Hillary-Hating and the Politics of Ugly Memes
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In the Media, a Woman's Place
Symposium In the Media, A Woman's Place OR WOMEN AND THE MEDIA, 1992 was a year of sometimes painful change-the aftermath of the Anita Hill PClarence Thomas hearings; the public spectacle of a vice presi dent's squabble with a fictional TV character; Hillary Rodham Clinton's attempt to redefine the role of the political wife; election of women to Congress and to state offices in unprecedented numbers. Whether the "Year of the Woman" was just glib media hype or truly represented a sea change for women likely will remain subject to debate for years to come. It is undeniable, however, that questions of gender and media performance became tightly interwoven, perhaps inextricably, in 1992. What do the developments of 1992 portend for media and women? What lessons should the media have learned? What changes can be predicted? We invited 15 women and men from both inside and outside the media for their views on those and related issues affecting the state of the media and women in 1993 and beyond. The result is a kind of sy~posium of praise, warnings and criticism for the press from jour nahsts and news sources alike, reflecting on changes in ' media treat ment of women, and in what changes women themselves have wrought on the press and the society. LINDA ELLERBEE Three women have forced people to rethink their attitudes toward women and, perhaps more importantly, caused women to rethink 49 Symposium-In the Media, A Womans how we see ourselves. Two of those women-Anita Hill and Clinton-are real. -
Religion and the Arts in America
Religion and the Arts in America CAMILLE PAGLIA At this moment in America, religion and pol- itics are at a flash point. Conservative Christians deplore the left-wing bias of the mainstream media and the saturation of popular culture by sex and violence and are promoting strate- gies such as faith-based home-schooling to protect children from the chaotic moral relativism of a secular society. Liberals in turn condemn the meddling by Christian fundamentalists in politics, notably in regard to abortion and gay civil rights or the Mideast, where biblical assumptions, it is claimed, have shaped us policy. There is vicious mutual recrimination, with believers caricatured as paranoid, apocalyptic crusaders who view America’s global mission as divinely inspired, while lib- erals are portrayed as narcissistic hedonists and godless elit- ists, relics of the unpatriotic, permissive 1960s. A primary arena for the conservative-liberal wars has been the arts. While leading conservative voices defend the tradi- tional Anglo-American literary canon, which has been under challenge and in flux for forty years, American conservatives on the whole, outside of the New Criterion magazine, have shown little interest in the arts, except to promulgate a didac- tic theory of art as moral improvement that was discarded with the Victorian era at the birth of modernism. Liberals, on the other hand, have been too content with the high visibility of the arts in metropolitan centers, which comprise only a fraction of America. Furthermore, liberals have been compla- cent about the viability of secular humanism as a sustaining A lecture delivered on 6 February 2007 as the 2007 Cornerstone Arts Lecture at Colorado College. -
Camille Paglia on Freethought, Feminism, and Iconoclasm Conducted by Timothy J
force. Questions both ancient and new are freethought, particularly the criticism of new freedom, but also by a new severi- being raised—do women think differently religious dogmas, has played in bringing ty. For it will be enforced by the realities of associated life as they are disclosed about increasing equality for women. than men? How relevant are biological to careful and systematic inquiry, and and social determinants? Is equality As Dewey pointed out, in a paper writ- not by a combination of convention and among the sexes possible, and, if so, what ten in 1931, an exhausted legal system with senti- mean? The following arti- mentality. does this really The growing freedom of women can cles detail the current debates being raised hardly have any other outcome than the about these issues in feminist circles. In production of more realistic and more The significance of this new freedom is addition, they show the important role that human morals. It will be marked by a explored in the following pages. • FI Interview Camille Paglia on Freethought, Feminism, and Iconoclasm conducted by Timothy J. Madigan One does not really interview Camille Paglia—author of the best-selling works Sexual Personae; Sex, Art, and American Culture; and Vamps and Tramps—one gives her a forum to express her free-wheeling opinions in machine-gun delivery style on whatever issues she wants to address. What follows is a prime example of what might be called her "in-your-face feminism."—Ens. REE INQUIRY: You're one of the few America. Fpublic intellectuals whose work is FI: In Vamps and Tramps, you state discussed both on college campuses and that "the silencing of authentic debate in working-class bars. -
