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The First Amendment, the Public-Private Distinction, and Nongovernmental Suppression of Wartime Political Debate Gregory P
Working Paper Series Villanova University Charles Widger School of Law Year 2004 The First Amendment, The Public-Private Distinction, and Nongovernmental Suppression of Wartime Political Debate Gregory P. Magarian Villanova University School of Law, [email protected] This paper is posted at Villanova University Charles Widger School of Law Digital Repository. http://digitalcommons.law.villanova.edu/wps/art6 THE FIRST AMENDMENT, THE PUBLIC -PRIVA TE DISTINCTION, AND NONGOVERNMENTAL SUPPRESSION OF WARTIME POLITICAL DEBATE 1 BY GREGORY P. MAGARIAN DRAFT 5-12-04 TABLE OF CONTENTS INTRODUCTION ......................................................................................... 1 I. CONFRONTING NONGOVERNMENTAL CENSORSHIP OF POLITICAL DEBATE IN WARTIME .................. 5 A. The Value and Vulnerability of Wartime Political Debate ........................................................................... 5 1. The Historical Vulnerability of Wartime Political Debate to Nongovernmental Suppression ....................................................................... 5 2. The Public Rights Theory of Expressive Freedom and the Necessity of Robust Political Debate for Democratic Self -Government........................ 11 B. Nongovernmental Censorship of Political Speech During the “War on Terrorism” ............................................... 18 1. Misinformation and Suppression of Information by News Media ............................................ 19 2. Exclusions of Political Speakers from Privately Owned Public Spaces. -
Vasudevan-Dissertation-2019
“Because We Care”: Youth Worker Identity and Persistence in Precarious Work The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Vasudevan, Deepa Sriya. 2019. “Because We Care”: Youth Worker Identity and Persistence in Precarious Work. Doctoral dissertation, Harvard Graduate School of Education. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081490 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA “Because We Care”: Youth Worker Identity and Persistence in Precarious Work Deepa Sriya Vasudevan Dr. Roberto G. Gonzales Dr. Sara Lawrence-Lightfoot Dr. Sarah Dryden-Peterson Dr. Gretchen Brion-Meisels A Thesis Presented to the Faculty of the Graduate School of Education of Harvard University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education 2019 © 2019 Deepa Sriya Vasudevan All Rights Reserved i Acknowledgements I am so grateful to mentors, colleagues, family, and friends, who have contributed to my journey as a doctoral student and my development of this research. My committee members –– Roberto G. Gonzales, Sara Lawrence-Lightfoot, Sarah Dryden-Peterson, and Gretchen Brion Meisels –– have all contributed my growth as a scholar and educator. Roberto, since our first conversations about our shared background in youth work, you have continuously encouraged me to explore my questions about community-based organizations and practitioners. Thank you for bringing newfound curiosity and questions that have helped shaped my research. -
Pronouns: a Resource Supporting Transgender and Gender Nonconforming (Gnc) Educators and Students
PRONOUNS: A RESOURCE SUPPORTING TRANSGENDER AND GENDER NONCONFORMING (GNC) EDUCATORS AND STUDENTS Why focus on pronouns? You may have noticed that people are sharing their pronouns in introductions, on nametags, and when GSA meetings begin. This is happening to make spaces more inclusive of transgender, gender nonconforming, and gender non-binary people. Including pronouns is a first step toward respecting people’s gender identity, working against cisnormativity, and creating a more welcoming space for people of all genders. How is this more inclusive? People’s pronouns relate to their gender identity. For example, someone who identifies as a woman may use the pronouns “she/her.” We do not want to assume people’s gender identity based on gender expression (typically shown through clothing, hairstyle, mannerisms, etc.) By providing an opportunity for people to share their pronouns, you're showing that you're not assuming what their gender