hey Dewey, what’s your problem?
• PGCert Inclusivity unit
• UAL student photograph and comment on shelf end labels
• Looked closely at Dewey in terms of identity and representation
• Emily Drabinski’s work – politics of correction
Image credits, L-R from back: Born n Bread (2017) Born n Bread. Issue #3. African Tales. London, England. Alex Creep
(2016) Nancy : a queer zine #2. UK. Soofiya (2015) Bloody Hell : a zine about menstruation. Issue #1. UK. Front: Jacob V.
Joyce, Krishna Istha & Travis Alabanza (2014) Fear Brown Queers. London, England.
gender representation in Dewey
• Not naming
No representation of queer, non-binary or gender fluid identities
Under Gender there is STILL only ‘Men’ and ‘Women’
• Positioning – misplacing
Transgender identities only appear under ‘Sexual Orientation’
• Misnaming, reinforcing powers systems and their perspective
• ‘Lumping together’ out of ignorance? Or resistance to acknowledge?
‘306.768’ is ‘Transgenderism and Intersexuality’
fiction > race / nationality
• 823 – Fiction
• 823.92 – British/Irish
fiction 21st Century
• 891 East Indo-
European & Celtic
• 892 Afro-Asiatic
• 895 Literatures of
East & Southeast Asia
• 896 African literatures
queer theory and categorisation
“resists the idea that stable identities like lesbian or gay exist outside of time.
Rather, these identities exist only temporarily in social and political contexts that
both produce and require them.”
Drabinski, E (2013) p.101
“there can be no “correct” categorical or linguistic structures, only those that
discursively emerge and circulate in a particular context.”
Drabinski, E (2013) p.102
Drabinski, E. (2013) ‘Queeering the Catalog: Queer Theory and the Politics of Correction’, Library Quarterly: Information, Community, Policy, 83(2), pp. 94-111.
• to create their own classification/terminology/representation or a
critique of current knowledge labels
• idea of ‘praxis’ (Friere, 1970) – critique requires action (hooks, 1994)
• encouraging students’ academic voice
• zines will be made and printed and included in the collection
What did they think / what next?
• feedback – engaging discussion, ways of seeing/perspective
• reflecting on and running the workshop again
• collection of ‘alternative classification’ zines
• linking with SU ‘Liberate my Curriculum’