DOCSLIB.ORG

Sexism. INSTITUTION Montgomery County Board of Education, Mount Sterling, Ky

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Sexism. INSTITUTION Montgomery County Board of Education, Mount Sterling, Ky DOCUMENT RESUME ED 344 036 CE 060 794 AUTHOR Chandler, Pamela; Pennington, Vearl TITLE Sexism. INSTITUTION Montgomery County Board of Education, Mount Sterling, Ky. SPONS AGENCY Kentucky State Dept. of Education, Frankfort. Office of Vocational Education. PUB DATE 86 NOTE 171p. PUB TYPE Guides - Cassroom Use - Teaching Guides (For Teacher)(052) -- Reports - Evaluative/Feasibility (142) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Audiovisual Aids; *Educational Discrimination; *Educational Resources; Elementary Secondary Education; Employed Women; Equal Education; Equal Opportunities (Jobs); Females; Instructional Materials; *Learning Activities; Males; *Sex Bias; Sex Discrimination; Sex Fairness; Sexism in Language; Sex Role; *Sex Stereotypes; Student Attitudes; Teacher Attitudes; *Teaching Methods ABSTRACT This handbook is intended to assist teachers in removing sex bias and s*x-role stereotyping from the classroom. Following some introductory thoughts about sex bias and examples of sex bias and school-based sex-role stereotyping, the handbook briefly discusses Title IX of the Civil Rights Act. The rest of the handbook contains 35 classroom activities for increasing students' understanding of sexism and awareness of how it affects their self-concept and decisions as well as personal interactions. Some of the activities to expose sexism in the classroom are the following: understanding the concept of stereotyping; attitude surveys comparing male/female expectations; cultural exaggeration of sex differences; elimination of gender from occupational titles; elimination of sex bias/stereotyping in "at-home" jobs; examining the effects of sexism on salaries; students' perceptions of psychological gender differences; social stereotypes versus reality; analyzing texts for sexism; sexist language; sexism in advertising; sexist humor; and women in leadership. Each activity includes purpose, time, materials needed, and steps to conduct the activity. A bibliography lists 82 books, 25 journal articles and documents, 12 audiovisual aids, and 12 works cited in preparing the guide. An evaluation report on the use of the handbook is also included. It shows that the project was successful in training teachers to change their behavior and that the 352 students involved changed their self-evaluations sex roles. (KC) Aftlest***************R*******M**X***********************A*7.:***AAttAR Reproductions supplied by EDRS are the best that can be made from the original document. ARItit*R*A**An***********Atvi*ft*******************************A**********$, hat no one ever said but everyone told you what nu one ever said Niteveryone told you what no on ver said but everyone told you what no oneever said but evenyone told you whatno one ever sai ut everyone told you what no oneever said but everyone told you whatno one ever said but everyon old you what no one ever said but everyone told you what no one ever said buteveoyone told yo hat an one ever said but evenyone told you what no one ever said buteveryone told you what no on d but everyore told ver you what no one ever said but everyone toldyou what no one ever sai ut ta yone told you what no one ever said but everyone told you whatno one ever said but everyon old what no one ever said but eveoyone told you what no one ever said buteveryone told yo hatC* one ever said but everyone told you whatno one ever said b one told you what no on verc) d but everyone told you what no oneever said but eveoy ne eld what no one ever sai ut yone told you what no one ever said but everyone told no on ever said but everyon oldICII what no one ev aid but everyone toldyou wh 0 e er sai ut everyone told ye hatli one ever sai' nyone told you what no one sa b everyon told you what no on verovo d but ev told you what no one ever id /We told you at no one ever sai ut wldyone to u what no one ever said bu eve ne to ou what no one er said but everyon old=11 what one ever said but eveoyo e w no one ever said buteveeyone told yo tatal one e said but eveoyone t ou no ne ever said but everyone toldyou what no on :ver d but veryone told you wh one but everyone toldyou what no one ever sai ut yone t one id ryone told you what no oneever said but everyon old you what no ever eryoneigol you what no one ever said buteveoyone told yo hat no one ever said but every d you what one ever said but everyone toldyou what no on ver said but everyone told you ever said but eveoyone toldyou what no one ever sai ut everyone told you what no on eve aid but everyone toldyou what no one ever said but old you what no one ever