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THEME - Interrogating Historical Knowledge

Trouillot, M.R. (1995) Silencing the Past: Power and the Production of History.  New York: Beacon Press.   Chapter 1 “The Power in the Story”

history as social process involves people in three distinct capacities

- agents  -occupants of structural positions - class ,status, etc.

actors - constant interface with a context   (rests on historical particularities)

subjects - voices aware of their vocality - define the terms under wh8ich situations can be described

facts - creation of silences

not any fiction can pass for history because of the "materiality of the socio historical process (historicity 1) sets the stage for future historical narratives (historicity 2)

Hartman, Saidiya (2019)  Wayward Lives, Beautiful Experiments: Intimate Histories of Social Upheaval.  New York: W.W. Norton.  Chapters: A Note on Method + A Minor Figure

She knew she was, in a queer indefinite way - a disturbing factor - Nella Larsen, Quicksand

A Note on Method

young black women in open rebellion, struggled to create autonomous and beautiful lives

grappling with limits of the archive

recreation voices of young women, inhabit intimate dimensions of their lives

archive of the exorbitant, a dream book for existing otherwise (xv)

Book One - She Makes an Errant Path Through the City - A Minor Figure

It was not the kind of photo I was looking for (17) - I had been searching for photographs... representing what it meant to live free for the 2nd and 3rd generations born after the official end of slavery (17)

The surveys and sociological pictures left me cold (19)

odalisque - image of reclining nude - conjoins 2 categories of commodity: the slave and the prostitute (25)  Forensic image, documents violence to which black female body can be subjected (27)

Her body is exposed, but she withholds everything (27)

The eye are flat and withholding...they are eyes in advance of time and experience. (35)

"when she crossed Du Bois's' path over a decade later the longing in those eyes would betray her"

I really enjoyed that this was one of the last readings for the course. Looking back on my first year of grad school, this text stands out to me as one of the most influential. I have been assigned it in a few diffrent
classes - both excerpts and the whole book for one class - and each time I return to it, I take away more from it and grow increasingly in awe of it. I am deeply inspired and moved by Hartman's style of writing
and her method of critical fabulation. I hope someday be 1/10th of the writer/thinker that Hartman is.

I've been thinking alot about whether and in what ways Hartman's method of writing history will be relevant to informing my own work. In some ways, I think alot of my research is oriented
around looking at hegemonic discourses  (for example, hegemonic discourses within international development). I am interested in the concept of "studying up" and studying groups of people that often don't get
subjected to study, for example the "expert" producers of knowledge within development NGOs (+funders, other powerful folks in intl dev.).  It seems like this type of work is less common but very needed.
With this type of focus on  hegemonic discourses/studying up, methods like critical fabulation in some ways  seem less relevant.
However, this also got me to think somewhat whether my own research interests are somehow TOO oriented around studying hegemonic/powerful discourses. And if so, does this risk reifying or reproducing them?
For example, the history class I was in this semester, for my final paper, I chose to do a historiographical review of the histories of how neoliberalism has been co-opted by feminism. When doing this writing, I was
REALLY struck by how much of the historical work out there is actually complicates and challenges a strong narrative on co-optation, and really emphasizes the pervasiveness of resistance and contestation.
As a final reflection on this - I've been thinking about how there are often really reductive binaries between what is powerful/hegemonic vs. what is powerless/marginalized, and somehow it seems like work that
complicates and undercuts these binary understandings is most needed (and more so  - it seems like historical work can sometimes be a particularly effective mode of getting out of these binary categorizations)

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THEME – Posthumanism
Haraway, D. (2015)  Anthropocene, Capitalocene, Plantationocene, Chthulucene: Making Kin. Environmental Humanities, vol. 6, 2015, pp. 159-165.

Anna Tsing argues that the Holocene was the long period when refugia, places of refuge,  still existed, even abounded, to sustain reworlding in rich cultural and biological diversity.

I along with others think the Anthropocene is more as boundary event than an epoch

The Anthropocene marks severe discontinuities; what comes after will not be like what came before.

Right now, the earth is full of refugees, human and not, without refuge.

“Make Kin Not Babies!”