From Here to Queer: Radical Feminism, Postmodernism, and The
From Here to Queer: Radical Feminism, Postmodernism, and the Lesbian Menace (Or, Why Can't a Woman Be More like a Fag?) Author(s): Suzanna Danuta Walters Source: Signs, Vol. 21, No. 4, Feminist Theory and Practice (Summer, 1996), pp. 830-869 Published by: The University of Chicago Press Stable URL: http://www.jstor.org/stable/3175026 . Accessed: 24/06/2014 17:21 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 is collaborating with JSTOR to digitize, preserve and extend access to Signs. http://www.jstor.org This content downloaded from 199.79.170.81 on Tue, 24 Jun 2014 17:21:49 PM All use subject to JSTOR Terms and Conditions FromHere to Queer: Radical Feminism,Postmodernism, and the Lesbian Menace (Or, WhyCan't a Woman Be More Like a Fag?) Suzanna Danuta Walters Queer defined (NOT!) A LREADY, IN THIS OPENING, I am treadingon thin ice: how to definethat which exclaims-with postmodern cool-its absoluteundefinability? We maybe here(and we may be queer and not going shopping),but we are certainlynot transparentor easily available to anyone outside the realm of homo cognoscenti.Yet definitions,even of the tentativesort, are importantif we are to push forwardthis new discourseand debate meaningfullyits parameters. -
Sisters at Odds
REVIEW Sisters at odds DIANA SCHAUB hadUST itsas Jacobinsthe movement, so too forthe"Libertyfeminist, Equality,movement, Fraternity"with its parallel call for women's liberation, the equality of the sexes, and politically conceived sisterhood. According to Christina Hoff Sommers, it is the final term of the triad that has in- spired dangerous radicalism in the feminist camp and led to something on the order of feminism's own Reign of Terror. Liberty and equality, yes--those are the hallmarks of what Sommers terms "equity" or "First Wave" feminism: "the tradi- tional, classically liberal, humanistic feminism that was initi- ated more than 150 years ago." Original feminism demanded and won fundamental political rights for women and opened up educational and economic opportunity. Sommers considers herself and most Americans to be feminists of this sort--heirs to the Enlightenment and its principles of individual justice. Her quarrel is with the "Second Wave" or "gender" feminists who have abandoned universalism for gynocentrism and traded enfranchisement for seemingly permanent victim status. Soli- darity with women has come to mean hostility to men, and particularly to that alleged system of male dominance: the "heteropatriarchy." Who Stole Feminism? How Women Have Betrayed Women _ is an attempt to reclaim feminism from these female Jacobins (prominent among them, Catherine MacKinnon, Naomi Wolf, Andrea Dworkin, Alison Jaggar, Susan Faludi, and Catherine Stimpson). In her Girondist dissent, Sommers joins a growing number of women, from Katie Roiphe to Camille Paglia, trying to wrest power from the radical Montagnards. Sommers claims that "misandrism [man-hating] ... was not a notable feature of the women's movement until our own times"; indeed, she finds that "the idea that women are in a gender _Simon and Schuster. -
Teaching "Problematic" Yeats: Relevance Without Recuperation
International Yeats Studies Volume 4 Issue 1 Article 2 January 2020 Teaching "Problematic" Yeats: Relevance Without Recuperation Carrie J. Preston Boston University Follow this and additional works at: https://tigerprints.clemson.edu/iys Recommended Citation Preston, Carrie J. (2020) "Teaching "Problematic" Yeats: Relevance Without Recuperation," International Yeats Studies: Vol. 4 : Iss. 1 , Article 2. DOI: https://doi.org/10.34068/IYS.04.01.01 Available at: https://tigerprints.clemson.edu/iys/vol4/iss1/2 This Article is brought to you for free and open access by TigerPrints. It has been accepted for inclusion in International Yeats Studies by an authorized editor of TigerPrints. For more information, please contact [email protected]. Teaching “Problematic” Yeats: Relevance Without Recuperation Carrie J.Preston n the era of #MeToo and #SayHerName, internet “callout culture,”1 Trump- ism, Brexit, and an unprecedented global crisis of forced displacement—all abundantly represented in various forms of media—many college students Iare endlessly tuned-in to the most recent culture wars. Why and how do we teach W. B. Yeats today? I studied Yeats’s “Leda and the Swan” (1924) in col- lege as a poem about myth, centered on an epistemological question: “Did she put on his knowledge with his power[…]?” My students today consider it a “rape poem.” We celebrate the centennial of Yeats’s even-more-famous “The Second Coming” (1919), a poem I studied as a prophetic revision of the Chris- tian apocalypse for the post-World War I moment. My current students worry about Yeats being sacrilegious and exemplifying cultural appropriation with his use of stereotypical imagery of the Middle East. -
Camille Paglia Discusses 'Free Women, Free Men: Sex, Gender, Feminism'
