scholarly journals Feminist Space Invaders: Killjoy Conversations in Neoliberal Universities

2021 ◽  
Vol 119 ◽  
pp. 21-29
Author(s):  
Carrie E. Hart ◽  
Sarah E. Colonna
Keyword(s):  
Feminist Theory ◽  
The Other ◽  
Collective Agency ◽  
Formal Schooling ◽  
Classroom Experience ◽  
Sexuality Studies ◽  
University Campuses ◽  
Normative Practices ◽  
Sharing Space ◽  
Pedagogical Goals

As teachers of Gender, Women’s and Sexuality Studies (GWS), whenever we think about our pedagogical goals, we imagine our classrooms as spaces in which students can learn not only the what, but also the how and why of feminism.  The strategies we employ, and the ways in which we invite students to imagine what could be, are meant to expand our collective agency, courage, and creativity in the interests of transforming oppressive practices in formal schooling and beyond.  While developing our classes, we thought about what new connections we could foster between our students and each other as teachers, given that we were located on different university campuses. We asked ourselves what the possibilities for and benefits of sharing space might be, as well as how the process of forging connections itself could be a subversive practice.  Particularly since feminist theory is a dynamic practice of study in which communicating across difference is so imperative, we took the opportunity to foster a cross-campus dialogue between our classes.  In setting up the collaboration, we decided that facilitating an ongoing conversation between the two groups would best achieve the goals of helping our students to “pull back the curtain” on how the other class was processing this information.  By intentionally invading each other’s spaces, we hoped to open up possibilities for our students to share new insights with each other as well as to demonstrate ways in which the classroom experience can be pushed and prodded beyond standard, normative practices. 

THE NEW OTHER VICTORIANS: THE SUCCESS (AND FAILURE) OF QUEER THEORY IN NINETEENTH-CENTURY BRITISH STUDIES

2014 ◽  
Vol 42 (4) ◽  
pp. 755-771 ◽  
Author(s):  
Richard A. Kaye
Keyword(s):  
Nineteenth Century ◽  
Queer Theory ◽  
The Other ◽  
History Of Sexuality ◽  
Sexuality Studies ◽  
Victorian Studies ◽  
Critical Writing ◽  
History Of

Much of the critical writingon Queer Theory and Sexuality Studies in a Victorian context over the last decade or so has been absorbing, exploring, complicating, and working under the burden of the influence of Michel Foucault's theoretical writings on erotic relations and identity. The first volume of Foucault'sThe History of Sexuality(1978), in fact, had begun with a gauntlet thrown down before Victorian Studies, a chapter-long critique of Steven Marcus'sThe Other Victorians(1966), a work that had offered an entirely new and at the time, quite bold avenue of exploring nineteenth-century culture – namely, through the pornographic imagination that Marcus taxonomized with precise, clinical flair as a “pornotopia” in which “all men . . . are always infinitely potent; all women fecundate with lust and flow inexhaustibly with sap or both. Everyone is always ready for everything” (276). In Foucault's telling, however, Marcus demonstrated a theoretically impoverished faith in Freudian models of “repression” in Marcus's examination of “underground” Victorian sexualities. It was Marcus's reliance on the “repressive fallacy,” his conviction that there existed a demarcated spatial and psychic Victorian counter-world thatThe History of Sexualityhad so forcefully undermined.

scholarly journals On the concept of habitus: Feminist critic of Pierre Bourdieu’s social theory

2013 ◽  
Vol 24 (2) ◽  
pp. 174-192
Author(s):  
Dejan Petrovic
Keyword(s):  
Action Potential ◽  
Feminist Theory ◽  
Social Theory ◽  
Social Power ◽  
Social Activism ◽  
The Other ◽  
Symbolic Violence ◽  
Critical Examination ◽  
Asymmetric Distribution ◽  
Theoretical System

Key contemporary sociological theorists, such as Foucault or Habermas rarely explicitly discussed gender in their studies. This fact has not caused a lack of interest in the critical examination of the theoretical systems of these authors within a feminist perspective. During the 1990?s feminists? attention was drawn to Pierre Bourdieu?s social theory. French sociologist?s study Masculine Domination deals with issues of gender dynamics and its reproduction. In this study the persistence of the asymmetric distribution of social power between women and men is explained by concepts of habitus and symbolic violence. As this article will show, social change cannot be explained by Bourdieu?s concept of habitus, as a key link between social structure and action, due to its reduction of actors to socialized bodies, which are practically deprived of any true action potential. On the other hand, with regard to social activism as a permanent feature of feminist theory, this paper seeks to examine whether critical examination of Bourdieu?s conceptual apparatus achieves to provide the means to overcome the aforementioned shortcomings of the theoretical system of French sociologist. In other words, this article seeks to answer the question whether such a modification of habitus is possible, which will allow for actors whose action is truly structured and structuring, and lead to possible change of existing power relations.

