race and cultural representation
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This document summarizes an article that focuses on emerging post-race approaches to studying race. It discusses how post-race theory rejects essentialist views of race as a fixed concept and instead sees race as socially constructed. The document also notes challenges in studying race, such as power dynamics between researchers and subjects and addressing whose perspectives are being represented. It advocates considering essentialist, social constructionist, and post-race views together to better understand the complexities of race.
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Natasha khan gender sexuality essay plan
Sociologists have challenged the idea that gender and sexuality are natural in several ways:
1) Early sociological perspectives like sex-role theory were criticized for linking gender to naturalness.
2) Feminist perspectives in the 1970s argued that gender roles are influenced by social and political forces like divisions of labor and Marxism.
3) Post-structuralist views from the 1990s onwards established that both sex and gender are socially constructed rather than natural.
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The document summarizes key points from Natasha Walter's book "Living Dolls" about the hyper-sexualization of women in modern culture. Walter argues that unrealistic standards of femininity pressure women to conform to male desires. She discusses how gender is socially constructed and how women are increasingly valued based on sexual attractiveness. Walter also analyzes the sexual objectification of women in media through the "male gaze" and how this subordinates women. While she acknowledges autonomy in sex work, Walter largely critiques pornified culture for pushing women toward industries catering to male fantasies rather than empowering female sexuality.
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Queer Theory
Queer Theory emphasizes radical differences from social norms and views social structures as the root of human oppression. It focuses on critiquing social boundaries and the mechanisms that enforce them. Historically centered on sexuality studies, Queer Theory also addresses other issues and is critical of anything mainstream. While marriage equality seems radical to some, Queer approaches tend to oppose gay marriage as too traditional and conforming to social control. Queer Theory draws from both academic social science and political activism that challenges traditions and institutions. It overlaps with but also differs from feminism and racial theory by questioning the validity of gender and racial categories.
Queer theory
Queer theory challenges the idea of categorizing people based on lifestyle choices and seeks to understand sexual differences among all people. It addresses issues beyond just sexuality, encouraging people to question their own identities and examine literature through a new critical lens. A key theorist, Judith Butler, suggested in her influential book "Gender Trouble" that gender is socially constructed rather than the result of nature.
Queer theory
Queer theory holds that all identities, including gender and sexual identities, are social constructions rather than innate. It critiques the traditional binary categories of gender and sexuality, such as man/woman and gay/straight. Judith Butler, a key scholar, argued that repeated representations of heterosexuality work to present it as normal, but representations of alternatives like drag queens can subvert and destabilize dominant heterosexual ideology. However, some argue that mainstream media representations of queer identities do little to challenge gender norms and are used more for shock value than celebration of diversity.
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Gender studies analyzes theories that problematize heterosexuality and normalize alternative sexualities. It examines how gender is a fluid, socially constructed identity that does not necessarily align with biological sex. Gender studies scholars challenge essentialist notions of fixed gender identities and sexualities, arguing instead that they exist on a continuum that is historically and culturally contingent.
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Natasha khan gender sexuality essay plan
Sociologists have challenged the idea that gender and sexuality are natural in several ways:
1) Early sociological perspectives like sex-role theory were criticized for linking gender to naturalness.
2) Feminist perspectives in the 1970s argued that gender roles are influenced by social and political forces like divisions of labor and Marxism.
3) Post-structuralist views from the 1990s onwards established that both sex and gender are socially constructed rather than natural.
understanding gender and sexuality
The document summarizes key points from Natasha Walter's book "Living Dolls" about the hyper-sexualization of women in modern culture. Walter argues that unrealistic standards of femininity pressure women to conform to male desires. She discusses how gender is socially constructed and how women are increasingly valued based on sexual attractiveness. Walter also analyzes the sexual objectification of women in media through the "male gaze" and how this subordinates women. While she acknowledges autonomy in sex work, Walter largely critiques pornified culture for pushing women toward industries catering to male fantasies rather than empowering female sexuality.
Queer theory
Queer theory emerged from gay and lesbian studies in the early 1990s. It challenges traditional assumptions that sexuality fits into binary categories of heterosexual or homosexual. Queer theory asserts that all sexual behaviors and identities are socially constructed rather than innate. It critiques the normalization of heterosexuality and the labeling of other sexualities as deviant. Queer theory questions the idea that gender and sexuality are fixed, arguing instead that they are fluid and performative in nature.
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Queer Theory emphasizes radical differences from social norms and views social structures as the root of human oppression. It focuses on critiquing social boundaries and the mechanisms that enforce them. Historically centered on sexuality studies, Queer Theory also addresses other issues and is critical of anything mainstream. While marriage equality seems radical to some, Queer approaches tend to oppose gay marriage as too traditional and conforming to social control. Queer Theory draws from both academic social science and political activism that challenges traditions and institutions. It overlaps with but also differs from feminism and racial theory by questioning the validity of gender and racial categories.
Queer theory
Queer theory challenges the idea of categorizing people based on lifestyle choices and seeks to understand sexual differences among all people. It addresses issues beyond just sexuality, encouraging people to question their own identities and examine literature through a new critical lens. A key theorist, Judith Butler, suggested in her influential book "Gender Trouble" that gender is socially constructed rather than the result of nature.
Queer theory
Queer theory holds that all identities, including gender and sexual identities, are social constructions rather than innate. It critiques the traditional binary categories of gender and sexuality, such as man/woman and gay/straight. Judith Butler, a key scholar, argued that repeated representations of heterosexuality work to present it as normal, but representations of alternatives like drag queens can subvert and destabilize dominant heterosexual ideology. However, some argue that mainstream media representations of queer identities do little to challenge gender norms and are used more for shock value than celebration of diversity.
