Continuing the Journey
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
LGBTQ in Social Studies Curriculum
_____________________________________________________________________________ Educator Affect: LGBTQ in Social Studies Curriculum _____________________________________________________________________________ Corrie R. Block, Bellarmine University Abstract Space has been opened to question heteronormativity and to address the assumption that each student in k-12 schools identifies as heterosexual. Is anything happening in this space? What affective behaviors, attitudes and beliefs do teachers who teach LGBTQ+ topics demonstrate? Conversely, what affective behaviors, attitudes and beliefs prevent teachers from teaching LGBTQ+ topics? These questions guided this qualitative research study. Data were collected with document analysis, interviews and measures of affect. This study measures affect by exploring the attitudes of teachers who include or do not include LGBTQ+ within social studies courses. Particular focus was given to teachers who imple- ment course content that relates to LGBTQ+ civil rights within socio-historic contexts. For this study, educator affect means the emotions that influence whether to or not to include LGBTQ+ in middle and secondary school social studies curriculum. Keywords: LGBTQ+; heteronormativity; social studies curriculum; affective measurement Middle and high schools within the United States are largely heteronormative in nature—privi- leging heterosexual practices and assuming students identify as heterosexual (Cohen, 2005). School heteronormativity is maintained by excluding anything outside of heterosexuality. Heter- onormativity goes beyond dislikes or prejudices against those who identify as lesbian, gay, bisex- ual, transgender, queer and/or questioning, by thoroughly permeating the school culture (Berlant & Warner, 2000). Sexuality tends not to be acknowledged as an area of diversity within schools. Even though the National Council for the Social Studies states “diversity and inclusiveness,” are core values, J. B. Mayo, Jr. -
Queer Studies Concentration Brochure
QUEER STUDIES CONCENTRATION Rachel Cooper Hall Second floor Campus Box 4260 Normal, IL 61790 Phone: (309) 438-2947 WGS.IllinoisState.edu This document is available in alternative formats upon request by contacting (309) 438-2947. An equal opportunity/affirmative action university encouraging diversity university marketing and communications 18-5631 printed on recycled paper REQUIREMENTS FOR THE QUEER STUDIES CONCENTRATION The queer studies concentration requires 12 credit hours of course work (four courses), which include three core courses and one elective. The concentration may be taken either within the WGS minor or as a stand-alone concentration independent of the minor. You may begin the concentration at any time, although we strongly recommend that students begin the sequence by first completing WGS 120 and complete WGS 292 before enrolling in WGS 392. The core courses are: • WGS 120: Gender, Sex, and Power • WGS 292: Introduction to LGBTQ Studies • WGS 392: Queer and Transgender Theory One additional elective may be chosen from the following list of approved courses: • ANT 270: Anthropology of Sex, Gender, and Sexuality • PHI 202: Sex, Values, and Human Nature • POL 337: Gay and Lesbian Political Theory WOMEN’S AND GENDER STUDIES PROGRAM • PSY/SOC 123: Human Sexuality QUEER STUDIES CONCENTRATION • Seminars and topics courses with at least 50 percent queer/ sexuality content may be subwaivered into the sequence with The Women’s and Gender Studies’ (WGS) queer studies permission of the WGS advisor. concentration is an option for students wanting to enhance their understanding of lesbian, gay, bisexual, * The concentration will not appear on a student’s transcript. -
A Queer of Color Critique of Black Justice Discourse in Anti- Transgender Policy Rhetoric Antron D
