In the philosophy of art and art criticism, there is disagreement over whether works deemed “kitsch” can be considered art. I discuss the perspectives of two thinkers, Clement Greenberg and Robert Solomon, to elucidate the kitsch debate as ultimately an issue of classism. Using AP Nguyễn’s exhibition Lovecore as a case study, I consider how the artist utilizes the concept of “camp” to assert the value of kitsch and comment on the classism of art criticism that denigrates kitsch (...) art. Camp as critical kitsch celebrates artworks for the same kitschy qualities that many critics cite as negating their ability to be called art at all. (shrink)

Classism is structured in hierarchy based on wealth, income, educational attainment, and occupation. Laws, policies, and rules are written to benefit the middle class, the upper middle class, and the upper class and unfairly discriminate against people in a lower socioeconomic class. Class prejudice, class discrimination, classism, and microaggression are not interchangeable. Misunderstanding these terms prevents from developing effective action plans to deconstruct inequity and injustice. For example, effective strategies for dealing with class discrimination are different from (...) class='Hi'>classism. Classism involves changing the law (s), policy (cies), or rule(s), whereas class discrimination involves asking specific questions with civility to make sure both parties understand the presenting problem correctly before developing the action plans. The chapter discusses the complexities involved in class issues due to multiple determinants and its intersectionality with other demographic identities. Barriers to dismantling class oppression such as systemic class privilege/oppression, internalized class privilege/oppression, binary thinking, unconscious and automatic activation of stereotypes, and prejudice are discussed. Challenges in dismantling classism and class discriminations are explored through research evidence in social and developmental psychology, learning theories, neurobiology, and cognitive neuroscience. Experiential and reflective learning activities are inserted in relevant sections to facilitate transformative learning throughout the chapter. (shrink)

Résumé Cinquante ans après sa publication, l’essai de Beauvoir La Vieillesse offre une étude du vieillissement toujours actuelle, qui dénonce l’âgisme de manière originale. Le présent article montre comment l’analyse croisée de Beauvoir nous aide à penser différemment l’âgisme contemporain, notamment en expliquant comment il est exacerbé par le classisme et le sexisme.

This paper argues that the current discourse on epistemic injustice in social epistemology itself perpetuates epistemic injustice, namely hermeneutic injustice with regards to class and classism. The main reason is that debates on epistemic injustice have foremost focussed on issues related to gender, race, and disability while mostly ignoring class issues. I suggest that this is due to (largely unwarranted) fears about looming class reductionism. More importantly, this is omission is not innocuous, but problematic insofar as it has an (...) unlikely ally in neoliberal propaganda which features as one main goal stifling class consciousness. While this “allyship” is unwitting, this presents grounds for the discourse of epistemic injustice to consider re-centring class issues and classism. (shrink)

Chapter 3 looks at the work of Charles Mills, taking in a range of his scholarship including his most famous work – The Racial Contract – and his latest work, Black Rights, White Wrongs. Zara Bain applies Mills to consider how social justice applies in the UK. She looks at the interactions and co-constitutions of racism, classism, and ableism, and the role they play in the production of poverty. The chapter argues that Mills offers us a non-ideal contractarian analysis (...) that may really offer ‘x-ray vision’ into parts of society many would readily, if not always credibly, deny precisely because it pushes us to look at the world as it really is, to learn our history and to be always on the lookout for the many ways that ignorance about matters of significant import to questions of social justice can be actively, resiliently produced. (shrink)

This chapter examines the denialist roots of laissez-faire economic conservatism and “trickle-down” economics. It presents evidence that conservative denial in political economics is sustained by racism and classism. It also discusses the philosophical incoherence of right-wing libertarianism and explains how racism has played a historical role in libertarianism as well. Much of the sincere absurdity in political economy stems from the fundamental attribution error, a common bias wherein the failures of other individuals (and social identity groups) are attributed to (...) aspects of character; one’s own problems are the result of uncontrollable circumstance. Another major factor in the perpetuation of inequality is status anxiety among racial and economic groups. (shrink)

In analyzing oppressive systems like racism, social theorists have articulated accounts of the dynamic interaction and mutual dependence between psychological components, such as individuals’ patterns of thought and action, and social components, such as formal institutions and informal interactions. We argue for the further inclusion of physical components, such as material artifacts and spatial environments. Drawing on socially situated and ecologically embedded approaches in the cognitive sciences, we argue that physical components of racism are not only shaped by, but also (...) shape psychological and social components of racism. Indeed, while our initial focus is on racism and racist things, we contend that our framework is also applicable to other oppressive systems, including sexism, classism, and ableism. This is because racist things are part of a broader class of oppressive things, which are material artifacts and spatial environments that are in congruence with an oppressive system. (shrink)

The pandemic compels us to ask fundamental questions about our place in the world: the many ways humans rely on one another, how we vitally and sometimes fatally breathe the same air, share the surfaces of the earth, and exist in proximity to other porous creatures in order to live in a social world. What we require to live can also imperil our lives. How do we think from, and about, this common bind? Judith Butler shows how COVID-19 and all (...) its consequences—political, social, ecological, economic—have challenged us to reconsider the sense of the world that such disasters bring about. Drawing on the work of Max Scheler, Maurice Merleau-Ponty, and critical feminist phenomenology, Butler illuminates the conditions in which we seek to make sense of our disorientation, precarity, and social bonds. What World Is This? offers a new account of interdependency in which touching and breathing, capacities that amid a viral outbreak can threaten life itself, challenge the boundaries of the body and selfhood. Criticizing notions of unlimited personal liberty and the killing forces of racism, sexism, and classism, this book suggests that the pandemic illuminates the potential of shared vulnerabilities as well as the injustice of pervasive inequalities. Exposing and opposing forms of injustice that deny the essential interrelationship of living creatures, Butler argues for a radical social equality and advocates modes of resistance that seek to establish new conditions of livability and a new sense of a shared world. (shrink)

One of standpoint theory’s main claims is the thesis of epistemic advantage, which holds that marginalized agents have epistemic advantages due to their social disadvantage as marginalized. The epistemic advantage thesis has been argued to be true with respect to knowledge about particular dominant ideologies like classism and sexism, as well as knowledge within fields as diverse as sociology and economics. However, it has yet to be analyzed with respect to ethics. This paper sets out to complete this task. (...) Here, I argue that we have good reason to believe that the marginalized are epistemically advantaged with respect to moral knowledge overall, including moral facts other than those about the morally problematic features of systems of domination. To do so, I first articulate the connection between marginalization and the moral domain, drawing on the rich history of feminist and non-ideal ethics. Then, I argue that marginalized agents are more likely to have several particular epistemic skills that are necessary to come to have moral knowledge. Utilizing real-world cases where moral knowledge is at stake, I show how marginalized agents have better access to evidence (broadly), as well as advantages distinguishing between considerations that are morally relevant and those that aren’t (sorting), determining the weight a certain piece of evidence has with respect to determining a moral matter (significance), and using concepts which bear on moral questions (conceptual competency). I close by considering the upshots my analysis here has for other areas of moral epistemology like moral testimony and moral expertise. (shrink)

