An Unreconstructed Ode to Eve Sedgwick (And Others) Brenda Cossman
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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. -
Queering Syracuse: Remember When? Alison Mountz, Syracuse University Amy Tweedy, Syracuse University
© 2010, Alizon Mountz & Amy Tweedy. Queering Syracuse: Remember When? Alison Mountz, Syracuse University Amy Tweedy, Syracuse University This paper recounts the experiences of co-teaching a community engaged seminar focused on study of sexuality and space in the · city of Syracuse. This geographical focus grounded engagement and provides here a platform from which to address the difficulties of identifyingcommunities organized around diverse, socially constructed identities. The study of sexuality and space prompts a rethinking of how and whether sexuality operates in the city as a . situated series of locations or, rather, a series of identities shaping all spaces. The paper explores a semester-long, student-driven discussion concerning queer as a category in relation to the study · of sexuality and community. Through discussion of this scholarship, we engaged students in the ongoing process of figuringout what it meant to locate queer communities and to queer the broader community. "Thank you for all the nice times. Thank you for all the remember whens." Anne-Marie McDonald, The Way the Crow Flies, p 7 1: On queer community his essay offersreflections on our experiences as co-instructors of a community-engaged course taught in the spring semester of 2009 at Syracuse University that explored geographies of sexuality and space, including the relationships between sex and gender, and space and place. "Sexuality and Space: Queering • 208 Syracuse" focused on the ways in which gender identity expressions unfold geographically, always contingent and contextual. Fluid understandings of sexuality prompt us to re-think the sometimes mundane geographies that we take for granted at a variety of scales, including the body, home, city, workplace, and nation-state. -
Queering Queer Theory.Pdf
Middlesex University Research Repository An open access repository of Middlesex University research http://eprints.mdx.ac.uk Rumens, Nick, De Souza, Eloisio Moulin and Brewis, Jo (2019) Queering queer theory in management and organization studies: notes toward queering heterosexuality. Organization Studies, 40 (4) . pp. 593-612. ISSN 0170-8406 [Article] (doi:10.1177/0170840617748904) Final accepted version (with author’s formatting) This version is available at: https://eprints.mdx.ac.uk/22838/ Copyright: Middlesex University Research Repository makes the University’s research available electronically. Copyright and moral rights to this work are retained by the author and/or other copyright owners unless otherwise stated. The work is supplied on the understanding that any use for commercial gain is strictly forbidden. A copy may be downloaded for personal, non-commercial, research or study without prior permission and without charge. Works, including theses and research projects, may not be reproduced in any format or medium, or extensive quotations taken from them, or their content changed in any way, without first obtaining permission in writing from the copyright holder(s). They may not be sold or exploited commercially in any format or medium without the prior written permission of the copyright holder(s). Full bibliographic details must be given when referring to, or quoting from full items including the author’s name, the title of the work, publication details where relevant (place, publisher, date), pag- ination, and for theses or dissertations the awarding institution, the degree type awarded, and the date of the award. If you believe that any material held in the repository infringes copyright law, please contact the Repository Team at Middlesex University via the following email address: [email protected] The item will be removed from the repository while any claim is being investigated. -
The Socratic Method in the Age of Trauma
THE SOCRATIC METHOD IN THE AGE OF TRAUMA Jeannie Suk Gersen When I was a young girl, the careers I dreamed of — as a prima ballerina or piano virtuoso — involved performing before an audience. But even in my childhood ambitions of life on stage, no desire of mine involved speaking. My Korean immigrant family prized reading and the arts, but not oral expression or verbal assertiveness — perhaps even less so for girls. Education was the highest familial value, but a posture of learning anything worthwhile seemed to go together with not speak- ing. My incipient tendency to raise questions and arguments was treated as disrespect or hubris, to be stamped out, sometimes through punish- ment. As a result, and surely also due to natural shyness, I