said everyon t everyone told you whatno one ever said but everyone toldye hat no one ever said butevery told you what no oneever said but everyone told ver said but everyone told you what no on vhat no one ever said buteveryone told you what no ut everyone to one ever sai, ,e, ever said but everyone told you whatno one ever said but everyone old you what no one ,ceo said but everyone toldyou what no one ever said buteveryone told yo' hat no one ever said but everyone told you what no one ever said buteveryone told you what no one ver said but everyone told you what no one ever said but everyone toldyou what no one ever saie ut everyone told you what noone ever said but everyone toldyou what no one ever said but old you what no one everyoni ever saia but everyone told you whatno one ever said but everyone told hat no one ever said but yoi everyone told you what no oneever said but everyone told you whatno oro ver said but everyone told you what no one ever said but everyone toldyou what no one ever sail veryone told you what no one ever said but everyone toldyou what no one ever said but old you what no everyoni hat no one ever veryone told yor 1 you what no on( ver said but ev ut everyone tol( no one ever sai( Pamela Chandler said but everyoro old you whatno hat no oneever Vearl Pennington veryone told yol ver said but ev i you what no ont Lit everyone toh no one ever sai( old you whatno Coordinated ;aid but everyom hat noone ever veryone told yoi By ver said but ev I you what no on( no one ever sait tit everyone tol( Peggy Spradlin,Project Director old you what ;aid but everyone no Montgomery County Community hat noone ever Education Program veryone told yoi 1 you what no ver said butev Montgomery County SchoolSystem on( ut everyone talc no one ever saic Mt. Sterling, Kentucky old you whatno ;aid but everyone hat noone ever 1986 veryone told yoi 1 you what no ver said buteve one ut everyone no one ever saic tolc EST COPY AVAEARE tN3idYOUwhat no 2 oaid but everyone NatnO one vPrynno tnid VOL e told you what no one ever said but every -PERMISSION TO REPRODUCE THIS ler said u p. DEPARTMENT Of EDUCATION 0,g op EducabOnal Rau:parch And lat no one ever said but MATERIAL HAS BEEN GRANTED BY Iteveryo impiteriernen1 everyone told ye EDO ATIONAL RESOURCES INFORNIATiON ?ver said but everyone toldyou what no on wldyou h CENTER (ERIC) This dOcument PISS Deee renr()AthAVas t everyone told you whatno one ever sai .natno on ro.o..., eromthe deiSon or argani.rAton orvnat,ng A told you what no versaid one ever said but every r MMOi (=hangps na.e oineri mode to rnpwwv lat no one ever said but NJ titeveryo everyone told yc ever said but everyone toldyou what no or T oldyou v cosor.,....,or op"Ons Staled irithu: dOCu THEEDUCATIONALRESOURCES hat mere do not necessarily iepinsen1 official it everyone told you whatno one ever saiINFORMATION CENTER (ERIC)." no on DE RI peso,. pose, ! told you what no one ever said buteveryt. Kentucky Department of Education Of f ice of Vocational Education Equal Vocational Education Programs Capital Plaza Tower Frankfort,Kentucky Montgomery County Community Education Program Montgomery County School System Mount Steri ing, Kentucky This activities handbook for the elimination of sex bias and sex stereotyping was developed bythe Montgomery County Community Education Program and funded by a grant from the Office of Vocational Education, Kentucky Department of Education. Views expressed hereindo not necessarily represent the policyor position of the Office of Vocational Education. FOREWORD Sexism? What? In the classroom? Not your classroom? Yes, sexism - the belief that people shoulddo certain things and behavein a particular manner according to theirgender- is present in almost every social aspect of our lives,even the classroom. Thishandbook is intended to assist teachers inthe task of removing sex bias and sex role stereotyping from the classroom. Most importantly, this work containsthirty-five activities forincreasing the student's understanding ofsexism and awareness of howit affects his/her self concept and decisionsas well as personal interactions. Once the issue is openly addressed and explored, then the studentcan begin to gain freedom from the restrictive thinking and behaviorswhich accompany the prejudice. We hope this material willserve as a starting place or facility for thisprocess. We anticipate that,as you use this material,you will experience thesame interest,stimulation,and enlightenmentwe enjoyed as we developed it. Appreciation and acknowledgmentsare extended for the talents and efforts contributed to the project by the following: Sue Buchanan - editing; Gail Wright - graphics; and LoisCrockett, Beverly Malone, William Morgan, BrendaRadjunas, and Sally Thornton- research and development of activities.
