The Power of Place: Structure, Culture, and Continuities in U.S. Women's Movements
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Working Mothers and the Postponement of Women's
SUK_FINAL PROOF_REDLINE.DOCX (DO NOT DELETE) 3/13/2021 4:13 AM WORKING MOTHERS AND THE POSTPONEMENT OF WOMEN’S RIGHTS FROM THE NINETEENTH AMENDMENT TO THE EQUAL RIGHTS AMENDMENT JULIE C. SUK* The Nineteenth Amendment’s ratification in 1920 spawned new initiatives to advance the status of women, including the proposal of another constitutional amendment that would guarantee women equality in all legal rights, beyond the right to vote. Both the Nineteenth Amendment and the Equal Rights Amendment (ERA) grew out of the long quest to enshrine women’s equal status under the law as citizens, which began in the nineteenth century. Nearly a century later, the ERA remains unfinished business with an uncertain future. Suffragists advanced different visions and strategies for women’s empowerment after they got the constitutional right to vote. They divided over the ERA. Their disagreements, this Essay argues, productively postponed the ERA, and reshaped its meaning over time to be more responsive to the challenges women faced in exercising economic and political power because they were mothers. An understanding of how and why *Professor of Sociology, Political Science, and Liberal Studies, The Graduate Center of the City University of New York, and Florence Rogatz Visiting Professor of Law (fall 2020) and Senior Research Scholar, Yale Law School. Huge thanks to Saul Cornell, Deborah Dinner, Vicki Jackson, Michael Klarman, Jill Lepore, Suzette Malveaux, Jane Manners, Sara McDougall, Paula Monopoli, Jed Shugerman, Reva Siegel, and Kirsten Swinth. Their comments and reactions to earlier iterations of this project conjured this Essay into existence. This Essay began as a presentation of disconnected chunks of research for my book, WE THE WOMEN: THE UNSTOPPABLE MOTHERS OF THE EQUAL RIGHTS AMENDMENT (2020) , but the conversations generated by law school audiences nudged me to write a separate essay to explore more thoroughly how the story of suffragists’ ERA dispute after the Nineteenth Amendment affects the future of constitutional lawmaking. -
1 GOV 1029 Feminist Political Thought TIMES to BE CONFIRMED
GOV 1029 Feminist Political Thought TIMES TO BE CONFIRMED: provisionally, Tuesday 1:30-2:45, Thursday TBC Fall Semester 2020 Professor Katrina Forrester Office Hours: TBC E-mail: [email protected] Teaching Fellows: Celia Eckert, Soren Dudley, Kierstan Carter, Eve O’Connor Course Description: What is feminism? What is patriarchy? What and who is a woman? How does gender relate to sexuality, and to class and race? Should housework be waged, should sex be for sale, and should feminists trust the state? This course is an introduction to feminist political thought since the mid-twentieth century. It introduces students to classic texts of late twentieth-century feminism, explores the key arguments that have preoccupied radical, socialist, liberal, Black, postcolonial and queer feminists, examines how these arguments have changed over time, and asks how debates about equality, work, and identity matter today. We will proceed chronologically, reading texts mostly written during feminism’s so-called ‘second wave’, by a range of influential thinkers including Simone de Beauvoir, Shulamith Firestone, bell hooks and Catharine MacKinnon. We will examine how feminists theorized patriarchy, capitalism, labor, property and the state; the relationship of claims of sex, gender, race, and class; the development of contemporary ideas about sexuality, identity, and gender; and how and whether these ideas change how fundamental problems in political theory are understood. 1 Course Requirements: Undergraduate students: 1. Participation (25%): a. Class Participation (15%) Class Participation is an essential part of making a section work. Participation means more than just attendance. You are expected to come to each class ready to discuss the assigned material. -
Fcaglp, Unlp, 2018
Scientific Philosophy Gustavo E. Romero IAR-CONICET/UNLP, Argentina FCAGLP, UNLP, 2018 Epistemology Episteme, as distinguished from techne, is etymologically derived from the Ancient Greek word ἐπιστήμη for knowledge or science, which comes from the verb ἐπίσταμαι, "to know". In Plato's terminology episteme means knowledge, as in "justified true belief", in contrast to doxa, common belief or opinion. The word epistemology, meaning the study of knowledge, is derived from episteme. Plato Epistemology is the general study of cognitive processes and their outcome: knowledge. Knowledge is the product of cognitive operations made by an inquiring subject. It is not a thing or a substance, but a series of brain changes in the knower. Knowledge is not independent of the knowing subject, although we often feign it is for practical reasons. Knowledge is different from belief: I can know a story, for instance, but do not believe it. Belief implies a psychological adherence to some propositions. It is possible to believe something without understanding