The central thesis of this article is that by anchoring bioethics' core conceptual armamentarium in a four-principled theory emphasizing autonomy and treating justice as a principle of allocation, theorists inadvertently biased 20th-century bioethical scholarship against addressing such subjects as ableism, anti-Black racism, classism, and other forms of discrimination, placing them outside of the scope of bioethics research and scholarship. It is also claimed that these scope limitations can be traced to the displacement of the nascent concept of respect for (...) persons—a concept designed to address classist and racist discrimination—with the morally solipsistic concept of autonomy. (shrink)

It is indisputable that Black Theology of Liberation intentionally un-thinks the West. BTL has its own independent conceptual and theoretical foundations and can hold without the West if it rejects the architecture of Western knowledge as a final norm for life. This, however, is a spiritual matter which the article argues. The historical arrest of the progression of liberative logic and its promises might be self-inflicted by rearticulating and reinterpreting liberation strong thought. At a time when neofascism, which is virtually (...) an open display of psychological and ideological confusion, racism, classism, sensibilities of integralism and gender violence, having become rife, liberal democracy is arguably in crisis today. BTL has to move beyond rethinking and repeating its tried and tested ways of response to black pain caused by racism and colonialism. Un-thinking the West is not only cognitive but also spiritual. Umoya, the spirit of life, the article argues, to un-think the West, constitutes inter alia, the rejection of Hellenocentric concepts as a starting point of knowledge. Umoya should reject the self-serving periodisation of history centred on Europe, dualistic obfuscating secularism and willingness by black to occlude their knowledge systems. Without this, the article argues, the lethargic sleep, the mocking laughter of the West at the self-wounding black African remains a syndrome that arrests the translation of liberation knowledge from history. (shrink)

A new, provocative study of the ethical, political, and social meanings of the everyday voice. Utilising the framework of feminist philosophy, authors Ann J. Cahill and Christine Hamel approach the phenomenon of voice as a lived, sonorous and embodied experience marked by the social structures that surround it, including systemic forms of injustice such as ableism, sexism, racism, and classism. By developing novel theoretical constructs such as "intervocality" and "respiratory responsibility," Cahill and Hamel cut through the static between theory (...) and praxis and put forward exciting theories on how human vocal sound can perpetuate -- and challenge -- persistent inequalities. Sounding Bodies presents a powerful model of how the seemingly disparate disciplines of philosophy and voice/speech training can, in conversation with each other, generate illuminating insights about our vocal lives and identities. (shrink)

This essay serves as both a response and embellishment of Marilyn Frye's now classic essay " Oppression." It is meant to pick up where this essay left off and to make connections between oppression, as Frye defines it, and the privileges that result from institutional structures. This essay tries to clarify one meaning of privilege that is lost in philosophical discussions of injustice. I develop a distinction between unearned privileges and earned advantages. Clarifying the meaning of privilege as unearned structural (...) advantage makes visible the role white privilege plays in maintaining complex systems of domination such as racism, sexism, heterosexism and classism. Using a critical reading of both Frye and Young's accounts of oppression as a springboard, I develop a definition of privilege as a particular class of unearned advantages. -/- I distinguish my account of privilege from standard legal and philosophical definitions of privilege. The general distinction I make between privileges and advantages rests on three interrelated claims: that benefits granted by privilege are always unearned and conferred systemically to members of dominant social groups; that privileges granted to members of dominant groups solely on the basis of their membership in these groups is never justifiable; and, that privileges have an unconditional value that can be explained not only in terms of immunities, but also in terms of additional benefits. (shrink)

This collection of original essays by leading philosophers probes the philosophical aspects of rape in all of its manifestations: act, crime, practice, and institution. Among the issues examined are the nature of rape; the wrongfulness and harmfulness of rape; the relation of rape to racism, sexism, classism, and other forms of oppression; and the legitimacy of various rape-law doctrines. Each contributor advances a novel argument and seeks to disentangle the conceptual, evaluative, and empirical issues that arise in connection with (...) the crime. This essential reference work is among the first philosophical anthologies devoted exclusively to the subject of rape--as complex and interesting intellectually as it is pervasive and disturbing socially. (shrink)

Purpose: The millennia long struggles of various oppressed groups have over time illuminated widespread social injustices, organically leading to the recognition of yet further injustices captured by the umbrella of discriminatory isms, such as racism, sexism, classism, ableism, anti-Semitism, ageism, heterosexism, and many others. In recent years, the debate has become increasingly fierce, polarized, and even physically violent. Approach: One of the premises of the present work is that in part, the aforementioned unconstructive behaviours are a result of the (...) different understandings of what constitutes an ism and the lack of a thoughtful consideration of this issue in the mainstream social debate as much as in the academic literature. Findings: I present evidence for this, and critique the dominant lines of thought in this realm showing them all to fall short of both the fundamental philosophical as well practical desiderata in how isms ought to be understood. Originality: I propose an alternative which does not suffer from the same weakness: one based on the denial of equivalence of sentience. I show how the adoption of this understanding leads to constructive ways of addressing isms effected injustice. (shrink)

This chapter takes up the issue of near-term artificial intelligence, or the algorithms that are already in place in a variety of public and private sectors, guiding decisions from advertising and to credit ratings to sentencing in the justice system. There is a pressing need to recognize and evaluate the ways that structural racism, sexism, classism, and ableism may be embedded in and amplified by these systems. The chapter proposes a framework for ethical analysis that can be used to (...) facilitate more robust ethical reflection in AI development and implementation. It presents an ethical matrix that incorporates the language of data science as a tool that data scientists can build themselves in order to integrate ethical analysis into the design process, addressing the need for immediate analysis and accountability over the design and deployment of near-term AI. (shrink)

Mass incarceration is an ethical crisis. Yet it is not only the magnitude of the system that is troubling. Mass incarceration has been created and sustained by racism, classism, and ableism, and the problems of the criminal legal system will not be solved without meaningfully intervening upon these forms of oppression. Beyond that, incarceration itself—whether of one person or 2 million—represents a moral failing. To punish and control, rather than invest in community and healing, is antithetical to the values (...) of the field of bioethics. This commentary, which responds to the article “Fifty Years of U.S. Mass Incarceration and What It Means for Bioethics,” by Sean Valles, considers abolition as a crucial form of justice that must be centered in the work of bioethics. Abolition is both an antiracist intervention and a means of considering the ways health care broadly and bioethics specifically have allowed for the perpetuation of carcerality in the United States. (shrink)

