“卡伦主义”与白人女性问题:对课堂上白人警戒主义日常形式的反思

Q1 Social Sciences
Erika D. Grajeda
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引用次数: 0

摘要

随着对霸权女性主义的社会学批评的兴起,以及对具体化研究的呼吁,这些研究对学术界作为“避风港”的长期假设提出了质疑,本文对课堂上常见的性别种族主义和自卫主义形式进行了批判性反思。具体来说,我利用了本科生对《猫人》(Cat Person)的参与,这是一个关于“糟糕约会”的短篇故事,于2017年发表在《纽约客》(New Yorker)上,现在被认为是#MeToo时代的必读读物。通过将流行文化文物和自我民族学反思与哲学家芭芭拉·阿普尔鲍姆(Barbara Applebaum)所说的“安抚不适的教学实践”进行对话,我研究了在高等教育课堂上出现的卡伦主义形式,尤其是针对有色人种女性教员的形式。我认为,在一个阶级特权的白人女性最容易接触到关于可侵犯性和脆弱性的叙事的制度背景下,她们更有能力召唤出教学形式的安慰和关怀。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“Karenism” and the Problem of White Women: Reflections on Quotidian Forms of White Vigilantism in the Classroom
Following emerging sociological critiques of hegemonic femininities and calls for embodied research that troubles long standing assumptions about academia as a “safe haven,” this essay provides critical reflections on quotidian forms of gendered racism and vigilantism in the classroom. Specifically, I draw on undergraduate student engagement with “Cat Person,” a short story about a “bad date” that was published in the New Yorker in 2017 and is now considered essential reading for the #MeToo era. By bringing pop culture artifacts and autoethnographic reflections into conversation with what philosopher Barbara Applebaum refers to as the “pedagogical practice of comforting discomfort,” I examine forms of Karenism that emerge in higher education classrooms, particularly for women of color faculty. I argue that in an institutional context where class-privileged white women most readily access narratives about violability and fragility, they are better positioned to summon pedagogical forms of comforting and care.
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来源期刊
The Journal of Men's Studies
The Journal of Men's Studies Social Sciences-Cultural Studies
CiteScore
3.00
自引率
0.00%
发文量
26
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