had an almost mute relation to the world. It was 1L year at Harvard Law School that changed my default mode from “silent” to “speak.” Having always been a student who said nothing and preferred a library to a classroom, I was terrified and scandalized as professors called on classmates daily to engage in back-and-forth dia- logues of reasons and arguments in response to questions, on subjects of which we knew little and on which we had no business expounding. What happened as I repeatedly faced my unwelcome turn, heard my voice, and got through with many stumbles was a revelation that changed my life. A light switched on. Soon, I was even volunteering to engage in this dialogue, and I was thinking more intensely, independently, and enjoyably than I ever had before. -
Janet Halley and Andrew Parker Introduction
Janet Halley and Andrew Parker Introduction To be honest, we didn’t know what to expect when we asked potential contributors to this issue of SAQ to assess the current state of queer think- ing by reflecting on, among other things, what in their work isn’t queer. Though we couldn’t pre- dict what our authors would make of this ques- tion, we had a variety of reasons for posing it in these terms. In the first place, we’d been hearing from some quarters that queer theory, if not already passé, was rapidly approaching its expiration date, and we wanted to learn from others whether or how this rumor might be true.1 We knew, of course, that the activist energies that helped to fuel queer academic work in the United States have declined sharply since the early 1990s, when the books that would become foundational for queer theory first began to appear.2 With Gender Trouble and Epistemology of the Closet now close to reaching their age of majority, it didn’t entirely surprise us that a recent issue of a journal could ask, “What’s Queer about Queer Studies Now?”—with now an obviously pointed way of announcing a depar- ture from earlier habits of thought.3 But the authors around whom queer theory crystallized seem to have spent the past decade distancing South Atlantic Quarterly 106:3, Summer 2007 DOI 10.1215/00382876-2007-001 © 2007 Duke University Press Downloaded from http://read.dukeupress.edu/south-atlantic-quarterly/article-pdf/106/3/421/469893/SAQ106-03-01HalleyFpp.pdf by guest on 02 October 2021 422 Janet Halley and Andrew Parker themselves -
Trading the Megaphone for the Gavel in Title IX Enforcement
Trading the Megaphone for the Gavel in Title IX Enforcement The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Janet Halley, Trading the Megaphone for the Gavel in Title IX Enforcement, 128 Harv. L. Rev. F. 103 (2015). Published Version http://cdn.harvardlawreview.org/wp-content/uploads/2015/02/ vol128_Halley_REVISED_2.17.pdf Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:16073958 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 TRADING THE MEGAPHONE FOR THE GAVEL IN TITLE IX ENFORCEMENT Janet Halley∗ When feminist advocates on campus sexual assault “speak truth to power,” they speak for (and often as) victims and survivors. In that position, it’s perfectly fair for them to pick and choose the constituen- cies to which they give voice. They can and should specialize. But as feminists issue a series of commands from within the federal gov- ernment about what the problem of campus sexual violence is and how it must be handled, and as they build new institutions that give life to those commands, they become part of governmental power. Now that they have the power to adjudicate cases and determine sanc- tions, they are facing the full range of cases. For those feminists — and I would argue they should include, by now, the advocacy branch — the days of specialization should be over. -
Queering Black Greek-Lettered Fraternities, Masculinity and Manhood : a Queer of Color Critique of Institutionality in Higher Education
University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 8-2019 Queering black greek-lettered fraternities, masculinity and manhood : a queer of color critique of institutionality in higher education. Antron Demel Mahoney University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Part of the African American Studies Commons, Africana Studies Commons, American Studies Commons, Feminist, Gender, and Sexuality Studies Commons, Film and Media Studies Commons, Higher Education Commons, History of Gender Commons, and the Performance Studies Commons Recommended Citation Mahoney, Antron Demel, "Queering black greek-lettered fraternities, masculinity and manhood : a queer of color critique of institutionality in higher education." (2019). Electronic Theses and Dissertations. Paper 3286. https://doi.org/10.18297/etd/3286 This Doctoral Dissertation is brought to you for free and open access by ThinkIR: The nivU ersity of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The nivU ersity of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. QUEERING BLACK GREEK-LETTERED FRATERNITIES, MASCULINITY AND MANHOOD: A QUEER OF COLOR CRITIQUE OF INSTITUTIONALITY IN HIGHER EDUCATION By Antron Demel Mahoney B.S., -