What makes a multimillion-dollar, transnational intimate industry possible when most people see it as exploitative? Using the newly emergent case of commercial surrogacy in India, this article extends the literature on stratified reproduction and intimate industries by examining how surrogacy persists and thrives despite its common portrayal as the “rent-a-womb industry” and “baby factory.” Using interview data with eight infertility specialists, 20 intended parents, and 70 Indian surrogate mothers, as well as blogs and media stories, we demonstrate how market actors (...) justify their pursuits through narrating moral frames of compassion and altruism that are not incidental but systematic to and constitutive of transnational surrogacy. We observed two predominant moral frames: surrogacy liberates and empowers Indian women from patriarchal control; and surrogacy furthers reproductive rights. Within these frames, the market exchange of money for babies is cast as compassion, which allows commissioning clients to sidestep accusations of racism, classism, and sexism. Yet, we reveal that the ability to navigate around these threats relies on racist, classist, and sexist tropes about Third World working-class women. Further, we find that surrogate mothers did not experience significant changes in economic status after surrogacy. (shrink)

Using the example of Black people’s inequitable COVID-19 outcomes and their health outcomes prior to the pandemic, I argue that the pandemic has forever changed how we should think about the conceptual and practical nature of health equity. From here on, we can no longer think of health equity without the concept of intersectionality. In particular, we must acknowledge that discrimination (e.g. sexism, ableism, racism, classism, etc.) within our social institutions intersect to withhold resources needed for health from people (...) who themselves have intersecting identities that make them vulnerable to the effects of discrimination. To ignore intersectionality in our work on health equity would mean ignoring a great injustice imposed on some of the most overlooked people in our communities, which would also be a great disserve to bioethics’ professional longevity. (shrink)

Applying the tools and methods of analytic philosophy, analytic feminism is an approach adopted in discussions of sexism, classism and racism. The Bloomsbury Companion to Analytic Feminism presents the first comprehensive reference resource to the nature, history and significance of this growing tradition and the forms of social discrimination widely covered in feminist writings. Through individual sections on metaphysics, epistemology, and value theory, a team of esteemed philosophers examine the relationship between analytic feminism and the main areas of philosophical (...) reflection. Their engaging and original contributions explore how analytic feminists define their concepts and use logic to support their claims. Each section provides concise overviews of the main debates in feminist literature within that particular area of research, as well as introductions to each of the chapters. Together with a glossary and an annotated bibliography, this companion features an overview of the basic tools used in reading analytic philosophy. The result is an in-depth and authoritative guide to understanding analytic feminist's characteristic methods. Table of contents List of Contributors Acknowledgments Editor's Preface Part 1: Introduction 1. Introduction: What Is Analytic Feminism? Pieranna Garavaso, (University of Minnesota Morris, USA) 2. Introduction: Why Analytic Feminism? Ann Garry, (California State University, Los Angeles, USA) 3. Introduction: The Society for Analytical Feminism: Our Founding Twenty-Five Years Ago, Ann E. Cudd (College of Arts and Sciences at Boston University, USA)and Kathryn J. Norlock (Trent University, USA) Part 2: Metaphysics 4. Introduction to Feminist Metaphysics, Katharine Jenkins (The University of Nottingham, UK) and Pieranna Garavaso (University of Minnesota Morris, USA) 5. Feminist Metaphysics: Can This Marriage be Saved? Jennifer McKitrick, (University of Nebraska-Lincoln, USA) 6. Feminist Metaphysics as Non-Ideal Metaphysics, Mari Mikkola (Humboldt University, Germany) 7. Kinds of Social Construction, Esa Diaz-Leon (University of Barcelona, Spain) 8. Gender and the Unthinkable, Natalie Stoljar (McGill University, Canada) 9. Who's Afraid of Andrea Dworkin? Feminism and the Analytic Philosophy of Sex Katharine Jenkins, (The University of Nottingham, UK) Part 3: Epistemology 10. Introduction to Feminist Epistemology, Pieranna Garavaso (University of Minnesota Morris, USA) 11. Contemporary Standpoint Theory: Tensions, Integrations, and Extensions, Sharon Crasnow (Norco College, USA) 12. Objectivity in Science: The Impact of Feminist Accounts, Evelyn Brister (Rochester Institute of Technology, USA) 13. Feminist Philosophies of Science: The Social and Contextual Nature of Science, Lynn Hankinson Nelson (University of Washington, USA) 14. Reasonableness as an Epistemic Virtue, Deborah K. Heikes (University of Alabama, USA) 15. Agnotology, Feminism, and Philosophy: Potentially the Closest of Allies, Janet A. Kourany (University of Notre Dame, USA) 16. Say Her Name: Maladjusted Epistemic Salience in the Fight Against Anti-Black Police Brutality, Ayanna De'Vante Spencer (Michigan State University, USA) 17. The Epistemology of (Compulsory) Heterosexuality, Rachel Fraser (University of Cambridge, UK) Part 4: Value Theory 18. Introduction to Value Theory, Amanda Roth (State University of New York at Geneseo, USA) and Pieranna Garavaso (University of Minnesota Morris, USA) 19. Relational Autonomy and Practical Authority, Andrea C. Westlund, (University of Wisconsin-Milwaukee, USA) 20. (Feminist) Abortion Ethics and Fetal Moral Status, Amanda Roth (State University of New York at Geneseo, USA) 21. Feminist Approaches to Advance Directives, Hilde Lindemann (Michigan State University, USA) 22. What is Sex Stereotyping and What Could Be Wrong with It? Adam Omar Hosein (University of Colorado, Boulder, USA) 23. Kant's Moral Theory and Feminist Ethics-Women, Embodiment, Care Relations, and Systemic Injustice, Helga Varden (University of Illinois, USA) 24. Resisting Oppression Revisited, Carol Hay (University of Massachusetts Lowell, USA) 25. Women and Global Injustice: Institutionalism, Capabilities, or Care? Angie Pepper (University of York, UK) 26. Feminism, Nationalism, and Transnationalism: Reconceptualizing the Contested Relationship, Ranjoo Seodu Herr (Bentley University, USA) Part 5 Basic Logical Notions Pieranna Garavaso (University of Minnesota Morris, USA) and Lory Lemke (University of Minnesota Morris, USA) A–Z of Key Terms and Concepts Pieranna Garavaso (University of Minnesota Morris, USA) . (shrink)