IV Gender Studies
Gender studies analyzes theories that problematize heterosexuality and normalize alternative sexualities. It examines how gender is a fluid, socially constructed identity that does not necessarily align with biological sex. Gender studies scholars challenge essentialist notions of fixed gender identities and sexualities, arguing instead that they exist on a continuum that is historically and culturally contingent.
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The document discusses the field of gender studies, which examines gender identity and gendered representation through an interdisciplinary lens. It covers topics like the difference between gender and women's studies, the multi-disciplinary nature of gender studies, and debates around autonomy vs integration. The document also provides details on the status of gender studies in Pakistan and outlines the table of contents for a book on CSS Gender Studies that covers topics like feminist theories, gender and development, the status of women in Pakistan, and gender-based violence.
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This document provides an overview of queer identity and queer theory. It defines queer as referring to anything that opposes normalcy or dominance. Queer theory emerged from fields like women's and gender studies and critiques fixed categorizations of gender and sexuality. The document discusses how queer theory challenges notions of straight as normal and explores how new media and the internet have provided new contexts for exploring queer identities beyond the gender binary. It also notes how platforms like Facebook still rely on discrete categories of gender and sexuality that can feel restrictive.
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Queer theory examines non-normative expressions of gender and sexuality. It rejects the idea that identities fit into fixed categories like male/female or gay/straight. Key theorists include Judith Butler, who argued that gender and other identities are fluid and performed rather than expressing an inner essence. Queer theory looks at ambiguity and fluidity in representations, describing spaces outside of binary categories as "queer spaces." It also defines "queer texts" as those dealing with queer themes or allowing queer readings that identify subtext.
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In Judith Butler's 1990 work Gender Trouble, she argues that gender is a social construct rather than a biological fact. She asserts that gender is performative through repeated acts over time, creating an illusion of a fixed gender identity. Butler also contends that feminism should question how the category of "women" is produced and constrained by the very power structures it seeks to dismantle. She concludes by arguing against taking traditional views of gender at face value.
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Judith Butler is a theorist of power, gender, sexuality and identity who is a professor at UC Berkeley. In her influential book Gender Trouble, she argued that feminism reinforced a binary view of gender that limited choices. She suggested gender should be seen as fluid and changing based on context, rather than fixed, and that it is performed rather than expressing an inner essence. This perspective has implications for how gender is represented in media, which can disseminate alternative images and influence norms through symbols.
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This document outlines the agenda and materials for an ELIT 48C class session on feminist criticism. The session will include a lecture on feminist criticism and a discussion of student questions related to feminist criticism and The Great Gatsby. Feminist criticism examines how literature reinforces or undermines the oppression of women. It looks at how aspects of culture are inherently patriarchal and exposes misogyny. The objectives of feminist criticism are discussed. An overview of first, second, and third wave feminism is provided. Students will then discuss feminist criticism and their questions in groups. Questions posed by students related to feminist criticism and The Great Gatsby are listed. The homework assignment is to read about African American criticism and post questions
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In Judith Butler's 1990 work Gender Trouble, she argues that gender is a social construct rather than a biological fact. She asserts that gender is performative through repeated acts over time, creating an illusion of a fixed gender identity. Butler also contends that feminism should question how the category of "women" is produced and constrained by the very power structures it seeks to dismantle. She concludes by arguing against taking traditional views of gender at face value.
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Afro-Asian Inquiry and the Problematics of Comparative Critique
Author(s): Antonio T. Tiongson Jr.
Source: Critical Ethnic Studies, Vol. 1, No. 2 (Fall 2015), pp. 33-58
Published by: University of Minnesota Press
Stable URL: http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033
Accessed: 07-08-2017 18:56 UTC
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P 3 3 O
Afro-Asian Inquiry and the
Problematics of Comparative Critique
A N T O N I O T. T I O N G S O N J R .
This article represents a critical engagement with the “comparative turn” in ethnic studies; that is, an interrogation of the broader implications of
the ascendancy and valorization of comparative critique as a central cate-
gory of analysis and an index of contemporary ethnic studies scholarship
through a critical consideration of a select body of writing predicated on a
comparative approach. Spurred by the perceived inadequacies of a biracial
framing and theorizing of race and racialization (i.e., the so-called black/
white paradigm), thinking comparatively has become an imperative to the
project of ethnic studies, heralding a paradigmatic and analytic shift and
inaugurating what one cultural analyst describes as a new stage in the evo-
lution of ethnic studies, “one long postponed by a standoff between a mul-
tiracial model limited by a national horizon and a diasporic model that
lacked historical ground for conducting cross-racial analysis.”1
As a number of race and ethnic studies scholars posit, comparative anal-
ysis is increasingly viewed as indispensable to the project of ethnic studies.
In an edited volume titled Black and Brown in Los Angeles: Beyond Con-
flict and Coalition, for example, Josh Kun and Laura Pulido make the point
that comparative ethnic studies has emerged “as a substantive field within
the discipline of ethnic studies itself,” generating a fairly robust and rapidly
expanding archive of comparative scholarship.2 Echoing these remarks,
Marta E. Sanchez speaks of “the renaissance of comparative studies of race
and.
Ethnic and Racial Diversity in Librarianship
The document discusses the lack of diversity in the field of librarianship and proposes solutions to decolonize the profession. It notes that while people of color make up a large portion of library users, they are significantly underrepresented among librarians. Several barriers to diversity are explored, including institutionalized racism and white normativity within the field. The document proposes solutions such as recognizing non-MLS experience, expanding career ladders for current minority staff, and focusing on retention rather than just recruitment to make meaningful strides toward an intersectional, decolonized profession.
