"A story of transition – from male to female, and from despondency to happiness. Using recorded interview material and representative artwork, this short touches on the fear and loneliness of living in the closet, and the joy and confidence that comes with stepping into the light."
Teagan (2013) - directed by Igor Coric and Sheldon Lieberman.
"Xenofeminism is gender-abolitionist...Let a hundred sexes bloom! ...[And, let's] construct a society where traits currently assembled under the rubric of gender, no longer furnish a grid for the asymmetric operation of power… You're not exploited or oppressed because you are a wage labourer or poor; you are a labourer or poor because you are exploited..."
(The Laboria Cuboniks collective, 11 June 2015, &&& Journal)
"Studenthood is a distinctive form of identity because educational programmes themselves are almost invariably associated with transition. The formal status of being a 'student' is relatively clear cut in higher education, where people are required to undergo prescribed procedures which clearly designate them as being students. The status of student is also a transitory status, after which most will expect to become something else–a graduate, who will enjoy graduate status in a credentialist labour market.
We can therefore see higher education not only as a transitional space, but as being 'liminal'. This idea derives from the work of the social anthropologist, Victor Turner (1987), on tribal peoples who are in the midst of a passage from one status role to another. There are obvious reasons why Turner's idea of liminality cannot be transferred unproblematically to the types of status transition that are experienced in a very different type of society. Nevertheless, we argue, it is possible to draw on and develop Turner's work in thinking of a critical theory of retention."
(John Field and Natalie Morgan–Klein, 2010)
Field J & Morgan–Klein N (2010) "Studenthood and identification: higher education as a liminal transitional space" In: , Leeds: Education–line / British Education Index. 40th Annual SCUTREA Conference, University of Warwick.
"One of the simplest ways to conceptualize the becomingness of liminal space in media is to think of the virtual. In his essay 'The Reality of the Virtual,' Slavoj Žižek addresses Gilles Deleuze's notion of the virtual as 'pure becoming without being,' which is ''always forthcoming an already past,'' but is never present or corporeal. The virtual is a liminal space that consists only of its becomingness–state, and not an actual being or object to become. It exists as pure becoming that suspends both 'sequentiality and directionality'; it is a passage, but there is no line of passage."
(Allison Wright, The Chicago School of Media Theory)
"The approach we developed in working with our clients at Monitor Institute is what we call adaptive strategy. We create a roadmap of the terrain that lies before an organization and develop a set of navigational tools, realizing that there will be many different options for reaching the destination. If necessary, the destination itself may shift based on what we learn along the way.
Creating strategies that are truly adaptive requires that we give up on many long–held assumptions. As the complexity of our physical and social systems make the world more unpredictable, we have to abandon our focus on predictions and shift into rapid prototyping and experimentation so that we learn quickly about what actually works. With data now ubiquitous, we have to give up our claim to expertise in data collection and move into pattern recognition so that we know what data is worth our attention. We also know that simple directives from the top are frequently neither necessary nor helpful. We instead find ways to delegate authority, get information directly from the front lines, and make decisions based on a real–time understanding of what's happening on the ground. Instead of the old approach of 'making a plan and sticking to it,' which led to centralized strategic planning around fixed time horizons, we believe in 'setting a direction and testing to it,' treating the whole organization as a team that is experimenting its way to success.
This approach wouldn't surprise anyone in the world of current military strategy. Recent generations of military thinkers have long since moved beyond the traditional approach, most notably famed fighter pilot John Boyd. He saw strategy as a continuous mental loop that ran from observe to orient to decide and finally to act, returning immediately to further observation. By adopting his mindset (with a particular emphasis on the two O's, given our turbulent context), we can get much better at making strategy a self–correcting series of intentional experiments.
To provide structure to this fluid approach, we focus on answering a series of four interrelated questions about the organization's strategic direction: what vision you want to pursue, how you will make a difference, how you will succeed, and what capabilities it will take to get there.
The skills and mindset for today's strategic planning will come from continuously asking ourselves these questions about our organizations, programs, and initiatives. Once we accept Dwight D. Eisenhower's sage advice that 'Plans are useless, but planning is everything,' we will be ready to adapt to whatever curveballs the twenty–first century sees fit to throw."
(Dana O'Donovan & Noah Rimland Flower, 10 Jan 2013, Stanford Social Innovation Review)