An audacious and accessible guide to feminist philosophy—its origins, its key ideas, and its latest directions. Think Like a Feminist is an irreverent yet rigorous primer that unpacks over two hundred years of feminist thought. In a time when the word feminism triggers all sorts of responses, many of them conflicting and misinformed, Professor Carol Hay provides this balanced, clarifying, and inspiring examination of what it truly means to be a feminist today. She takes the reader from conceptual questions of (...) sex, gender, intersectionality, and oppression to the practicalities of talking to children, navigating consent, and fighting for adequate space on public transit, without deviating from her clear, accessible, conversational tone. Think Like a Feminist is equally a feminist starter kit and an advanced refresher course, connecting longstanding controversies to today’s headlines. Think Like a Feminist takes on many of the essential questions that feminism has risen up to answer: Is it nature or nurture that’s responsible for our gender roles and identities? How is sexism connected to racism, classism, homophobia, transphobia, and other forms of oppression? Who counts as a woman, and who gets to decide? Why have men gotten away with rape and other forms of sexual violence for so long? What responsibility do women themselves bear for maintaining sexism? What, if anything, can we do to make society respond to women’s needs and desires? Ferocious, insightful, practical, and unapologetically opinionated, Think Like a Feminist is the perfect book for anyone who wants to understand the continuing effects of misogyny in society. By exploring the philosophy underlying the feminist movement, Carol Hay brings today’s feminism into focus, so we can deliberately shape the feminist future. (shrink)

By addressing ableism through social media and other digital outlets, feminist disability activists share stories on what it means to be human from an intersectional perspective, and their storying is a way of understanding and theorising the world. However, the possibilities of digital disability activism to story ableism within broader feminist debates are underexplored. Storying as an anti-hegemonic approach to theorising ableism further from an intersectional perspective, implemented through an activist-academic working alliance, contributes to speaking otherwise about disability and draws (...) attention to disability perspectives in feminist theory. In this article, I propose a feminist intersectional approach to storying ableism that exposes manifestations of ableism in its intersections with classism, racism and sexism at structural, identity and representational levels. I then argue for digital disability activism as a means of storying ableism, provide examples of such storying and describe the potentials and principles of digital activist storying. While the creation of further theory is central to the proposed approach, the connection of intersectionality theory with ableism and feminist disability theory serves as its foundation. I discuss how linking ableism with intersectionality strengthens the uncovering of ableism at different levels, why studies of ableism should be extended to fields beyond Disability Studies but remain closely connected to disability activism and how feminist disability theory has thus far shaped debates on the dis/ability binary in relation to the gendered body. (shrink)

While ideals of racial purity may be out of fashion, other sorts of purity ideals are increasingly popular in the United States today. The theme of purity is noticeable everywhere, but it is especially prominent in our contemporary fixation on health and hygiene. This may seem totally unrelated to issues of racism and classism, but in fact, the purveyors of purity draw upon the same themes of physical and moral purity that have helped produce white identity and dominance in (...) the US. Historically, this is where the purity rhetoric gets its power. To invoke purity ideals in the US is to mobilize this genealogy of racialized associations. Today's zealous preoccupation with hygiene is part of our living heritage in a racist culture.Just as ideas of race and racial purity were debunked by biologists long before the public would begin to question them, ideals of extreme hygienic purity linger with us, even flourish, despite scientific evidence of their futility and harm. Why are we still so enamored with purity? Because, to some extent, our very self-conceptions are at stake. Other scholars have described how our process of self individuation is based upon exclusion. The unique contribution of a genealogical approach to this issue is that, instead of merely locating the problem in ideologies held by others, it can evoke self-recognition and self-transformation. We will tend to assume the problem lies elsewhere until we learn to recognize ourselves in practices that reproduce cultural ideals. As inheritors of this racist culture, we are all lovers of purity, and we are all responsible for rethinking this value. (shrink)

This paper explores a phenomenon that we will call “justified-but-misdirected anger,” in which one’s anger is grounded in or born from a genuine wrong or injustice, but is directed towards an inappropriate target. In particular, we argue that oppressive ideologies that maintain systems of gender, race, and class encourage such misdirection and are thereby self-perpetuating. We engage with two particular examples of such misdirection. The first includes poor white voters who embrace racist and xenophobic politics; they are justified in being (...) angry about their own economic exploitation, but that anger is misdirected in a way that maintains capitalism (which is the appropriate target of their anger). The second includes so-called “incels” who embrace misogyny; they are justified in being angry about unrealistic and unhealthy standards of contemporary masculinity, but that anger is misdirected in a way that maintains patriarchy. One goal of exploring this type of justified-but-misdirected anger is to contribute to an anti-carceral feminism that helps to thread the needle between holding wrongdoers to account while also clearly identifying the oppressive ideologies that influence their actions. (shrink)

A thorough account of Africa's history and its lasting influence on Western culture told from the perspective of the disparate descendants who inherited its legacy. W.E.B. Du Bois highlights the hidden stories that connect these varied communities. Originally published in 1915, The Negro presents an expansive analysis of the African diaspora over the course of history. W.E.B. Du Bois uses a critical eye to survey the early depictions of the continent, debunking stereotypical myths about its social structure. He addresses the (...) generational impact of slavery as well as the capitalistic system that made it possible. It's an honest look at the effects of white supremacy, classism and its place in modern society. From Ethiopia and Egypt to the West Indies and Latin America, Africa's influence is undeniable. The Negro sheds light on the ignored history of the continent and its many descendants. It's a vital piece of literature that acknowledges and celebrates its cultural power. With an eye-catching new cover, and professionally typeset manuscript, this edition of The Negro is both modern and readable. (shrink)

This paper describes the discourses underlying nursing teachers’ talk about their own norm‐critical competence. Norm criticism is an approach that promotes awareness and criticism of the norms and power structures that exert an excluding effect in society in general and in the healthcare encounter in particular. Given the unequal relationships that can exist in healthcare, for example relationships shaped by racism, sexism and classism, a norm‐critical approach to nursing education would help illuminate these matters. The studied empirical material consisted (...) of focus group interviews. Nursing teachers discussed their norm‐critical competence based on the university course “Norm‐Aware Caring” in which they had recently participated. Through a critical discourse analysis, three discourses were identified in their talk, all of which had the potential to disrupt traditional, normative nursing education. However, in all three discourses there was an underlying discourse of normality, clearly positioning the teachers as exemplifying the “normal.” The binary constructed between normality and otherness contradicts a basic tenet of the norm‐critical approach and may hamper the development of genuine norm‐critical competence in nursing education. (shrink)

J.L. Austin argues that ordinary language should be used to identify when it is appropriate or inappropriate to make, accept, or reject knowledge claims. I criticize Austin’s account: In our ordinary life, we often accept justifications rooted in racism, sexism, ableism, and classism as reasons to dismiss knowledge claims or challenges, despite the fact such reasons are not good reasons. Austin’s Ordinary Language Epistemology (OLE) classifies the discounting of knowledge claims in classic cases of epistemic injustice as legitimate ordinary (...) maneuvers. I provide recommendations for revision of OLE and offer a means of distinguishing between dismissals in cases of epistemic injustice and their legitimate counterparts. (shrink)