Launius and Hassel sca! old feminist analysis in a way t.docx
“Launius and Hassel sca! old feminist analysis in a way that makes
its underlying components highly accessible to novice students. " is
textbook provides students with a critical framework, while giving
the instructor the # exibility to select companion texts for each of the
threshold concepts.”
— Ann Mattis , Assistant Professor of English and Gender, Women’s,
and Sexuality Studies, University of Wisconsin—Sheboygan
“Launius and Hassel are the mediums of metacognitive awareness in
the $ eld of Women’s and Gender Studies, distilling threshold concepts
so that students can become active agents in critiquing and shaping our
gendered world. " is book should be foundational in any Women’s and
Gender Studies program.”
— Tara Wood , Assistant Professor of English and instructor
in Gender Studies, Rockford University
“! reshold Concepts is my go-to foundational text for both teaching
Women’s and Gender Studies classes and facilitating Safe Zone training.
" e extensive end of chapter questions and learning roadblocks
sections help students process and apply the information. I appreciate
that the authors succinctly frame and contextualize complex gender
studies topics.”
—Christopher Henry Hinesley, Associate Director,
Women’s and Gender Studies, Rochester
Institute of Technology
! reshold Concepts in Women’s and
Gender Studies
! reshold Concepts in Women’s and Gender Studies: Ways of Seeing, ! inking,
and Knowing is a textbook designed primarily for introduction to Women’s and
Gender Studies courses with the intent of providing both skills- and concept-
based foundation in the $ eld. " e text is driven by a single key question: “What
are the ways of thinking, seeing, and knowing that characterize Women’s and
Gender Studies and are valued by its practitioners?” Rather than taking a topical
approach, ! reshold Concepts develops the key concepts and ways of thinking
that students need in order to develop a deep understanding and to approach
material like feminist scholars do, across disciplines. " is book illustrates four
of the most critical concepts in Women’s and Gender Studies—the social
construction of gender, privilege and oppression, intersectionality, and feminist
praxis—and grounds these concepts in multiple illustrations.
" e second edition includes a signi$ cant number of updates, revisions, and
expansions: the case studies in all $ ve chapters have been revised and expanded,
as have the end of chapter elements, statistics have been updated, and
numerous references to signi$ cant news stories and cultural developments of
the past three years have been added. Finally, many more “callbacks” to previous
chapters have been incorporated throughout the textbook in order to remind
students to carry forward and build upon what they have learned about each
threshold concept even as they move on to a new one.
Christie Launius directs and teaches in the Women’s and Gender Studies prog ...
Launius and Hassel sca! old feminist analysis in a way t.docx
“Launius and Hassel sca! old feminist analysis in a way that makes
its underlying components highly accessible to novice students. " is
textbook provides students with a critical framework, while giving
the instructor the # exibility to select companion texts for each of the
threshold concepts.”
— Ann Mattis , Assistant Professor of English and Gender, Women’s,
and Sexuality Studies, University of Wisconsin—Sheboygan
“Launius and Hassel are the mediums of metacognitive awareness in
the $ eld of Women’s and Gender Studies, distilling threshold concepts
so that students can become active agents in critiquing and shaping our
gendered world. " is book should be foundational in any Women’s and
Gender Studies program.”
— Tara Wood , Assistant Professor of English and instructor
in Gender Studies, Rockford University
“! reshold Concepts is my go-to foundational text for both teaching
Women’s and Gender Studies classes and facilitating Safe Zone training.
" e extensive end of chapter questions and learning roadblocks
sections help students process and apply the information. I appreciate
that the authors succinctly frame and contextualize complex gender
studies topics.”
—Christopher Henry Hinesley, Associate Director,
Women’s and Gender Studies, Rochester
Institute of Technology
! reshold Concepts in Women’s and
Gender Studies
! reshold Concepts in Women’s and Gender Studies: Ways of Seeing, ! inking,
and Knowing is a textbook designed primarily for introduction to Women’s and
Gender Studies courses with the intent of providing both skills- and concept-
based foundation in the $ eld. " e text is driven by a single key question: “What
are the ways of thinking, seeing, and knowing that characterize Women’s and
Gender Studies and are valued by its practitioners?” Rather than taking a topical
approach, ! reshold Concepts develops the key concepts and ways of thinking
that students need in order to develop a deep understanding and to approach
material like feminist scholars do, across disciplines. " is book illustrates four
of the most critical concepts in Women’s and Gender Studies—the social
construction of gender, privilege and oppression, intersectionality, and feminist
praxis—and grounds these concepts in multiple illustrations.
" e second edition includes a signi$ cant number of updates, revisions, and
expansions: the case studies in all $ ve chapters have been revised and expanded,
as have the end of chapter elements, statistics have been updated, and
numerous references to signi$ cant news stories and cultural developments of
the past three years have been added. Finally, many more “callbacks” to previous
chapters have been incorporated throughout the textbook in order to remind
students to carry forward and build upon what they have learned about each
threshold concept even as they move on to a new one.
Christie Launius directs and teaches in the Women’s and Gender Studies prog.
Launius and Hassel sca! old feminist analysis in a way t
“Launius and Hassel sca! old feminist analysis in a way that makes
its underlying components highly accessible to novice students. " is
textbook provides students with a critical framework, while giving
the instructor the # exibility to select companion texts for each of the
threshold concepts.”
— Ann Mattis , Assistant Professor of English and Gender, Women’s,
and Sexuality Studies, University of Wisconsin—Sheboygan
“Launius and Hassel are the mediums of metacognitive awareness in
the $ eld of Women’s and Gender Studies, distilling threshold concepts
so that students can become active agents in critiquing and shaping our
gendered world. " is book should be foundational in any Women’s and
Gender Studies program.”