Queer Methods and Methodologies Queer Theories Intersecting and Social Science Research
Queer Methods and Queer Methods and Methodologies Methodologies provides the first systematic consideration of the implications of a queer perspective in the pursuit of social scientific research. This volume grapples with key contemporary questions regarding the methodological implications for social science research undertaken from diverse queer perspectives, and explores the limitations and potentials of queer engagements with social science research techniques and methodologies. With contributors based in the UK, USA, Canada, Sweden, New Zealand and Australia, this truly Queer Methods international volume will appeal to anyone pursuing research at the and Methodologies intersections between social scientific research and queer perspectives, as well as those engaging with methodological Intersecting considerations in social science research more broadly. Queer Theories This superb collection shows the value of thinking concretely about and Social Science queer methods. It demonstrates how queer studies can contribute to Research debates about research conventions as well as offer unconventional research. The book is characterised by a real commitment to queer as Edited by an intersectional study, showing how sex, gender and sexuality Kath Browne, intersect with class, race, ethnicity, national identity and age. Readers will get a real sense of what you can write in by not writing University of Brighton, UK out the messiness, difficulty and even strangeness of doing research. Catherine J. Nash, Sara Ahmed, Goldsmiths, University of London, UK Brock University, Canada Very little systematic thought has been devoted to exploring how queer ontologies and epistemologies translate into queer methods and methodologies that can be used to produce queer empirical research. This important volume fills that lacuna by providing a wide-ranging, comprehensive overview of contemporary debates and applications of queer methods and methodologies and will be essential reading for J. -
Rethinking International Women's Human Rights Through Eve Sedgwick
Pace University DigitalCommons@Pace Pace Law Faculty Publications School of Law 2010 Rethinking International Women's Human Rights Through Eve Sedgwick Darren Rosenblum Elisabeth Haub School of Law at Pace University Follow this and additional works at: https://digitalcommons.pace.edu/lawfaculty Part of the Human Rights Law Commons, International Law Commons, and the Law and Gender Commons Recommended Citation Darren Rosenblum, Rethinking International Women's Human Rights Through Eve Sedgwick, 33 Harv. J. L. & Gender 349 (2010), http://digitalcommons.pace.edu/lawfaculty/737/. This Article is brought to you for free and open access by the School of Law at DigitalCommons@Pace. It has been accepted for inclusion in Pace Law Faculty Publications by an authorized administrator of DigitalCommons@Pace. For more information, please contact [email protected]. RETHINKING INTERNATIONAL WOMEN'S HUMAN RIGHTS THROUGH EVE SEDGWICK DARREN ROSENBLUM* Thanks to Janet Halley and Jeannie Suk for organizing this amazing workshop. Since the death of Eve Kosofsky Sedgwick, I have wanted to honor her memory, and this panel is the perfect venue. Sedgwick's founda-founda tional understandings of sexuality, gender, and identity set the stage for much of my work and that of those I admire. My own work looks at how the state regulates gender in the "public" sphere.'sphere. I I attempt to challenge the tensions and intersections among interna-interna tional and comparative notions of equality and identity.2identity. 2 Group identity concon- structions vary across cultural lines and conflict with liberal notions of universalist constitutionalism and equality.'equality.3 My current work, Unsex CEDAW: What's Wrong with Women's Rights,4Rights,4 continues the exploration of identity in focusing on an interrogation of the term "women" as deployed by international law in the Convention for the Elimination of All Forms of Dis-Dis crimination Against Women ("CEDAW"). -
Fairness for All Students Under Title IX