it, so belief is not necessary associated with neither truth nor justification. Knowledge acquisition requires a modification of the brain of the knower. This can be done in different ways, hence there are different kinds of knowledge. (i) Sensory-motor knowledge: the result of learning from actions. (ii) Perceptual knowledge: the result of perceiving events, either internal or external to the subject. (iii) Conceptual or propositional knowledge: the result of ideation, conjecturing, testing, correcting. Notice that not all knowledge is beneficial: we can learn trivialities, falsehoods, or highly harmful habits The three kind of knowledge are interrelated: conceptual knowledge can improve motor skills and perception; perception is used to evaluate conjectures; motor skills can help to improve perception and build instruments such as books, that enhance the ability to learn. -
Willa Cather and American Arts Communities
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Dissertations, Theses, and Student Research: Department of English English, Department of 8-2004 At the Edge of the Circle: Willa Cather and American Arts Communities Andrew W. Jewell University of Nebraska - Lincoln Follow this and additional works at: https://digitalcommons.unl.edu/englishdiss Part of the English Language and Literature Commons Jewell, Andrew W., "At the Edge of the Circle: Willa Cather and American Arts Communities" (2004). Dissertations, Theses, and Student Research: Department of English. 15. https://digitalcommons.unl.edu/englishdiss/15 This Article is brought to you for free and open access by the English, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Dissertations, Theses, and Student Research: Department of English by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. AT THE EDGE OF THE CIRCLE: WILLA CATHER AND AMERICAN ARTS COMMUNITIES by Andrew W. Jewel1 A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy Major: English Under the Supervision of Professor Susan J. Rosowski Lincoln, Nebraska August, 2004 DISSERTATION TITLE 1ather and Ameri.can Arts Communities Andrew W. Jewel 1 SUPERVISORY COMMITTEE: Approved Date Susan J. Rosowski Typed Name f7 Signature Kenneth M. Price Typed Name Signature Susan Be1 asco Typed Name Typed Nnme -- Signature Typed Nnme Signature Typed Name GRADUATE COLLEGE AT THE EDGE OF THE CIRCLE: WILLA CATHER AND AMERICAN ARTS COMMUNITIES Andrew Wade Jewell, Ph.D. University of Nebraska, 2004 Adviser: Susan J. -
Mccrimmon Mccrimmon
ISSUE #14 APRIL 2010 FREE! NOT FOR RESALE MARC PLATT chats about Point of Entry RICHARD EARL on his roles in Doctor Who and Sherlock Holmes MAGGIE staBLES is back in the studio as Evelyn Smythe! RETURN OF THE McCRIMMON FRazER HINEs Is baCk IN THE TaRdIs! PLUS: Sneak Previews • Exclusive Photos • Interviews and more! EDITORIAL Well, as you read this, Holmes and the Ripper will I do adore it. But it is all-consuming. And it reminded finally be out. As I write this, I have not long finished me of how hard the work is and how dedicated all our doing the sound design, which made me realize one sound designers are. There’s quite an army of them thing in particular: that being executive producer of now. When I became exec producer we only had a Big Finish really does mean that I don’t have time to do handful, but over the last couple of years I have been the sound design for a whole double-CD production. on a recruitment drive, and now we have some great That makes me a bit sad. But what really lifts my spirits new people with us, including Daniel Brett, Howard is listening to the music, which is, at this very moment, Carter, Jamie Robertson and Kelly and Steve at Fool being added by Jamie Robertson. Only ten more Circle Productions, all joining the great guys we’ve been minutes of music to go… although I’m just about to working with for years. Sound design is a very special, download the bulk of Part Two in a about half an hour’s crazy world in which you find yourself listening to every time. -
The Literacy Practices of Feminist Consciousness- Raising: an Argument for Remembering and Recitation
LEUSCHEN, KATHLEEN T., Ph.D. The Literacy Practices of Feminist Consciousness- Raising: An Argument for Remembering and Recitation. (2016) Directed by Dr. Nancy Myers. 169 pp. Protesting the 1968 Miss America Pageant in Atlantic City, NJ, second-wave feminists targeted racism, militarism, excessive consumerism, and sexism. Yet nearly fifty years after this protest, popular memory recalls these activists as bra-burners— employing a widespread, derogatory image of feminist activists as trivial and laughably misguided. Contemporary academics, too, have critiqued second-wave feminism as a largely white, middle-class, and essentialist movement, dismissing second-wave practices in favor of more recent, more “progressive” waves of feminism. Following recent rhetorical scholarly investigations into public acts of remembering and forgetting, my dissertation project contests the derogatory characterizations of second-wave feminist activism. I use archival research on consciousness-raising groups to challenge the pejorative