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Reflections on the Consent is Sexy Campaign: Moving Forward, Looking Back

Reflections on the Consent is Sexy Campaign: Moving Forward, Looking Back

 

“To grieve, and to make grief itself into a resource for politics, is not to be resigned to inaction, but it may be understood as the slow process by which we develop a point of identification with suffering itself.  The disorientation of grief—“Who have I become?” or indeed, “What is left of me?”  “What is it in the Other that I have lost?”—posits the “I” in the mode of unknowingness.” (30)

 –Judith Butler, Precarious Life: The Powers of Mourning and Violence

 

The Consent is Sexy campaign I co-organized for my Final Web Event has definitely been an emotionally, physically, and academically exhausting venture.  The above quote speaks greatly to my feelings about the campaign. The project was a political endeavor inspired by my experience of violence, trauma, and grief.  However, it was also an exploration and coming to terms with the new person that came out of the survival of that trauma. For me, the campaign was just as much a form of mourning as it was inspired by mourning.  The emotional nature of this form of politics was inspiring and empowering at the same time that it was frustrating and problematic.  These experiences have made me wonder if restorative justice can truly be achieved for survivors when their community is willing to look forward, but not back. 

AmyMay's picture

Consent is Sexy in pictures

I wanted to separate my thoughts from the consent is sexy campaign from the actual pictures and materials I gathered while working on the campaign.  Below is a photo montage of the postering and chalk we put up around campus.

 

 

Postering Thursday, December 1st.  Let's get organized!

 

Alliances are best vuilt over tea and donuts!

The only people we targeted... the Deans (Chase).

...well, I guess we targeted the Interim President too (Founders).

Let's get chalkin', so people get talkin'...

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Learning to Grow, No Time to Waste

My self evaluation for Precarious, Performative, Playful, Potential...Perspectives! 

I came into the class having never taken a gender and sexuality course, but ready to put in the time to hopefully still be a valuable presence in the class. Our first readings, Wilchins and Clare, left me feeling a little overwhelmed I have to admit, especially Wilchins. Clare gave me a story to hold on to, to follow, where as the feminist and gender theory referenced by Wilchins left me bemused and flailing. Was I going to be able to “fit in” to the culture of the class? Would it all be so theory-heavy?

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Self Evaluation

I feel like I was an active participant in all of our class discussions. I attended every class and I always came prepared to discuss the week’s topic. I do not shy away from participating in small or large group discussions and I believe I offered a combination of specific commentary on the readings as well as outside information or insight. I hope that I was able to contribute to the learning of others through sharing my previous academic and professional experiences with Gen/Sex and activist topics in both on-line and in-class discussions. I have taken many Gen/Sex courses in college as well as some related to activism, such as Robert Washington’s course “Marginals and Outsiders: The Sociology of Deviance” and I was eager to relate the concepts and texts we explored in these courses with the class. I also have worked in the “activist” field of public health on “gendered” issues (motherhood, pregnancy, HIV prevention, etc.) and I often tried to share these experiences with the class when appropriate.

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Pregnancy and Parenting Education Reform

    I have invented two sister organizations, Pregnancy Education Reform and Parenting Education Reform aimed at informing expecting mothers and parents about crucial issues affecting individuals in the United States in order to promote inclusion and understanding and to create stronger communities. For my second web event I produced two potential publications from the initial organization, Pregnancy Education Reform. The first was a collection of pdf images of the pages of a pamphlet entitled, “Intersex: An Introductory Guide for Moms-to-be”. And the second was an open letter to primary care providers explaining how to most effectively use the pamphlet and general advice for making prenatal and postnatal care more sensitive to intersex children and their families. For this web event I have recreated the pamphlet and open letter to primary care providers for a second topic, cerebral palsy.  

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Final Performance

For our final performance, Ellen and I organized an activity that we hoped would try to cover some of the main themes we talked about in class including: social mobility and education, interactive education (banking vs. problem solving) and generally, the affects on class on people's behaviors in and approaches to their education. Here is the script we used which basically highlights the rules of the game we created and meanings behind why we set up the activity in the way that we did:

21 QUESTIONS

Occupations will be posted on the backs of each participant. 

Have sections of the room help people guess who they are by answering their questions. 

Rule is that you can only ask yes or no questions.

    1. First Round: Basic (doctor, lawyer, Michael Jordan)
    2. Second (more difficult) Round Use money to signify the amount of questions that can be allotted to each participant (a quarter for 25 questions, dime for 10 questions, a nickel for 5 questions)

ROUND 1 EXPLANATION:

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Orange Alert Extended.

Please see below attached documents.

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Presentation Reflection

For our final presentation, Jordan and I created a virtual scrapbook of the class. We highlighted the best parts of the past. What we found was that the best parts of the experience are not neccesarily the funnest part of the class. I feel the presentation went well, I was worried that our presentation would not go well and wouldn't go over well but not to fear. I liked seeing my classmate's faces as they say themselves in pictures and in quotes. All in all, the presentations went well with each flowing into the other. We ended on an indefinite note but that's okay because we will hopefully continue to see each other next semester and perhaps continue our classroom discussions outside of the classroom.

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