Load more

Recommended publications
  • Iacs2017 Conferencebook.Pdf
    Contents Welcome Message •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 4 Conference Program •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 7 Conference Venues ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 10 Keynote Speech ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 16 Plenary Sessions •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 20 Special Sessions •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 34 Parallel Sessions •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 40 Travel Information •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 228 List of participants ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 232 Welcome Message Welcome Message Dear IACS 2017 Conference Participants, I’m delighted to welcome you to three exciting days of conferencing in Seoul. The IACS Conference returns to South Korea after successful editions in Surabaya, Singapore, Dhaka, Shanghai, Bangalore, Tokyo and Taipei. The IACS So- ciety, which initiates the conferences, is proud to partner with Sunkonghoe University, which also hosts the IACS Con- sortium of Institutions, to organise “Worlding: Asia after/beyond Globalization”, between July 28 and July 30, 2017. Our colleagues at Sunkunghoe have done a brilliant job of putting this event together, and you’ll see evidence of their painstaking attention to detail in all the arrangements
    [Show full text]
  • When I Open My Eyes, I'm Floating in the Air in an Inky, Black Void. the Air Feels Cold to the Touch, My Body Shivering As I Instinctively Hugged Myself
    When I open my eyes, I'm floating in the air in an inky, black void. The air feels cold to the touch, my body shivering as I instinctively hugged myself. My first thought was that this was an awfully vivid nightmare and that someone must have left the AC on overnight. I was more than a little alarmed when I wasn't quite waking up, and that pinching myself had about the same amount of pain as it would if I did it normally. A single star twinkled into existence in the empty void, far and away from reach. Then another. And another. Soon, the emptiness was full of shining stars, and I found myself staring in wonder. I had momentarily forgotten about the biting cold at this breath-taking sight before a wooden door slammed itself into my face, making me fall over and land on a tile ground. I'm pretty sure that wasn't there before. Also, OW. Standing up and not having much better to do, I opened the door. Inside was a room with several televisions stacked on top of each other, with a short figure wrapped in a blanket playing on an old NES while seven different games played out on the screen. They turned around and looked at me, blinking twice with a piece of pocky in their mouth. I stared at her. She stared back at me. Then she picked up a controller laying on the floor and offered it to me. "Want to play?" "So you've been here all alone?" I asked, staring at her in confusion, holding the controller as I sat nearby.
    [Show full text]
  • Representation in the Media
    19 1 Representation in the Media l"X7h en we walk through a Toys R Us or rh(" children's section at a Walmarr, V V colors clearly and symbolically mark which aisles arc fur boys and girls. TI'Pical signifiers for girls' produCTs arc various shades of pink and purple; a much greater color variny marks the. boys' aisles, although darker earth tones and camouflage prel'ail. These colors, o'"cr time, have become identity signals in our culture, symbols and social constructions marking boundaries and helping shape identity. These boundaries, in parr, constrain what it means to be a boy or a girl in our culture. So why is our culture like this, and what role do media pia), in nurturing these symbols and identity markers? In contemporary sockt)'. we dcri\"(~ our sellse.' of self and place through social interactions, as wdl as our experiences with mass media. Understanding who we arc and how we makc scns.e ofthc world rcquires an cxploration of thc mcdia's creativc influencc, as well as a eritical analysis of how media arc dominated by powerful indus· tries that influencc identity, cxperience, and cvents. The media usc languagc, lisuals, codes, and convcntions to tcll us stories about who we are and how IW are supposed to behavc and not to behave. They providc us with rcpresentations--narr.J.til'cs that rcpresent us as indiliduals, as members ofsocicty, and as global citizcns. Bl"{:ausc our mcdia sptem is a commcrcial system, media also reprcscnt us as con­ sumcrs \Iith specific demographic profiles.
