Autotheory--the commingling of theory and philosophy with autobiography--as a mode of critical artistic practice indebted to feminist writing and activism. In the 2010s, the term "autotheory" began to trend in literary spheres, where it was used to describe books in which memoir and autobiography fused with theory and philosophy. In this book, Lauren Fournier extends the meaning of the term, applying it to other disciplines and practices. Fournier provides a long-awaited account of autotheory, situating it as a mode of contemporary, post-1960s artistic practice that is indebted to feminist writing, art, and activism. Investigating a series of works by writers and artists including Chris Kraus and Adrian Piper, she considers the politics, aesthetics, and ethics of autotheory.

AIDS & Representation explores portraits and self-portraits made in response to the AIDS epidemic in America in the 1980s and 1990s. Addressing the work of artists including Mark Morrisroe, Robert Blanchon and Felix Gonzalez-Torres through the interrelated themes of sickness and mortality, desire and sexual identity, love and loss, Fiona Johnstone shows how the self-representational practices of artists with HIV and AIDS offered a richly imaginative response to the limitations of early AIDS imagery. Johnstone argues that the AIDS epidemic changed the very nature of visual representation and artistic practice, necessitating a radical new approach to conceptualising and visualising the human form. An extended epilogue considers the ongoing art historicization of the epidemic, re-contextualising the book's themes in relation to contemporary photographic works. More than just a historical discussion of the art of the AIDS crisis, AIDS and Representation contributes to an emergent body of scholarship on the visual representation of illness. Expanding the established genre of the autopathography or illness narrative beyond the predominantly textual, this important contribution to art history and health humanities sensitively unpicks the entanglements between aesthetic form and the expression of lived experiences of critical and chronic ill health.

When violence breaks out at the stands of far-right publishers at the Frankfurt Book Fair, Beatrice Deft is provoked into action. An alienated Australian high school teacher who finds herself at the centre of the global book industry, Beatrice encounters a cast of characters including the very hot Caspian Schorle (German police officer), Kurt Weidenfeld (left-wing German publisher), and White Storm (a neo-Nazi publishing organisation). Such is the premise of The Frankfurt Kabuff, a comic erotic thriller about the publishing industry originally self-published under the pseudonym Blaire Squiscoll. With The Frankfurt Kabuff Critical Edition, Blaire Squiscoll is revealed as the pen name of Beth Driscoll and Claire Squires, who created the novella in the midst of fieldwork at the Frankfurt Book Fair. Published for the first time as a full critical edition, this experimental, playful work combines critical and creative modes for new perspectives on the publishing industry and creative economies. The Frankfurt Kabuff Critical Edition enriches the novella with an introduction, annotated text, 15 essays by leading scholars and practitioners, and additional creative assemblages. This highly unusual research project offers insights for students, academics and publishers alike.

Writing Philosophical Autoethnography is the result of Alec Grant’s vision of bringing the disciplines of philosophy and autoethnography together. This is the first volume of narrative autoethnographic work in which invited contributing authors were charged with exploring their issues, concerns, and topics about human society, culture, and the material world through an explicitly philosophical lens. Each chapter, while written autoethnographically, showcases sustained engagement with philosophical arguments, ideas, concepts, theories, and corresponding ethical positions. Unlike much other autoethnographic work, within which philosophical ideas often appear to be "grafted on" or supplementary, the philosophical basis of the work in this volume is fundamental to its shifting content, focus, and context. The narratives in this book, from scholars working in a range of disciplines in the humanities and human sciences, function as narrative, conceptual, and analytical exemplars to act as a guide for autoethnographers in their own writing, and suggest future directions for making autoethnography more philosophically rigorous. This book is suitable for students and scholars of autoethnography and qualitative methods in a range of disciplines, including the humanities, social and human sciences, communication studies, and education.

Lying in the Dark Room: Architectures of British Maternity returns to and reflects on the spatial and architectural experience of childbirth, through both a critical history of maternity spaces and a creative exploration of those we use today. Where conventional architectural histories objectify buildings (in parallel with the objectification of the maternal body), the book—in the mode of creative practice research—presents a creative-critical autotheory of the architecture of lying-in. It uses feminist, subjective modes of thinking that travel across disciplines, registers and arguments. The book assesses the transformation of maternity spaces—from the female bedchamber of seventeenth- and eighteenth-century marital homes, to the lying-in hospitals of the eighteenth and nineteenth centuries purposely built by man-midwives, to the late twentieth-century spaces of home and the modern hospital maternity wing—and the parallel shifts in maternal practices. The spaces are not treated as mute or neutral backdrops to maternal history but as a series of vital, entangled atmospheres, materials, practices and objects that are produced by, and, in turn, produce particular social and political conditions, gendered structures and experiences. Moving across spaces, systems, protagonists and their subjectivities, the book shows how hospital design and protocol altered ordinary birth at home and continues to shape maternal spatial experience today. As such, it will be of interest to a wide range of readers, from architectural historians, theoreticians, designers and students to medical humanities historians, to English Literature, humanities and material studies scholars, as well as those interested in creative-critical writing.

Following the critical scepticism surrounding the notion of the ‘self’ as a singular entity during the 1960s, many artists and writers sought to test the apparent problem posed by autobiography as both a traditional genre and as a way of working. Considering the consequent emergence of autotheory, Lifework traces this shift in artistic and literary production during the late twentieth century and beyond, examining a set of diverse practices that mine the line between what it is to make art and what it is to live life. The book’s chapters connect a variety of artistic strategies that cut across medium, geography and time, uncovering how the historical marginalisation of first-person experience has taken on larger social, cultural and political implications in the contemporary moment and how the work of living might still relate to the work of art.

Stephanie Springgay’s concept of feltness—which emerges from affect theory, queer and feminist theory, and feminist conceptions of more-than-human entanglements—is a set of intimate practices of creating art based on touch, affect, relationality, love, and responsibility. In this book, she explores how feltness is a radical pedagogy that can be practiced with diverse publics, including children, who are often left out of conversations about who can learn in radical ways. Springgay examines the results of a decade-long project in which researchers, artists, students, and teachers participated in events in North American elementary, secondary, and postsecondary institutions. In projects that ranged from children learning to be critics and artists to university students experimenting with building “a public” through art, participants blended participatory art creation with academic research to address social justice issues. Springgay shows how feltness can redefine who is imagined to be capable of complex feeling, experiential learning, embodied practice, social engagement, and intimate care. In this way, feltness fosters learning that disrupts and defamiliarizes schools and institutions, knowledge systems, values, and the legibility of art and research.