— Tara Wood , Assistant Professor of English and instructor
in Gender Studies, Rockford University
“! reshold Concepts is my go-to foundational text for both teaching
Women’s and Gender Studies classes and facilitating Safe Zone training.
" e extensive end of chapter questions and learning roadblocks
sections help students process and apply the information. I appreciate
that the authors succinctly frame and contextualize complex gender
studies topics.”
—Christopher Henry Hinesley, Associate Director,
Women’s and Gender Studies, Rochester
Institute of Technology
! reshold Concepts in Women’s and
Gender Studies
! reshold Concepts in Women’s and Gender Studies: Ways of Seeing, ! inking,
and Knowing is a textbook designed primarily for introduction to Women’s and
Gender Studies courses with the intent of providing both skills- and concept-
based foundation in the $ eld. " e text is driven by a single key question: “What
are the ways of thinking, seeing, and knowing that characterize Women’s and
Gender Studies and are valued by its practitioners?” Rather than taking a topical
approach, ! reshold Concepts develops the key concepts and ways of thinking
that students need in order to develop a deep understanding and to approach
material like feminist scholars do, across disciplines. " is book illustrates four
of the most critical concepts in Women’s and Gender Studies—the social
construction of gender, privilege and oppression, intersectionality, and feminist
praxis—and grounds these concepts in multiple illustrations.
" e second edition includes a signi$ cant number of updates, revisions, and
expansions: the case studies in all $ ve chapters have been revised and expanded,
as have the end of chapter elements, statistics have been updated, and
numerous references to signi$ cant news stories and cultural developments of
the past three years have been added. Finally, many more “callbacks” to previous
chapters have been incorporated throughout the textbook in order to remind
students to carry forward and build upon what they have learned about each
threshold concept even as they move on to a new one.
Christie Launius directs and teaches in the Women’s and Gender Studies prog ...
A critical engagment ab (final)
This document provides an annotated bibliography for Spencer Ruelos' theoretical and research interests, which center around queer, digital, and social justice anthropological theories. The bibliography is divided into three sections: Queer Anthropology, Digital and Virtual Anthropologies, and Social Justice and Transformation. The Queer Anthropology section lists 10 influential works that have shaped Ruelos' understanding of concepts like gender, sexuality, and power relations. The Digital and Virtual Anthropologies section explores Ruelos' interest in technology's role in daily life and relationships. The final section on Social Justice and Transformation outlines Ruelos' activist interests in social movements and using anthropology for social change.
Ethnography & participant behaviour
Often when we say research, we think of a phenomenon which we can explain and generalise to fit into a future context. Ethnography is one research which brings out the humanistic nature of research. Participant observation lets you observe the phenomenon as an observer or as a participant. Interesting read to know something we already know but might not be consciously aware.
I Am Just So Glad You Are Alive New Perspectives on No.docx
"I Am Just So Glad You Are Alive": New Perspectives on Non-Traditional, Non-
Conforming, and Transgressive Expressions of Gender, Sexuality, and Race Among
African Americans
Author(s): Layli Phillips and Marla R. Stewart
Source: Journal of African American Studies, Vol. 12, No. 4 (December 2008), pp. 378-400
Published by: Springer
Stable URL: https://www.jstor.org/stable/41819183
Accessed: 10-08-2018 03:58 UTC
REFERENCES
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African American Studies
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J Afr Am St (2008) 12:378-400
DOI 10.1007/s 12111 -008-9053-6
ARTICLES
"I Am Just So Glad You Are Alive": New Perspectives
on Non-Traditional, Non-Conforming,
and Transgressive Expressions of Gender, Sexuality,
and Race Among African Americans
Layli Phillips • Maria R. Stewart
Published online: 7 June 2008
© Springer Science + Business Media, LLC 2008
Abstract In this paper, we argue that both traditional psychology-based group
identity theories related to race and sexuality and perspectives on the politics of
difference obtained from poststructuralist queer theory underdetermine identity as it
is experienced by a distinct subset of individuals, emblematized by non-traditional,
non-conforming, and transgressive Black queers. We offer a new explanatory model
for these emerging identities that is rooted in metaphysical explanations of human
experience. To support our model, we draw historical and contemporary illustrations
from African American popular culture.
Keywords African American • Black • Gender • Sexuality • Race • Identity •
Identity politics • Queer theory • Spirituality • Metaphysics • Gender identity •
Sexual identity • Sexual orientation • Queer • Racial identity • Popular culture
In mid-autumn 2007, the November issue of French Vogue appeared on newsstands
featuring a statuesque bearded black man sporting a feminine mushroom bobbed
hairstyle, a fitted turquoise Burberry mini-length trench coat, high-heel ankle boots, a
giant cocktail ring, and lip gloss. This 28-year-old New Yorker known as Andre J.,
captured in a giddy pose with skinny blonde supermodel Car ...
A critical engagment ab
This document provides an annotated bibliography for Spencer Ruelos' interests in queer, digital, and social justice anthropological theories. The bibliography is divided into three sections: Queer Anthropology, Digital and Virtual Anthropologies, and Social Justice and Transformation. The Queer Anthropology section lists influential works that have shaped Ruelos' understanding of power relations and complex subjectivities related to gender and sexuality across cultures. The Digital and Virtual Anthropologies section explores how digital technologies have deepened human relationships and connections both locally and globally. The final section on Social Justice and Transformation outlines how Ruelos' work in critical race, gender, and sexuality studies informs their activist and anthropological interests in understanding systems of
Annotated bibliography 2
This cover letter summarizes the author's areas of interest in anthropological research. The author focuses on cultural studies, gender theory, and development practices. They have conducted ethnographic research on rock climbing communities and studied Voodoo practices in Haiti. The author's annotated bibliography covers topics including ethnographic research methods, development theory, gender and queer studies, and the region of Haiti. The research has helped the author narrow their interests to include analyzing gender roles and stigmas in developing countries.