    [Show full text]
  • Thesis Bachelor’S Degree the World of ‘S’ and the World of ‘L’: Lesbian Influences on Class S Fiction
    Thesis Bachelor’s Degree The World of ‘S’ and the World of ‘L’: Lesbian Influences on Class S Fiction Author: Anna Grete Paalberg Supervisor: Herbert Jonsson Examiner: Hiroko Inose Subject/main field of study: Japanese Course code: JP2011 Credits: 15 Date of examination: 2019-03-15 At Dalarna University it is possible to publish the student thesis in full text in DiVA. The publishing is open access, which means the work will be freely accessible to read and download on the internet. This will significantly increase the dissemination and visibility of the student thesis. Open access is becoming the standard route for spreading scientific and academic information on the internet. Dalarna University recommends that both researchers as well as students publish their work open access. I give my/we give our consent for full text publishing (freely accessible on the internet, open access): Yes ☑ No ☐ Dalarna University – SE-791 88 Falun – Phone +4623-77 80 00 Paalberg 1 Abstract In this paper, I will analyze the interconnections between Class S and lesbian identity as exemplified by Yoshiya Nobuko’s early writings with the goal of reconciling two schools of thought—that Class S is inherently lesbian fiction, or that it does not depict lesbians at all. To do so, I will be examining “Yellow Rose” through the lens of biographical criticism in order to illuminate the inherent connection between the themes present in Yoshiya Nobuko’s writings and her lived experience as a same-sex attracted woman. Paalberg 2 Table of Contents Abstract ................................................................................................................................ 1 Introduction ......................................................................................................................... 3 Research questions .............................................................................................................. 4 Previous research ................................................................................................................
    [Show full text]
  • “Rotten Culture”: from Japan to China MASTER of ARTS
    “Rotten Culture”: from Japan to China by Nishang Li Bachelor of Arts, University of Victoria, 2016 A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS In the Department of Pacific and Asian Studies Nishang Li, 2019 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. Thesis: “Rotten Culture” from Japan to China by Nishang Li Bachelor of Arts, University of Victoria, 2016 Supervisory Committee Dr. Michael Bodden, Supervisor Department of Pacific and Asian Studies Dr. Richard King, Department Member Department of Pacific and Asian Studies ii Abstract A new sub-culture, “Rotten Culture (腐文化) ”, evolved from Japanese Boys’ Love (BL) manga, has rapidly spread in China and dramatically influenced many areas of Chinese artistic creation. “Rotten Culture” is an extension of Boys’ Love, which indicates that Boys’ Love elements not only existed in manga, but emerged in anime, movies, TV series, and so on. As a start of an analysis of this phenomenon, this thesis will focus on the core of “Rotten Culture”, Boys’ Love, which exists in Chinese manga and web fiction. The central issues addressed by this thesis are: exploring the circulation of Boys’ Love from Japan to China; examining the aesthetics and themes of some of these works; and analyzing the motivations that explain why such a huge amount of people, both professional and non-professional, have joined in creating Boys’ Love art works. iii
