Return-Path: <nifl-womenlit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f2KE1og07214; Tue, 20 Mar 2001 09:01:50 -0500 (EST) Date: Tue, 20 Mar 2001 09:01:50 -0500 (EST) Message-Id: <sab66e2e.073@langate.gsu.edu> Errors-To: alcrsb@langate.gsu.edu Reply-To: nifl-womenlit@literacy.nifl.gov Originator: nifl-womenlit@literacy.nifl.gov Sender: nifl-womenlit@literacy.nifl.gov Precedence: bulk From: "Daphne Greenberg" <alcdgg@langate.gsu.edu> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:1301] culture, gender, exploitation, and connections X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 5.5.3.1 Status: O Content-Length: 3730 Lines: 42 Crystal, Thank you for sharing this experience. You raise many good points, and I will focus on three of them: 1.I think that you very eloquently point out how we need to consider race, ethnicity, and culture, when we deal with gender issues. I think that it serves as a great reminder that when we discuss issues related to women in the classroom, we need to keep in mind the other issues that get involved. For example, when dealing with domestic violence issues in the classroom full of religious Jewish women, it helps to know that religious Jewish women have the added standard of keeping the family together and not exposing family secrets, no matter what the cost. 2.I love the way you say: "that experience should be honored and respected, not exploited for the sake of effect." We so often exploit our learners through their stories. One prime example, is when we target and publicize a student who has had a rough life and has graduated from a GED program. The press loves this kind of story. Although, it serves many good purposes-both for society and the individual learner, sometimes it feels a bit like we are exploiting the story, and I wonder if the learner ever feels exploited. 3. You wrote about making "salient connections between our academic/professional experiences and personal lives." I think, that at times, this has happened to all of us, and it is so important that we keep this in mind when we are thinking about our class lessons. So often, our learners are presented with a story in class, and we may not realize what kinds of memories and thoughts are triggered for them, unless of course they tell us. For example, reading about field workers in Laos, may trigger negativ flashbacks for some refugees. Anyone else have other thoughts? Daphne >>> Crystal_McFall@advantica-dine.com 03/13/01 18:07 PM >>> Daphne, Your story brings to mind an experience I had several years ago at a conference. It took place shortly after Lani Guinier was denied a cabinet position in the Clinton administration supposedly because of the divisiveness of her ideas as interpreted by political conservatives. The tone of the conference seemed to pick up where the emotional tide of Guinier's upset left off. We were all outraged at her treatment by the political right and the silence of the president in her defense. Women disclosed painful experiences they'd had as Black women being systematically silenced in the academy. A lot of crying and emotional outbursts occured in several workshops, and among the vendors in the lobby stood a young Ph.D candidate who urged people to sign her petition in favor of removing a renowned male scholar from an influential board. This woman had brought charges of sexual assault against this scholar. Subsequently, she was in danger of not receiving her Ph.D, as one of the scholar's most vigorous supporters is also a prominent scholar as well as the young woman's academic adviser. During general session at the end of the conference, a woman stood up and disclosed that as a child she had been sexually abused by her uncle, who happened to be the scholar who was charged with sexual assault. Through tears and with a quivering yet strong voice, this woman urged us all sign the Ph.D student's petition. An ignominious hush filled the auditorium. Each woman, young and aged, held a strong position on her face. Anger, shame, fear, sorrow, sadness, resolve, outrage, disgust. The gamut of emotions could be seen throughout the room. An instant after the silence, as one body stung by the pop of a rubberband, we all snapped back into our public facades. Several of us directed fury at the woman who dared to air such private business in a publicplace.
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