University of Maryland Law Journal of Race, Religion, Gender and Class Volume 19 | Issue 1 Article 3 When the Spirit Says Dance: A Queer of Color Critique of Black Justice Discourse in Anti- Transgender Policy Rhetoric Antron D. Mahoney Heather Brydie Harris Follow this and additional works at: https://digitalcommons.law.umaryland.edu/rrgc Recommended Citation Antron D. Mahoney, & Heather B. Harris, When the Spirit Says Dance: A Queer of Color Critique of Black Justice Discourse in Anti- Transgender Policy Rhetoric, 19 U. Md. L.J. Race Relig. Gender & Class 7 (). Available at: https://digitalcommons.law.umaryland.edu/rrgc/vol19/iss1/3 This Article is brought to you for free and open access by the Academic Journals at DigitalCommons@UM Carey Law. It has been accepted for inclusion in University of Maryland Law Journal of Race, Religion, Gender and Class by an authorized editor of DigitalCommons@UM Carey Law. For more information, please contact [email protected]. MAHONEY & HARRIS WHEN THE SPIRIT SAYS DANCE: A QUEER OF COLOR CRITIQUE OF BLACK JUSTICE DISCOURSE IN ANTI-TRANSGENDER POLICY RHETORIC ANTRON D. MAHONEY* HEATHER BRYDIE HARRIS** INTRODUCTION In a closed-door forum on July 11, 2017, United States Attorney General Jeff Sessions invoked Martin Luther King, Jr. in a speech given to and in support of the Alliance Defending Freedom (ADF), an anti- LGBT religious freedom group responsible for crafting many early anti- transgender bathroom bills.1 Employing King, Sessions parallels the ra- cial civil rights struggle of the past to the current “important work” of the ADF—by representing a divine moral right that he suggests be pro- tected by the state.2 Besides the personal criticism of Sessions’ civil rights record by Coretta Scott King when he was nominated for federal judgeship in 1986,3 Sessions’ deployment of King seems paradoxical on © 2019 Antron D. -
WGSS 392Q Introduction to Queer Theory Spring 2017
1 WGSS 392Q Introduction to Queer Theory Spring 2017 Tuesday & Thursday, 1:00-2:15 PM Class room: South College W101 Dr. J. Jeanine Ruhsam [email protected] Office Hours: T-TR. 10:00-11:15 AM Office: South College W421 Course Description Queer Theory critically examines the way power works to institutionalize and legitimate certain forms and expressions of sexuality and gender while stigmatizing others. Queer Theory followed the emergence and popularity of Gay and Lesbian (now, LGBT or Queer) Studies in the academy. Whereas LGBT Studies seeks to analyze LGBT people as stable identities, Queer Theory problematizes and challenges rigid identity categories, norms of sexuality and gender and the oppression and violence that such hegemonic norms justify. Often considered the "deconstruction" of LGBT studies, Queer Theory destabilizes sexual and gender identities allowing and encouraging multiple, unfettered interpretations of cultural phenomena. It predicates that all sexual behaviors and gender expressions, all concepts linking such to prescribed, associated identities, and their categorization into “normal” or “deviant” sexualities or gender, are constructed socially and generate modes of social meaning. Queer theory follows and expands upon feminist theory by refusing the belief that sexuality and gender identity are essentialist categories determined by biology that can thus be empirically judged by fixed standards of morality and “truth.” We will begin the course by developing a critical understanding of Queer Theory through reading foundational texts by Michel Foucault, Judith Butler, Eve Sedgwick, Gayle Rubin and Leo Bersani. We will then examine the relationships between Queer Theory and other social and cultural theories that probe and critique power, privilege, and normativity, including critical race theory, transgender studies, feminist theory, and disability studies. -
Relations Between Queer Studies and Cultural Studies*
63 7 Relations between Queer Studies and Cultural Studies* David William Foster Arizona State University These notes expound on the imperative to interface emerging masculinist studies in Latin American scholarship with queer studies; indeed, I would argue that it is impossible—intellectually shortsighted—to attempt masculinity studies without such an interface. I discuss some examples of scholarship that I believe exemplify such a judicious interface. If queer studies emerge in tandem with feminism—and, indeed, enabled to a great extent by the successful challenge to masculinist (and, therefore, heterosexist) privilege undertaken by feminism—masculine studies emerge subsequently to complete the triangle of gender identity. Simone de Beauvoir could declare axiomatically “Woman is made, not born,” and thus it became necessary at some point to make a similar assertion about men. Thus, masculinity, as the ideology of being a