nate wrote:
>
> I am leery of terms such as neo-nazi, such references seem to make
> pathological problems out of societal ones. There has been several of
> these actions some racially motivated, some not, but all seem to point
> toward certain ways schools are very alienating and uncomfortable place for
> certain students. I remember reading an essay last year about the brutal
> killing of a gay man and it was argued the public reaction had more to do
> with the death resonating the crucification than the gay man's death
> itself. The author pointed to all the gay deaths in the past few years
> that received no acknowledgement.
>
> Rather than making such horrid actions pathlogical, I would rather see it
> as an opportunity to look at what it is about our schools/society that make
> such actions possible. Personally. I have a difficult time with the logic
> that if we make schools more like prisons, lie dedectors, security guards,
> our schools will become a safer place to learn. But this is from someone
> who working at a gas station tried to counsel someone out of robbing him.
>
> Nate
>
> ----- Original Message -----
> From: Ricardo Ottoni <rjapias who-is-at ibm.net>
> To: <xmca who-is-at weber.ucsd.edu>
> Sent: Wednesday, April 21, 1999 10:12 AM
> Subject: Re: Krupskaya
>
> Phillip,
>
> Thank you for your comments and bibliographic references.
> On resistance and contestation arenas... I beguin thinking about
> the last terrorist neo-nazi action at Denver... about explicit
> violence in schools.
> Here, in Brazil - specially in Sco Paulo - every week at least one
> student is killed inside, or in front of, their school by fire arms
> shoots. Personal disputes, rivallity of urban tribes (gangs), futille
> motives... This brings to surface the question of population disarm...
> arms sellers... arms industry... and we, teachers and education workers,
> cannot be in silence in front of this.
>
> I'd like hear your comments on this, if possible.
>
> Phillip Allen White wrote:
> >
> > On Wed, 14 Apr 1999, Ricardo Ottoni wrote:
> >
> > > 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
> relations
> > > very frequently, without any shame.
> > >
> > > Shame to have homossexual relations/feelings and to be homossexual is
> > > culturally determined.
> >
> > Ricardo, these comments, along with Mike's earlier question about
> > forms of resistance ..... have brought to mind several texts that i've
> > read within the last few months.
> >
> > "The women" - Hilton Als, 1996, Noonday Press. Als describes his
> > journey/path/trajectory/progess in becoming a Negress. "Being an auntie
> > 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.
> >
> > "Saying no to a man" - Susan Krieger, in "The family silver;
> > essays on relationships among women" 1996, University of California
> Press.
> > in this text, Krieger's multiple ways of resistance are primarily
> > practiced in academe - as lesbian, feminist & separatist -
> >
> > "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 vestidas,
> > living in a world of mayates, jotas, tortillas, bugas, bisexuales, and
> > heterosexuales. one of Prieur's interesting observations is how a local
> > culture - in this case set in Mexico City - is threatened as well as
> > marginalized through international media information from
> english-speaking
> > north america as well as western europe, in which the 'proper' homosexual
> > is presented as a white-middle-class-professionally educated 'gay' who
> > looks quite mainstream.
> >
> > "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 grade
> > students for two years (i think it's two years), documenting their
> > multiple attempts and practices to appropriate social power through
> gender
> > and identity constructions.
> >
> > "The invisibles; a tale of the eunuchs of India" - Zia Jaffrey,
> > 1996, Pantheon Press. not an academic text, like the Als' text, but
> > still, a great topic on resistance - particularly through
> > self-castration.
> >
> > Finally, Jose Limon's "Dancing with the devil" don't know the
> > rest of the necessary data. but a great ethnography in which one outcome
> > is how latina/mexican women in south texas use sightings of the devil as
> > as form of resistance against male dominance . . . a great read.
> >
> > so, yes, Ricardo, homosexuality et. al. are great cultural
> > constructions, and also, as Foucault has pointed out, arenas of
> > contestation and resistance.
> >
> > and, i realize, Mike, that you wondered about forms of resistance
> > in education, and Krieger's and Gallas' work comes the closest here - but
> > forms of resistance in other arenas can help us identify forms of
> > resistance in education.
> >
> > phillip
> >
> > phillip white pwhite who-is-at carbon.cudenver.edu
> >
> > /////////////////////////////////\
> >
> > 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.
> >
> > Michel Foucault / Discipline & Punish
> >
> > \///////////////////////////////////////
> >
> >