The recent trend toward privately owned and operated prisons calls attention to a variety of issues involving human rights. The growing number of corporatized correctional institutions is especially notable in the United States, but it is also a global phenomenon in many countries. The reasons cited for privatizing prisons are usually economic; the opportunity to outsource prison services enables local political leaders to save tax revenue, and local communities are promised a chance to create new jobs and bring in a (...) new industry. This article will address the history of prisons and the recent trend toward privatizing prisons and the perception of prisons as a for-profit enterprise. This new economic order brings with it a set of human rights concerns, including the relationship of for-profit prisons to increased numbers of incarcerated persons and increased sentences, racism and classism. The contractual relationship between political leaders and prison corporations will be addressed, noting that conditions of liability frequently mean that prison administrations lack motivation to safeguard the human rights of prisoners. The human rights issues often extend outside of the private prison itself, having a negative effect on the local community. (shrink)

The close association of particular races with particular classes invites a means to exhibit disdain for a race via class. Class and race do not simply occupy a list of social problems, because generally, specific races correlate with particular classes. Racism is presently unacceptable, but not classism. We may feel sympathy for the poor, but we do not refrain from disdain. The disdain of the poor centers on Neoclassical economics’ insistence on choice in regards to class. The language of (...) choice does not circumscribe race. Michel Foucault’s work illustrates that the persistent correlation of race and class is not merely sociological but conceptual. Such close associations of particular races with particular classes serve as a means to generate essentialisms that express racism through classism. (shrink)

I want to address the political element in the pedagogical engagement. Too often the business of teaching is presented as somehow independent of political influence or implication. When ERO talked about ‘delivering the curriculum’, the terminology reflected a very neo-liberal view that the curriculum was something different from the process of teaching and that teachers should be regarded as functionaries putting out there something decided by others. In this paper I want to look at the political element of pedagogy, both (...) as a question of Foucault’s ‘conduct of conduct’, and as a process inseparable from the very political elements of sexism, racism, classism that pervade our society and are therefore inescapable in our classrooms. In considering the element or racism or ethnicism I will look at the ontologies we bring to our work, and how they might differ. Ultimately I will bring Levinas into the story, to help to consider how our teaching can be politically and ethically aware. (shrink)

it is a bit daunting to be standing here today. I attended my first Society for the Advancement of American Philosophy meeting in 1992 and immediately felt at home. However, I also wondered why there weren’t more women and more feminist papers. Little did I know that my dissertation director and mentor, Charlene Haddock Seigfried, was already in the process of starting a revolution. American philosophy generally, and pragmatism in particular, seemed to me perfectly suited for taking up issues of (...) sexism, racism, classism, homophobia, and intolerance generally. The value of pluralism was more evident even at my first SAAP meeting than at any meeting of the American Philosophical Association. I had found... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Somaesthetics and Racism:Toward an Embodied Pedagogy of DifferenceDavid A. Granger (bio)IntroductionThe philosopher Ludwig Wittgenstein once remarked that "The human body is the best picture of the human soul."1 There is a basic truth in this assertion that we recognize (I want to say) intuitively: the notion that human beings are parts both mental and physical, that these facets are ultimately interdependent, and that they are in some measure correlated (...) was a commonplace in the intellectual culture of ancient Athens, especially among Socratic thinkers. It can also be found as a central part of the basic ontology and ideals of self-cultivation espoused in much East Asian philosophy. In the West, however, this deep appreciation for the relationship between mind and body appears somewhat sporadically after the Socratics, only to be fervently reasserted as a main plank in the lived philosophy of the early American pragmatists, as when Henry David Thoreau proclaimed that "We are all sculptors and painters, and our material is our own flesh and blood and bones. Any nobleness begins to refine a mean's features, any meanness or sensuality to imbrute them."2I use the word "sporadically" above because it is likewise a basic truism that canonical Western philosophy has a long and storied history of rejecting, ignoring, or degrading the human body—that most formative part of our being and connection to the world and to others. The position of the later, more metaphysical Plato is iconic in this regard, and it effectively set the tone for much Christian theology and the Cartesian philosophy of consciousness. For Plato and his adherents, the longing to escape our embodiedness, conceived as a necessary means to human (or perhaps superhuman) perfection [End Page 69] by achieving a godlike existence, requires effectively divorcing ourselves from the irrational brutes of terra firma. The body is conceived as a static constraint to human flourishing rather than a dynamic enabler. It is more or less an adversary, something that we must endeavor to be freed from or subdue.3 Its base senses and unruly passions deceive us epistemologically, while its inexorable power to situate us in space and time limits our objectivity. In its inevitable pains and infirmities, the body is also a constant reminder of the aging process and of our ultimate mortality. Deeming the body as at best a mere servant of the mind, philosophers typically have portrayed it as a veritable prison of deception, temptation, and suffering. Moreover, it is well-established that such thinking has been particularly pernicious in light of the historical identification of women and other marginalized groups with their variously enfeebled, depraved, or uncivilized bodies.4Against this disquieting backdrop, it is only relatively recently that the human body, and the significance of our existence as embodied beings, has received sustained positive attention by leading lights in Western philosophy and criticism. These luminaries include, among others, "feminist" thinkers like Simone de Beauvoir, Julia Kristeva, Luce Irigaray and, of late, Susan Bordo and Judith Butler (with a nod to Michel Foucault, Pierre Bordeau, and others); pragmatists William James and John Dewey (with a nod to Emerson and Thoreau); phenomenologist Maurice Merleau-Ponty (with a nod to Jean-Paul Sartre); analytic philosopher Ludwig Wittgenstein (with a nod to James); and postmodernist Michel Foucault (with a nod to Friedrich Nietzsche, George Bataille, and the ancient Asian ars erotica tradition5). While these thinkers do not universally praise the body and its active, conscious cultivation for human flourishing (about which more later), they nonetheless acknowledge its necessity for all perception, action, and even thought.6 In short, they all seek to recognize and elucidate the significance—cognitive and affective, discursive and nondiscursive—of our full embodied intelligence.Looking specifically at the architectonics of the body espoused by the trio of Dewey, Foucault, and Wittgenstein, this article uses what philosopher Richard Shusterman terms "analytic somaesthetics" to examine some of the primary embodied dimensions of feeling, perception, action, and thought, particularly through the functioning of habit.7 In doing so, it seeks to expose the way various ideologies of domination (for example, racism, sexism, classism, ableism, heterosexism, ageism, etc.) are covertly (and at times overtly) materialized... (shrink)

Nature sports have been touted for their value “as ways of pursuing excellence and relating to the environment” (Krein 2014, 207). This value, however, is not widely available, in large part due to structural features that create barriers to access for all but able-bodied white men possessing substantial disposable income. In this paper, we will analyse four ‘isms’ that are prominent in nature sport: ableism, classism/elitism, racism, and sexism/heterosexism. Through an examination of nature sports like surfing, skiing, snowboarding, and (...) climbing, we argue that the current culture of nature sports contains institutionalized isms. If we are to create spaces for inclusion and authentic participation and experiences in nature sports, then change needs to occur. To that end, we will address counterculture(s) and programs that challenge the ism-saturated established norms of nature sports, removing barriers to access and opening value-laden opportunities for all. (shrink)

