Showing posts with label classes. Show all posts
Showing posts with label classes. Show all posts

Friday, April 17, 2009

Dude, it's complicated!

In Dude, you've got problems, Judith Warner offers some fascinating, if depressing, insight into the ways teenage boys are using sexual IDs as pejoratives; It turns out, Warner says, "Your so gay" doesn't actually mean anyone thinks your gay.

I’m only partly talking about homophobia, which, though virulent, cruel and occasionally fatal among teenagers, is not the whole story behind the fact that words like “fag” and “gay” are now among the most potent and feared weapons in the school bully’s arsenal.

Being called a “fag,” you see, actually has almost nothing to do with being gay.

It’s really about showing any perceived weakness or femininity – by being emotional, seeming incompetent, caring too much about clothing, liking to dance or even having an interest in literature. It’s similar to what being viewed as a “nerd” is, Bennington College psychology professor David Anderegg notes in his 2007 book, “Nerds: Who They Are and Why We Need More of Them”: “‘queer’ in the sense of being ‘odd’ or ‘unusual,’” but also, for middle schoolers in particular, doing “anything that was too much like what a goody-goody would do.”


This article brings up some of the same issues of behavior and identity among boys and men that my class on Masculinity in America, Past and Present looked at yesterday. Why do we so readily peg physical strength, authority, and overt displays of violence as inherently masculine traits? In sociologist Eugene Genovese's landmark book on slavery in America, Roll Jordan, Roll, he describes how this conflation of masculinity and physical force in the 19th Century produced a society in which (1) white [male] slaveholders felt the need to assert their control over male slaves by treating them like children who merited strict rules and worse punishments, and (2) male slaves felt compelled to abuse the women around them to compensate for the emasculation they experienced as slaves. In other words, social stature and brute force were the two most secure ways to demarcate your manliness, in that order.

Today, it this same line of thinking that leads us to associate "gay," "fag" and other terms with impotence and submission—to reiterate, not "manly" traits to have at all. I worry what that does for us as a culture, and for adolescents in particular who want to defend their masculinity, regardless of where their sexual preferences lie?

One commenter on the blog who goes by the name Nancy sums up my concerns well:
"Domestic violence hotlines have experienced increased call volume as economic times have worsened. There’s a trickle-down effect. Parents feel less in control these days and want to have more control on the homefront and in general. Powerlessness leads to anger, anger leads to aggression. Kids absorb this and follow suit."

My name is Rachel, I'm 19, and...

Who am I again? I've spent the past couple of weeks wrestling with various forms of the verb to be, (Wittgenstein would not be happy with me!) and shame on me for failing to even find the time to write a blog post. I may not have written all of it down, but I've been on a series of pretty involved searches for a summer job, an apartment to sublet with the boyfriend (found!), and places on campus and in Chicago that are thinking of sexuality and activism in the same ways as me. UChicago's student feminism group, Feminist Majority, has already pleasantly surprised me with some events on porn and communication that are all about getting people talking outside of their preconceptions.

In lieu of writing ten blog entries, here are four things I did this week that I promise to update readers on in the future:

1) Applied for a University of Chicago Summer Action Grant to spend the warmer months researching and reporting on the Chicago 2016 Olympic bid and its impact on South Siders. Wish me luck—it's $1,500.

2) Interviewed for a summer job at Backstory Cafe. They needed to hire someone right away, so that didn't work out for me (you know, with the whole four classes and one part-time job thing going on) But this place is cool! By far my favorite coffee hang-out on the South Side, Backstory follows a sustainable, community ethos that translate into tasty soups and sandwiches made from scratch, and interesting program ideas like movies and board-game nights.

3) Baked a delicious set of pumpkin empanadas. Yum. Recipes to come.

4) Scheduled the first University Community Service Center Book Club and potluck for Friday, May 1st from 7 to 9 pm. We're reading Gang Leader for Day, and all are welcome.

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And with that out of the way, Here is a pair of articles from the week that do everything for me but answer the question I posed above (Come on, neither of us really thought it was that easy):

*This just in! David Carr says Journalism is Dying! Really, we mean it this time. The NYTimes Media Equation columnist evaluates the state of the newsroom, again.


*In, "Tempest in a Compost Pile," Hyde Park Progress blogger "chicago pop" de-mystifies the ridiculousness behind the University's decision to close the 61st St. Community Garden. He tells it better than I could.