    [Show full text]
  • Zombie Powder: the Man with the Black Hand V. 1 PDF Book
    ZOMBIE POWDER: THE MAN WITH THE BLACK HAND V. 1 PDF, EPUB, EBOOK Tite Kubo | 208 pages | 04 Aug 2008 | Viz Media, Subs. of Shogakukan Inc | 9781421501529 | English | San Francisco, United States Zombie Powder: The Man with the Black Hand v. 1 PDF Book Oct 15, Alan rated it liked it. Add to cart. Return to Book Page. Gamma defeats the Gray Ants Gang and kills the leader, Kinqro, inorder to collect the bounty. Cover of Zombiepowder. It has been running in Weekly Shonen Jump ever since. New other : Lowest price The lowest-priced item in unused and unworn condition with absolutely no signs of wear. Tripod of Justice I believe even Kubo understood this as his introduction admits that the manga is a series of battles which can be enjoyed without worrying about the plot. Jun 08, Cassandra rated it really liked it Shelves: manga. After rescuing Emilio, Gamma arranges to have the Ring of the Dead removed from his body by an old friend, mad scientist Nazna Gemini. The stories are different, but it is obvious where Bleach got its beginnings. Gamma calls him naive, and says that those kind of people use up something they have until it's of no use anymore, and that they don't give up possessions until then. Enter the URL for the tweet you want to embed. Other books in the series. The trio travel from town to town in this world, fighting other criminals for possession of the Rings of the Dead. Baptism of Fire Feb 16, Dexter rated it it was amazing Shelves: dystopia , own , science-fiction , fantasy , manga , shonen.
    [Show full text]
  • Jewish Stereotyping in English Fiction and Society, 1875-1914
    AN OVERWHELMING QUESTION: JEWISH STEREOTYPING IN ENGLISH FICTION AND SOCIETY, 1875-1914 BY BRYM H. CHEYETTE, B.A., Hons., (Sheffield) THESIS PRESEt.ITED FOR THE DEGREE OF tXJCItR OF PHILOSOPHY UNIVERSITY OF SHEFFIELD DEPARTMENTS OF ENGLISH LITERATURE AND ECCNOMIC AND SOCIAL HISTORY MAY 1986 "Streets that fo11ci like a tedious argument Of insidious intent To lead you to an overwhelming question. T.S. , Love Song 2 r4 Prufrock (1917) "But what was it? What did everybody mean about them?" Dorothy Richardson, The Tunnel (1920) 1 TABLE OF COt1TEtS Page Acknowledgements ii Summary 1]1 Note on editions used V Chapter 1 Jewish Stereotyping: A Theoretical Introduction 1 Chapter 2 Jewish Stereotyping and Modernity: Anthony Trollope and the Late 1870s 34 Chapter 3 Jewish Stereotyping and Social Darwinism: Ford Madox Ford and the Age of Evolutionism 73 Chapter 4 Jewish Stereotyping and Imperialism: John Buchan, Rudyard Kipling and the "Crisis of &npire" 96 Chapter 5 Jewish Stereotyping and Politics: Hilaire Belloc, G.K. Chesterton and Political Antisemitism 135 Chapter 6 Jewish Self-Stereotyping and Jewish &llancipation: Benjamin Farjeon, Amy Levy, Julia Frankau and the Modern Anglo-Jewish Novel 176 Chapter 7 Jewish Self-Stereotyping and Jewish Immigration: Israel Zangwill, Samuel Gordon and the Modern Anglo-Jewish Novel 220 Chapter 8 Jewish Stereotyping and Jewish Nationalism: George Eliot, Proto-Zionism and the Popular aiglish Novel 253 Chapter 9 Jewish Stereotyping and Socialism: H.G. Wells, George Bernard Shaw and the "Socialism of Fools" 292 Chapter 10 Jewish Stereotyping and Jewish Sexuality: George Du Maurier, Henry James and the Fiction of Desire 329 Chapter 11 Conclusion: Why the Jews? Jewish Stereotyping and the Christian Legacy 362 Bibliography 403 ii ACKWLEDGEMENTS This thesis would not have been possible without the guidance of my supervisors, Professor Kenneth Graham and Dr.