identity is based on their appearance. If this is the first time you're thinking about your pronoun, you may want to reflect on the privilege of having a gender identity that is the same as the sex assigned to you at birth. Where do I start? Include pronouns on nametags and during introductions. Be cognizant of your audience, and be prepared to use this resource and other resources (listed below) to answer questions about why you are making pronouns visible. If your group of students or educators has never thought about gender-neutral language or pronouns, you can use this resource as an entry point. What if I don’t want to share my pronouns? That’s ok! Providing space and opportunity for people to share their pronouns does not mean that everyone feels comfortable or needs to share their pronouns. -
Annual Report 2018-2019 a Note from the Chair
Annual Report 2018-2019 A Note from the Chair As WFF chair for the period 2017-2019, I am working on gender equity and policy in several different ways. First, as a linguist and social scientist, I am interested in ‘representation’ – that is, the ways in which gender, diversity, and equity are discussed on campus: who focuses on them, how we talk about them, and how we can be more effective in advancing our shared aims of an inclusive campus, where all faculty can do their best work. As a researcher, I am interested in using the data collected by organizations on campus to study the impacts of existing policies and procedures. WFF’s leadership on diversity, equity, and inclusion stems from three principles: first, we reject the idea that there is a trade-off between diversity and excellence. Diversity is excellence. As researchers, we understand that knowledge and insight come through many different paths. Secondly, inclusion and respect are at the base of good scholarship. No one can do their best work if they are being undermined or intimidated. Ideas are valued on their merits, and should not be revalued according to who says them. And, finally, we strive to build these principles into what we do at the foundation, not as a nod to some token idea of “diversity talk” or “virtue signaling” at the end. WFF, as one of the few organizations on campus which reaches across Schools and Divisions, has a vital role on campus as a place for research, for advocacy, and for community and mentoring. -
Guide to Being a Trans Ally* 2 Introduction
the incredibly detailed honest forthright fully comprehensive completely blunt wonderfully helpful and witty exposition on a topic that makes some people stress because they doubt they understand it or know enough about it but they’ll soon be ready to talk because this compelling and transformative (no pun intended) little publication will answer lots of questions and start to demystify the not-at-all secret world of people who are transgender and become your tried and trusted guide to being a trans ally* 2 Introduction 5 Equality Guideposts 6 Chapter 1: Words. A lot of words. Chapter 2: Who are allies, anyway? contents 20 28 Chapter 3: Working through the barriers 46 Chapter 4: Going further on the journey 57 Chapter 5: Come out, come out, wherever you are 63 Equality Literacy 70 Acknowledgments 71 About PFLAG National 72 Connect with Straight for Equality 1 introduction Allies have been indispensable in the journey of transgender people. Without them, this would be a very lonely road. Alyssa If there’s one thing that we can say about being an ally, it’s this: It is all about the journey. When PFLAG National launched the Straight for Equality program in 2007, the mission was— if you’ll excuse our nearly inexcusable pun—pretty straightforward. We wanted to create a resource and community for people who are not lesbian, gay, bisexual, transgender, or queer/ questioning (LGBTQ+) to understand why their voices are critical to achieving equality for all, and provide them with the information and tools to effectively raise their voices. To lead people on the path from “Soooo not my issue…” to one of support (or even Super Ally status), we’d have to start at the very beginning. -
FYE Int 100120A.Indd