scholarly journals REPRESENTATION OF BANGKA BELITUNG’S WOMEN ON NOVELS WRITTEN BY BANGKA BELITUNG’S FEMALE AUTHORS: FEMINISIM STUDIES

JURNAL BASIS ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Andri Fernanda ◽  
Ranto Ranto
Keyword(s):  
Critical Discourse Analysis ◽  
Feminist Theory ◽  
Gender Inequality ◽  
Gender Issues ◽  
The Other ◽  
Critical Discourse ◽  
Patriarchal System ◽  
Female Authors ◽  
Qualitative Descriptive ◽  
Descriptive Method

The goal of this study was to break down gender issues and stereotypes towards women constructed in Bangka Belitung society from the perspective of female authors. In analyzing the data, researchers carried out a qualitative descriptive method with feminist theory. The researchers also conducted critical discourse analysis on writings that have been published by Bangka Belitung’s female authors. The results showed that there were still gender inequality and inferiority of women in society. The identity crisis faced by women when they are not married since marriage is seen as an ideal as well as a complement to their life as real women in society. On the other hand, the picture of how women had no rights over themselves was demonstrated in a situation when matchmaking and marriage were performed one-sidedly and suddenly, women did not have enough power to question these, even refused them. Besides, how strong a patriarchal system and culture was shaped by women, their closest people and the community was proven in the novels of the Bangka Belitung’s female authors.

Spark and Fidget

2021 ◽  
pp. 35-64
Author(s):  
Jennie Germann Molz
Keyword(s):  
Public Education ◽  
Alternative Education ◽  
First Century ◽  
The Other ◽  
Individual Freedom ◽  
Formal Schooling ◽  
Educational Travel ◽  
The World ◽  
The One ◽  
Historical Trajectory

This chapter explores why worldschoolers take their children out of formal schooling and educate them while traveling. On the one hand, parents are motivated by the shortcomings of institutional education, arguing that schools quash creativity, pathologize children’s embodied movements, for example with diagnoses of ADD/ADHD, and fail to equip them with twenty-first century skills. On the other hand, parents are propelled by a belief that travel, which sparks children’s curiosity, celebrates their mobility, and prepares them for the future, is a better way to learn. The chapter situates worldschooling within a longer historical trajectory of public education and educational travel and traces its connections to other alternative education movements such as homeschooling and unschooling. It documents a tendency among worldschoolers to adopt an unschooling approach to children’s learning, which means parents allow children to naturally absorb lessons from the world around them rather than administering a structured curriculum. The chapter argues that unschooling merges easily not only with the logistics of travel, but also with parents’ philosophies about selfhood and individual freedom. We see that parents approach their children’s education as a choice, one that contributes to the broader lifestyle project they are pursuing.

Masculinity and moral licensing in the locker room: a critical analysis of culture, gender, and leisure.

2021 ◽  
pp. 24-35
Author(s):  
Kate E. Evans ◽  
Dorothy L. Schmalz
Keyword(s):  
Feminist Theory ◽  
Critical Analysis ◽  
Gender Norms ◽  
The Other ◽  
Female Empowerment ◽  
Related Research ◽  
Moral Licensing ◽  
Locker Room ◽  
The One ◽  
Insight Into

Abstract Men's leisure has long been considered a 'male preserve' in which male purview is the norm, and women are relegated to subordinate roles. Current research and events indicate that masculinity continues to dominate leisure settings and impinges on women's leisure via factors ranging from social gender norms to overt acts of violence. Drawing on current research, cultural trends, and feminist theory and philosophy, this chapter examines the juxtapositions in culture and rhetoric that on the one hand promote female empowerment, and on the other provide footing for a contrary argument that men and masculinity are under threat. Related research also provides insight into a possible path forward including men's engagement in leisure violence prevention and implications for women's leisure and the leisure field.

scholarly journals Elite collective agency and the state

2019 ◽  
Vol 16 (1) ◽  
pp. 13-24 ◽  
Author(s):  
Korkut Alp Ertürk
Keyword(s):  
Opposite Effect ◽  
The State ◽  
The Other ◽  
Collective Agency ◽  
Collective Interest ◽  
Other Hand ◽  
The Cost ◽  
Basic Insight

AbstractThe paper explores how elites can develop capacity for collective agency through coordination.. The challenge for elites is to simultaneously deter the state from abusing power while at the same time relying on it to discipline defectors in their midst..The basic insight holds that the credibility of the state's threats depends on the cost of carrying them out, which elites can control. The elites can coordinate by being compliant when the ruler's threats serve their collective interest, which by reducing the cost of carrying them out make them more credible. On the other hand, their coordinated non-compliance has the opposite effect...