In this paper, we will critically examine the notion of rationality and the disabling instinct of self-preservation that play out in human relationships. That “man is a rational animal,” as Aristotle declared is usually taken for granted in social studies. But whether humans act rationally all the time, and in all circumstances remains questionable. Here, we shall investigate this concern from a decolonial perspective by engaging some contradictions thrown up in the context of coloniality within which a section of humanity (...) dehumanizes the rest. The question then is, how rational is the intellectual program of coloniality? Taking a cue from conversational thinking that places the notion of relationship at the center of decolonial analysis, we argue that coloniality fractures the inter and intra-racial relationships due mainly to the instinct of self-preservation that overwhelms human rationality. What has emerged today as the superior/inferior divide, racialism, classism, internal colonialism, ethnic cleansing, apartheid, xenophobia, and genocide are some of the consequences of warped and uncritical thinking driven by an extreme form of the instinct of self-preservation. We argue that the promotion of critical (higher-order) thinking in addition to ordinary (lower-order) thinking could be crucial in a decolonial program. (shrink)

This article explores the ways in which gender is produced in the historical romance film adaptation of Far from the Madding Crowd (2015). Utilising a visually informed, critical discursive psychology approach, we found that hegemonic masculinities and femininities are richly constructed in manners that ultimately functioned to subordinate femininity to masculinity. Moreover, multiple societal inequalities (e.g., racism, classism, heterosexism, ableism, ageism) are reproduced through the construction of gendered characters, perpetuating the myth that the nineteenth-century English countryside was entirely culturally (...) homogenous. Collectively, our findings reveal how historicised, gendered film characters are mobilised to reinforce present-day inequalities. (shrink)

This chapter provides a discussion of the significance of what hooks means by “the imperialism of patriarchy” in Ain’t I a Woman, as a theoretical precursor to what becomes white supremacist capitalist patriarchy in Feminist Theory. To do this, this chapter will make hooks conversant with racial imperialism (s), through Angela Y. Davis’ work from the 1970s to 1981, which becomes integral to hooks’ view of capitalism as advanced capitalism. What this chapter explicates is how, for hooks, advanced capitalism constitutes (...) itself on the toxicities of racism, classism, and sexism, intersectionally imposed on black womanhood in a capitalist setting, through the capitalist relationship between imperialism and patriarchy. From this, hooks’ view of capitalism as advanced capitalism is assessed in terms of hooks’ understanding of imperialism, first, by placing hooks in conversation with studies on imperialism in the 1970s, and secondly, by having hooks hold dialogues with how imperialism is envisioned by John A. Hobson, Rosa Luxemburg, Karl Kautsky, Nikolai Bukharin, Vladimir Lenin, and Joseph Schumpeter. (shrink)

In “The future of an illusion” (1927), Freud writes about the defense of civilization through instinctual renunciation, a task so difficult for the “masses,” who lack both education and the will, given that they have done so much work to build civilization but have little access to its rewards. He points towards an educational pathway that might lead such masses to the possibility of reason. This approach has dominated modes of population management through liberalism to neoliberalism. That the “masses” are (...) taken to be dominated by instinct and lack intellectual ability is a position that still haunts debates about class today. In contrast, Althusserian (1971) theory marshaled an account of ideology inspired by Lacan in the context of what is often considered as the failure of workers to join students after the May 68 uprisings.This chapter discusses what a psychosocial approach to class might look like, methodologically and theoretically, including a discussion of the absence of any serious consideration of the middle and upper classes from most work on class in this field. In this vein, it also discusses classism.Moving from the consequences of Freud’s (1927) position, the chapter considers the difficulties and possibilities for working psychosocially on class. It also considers a tradition of work on what we might now term psychosocial research in this area, from Lilian Rubin’s (1976) Worlds of Pain and Sennett and Cobb’s (1973) Hidden Injuries of Class to more recent work in the field, often undertaken by working class academics. Working through research which began in the 1960s through to the present day, the chapter also considers work on deindustrialization, intergenerational transmission, and the importance of Deleuze and Guattari for an understanding of classed territory. Moving towards a future with even less secure employment than the present of neoliberalism, it considers the significance of exploring psychosocially the new relational dynamics of class. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Ethics & the Environment 7.2 (2002) 39-59 [Access article in PDF] Response to My Critics Karen J. Warren Introduction In the Preface to my book, Ecofeminist Philosophy: A Western Perspective on What It Is and Why It Matters, 1 I describe as both "exciting and taxing" the process of writing the book over more than one decade (Warren, x). It was exciting because I was contributing to the still (...) nascent field of ecofeminist philosophy; it was taxing because I often found it difficult to know what I wanted to say about ecofeminism as a philosophical position. The book that emerged is my attempt to say, in my own voice and in a language and style amenable to a reflective lay audience, what I understand ecofeminist philosophy to be and why I think it matters.Ecofeminist Philosophy is premised on the conviction that ecofeminist philosophy has liberating potential to generate insights and recommendations for any theory, practice, or policy that is feminist, ecofeminist, or environmental. The version of ecofeminist philosophy I defend focuses on a variety of contingent interconnections—historical, empirical, socioeconomic, conceptual, linguistic, symbolic and literary, spiritual and religious, epistemological, metaphysical, political, ethical, and theoretical—among the dominations of women, other subordinated humans, nonhuman animals, and nature. It locates the commonalities of mutually reinforcing "isms of domination" (e.g., sexism, racism, classism, heterosexism, ageism, colonialism, [End Page 39] ethnocentrism, speciesism and "naturism," or the unjustified domination of nonhuman nature) in oppressive conceptual frameworks, institutions, and practices mediated and justified by a "logic of domination." Connecting these isms of domination to pressing contemporary feminist and environmental issues, I argue for a version of ecofeminist philosophy that provides both critical analyses of and creative solutions to the intersecting practices, policies, and structures of unjustified ("isms" of) domination.From my perspective, the book is bold and daring. It advocates positions (e.g., regarding spirituality) typically eschewed by feminist and ecofeminist philosophers. It takes positions (e.g., on moral vegetarianism) that are at odds with much mainstream ecofeminist literature on nonhuman animals (particularly ecofeminist animal rights literature). It defends unfamiliar or unpopular philosophical positions (e.g., on the moral considerability of nonhuman animals and nature, on the nature of social justice, on ethics as "care-sensitive," and on theory as theory-in-process). It provides an account of ecofeminist philosophy that is grounded in good science, though not in canonical ideals of objectivity and rationality. It uses cross-cultural empirical, historical, social, and cultural data to motivate and test the theoretical claims of ecofeminist philosophy. And it supports the need for and role of emotional intelligence (including the ability to care) in ethics, ethical-decision making, and the creation of life-affirming, nonviolent communities and social systems.Given the nature of the issues I address and the positions I advocate in Ecofeminist Philosophy, it is to be expected that critics will raise questions, offer criticisms, and encourage further reflection on my part about my conception and defense of ecofeminist philosophy. That is precisely what the three critics who have written commentaries on my book for this special Symposium of Ethics & the Environment—philosophers Chris Cuomo, Trish Glazebrook, and Jim Sterba—have done. It is a humbling and gratifying experience to have one's scholarship the focus of a special issue of a journal; it is even more so when the critics offer comments that are helpful and constructive. I am grateful for the time and philosophical energy all three critics have invested in writing their commentaries.In what follows, I comment on each essay separately. My hope is to provide each essay with the thoughtful attention it deserves, while offering clarifying remarks on what I attempted to do, and the version of ecofeminist philosophy I defend, in Ecofeminist Philosophy. [End Page 40] Trish Glazebrook's Essay It was a pleasure to read Professor Trish Glazebrook's essay. Glazebrook understands what I attempted to do in this book, while also providing useful, illuminating questions and suggestions for future work. I am grateful for her supportive sensitivity and scholarly attention to what I argued in Ecofeminist Philosophy and to ways I might improve my... (shrink)

