Category Archives: Humanities and Social Sciences

The Seasons in Quincy UK release

On 23 June The Seasons in Quincy: Four Portraits of John Berger, a film produced by Birkbeck’s Derek Jarman lab, will be released in the UK and Ireland, screening in cinemas in London, Glasgow, Manchester and Bristol, among others. It will also be available online via Curzon Home Cinema, and a DVD will come out in August. Lily Ford, Deputy Director of the Derek Jarman Lab and producer of the film, explains the significance of the film’s cinematic release for research-based film-making.

siq_ukquad_master_medThe Seasons in Quincy is the first feature-length documentary to be produced by the Derek Jarman Lab, Birkbeck’s audiovisual hub, and was made by graduate students there (Lily Ford, Bartek Dziadosz and Walter Stabb) in collaboration with Tilda Swinton, Christopher Roth, Simon Fisher Turner and Colin MacCabe.

The Seasons started out as a film-making exercise, and the open-endedness of the project as it evolved over several years allowed for a great degree of creative freedom and experiment. We were extremely lucky to have the goodwill of John Berger, and the close involvement of Tilda Swinton. We travelled to the Alps as a capsule crew, conducting our shoots as efficiently and unobtrusively as possible and without a script or fixed shotlist, then spent a long time editing each part of the film. It took two years to find the right edit for the first part of the film, ‘Ways of Listening’; we then used this to raise funds for three more chapters from the Silicon Valley Community Foundation and the Pannonia Foundation, via the University of Pittsburgh. The nature of the funding, and our home within Birkbeck, enabled the Lab to give the process the necessary time, and to involve other Birkbeck students in filming, editing and disseminating the finished film.

Over 2016 the film had a vigorous festivals run, and was distributed in the US and Canada, making us realise that there was a wider audience and some commercial potential for it. We were really delighted to get UK and Ireland distribution this year, both as recognition of the quality of the film, and to enable a broader public around the two countries to watch it on big and small screens. It is almost unprecedented for a British university to produce a feature film that is commercially viable; Birkbeck and the Derek Jarman Lab have done this.

John Berger’s humanist commitment, accessible erudition and generosity of spirit is already well known, and it gives all of us great pleasure to have preserved this in the film, now that he is no longer with us. He was of course no stranger to the camera, and we were able to draw on his broadcast past in The Seasons; in this respect the film consists of many more than four portraits. The essayistic approach we took, a hallmark of the Lab’s modus operandi, makes the film very different from a classic biographical documentary and allows space for quite unique forms of engagement with Berger’s work. The critical reception of the film, as well as the warm audience response, confirms that it is a necessary and rewarding approach.

It is this kind of filmmaking – collaborative, innovative and intellectually engaged – that a university-based organisation such as the Derek Jarman Lab can undertake. We continue to advocate for research-based filmmaking, reaching out to graduate students and faculty at Birkbeck and encouraging them to think with film. While digital video and online platforms have made the moving image a very accessible medium for research output, the success of The Seasons in Quincy shows there is also scope for more long-form and cinematic enterprises from within the academic environment.

Further information:

The pleasure of raising multilingual children

This article and podcast were contributed by Professor Jean-Marc Dewaele from Birkbeck’s Department of Applied Linguistics and Communication. His new book is Raising Multilingual Children and is published by Multilingual Matters.

Parents everywhere in the world want the best for their children. It means looking after their physical and psychological health as well as their education. I remember reading books with my wife when she was pregnant with Livia about the best ways to raise children. We felt a little overwhelmed by the amount of information and the occasionally contradictory suggestions on how to be good parents. We were also struck by the strong opinions people had about early multilingualism. Many expressed doubts about it being beneficial for the child “before a first language” settled in: wasn’t there a risk of the child ending up with a “muddled” linguistic system, unable to distinguish between the languages? Others wondered whether growing up with multiple languages might lead to an absence of clear linguistic and cultural roots for the child.

Having read my former PhD supervisor, Hugo Baetens Beardsmore’s (1982) book, Bilingualism: Basic Principles, my wife and I decided that the potential benefits of early multilingualism outweighed the potential drawbacks, and when Livia was born in London in 1996, my wife used Dutch with her, I used French, with English spoken all around us. She picked up Urdu from her Pakistani child-minder, who spoke English and Urdu with the English-speaking children. We were a bit concerned that the introduction of a fourth first language might be too much for Livia, but this fear turned out to be unfounded and her languages developed at a normal pace – though Urdu faded away after the age of two and a half when she moved to an English nursery school. From the moment she started speaking, she was perfectly capable of separating her languages, and switching from one to another effortlessly depending on the linguistic repertoire of her interlocutor. She still sounds like a native speaker in her three languages and consistently got some of the highest marks for English during her primary and secondary education. The brain of a baby is like a sponge: sufficient and regular linguistic input will allow it to absorb the languages in its environment. There is no danger of the brain ‘overheating’ because of exposure to too many languages.

