In 2017, an article of conversation between Sian Bayne and Petar Jandric was published by Addleton Academic Publisher in Knowledge Cultures journal; the title is From Anthropocentric Humanism To Critical Posthuman in Digital Education. They talked about posthumanism and the relation with human learning.

Bayne is the author of The Manifesto for teaching online (2016; as Digital Education Group). She is a professor of Digital Education, the background of hers includes English literature, digitization, museum heritage, and open education. They were talking not only based on The Manifesto but also referring to Prensky's Digital native, digital immigrant (2001).

They discussed that posthumanism is important as education should see the human as the transcendent observer of the world instead of entangled with it. They also talk about cyborg and the uncanniness of digital learning, the approach, and the digital experiences of social topologies distance of students. They see no more privilege to the on-campus learning while online can be better; they call it digital privilege.

Digital education implicates learning as we already know, as simple as, that artificial intelligence like Siri and Google Translate machine are widely used. Today we live in a cyberspace with the algorithm and its uncanniness that digital society is an inevitability.

When I watched Nowhere Boy, I see just a rebel teen who wants to be as cool as Elvis. Elvis was well-known as a man broke the racial wall, but I think Lennon only loved him just because he was cool. Through time, Lennon changed; mature, and wise. He was no more obsessed with the coolness but consciously shout for peace. At the time after The Beatles, John Lennon became such an anti-war activist. 

The fact that pop artist may give some influences is interesting. How tough he refuses to be liked or loved for his values or idealism, he will face the fact that some of his fans only love him just because he is cool, cute, or something. Although the number of mass may be something precious. He can utilize them to move them into his values or idealism.

Anti-war, Woodstock 1969, and Flower child is such a nice branding of activism. That discourse of anti-war wouldn't be that huge if it's not included aestheticism and communities' experiences. Some people came because of the value, they already into it. But maybe, some of them just intended to get music vacation and weeds. If someone has a big affective into Jimmy Hendrix's music, he will learn his idol, goes into the body and the soul of his idol. Because it brings a value, they will, probably, plunge into it. 

The activist may already know this as a strategy to gather and move the people. Activism needs a pop division. Idea meaning nothing without mass. In order to build community, people outside the discourse need to be baited with something aesthetic and cool that the activism will be stronger with more people. Whether or not they go deep into the discourse, it's matterless, but education also important that it won't be valueless. 

This division not only works with the pop star in the music scene but also anything in the pop culture: visual arts, merchandises, anything. Some arts represent some activism value, for example, stencil and graffiti or maybe a collage work. It also works in merchandise like a style of fashion or graphic on a T-Shirt just to justify someone is a part of communities.

In addition, this kind of strategy works not only on non-profit activism but also political winning and advertisement of some products. It's cool I think.

Sylvia Pantaleo from the University of Victoria, Canada wrote an article titled Language, Literacy and Visual Texts in 2015. It was published in English in Education Journal, 2015. This article tells us that the learning process will affect students' responses, understanding, interpretation, and analysis of images if the teacher focuses on visual design and composition.

Horst Waldemar Janson, a professor of art history and also known as the publisher of History of Art once said that art has been called a visual dialogue, for it expresses its creator’s imagination; and we need active participation. If we cannot literally talk to a work of art, we can at least learn how to respond to it. Arts focused on visual design and composition actually a text semiotically bringing meanings.

It finds that students need to be developed at their visual skills that they can analyze and interpret any communications with visual media. The understanding will help the students to face their examination, affect their comprehension, analysis, interpretation, and help to design.

This article gives more understanding of visual texts and semiotics. To ELT and other learning processes, it will help the teachers to build a learning media utilize the visual tools such as colours, line, point of view, typography, layout, framing and border, also speech bubble and balloons. Thus, the students (visual-based learners) can learn easier.

In 2006, Otelemate G. Harry from University of the West Indies, Mona, Jamaica wrote an article titled Jamaican Creole. It was published in the Journal of the International Phonetic Association. This article describes some important aspects of the synchronic phonetics and phonology of Jamaican Creole. Jamaican Creole, also known as 'Patwa', is one of the primary creoles in the Caribbean.

As a phonological study, this article focuses on the findings of vowels, consonant, also intonation and prosody that distinguish. This article refers to Dictionary of Jamaican English (1967/1980) by Frederic G. Cassidy. He was well-known as a professor who advocated Jamaican language. This article also refers to the other publications that had been published before such as Studies in Caribbean Language (1983) by Carter, Jamaican Pronunciation in London (1973) by Wells.

It shows that there is a difference between Eastern and Western Jamaica in the [h] usage. It also found that there are labialisation and palatalisation before a back vowel followed by a non-back vowel, and also weakening and neutralisation of consonants. Some long vowels in this creole are represented as a sequence of short vowels, and mid vowels cannot occur within a syllable.

This article gives more understanding of the sociolinguistic study for the students. In this case is Atlantic English-lexifier creoles in Jamaica.
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