Philosophical theories about parental licensing tend to pay insufficient attention to forms of discrimination that may be inherent in, or result from, a system of parental licensing. By situating these theories in relation to the status quo on parental licensing, we aim to show how many of them reinforce what philosophers have called “biologism”: the privileging of families formed through biological reproduction over families formed in other ways. Much of our discussion focuses on biologism, although we also touch on other (...) forms of discrimination that parental licensing can cause or exacerbate, such as classism, sexism, homophobia, racism, and ableism. We firmly believe that any adequate proposal in favour of parental licensing must take worries about discrimination seriously. Unfortunately, most philosophical proposals fail to do so. (shrink)

This chapter, as the conclusion, discusses white supremacist capitalist patriarchy as framed by ideologies, hegemonies, pedagogies, and rhetorics, such that each contributes intersectionally to the pervasiveness of racism, classism, and sexism in the proletariat experiences of black womanhood. In focusing on these phenomena, as each is articulated within the inherent, institutional constraints of a capitalist economy, this chapter considers how hooks’ “Black Marxist Feminism” functions transgressively against what are essentially capitalist ideologies, capitalist hegemonies, capitalist pedagogies, and capitalist rhetorics, in (...) order to make it possible for counter-ideologies, counter-hegemonies, counter-pedagogies, and counter-rhetorics to emerge. What allows these transgressive phenomena to emerge is a critical pedagogy, which, in turn, allows for the emergence of the oppositional gaze, to the extent that the oppositional gaze both questions the capitalist moment and becomes, for black womanhood, a capitalist response. (shrink)

The aim of the current research is to investigate the feasibility of identifying offensive language in Lithuanian by utilising the Simplified Offensive Language Taxonomy (SOLT). The key principle behind this taxonomy is its ability to complement existing offensive language ontologies and tagset systems, with the ultimate goal of integrating it into publicly accessible Linguistic Linked Open Data (LLOD) resources. The dataset used in the current study is a publicly available corpus of user-generated comments collected from a Lithuanian portal (Amilevičius et (...) al. 2016). The study identified that offensive language predominantly focuses on collective derogatory language rather than individuals. The most common category of offensive language is related to physical and mental disabilities, followed by ideological offenses, xenophobic and sexist remarks, and less frequent categories like ageism, classism, homophobia, and religious discrimination. These results highlight the diverse range of offensive language online and underscore the need to combat discrimination and promote respectful discourse, particularly concerning marginalised groups. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Music Education for Social Change–Constructing an Activist Music Education by Juliet HessMartin BergerJuliet Hess, Music Education for Social Change–Constructing an Activist Music Education (New York, Routledge, 2019)Juliet Hess’s book is written with great passion and composed for a very good reason. It is published in troubling times when music educators are looking for new perspectives on old problems and in search of a revived relevance for the subject. (...) Although music educators appear to be better qualified for their jobs than ever before, there is still an underlying concern that we have lost the positive political influence on society we might have had in the past, that our contributions to enhancing tolerance and social justice are at stake again, and that our voices are not being heard. Or, in other words, that we lack relevance if we do not act.Juliet Hess raises her voice, reclaiming this relevance at a time when “[h]ate continually manifests in both new and familiar ways” and “the presence of oppression is consistent across time.”1 According to her, rising-up against oppressive ideologies, injustices, and material violence is imperative and urgent. Hess calls on finding ways for music education to contribute to resistance and hails concepts that allow educators to devise a distinctly anti-oppressive pedagogy. Her purpose is to offer a framework for what she calls an “activist music education,” a pedagogy that “aims to address the sexism, racism, Islamophobia, anti-Semitism, heterosexism, cisgenderism, classism, ableism, anti-immigrant [End Page 207] sentiments, and other oppressions so prevalent in our society.”2 Inspired by the impact of their musicking, Hess conducts interviews with twenty activist musicians, exploring common themes, perceptions, values, philosophies, and ideas. All individuals interviewed are involved in social change movements across the United States and Canada. Hess positions them as “catalysts for change in music education,”3 providing “a means to conceptualize activist music education for school music.”4 Activism and music, says Hess, are “enmeshed and inextricably connected,”5 since both intrinsically involve exploring historical, political, social, and cultural contexts.Inspired by the relevance of activist music to a society, Hess is in search of a similar meaning for music education. As a result, she sketches a possible K-12 curriculum with three essential goals: fostering connection with Others, honoring and sharing lived experience, and enabling critical reflection on the world.6 In search of a conceptualization for her idea, Hess draws mainly on Freirian and critical pedagogy as a theoretical framework, placing lived experience at the center of education, and with conscientization and praxis being her key terms.7 According to Hess, praxis, defined as “the integration of thoughtful reflection and action,”8 is fundamental to any kind of transformation, while conscientization refers to processes through which learners “become aware and reflect upon the conditions that shape their lives.”9 Although Hess acknowledges the valuable scholarly contribution to critical pedagogy in the past, she remains careful in its application, urging music educators to “avert any dogmatic implementation.”10 As a result, she suggests a “tri-faceted pedagogy for future activism,”11 which is connective, communicative, and critical: “a pedagogy of community, based on activist musicians’ emphasis on connectivity, a pedagogy of expression rooted in honoring lived experiences and sharing them through music, and a pedagogy of noticing that emerges from activist-musicians’ work on critical thinking.”12 This combination will, according to her, set “the conditions for future activism among youth and offers a possible practical enactment of critical pedagogy for music education.”13 A valuable and most inspiring read!Although I strongly agree with the intention of this book, I do have some questions. The dream of a classroom that exercises social criticism both through thinking about music and through musicking itself has always been an aspiration. Scholars have regularly encouraged music educators to be public intellectuals and agents of change, ideally striving for social justice (or at the very least for social awareness), and preparing learners to be global citizens, able to think critically and ready to engage with the world.14 It is widely agreed that “music education deserves to be seen as a serious form of cultural... (shrink)

