French Universalism in the 1990S
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AHR Forum the Kids Are All Right: on the “Turning” of Cultural History
AHR Forum The Kids Are All Right: On the “Turning” of Cultural History JAMES W. COOK To situate this introduction, it will be useful to focus briefly on just what con- stituted the cultural turn. Victoria E. Bonnell and Lynn Hunt RUN A FEW WEB SEARCHES FOR the term “cultural turn,” and you will begin to grasp the scope of an increasingly viral concept. In Google Books alone, you will find more than 100,000 citations, the bibliographic traces of the concept’s extended wandering.1 Switch to the search engine at OCLC WorldCat, ArticleFirst, or ECO, and the num- bers become less daunting, somewhere on the order of a few hundred hits. In these more specialized databases, however, the searchable content is limited to titles and abstracts. So what you are really seeing is the initial layers of a much larger con- versation: the figurative tip of the bibliographic iceberg.2 What might the iceberg tell us? Most of all, perhaps, it provides a wide-angle view of the concept’s current ubiquity. In addition to Victoria Bonnell and Lynn Hunt’s 1999 volume Beyond the Cultural Turn, you will find thousands of recent books in- voking “cultural turns” in a wide variety of scholarly contexts—from sociology to My first thanks go to my fellow authors in this forum, especially Judith Surkis and Julia Adeney Thomas, as well as Konstantin Dierks, Sarah Knott, and Robert Schneider, who laid the groundwork for this project. For helpful ideas, readings, criticisms, and encouragements, I am grateful to Eric Slauter, Mer- edith McGill, Ann Fabian, Jackson Lears, Gina Morantz-Sanchez, Mark Hewitson, Marni Sandweiss, Andy Rotter, Tanya Erzen, Rachel St. -
Joan Wallach Scott
81(+,6725,(11(,1&/$66$%/(-2$1:$//$&+6&277 5RVH0DULH/DJUDYH / +DUPDWWDQ_m&DKLHUVGX*HQUH} Qr_SDJHV¢ ,661 ,6%1 $UWLFOHGLVSRQLEOHHQOLJQH¢O DGUHVVH Document téléchargé depuis www.cairn.info - EHESS 193.48.45.201 10/01/2017 13h47. © L'Harmattan KWWSZZZFDLUQLQIRUHYXHFDKLHUVGXJHQUHSDJHKWP 3RXUFLWHUFHWDUWLFOH 5RVH0DULH/DJUDYHm8QHKLVWRULHQQHLQFODVVDEOH-RDQ:DOODFK6FRWW}&DKLHUV GX*HQUH Qr S '2,FGJH 'LVWULEXWLRQ«OHFWURQLTXH&DLUQLQIRSRXU/ +DUPDWWDQ k/ +DUPDWWDQ7RXVGURLWVU«VHUY«VSRXUWRXVSD\V /DUHSURGXFWLRQRXUHSU«VHQWDWLRQGHFHWDUWLFOHQRWDPPHQWSDUSKRWRFRSLHQ HVWDXWRULV«HTXHGDQVOHV OLPLWHVGHVFRQGLWLRQVJ«Q«UDOHVG XWLOLVDWLRQGXVLWHRXOHFDV«FK«DQWGHVFRQGLWLRQVJ«Q«UDOHVGHOD OLFHQFHVRXVFULWHSDUYRWUH«WDEOLVVHPHQW7RXWHDXWUHUHSURGXFWLRQRXUHSU«VHQWDWLRQHQWRXWRXSDUWLH VRXVTXHOTXHIRUPHHWGHTXHOTXHPDQLªUHTXHFHVRLWHVWLQWHUGLWHVDXIDFFRUGSU«DODEOHHW«FULWGH O «GLWHXUHQGHKRUVGHVFDVSU«YXVSDUODO«JLVODWLRQHQYLJXHXUHQ)UDQFH,OHVWSU«FLV«TXHVRQVWRFNDJH GDQVXQHEDVHGHGRQQ«HVHVW«JDOHPHQWLQWHUGLW Document téléchargé depuis www.cairn.info - EHESS 193.48.45.201 10/01/2017 13h47. © L'Harmattan Powered by TCPDF (www.tcpdf.org) Cahiers du Genre, n° 61/2016 Lecture d’une œuvre Une historienne inclassable : Joan Wallach Scott Rose-Marie Lagrave À la mémoire de Rolande Trempé De thèses en thèses, d’articles en articles, la définition du concept de genre élaborée par Joan Scott finit par résonner comme un moulin à prières, ou comme un signe obligé d’allégeance et de conformité à l’égard d’une définition devenue légitime en sciences sociales. Cette phrase, « Le genre est un élément consti- tutif des relations sociales fondé sur les différences perçues entre les sexes, et le genre est une façon première de signifier les rapports de pouvoir » (Scott 2012a, p. 41), sert de signe de reconnaissance et de bible méthodologique à tout·e débutant·e Document téléchargé depuis www.cairn.info - EHESS 193.48.45.201 10/01/2017 13h47. © L'Harmattan en études de genre, et c’est heureux. -
Unanswered Questions Author(S): by Joan W
