Black Bodies on Lockdown: AIDS Moral Panic and the Criminalization of HIV in Times of White Injury

2019 ◽  
Vol 104 (2) ◽  
pp. 250-280
Author(s):  
René Esparza
2018 ◽  
Vol 15 (1) ◽  
pp. 55-65 ◽  
Author(s):  
Mari Korpela

Increasing numbers of “Western” families spend several months a year in Goa, India, and the rest of the time in the parents’ passport countries or elsewhere. These “lifestyle migrants” are motivated by a search for “a better quality of life”, and the parents often claim that an important reason for their lifestyle choice is that it is better for the children to be in Goa, where they have enriching experiences and enjoy playing freely outdoors, in a natural environment. This article discusses parents’ and children’s views of this lifestyle. It argues that although the lifestyle sometimes causes moral panic among outsider adults who see regular transnational mobility as a sign of instability, a closer look reveals that there are various aspects of stability in the children’s lives. Paying careful attention to the parents’ and children’s own accounts, and the empirical realities of their lives, enables us to reach beyond normative judgements.


Author(s):  
Gabriela Soto Laveaga

In my brief response to Terence Keel’s essay “Race on Both Sides of the Razor,” I focus on something as pertinent as alleles and social construction: how we write history and how we memorialize the past. Current DNA analysis promises to remap our past and interrogate certainties that we have taken for granted. For the purposes of this commentary I call this displacing of known histories the epigenetics of memory. Just as environmental stimuli rouse epigenetic mechanisms to produce lasting change in behavior and neural function, the unearthing of forgotten bodies, forgotten lives, has a measurable effect on how we act and think and what we believe. The act of writing history, memorializing the lives of others, is a stimulus that reshapes who and what we are. We cannot disentangle the discussion about the social construction of race and biological determinism from the ways in which we have written—and must write going forward—about race. To the debate about social construction and biological variation we must add the heft of historical context, which allows us to place these two ideas in dialogue with each other. Consequently, before addressing the themes in Keel’s provocative opening essay and John Hartigan’s response, I speak about dead bodies—specifically, cemeteries for Black bodies. Three examples—one each from Atlanta, Georgia; Rio de Janeiro, Brazil; and Mexico—illustrate how dead bodies must enter our current debates about race, science, and social constructions. 


2020 ◽  
pp. 49-62
Author(s):  
Jerzy Stachowicz

Parents googling for information about what their children do in the digital network find a number of alarming reports. First of all, they relate to the harmfulness of technology addiction. Why? Is the google search algorithm an amplifier of the moral panic related to online practices of teenagers? This paper attempts to analyse internet discourse including the role played by technology. To describe the phenomena I discuss, I propose the term cyber panic.


2018 ◽  
Vol 11 (2) ◽  
pp. 114-130
Author(s):  
Pavithra Nagarajan

This article explores how a single-sex school for boys of color intentionally and unintentionally (re)defines masculinity through rules and rituals. The school’s mission posits that boys become men through developing three skills: selfregulation, self-awareness, and self-reflection. Drawing from qualitative research data, I examine how disciplinary practices prioritize boys’ ability to control their bodies and image, or “self-regulate.” When boys fail to self-regulate, they enter the punitive system. School staff describe self-regulation as integral to out-of-school success, but these practices may inadvertently reproduce negative labeling and control of black bodies. This article argues for school cultural practices that affirm, rather than deny, the benefits of boyhood.


Author(s):  
Paul Lawrie

Throughout U.S. history, the production of difference, whether along racial or disability lines, has been inextricably tied to the imperatives of labor economy. From the plantations of the antebellum era through the assembly lines and trenches of early-twentieth-century America, ideologies of race and disability have delineated which peoples could do which kinds of work. The ideologies and identities of race, work, and the “fit” ’ or “unfit” body informed Progressive Era labor economies. Here the processes of racializing or disabling certain bodies are charted from turn-of-the-century actuarial science, which monetized blacks as a degenerate, dying race, through the standardized physical and mental testing and rehabilitation methods developed by the U.S. army during World War I. Efforts to quantify, poke, prod, or mend black bodies reshaped contemporary understandings of labor, race, the state, and the working body.


2021 ◽  
pp. 105268462199276
Author(s):  
DeMarcus A. Jenkins

This article builds from scholarship on anti-Blackness in education and spatial imaginaries in geography to theorize an anti-Black spatial imaginary as the prevailing spatial logic that has shaped the configuration and character of American social intuitions, including K-12 schools. As a spatial imaginary, anti-Blackness is circulated through discourses, images, and texts that tell a story of Blackness as a problem, non-human, and placeless. Anchored by the assumption that Black populations are spatially illegitimate, the anti-Black spatial imaginary marks Black bodies as undesirable and therefore extractable from spaces and places that have been envisioned for their exclusion. I consider schools as sites spatialized terror where the exhibitions of terror consist of forcing students to observe other Black bodies being forcibly removed from the classroom and school community; constant rejection of Black language, traditions, music preferences, and other cultural forms of expression; the obliteration of Black names and identities. I offer ways that school leaders can unsettle the anti-Black spatial imaginary to transform schools as sites of holistic healing and possibilities.


2021 ◽  
Vol 52 (5) ◽  
pp. 482-508
Author(s):  
Kimmika Williams-Witherspoon

Following the murders of George Floyd, Breonna Taylor and so many others, recent protest in Minneapolis, New York, Philadelphia, Chicago, Washington, DC, LA, Portland and a host of other locations, both, stateside and abroad are being framed in the public discourse as everything from radical resistance to public madness and everything in between. From the Black Lives Matter movement activist to Diversity, Equity, and Inclusion advocates, one of the key components in, both, radical resistance strategies or public expressions of cultural madness, is a ground swelling of rage! But what is rage? How can we recognize it? Historically, what has been the consequences of Black rage? And in this unique, historical moment, what if anything can be done to leverage it? Mining August Wilson’s work for definitions, instances, and consequences of Black rage, this paper interrogates August Wilson’s narratives on rage as a way to talk about the historiography and commodifying of Black rage as a way of victimizing and disposing of Black bodies in America. In this way, we hope to offer suggestions in this historical moment on how to leverage Black rage, rather than to be snared by it.


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