And lastly, I hope everyone here in Chicago enjoys the 70 degree weather.

Wednesday, April 1, 2009

Class Time

I am enrolled in six classes this quarter. No, this is not an April Fools joke.

I can't make up my mind which classes to take for Spring Quarter, and the reason isn't just because they all look so good. After taking what I think are far too many disorganized, uninteresting and just plain difficult classes (and any rising third-year like myself will tell you, there are many out there), I want to pick my battles carefully. But this time I'm just stumped.

I attended three classes on Monday, and five on Tuesday. Below I will explain what I liked and didn't like about each class. But first, let me define what constitutes a "good class" from where I stand now: A good class will engage my mind, both in discussions/lectures and in the assigned readings. Papers and exams will challenge me, but reflect concrete material directly from the course. I should leave class each day feeling that thick, energizing, "I learned something today" feeling that I feed off of. And if it's no good, I want an easy A. (Though most students here will tell you that such grades for all intents and purposes don't exist.)

Is this the definition of a U of C-student pipe dream? Maybe. But here is a short list of my very best classes:


*Introduction to the Humanities with Larry McEnerney and Kathy Cochran, Autumn 2007-Spring, 2008

*20th Century Art with Christine Mehring, Winter 2009

*Intervention and Public Practice with Theaster Gates Spring, 2008

*Problems in the Study of Sexuality with Stuart Michaels and Anthony Todd, Autumn 2008

*Legal Reasoning with Dennis Hutchinson, Autumn 2008

*US-Mexico Borderlands with Gilberto Rosas, Winter 2009

*The Holocaust and the Visual Arts with Lawrence Michael Tymkiw, Winter 2009

It should be noted that only one of these is a core class. I probably should save elaboration for another post, but I have massive problems with the fantastical chimera known as the Core that is paraded around the University of Chicago by admissions reps and certain tenured professors like a carnival attraction. At its best, the core curriculum is something fun to look at; at worst, it's a rip off.


I am almost finished with the core curriculum, a heady mixture of Plato for Physicists and Science for Somnabulants (sorry social scientists). I didn't get into Global Warming this quarter, a 250-seat class in the Kent lecture hall into which more than fifty students tried to transfer on Monday. I also had little luck with Art of the East: China, too, a 50-seater survey course for my prospective Art History major. But the rest of my prospect look all too good:

Monday, 1:30 pm, I attend Writing Law. This course is a requirement for my other major, Law, Letters and Society, and it's taught by possibly my two favorite professors, Kathy and Larry. We will almost entirely be writing and workshopping briefs and memos, meaning the class has a distinctly "un-U of C" practical component to it (which I love). But the theoretical question that concerned and consumed my First-year Humanities class is still the same: How does language shape the way we think?

3:00 pm, I attend Legal History: Race, Sex and Sexuality. And am I ever intimidated. Co-taught by Amy Stanley from the History department and Mary Case from the Law School, this course interweaves primary sources and court cases to address the ways diversity has been addressed in society and the law. The class is roughly 1/3 law students, 1/3 LLSO majors like me, and 1/3 gender historians. We will be required to write one 20 page paper by 10th week. Oof.


Tuesday, noon, I attend the Politics of Mass Incarceration with Jessica Neptune. She informs me and at least ten other students at the start of class that the wait list is already fifteen students deep, basically nixing our chances of getting seats. I hop down the stairs of Cobb Hall to my scheduled noon class, America in World Civilizations with James Sparrow. I'm required to take this class for the Core, but I don't mind. After introductions, Sparrow spent the class leading us students through a close reading of Rudyard Kipling's "The White Man's Burden" as an introduction to American attitudes toward 19th century imperialism. I hope the next classes will engage us with the material this thoroughly.

1:30 p.m. I sit in on Ralph Ubl's Theory of Collage, a three-hour seminar crammed to capacity with grad students and upperclassmen in the Art History major, for just long enough to snag a syllabus filled with Rosalind Krauss and Clemente Greenberg readings. Then I sneak across the hall to Art of the East: China, taught by Wu Hung, only to learn that I am competing against at least 15 other people for five open seats.

3:00 p.m. I am actually enrolled in this class—thank goodness. It's Masculinity in America, Past and Present with Anthony Todd, another favorite professor of mine from last Autumn.

This blog post reads like a mini-course catalogue, and I still have to choose between two Wednesday classes: Performance Installation or the Mexican and Argentinian Press.