Annotated bibliography 2
This cover letter summarizes the author's areas of interest in anthropological research. The author focuses on cultural studies, gender theory, and development practices. They have conducted ethnographic research on rock climbing communities and studied Voodoo practices in Haiti. The author's annotated bibliography covers topics including ethnographic research methods, development theory, gender and queer studies, and the region of Haiti. The research has helped the author narrow their interests to include analyzing gender roles and stigmas in developing countries.
Annotated bibliography
This cover letter summarizes the author's areas of interest in anthropological research. The author focuses on cultural studies, gender theory, and development practices. They have conducted ethnographic research on rock climbing communities and studied Voodoo practices in Haiti. The author's annotated bibliography covers topics including ethnographic research methods, development theory, gender and queer studies, and the region of Haiti. The research has helped the author narrow their interests to include analyzing gender roles and stigmas in developing countries.
Rethinking Racism Toward a Structural InterpretationAuthor(.docx
Rethinking Racism: Toward a Structural Interpretation
Author(s): Eduardo Bonilla-Silva
Source: American Sociological Review, Vol. 62, No. 3 (Jun., 1997), pp. 465-480
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/2657316 .
Accessed: 20/10/2014 16:31
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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]
.
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RETHINKING RACISM:
TOWARD A STRUCTURAL INTERPRETATION *
Eduardo Bonilla-Silva
The University of Michigan
The study of race and ethnic conflict historically has been hampered by in-
adequate and simplistic theories. I contend that the central problem of the
various approaches to the study of racial phenomena is their lack of a struc-
tural theory of racism. I review traditional approaches and alternative ap-
proaches to the study of racism, and discuss their limitations. Following the
leads suggested by some of the alternative frameworks, I advance a struc-
tural theory of racism based on the notion of racialized social systems.
"The habit of considering racism as a men-
tal quirk, as a psychological flaw, must be
abandoned."
-Frantz Fanon (1967:77)
he area of race and ethnic studies lacks a
_ sound theoretical apparatus. To compli-
cate matters, many analysts of racial matters
have abandoned the serious theorization and
reconceptualization of their central topic: rac-
ism. Too many social analysts researching
racism assume that the phenomenon is self-
evident, and therefore either do not provide a
definition or provide an elementary definition
(Schuman, Steeh, and Bobo 1985; Sniderman
and Piazza 1993). Nevertheless, whether im-
plicitly or explicitly, most analysts regard rac-
ism as a purely ideological phenomenon.
*
Direct correspondence to Eduardo Bonilla-
Silva, Department of Sociology, University of
Michigan, 3012 Literature, Science, and Arts
Building, Ann Arbor, MI 48109-1382 ([email protected]
umich.edu). This research was supported in part
by the Rockefeller Foundation (1995-1996 Post-
doctoral Fellowship at W ...
Launius and Hassel scaffold feminist analysis in a way th
“Launius and Hassel scaffold feminist analysis in a way that makes its
underlying components highly accessible to novice students. This textbook
provides students with a critical framework, while giving the instructor the
flexibility to select companion texts for each of the threshold concepts.”
— Ann Mattis, Assistant Professor of English and Gender, Women’s, and Sexuality
Studies, University of Wisconsin—Sheboygan
“Launius and Hassel are the mediums of metacognitive awareness in the field of
Women’s and Gender Studies, distilling threshold concepts so that students can
become active agents in critiquing and shaping our gendered world. This book
should be foundational in any Women’s and Gender Studies program.”
— Tara Wood, Assistant Professor of English and instructor in Gender Studies,
Rockford University
“Threshold Concepts is my go-to foundational text for both teaching Women’s
and Gender Studies classes and facilitating Safe Zone training. The extensive
end of chapter questions and learning roadblocks sections help students process
and apply the information. I appreciate that the authors succinctly frame and
contextualize complex gender studies topics.”
—Christopher Henry Hinesley, Associate Director, Women’s and Gender Studies,
Rochester Institute of Technology
2
Threshold Concepts in Women's and
Gender Studies
Threshold Concepts in Women’s and Gender Studies: Ways of Seeing,
Thinking, and Knowing is a textbook designed primarily for introduction to
Women’s and Gender Studies courses with the intent of providing both
skills- and concept-based foundation in the field. The text is driven by a
single key question: “What are the ways of thinking, seeing, and knowing
that characterize Women’s and Gender Studies and are valued by its
practitioners?” Rather than taking a topical approach, Threshold Concepts
develops the key concepts and ways of thinking that students need in order
to develop a deep understanding and to approach material like feminist
scholars do, across disciplines. This book illustrates four of the most critical
concepts in Women’s and Gender Studies—the social construction of
gender, privilege and oppression, intersectionality, and feminist praxis—and
grounds these concepts in multiple illustrations.
The second edition includes a significant number of updates, revisions,
and expansions: the case studies in all five chapters have been revised and
expanded, as have the end of chapter elements, statistics have been
updated, and numerous references to significant news stories and cultural
developments of the past three years have been added. Finally, many more
“callbacks” to previous chapters have been incorporated throughout the
textbook in order to remind students to carry forward and build upon what
they have learned about each threshold concept even as they move on to a
new one.
Christie Launius directs and teaches in the Women’s and Gender Studies
program at the University of Wisconsin, Oshkosh. She has taught t ...