man, can no longer be an unquestioned universal but, rather, must be examined as a process, a performance, and a historical contingency. In Latin American studies, the U.S. researcher Matthew C. Gutmann, in The Meanings of Macho, provided a founding text in his examination of Mexican machismo, * This essay is a section of a forthcoming survey of queer issues in Latin American cultural studies since 1980 that will appear in Spanish in a forthcoming issue of Revista Iberoamericana on lesbian and gay literature in Latin America. © 2006 Hispanic Issues Series ISSN 1931-8006 64 with several significant revisions of the record of received popular cultural knowledge, and Robert McKee Irwin focuses more specifically on culture, moving with considerable intellectual ability along a continuum between traditional forms of masculinity in Mexico and the homophobic constructions of homosexuality and effeminacy and a historical record of queer cultural manifestations that have functioned anti-phonically vis-à-vis a hegemonic culture of masculine virility. -
Lesbian, Gay, Bisexual and Transgender Studies (LGBT) 1
Lesbian, Gay, Bisexual and Transgender Studies (LGBT) 1 LESBIAN, GAY, BISEXUAL AND TRANSGENDER STUDIES (LGBT) LGBT 0001. Introduction to LGBT Studies/Queer Theory Units: 3 Formerly known as HUM 27 Also known as WMST 2 Advisory: Eligibility for ENGL 1A Hours: 54 lecture A broad and general exploration of Lesbian, Gay, Bisexual, Transgender, Queer Studies and its relationship to Feminism. Emphasis on Sexual Orientation/Gender Identity and Expression and their intersections with Race/Ethnicity, Class, the LGBT Rights movement in the United States and globally. (C-ID SJS 130) (CSU, UC) LGBT 0002. Queer (LGBTIQ) Film History Units: 3 Formerly known as HUM 26 Hours: 72 (36 lecture, 36 activity) Historical representations of Lesbian, Gay, Bisexual, Transgender and Queer sexualities in mainstream commercial cinema, as well as underground and independent films, from the silent era to the present. Examines theoretical approaches to the study of queer cinema, the way social attitudes shape cultural representation, and the relationship between audience interpretation and filmmakers' intentions. An emphasis on the way that sexual orientation/gender identity intersects with race/ ethnicity and socioeconomic background. (CSU, UC) LGBT 0010. LGBT Narratives Unit: 1 Hours: 18 lecture Introduction to LGBT narratives including biographical, literary, scientific, political and visual cultural. Designed for students interested in Spectrum's Oral History Project. (not transferable) LGBT 0028. Independent Study Units: 1-3 Designed for students interested in furthering their knowledge at an independent study level in an area where no specific curriculum offering is currently available. Independent study might include, but is not limited to, research papers, special subject area projects, and research projects. -
Internalized Homophobia of the Queer Cinema Movement
San Jose State University SJSU ScholarWorks Master's Theses Master's Theses and Graduate Research Spring 2010 If I Could Choose: Internalized Homophobia of the Queer Cinema Movement James Joseph Flaherty San Jose State University Follow this and additional works at: https://scholarworks.sjsu.edu/etd_theses Recommended Citation Flaherty, James Joseph, "If I Could Choose: Internalized Homophobia of the Queer Cinema Movement" (2010). Master's Theses. 3760. DOI: https://doi.org/10.31979/etd.tqea-hw4y https://scholarworks.sjsu.edu/etd_theses/3760 This Thesis is brought to you for free and open access by the Master's Theses and Graduate Research at SJSU ScholarWorks. It has been accepted for inclusion in Master's Theses by an authorized administrator of SJSU ScholarWorks. For more information, please contact [email protected]. IF I COULD CHOOSE: INTERNALIZED HOMOPHOBIA OF THE QUEER CINEMA MOVEMENT A Thesis Presented to The Faculty of the Department of Television, Radio, Film and Theatre San José State University In Partial Fulfillment of the Requirements for the Degree Master of Arts by James J. Flaherty May 2010 © 2010 James J. Flaherty ALL RIGHTS RESERVED The Designated Thesis Committee Approves the Thesis Titled IF I COULD CHOOSE: INTERNALIZED HOMOPHOBIA OF THE QUEER CINEMA MOVEMENT by James J. Flaherty APPROVED FOR THE DEPARTMENT OF TELEVISION, FILM, RADIO AND THEATRE SAN JOSÉ STATE UNIVERSITY May 2010 Dr. Alison McKee Department of Television, Film, Radio and Theatre Dr. David Kahn Department of Television, Film, Radio and Theatre Mr. Scott Sublett Department of Television, Film, Radio and Theatre ABSTRACT IF I COULD CHOOSE: INTERNALIZED HOMOPHOBIA OF THE QUEER CINEMA MOVEMENT By James J. -
