diversity

Space is being shaped right now! 

Looking back on some of the classes we've had I realized that I do not agree with some of the choices that we as a class either made or went along with. For this web paper I have tried to address those issues. 

----> CURRENT TIMELINE

I would suggest looking into all of Janelle Monáe's album The ArchAndroid both for musical/cultural value but also for its message and presentation (especially if you plan on reading the Moya Bailey article). It's very readily available from standard music venues, or just ask around for people who have the album. 

Mentioned in class:

Double Rainbow was the blog series done by Caroline Narby for Bitch Magazine's blog about the autism spectrum. 

Vampires and Cyborgs: Transhuman Abilities and Ableism in the Work of Octavia Butler and Janelle Monáe by Moya Bailey at Social Text Journal. 

I wanted to learn more about the outreach that Kate Bornstein does today, and her website "Hello Cruel World" is something that I feel is really great.

www.hellocruelworld.net

I think that most people who disregard conversations about gender and sexuality as something that doesn't pertain to them if their lives fit in the expected gender binary don't realize the amount such ignorance can further pain those who are struggling with their identities in such a way. Kate says "I think that the world needs more kind people in it, no matter who or what they are, or do"

I think that in some ways I am also guilty of not trying to learn as much about issues of gender and sexuality, because I have never struggled with my own sexual orientation or felt that I am wrongly gendered. Even so, the gender workbook helped me realize that the "ideal" woman and man are pretend ideas that no one can ever really fulfill no matter how hard that they try. Even if one considers themselves able to fit neatly inside society's accepted gender binary, the binary's ideals pose a problem for everyone. . . regardless of whether you 'appear' to be fitting well within it.

Initially, I thought about feminism across different geographic locations as global feminism, as a feminism rooted in nations, defined and given flavor by the nation as a whole. That is, thinking about American feminism and Indian feminism and Ghanaian feminism and French Feminism. But then, that is SO American-centric of me. When I try to think of a certain American feminism, it’s impossible. Just to think of Bryn Mawr feminism strikes me as impossible. And I’m not trying to suggest that we’re all special feminist snowflakes, or that there is not sense of shared feminist thought or identity. But our shorthand, our labeling of feminisms as rooted in some national identity/location/region can have the possibility of flattening and erasing nuance from how feminists express themselves in a variety of contexts.

Links for your perusal that may or may not be relevant to class. Add your own! No seriously, add your own.

The H-Word was a series on Bitch Magazine's blog done by a former sex-worker on a variety of issues. I haven't read all of the articles, but I thought the ones I did read were really interesting and worth reading. I would suggest reading most of their series, actually, so go check it out.

Prism Comics is the comic book company mentioned in class. 

-There was a very interesting exhibit at Drexel last fall (fall '11) called Half the Sky: Women in the New Art of China full of Chinese women artist's work. I remember reading interviews/articles quoting the artists themselves and how they interacted with/thought of feminism, but I can't remember where I left it at the moment.

Will be edited later. This computer doesn't have my zillions of bookmarks. Also, why don't we have more conversations here? I understand I'm a broken record, but really I just like talking about things with people and this is a convenient (sort of?) way to do it. I know we have more thoughts in class than what we say.

I was in the group that presented on language diversity in Ghana. I was talking specifically about language within the school system, and how English is currently the accepted language of Ghanaian education. It isn't until Senior Secondary School that Ghanaian students are explicitly taught Ghanaian language. This policy makes me feel sad and a little angry, the same way that it does in American schools. Last semester in Empowering Learners, I defined agency as "the learner’s decision to take ownership of the world in which he/she lives and to apply his/her skills to shape that world." This definition was very much attached to language. I see literacy as a crucial skill for shaping the world. When a school system denies a student access to literacy in their native language, the system is taking away some of that student's agency. Waiting to provide this fundamental access to students who make it into schools that have stringent academic requirements is completely in opposition to what I think needs to happen. Language skils should be built upon, not limited. It's sad that this can be influenced by politics or ideology. 

For this week I decided to revisit Paulo Freire's "Cultural Action for Freedom." I am drawn to his idea of education as cultural action for freedom. Nonetheless, it also leads me to wonder if the education that Freire describes ever truly exists. On a basic level, Freire talks about how this type of education is dialectic and involves an act of truly knowing (not just rote memorization), where one knows about his/her "concrete historical and cultural reality." However isn't history always written by the victors? And does an essential cultural reality exist? In Wozniak's psychology class we talk about the origins and development of culture. We also discuss the lack of an essential self, and so I wonder if such an essential cultural reality exists. Won't this cultural "reality" in the end be influenced by the mindset of whichever side one percieves reality to be? 

I have three words: What. A. Week!!!!!!!!!!!!!!!! There are so many things that I want to blog about but I will stick to my incredible experience at the Imagine Africa Exhibit at the UPenn Museum.  I’ll do it in two parts:

Part I: I really enjoyed the field trip with the high school teenagers—I don’t think the trip would have been the same without them. My favorite part of the museum was the exhibit that allowed us to “create” Africa or, better yet, to reveal the many “stories” of Africa. Aside from the fact that the exhibit was limiting because you could only “imagine” Africa with the images/words/media clips available, I felt empowered. I felt empowered in the sense that I had the ability to determine whether or not I wanted Africa to be described as “beautiful” vs. “Unique” or “Modern” vs. “Rural.” Of course, Africa can embody both components but having a say in what Africa meant to me instead of having someone impose their views on Africa, particularly in education settings, on me was a powerful moment. My group happened to have the word, “healing.” And although, initially, we thought that there was no healing in the world, or very little, seeing the high school sophomores excited at the chance to define Africa and to make meaning out of her history was healing happening right before my eyes.

In a class on gender and sexuality last semester, I focused my attention on transgender students at Bryn Mawr, and those that haven't been able to come to Bryn Mawr College because of their sex. Throughout the semester I met with administrators, deans, staff and students around campus trying to learn more about the school's policy on admitting transwomen as well as transmen. Following are the links to these works. 

1) All "Women's" College 

2) Moving towards a right relationship between Bryn Mawr
     College and Transgender Students  

3) At Bryn Mawr: Exploring Transgender Further