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Introduction : inventing the young black male : race, science, and power -- "We are men, the rest are something else" : rewriting social Darwinism as a "revelation of the white man" -- "To make a name in science. and thus to raise my race" : scientific manhood in the age of Du Bois, 1893-1963 -- "We regarded with pride all the male members of the family" : E. Franklin Frazier from founding fathers and masculine proletariats to the bourgeois "lady among the races" -- Horace Cayton's wars : the race man, psychoanalysis, and the politics of black emasculation -- "Boys cannot learn to be men in a manless family" : from class to gender in the black boy crisis, 1940-1965.

From bustees to blots, this essay traces the migration of disenfranchised Bangladeshi families from Dhaka to Queens, and finally to Banglatown, Detroit, which is home to one of the largest Bangladeshi populations outside of Dhaka. Regardless of urban context, residents face forces such as governmental neglect, rising rents, and racial scrutiny that prevent them from achieving socio-economic stability. The persistence of residents to overcome these challenges undoubtedly leaves a mark on the urban environment, where the informal appropriation of space to suit individual needs can be found across densities, architectural typologies, and geographic contexts. This informality can be more easily understood through the bustees settlements in Dhaka, although the occupation of illegally converted housing units in Queens and property expansion into vacant parcels in Detroit have provided opportunities for communities to acquire a sense of agency over their neighborhoods. The transition from Dhaka to Banglatown illustrates the need to acquire some sense of tenure and community; through this aspiration, the appropriation of habitat persists as a layered emancipatory process of adaptation where static and kinetic can coexist. ; https://deepblue.lib.umich.edu/bitstream/2027.42/154730/1/Lindquist_BusteestoBlots.pdf

In this piece, Lindquist provides a toolkit for working with Indigenous youth through media arts. In doing so, she braids the three themes of the Symposium together: Indigenous, digital, and youth issues. Here, she presents her work as part academic article, part toolkit. The toolkit includes four examples of media arts justice activities that can be used to engage and support youth as they make connections between local and global issues. These activities were used by nehiyaw youth from Frog Lake First Nation who were attending Heinsburg Community School with support from Native Youth Sexual Health Network. Each activity includes a step-by-step guide, as well as background information on the relevance for young people as well as the scholarly community. They are grounded in both project- and place-based pedagogical approaches, and have benefits for Indigenous and non-Indigenous students. Lindquist theorizes around these examples throughout using Indigenous feminisms, reproductive justice, and education-based frameworks and thus bridges the gap between scholar and practitioner. This toolkit is emerging as a bridge between where we are at now and what we can imagine.

This provocation arises from ongoing research exploring why governments have not relied more heavily on great advances in a range of digital tools and visualization techniques which can show the complexity of complex policy and administrative challenges, for the purposes of analysis and advising, engaging the public when debating issues and solutions, and for accountability. Previous research identified three distinct, but overlapping, domains of visual practice, reviewed the respective literature, attended conferences, and met practitioners, and considered how the tools and the resulting visual representations might intersect with the policy-making process. This provocation, based on participation in the 4th Annual International Conference on Visual Methods in Brighton in September 2015, incorporates the realm of Visual Methods as a fourth domain of visual practice. It also brings to the field of Visual Methods questions and observations about the relationship between similarities among the different domains of visual practice, the logic and values behind visual practice, and explores the macro context of visual practice contributions and policy-making.