Launius and Hassel scaffold feminist analysis in a way th.docx
“Launius and Hassel scaffold feminist analysis in a way that makes its
underlying components highly accessible to novice students. This textbook
provides students with a critical framework, while giving the instructor the
flexibility to select companion texts for each of the threshold concepts.”
— Ann Mattis, Assistant Professor of English and Gender, Women’s, and Sexuality
Studies, University of Wisconsin—Sheboygan
“Launius and Hassel are the mediums of metacognitive awareness in the field of
Women’s and Gender Studies, distilling threshold concepts so that students can
become active agents in critiquing and shaping our gendered world. This book
should be foundational in any Women’s and Gender Studies program.”
— Tara Wood, Assistant Professor of English and instructor in Gender Studies,
Rockford University
“Threshold Concepts is my go-to foundational text for both teaching Women’s
and Gender Studies classes and facilitating Safe Zone training. The extensive
end of chapter questions and learning roadblocks sections help students process
and apply the information. I appreciate that the authors succinctly frame and
contextualize complex gender studies topics.”
—Christopher Henry Hinesley, Associate Director, Women’s and Gender Studies,
Rochester Institute of Technology
2
Threshold Concepts in Women's and
Gender Studies
Threshold Concepts in Women’s and Gender Studies: Ways of Seeing,
Thinking, and Knowing is a textbook designed primarily for introduction to
Women’s and Gender Studies courses with the intent of providing both
skills- and concept-based foundation in the field. The text is driven by a
single key question: “What are the ways of thinking, seeing, and knowing
that characterize Women’s and Gender Studies and are valued by its
practitioners?” Rather than taking a topical approach, Threshold Concepts
develops the key concepts and ways of thinking that students need in order
to develop a deep understanding and to approach material like feminist
scholars do, across disciplines. This book illustrates four of the most critical
concepts in Women’s and Gender Studies—the social construction of
gender, privilege and oppression, intersectionality, and feminist praxis—and
grounds these concepts in multiple illustrations.
The second edition includes a significant number of updates, revisions,
and expansions: the case studies in all five chapters have been revised and
expanded, as have the end of chapter elements, statistics have been
updated, and numerous references to significant news stories and cultural
developments of the past three years have been added. Finally, many more
“callbacks” to previous chapters have been incorporated throughout the
textbook in order to remind students to carry forward and build upon what
they have learned about each threshold concept even as they move on to a
new one.
Christie Launius directs and teaches in the Women’s and Gender Studies
program at the University of Wisconsin, Oshkosh. She has taught t.
Ethnography & Participant Observation
This document discusses ethnography and participant observation. It covers several key topics:
1) Debates around the relationship between social research methods and natural scientific methods.
2) Criticisms of ethnography regarding its objectivity and ability to produce universally valid knowledge.
3) Discussions around the practical applications of ethnography and whether its primary goal should be knowledge production or solving practical problems.
4) Analyses of the "literary" aspects of ethnographic texts and their conventions, representations, and rhetoric.
5) Implications of rhetorical analyses for the ethical and political dimensions of ethnography.
Research ArticleJournal of Global Buddhism 11 (2010) 1-25.docx
Research Article
Journal of Global Buddhism 11 (2010): 1-25
Two Buddhisms, Three Buddhisms, and
Racism
Wakoh Shannon Hickey, Ph.D.
Assistant Professor of Religion, Alfred University
Division of Human Studies
Kanakadea Hall, 1 Saxon Drive
Alfred, New York 14802
[email protected]
ISSN 1527-6457
Copyright Notice: This work is licensed under Creative Commons.
Copies of this work may be made and distributed non-commercially
provided attribution is given to the original source and no alteration is
made to the content.
For the full terms of the license:
http://creativecommons.org/licenses/by-nc-nd/3.0
All enquiries to: http://www.globalbuddhism.org
Journal of Global Buddhism Vol. 11 (2010): 1-25
R e s e a r c h A r t i c l e
Two Buddhisms, Three Buddhisms, and Racism
Wakoh Shannon Hickey
Abstract
Over the past several decades, observers of American Buddhism have created numerous typologies to
describe different categories of Buddhists in the United States. These taxonomies use different criteria
to categorize groups: style of practice, degree of institutional stability, mode of transmission to the U.S.,
ethnicity, etc. Each reveals some features of American Buddhism and obscures others. None accounts
adequately for hybrids or for long-term changes within categories. Most include a divide between
convert Buddhists, characterized as predominantly Caucasian, and “heritage” or “ethnic” Buddhists,
characterized as Asian immigrants and refugees, as well as their descendants. This article examines
several typologies, and considers two dynamics: the effects of white racism on the development of
American Buddhist communities; and the effects of unconscious white privilege in scholarly discourse
about these communities. It critiques “ethnic” categories and proposes other ways to conceptualize the
diverse forms of Buddhism outside Asia.
or several summers I have taught a class in Berkeley on Buddhism in the United States,
which alternates between classroom sessions and visits to various Buddhist
communities. It gives students a chance to experience for themselves the incredible
diversity of Buddhist traditions. In just the three adjoining towns of Berkeley, Oakland, and
Emeryville, the class has many options: Jōdo Shinshu, at least three varieties of American Zen,
two kinds of Korean Zen, Japanese Sōtō-shū, Thai Theravāda, Vipassanā, Nyingma,
Shambhala, Sōka Gakkai, and Ch’an. For the past three decades, scholars have been trying to
make sense of this dizzying variety nationwide.
A number of scholars have tried to create some clarity by developing taxonomies and sorting
Buddhist groups into them. This paper will mention a dozen examples. Typically, the
taxonomies divide Buddhist groups and practitioners into two or three major categories. The
criteria vary. Some focus on styles of religious practice; others on the religious identity of
members or the mode by which a tradition was transmitted from Asia to the U.S. Several
make a distinction ...