    [Show full text]
  • Scope and Mission – Electronic Research Journal of Literature ERJ Literature Aims to Publish Papers on Literature of Any Area of the World
    Scope and Mission – Electronic Research Journal of Literature ERJ Literature aims to publish papers on Literature of any area of the world. As Literature is any collection of written works, writing considered to be an art form or any single writing deemed to have artistic or intellectual value is included in literature work. Therefore the scope of the Journal falls but is NOT LIMITED to fiction, non-fiction, poetry, prose. novel, short story, drama; of any historical periods, aesthetic features or genre. Linguistic, Stylistic, CD Analysis etc. of any piece of literature is also acceptable. To elaborate further, authors can submit manuscripts not only about the classic three forms of Ancient Greece, poetry, drama, and prose, but about Academic history Adult literature, Adventure, Alien invasion Alternative history Anti-Nicene Antinovel Apocalyptic Apocrypha Apologetics Aporetic Atompunk Autobiographical novel Autobiography Autograph Ballad, Bhagavad Gita Biblical theology Bildungsroman Biographical novel Biography, Biopunk Bizarro fiction Blessing/Curse Body horror British literature Buddhist texts Burlesque Comedy, Campus novel Campus murder mystery Canonical criticism Ceremonial Chant Children's literature Christian devotional literature Christian fiction Christian literature Christian science fiction Christology Class S Classic, Climate fiction (cli-fi) Clockpunk Comedy Of Manners, Comedy, Comic fantasy Comics/graphic novel, Commentary Confession Contemporary Christian fiction Contemporary fantasy Contemporary slave narrative Contemporary,
    [Show full text]
  • Manga As Mukokuseki (Stateless)? Hybridism in Original Non-Japanese Manga
    Ananya Saha Manga as Mukokuseki (Stateless)? Hybridism in Original Non-Japanese Manga Keywords: ONJ manga, transnational practices, comics, hybridity, polyphony Manga has developed as an exerCise in hybridity in postwar Japan, stretChing From the Disneyesque CharaCter designs oF artist Tezuka Osamu to the assimilation oF non-Japanese thematiC Content. Female mangaka suCh as Ikeda Riyoko and Hagio Moto, For example, entwined Foreign settings and the Conventional Japanese ComiCs style. But how “Japanese” is manga aFter all? Sociologist KoiChi IwabuChi has argued that Japanese produCts meant For material and Cultural Consumption, like anime and games, should be ultimately Considered mukokuseki (stateless) or rather “Culturally odorless.” Perhaps, manga Could also be inCluded in this ambit due to its propensity For hybridity. With the word “hybridity” I refer to literary sCholar Mikhail Bakhtin’s “polyphony;” a multitude oF individual voiCes in a Competent “novel oF ideas.” Bakhtin’s analogy to polyphoniC musiC proposes these voiCes to be synergetiC yet distinCtive in the disCourse oF narratives. In my ongoing doCtoral thesis, I attempt to study whether disparate elements in manga (setting, indigeneity oF a CharaCter, ethniC aFFiliation oF the artist, etC.) exhibit aFFinities For suCh a polyphoniC hybridity. In this artiCle, the texts under sCrutiny are Original Non-Japanese (ONJ) works Created by artists who are not ethniCally Japanese. The texts have been either ConCeived in English, or they have received scan- lated1 English versions available online. More speCiFiCally, they have all been Created in the 2000s. Through these texts, I shall endeavour to stu- dy how non-Japanese artists work with the already globalized Conven- 1 A portmanteau term Comprised of sCanning and translation.
