Ghosts of Futures Present: Photographs in the Filipino Migrant Archive

McKay, Deirdre

doi:10.1080/08949460802156466

Cited by 15 publications

(3 citation statements)

References 16 publications

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“…While the mobilities paradigm (Sheller and Urry 2006) highlights how subjectivities are configured through relations with people and places (Conradson and McKay 2007: 168; see Berg 2014: 2), anthropological approaches to subjectivity privilege the “internal life of the subject” (McKay 2008: 382). We suggest that children who are sent to boarding school in Nigeria, and then back to the UK for school holidays, experience a continual process of mobility, and subsequently develop transnational lives.…”

mentioning

confidence: 99%

Challenging Global Geographies of Power: Sending Children back to Nigeria from the United Kingdom for Education

Kea

Maier

2017

Comp Stud Soc Hist

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West Africans have a long history of investing in their children's education by sending them to Britain. Yet, some young British-Nigerians are being sent to Nigeria for secondary education, going against a long historical grain. The movement of children from London to Nigeria is about the making of good subjects who possess particular cultural dispositions and behave in such a manner as to ensure educational success and the reproduction of middle class subjectivities within neoliberal globalisation. We maintain that this movement highlights the way in which global geographies of power -rooted in a colony -metropole divide -are being challenged and reconfigured, serving to provincialize the U.K., through the educational choices that Nigerian parents make for their children. Such small acts disrupt imagined geographies and particular spatial and temporal configurations of progress and modernity, in which former colonial subjects have travelled to the metropole for education, whilst generating counter narratives about Nigerian education, society and economy. Yet, the methods to instil new dispositions and habits in the contemporary Nigerian educational context are informed by the British educational colonial legacy of discipline through corporal punishment. Physical punishment was central to the civilizing mission of British colonial educational policy. Consequently, the choice to send children to school in Nigeria, and other African countries, as well as challenging global geographies of power, sheds light on the continued relevance of the colonial educational legacy and its disciplinary strategies which are, in turn, part of the broader project of modernity itself.

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confidence: 99%

Challenging Global Geographies of Power: Sending Children back to Nigeria from the United Kingdom for Education

Kea

Maier

2017

Comp Stud Soc Hist

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“…Clearly then, even if Carding never really got to talking about what the images might have meant, he was, to a degree, deconstructing the conceptual arguments that he thought were embedded in them. This particular reaction concretises the idea that no matter how one tries to pin down the meaning of a photograph at the moment of production, one cannot really pin down how viewers might interpret it at the moment of consumption (see Barthes 1981;McKay 2008).…”

Section: Voice As Heard: On the Mediation Of Image Consumptionmentioning

confidence: 87%

“…But then again, this mode also raises the issue that those viewing the photographs might interpret visual narratives in ways that are less aligned with the migrantsÕ original intent. Instead, these viewers might have an understanding of the images that are more in line with the dominant discourses of the particular society or the particular social domain in which they are embedded (for example, see McKay 2008).…”

Section: The Photographic Modes and Migrant Voicesmentioning

confidence: 99%