Representations of Precarity in Italy

This contribution is focused on collective and individual stories of precarity in Italy. At the present time, when work and the imaginaries socially constructed around it are more and more individualised and fragmented, imaginaries and collective references – whether they be social movements, trade unions or professional groups – have given way to ever more particularistic and singular experiences, which hinder the construction of a coherent identity for workers. In this scenario the question to be asked is then: how is it possible to elaborate a new collective imaginary of precarity and reclaim new rights? After a focus on the phenomenon of precarity in Italy, this contribution move to consider the activities of the network of San Precario, a cultural phenomenon that managed to develop new kinds of social claims based on bottom-up and horizontal practices. It is then discussed that the current return to an almost exclusively individual approach to the question of precarity, which forces subjects to bear the management of their professional life trajectories. Finally, an analysis of social movements' recent efforts of self-organisation and some reflections on the possible role of social sciences in elaborating tools for planning a renewed welfare system are offered.     

Introduction: Are We All Cultural Workers Now?

Introducing a themed section entitled ‘Are We All Cultural Workers Now?’, this article explores the relation between precarity and cultural work. It argues that precarity should be understood as an experience rather than a category that allows a mapping of transformations of social class. The article also engages with current debates on cultural work and questions the proposition that changes in this area presage more general shifts in the organisation and exploitation of labour. Finally the piece introduces the four articles that make up the themed section.     

Academics,Cultural Workers and Critical Labour Studies

The aim of this paper is to locate academics within the sights of critical labour studies, and, in particular, the contemporary interest in cultural workers. Despite a growing literature about – and in response to – the transformation of the University there have been few attempts to study academics as workers. This paper argues that there are a number of parallels between academic work and the much more well-documented experiences of work in the cultural and creative industries. The paper examines the increasing experience of precariousness among academics, the intensification and extensification of work, and the new modes of surveillance in the academy and their affective impacts. The aim of the article is to build on the critical lexicon of studies of cultural labour in order to think about academic work as labour and to generate new ways of thinking about power, privilege and exploitation. It argues for the need for a psychosocial perspective that can understand the new labouring subjectivities in academia.     

‘Sent out’ and Stepping Back In: stories from young people ‘placed at risk’

This paper invokes the voices of young people who had been separated from mainstream schooling because they were positioned as ‘disengaged’ and ‘at risk of failing’. The authors argue that streaming students out of schooling needs serious questioning as an escalating number of young people are framed as non-performers within a globally competitive educational market. Throughout the paper we use critical ethnographic slices to expose the experiences of the 24 young people interviewed who together with mentors shared personal insights whilst attending a re-engagement programme in Australia in the year 2010. Their responses unearth a ‘wickedness’ and a preoccupation during their schooling with performance and school improvement. In response, we privilege student interpretations of their own marginalisation as an activist form of ‘speaking back’ to the social and economic conditions and limitations dominating their lives.     

Transpacific precarities: responding to Souvankham Thammavongsa’s Found and Rita Wong’s forage in East Asia

ABSTRACT

This essay investigates the stakes involved in responding to transpacific texts in East Asia, specifically in universities in Macau and Taiwan. It focuses on responses to two texts that represent in distinct ways precariatized lives in a transpacific frame: Souvankham Thammavongsa’s Found, a text that uncovers a path from Laos to a refugee camp in Thailand to Canada, a path made legible through a scrapbook kept by Thammavongsa’s father; and Rita Wong’s forage, a text that cuts across and between South China and North America to track the movements of peoples and goods and waste, including the movement of electronic waste (or “e-waste”). By discussing selected responses to these texts, this essay investigates how such responses can be considered as part of a long-term pedagogical process of cultivating imaginations and striving to develop forms of responsibility to what this essay calls transpacific precarities. It suggests that carefully attending to such responses, always partial and in progress, can help us to better understand Asian American studies in East Asia as it continues to evolve through acts of teaching and learning in different sites.     