Measuring Feminist Attitudes

1998 ◽  
Vol 22 (3) ◽  
pp. 361-362 ◽  
Author(s):  
Janet Shibley Hyde
Keyword(s):  
Feminist Theory ◽  
Empirical Data ◽  
Lived Experiences ◽  
The Other ◽  
Feminist Theories ◽  
Feminist Attitudes ◽  
The One ◽  
Experiences Of Women

Henley and colleagues' results, obtained in the process of developing a scale to measure the diversity of feminist attitudes, highlight a dilemma for feminist researchers in psychology. On the one hand, we advocate research based on feminist theory. On the other, we believe that research should begin with the lived experiences of women, from which theory should be generated, rather than forcing women's responses into a predetermined theoretical mold. Several aspects of Henley and colleagues' results contradict feminist theory. I argue that researchers should use empirical data to refine feminist theories.

scholarly journals A Feminist Politics of Ambivalence: Reading with Emma Goldman

2018 ◽  
Vol 26 (3) ◽  
Author(s):  
Clare Hemmings
Keyword(s):  
Social Movements ◽  
Feminist Theory ◽  
Gender Equality ◽  
The Other ◽  
Right Wing ◽  
Single Issue ◽  
Feminist Politics ◽  
The Face ◽  
The One ◽  
Emma Goldman

Abstract: Feminist theory worldwide is confronting - perhaps as it always has done - a series of deep challenges. On the one hand, awareness of gender and sexual inequalities seems high; on the other, co-optation of feminism for nationalist or other right-wing agendas is rife. On the one hand, feminist social movements are in ascendancy, on the other there is a continued dominance of single issue feminism and a resistance to intersectional, non-binary interventions. If we add in the collapse of the Left in the face of radical movements such as those underpinning Brexit and Trump (and the frequent blaming of feminism for fragmentation of that Left) then it is hard to know what to argue, to whom, and for what ends. In the face of such claims it is tempting to respond with a dogmatic or singular feminism, or to insist that what we need is a shared, clear, certain platform. I want to argue instead - with Emma Goldman (anarchist activist who died in 1940) as my guide - that it can be politically productive to embrace and theorise uncertainty, or even ambivalence, about gender equality and feminism.

Cultural Alterity: Cross-Cultural Communication and Feminist Theory in North-South Contexts

Hypatia ◽  
1998 ◽  
Vol 13 (2) ◽  
pp. 53-72 ◽  
Author(s):  
Ofelia Schutte
Keyword(s):  
Feminist Theory ◽  
Cross Cultural ◽  
The Other ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Culturally Different ◽  
Cultural Alterity

How to communicate with “the other” who is culturally different from oneself is one of the greatest challenges facing North-South relations. This paper builds on existential-phenomenological and poststructuralist concepts of alterity and difference to strengthen the position of Latina and other subaltern speakers in North-South dialogue. It defends a postcolonial approach to feminist theory as a basis for negotiating culturally differentiated feminist positions in this age of accelerated globalization, migration, and displacement.

Voices Inside Schools - A Charter to Educate or a Mandate to Train: Conflicts between Theory and Practice

2000 ◽  
Vol 70 (4) ◽  
pp. 524-238 ◽  
Author(s):  
Johanna Elena Hadden
Keyword(s):  
Sixth Grade ◽  
Theory And Practice ◽  
The Other ◽  
School Environments ◽  
Other Hand ◽  
Grade Teacher ◽  
Teaching Position ◽  
Normative Practices ◽  
The One ◽  
Sixth Grade Teacher

In this article, Johanna Elena Hadden distinguishes between two very different ideas of teaching — a charter to educate and a mandate to train — through a retelling of her experience as a fifth- and sixth-grade teacher in Utah. On the one hand, Hadden asserts, some critical theorists suggest that teachers should be given a charter to educate in which they are encouraged, and expected, to challenge normative practices and policy. On the other hand, teachers are routinely given a mandate to train that requires them to follow administrative dictates without question or challenge. Hadden contends that by establishing and supporting a mandate to train, many school environments constrain teachers — through overt and hidden forms of control — from thinking and acting independently and, in turn, from training students to think and act independently. She further argues that the pressures created by administrative expectations frustrate teachers who may ultimately be forced to choose between compliance with pedagogical and curricular standards and leaving their teaching position.

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