FirstYear & Common Reading CATALOG NEW & RECOMMENDED BOOKS Dear Common Reading Director: The Common Reads team at Penguin Random House is excited to present our latest book recommendations for your common reading program. In this catalog you will discover new titles such as: Isabel Wilkerson’s Caste, a masterful exploration of how America has been shaped by a hidden caste system, a rigid hierarchy of human rankings; Handprints on Hubble, Kathrn Sullivan’s account of being the fi rst American woman to walk in space, as part of the team that launched, rescued, repaired, and maintained the Hubble Space Telescope; Know My Name, Chanel Miller’s stor of trauma and transcendence which will forever transform the way we think about seual assault; Ishmael Beah’s powerful new novel Little Family about young people living at the margins of society; and Brittany Barnett’s riveting memoir A Knock at Midnight, a coming-of-age stor by a young laer and a powerful evocation of what it takes to bring hope and justice to a legal system built to resist them both. In addition to this catalog, our recently refreshed and updated .commonreads.com website features titles from across Penguin Random House’s publishers as well as great blog content, including links to author videos, and the fourth iteration of our annual “Wat Students Will Be Reading: Campus Common Reading Roundup,” a valuable resource and archive for common reading programs across the countr. And be sure to check out our online resource for Higher Education: .prheducation.com. Featuring Penguin Random House’s most frequently-adopted titles across more than 1,700 college courses, the site allows professors to easily identif books and resources appropriate for a wide range of courses. -
The Future of Penal Reform, the Carceral State, and American Politics*
Bring It On: The Future of Penal Reform, the Carceral State, and American Politics* Marie Gottschalk** Fifteen years ago, mass imprisonment was largely an invisible issue in the United States. Since then, criticism of the country’s extraordinary incarceration rate has become widespread across the political spectrum. The huge prison buildup of the past four decades has few ardent defenders at present. But reforms to reduce the number of people in jail and prison have been remarkably modest so far. Meanwhile, a tenacious carceral state has sprouted in the shadows of mass imprisonment and has been extending its reach far beyond the prison gate. It includes not only the country’s vast archipelago of jails and prisons, but also the far-reaching and growing range of penal punishments and controls that lie in the never-never land between the prison gate and full citizenship. As it sunders families and communities, and radically reworks conceptions of democracy, rights, and citizenship, the carceral state poses a formidable political and social challenge. The reach of the carceral state today is truly breathtaking. It extends well beyond the estimated 2.2 million people sitting in jail or prison today in the United States.1 It encompasses the more than 8 million people—or 1 in 23 adults―who are under some form of state control: including jail, prison, probation, parole, community sanctions, drug courts, immigrant detention, and other forms of government supervision.2 It also includes the millions of people who are booked into jail each year— nearly twelve million—and the estimated 7.5 percent of all adults who are felons or ex-felons.3 * This article is based on a revised and updated version of the concluding chapter of Marie Gottschalk, Caught: The Prison State and the Lockdown of American Politics (Princeton, NJ: Princeton University Press, 2015). -
Japanese Female and 'Trans' Athletes
Japanese Female and ‘Trans’ Athletes: Negotiating Subjectivity and Media Constructions of Gender, Sexuality, and Nation by Satoko Itani A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Curriculum, Teaching & Learning Ontario Institute for Studies in Education University of Toronto © Copyright by Satoko Itani (2015) Japanese Female and ‘Trans’ Athletes: Negotiating Subjectivity and Media Constructions of Gender, Sexuality, and Nation Satoko Itani Doctor of Philosophy Department of Curriculum, Teaching & Learning Ontario Institute for Studies in Education University of Toronto 2015 Abstract The focus of this thesis is twofold: 1) the construction of Japanese female