Power,pedagogy and the personal: feminist ethics in facilitating a doctoral writing group

The paper explores questions of power arising from feminist facilitators running a doctoral writing group at a UK university. Butler’s [2014. Re-thinking Vulnerability and Resistance. [Online]. Accessed September 12, 2017. http://www.institutofranklin.net/sites/default/files/files/Rethinking%20Vulnerability%20and%20Resistance%20Judith%20Butler.pdf] theorisation of precarity and vulnerability inspired us to re-think normative constructions of research writing and the academic identities and subjectivities this presupposed. Our doctoral writing group was imagined as a space to think collectively and reflexively about the thesis, the multi-faceted power-dynamics at work in its production, and our relations to the text as both writer and audience. This paper antagonises some of the pedagogic consequences of inviting seemingly ‘personal’ matters into the space of the writing space and, subsequently, the doctoral text itself. We speak back to discourses that position doctoral writing as always and only an individual, and individualising endeavour, that eschews encounters with the personal and relational. Indeed, we recognise that configurations and spaces for research writing are always ‘political’.     

Literacy mediation as a form of powerful literacies in community-based organisations working with young people in a situation of precarity

This paper aims at understanding the complex relations between bureaucratic literacies, the lives of young people in a situation of precarity and the work of employees of two community-based organisations in Québec (Canada). Drawing on the perspective of the New Literacy Studies, the focus of this article is around the role of literacy mediators that can play youth workers. It also endeavours to clarify the meaning of the term precarity (précarité) by suggesting a multidimensional perspective on it. This paper reveals that literacy mediation can be a form of powerful literacies that offer opportunities to counteract dominant literacies and support new ways of learning. Finally, it suggests a reflection on the importance of the work of community-based organisations in countering the situation of precarity experienced by some young people. It underlines the fact that these organisations are also experiencing financial uncertainty and insecurity that affect their services.     

‘The lady is not returning!’: educational precarity and a social haunting in the UK coalfields

Drawing on research in de-industrialised coal-mining communities in the north of England, this article focuses on how experiences of some young people might be approached through a notion of precarity linked to the idea of a ‘social haunting’ of the coalfields. Concentrating on data gathered in the period after the 2010 change of UK government, the article considers how localities suffering under the impact of ‘austerity’ measures have also witnessed moments of vivid, carnivalesque resurgence linked to celebrations of the death of former British Prime Minister Margaret Thatcher in April 2013 and of the thirtieth anniversary of the 1984–1985 UK miners’ strike during 2014–2015. These celebrations mark a watershed in the cultural and affective life of the communities, one aspect of which relates to how young people with very different educational trajectories have become involved alongside each other in those events as a result of their different experiences of precarity.     

It Follows: precarity,thanatopolitics, and the ambient horror film

In the 2014 horror film It Follows, a teenage woman is terrorized by a fatal curse that passes from victim-to-victim via sexual intercourse. The subject of the curse is relentlessly pursued by vacant-minded assassins that take the form of friends, loved ones, and strangers. The film is set near the infamous dividing-line of Detroit’s 8 Mile Road, between what remains of the suburban working-class and the sacrifice zone of post-industrial urban triage. I argue that It Follows confronts audiences with the spectral manifestation of precarity: the deliberate and unequal redistribution of human fragility to populations who are the most socially and economically vulnerable. First, the generic shift from a specific monster to an anonymous and relentless force redeploys horror convention to draw attention to the conditions that induce horror within the prevailing socioeconomic order. Second, the film renders such precarity visible by contrasting the mise-en-scene of the suburban enclave with zones of postindustrial ruin; the relative comfort of the former predicated on the vulnerability of the latter. The film maps a landscape of postindustrial ruin, enacting a visual and narrative critique of thanatopolitics, the biopolitical organization of death under late capitalism.     

From learning to labour to learning for precarity

A demand on national economies in the 1970s was that they should begin to increase their labour market flexibility, which came to mean transferring risks and insecurity onto workers. Education was one way to prepare future workers for this new situation. The present article examines this preparation of learning for precarity some 40 years on. It is based on long-term ethnographic research in the Swedish upper-secondary school sector in particular kinds of educational programmes that have been devised and promoted as a means of integrating ‘lost pupils’ into either academic or vocational studies. The findings show this is not what is developing in practice in these programmes.