Livia’s case is the first story in the book Raising Multilingual Children that has just come out. It includes Livia’s own view on her multilingualism at the age of ten and sixteen. My co-authors Greg Poarch and Julia Festman tell the story of their trilingual children. Greg’s son, Loïc, speaks two minority languages (English and Dutch) at home and uses German outside of his home. Julia’s daughter and son, Aya and Noam, grew up as trilinguals from birth, with two minority languages (English and Hebrew) at home and German outside. The situation changed when Julia’s husband passed away and the input in Hebrew dried up. Now German is the majority language spoken inside and outside of their home and English is the language used at school. Greg, Julia and I decided to pool our family experiences with three languages to produce a book for the general public informed by the academic research. We adopted an issue-related approach and agreed that we would present tips based on examples from our daily lives to highlight things that worked, and strategies that backfired with our children. The book contains concrete and practical ideas to implement multilingualism in the household.

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Knowing death

This article was written by Khyati Tripathi, a Commonwealth split-site PhD scholar from the Department of Psychology, University of Delhi, India and pursing a year of her PhD in the Department of Psychosocial Studies at Birkbeck under the supervision of Professor Stephen Frosh. Khyati has been selected for Cumberland Lodge’s Emerging International Leaders Programme on Freedom of Religion or Belief.
coffinThrough my PhD project, I am trying to understand how varied social constructions of dead bodies lead to different conceptualizations of death in a culture with a special focus on mortuary techniques (embalmment per se). Death is more than just a biological fact; it is also a social phenomenon. A dead body is the carrier of the social meanings that a culture attaches to death. Each culture has a different lens to look at the bodies whether it be male bodies, female bodies or dead bodies. Through my research I want to know how these cultural lenses differ by drawing a cross-cultural comparison between Delhi (India) and London (UK).

As a curious researcher, I have always been intrigued by the untouched complexes of human existence and death is one of them. This interest is closely tied with my experience of losing a friend in an accident when I was 14 and since then I have been on an ongoing quest to ‘know death’. I have been working in the area of death and related themes for eight years now and this journey started with my first project in  the final year of my undergraduate degree, which focused on the impact of physical health on death anxiety, where I worked with terminally ill (cancer patients), chronically ill and healthy individuals. A second research project that soon followed studied death personification i.e. how would people perceive death as a human or a person? A third analyzed the death rituals of  three religions- Hinduism, Islam and Christianity and a fourth was an ethnographic study to explore experiences of Hindu death priests of north India.

I have had many different experiences working on these projects. I remember sitting in the waiting area of the hospital where I had to meet cancer patients for my first project and not wanting to go inside thinking ‘I cannot do this’. I had presumed that none of the patients would want to talk to me about death and I would out rightly be rejected and dismissed. Gathering strength, I went inside the ward where I could see at least 15 beds. I took a right and approached the corner most one. There sat a 73-year-old man reading a newspaper. I greeted him and explained to him the purpose and objectives of my study. He replied saying, “of course, ask me whatever you want” while signing the informed consent. My interaction with him lasted almost six hours. My first ever participant made me realize that as a researcher you need to have no notions and assumptions about your field. There were quite a few  patients who wanted to talk about death with me because they did not want to talk about it with their family members. I can’t say that I was never rejected, I was – a lot and I accepted all rejections with respect. I knew that I was working in a sensitive research area and needed to be receptive.

I am asked a lot if working in this area makes me ‘depressed’. I would say no, it doesn’t but it does make me ask questions about our existence as humans. It gets overwhelming a lot of times and I distance myself when I feel saturated. My parents have been my pillars of strength. They supported me in each and every endeavor of mine and have given me the emotional care, support and motivation that I needed to continue.

I believe that life is a mystery that unfolds gradually but death is a bigger mystery because it is uncertain and this uncertainty and unpredictability about death make people anxious. Through my research, I want to study different aspects of death (ritual-based, culture-based, etc.) and contribute to the field of ‘Death Education’ in India and elsewhere.

Reframing human-predator relations

This post was contributed by Dr Simon Pooley from Birkbeck’s Department of Geography, Environment and Development Studies. His paper ‘An interdisciplinary review of current and future approaches to improving human–predator relations‘ (Pooley et al. 2017) was published in the journal Conservation Biology on 13 February 2017.

wolvesFaced with shrinking habitats and increasing competition for natural resources, large charismatic predators are under severe threat in many developing countries. In contrast, in developing countries where protection is effective, predators like crocodilians and wolves are increasing. In both cases, the impacts on predators and humans bring the challenges of coexisting with wildlife sharply into focus. This year we have already had controversy over wolf culls in Scandinavia, wolves killed in Tuscany, mountain lions and black bears have been slated for culls in Colorado, USA, and there have been crocodile attacks in Australia, Indonesia Malaysia, South Africa and Zambia (among other incidents).