Unanswered Questions Author(s): By Joan W. Scott Reviewed work(s): Source: The American Historical Review, Vol. 113, No. 5 (December 2008), pp. 1422-1430 Published by: The University of Chicago Press on behalf of the American Historical Association Stable URL: http://www.jstor.org/stable/10.1086/ahr.113.5.1422 . Accessed: 07/09/2012 10:27 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The University of Chicago Press and American Historical Association are collaborating with JSTOR to digitize, preserve and extend access to The American Historical Review. http://www.jstor.org AHR Forum Unanswered Questions JOAN W. SCOTT WHEN I SUBMITTED MY “GENDER” ARTICLE to the AHR in 1986, its title was “Is Gender a Useful Category of Historical Analysis?” The editors made me turn the question into a statement because, they said, interrogatives were not allowed in article titles. Dutifully, I complied with this convention, though I thought the revision eliminated a certain rhetorical punch. Some twenty years later, the articles prepared for this forum seem to answer the question in the affirmative, and they do so with a rich variety of examples from recent historical writing. -
Emancipation and Equality: a Critical Genealogy
Joan Wallach Scott Emancipation and Equality: A Critical Genealogy Universiteit Utrecht Faculteit Geesteswetenschappen 1046880_Oratie_Scott_omslag.indd 1 25-09-12 10:35 Oratie 7 november 2012 2 1046880_Oratie_Scott_binnenwerk.indd 2 08-10-12 07:28 Joan Wallach Scott Emancipation and Equality: A Critical Genealogy 1046880_Oratie_Scott_binnenwerk.indd 3 08-10-12 07:28 Inaugural Address Inaugural lecture delivered on 7 November 2012 on the occasion of accepting the Treaty of Utrecht Chair at Utrecht University. 4 1046880_Oratie_Scott_binnenwerk.indd 4 08-10-12 07:28 Emancipation and Equality: A Critical Genealogy1 It was by no means sufficient to ask: Who should emancipate? who should be emancipated? The critic should ask a third question: what kind of emancipation is involved? Karl Marx, On the Jewish Question, 1843. We must not think that by saying yes to sex, one says no to power; on the contrary, one tracks along the course laid out by the general deployment of sexuality. Michel Foucault, The History of Sexuality, Vol. I, 1976. Emancipation is a tricky word. According to the Oxford English Dictionary, it denotes the lifting of “restraints imposed by superior physical force or legal obligation.”2 In Roman law emancipation referred to the freeing of women or children from the patria potestas— the father’s power. In English civil law Catholics were enfranchised by the Catholic Emancipation Act of 1829. Slaves in the United States were manumitted in 1863; the terms set forth in Abraham Lincoln’s famous Emancipation Proclamation. (Although emancipation and manumission are now used synonymously, in ancient Rome, manumission referred specifically to slaves or servants, emancipation to family members.) Figuratively, the word has been extended to mean liberation from “intellectual, moral, or spiritual fetters.”3 Here the issue is not so much action by an external agency, as it is an internal matter, a change in consciousness. -
Teaching Gender with Libraries and Archives the Power of Information
Teaching Gender with Libraries and Archives The Power of Information i5 Libraries 00 book.indb 1 2013.10.04. 9:49 Titles in the Series: 1. Teaching with Memories. European Women’s Histories in International and Interdisciplinary Classrooms 2. Teaching Gender, Diversity and Urban Space. An Intersectional Approach between Gender Studies and Spatial Disciplines 3. Teaching Gender in Social Work 4. Teaching Subjectivity. Travelling Selves for Feminist Pedagogy 5. Teaching with the Third Wave. New Feminists’ Explorations of Teaching and Institutional Contexts 6. Teaching Visual Culture in an Interdisciplinary Classroom. Feminist (Re)Interpretations of the Field 7. Teaching Empires. Gender and Transnational Citizenship in Europe 8. Teaching Intersectionality. Putting Gender at the Centre 9. Teaching “Race” with a Gendered Edge 10. Teaching Gender with Libraries and Archives The Power of Information Title 1 is published by ATHENA2 and Women’s Studies Centre, National University of Ireland, Gal- way; Titles 2–8 are published by ATHENA3 Advanced Thematic Network in Women’s Studies in Europe, University of Utrecht and Centre for Gender Studies, Stockholm University; Title 9-10 are jointly published by ATGENDER, The European Association for Gender Research, Edu- cation and Documentation, Utrecht and Central European University Press, Budapest. i5 Libraries 00 book.indb 2 2013.10.04. 9:49 Edited by Sara de Jong and Sanne Koevoets Teaching Gender with Libraries and Archives The Power of Information Teaching with Gender. European Women’s Studies in International and Interdisciplinary Classrooms A book series by ATGENDER ATGENDER. The European Association for Gender Research, Education and Documentation Utrecht & Central European University Press Budapest–New York i5 Libraries 00 book.indb 3 2013.10.04. -
