz, directed by Ian Maxwell) and Stellenbosch University (directed by Amelda Brand) to reconstruct/recreate/re-imagine the play.

Both teams were extraordinarily sensitive to questions of trauma and pleasure in the original performance, and those questions manifested themselves in different underlying themes that emerged with each production. During the first, month-long development process at the University of Sydney (July 2017), Peschel, Maxwell and Toltz worked together to refine the plot outline, Toltz and musical director Kevin Hunt explored the 1930s music with the entire production team, then the actors, recruited from Sydney’s alternative theatre scene, developed the performance through improvisation. Due to fortuitous accidents of casting, a theme soon emerged that dovetailed with the historical reality of the ghetto: the desire of the older prisoners to protect the youth.

While the Australian production was still in development, the South African team at Stellenbosch University, led by Amelda Brand, began creating their own version. Their performance was based on the same plot outline and, to some extent, the same text developed by the Sydney performers, but their production diverged radically due to their interest in addressing issues of more immediate interest to the multi-racial student case: race and power. Their musical approach also diverged: music director Leonore Bredekamp created a hybrid of 1930s jazz and klezmer music.

Part I of the book is composed of a series of essays about the original material and about each production. The essays, written by Peschel and key collaborators on each development team, explore the Terezin production and both reconstructions. Part II comprises the scripts. Although the texts themselves are similar, detailed stage directions and illustrations make clear how each manifested its own themes.

Part of Intellect's Playtext series.

This edited collection offers global perspectives on the transverse, boundary-blurring possibilities of community arts education.

Invoking ‘transversality’ as an overarching theoretical framework and a methodological structure, 55 contributors – community professionals, scholars, artists, educators and activists from sixteen countries – offer studies and practical cases exploring the complexities of community arts education at all levels.

Such complexities include challenges created by globalizing phenomena such as the COVID-19 pandemic; ongoing efforts to achieve justice for Indigenous peoples; continuing movement of immigrants and refugees; growing recognition of issues related to equity, diversity and inclusion in the workplace; and the increasing impact of grassroot movements and organizations.

Chapters are grouped into four thematic clusters – Connections, Practices, Spaces and Relations – that map these and other intersecting assemblages of transversality. Thinking transversally about community art education not only shifts our understanding of knowledge from a passive construct to an active component of social life but redefines art education as a distinctive practice emerging from the complex relationships that form community.