Currently, the dominant approach to managing human-predator relations focuses on negative impacts and frames the issue as ‘human-wildlife conflict’. This misses the complexity of the relationships in question, omits key influencing factors, and has limited effectiveness in delivering mitigation of conflicts where they occur.

With this in mind I convened a team of experienced, open-minded experts from the natural and social sciences and the humanities, to discuss the problem of human-predator relations. We were hosted by Professor David Macdonald at WildCRU headquarters in rural Oxfordshire. Following a stimulating day of interdisciplinary dialogue, we forged the resulting profusion of ideas, perspectives and experiences into a position paper (Pooley et al. 2016).

In our paper, we review the limitations of current approaches to mitigating conflicts over predators, observing that scientifically sound recommendations have often foundered for unforeseen reasons. These include locals feeling left out of the process, the high costs in terms of time and labour of effective livestock protection methods, resistance to what locals see as infringements on their freedom of behaviour, and disagreements over what causes predator attacks (e.g. supernatural explanations versus scientific ones).

We identify fruitful perspectives on how to reframe, research and successfully intervene in conflict scenarios. Importantly, conservationists need to rethink ‘conflict’ as a framework for dealing with problematic human-predator encounters. Framing an encounter as a ‘conflict’ can polarise and redefine it. For example, when conservationists intervene to resolve conflicts the problem (and the animal) becomes identified with them. It also leads them to ignore successful examples of coexistence. Other themes include the need to understand the historical, social and political context of such encounters, and to properly engage with their (often neglected) cultural dimensions.

It is challenging to unravel the multiple dimensions of conflicts over predator management. Local experiences with and representations of predators coincide with representations circulated in the global media, which inspire and inform international conservation NGOs and their local implementation efforts. Both dimensions impact on local management practices (and resistance to these). The response to the killing of Cecil the Lion in Zimbabwe was a good example of the disjunctions that exist between local and international attitudes to charismatic predators. To some Africans it seemed Americans care more for lions than local Africans.

Another challenge is to think more rigorously about human-predator coexistence and co-adaptation. New ways of thinking about human-animal relationships being developed by social science and humanities researchers can inform this process. Humans and animals should be studied in relation to one another: it is vital to transcend disciplinary divides over who studies what and how. Stimulating approaches here include studies of human-animal geographies, and multispecies ethnography. Further useful ideas include the notion of cosmopolitan nature (it is local and global), and reflexivity about how species’ charisma influences conservation decision-making. Political ecology and peace studies can contribute to improving conflict mitigation efforts. Environmental histories of human-predator relations, and human-human conflicts over conservation, provide essential context for framing interventions.

Another challenge concerns how to reconcile scientific and cultural ways of thinking about animals. Anthropology and psychology have much to teach us about studying the perceptions, beliefs, attitudes and behaviour of humans around dangerous animals. Our understanding of attitudes towards animals is developing fast, but the factors that guide attitudes and ultimately behaviour are less well understood. Moreover, we need to consider human positions in relation to the conservation management practices we put in place.

We seek robust, effective management of destructive and damaging conflicts. However, it is seldom possible to deliver the ‘win-wins’ increasingly demanded by funders. Indeed, aiming for win-wins focusses projects on dispute resolution and technical approaches to preventing or mitigating harmful impacts. It ignores deep, ongoing underlying drivers of conflict, and differences in power and vulnerability among the key role-players.

To adequately tackle this complexity requires a more inclusive approach, open to new ideas, perspectives and approaches for understanding the drivers of what we have unhelpfully characterised as human-wildlife conflicts. It is a challenge to co-produce knowledge about such problematic relationships, without generating a paralyzing relativism. We need to achieve agreement on what constitutes good evidence, and collaborate on developing processes and methods to mitigate conflicts. We should monitor and evaluate and share the outcomes of our efforts.

In sum, conservationists need to transcend the paradigm of conflict in human-predator relations. Conservation is one (to us vital) perspective among others on such relations, and it is necessary to draw on a wider range of concepts, frameworks and approaches to understand the full range of interests and factors influencing these relationships over time and in particular contexts (local and international).

Over the last 20 years conservation biology has evolved into conservation science, recognising that we live in a human-dominated world (Kareiva & Marvier 2012). Perhaps the field needs to evolve once again, to reflect the need for collaboration across the natural and social sciences and humanities, together with those managing and living alongside predators.