Serendip is an independent site partnering with faculty at multiple colleges and universities around the world. Happy exploring!

Blogs

S. Yaeger's picture

Challenging The Idea of Independence As A Desirable End

In thinking about a topic for this paper, I was utterly confused.  I have never actually written a promptless paper before, and the idea of doing so ramped up my anxiety to the point of crippling any productive thought.  Then, I encountered Margaret Price and her writings on the intersection of mental disability (an umbrella term for mental and neurological illness) and academic discourse.  I am drawn to Price’s analysis of how academia excludes those who have mental disabilities for several reasons.  The first is that  I have, as some would say, a dog in the race of disabilities studies as the interact with academia, since I have a variety of common mental ailments, including several learning disabilities and what therapists are now thinking might be P.T.S.D.  Additionally, my peer mentor at my previous school is a schizophrenic who actually uses the rigors of college to cope with the hallucinations and delusions which plague him.  However, beyond the initial attraction of seeing something of myself reflected in a non-cure oriented text, I was driven to interest in some of the issues which Price examines through our classroom discussion on the topic. 

Kammy's picture

Finding “Home”: The Gay Evangelical Body

Finding “Home”: The Gay Evangelical Body
At some point or another in our lives, we generally come to realize that we are unique beings; furthermore, we also discern that  much of our individual essence is encoded in our physical bodies. From height and weight to race, gender, crooked teeth, bum leg, or speech impediment; it is in the body that we may find so many of our defining attributes: our general appearance, our physical strengths and limitations, even our illnesses and diseases. It is the body that Eli Clare conceptualizes as “home” in Exile and Pride, that is tied in so strongly with our notions of self and identity.  In light of this assertion, one might question whether the gay Evangelical is able to come “home” to his body. How is it that religion and sexuality are reconciled somatically? Is it even a possibility?  

Initially, one might be tempted to immediately say that “yes”, of course the gay evangelical is at home in his body. If his body is that of a white cisgendered man, then what is there not to like? What resentment could there be, and what other form besides white cisgendered man could be desired? But it is not so simple as that, because being at “home” in one's body is not merely an issue of liking and accepting oone's body, nor is it fair to objectify the white, cisgendered, male body as ideal, despite its normalization and acceptance as such in Western culture. The question is one that deserves more thought and consideration.

snatarajan's picture

Visiting the High School

I am really excited, but at the same time, i am nervous about what it is that I really will be bringing to the table. Throughout everything we've discussed in class, through readings, and simply through the opinions shared in class, I've learned that this visit will be a two-way learning street. However, no matter how excited I am to be meeting with these students and interacting with them through dialogue (as Noguera says is the best way to learn and to teach) I feel as though the experiences that these students have had will be far more expansive than many of those that I have encountered. I wish that I can in some way engage in conversation regarding their thoughts of class and stereotypes placing a threshold on not only their education, but the education system in general. I feel that by visiting this high school, I will be inspired, shocked, awed, and amazed and all the while I will want to question what it is that makes the differences between more urban schools like this one and the well-to-do prep schools.

Katie Randall's picture

Medical Authority in the Discourses of Disability and Transsexuality

Medical Authority in the Discourses of Disability and Transsexuality

 

Exile and Pride: Disability, Queerness and Liberation is an impossibly far-ranging book. Its author Eli Clare covers many topics that are entangled within his own life: tensions of class, sexuality, gender, abuse, disability, environmentalism and exile. Here I want to use his discussion of the medicalization of disability as a springboard to approach Rachel Ann Heath’s description of the pathologization of transsexuality in The Praeger Handbook of Transsexuality: Changing Gender to Match Mindset. Medicalization and pathologization are not precisely equivalent terms, but to me both represent a process of delegitimizing their subjects and placing this lost authority into the hands of medical professionals. Both produce negative or limiting effects that are not widely acknowledged. In addition, both are oriented towards “curing” or “normalizing” difference.