representations of these activists within academic and popular memory, and ultimately, to critique telic narratives of feminist progress. In my dissertation, I analyze a rich collection of archival documents— promotional materials, consciousness-raising guidelines, photographs, newsletters, and reflective essays—to demonstrate that consciousness-raising groups were collectives of women engaging in literacy practices—reading, writing, speaking, and listening—to make personal and political material and discursive change, between and across differences among women. As I demonstrate, consciousness-raising, the central practice of second-wave feminism across the 1960s and 1970s, developed out of a collective rhetorical theory that not only linked personal identity to political discourses, but also 1 linked the emotional to the rational in the production of knowledge. -
The Radical Feminist Manifesto As Generic Appropriation: Gender, Genre, and Second Wave Resistance
Southern Journal of Communication ISSN: 1041-794X (Print) 1930-3203 (Online) Journal homepage: http://www.tandfonline.com/loi/rsjc20 The radical feminist manifesto as generic appropriation: Gender, genre, and second wave resistance Kimber Charles Pearce To cite this article: Kimber Charles Pearce (1999) The radical feminist manifesto as generic appropriation: Gender, genre, and second wave resistance, Southern Journal of Communication, 64:4, 307-315, DOI: 10.1080/10417949909373145 To link to this article: https://doi.org/10.1080/10417949909373145 Published online: 01 Apr 2009. Submit your article to this journal Article views: 578 View related articles Citing articles: 4 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=rsjc20 The Radical Feminist Manifesto as Generic Appropriation: Gender, Genre, And Second Wave Resistance Kimber Charles Pearce n June of 1968, self-styled feminist revolutionary Valerie Solanis discovered herself at the heart of a media spectacle after she shot pop artist Andy Warhol, whom she I accused of plagiarizing her ideas. While incarcerated for the attack, she penned the "S.C.U.M. Manifesto"—"The Society for Cutting Up Men." By doing so, Solanis appropriated the traditionally masculine manifesto genre, which had evolved from sov- ereign proclamations of the 1600s into a form of radical protest of the 1960s. Feminist appropriation of the manifesto genre can be traced as far back as the 1848 Seneca Falls Woman's Rights Convention, at which suffragists Elizabeth Cady Stanton, Lucretia Coffin Mott, Martha Coffin, and Mary Ann McClintock parodied the Declara- tion of Independence with their "Declaration of Sentiments" (Campbell, 1989). -
View of the Many Ways in Which the Ohio Move Ment Paralled the National Movement in Each of the Phases
INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While tf.; most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1. The sign or "target” for pages apparently lacking from the document photographed is "Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been filmed, you will find a good image of the page in the adjacent frame. If copyrighted materials were deleted you will find a target note listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photo graphed the photographer has followed a definite method in "sectioning” the material. It is customary to begin filming at the upper left hand corner of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. -
A Conversation with Juliet Mitchell
A Conversation with Juliet Mitchell TAMAR GARB and MIGNON NIXON Mignon Nixon: The occasion for this conversation is the publication of Siblings: Sex and Violence (2003), which comes fast on the heels of your groundbreaking study of hysteria, Mad Men and Medusas: Reclaiming Hysteria and the Effects of Sibling Relations on the Human Condition in 2000. In both books you argue that psychoanalysis is trapped in a vertical paradigm that privileges inter- generational relations—parents and children—at the expense of lateral, intragenerational relationships which find their origin in siblings. What galva- nized your thinking about siblings? And how has this turn to the horizontal, lateral dimension of experience affected your thinking about feminism? Juliet Mitchell: Freud says the Oedipus complex opens out onto a social family com- plex. At no point do I want to say that there is not a crucial intergenerational relationship. Of course there is. This is not an attempt to displace that in any sense. It is an attempt to say that at certain points there is an interaction between the intergenerational and the lateral. This idea came from my clini- cal work as a psychoanalyst, from being stuck while trying to understand something about hysteria. It also came very specifically through the question of the male hysteric. But you ask about feminism, so perhaps I should back- track and talk about my relationship to feminism. Nixon: In 1974, you published Psychoanalysis and Feminism, the first major study to consider second-wave feminism and psychoanalysis together. Maybe you could start by telling us what brought you to write that book. -