Fairness For All Students Under Title IX The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Elizabeth Bartholet, Nancy Gertner, Janet Halley & Jeannie Suk Gersen, Fairness For All Students Under Title IX (Aug. 21, 2017). Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:33789434 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 Fairness for All Students FAIRNESS FOR ALL STUDENTS UNDER TITLE IX Elizabeth Bartholet, Nancy Gertner, Janet Halley and Jeannie Suk Gersen August 21, 2017 We are professors at Harvard Law School who have researched, taught, and written on Title IX, sexual harassment, sexual assault, and feminist legal reform. We were four of the signatories to the statement of twenty eight Harvard Law School professors, published in the Boston Globe on October 15, 2014, that criticized Harvard University’s newly adopted sexual harassment policy as “overwhelmingly stacked against the accused” and “in no way required by Title IX law or regulation.” We welcome the current opportunity to assess the response to campus sexual harassment, including sexual assault. In the past six years, under pressure from the previous Administration, many colleges and universities all over the country have put in place new rules defining sexual misconduct and new procedures for enforcing them. While the Administration’s goals were to provide better protections for women, and address the neglect that prevailed before this shift, the new policies and procedures have created problems of their own, many of them attributable to directives coming from the Department of Education’s Office for Civil Rights (OCR). -
Queering Science for All Probing Queer Theory in Science Education
FEATURE ARTICLE Queering Science for All Probing Queer Theory in Science Education KRISTIN L. GUNCKEL University of Arizona Looking for an Opening am looking for an opening. I am sitting on the edge of my chair, my mouth dry. It is late afternoon and the conversation has been going on for over an hour. I am one of twenty-six graduate students and post-docs sitting tightly in a room, the same room we have been in all day, talking to each other about science curriculum materials. This conversation, the one we are having now, is on the agenda as “Tea Time Chat: Rethinking Diversity.” Someone passes around a platter of tea cookies. At the front of the room, four of the principal investigators on the project are visible on a television screen, participating via Internet Polycom technology from several remote locations. We have been exploring how curriculum materials can address issues of diversity. So far, the conversation has been mostly about reaching inner-city African Ameri- can students and sometimes about urban schools that have students from multiple ethnic back- grounds. The two people leading the conversation, both post-docs, are African American. They are the only people of color in the room or on the TV. Everyone defers to them as the experts on diversity. I am looking for an opening to suggest that in addition to race, class, and gender, maybe there are other ways to think about diversity. I am looking for an opening to try to get people to really “rethink” diversity. My pulse begins to race to about 110 beats per minute. -
Queer Theory Meets the Self and Identity in Adult Education
Kansas State University Libraries New Prairie Press Adult Education Research Conference 1999 Conference Proceedings (DeKalb, IL) For Adults Only: Queer Theory Meets the Self and Identity in Adult Education A. Brooks K. Edwards Follow this and additional works at: https://newprairiepress.org/aerc Part of the Adult and Continuing Education Administration Commons This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License Recommended Citation Brooks, A. and Edwards, K. (1999). "For Adults Only: Queer Theory Meets the Self and Identity in Adult Education," Adult Education Research Conference. https://newprairiepress.org/aerc/1999/papers/9 This is brought to you for free and open access by the Conferences at New Prairie Press. It has been accepted for inclusion in Adult Education Research Conference by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. For Adults Only: Queer Theory Meets the Self and Identity in Adult Education Ann Brooks Kathleen Edwards Abstract: This article brings the perspective of "Queer theory" to the field of Adult Education as a way of examining critically the notions of self, identity, and sexuality as they have been taken for granted within the field. Adult Education, like most fields of practice and research, assumes the Western ideals of the monadic self, clear and undisputed identities, and heterosexuality. However, the intersection of a strong postmodern voice in both academia and the popular culture, the increasing exploration of other- than-hetero-sexualities in the media, and the foregrounding of sexuality in the work of adult education researchers (Brooks & Edwards,1997; Edwards, 1997; Hill,1995; Edwards, Grace, Henson, B., Henson, W., Hill, & Taylor, 1998; Tisdell & Taylor, 1995) forces the question of what relevance Queer theory has for adult educators.