{"title":"女孩与强奸文化","authors":"Roxanne Harde","doi":"10.3167/GHS.2021.140102","DOIUrl":null,"url":null,"abstract":"In 1983, Andrea Dworkin addressed the Midwest Men’s Conference in Minneapolis. She discussed the rape culture in which we live, noted the similarities between rape and war, and, following the title of her talk, asked for a “24-hour truce in which there is no rape.” And she asked why men and boys are so slow to understand that women and girls “are human to precisely the degree and quality that [they] are” (n.p.). Every sexual assault begins with the dehumanization of the victim. And sometimes, after the violation, after the pain and the fear, comes the institutional dehumanization visited upon the victim who seeks medical or legal help. Two recent memoirs bring to the surface rape culture, evident in the young men who raped these girls and the systemic dehumanization they suffered when they sought justice. Chanel Miller’s Know My Name (2019) describes the aftermath of being sexually assaulted, when she was just out of college and still living at home, by someone she met at a fraternity party. Although the case against her rapist was as strong as possible–there were eyewitnesses and physical evidence was collected immediately–he was sentenced to only six months in the county jail, and she was repeatedly shamed, her humanity denied by the judicial system. Lacy Crawford’s Notes on a Silencing (2020) describes the aftermath of being sexually assaulted, when she was 15, by two boys, students at her New England boarding school, including an account of how school officials refused to do anything other than label her promiscuous and protect the boys. The ways in which she was silenced by St. Paul’s, which disregarded her health and future, and denied her humanity because she was only a girl, were profound. In both cases, the promising future of the perpetrators was prioritized over the humanity of the girls by many institutions, including the judiciary and the press. Crawford was raped just seven years after Dworkin made her plea to that men’s conference, but Miller was assaulted twenty-five years after, making perfectly clear that rape culture has become only more entrenched.","PeriodicalId":44250,"journal":{"name":"Girlhood Studies-An Interdisciplinary Journal","volume":null,"pages":null},"PeriodicalIF":0.4000,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Girls and Rape Culture\",\"authors\":\"Roxanne Harde\",\"doi\":\"10.3167/GHS.2021.140102\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In 1983, Andrea Dworkin addressed the Midwest Men’s Conference in Minneapolis. 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引用次数: 0
摘要
1983年,安德里亚·德沃金在明尼阿波利斯的中西部男子大会上发表了讲话。她讨论了我们生活的强奸文化,指出了强奸和战争之间的相似之处,并在她的演讲标题之后,要求“24小时停战,没有强奸”。她还问道,为什么男人和男孩这么慢才明白女人和女孩“在某种程度上和本质上都是人”(n.p.p)。每一起性侵犯都始于对受害者的非人化。有时,在侵犯之后,在痛苦和恐惧之后,寻求医疗或法律帮助的受害者就会遭受制度性的非人化。最近的两本回忆录将强奸文化带到了表面,这在强奸这些女孩的年轻男子和她们在寻求正义时遭受的系统性非人化中很明显。香奈儿·米勒(Chanel Miller)的《知道我的名字》(Know My Name, 2019)描述了她刚刚大学毕业、还住在家里时,被一个在兄弟会聚会上认识的人性侵犯的后果。尽管对强奸她的人的指控非常有力——有目击证人,物证也被立即收集起来——但他只被判在县监狱服刑6个月,而她却一再受到羞辱,她的人性被司法系统剥夺了。莱西·克劳福德的《沉默笔记》(2020)描述了她15岁时在新英格兰寄宿学校被两名男孩性侵犯的后果,其中包括学校官员如何拒绝做任何事情,只是给她贴上滥交的标签并保护男孩。圣保罗学校不顾她的健康和未来,因为她只是一个女孩而否认她的人性,使她沉默的方式是深刻的。在这两起案件中,包括司法和新闻界在内的许多机构都把肇事者的美好未来置于女孩的人道主义之上。克劳福德是在德沃金向那次男性会议提出请求的7年后被强奸的,但米勒是在25年后被强奸的,这清楚地表明,强奸文化只会变得更加根深蒂固。
In 1983, Andrea Dworkin addressed the Midwest Men’s Conference in Minneapolis. She discussed the rape culture in which we live, noted the similarities between rape and war, and, following the title of her talk, asked for a “24-hour truce in which there is no rape.” And she asked why men and boys are so slow to understand that women and girls “are human to precisely the degree and quality that [they] are” (n.p.). Every sexual assault begins with the dehumanization of the victim. And sometimes, after the violation, after the pain and the fear, comes the institutional dehumanization visited upon the victim who seeks medical or legal help. Two recent memoirs bring to the surface rape culture, evident in the young men who raped these girls and the systemic dehumanization they suffered when they sought justice. Chanel Miller’s Know My Name (2019) describes the aftermath of being sexually assaulted, when she was just out of college and still living at home, by someone she met at a fraternity party. Although the case against her rapist was as strong as possible–there were eyewitnesses and physical evidence was collected immediately–he was sentenced to only six months in the county jail, and she was repeatedly shamed, her humanity denied by the judicial system. Lacy Crawford’s Notes on a Silencing (2020) describes the aftermath of being sexually assaulted, when she was 15, by two boys, students at her New England boarding school, including an account of how school officials refused to do anything other than label her promiscuous and protect the boys. The ways in which she was silenced by St. Paul’s, which disregarded her health and future, and denied her humanity because she was only a girl, were profound. In both cases, the promising future of the perpetrators was prioritized over the humanity of the girls by many institutions, including the judiciary and the press. Crawford was raped just seven years after Dworkin made her plea to that men’s conference, but Miller was assaulted twenty-five years after, making perfectly clear that rape culture has become only more entrenched.
期刊介绍:
Girlhood Studies: An Interdisciplinary Journal is a peer-reviewed journal providing a forum for the critical discussion of girlhood from a variety of disciplinary perspectives, and for the dissemination of current research and reflections on girls'' lives to a broad, cross-disciplinary audience of scholars, researchers, practitioners in the fields of education, social service and health care and policy makers. International and interdisciplinary in scope, it is committed to feminist, anti-discrimination, anti-oppression approaches and solicits manuscripts from a variety of disciplines. The mission of the journal is to bring together contributions from and initiate dialogue among perspectives ranging from medical and legal practice, ethnographic inquiry, philosophical reflection, historical investigations, literary, cultural and media research to curriculum design and policy-making. Topics addressed within the journal include girls and schooling, girls and feminism, girls and sexuality, girlhood in the context of Boyhood Studies, girls and new media and popular culture, representation of girls in different media, histories of girlhood, girls and development.