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Subtexts are all around us. In conversation, business transactions, politics, literature, philosophy, and even love, the art of expressing more than what is explicitly said allows us to live and move in the world. But rarely do we reflect on this subterranean dimension of communication. In this book, renowned classicist and scholar of rhetoric Laurent Pernot explores the fascinating world of subtext. Of the two meanings present in any instance of double meaning, Pernot focuses on the meaning that is unstated-the meaning that counts. He analyzes subtext in all its multifarious forms, including allusion, allegory, insinuation, figured speech, irony, innuendo, esoteric teaching, reading between the lines, ambiguity, and beyond. Drawing on examples from figures as varied as Homer, Shakespeare, Molière, Proust, Foucault, and others, as well as from popular culture, Pernot shows how subtext can be identified and deciphered as well as how prevalent and essential it is in human life. With erudition and wit, Pernot explains and clarifies a device of language that we use and understand every day without even realizing it. The Subtle Subtext is a book for anyone who is interested in language, literature, hidden meanings, and the finer points of social relations.

Gluck has long been celebrated for his operatic reforms. This article examines the role of the orchestra in Gluck's reformed style. I trace how Gluck's audiences learned new audile techniques in order to understand the role of his instrumental accompaniment. This form of listening posed challenges: some eighteenth-century listeners struggled to understand the role of the orchestra. The ‘naturalness’ so prized in the reformed style was achieved, I argue, by having the orchestra take on a larger role, but one that was rhetorically sublimated to the text. This is naturalised today: from Wagnerian music dramas to contemporary films, orchestral accompaniment often serves as a sonic commentary. The tensions in Gluck's reception, then, point to a seismic shift in the history of listening, showing how audiences came to understand the orchestra as a subtext. Gluck's orchestra offers broader lessons for musicology today, in particular for the burgeoning subfield of timbre studies: the form of ‘orchestral listening’ required for Gluck's operas is a form of timbral listening avant la lettre. While timbre is often invoked in order to escape musicology's traditional disciplinary ideologies, the story of Gluckian operatic drama points to the ways that orchestral listening emerged only through acts of disciplining and restraint.

This long awaited collection brings together in one volume the definitive essays on Anton Chekhov by renowned Chekhov scholar Robert Louis Jackson, including work that has never appeared in English as well as brand new essays published here for the first time. The volume offers a series of “slow” readings that yield insight after exquisite insight. They also model fruitful ways of discerning the rich complexity of Chekhov’s deceptively simple work. The volume’s introduction by Robin Feuer Miller captures beautifully what Jackson undertakes in his careful scrutiny of Chekhov’s text. The editor’s afterword by Cathy Popkin includes passages from the editorial correspondence in which Jackson reflects on his work and articulates his aspirations; the authorial voice thus resounds in the section Jackson expected to write himself. The editor also outlines the arguments and insights of Jackson’s remarkable unfinished essays. Finally, an appendix provides the full text of his virtually complete but still open-ended treatment of “On Official Business,” the story Jackson returned to repeatedly for decades, the previously unpublished culmination of his life’s work on Chekhov. Essays on Anton P. Chekhov: Close Readings is fully accessible to readers without knowledge of Russian while also providing complete documentation for scholars in the field.

This paper proposes to use the tools of literary analysis (the reference to subtexts) and of linguistics (metaphor and metonymy) to shed light on the work/labour controversy and, beyond that, to map the galaxy of representations of work/labour through a study of the meanings associated with work/labour in several languages. It aims to provide a set of theoretical tools that can be used to find a common language in order to discuss digital work/labour issues as a subcategory of work/labour issues in general.

Gender representation is inherently a part of child-oriented media that plays a significant role in childhood identity development, and the lack of positive queer representation may lead to unfair treatment of queer youth. An art classroom cannot be a space for exploration and risk-taking if art teachers are unaware of how to structure an appropriate environment for queer curricula. Recognizing the circumstances, we categorize queer representations in media as queer main-text and queer subtext. (Queer representation can be utilized as a foundational approach for cultivating pre-service art teachers’ visual literacy regarding two aspects: (1) the sensibility of decoding visual spectacles of queer representations, and (2) the actions of encoding visual messages for educational application. With a mind-set of advocating for diversity, pre-service art teachers can critically and logically refute normative interpretations of LGBTQ+ representations in media, create a space for open exploration of LGBTQ+, and reveal and neutralize top-down power relationships within K—12 art classrooms. Further, pre-service art teachers will be better primed to take on a leading role in advocating for LGBTQ+ themes, and they will be encouraged to create an appropriate place for queer students to feel welcome to express themselves, but also a place where students can experience open-mindedness and empathetically embrace diversity.

Many within society are working to address issues of otherness and the ways people discriminate against others in various ways such as racism, sexism, ageism, ableism, and classism. In this paper we do not pretend to offer a solution, but we wish to add to the understanding of the complexities at play. We consider the importance of how our developmental negotiation and resolution of early childhood processes of separation and individuation incline us to adopt and move between four different existential-relational positions, each of which colors how we experience ourself in relation to our own self and to other selves. To illustrate how this can dynamically manifest in ways pertinent to the embrace of otherness, we draw on our experiences as psychological consultants to university students, administrators, and faculty.

Purpose This paper aims to challenge the alleged gender-neutral character of Argyris and Schön’s theory of organizational learning (1978). While theories in organizational science seem gender neutral at the surface, a closer analysis reveals they are often based on men’s experiences. Design/methodology/approach This paper uses the method of gender subtext analysis, centering on gendering and its interaction with gender, class and race. Findings The dichotomous learning scheme of Argyris and Schön, in which a limited learning approach with alleged masculine values and interaction styles is opposed to an ideal learning approach with feminine values and interaction styles, is related to Bendl’s subtexts of feminization and of unconscious exclusion and neglect in organizational theories. To overcome the binary character of the theory, a gradient and contextualized approach to organizational learning is proposed. Originality/value This paper is the first to apply gender subtext analysis to theories of organizational learning and, thus, to analyze their gender subtext.

We can definitely say that the SARS-CoV-2 pandemic has changed our lives in such a complex way that it may take us a long time to investigate the ever-branching consequences upon all aspects of our existence. It has come with restrictions, impositions and limitations, established by the authorities and meant to keep the pandemic under control. It was only natural for such forced requirements to be met with protest, as opposing what one deems as infringing upon one’s rights and freedoms is still considered to be a basic human right. Yet, as with everything else in this world, the truth is always in-between, at the intricate crossroads of inter-twining concepts such as human rights, freedom of choice, (mass-)manipulation, conspiracy theories, and individual and mass-psychology. When tackling the numerous and diverse protests that have divided the world over restrictions to be observed or over the vaccination process, Critical Discourse Analysis (CDA) may be regarded as providing a complex view on such matters, revealing the sub-text of what we see and hear nowadays. And let us not forget that, as far as segregation is concerned, one of the oldest tricks in the book reads “Divide et impera!”