Camille Paglia discusses 'Free Women, Free Men: Sex, Gender, Feminism' [00:00:05] Welcome to The Seattle Public Library’s podcasts of author readings and library events. Library podcasts are brought to you by The Seattle Public Library and Foundation. To learn more about our programs and podcasts, visit our web site at w w w dot SPL dot org. To learn how you can help the library foundation support The Seattle Public Library go to foundation dot SPL dot org [00:00:30] Good evening everybody. I'm Stesha Brandon. I'm the Literature and Humanities Program Manager here at Seattle Public Library. Welcome to the Central Library. And to tonight's event with Camille Paglia. Thank you to Elliott Bay Book Company for inviting us to co present this evening we would also like to thank our author series sponsor Gary Kunis and the Seattle Times for their generous supports for library programs. Private gifts to the Seattle Public Library Foundation also help provide programs and services that touch the lives of everybody in our community. So if any of you are at Library Foundation donors thanks so much for that. Now let me turn the podium over to Rick Simonson from Elliott Bay Book Company to introduce the rest of the program. [00:01:09] Thank you. Thanks Deborah. So tonight we are delighted to have [00:01:14] Camille Paglia here and I will do a more formal introduction than usual but Camille Paglia is the University Professor of Humanities and media studies at the University of the Arts in Philadelphia where she has taught since 1984. -
Camille Paglia
Final Cut: The Selection Process for Break, Blow, Burn CAMILLE PAGLIA BREAK , B LOW , B URN , my collection of close readings of forty-three poems, took five years to write. The first year was devoted to a search for material in public and academic libraries as well as bookstores. I was looking for poems in English from the last four centuries that I could wholeheartedly recommend to general readers, especially those who may not have read a poem since college. For decades, poetry has been a losing proposition for major trade publishers. I was convinced that there was still a po - tentially large audience for poetry who had drifted away for unclear reasons. That such an audience does in fact exist seemed proved by the success of Break, Blow, Burn , which may be the only book of poetry criticism that has ever reached the national bestseller list in the United States . On my two book tours (for the Pantheon hardback in 2005 and the Vintage paperback in 2006 ), I was constantly asked by readers or interviewers why this or that famous poet was not included in Break, Blow, Burn , which begins with Shakespeare and ends with Joni Mitchell. At the prospectus stage of the project, I had assumed that most of the principal modern and contemporary poets would be well represented. But once launched on the task of gathering possible entries, I was shocked and disappointed by what I found. Poem after poem, when approached from the perspective of the general audience rather than that of academic criticism, shrank into inconse - quence or pretension. -
Interview with Camille Paglia 251 Appendix Two: Interview with Naomi Wolf 266 ACKNOWLEDGEMENTS
University of Warwick institutional repository: http://go.warwick.ac.uk/wrap A Thesis Submitted for the Degree of PhD at the University of Warwick http://go.warwick.ac.uk/wrap/36104 This thesis is made available online and is protected by original copyright. Please scroll down to view the document itself. Please refer to the repository record for this item for information to help you to cite it. Our policy information is available from the repository home page. POPULAR / POST-FEMINISM AND POPULAR LITERATURE Barbara Kastelein PhD University of Warwick Department of English and Comparative Literary Studies June 1994 SUMMARY This thesis is concerned with the ambivalence expressed towards feminism by many women in the last decade and identifies post-feminism as a problematic through which to explore this in contemporary women's writing. It focuses on selected fictional and non-fictional texts of the 1980s and 1990s and examines the ways in which they engage with feminist concerns. Until now, post-feminism has not been studied through its articulations in popular literature. To do justice to the wide range of views held by women and avoid a defensive and pessimistic reading of commercialised mainstream culture, I have made use of intertextual readings. The methodology is derived from feminist critical theory and cultural studies in order to address the relation between feminist and non-feminist literary texts and the dynamic interchange between what have been labelled as feminist politics and mainstream or consumer women' s interests. The significance of the research lies in the identification of ways in which such works of fiction and non- fiction provide an outlet for women's voices which could serve as a basis for developing feminist criticism and politics. -
Using Hillary Clinton's Presidential Campaign for Learning