LE MONDE/PAGES<UNE>
www.lemonde.fr 58 ANNÉE – Nº 17804 – 1,20 ¤ – FRANCE MÉTROPOLITAINE --- MARDI 23 AVRIL 2002 FONDATEUR : HUBERT BEUVE-MÉRY – DIRECTEUR : JEAN-MARIE COLOMBANI Chirac : « La République est entre vos mains » Le second tour opposera le président sortant (19,71 %) à Jean-Marie Le Pen (16,95 %). Lionel Jospin (16,12 %) se retire de la vie politique SOMMAIRE f Le séisme politique Chirac-Le Pen. Droite contre extrê- créé par l’élimination me droite. Chirac, 19,71 % des suffra- La blessure ges exprimés, contre Le Pen, de la gauche LA FRANCE est blessée. Et pour 16,95 %. Jospin, 16,12 %, éliminé. nombre de Français, humiliée. Pour la première fois, l’extrême droi- f L’appel de Chirac Figure de proue d’une Union euro- te est présente au second tour péenne qu’elle a obstinément vou- d’une élection présidentielle. L’inté- au « sursaut lue et à la construction de laquelle grale de l’appel de Jacques Chirac au elle a puissamment contribué, elle « sursaut démocratique » des Fran- démocratique » donne d’elle- çais : « La République est entre vos même, au len- mains. » La campagne de Le Pen, f L’extrême droite demain de ce son adresse « à tous ceux qui croient er 21 avril mar- en la France éternelle », son appel à dans la rue le 1 mai qué par le cou- manifester le 1er mai. L’analyse des ronnement résultats du premier tour. Absten- f Les manifestations politique du tion record. p. 2 et 3 sinistre déma- anti-Le Pen ÉDITORIAL gogue qui ani- L’ascension de Le Pen. Le par- me l’extrême droite française, l’ima- cours du chef de l’extrême droite. -
French Feminists Renegotiate Republican Universalism: the Gender Parity Campaign Laure Bereni
French Feminists Renegotiate Republican Universalism: The Gender Parity Campaign Laure Bereni To cite this version: Laure Bereni. French Feminists Renegotiate Republican Universalism: The Gender Parity Campaign. French Politics, Palgrave Macmillan, 2007, 5 (3), pp.191 - 209. 10.1057/palgrave.fp.8200127. halshs- 01780467 HAL Id: halshs-01780467 https://halshs.archives-ouvertes.fr/halshs-01780467 Submitted on 7 Nov 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. French Feminists Renegotiate Republican Universalism: the Gender Parity Campaign Laure Bereni Published in French Politics, 5(3), 2007, p. 191-209. Introduction For the first time in its legal history, France has an affirmative action policy to help women gain political representation1, mandated by a constitutional amendment in 1999 and an electoral law in 2000. In this respect, France is not an “exception”. These laws are the national translation of a process of redefining the categories of gender equality and fair representation that was already under way in international organizations and in many neighboring democracies (Lovenduski, 2005; Sawer et al., 2006). However, the French campaigns for “parity” (parité), and the controversies they triggered before the laws were enacted, also have a specifically French history. -
Gender and Equality in the French Revolution ______
Defining Humanity: Gender and Equality In the French revolution ______________________________________________ Erin K. Sheek April 8, 2013 DePauw University ______________________________________________ 2 Table of Contents Introduction … 7 Chapter I: Meanings of humanity in the 18th century: Exploring the gender divide … 12 Chapter II: What did it mean to be a woman in the 18th century? … 26 Chapter III: Test Case - The National Convention … 39 Conclusion … 54 Bibliography … 58 3 4 Acknowledgements A week before this thesis was due, my father called and asked how the project was coming along. The first thing that came to mind was directly from the film Jerry Maguire, when Tom