athletes in ‘masculine’ sports by Japanese media in terms of gender, sexuality, ethnicity, and nation; and 2) Japanese female and ‘trans’ athletes’ negotiation with Japanese gender and sexuality norms in the formation of their gendered subjectivities. A theoretical framework informed by feminist, queer, and postcolonial theories is used to analyze the discursive constructions and constitution of subjectivities of Japanese female and ‘trans’ athletes in the ‘masculine’ sports of soccer and wrestling. Critical discourse analysis (CDA) was employed to analyze Japanese mainstream newspaper and magazines published between 2001 and 2012 and in-depth interviews with twelve Japanese female and ‘trans’ athletes in wrestling and soccer. The result of the media analysis illustrates that Japanese mainstream media used multiple normative and normalizing ii discursive tactics to construct Japanese female athletes within patriarchal, sexist, and heterosexist gender and sexual norms. These discourses were also mobilized in the reporting of international competitions in which the success of Japanese female athletes was appropriated to construct Japanese national identity in order to recuperate Japanese masculinity. -
Rhetorical Constructions in Donald Trump's 2017 Inaugural Address
Uniting Trump’s America: Rhetorical constructions in Donald Trump’s 2017 inaugural address by Joseph E. Kauffman B.A., Indiana University - Southeast, 2018 A THESIS submitted in partial fulfillment of the requirements for the degree MASTER OF ARTS Department of Communication Studies College of Arts and Sciences KANSAS STATE UNIVERSITY Manhattan, Kansas 2021 Approved by: Major Professor Colene Lind, Ph.D. Copyright © Joseph E. Kauffman 2021. Abstract The diversity present within the United States presents a crucial question for its populace: what does it mean to be an American? No one is better positioned to answer this query than the president, who does so through rhetorical constructions of national identity. A functional polity requires some measure of common identity and constructing it is an important task for the country’s only nationally elected and most visible representative. Yet scholars well identify Trump and his rhetoric as dangerously divisive. This paradox forces one to wonder: how did Trump attempt the task of rhetorically constructing an American national identity? The thesis that follows attends to this question with an analysis of Trump’s attempts to rhetorically construct the American people via his inaugural address. In addition to the how of Trump’s attempts at construction, I also consider who these attempts identify as true Americans and the effects that these attempts may induce in the American people. I first place this question within the context of previous research on presidential rhetoric and national identity. Scholars identify the tasks of generating, re-articulating, and maintaining national identity as key features of the modern U.S. -
Spring 2021 Nonfiction Rights Guide
Spring 2021 Nonfiction Rights Guide 19 West 21st St. Suite 501, New York, NY 10010 / Telephone: (212) 765-6900 / E-mail: [email protected] TABLE OF CONTENTS SCIENCE, BUSINESS & CURRENT AFFAIRS HOUSE OF STICKS THE BIG HURT BRAIN INFLAMMED HORSE GIRLS FIRST STEPS YOU HAD ME AT PET NAT RUNNER’S HIGH MY BODY TALENT MUHAMMAD, THE WORLD-CHANGER WINNING THE RIGHT GAME VIVIAN MAIER DEVELOPED SUPERSIGHT THE SUM OF TRIFLES THE KINGDOM OF CHARACTERS AUGUST WILSON WHO IS BLACK, AND WHY? CRYING IN THE BATHROOM PROJECT TOTAL RECALL I REGRET I AM ABLE TO ATTEND BLACK SKINHEAD REBEL TO AMERICA CHANGING GENDER KIKI MAN RAY EVER GREEN MURDER BOOK RADICAL RADIANCE DOT DOT DOT FREEDOM IS NOT ENOUGH HOW TO SAY BABYLON THE RISE OF THE MAMMALS THE RECKONING RECOVERY GUCCI TO GOATS TINDERBOX RHAPSODY AMERICAN RESISTANCE SWOLE APOCALYPSE ONBOARDING WEATHERING CONQUERING ALEXANDER VIRAL JUSTICE UNTITLED TOM SELLECK MEMOIR UNTITLED ON AI THE GLASS OF FASHION IT’S ALL TALK CHANGE BEGINS WITH A QUESTION UNTITLED ON CLASSICAL MUSIC MEMOIRS & BIOGRAPHIES STORIES I MIGHT REGRET TELLING YOU FIERCE POISE THE WIVES BEAUTIFUL THINGS PLEASE DON’T KILL MY BLACK SON PLEASE THE SPARE ROOM TANAQUIL NOTHING PERSONAL THE ROARING GIRL PROOF OF LIFE CITIZEN KIM BRAT DON’T THINK, DEAR TABLE OF CONTENTS, CONT. MINDFULNESS & SELF-HELP KILLING THATCHER EDITING MY EVERYTHING WE DON’T EVEN KNOW YOU ANYMORE SOUL THERAPY THE SCIENCE AND TECHNOLOGY OF GROWING YOUNG HISTORY TRUE AGE THE SECRETS OF SILENCE WILD MINDS THE SORCERER’S APPRENTICE INTELLIGENT LOVE THE POWER OF THE DOWNSTATE -