May 7, 2020 to the MEMBERS of the UNITED STATES CONGRESS
May 7, 2020 TO THE MEMBERS OF THE UNITED STATES CONGRESS: On behalf of the undersigned chambers of commerce, civic groups, trade associations, and other non-profits, we urge you to extend eligibility for the Paycheck Protection Program to all nonprofit organizations when Congress considers the next COVID-19 emergency assistance legislation. Thousands of nonprofit organizations — including ours — were left out of the Phase 3 CARES Act and are being hard hit by the coronavirus pandemic. Our groups contribute to the vitality and spirit of our communities. We employ thousands of people and provide important workforce development and educational tools, economic support, and civic and cultural events. Our organizations have suffered major financial losses due to the pandemic of the type the Paycheck Protection Program was intended to alleviate. Some non-profits have already permanently closed their doors. Many more will be forced to do so without relief from Congress. The CARES Act made certain nonprofit organizations eligible for the Paycheck Protection Program. We urge Congress to extend this assistance to local chambers of commerce, civic groups, trade associations, and other non-profits so that organizations like ours can continue to provide important, community-minded services. Sincerely, National American Institute of CPAs American International Automobile Dealers Agricultural Retailers Association Association Air-Conditioning, Heating and Refrigeration Institute American Iron and Steel Institute American Apparel & Footwear Association -
Crystal Eastman
Wiki Loves Monuments: The world's largest photography competition is now open! Photograph a historic site, learn more about our history, and win prizes. Crystal Eastman From Wikipedia, the free encyclopedia Crystal Eastman Crystal Eastman, feminist and political activist Crystal Catherine Eastman Born June 25, 1881 Marlborough, Massachusetts Died July 8, 1928 (aged 47) Nationality American Occupation Lawyer Feminism, socialism, Congressional Union for Woman Suffrage, The Liberator, and as a co-founder of both Known for the Women's International League for Peace and Freedom and American Union Against Militarism Spouse(s) Wallace Benedict, Walter Fuller Children Jeffrey Fuller and Annis Fuller Samuel Elijah Eastman and Annis Parent(s) Bertha Ford Relatives Max Eastman (brother) Crystal Catherine Eastman (June 25, 1881 – July 8, 1928)[1] was an American lawyer, antimilitarist, feminist, socialist, and journalist. She is best remembered as a leader in the fight for women's suffrage, as a co-founder and co-editor with her brother Max Eastman of the radical arts and politics magazine The Liberator, co-founder of the Women's International League for Peace and Freedom, and co-founder in 1920 of the American Civil Liberties Union. In 2000 she was inducted into the National Women's Hall of Fame in Seneca Falls, New York. Contents 1 Early life and education 2 Social efforts 3 Emancipation 4 Peace efforts 5 Marriage and family o 5.1 Post-War o 5.2 Death 6 Legacy 7 Work o 7.1 Papers o 7.2 Publications 8 Footnotes 9 See also o 9.1 People o 9.2 Political groups o 9.3 Other 10 Additional reading 11 External links Early life and education Crystal Eastman was born in Marlborough, Massachusetts, on June 25, 1881, the third of four children. -
GOV 1029 Feminist Political Thought
GOV 1029 Feminist Political Thought Tuesday, Thursday 12-1.15 Fall Semester 2018 Professor Katrina Forrester Office Hours: Tuesday, Thursday 2-3 Office: CGIS K437 E-mail: [email protected] Teaching Fellow: Leah Downey E-mail: [email protected] Course Description: What is feminism? What is patriarchy? What and who is a woman? How does gender relate to sexuality, and to class and race? Should housework be waged, should sex be for sale, and should feminists trust the state? This course is an introduction to feminist political thought since the mid-twentieth century. It introduces students to classic texts of late twentieth-century feminism, explores the key arguments that have preoccupied radical, socialist, liberal, Black, postcolonial and queer feminists, examines how these arguments have changed over time, and asks how debates about equality, work, and identity matter today. We will proceed chronologically, reading texts mostly written during feminism’s so-called ‘second wave’, by a range of influential thinkers including Simone de Beauvoir, Shulamith Firestone, bell hooks and Catharine MacKinnon. We will examine how feminists theorized patriarchy, capitalism, labor, property and the state; the relationship of claims of sex, gender, race, and class; the development of contemporary ideas about sexuality, identity, and gender; and how and whether these ideas change how fundamental problems in political theory are understood. 1 Course Requirements: Participation (25%) includes (a) active participation in discussion (15%); and (b) weekly responses: each week you will send 2-3 brief questions/ comments about the reading to your TF by 5pm the day before section (10%) Paper 1 (25%) 5-6 pages due October 18 4pm.