Final Thesis
Without Closets: A Queer and Feminist Re-imagining of Narratives of Queer Experience Julia Harris Oberlin College A Gender, Sexuality and Feminist Studies Honors Project completed in May, 2014 Introduction Coming out is messy stuff. The first time I told someone I was bisexual, I was thirteen years old. The first time I told anyone I was queer, I was nineteen. The first time I told my parents I was queer and introduced them to a girlfriend, I was twenty. This version of the story skips over the part when my mother stumbled upon a blog post of mine in which I’d referred to myself as queer, and the ensuing awkward conversation and six months of radio silence on the subject. Is this my coming out story? During most of the process I felt neither proud, nor afraid. There never was a closet, and I never took a step from dark to light. Like much of life, this period of “coming out” was exciting or dull, changing day to day, and I only came to view much of it as significant in hindsight. The sound-byte version I tell when asked about my coming out has little to do the actual experience of it. Why, I wondered, does the paradigm of coming out dominate our cultural understanding of gay experience? Was I the only one for whom it did not ring true? Experience tells me that coming out is simultaneously a cultural touchstone and site of bonding for many LGBTQ folks, and a formulaic narrative that a wide variety of queer experience is squeezed and contorted to fit within. -
Testing a Cultural Evolutionary Hypothesis,” Pg
ASEBL Journal – Volume 12 Issue 1, February 2016 February 2016 Volume 12, Issue 1 ASEBL Journal Association for the Study of (Ethical Behavior)•(Evolutionary Biology) in Literature EDITOR St. Francis College, Brooklyn Heights, N.Y. Gregory F. Tague, Ph.D. ~ ▬ EDITORIAL BOARD [click on last name of lead/author to navigate to text] Divya Bhatnagar, Ph.D. ▬ Kristy Biolsi, Ph.D. † Lesley Newson and Peter Richerson, “Moral Beliefs about Homosexuality: Kevin Brown, Ph.D. Testing a Cultural Evolutionary Hypothesis,” pg. 2 Alison Dell, Ph.D. Comments By: Robert A. Paul, pg. 21; Nicole A. Wedberg and Glenn Geher, pg. 23; Austin John Tom Dolack, Ph.D Jeffery and Todd Shackelford, pg. 24; Andreas De Block and Olivier Lemeire, pg. 27; James Waddington, pg. 29; Jennifer M. Lancaster, pg. 30 Wendy Galgan, Ph.D. Cheryl L. Jaworski, M.A. Newson’s and Richerson’s Reply to Comments, pg. 32 Joe Keener, Ph.D. ▬ † Craig T. Palmer and Amber L. Palmer, Eric Luttrell, Ph.D. “Why Traditional Ethical Codes Prescribing Self-Sacrifice Are a Puzzle to Evolutionary Theory: The Example of Besa,” pg. 40 Riza Öztürk, Ph.D. Comments By: Eric Platt, Ph.D. David Sloan Wilson, pg. 50; Guilherme S. Lopes and Todd K. Shackelford, pg. 52; Anja Müller-Wood, Ph.D. Bernard Crespi, pg. 55; Christopher X J. Jensen, pg. 57; SungHun Kim, pg. 60 SCIENCE CONSULTANT Palmer’s And Palmer’s Reply to Comments, pg. 61 Kathleen A. Nolan, Ph.D. ▬ EDITORIAL INTERN Lina Kasem † Aiman Reyaz and Priyanka Tripathi, “Fight with/for the Right: An Analysis of Power-politics in Arundhati Roy’s Walking with the Comrades,” pg. -
Gay, Lesbian, and Queer Studies
Gay, Lesbian, and Queer Studies Eve Kosofsky Sedgwick by Craig Kaczorowski helped lay the foundation of Queer Studies in her book Between Men: Encyclopedia Copyright © 2015, glbtq, Inc. English Literature and Entry Copyright © 2004, glbtq, inc. Male Homosocial Desire Reprinted from http://www.glbtq.com (1985). Photograph created by David Shankbone in 2007. Gay, lesbian, and queer studies are separate but related fields of cultural inquiry that Image appears under the attempt to establish the analytical centrality of gender and sexuality within a GNU Free particular area of investigation. Significant works in the field of gay, lesbian, and Documentation License. queer studies have been undertaken in a variety of disciplines, such as philosophy, history, anthropology, sociology, psychology, classics, law, government, art, literature, popular culture, family, and education. As a school of scholarly and