Research ArticleJournal of Global Buddhism 11 (2010) 1-25.docx
Research Article
Journal of Global Buddhism 11 (2010): 1-25
Two Buddhisms, Three Buddhisms, and
Racism
Wakoh Shannon Hickey, Ph.D.
Assistant Professor of Religion, Alfred University
Division of Human Studies
Kanakadea Hall, 1 Saxon Drive
Alfred, New York 14802
[email protected]
ISSN 1527-6457
Copyright Notice: This work is licensed under Creative Commons.
Copies of this work may be made and distributed non-commercially
provided attribution is given to the original source and no alteration is
made to the content.
For the full terms of the license:
http://creativecommons.org/licenses/by-nc-nd/3.0
All enquiries to: http://www.globalbuddhism.org
Journal of Global Buddhism Vol. 11 (2010): 1-25
R e s e a r c h A r t i c l e
Two Buddhisms, Three Buddhisms, and Racism
Wakoh Shannon Hickey
Abstract
Over the past several decades, observers of American Buddhism have created numerous typologies to
describe different categories of Buddhists in the United States. These taxonomies use different criteria
to categorize groups: style of practice, degree of institutional stability, mode of transmission to the U.S.,
ethnicity, etc. Each reveals some features of American Buddhism and obscures others. None accounts
adequately for hybrids or for long-term changes within categories. Most include a divide between
convert Buddhists, characterized as predominantly Caucasian, and “heritage” or “ethnic” Buddhists,
characterized as Asian immigrants and refugees, as well as their descendants. This article examines
several typologies, and considers two dynamics: the effects of white racism on the development of
American Buddhist communities; and the effects of unconscious white privilege in scholarly discourse
about these communities. It critiques “ethnic” categories and proposes other ways to conceptualize the
diverse forms of Buddhism outside Asia.
or several summers I have taught a class in Berkeley on Buddhism in the United States,
which alternates between classroom sessions and visits to various Buddhist
communities. It gives students a chance to experience for themselves the incredible
diversity of Buddhist traditions. In just the three adjoining towns of Berkeley, Oakland, and
Emeryville, the class has many options: Jōdo Shinshu, at least three varieties of American Zen,
two kinds of Korean Zen, Japanese Sōtō-shū, Thai Theravāda, Vipassanā, Nyingma,
Shambhala, Sōka Gakkai, and Ch’an. For the past three decades, scholars have been trying to
make sense of this dizzying variety nationwide.
A number of scholars have tried to create some clarity by developing taxonomies and sorting
Buddhist groups into them. This paper will mention a dozen examples. Typically, the
taxonomies divide Buddhist groups and practitioners into two or three major categories. The
criteria vary. Some focus on styles of religious practice; others on the religious identity of
members or the mode by which a tradition was transmitted from Asia to the U.S. Several
make a distinction ...
Research ArticleJournal of Global Buddhism 11 (2010) 1-25
Research Article
Journal of Global Buddhism 11 (2010): 1-25
Two Buddhisms, Three Buddhisms, and
Racism
Wakoh Shannon Hickey, Ph.D.
Assistant Professor of Religion, Alfred University
Division of Human Studies
Kanakadea Hall, 1 Saxon Drive
Alfred, New York 14802
[email protected]
ISSN 1527-6457
Copyright Notice: This work is licensed under Creative Commons.
Copies of this work may be made and distributed non-commercially
provided attribution is given to the original source and no alteration is
made to the content.
For the full terms of the license:
http://creativecommons.org/licenses/by-nc-nd/3.0
All enquiries to: http://www.globalbuddhism.org
Journal of Global Buddhism Vol. 11 (2010): 1-25
R e s e a r c h A r t i c l e
Two Buddhisms, Three Buddhisms, and Racism
Wakoh Shannon Hickey
Abstract
Over the past several decades, observers of American Buddhism have created numerous typologies to
describe different categories of Buddhists in the United States. These taxonomies use different criteria
to categorize groups: style of practice, degree of institutional stability, mode of transmission to the U.S.,
ethnicity, etc. Each reveals some features of American Buddhism and obscures others. None accounts
adequately for hybrids or for long-term changes within categories. Most include a divide between
convert Buddhists, characterized as predominantly Caucasian, and “heritage” or “ethnic” Buddhists,
characterized as Asian immigrants and refugees, as well as their descendants. This article examines
several typologies, and considers two dynamics: the effects of white racism on the development of
American Buddhist communities; and the effects of unconscious white privilege in scholarly discourse
about these communities. It critiques “ethnic” categories and proposes other ways to conceptualize the
diverse forms of Buddhism outside Asia.
or several summers I have taught a class in Berkeley on Buddhism in the United States,
which alternates between classroom sessions and visits to various Buddhist
communities. It gives students a chance to experience for themselves the incredible
diversity of Buddhist traditions. In just the three adjoining towns of Berkeley, Oakland, and
Emeryville, the class has many options: Jōdo Shinshu, at least three varieties of American Zen,
two kinds of Korean Zen, Japanese Sōtō-shū, Thai Theravāda, Vipassanā, Nyingma,
Shambhala, Sōka Gakkai, and Ch’an. For the past three decades, scholars have been trying to
make sense of this dizzying variety nationwide.
A number of scholars have tried to create some clarity by developing taxonomies and sorting
Buddhist groups into them. This paper will mention a dozen examples. Typically, the
taxonomies divide Buddhist groups and practitioners into two or three major categories. The
criteria vary. Some focus on styles of religious practice; others on the religious identity of
members or the mode by which a tradition was transmitted from Asia to the U.S. Several
make a distinction ...