337 Truth and Consequences: Mitt Romney, Proposition 8
File: GEDICKS.Truth and Consequences.FINAL.docCreated on: 2/10/2010 11:30:00 AM Last Printed: 2/10/2010 12:36:00 PM ESSAY TRUTH AND CONSEQUENCES: MITT ROMNEY, PROPOSITION 8, AND PUBLIC REASON Frederick Mark Gedicks* ABSTRACT Although formal religious tests for federal office are constitutionally prohibited, they have long been facts of political life in presidential elec- tions. John Kennedy remains the only non-Protestant ever elected Presi- dent, and no major party has ever nominated a non-Christian. Against this electoral history, it was predictable that mainstream Christian commentators would legitimate attacks on Mitt Romney’s Mor- monism during the Republican presidential primaries as a “false” religion. The Mormon Church itself, however, periodically intervenes in initiative and ratification campaigns to defend “true” or “divine” principles that it believes ought to be enacted into law. How unfair is it to label a religion “false” in an electoral campaign, if the religion itself regularly partici- pates in such campaigns on the basis of truth and falsity? This Essay examines the deployment of religious truth-claims in elec- toral politics through the lenses of Governor Romney’s unsuccessful cam- paign for the Republican nomination and the LDS Church’s participation in the successful Proposition 8 campaign to ban same-sex marriage in Cal- ifornia. I argue that in contemporary electoral politics, attacks on the truth * Guy Anderson Chair & Professor of Law, Brigham Young University Law School; ge- [email protected]. I presented earlier versions of this Essay during 2008 and 2009 at a conference on religion, citizenship, and multiculturalism at Harvard Law School, at a meeting of the Theory Group of the Brigham Young University Psychology Department, and at faculty colloquia at the law schools of Brigham Young University, the University of Cincinnati, the University of Denver, and DePaul Uni- versity. -
Personal Pronouns and Gender Inclusivity in the Classroom
Personal Pronouns and Gender Inclusivity in the Classroom What is a preferred name? A preferred first name is a name that you commonly use that is different from your legal first name. What are personal (‘preferred’) pronouns? A personal pronoun is the pronoun that a person chooses to use for themself. You may have heard of this referred to as a ‘preferred gender pronoun’ (PGP). However, there are good reasons to avoid the term ‘preferred’ pronoun (that you can read more about in this blog) so within this guide it will be referred to as personal pronoun. What are common personal pronouns? She/her/hers and he/him/his are commonly used gendered pronouns. They/them/their are gender- neutral pronouns commonly used along with a few others. Please refer to the table below for common personal pronouns and how they might be used. Pronouns are listed in the table in the following order: subjective, objective, possessive adjective, possessive pronoun, and reflexive. Subjective Objective Possessive Possessive Reflexive Adjective Pronoun She Her Her Hers Herself He Him His His Himself They Them Their Theris Themselves Ze Hir Hir Hirs Hirself Ze Zim Zir Zirs Zirself Ze Zir Zir Zirs Zirself Ey Em Eir Eirs Eirself Per Per Per Pers Perself Some individuals prefer to be called only by their name and not by any pronouns. How do I know what pronouns to use? Do not assume that you can correctly guess someone’s personal pronouns by merely looking at them. It may be best to ask. If you are communicating with a student one-on-one or in a small group you can try the following: • Introduce yourself and share your pronouns before asking the same in return • “What pronouns do you use?” • “How should I refer to you?” What are some strategies that can be implemented to create a gender inclusive classroom environment? • Set a respectful tone in the classroom by establishing guidelines for the classroom on the first day.