Cruise yelled, “it is an up-at-dawn, pride-swallowing SIEGE that I will never fully tell you about, okay??” While saying that to my father may have been somewhat of a joke, I certainly could not have made it through this arduous journey without all of the support I received from faculty, family, and friends over the year. I would first like to sincerely thank my advising committee. James Ward, Barbara Whitehead, and Meryl Altman have put so much time and energy into this project all year long. From countless meetings and edited drafts to pep talks and research assistance, they have been there every step of the way. This thesis would not have been possible without them. To Kevin Moore, Amy Welch, and Peg Lemley for guiding me through four years of the Honor Scholar program and making sure that I made every deadline and kept my sanity when things got tough. They made our Honor Scholar community feel like a family, one of the things that I will miss most after DePauw. -
(January 2021) Joan Wallach Scott School of Social Science Institute
CURRICULUM VITAE (January 2021) Joan Wallach Scott School of Social Science Institute for Advanced Study Princeton, New Jersey 08540 (609) 734-8280 (Voice) (609) 951-4457 (Fax) E-mail: [email protected] EDUCATION B.A. Brandeis University, 1962 M.S. University of Wisconsin, 1964 Ph.D University of Wisconsin, 1969 Honors: Magna Cum Laude Phi Beta Kappa ACADEMIC POSITIONS I. 1970 - 72 Assistant Professor, University of Illinois at Chicago Circle 1972 - 74 Assistant Professor, Northwestern University 1974 - 77 Associate Professor, University of North Carolina, Chapel Hill 1977 - 80 Professor, University of North Carolina, Chapel Hill 1980 - 85 Nancy Duke Lewis University Professor and Professor of History, Brown University 1981 - 85 Founding Director, Pembroke Center for Teaching and Research on Women, Brown University 1985 - 2014 Professor of Social Science, Institute for Advanced Study, Princeton, Harold F. Linder Professor (2000) 2014 Professor Emerita 2015 - Adjunct faculty, Graduate Center, CUNY II. Summer 1977 Director, NEH Summer Seminar for College Teachers, "The History of the Family as Social History" 1978 - 79 Member, School of Social Science, Institute for Advanced Study, Princeton 1980 - 81 Director, NEH Residential Seminar for College Teachers, "The New Labor H History" May 1984 Directeur d'études associé, École des Hautes Etudes en Sciences Sociales, Paris 1985 - 1991 Adjunct Professor, Brown University 1993 - 2005 Adjunct Professor of History, Rutgers University 1996 - 98 Visiting Professor, Associates Program, Humanities Center, Johns Hopkins University 1 Summer 1997 Faculty, School of Criticism and Theory 2012 Treaty of Utrecht Chair, University of Utrecht PUBLICATIONS I. Books: The Glassworkers of Carmaux: French Craftsmen and Political Action in a Nineteenth Century City. -
Michael Bérubé
Michael Bérubé 813 West Foster Avenue Department of English State College, Pennsylvania 16801 219 Burrowes Building [email protected] Pennsylvania State University University Park, PA 16802 (814) 863-8663 Employment Pennsylvania State University Chair, University Faculty Senate, 2018-19 Director, Institute for the Arts and Humanities, 2010-17 Edwin Erle Sparks Professor of Literature, 2012- Paterno Family Professor in Literature, 2001-12 Co-Director, Disability Studies Program, 2004-10 Affiliate, Program in Science, Technology, and Society, 2007-12 University of Illinois at Urbana-Champaign Founding Director, Illinois Program for Research in the Humanities, 1997-2001 Professor, Department of English, 1996-2001 Associate Professor, 1993-96 Assistant Professor, 1989-93 Affiliate, Unit for Criticism and Interpretive Theory, 1989-2001 Affiliate, Afro-American Studies and Research Program, 1989-2001 Education Ph.D., English, University of Virginia, 1989 M.A., English, University of Virginia, 1986 B.A., English, Columbia University, 1982 Publications Books Life as Jamie Knows It: An Exceptional Child Grows Up. Beacon Press, 2016. Paperback, 2017. The Secret Life of Stories: From Don Quixote to Harry Potter, How Understanding Intellectual Disability Transforms the Way We Read. New York UP, 2016. Korean translation, 2017. Paperback, 2018. Portuguese translation forthcoming. Michael Bérubé 2 Curriculum Vitae The Humanities, Higher Education, and Academic Freedom: Three Necessary Arguments. With Jennifer Ruth. Palgrave, 2015. Cloth and paper. The Left at War. New York UP, 2009. Paperback, 2010. Rhetorical Occasions: Essays on Humans and the Humanities. U of North Carolina P, 2006. What’s Liberal about the Liberal Arts? Classroom Politics and “Bias” in Higher Education. W. W. -
