Transbeauty IKKO

Diva Nation ◽  
2018 ◽  
pp. 133-150
Author(s):  
Jan Bardsley

This chapter explores how Ikko, transgender celebrity make-up artist and lifestyle-guide author, uses her personal story and beauty expertise to encourage all women to find self-confidence. The chapter analyzes Ikko's performances in diverse venues: music videos; high school visits; the promotion of beauty tourism to Korea; cameo film appearances; lifestyle guides; and television appearances. It is shown that in all venues, Ikko openly discusses her own history of overcoming personal adversity, offering her life as what Eva Illouz has termed a therapeutic biography and employing a language of recovery to inspire others. It is argued that this call to a personal aesthetics of virtue, beauty, and self-cultivation can lead to social change, even when the diva does not seek political action.

1984 ◽  
Vol 54 (3) ◽  
pp. 321-329 ◽  
Author(s):  
Roberta Snow ◽  
Lisa Goodman

This chronicle describes a senior high school curriculum that addresses four areas: personal values as a basis for political views, technological aspects of the nuclear arms race, the history of the nuclear arms race, and action for social change. Roberta Snow has played a key role in the development of the curriculum and has taught it many times. Here she joins with Lisa Goodman to provide a composite picture of the experience they and others across the country have had in using the curriculum.


Sexualities ◽  
2020 ◽  
Vol 23 (8) ◽  
pp. 1417-1433
Author(s):  
Chris Brickell

Is same-sex marriage a recent outcome of concerted political action, or does it have a much longer history? This article critically examines the historical tensions and complexities around same-sex marriage by focusing on the New Zealand context. It argues that same-sex marriage is not simply a matter of legal provisions, but also reflects shared customs and incipient forms of politics that took hold before the era of marriage equality and have since been further transformed. By offering an overview of the New Zealand situation between the mid-19th century and the present day, this article examines the cultural and political complexities of same-sex marriage in order to tease out the intricate intersections between historical continuities and social change.


Author(s):  
David Estlund

Throughout the history of political philosophy and politics, there has been continual debate about the roles of idealism versus realism. For contemporary political philosophy, this debate manifests in notions of ideal theory versus nonideal theory. Nonideal thinkers shift their focus from theorizing about full social justice, asking instead which feasible institutional and political changes would make a society more just. Ideal thinkers, on the other hand, question whether full justice is a standard that any society is likely ever to satisfy. And, if social justice is unrealistic, are attempts to understand it without value or importance, and merely utopian? This book argues against thinking that justice must be realistic, or that understanding justice is only valuable if it can be realized. The book does not offer a particular theory of justice, nor does it assert that justice is indeed unrealizable—only that it could be, and this possibility upsets common ways of proceeding in political thought. The book's author engages critically with important strands in traditional and contemporary political philosophy that assume a sound theory of justice has the overriding, defining task of contributing practical guidance toward greater social justice. Along the way, it counters several tempting perspectives, including the view that inquiry in political philosophy could have significant value only as a guide to practical political action, and that understanding true justice would necessarily have practical value, at least as an ideal arrangement to be approximated. Demonstrating that unrealistic standards of justice can be both sound and valuable to understand, the book stands as a trenchant defense of ideal theory in political philosophy.


2010 ◽  
Vol 4 (1) ◽  
pp. 239-253
Author(s):  
Sean Wiebe

In this paper I explore the connection between a/r/tography and poetic inquiry, and how together they cultivate multiple ways of understanding. I further claim that classroom situations are most provocative of thoughtfulness and critical consciousness when each student participates in the classroom conversation from his or her lived situations. While difficult, teachers who can facilitate rich interchanges of dialogue within a plurality of voices are genuinely creating communities of difference and thus imagining real possibilities for social change.


Relay Journal ◽  
2020 ◽  
pp. 80-99
Author(s):  
Naoya Shibata

Although teaching reflection diaries (TRDs) are prevalent tools for teacher training, TRDs are rarely used in Japanese secondary educational settings. In order to delve into the effects of TRDs on teaching development, this illustrative case study was conducted with two female teachers (one novice, and one experienced) at a Japanese private senior high school. The research findings demonstrated that both in-service teachers perceived TRDs as beneficial tools for understanding their strengths and weaknesses. TRDs and class observations illustrated that the novice teacher raised their self-confidence in teaching and gradually changed their teaching activities. On the other hand, the experienced teacher held firm teaching beliefs based on their successful teaching experiences and were sometimes less willing to experiment with different approaches. However, they changed their teaching approaches when they lost balance between their class preparation and other duties. Accordingly, although teachers’ firm beliefs and successful experiences may sometimes become possible hindrances from using TRDs effectively, TRDs can be useful tools to train and help teachers realise their strengths and weaknesses.


2020 ◽  
Author(s):  
Nélia Lúcia Fonseca

This study first approaches the history of the observer’s gaze, that is, as observers, we are forming or constructing our way of visualizing moving images. Secondly, it reaffirms the importance and need of resistance of the teaching / learning of Art as a compulsory curricular component for high school. Finally, the third part reports an experience with video art production in a class of first year high school students, establishing an interrelationship between theory and practice, that is, we study video art content to reach the production of videos, aiming as a final result, the art videos created by the students of the Reference Center in Environmental Education Forest School Prof. Eidorfe Moreira High School. The first and second stages of this research share a theoretical part of the Master ‘s thesis, Making films on the Island: audiovisual production as an escape line in Cotijuba, periphery of Belem, completed in 2013.


Author(s):  
Susan E. Whyman

The introduction shows the convergence and intertwining of the Industrial Revolution and the provincial Enlightenment. At the centre of this industrial universe lay Birmingham; and at its centre was Hutton. England’s second city is described in the mid-eighteenth century, and Hutton is used as a lens to explore the book’s themes: the importance of a literate society shared by non-elites; the social category of ‘rough diamonds’; how individuals responded to economic change; political participation in industrial towns; shifts in the modes of authorship; and an analysis of social change. The strategy of using microhistory, biography, and the history of the book is discussed, and exciting new sources are introduced. The discovery that self-education allowed unschooled people to participate in literate society renders visible people who were assumed to be illiterate. This suggests that eighteenth-century literacy was greater than statistics based on formal schooling indicate.


Author(s):  
Stefan Collini

This chapter argues that accounts of ‘the reading public’ are always fundamentally historical, usually involving stories of ‘growth’ or ‘decline’. It examines Q. D. Leavis’s Fiction and the Reading Public, which builds a relentlessly pessimistic critique of the debased standards of the present out of a highly selective account of literature and its publics since the Elizabethan period. It goes on to exhibit the complicated analysis of the role of previous publics in F. R. Leavis’s revisionist literary history, including his ambivalent admiration for the great Victorian periodicals. And it shows how Richard Hoggart’s The Uses of Literacy carries an almost buried interpretation of social change from the nineteenth century onwards, constantly contrasting the vibrant and healthy forms of entertainment built up in old working-class communities with the slick, commercialized reading matter introduced by post-1945 prosperity.


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