 

Exile and Pride: disability history

meggiekate's picture

Visit to Philadelphia High School

            In general, I am very excited to visit the high school after fall break, because we’ve been discussing education and class for quite a while using just our own personal experiences and our readings. I’m looking forward to actually perhaps witness first-hand some of the theory and experiences we’ve talked about in class. I’m hoping we’ll be able to sit in for a little bit on a typical class at the high school as well as talk with the students about their experiences and backgrounds. The thing is, I’m figuring that part of going to this high school is to see the interactions of education and class in action, but I don’t want to assume which socioeconomic class the students are from. At the same time, I know I probably will not feel comfortable enough with these students who are basically strangers to ask them their class. It reminds me of our first day in class when we were asked to classify ourselves and no one chose to name their socioeconomic class.

nbnguyen's picture

Our future trip

Through our readings in class, I understand more about the schools in American cities. Therefore, I have some expectations about the school we are going to visit. Pictures about the high school we saw in class on Thursday somehow fostered my expectations. I guess most students are black and from working class. I expected that the quality of education is not up to the US standard as Traub described in his article. However, I desire to see something that challenges to what I expected. I want to have a different point of view in the future. I want to know whether this high school is one of a few successful stories about public education in the US.

aybala50's picture

A Dream Within a Dream

http://aybala50.glogster.com/a-dream-within-a-dream-/

 

jfwright's picture

"Called Me Crazy": Insanity and Non-Normative, Butch Identities

See video

          As Eli Clare describes in Exile and Pride: Disability, Queerness and Liberation, queer identity has been treated as madness, and queer people have been pathogized and condescended to for centuries:

“[q]ueer identity has been pathologized and medicalized. Until 1973, homosexuality wasconsidered a psychiatric disorder. Today transsexuality and transgenderism, under the names of gender dysphoria and gender identity disorder, are classified as psychiatric conditions. Queerness is all too frequently intertwined with shame, silence, and isolation…[q]ueer people deal with gawking all the time: when we hold hands in public, defy gender boundaries and norms, insist on recognition for our relationships and families…Queer people have been told for centuries by church, state, and science that our bodies are abnormal” (Clare 2009:112-113).

See video
AmyMay's picture

Diffracting and Entangling System-Correcting Praxis

Diffracting and Entangling System-Correcting Praxis

            In my post from week 4, I posited a question to the class: what place do diffraction and entanglement have in practices of system-correcting praxis?  Are the concepts diametrically opposed?  To answer this question, it is necessary to delve deeper into the theoretical and functional foundations of correcting vs. system challenging praxis.  Only by understanding the problems inherent to these types of activism can we utilize diffraction and entanglement to improve their implementation.  Integrating processes of diffraction and entanglement into system correcting activism offers a way to prevent the passive subscription to existing systems of power inequality and reduce the disabling nature of enabling acts.

j.nahig's picture

Our visit

I'm not sure what to expect from our visit. I didn't know until last class that the school was an exam school. When I heard this, I felt an unexpected internal change of attitude toward the school - as though I changed my opinion of what I would expect the school to be. This strong emotion shocked me. Based on previous experiences with exam schools in urban areas (Boston), they tend to be the "better schools" within urban districts. Therefore, when hearing that it was an exam school, I immediately assumed that it would be less of a decrepit and "demoralized" urban school that our readings have discussed and that I have witnessed. Regardless of whether or not exam schools are always the "better schools" in urban districts, I'm surprised that my expectations changed so instantaneously upon learning that it wasn't an 'everyday' urban public school.

I'm sure that it's being an exam school will have some effect on the atmosphere, but I'm not entirely sure how that effect will manifest itself. Will it be more competitive? Will it reflect the overall racial and socioeconomic distribution in Philadelphia, or will it be somehow disproportionate? Based on the experiences I have had with exam schools, I think it will be filled with students whose parents place a high value on education. I also expect the students to be smart and motivated to learn. I'm looking forward to talking to students, and I'm hoping that they won't view our visit as an intrusion, but instead as a chance for us to learn from each other. In short: I'm excited for our visit!

Syndicate content