    [Show full text]
  • Japanese Shôjo: Emergence and Developments of Shôjo in 1910S Through 1930S Japan Mayuko Itoh Washington University in St
    Washington University in St. Louis Washington University Open Scholarship Arts & Sciences Electronic Theses and Dissertations Arts & Sciences Summer 8-2016 Japanese shôjo: Emergence and developments of shôjo in 1910s through 1930s Japan Mayuko Itoh Washington University in St. Louis Follow this and additional works at: https://openscholarship.wustl.edu/art_sci_etds Part of the Japanese Studies Commons Recommended Citation Itoh, Mayuko, "Japanese shôjo: Emergence and developments of shôjo in 1910s through 1930s Japan" (2016). Arts & Sciences Electronic Theses and Dissertations. 825. https://openscholarship.wustl.edu/art_sci_etds/825 This Thesis is brought to you for free and open access by the Arts & Sciences at Washington University Open Scholarship. It has been accepted for inclusion in Arts & Sciences Electronic Theses and Dissertations by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. WASHINGTON UNIVERSITY IN ST. LOUIS Department of East Asian Languages & Cultures Thesis Committee: Rebecca Copeland, Chair Diane Wei Lewis Marvin Marcus Japanese Shôjo: Emergence and development of shôjo from 1910s through 1930s Japan by Mayuko Itoh A master’s thesis submitted to the faculty of The Washington University in St. Louis In partial fulfilment of the requirements for the degree of Masters of Art August 2016 St. Louis, Missouri Table of Contents Acknowledgments………………………………………………………………………………………………………..iii Introduction…………………………………………………………………………………………………………………1
    [Show full text]
  • Separating Lesbian Theory from Feminist Theory Cheshire Calhoun Ethics, Volume 104, Issue 3 (Apr., 1994),558-581
    Separating Lesbian Theory from Feminist Theory Cheshire Calhoun Ethics, Volume 104, Issue 3 (Apr., 1994),558-581. Stable URL: http://links.jstor.org/sici?sici=0014-1704%28199404%29104%3A3%3C558%3ASLTFFT%3E2.0.CO%3B2-A Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. Ethics is published by The University of Chicago Press. Please contact the publisher for further permissions regarding the use of this work. Publisher contact information may be obtained at http://www.j stor.org/journals/ucpress.html. Ethics ©1994 The University of Chicago Press JSTOR and the JSTOR logo are trademarks of JSTOR, and are Registered in the U.S. Patent and Trademark Office. For more information on JSTOR [email protected]. ©2003 JSTOR http://www.j stor.org/ Wed Aug 13 10:23:382003 Separating Lesbian Theory from Feminist Theory Cheshire Calhoun Heidi Hartmann once said of the marriage of Marxism and feminism that it "has been like the marriage of husband and wife depicted in English common law: marxism and feminism are one, and that one is marxism."1 Lesbian theory and feminism, I want to suggest, are at risk of falling into a similar unhappy marriage in which "the one" is feminism.
    [Show full text]
  • Japan by Mark Mclelland
    Japan by Mark McLelland Encyclopedia Copyright © 2015, glbtq, Inc. Entry Copyright © 2004, glbtq, inc. Reprinted from http://www.glbtq.com Male homosexuality has a long and well-attested history in Japan going back at least a thousand years, but it was not until modern times that female same-sex eroticism gained similar exposure. Today, blending elements from indigenous traditions and recently imported western discourses of sexual identity, Japan is home to one of the most diverse and dynamic queer cultures in Asia. The Japanese entertainment world has long supported openly gay, transgendered, and transsexual personalities, and in recent decades there has been a boom in queer- themed art, film, and literature. Tokyo, Osaka, and numerous smaller cities support significant queer communities and there are a growing number of lesbian and gay rights organizations. Pre-modern Japan Top: Japan and neighboring countries in During Japan's feudal period (1600-1867), elite men were free to engage in both same- 2004. Center: An eighteenth- and opposite-sex affairs. At this time, nanshoku (eroticism between men) and joshoku century Japanese print of (eroticism between men and women) were not seen as mutually incompatible. a man with two youths. Wakashudo, or "the Way of Boys," was a socially validated mode of sexual expression Above: A photograph of where adult males, who might also be married, were able to pursue male youths who a street scene from had not yet undergone their coming-of-age ceremonies. Tokyo's Shinjuku District created by David Monniaux in 2005. Elite men were also able to pursue trangendered males of all ages from the lower Today, the Shinjuku classes who worked as prostitutes or actors in the all-male kabuki theater.
    [Show full text]