Lecture Notes - Disability and Minority StudiesIn a recent con.docx

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Lecture Notes - Disability and Minority Studies In a recent conference on "Disability Studies and the University," Professor Simi Linton sat in a wheelchair before the audience and stated, “Disability studies introduces a disability reading to a range of subject matter. We prod people to examine how disability as a category was created to serve certain ends and how the category has been institutionalized in social practices and intellectual conventions. Disability studies' project is to weave disabled people back into the fabric of society, thread by thread, theory by theory. It aims to expose the ways that disability has been made exceptional and to work to naturalize disabled people - remake us as full citizens whose rights and privileges are intact, whose history and contributions are recorded, and whose often distorted representations in art, literature, film, theater, and other forms of artistic expression are fully analyzed. Linton, Simi. (2005) What Is Disability Studies? PMLA.2, 120 In the 1990s, critics and theorists who engaged in discussions of concepts such "minority" and "majority," or "center" and "margin," began to ask us to broaden our perspectives. New areas of inquiry entered the field of "minority literature." Today, those new areas of inquiry lead scholarship in the field. Along with studying so-called racial or ethnic "Others," scholars now focus on the construction of whiteness as part of the "whole picture." (See separate comments from Peggy McIntosh, a scholar at Wellesley College.) Queer studies programs at major universities question clear-cut readings of gender and sexuality. Deaf Studies and Dis/ability Studies question the notion of which bodies and realities we consider "normal," or "able," and which we marginalize as not quite "whole" or fully "able." Studies of mixed raced and multi-cultured lives and experiences challenge the earlier notions of race and ethnicity we relied on as we categorized ourselves and others. Studies focused on cultural representations of age and aging question our culture's persistent focus on youth and youthful bodies/minds as the most desirable or attractive. ...

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race and ethnicity we relied on as we categorized ourselves and
others. Studies focused on cultural representations of age and
aging question our culture's persistent focus on youth and
youthful bodies/minds as the most desirable or attractive.

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Symposium: Three Ways of Looking at Culture - Social Class, Dialogues & Borders, Camps & Refugees Conference: What Does Culture Mean? Evolving Definitions in Mental Health Service, Training, and Research. 39th Annual Meeting of the Society for the Study of Psychiatry and CultureAt: University of San Diego, CA, USA Two themes are explored in my contribution to this symposium: 1. “Culture as a boundary.” To demonstrate definitions of culture are essentialist, based on a “historico-cultural deficit approach” (Matusov, et al., 2007), and offer Bakhtin’s dialogic approach to culture that identifies “interactional breakdowns.” 2. “Theory of the border.” Based on Nail’s (2016) work and congruent with Bakhtin’s definition of culture, to review the deployment of “border” as separator and, more positively, as a way to think about culture and migration, identity and belonging with economic and political impacts, for psychiatric care. References Di Nicola, Vincenzo (2012). Family, psychosocial, and cultural determinants of health. In: Eliot Sorel, ed., 21st Century Global Mental Health. Burlington, MA: Jones & Bartlett Learning, 2012, pp. 119-150. Mason, Caleb (2012). Jay-Z’s 99 Problems, Verse 2: A close reading with Fourth Amendment guidance for cops and perps. Saint Louis University Law Journal, 56: 567-586. Matusov, Eugene, Smith, Mark, Albuquerque Candela, Maria, and Lilu, Keren (2007). “Culture has no internal territory”: Culture as dialogue. In: Jaan Valsiner and Alberto Rosa, eds., The Cambridge Handbook of Sociocultural Psychology. New York: Cambridge University Press, pp. 460-483. Nail, T. (2016). Theory of the Border. 2016. Oxford, UK: Oxford University Press. Sennett, Richard and Cobb, Jonathan (1972/2008). The Hidden Injuries of Class. New York: Knopf. (Re-issued New Haven: Yale University Press, 2008)