Maria Lugones and other writers of post-colonial discourse emphasize hybrid over univocal identities. I argue that a significantly expanded version of Mikhail Bakhtin’s notion of “dialogized heteroglossia” reveals that the linguistic community and the “voives” at play in the latter constitute a form of dialogic hybridity. This view of the linguistic community offers an alternative to the notion of pure identities and the politics of exclusion that it has supported either overtly or tacitly. Moreover, a political principle - “the interplay (...) of equally audible voices” - can be derived from this view; it permits us simultaneously to affirmmulticulturalism and to deny racism, sexism, classism and other exclusionary discourses the right to become policy-making voices.Maria Lugones et d’autres théoriciens du discours post-colonial mettent l’accent sur les identités hybrides par opposition à univoques. Je soutiens qu’une version significativement plus large de la notion bakhtinienne d’“hétéroglossie dialogisée” fait ressortir que la communauté linguistique et les “voix” en jeu dans cette dernière constituent une forme d’hybridité dialogique. Cette conception de lacommunauté linguistique offre une alternative à la notion d’identité pure et à la politique d’exclusion qu’elle a défendue, ouvertement ou de façon tacite. De plus, un principe politique - “le jeu de voix audibles au même degré” - peut être tiré de cette conception, lequel permettrait à la fois d’affirmer le multiculturalisme et d’empêcher que le racisme, le sexisme, le classicisme et tout autre discours d’exclusion puissent devenir des voix qui déterminent fes pofitiques du jour. (shrink)

In this second volume, Book III looks at another irreal language, that of games/sports, and discusses how it functions metaphorically (and in other ways) to serve power's interests (including such formulations as language games and, in general, understanding "life" as a "game"). Book IV offers an analysis of language as multiple forms of oppression (racism, sexism, classism, ageism, speciesism [humanism]}. It reveals how such a language is constructed, both in formal as well as in individual language. It also shows (...) how power is a consequence of structured inequalities built into language itself, producing, in its "wake," languages of resistance. Book V brings together a number of themes, including play, language as commanding, institutional power, and proper names. (shrink)

A narrow conception of who counts among the marginalized can blind ethicists to the precarious position of groups who function as middle agents between elites and the lower class. The imposition of middle agency on such groups is a form of oppression that leaves them vulnerable to abandonment and attack. In Rwanda, discourses emanating from colonialism, classism, and racism obscured the Tutsi as middle agents, despite white Catholics' dedication to the poor. By neglecting to recognize middle agency as a (...) type of marginalization, missionaries contributed negatively to the genocide. Liberatory practices are recommended so that ethicists can expose and challenge the dynamics of middle agency and include all the marginalized in liberation strategies. (shrink)

This article offers a feminist theory of eating problems based on life history interviews with African-American, Latina, and white women. Until recently, research on eating problems has focused on white middle-and upper-class heterosexual women. While feminist research has established why eating problems are gendered, an analysis of how race, class, and sexual oppression are related to the etiology of eating problems has been missing. The article shows that eating problems begin as strategies for coping with various traumas including sexual abuse, (...) racism, classism, sexism, heterosexism, and poverty. Identifying eating problems as survival strategies shifts the focus from portraying them as issues of appearance to ways women take care of themselves as they cope with trauma. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:502 Feminist Studies 46, no. 2. © 2020 by Feminist Studies, Inc. Jaime Madden Teaching Online: Issues of Equity and Access in Writing-centric Formats The COVID-19 pandemic has turned us all into online teachers. In the context of this crisis, we have quickly learned new technologies and the affordances of asynchronous and synchronous delivery. We have grappled with the challenges of building community and supporting active engagement, and we (...) have turned to adapting our assessment methods for the remote environment. We have done this work at traditional colleges and universities, where online teaching was formerly the purview of graduate students and adjunct instructors. Online learning can no longer be associated with those who struggle to access traditional classrooms, such as disabled students and those who attend for-profit colleges. Instead, access to online learning can now be associated with access to wealth and to health—specifically as relates to avoiding contact with the virus. In K-12 education, we have seen districts that largely enroll white students make the decision to continue online or go hybrid for the fall 2020 semester, whereas those that largely enroll students of color are returning to the classroom.1 Inequalities pervade the teaching landscape as well. Teaching is not a job usually marked as high risk, but within this environment, some 1. The work of activist and artist @bmore_radical shows how these decisions are being made in Baltimore, Maryland. See https://www.instagram.com /bmore_radical/?hl=en. Jaime Madden 503 bodies suffer at higher rates. In a recent article published in this journal, coauthors writing as the Brocher Foundation Feminist Collective describe their experience and knowledge “of the ways that academia produces sickness.”2 The authors are white and cisgender women at Anglo-American and European universities, and even though they acknowledge that they did not experience high levels of racism, classism, linguistic marginalization, and/or illness, they still found themselves—at different stages of their careers—“worn thin” in a system where “bodies are disposable.”3 Commenting on this problem in another context, disability studies scholar Alison Kafer notes that disability is “more fundamental, more inevitable, for some than others.”4 The pandemic has made this much clear: able-bodied people are “temporarily able-bodied,” and those who experience racism and classism are among the most frequently and intensely sickened. In attending to how teachers and students transition online en masse, we need to consider how we are differently positioned within institutions governed by the logics of racialized capitalism. It is important to recognize not only which students can access these online spaces but also which skills such spaces tend to reward. It is also important to ask which teachers are disproportionately impacted by the transition online. In this piece, I describe the challenges of assessment and then wrestle with broader questions of access as a scholar invested in feminist studies and disability studies. The tension in online education between its promise of access and its methods of assessment is, I argue, worthy of urgent attention. The Challenges of Assessment I have taught online courses at four institutions: two private colleges and two public universities. Good teaching and learning can undoubtedly happen across a range of spaces. In online environments, I have found that my best teaching happens in the feedback I give students. 2. Laura Bisaillon, Alana Cattapan, Annelieke Driessen, Esther van Duin, Shannon Spruit, Lorena Anton, and Nancy S. Jecker, “Doing Academia Differently: ‘I Needed Self-Help Less Than I Needed a Fair Society,” Feminist Studies 46, no. 1 (2020): 132. 3. Bisaillon, et al., “Doing Academia Differently,” 136, 140. 4. Alison Kafer, Feminist, Queer, Crip (Bloomington: Indiana University Press, 2013), 26. 504 Jaime Madden This is understandable since assessment practices are important teaching opportunities in all contexts. In online environments, and particularly in asynchronous teaching, I have found that it is while carrying out assessments of student work that my most intense teaching occurs. It is through grading and offering comments on papers and assignments that I am most directly in communication with students as their teacher. When I mark student work, I ask questions of students, I prompt them to consider how our course materials may be placed... (shrink)