Research ArticleJournal of Global Buddhism 11 (2010) 1-25.docx
Research Article
Journal of Global Buddhism 11 (2010): 1-25
Two Buddhisms, Three Buddhisms, and
Racism
Wakoh Shannon Hickey, Ph.D.
Assistant Professor of Religion, Alfred University
Division of Human Studies
Kanakadea Hall, 1 Saxon Drive
Alfred, New York 14802
[email protected]
ISSN 1527-6457
Copyright Notice: This work is licensed under Creative Commons.
Copies of this work may be made and distributed non-commercially
provided attribution is given to the original source and no alteration is
made to the content.
For the full terms of the license:
http://creativecommons.org/licenses/by-nc-nd/3.0
All enquiries to: http://www.globalbuddhism.org
Journal of Global Buddhism Vol. 11 (2010): 1-25
R e s e a r c h A r t i c l e
Two Buddhisms, Three Buddhisms, and Racism
Wakoh Shannon Hickey
Abstract
Over the past several decades, observers of American Buddhism have created numerous typologies to
describe different categories of Buddhists in the United States. These taxonomies use different criteria
to categorize groups: style of practice, degree of institutional stability, mode of transmission to the U.S.,
ethnicity, etc. Each reveals some features of American Buddhism and obscures others. None accounts
adequately for hybrids or for long-term changes within categories. Most include a divide between
convert Buddhists, characterized as predominantly Caucasian, and “heritage” or “ethnic” Buddhists,
characterized as Asian immigrants and refugees, as well as their descendants. This article examines
several typologies, and considers two dynamics: the effects of white racism on the development of
American Buddhist communities; and the effects of unconscious white privilege in scholarly discourse
about these communities. It critiques “ethnic” categories and proposes other ways to conceptualize the
diverse forms of Buddhism outside Asia.
or several summers I have taught a class in Berkeley on Buddhism in the United States,
which alternates between classroom sessions and visits to various Buddhist
communities. It gives students a chance to experience for themselves the incredible
diversity of Buddhist traditions. In just the three adjoining towns of Berkeley, Oakland, and
Emeryville, the class has many options: Jōdo Shinshu, at least three varieties of American Zen,
two kinds of Korean Zen, Japanese Sōtō-shū, Thai Theravāda, Vipassanā, Nyingma,
Shambhala, Sōka Gakkai, and Ch’an. For the past three decades, scholars have been trying to
make sense of this dizzying variety nationwide.
A number of scholars have tried to create some clarity by developing taxonomies and sorting
Buddhist groups into them. This paper will mention a dozen examples. Typically, the
taxonomies divide Buddhist groups and practitioners into two or three major categories. The
criteria vary. Some focus on styles of religious practice; others on the religious identity of
members or the mode by which a tradition was transmitted from Asia to the U.S. Several
make a distinction .
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- 1. Race and Representation WEEK 6 BRITISH SOCIETY IN A GLOBALISING WORLD A presentation by Keely Harris & Madeleine Bracken-Patterson
- 2. This week is about: • The construction of race in visual, literary and media images. • There is a focus on the need to ‘read’ these images in their historical context as well as exploring the possibilities for contesting visual cultures.
- 3. Nayak, A (2006) ‘After race: Ethnography, race and post-race theory’ Ethnic and Racial Studies 29: 3 411-430 Anoop Nayak , Newcastle University
- 4. The article focuses on an emerging post race approach ‘Post race approach ‘adapts an anti-foundational perspective which claims that race is a fiction only over given substance to through illusion of performance, action and utterance.’ page 416 Anti foundationalism rejects a foundationalist approach, i.e. an anti-foundationalist is one who does not believe that there is some fundamental belief or principle which is the basic ground or foundation of inquiry and knowledge. Therefore this approach rejects essentialism (a belief that things have a set of characteristics which make them what they are) ‘There is an identifiable post race lingua franca(language)’ page 414 ‘Not unlike post modernism and post colonialism, post race theory, involves a breach of well established orthodoxy and in epistemological reorientation.’ Post race ways of thinking have recently been subject to a developing political and theoretical wrangling in race relations, there is a focus by scholars to not use race as an identity while others state this is constricting as it leads to structural inequalities to be overlooked (these are some of the possibilities and constraints of post-race theory)
- 5. Nayak contrasts and compares essentialist, social constructionist and post race approaches to race to build a more nuanced and rounded perspectiveon the ethnographic study of race. (each one alone is potentially too rigid and does not provide a thorough enough understanding)
- 6. (referring to writing about all three approaches) ‘led me to argue against an oversimplification of binaries and toward a broader recognition of multi- textured bricolage or genealogy of race writing’ page 427
- 7. Finally Nayak throughout the article identifies broad issues with researching race. He also recognises ‘modern day ethnographers are increasingly race conscious’ page 413 Some of the issues he identified were:
- 8. The relationshipbetweenresearcherand those being researched ‘In lightof suspicion,misconceptionand exploitationracialisedminoritieshave at times questionedthe intrusiverole of whiteresearchers and theethnocentricdimensionof thiswork’ page413
- 9. ‘if race is an empty category, that holds no value, then what does it mean to be writing, researching and conducting ethnography’ (around race) page 412
- 10. Barry Troyna 1995 on issues that have been put under the spotlight ‘thestanceandstatusoftheresearcher;therationaleforthe research;thefocusoftheresearcher'sgaze;thewayinwhichkey theoretical,conceptualandanalyticaltermsareconceptualisedand operationalised;theconductoftheresearcherandthenatureofthe socialrelationswhichareestablished‘inthefield’;processesthrough whichthedataareproduced,interpretedandpresented;andthe un/intendedaudiencesoftheresearchreport.’page386.