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Liu Lingzhi Liu EAD II Paul Hufker September 16th Universal traits among the world Throughout the entire human history, people have never stopped debating about the issue of “what universal traits is” . A universal trait is the term to describe that every individual is sharing the same cultural background worldwide. However, for most people around the world their opinions toward “universal trait”are not balanced. According to the author Ethan Watter ’s “ Being Weird: How Culture Shapes the Mind “ , Kwame Appiah’s articles of “ Making Conversation” and “ The Primacy of Practice” , all of these articles are discussing about the universal traits but with a different view of it . Though people may come from different backgrounds, each person has his right to form their own recognition of the world in three ways: education, changing perspective of stereotypes and the conviction of human rights. Appiah mentioned in his article “ Making Conversation” that under this diverse world, the key to become “cosmopolitan” is “globalized”. However, under the current society, it is hard for people to abandon their own background and fit in the world stage. The way to better solve this problem is through education. Education is the key to unlock the barriers between all odds around the world. “One is the idea that we have obligations to others, obligations that stretch beyond those to whom we are related by the ties of kith and kind, or even the more formal ties of a shared citizenship. The other is that we take seriously the value not just of human life but of particular human lives, which means taking an interest in the practices and beliefs that lend them significance.” One of education's responsibilities is to teach people how to be responsible citizens in any given society. For example , the existence of law is to preventing people from making mistakes. Since the world has never been this globalized before ,changing perspective of stereotype is necessary for diversified society . “It’s generally agreed that all of us see the world in ways that are sometimes socially and culturally constructed, that pluralism is good, and that ethnocentrism is bad.”[920 ] It is all agreed that currently international interaction play a major role in all society , thus , it is important to recognize people from different backgrounds and places . It was found that where you grew up, and your culture affected how drastically the illusion was seen. Results reported Americans struggling the most to see identical lines. Understanding different cultures and traditions could help you be open-minded in order to become globalized . It had previously been assumed that Western culture was a good basis for human similarities. “the very way we think…makes us distinct from other humans on the planet” (497). The lack of cross cultural research has lead to wide misunderstandings about human kind. Scientists must reevaluate the way they think about the human brain, because i ...

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Thinking 'Bigger Than Me' in the Liberal Arts By Steven J. Tepper SEPTEMBER 15, 2014 1 A decade ago, arts leaders faced a crisis in America. National data indicated significant declines in attendance at venues for virtually every art form—classical music, dance, theater, opera, jazz, museums. Bill Ivey, a former chairman of the National Endowment for the Arts, and I offered a counternarrative in 2006: We saw a renaissance in creativity and cultural engagement, made possible, in part, by new technology. Guitar sales had tripled in the course of the decade; 25 percent of college students in one study indicated that they had produced their own music and posted it online. "Pro-ams" were on the rise—people who were not making money at their art but were part of robust creative and collaborative communities. More than 100 hours of content uploaded to YouTube every minute suggested the emergence of new forms of online creativity. 2 I now believe the pendulum has swung too far. 3 Much of the cultural activity we celebrated in 2006 could be categorized as "iCreativity," emphasizing personal expression, identity, individual customization, convenience, and choice. Too often that has turned into what I will call "me experiences." Market researchers call this the era of IWWIWWIWI (I Want What I Want When I Want It). In both culture and education, what we need are more "bigger-than-me experiences." 4 Self-confidence is great, but not at the expense of considering others. A survey of high-school students that has been repeated for the past 60 years presents a startling picture. In 1950, 12 percent of students agreed with the statement, "I am a very important person." By 1990 that had risen to 80 percent. Other scholars have found that student scores on an index of empathy have been going down over the same period. Moreover, recent research in cognitive science suggests that media overload (often implicated in iCreativity) may reduce compassion, empathy, moral reasoning, and tolerance. For many young people, if they cannot insert themselves into an experience—capture it in what some observers call "life-catching"—and share it online with friends, then it is not worth the effort. 5 "Me experiences" are different from "bigger-than-me experiences." Me experiences are about voice; they help students express themselves. The underlying question they begin with is, "What do I have to say?" BTM experiences are about insight; they start with, "What don’t I know?" Voice comes after reflection. Me experiences are about jumping into a project and making something—an idea, an artifact, a piece of media. BTM focuses on John Dewey’s notion of "undergoing"—making something happen in the world, which requires, first, a shift in our own subjectivity. We must anticipate problems, struggle with ideas, seek some resolution. It’s a process. 6 “Me experiences” aim at maximizing pleasure, rewards, and positive affect. Getting an A on an exam; getting a dozen "likes" on a Facebook.

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DBJ Culture Line provides customers with opportunities to experience authentic Korean culture first hand and to enjoy your stay in Korea. Our staff has had various overseas and business experiences as flight interpreters, flight crew, and experts in diplomatic protocols and international business. DBJ Culture Line offers well-distinguished programs for our customers to enjoy a memorable and unique experience in Korea. While other companies provide only a one-language service, we provide a professional French interpreting tour guide service as well. We are dedicated to give you the best possible customer-oriented care.

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