critical thought, however, gay, lesbian, and queer studies is complicated by the fact that it is not limited exclusively to the exploration of the glbtq community, nor does the term refer simply to studies undertaken by, or in the name of, lesbians, bisexuals, or gay men. Moreover, not all research into the customs, cultures, and lives of lesbians and gay men necessarily qualifies as gay, lesbian, or queer studies. Therefore, gay, lesbian, and queer studies cannot be defined exclusively by its subject matter, practitioners, or topics. While related, gay, lesbian, and queer studies define separate areas of inquiry, marked by different assumptions made about the connections between gender and sexuality. Very broadly defined, gay studies examines sexual difference as it is applicable to the male gender, lesbian studies examines sexual difference as it is applicable to the female gender, while queer studies examines sexual difference separate from gender altogether. -
Discursive Inconvenience: the Dis/Appearing Rhetoric of LGBT
Canadian Journal of Educational Administration and Policy, Issue #173, November 9, 2015. © by CJEAP and the author(s). DISCURSIVE INCONVENIENCE: THE DIS/APPEARING RHETORIC OF LGBT RIGHTS IN POST-SECONDARY INTERNATIONALIZATION TEXTS Kaela Jubas, University of Calgary This paper outlines a preliminary document analysis of the intersection of two prominent discourses in the Western public academy: equity and internationalization. Particular dilemmas arise for people who self-identify as lesbian, gay, bisexual, or transgender (LGBT). These dilemmas, I propose, exemplify impacts of the neoliberal compulsion to let financial costs and benefits drive change. After explaining the globalizing discourses of LGBT rights and internationalization, I use texts from my home university to illustrate the implications of their convergence for post-secondary institutions and the LGBT people who work and study within them. Introduction In recent decades, sexuality and gender identification have garnered attention worldwide (Altman, 2005; Brewer, 2003; Engberg, Hurtado, & Smith, 2007). As somebody who self-identifies as lesbian, I am intricately, intimately engaged with issues related to LGBT identity and equity.1 Until now, my scholarly focus has not been on LGBT issues; rather, it has been on popular culture and consumption as sources of adult learning about identity (see, for example, Jubas, 2013; Jubas, Johnston, & Chiang, 2014). I have taken up those studies using a neo-Gramscian/feminist theoretical framework, a point to which I return in my discussion about 1 The addition of Q or queer is common. Because I turn my attention in this article to internationalization and, at times, legislation, I tend to use the shorter acronym of LGBT. -
Transgender History / by Susan Stryker
u.s. $12.95 gay/Lesbian studies Craving a smart and Comprehensive approaCh to transgender history historiCaL and Current topiCs in feminism? SEAL Studies Seal Studies helps you hone your analytical skills, susan stryker get informed, and have fun while you’re at it! transgender history HERE’S WHAT YOU’LL GET: • COVERAGE OF THE TOPIC IN ENGAGING AND AccESSIBLE LANGUAGE • PhOTOS, ILLUSTRATIONS, AND SIDEBARS • READERS’ gUIDES THAT PROMOTE CRITICAL ANALYSIS • EXTENSIVE BIBLIOGRAPHIES TO POINT YOU TO ADDITIONAL RESOURCES Transgender History covers American transgender history from the mid-twentieth century to today. From the transsexual and transvestite communities in the years following World War II to trans radicalism and social change in the ’60s and ’70s to the gender issues witnessed throughout the ’90s and ’00s, this introductory text will give you a foundation for understanding the developments, changes, strides, and setbacks of trans studies and the trans community in the United States. “A lively introduction to transgender history and activism in the U.S. Highly readable and highly recommended.” SUSAN —joanne meyerowitz, professor of history and american studies, yale University, and author of How Sex Changed: A History of Transsexuality In The United States “A powerful combination of lucid prose and theoretical sophistication . Readers STRYKER who have no or little knowledge of transgender issues will come away with the foundation they need, while those already in the field will find much to think about.” —paisley cUrrah, political