Parity/Disparity: Electoral Gender Inequality on the Tightrope of Liberal Constitutional Traditions
Parity/Disparity: Electoral Gender Inequality on the Tightrope of Liberal Constitutional Traditions * Darren Rosenblum TABLE OF CONTENTS INTRODUCTION.............................................................................................. 1121 I. THE PARIAH OF PARITY..................................................................... 1127 A. Parity, a Profoundly Foreign Concept ....................................... 1127 1. Sex Discrimination, Not Representation........................ 1127 2. Voting Rights Law and Gender ...................................... 1129 a. Political Representation Remedies Center on Race ......................................................................... 1129 b. Existing Political Representation Remedies Do Not and Cannot Apply to Women........................... 1131 B. Quotas: The Universal Anathema............................................. 1133 1. Liberal Rejection of Quotas.............................................. 1133 2. Critical Theory Rejection of Quotas................................ 1134 3. Quotas, Descriptive Representation, and Essentialism................................................................ 1135 II. FRENCH PARITY: OBTAINING WOMEN’S EQUALITY THROUGH DIFFERENCE ..................................................................... 1137 A. Parity: History, Passage, and Effectiveness .............................. 1138 1. French Consideration of Parity from the 1880s to the Early 1990s ......................................................................... 1138 2. -
The Revolution in Parenthood the Emerging Global Clash Between Adult Rights and Children’S Needs
An International Appeal from the Commission on Parenthood’s Future Elizabeth Marquardt, Principal Investigator The Revolution in Parenthood The Emerging Global Clash Between Adult Rights and Children’s Needs Institute for American Values Institute for Marriage and Public Policy Institute for the Study of Marriage, Law, and Culture Institute of Marriage and Family Canada This international appeal is the first publication sponsored by the Commission on Parenthood’s Future, an independent, nonpartisan group of scholars and leaders who have come together to investigate the status of parenthood and make recom- mendations for the future. The author of this appeal is grateful for the advice and support of Commission members as well as leaders of the four co-publishing orga- nizations: Institute of Marriage and Family Canada; Institute for Marriage and Public Policy; Institute for the Study of Marriage, Law, and Culture; and the Institute for American Values. The French translation by Agnès Jacob is also deeply appreciated. On the cover: Child’s Drawing, Photodisc Green © 2006, Institute for American Values. All rights Collection. © Getty Images/Steve Cole. reserved. No reproduction of the materials con- tained herein is permitted without the written per- mission of the Institute for American Values. ISBN: 1-931764-12-3 ISBN-13: 978-1-931764-12-4 Institute for American Values 1841 Broadway, Suite 211 New York, NY 10023 Tel: (212) 246-3942 Fax: (212) 541-6665 [email protected] www.americanvalues.org Table of Contents Members of the Commission on Parenthood’s Future.............................................. 4 About the Commission on Parenthood’s Future........................................................ 4 Executive Summary..................................................................................................... 5 Executive Summary in French...................................................................................