Tony Thwaites

Molly and Bloom in the Lists of "Ithaca"

What miscellaneous effects of female personal wearing apparel were perceived by him? A pair of new inodorous halfsilk black ladies’ hose, a pair of new violet garters, a pair of outsize ladies’ drawers of India mull, cut on generous lines, redolent of opoponax, jessamine and Muratti’s Turkish cigarettes and containing a long bright steel safety pin, folded curvilinear, a camisole of baptiste with thin lace border, an accordion underskirt of blue silk moirette, all these objects being disposed irregularly on the top of a rectangular trunk, quadruple battened, having capped corners, with multicoloured labels, initialled on its fore side in white lettering B.C.T. (Brian Cooper Tweedy). (U 17.2090–2100)

Circuits of meeting and telling: Joyce, psychoanalysis, and narration

Ulysses commemorates the meeting of Joyce and Nora in more thoroughgoing ways than the incidence of a date. It is also in many ways a book about meetings—about their fatefulness and what “Ithaca” will call their “imprevidibility” (U 17.980); about what follows and what does not follow from them; about the futures to which meetings do, or do not, lead; and about the ways in which those future events not yet encountered cast their shadows before them and revise and rewrite what has led up to them, in all sorts of retrospective arrangements.

'Vigilant Hospitality': The Online Imperative and Teaching Cultural Studies

• Information technology (IT) sees information as a fluid, to be stored, regulated and exchanged. This is a profoundly economic model, whose dreams are those of the marketplace — and now, university managers. But no teacher, of course, holds that teaching can be reduced to the movement of information from one point to another. Teaching is never quite absorbed into the models of IT. Where they meet, we do not have the utopia of the virtual classroom, at last freed from the strictures of timetables and the face-to-face; we have, rather, the grinding of two radically irreducible models. This has nothing to do with Luddism; on the contrary, it is the value and necessity of IT for us at present, as teachers. At a time when the tertiary sectors massive investment in IT is motivated in part by its own dream of the teacherless classroom, one of the pressing tasks for us may be simply to argue as rigorously as we can the structural necessity of our own position as teachers, without nostalgia or humanist sentimentality. •