Thank you for your comments and bibliographic references.
On resistance and contestation arenas... I beguin thinking about=20
the last terrorist neo-nazi action at Denver... about explicit=20
violence in schools.
Here, in Brazil - specially in S=E3o Paulo - every week at least one=20
student is killed inside, or in front of, their school by fire arms=20
shoots. Personal disputes, rivallity of urban tribes (gangs), futille=20
motives... This brings to surface the question of population disarm...
arms sellers... arms industry... and we, teachers and education workers,=20
cannot be in silence in front of this.=20
I'd like hear your comments on this, if possible.
Phillip Allen White wrote:
>=20
> On Wed, 14 Apr 1999, Ricardo Ottoni wrote:
>=20
> > To ancient greeks and some african tribes (even urban tribes)show us
> > that sexualitty is much more cultural than biological.
> >
> > We must not forget that frogs and street dogs have homossexual relati=
ons
> > very frequently, without any shame.
> >
> > Shame to have homossexual relations/feelings and to be homossexual is
> > culturally determined.
>=20
> Ricardo, these comments, along with Mike's earlier question abo=
ut
> forms of resistance ..... have brought to mind several texts that i've
> read within the last few months.
>=20
> "The women" - Hilton Als, 1996, Noonday Press. Als describes h=
is
> journey/path/trajectory/progess in becoming a Negress. "Being an aunti=
e
> man enamored of Negressity is all I have ever known to be." Als' story=
is
> one of multiple forms of resistance to a wide variety of
> ethnic/racial/socio-economic norms.
>=20
> "Saying no to a man" - Susan Krieger, in "The family silver;
> essays on relationships among women" 1996, University of California Pre=
ss.
> in this text, Krieger's multiple ways of resistance are primarily
> practiced in academe - as lesbian, feminist & separatist -
>=20
> "Mema's house, Mexico city; On transvestites, queens and machos=
" -
> Annick Prieur. 1998. University of Chicago Press. A student of Pierre
> Bourdieu, Prieur uses his theories to understand a community of vestida=
s,
> living in a world of mayates, jotas, tortillas, bugas, bisexuales, and
> heterosexuales. one of Prieur's interesting observations is how a loca=
l
> culture - in this case set in Mexico City - is threatened as well as
> marginalized through international media information from english-speak=
ing
> north america as well as western europe, in which the 'proper' homosexu=
al
> is presented as a white-middle-class-professionally educated 'gay' who
> looks quite mainstream.
>=20
> "Sometimes I can be anything; Power, gender and identity in a
> primary classroom" , Karen Gallas, 1998, Teachers College Press.
> Gallas as a teacher researcher follows her first and second gra=
de
> students for two years (i think it's two years), documenting their
> multiple attempts and practices to appropriate social power through gen=
der
> and identity constructions.
>=20
> "The invisibles; a tale of the eunuchs of India" - Zia Jaffre=
y,
> 1996, Pantheon Press. not an academic text, like the Als' text, but
> still, a great topic on resistance - particularly through
> self-castration.
>=20
> Finally, Jose Limon's "Dancing with the devil" don't know the
> rest of the necessary data. but a great ethnography in which one outco=
me
> is how latina/mexican women in south texas use sightings of the devil a=
s
> as form of resistance against male dominance . . . a great read.
>=20
> so, yes, Ricardo, homosexuality et. al. are great cultural
> constructions, and also, as Foucault has pointed out, arenas of
> contestation and resistance.
>=20
> and, i realize, Mike, that you wondered about forms of resistan=
ce
> in education, and Krieger's and Gallas' work comes the closest here - b=
ut
> forms of resistance in other arenas can help us identify forms of
> resistance in education.
>=20
> phillip
>=20
> phillip white pwhite who-is-at carbon.cudenver.edu
>=20
> /////////////////////////////////\
>=20
> A relation of surveillance, defined and regulated,
> is inscribed at the heart of the practice of teaching, not
> as an additional or adjacent part, but as a mechanism that
> is inherent to it and which increases its efficiency.
>=20
> Michel Foucault / Discipline & Punish
>=20
> \///////////////////////////////////////
>=20
>