The Journal of Effective Teaching an online journal devoted to teaching excellence Student Engagement and Teacher Practices: Using Hillary Clinton’s Presidential Campaign for Learning Purposes Sibylle Gruber1 Northern Arizona University, Flagstaff, AZ 86011 Abstract In this article, I reflect on the pedagogical decisions I made when I taught a course on gendered literacies during the 2008/2009 presidential campaign. I specifically focus on what I term the “Hillary” phenomenon, the media’s often negative and unflattering por- trayal of presidential candidate Hillary Clinton. I start with a brief exploration of my goals for teaching current events; I then discuss student perceptions of Hillary Clinton’s role in politics, and I show the importance of paying attention to students’ social influ- ences that, in Arizona, are often marked by “fear and trepidation” when it comes to po- litical change. I show the importance of using examples from Clinton’s writing, and I point toward pedagogical reasons for engaging students in discussions that address our positionalities in a variety of discourse communities. I conclude by pointing out that we need to encourage students to think critically about their own roles in perpetuating cur- rent value systems by challenging their assumptions about gender roles, race relations, sexual orientation, or class systems. Keywords: Classroom practices, women and politics, women and the media, gen- der discrimination, social expectations, discourse communities, identity and liter- acy development. “Hillary will never be President. She is a woman!” This utterance did not come from George W. Bush, or from any of the opponents in the 2008 presidential campaign. -
Assessing Sex: Who Benefits from De-Gendered Writing and Visual
DOCUMENT RESUME ED 463 545 CS 510 891 AUTHOR Wills, Katherine V. TITLE Assessing Sex: Who Benefits from De-Gendered Writing and Visual Rhetoric in the Computer-Mediated Classroom? PUB DATE 2001-03-00 NOTE 13p.; Paper presented at the Annual Meeting of the Conference on College Composition and Communication (52nd, Denver, CO, March 14-17, 2001). PUB TYPE Opinion Papers (120) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Computer Mediated Communication; Critical Thinking; *Feminism; Higher Education; *Student Attitudes; *Writing Instruction IDENTIFIERS Identity Formation; *Visual Rhetoric; Web Pages; Web Sites ABSTRACT Student/initiates into visual, textual, and theoretical Web-based self-constructions do not necessarily wish to be gender, race, class, or ethnicity invisible or neutral. To best teach writing and critical thinking according to her departmental objectives, one instructor felt she had to broach student's assumptions about themselves as they textually--that is, graphically and lexically--constructed their online personas. These students grew up with electronic games, television, and the hypertext of soundbytes and other texting native to electronic media, yet their forays into Web authoring seem to emanate from the colloquial and familial. Students' academic Web pages and Web texts seek to instantiate identity by iconic visual representations. This paper, while focusing on gender, does not ignore the "simultaneity of oppression" in race, class, and age. The paper focuses on how students unconsciously apply the subtext of Camille Paglia's retrofeminism as critiqued by Teresa Ebert to their gendered Web pages; what unexamined theoretical beliefs students apply to their sites; and why it is important for instructors to introduce students to a myriad of visual and conceptual possibilities for their Web authoring in undergraduate writing courses. -
La Cattiva Strada C
7+Ê6('('2&725$7(1&2787(//( 35e6(17e((76287(18(¬/¶81,9(56,7e3$5,628(67 1$17(55( 3DU &$52/,1$)8&&, /$&$77,9$675$'$ /,1*8$**,6&(1$5,(5$335(6(17$=,21,'(//$3527(67$*,29$1,/(75$ 86$('(8523$1(//81*26(66$172772 ',5(&7(85'(7+Ê6( &2',5(&7(85'(7+e6( 0&KULVWRSKH0LOHVFKL 00LUFR'RQGL 8QLYHUVLWp3DULV2XHVW 8QLYHUVLWpGH%RORJQH 6RXWHQXHjO¶8QLYHUVLWp3DULV2XHVW1DQWHUUHOHMXLQ e78'(6,7$/,(11(6 (' La Cattiva Strada C. Fucci Sommario INTRODUZIONE RAGIONI, PROPOSITI E METODI DELLA RICERCA .......................................................... 3 I.1 Presentazione: la materia e i metodi ................................................................................ 3 I.2 Lo stato della ricerca ..................................................................................................... 11 I.3 Periodizzazioni .............................................................................................................. 25 I.4 L'epoca delle molte parole ............................................................................................ 33 I.5 Forme e limiti della protesta .......................................................................................... 44 PARTE PRIMA I UN NUOVO IMMAGINARIO ............................................................................................... 54 I.I.1 Repressione e rivolta. ................................................................................................. 54 I.I.2 Beat, beatnik e hippie. ..............................................................................................