Kin-making is making persons, not necessarily as individuals or as humans.

all earthlings are kin in the deepest sense, and it is past time to practice better care of kinds-as-assemblages (not species one at a time)

Taylor, Affrica (2011) “Reconceptualizing the ‘nature’ of childhood” Childhood 18 (4): 420-433.
-straddling childhood studies and human geography
-essentializing discourses of nature authenticate and morally justify essentializing discourses of childhood.
-In encouraging childhood scholars to engage with geography’s hybrid nature/culture

analytic, I am not seeking to provide an answer to the ‘nature’ of childhood but to open it

up to a new form of political enquiry which attends to the interconnectedness of the human

and more-than-human world. (431)

Questions I'm thinking about - what implications does the posthuman turn have that center around other categories of the "human"; for example disciplines such as childhood studies, girlhood studies, etc. To what extent have these disciplines engaged with posthuman scholarship? On a practical level, for work that is not explicitly foregrounding posthuman lines of thinking, are there still minor or more subtle ways for writing in a way that is less anthropocentric?

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THEME – Childhood and Ability

Annamma, Subini (2018) ‘Mapping Consequential Geographies in the Carceral State’ in Qualitative Inquiry. vol 24(1), p.20-34.
Gynnya McMillen, 16 year old died in maximum security prison

was placed in an Akido hold

Consequential geographies

role that space plays in shaping justice and injustice

consequenital geographies of school to prison pipeline

map experiences through a sociospatial dialectic through a discrit lens

analyzed Education Journey maps that incarcerated girls of color with disabilities created  - counter cartographies

DisCrit - interlinkages between racism and ableism

ways schools look and feel like prisons

bars, metal detectors, barbed wires

surveillance, removal, and punishment - carceral logics

Not applied to all bodies, racialized.

Study took place in juvenile incarceration facilities

8th grade- high school

African american, latina, native american girls with emotional disabilities

Mapping long considered a quantitative phenomenon

situating girls as knowledge generators. humanizing.

multidimensional counter narratives.

Though I do not claim that Education Journey Mapping can undo years of attempted spirit-murder by the carceral state, I argue that the methodological contri- bution of EJMs provided opportunities to center the counter- cartographies of people of color with dis/abilities. EJMs allowed incarcerated girls of color with dis/abilities to be more equal partners in the research process. What I found when we collaborated to create and analyze EJMs was that incarcerated girls of color with dis/abilities experienced car- ceral state violence in many forms but were masters at navi- gating and re-boundarying consequential geographies.
*reading this article I was thinking alot about challenges of doing research in a way that is not extractive. what are the paradoxes of producing such counter cartographies as a part of this research - embedded within carceral institutions?
author was very self-reflective on these dynamics, but this was still at the front of my mind.
another question - thinking about research informed from a "sociospatial" perspective, how do these maps help to unpack these?

Cooper, H. (2013) “The Oppressive Power of Normalcy in the Lives of Disabled Children: Deploying History to Denaturalize the Notion of the ‘Normal Child’,” In Disabled Children's Childhood Studies : Critical Approaches in a Global Context Tillie Curran and Katherine Runswick-Cole Eds. New York: Palgrave Macmillan, 136-151.
he historical view allows the very normalcy of the notion of ‘the normal’ to be thrown into question.

a conventional view of history fails to account for the oppressive impact of medical discourse’s construction of nor- malcy on the disabled child.

Born to be Different is a documentary following the lives of six children who were born with impairments.2003

Secondly, I am aware that my own critique of the programme runs the risk of reproduc- ing the camera’s invasion. - chooses anonymity of names.

‘candid and unsentimental’ portrayal of the lives of the six disabled children

he programme constructs the six children it focuses on in opposition to an imagined ‘normal child’. The children’s lives are constructed as narratives of success or fail- ure to mimic the ‘norm’ of able-bodiedness,

The documentary mainly adopts the medical model of disability, in which disability is seen as a tragedy for the individual and for the family concerned, which must be medicated, mitigated or corrected if possible

would benefit from -social model, in which the social barriers to inclusion are prob- lematized, rather than the impaired body itself.

It is only in the encounter with the other who perceives her body as abnormal that she may begin to perceive her body as disabled.

childcare manuals

Sickness is a theme that preoccupies the earlier manual writers to a great extent.

There is thus a shift in the instructional literature for mothers. Mid-nineteenth-century manuals include sickness as a key theme and advocate maternal treatment of the sick child. Later manuals exclude sickness, or are wary of its inclusion, and indicate that mothers can help by knowing symptoms, but should never try to prescribe for or treat their children.

it is simply that the subject of anxiety shifts from sickness to normalcy.

The Care and Feeding of Children adopts the terms ‘normal’ and ‘abnormal’ as descriptors for a wide range of babyhood behaviours – both crying and habits are discussed in relation to their normalcy

I proposed that the ‘abnormal child’ is a hybrid object, which corresponds neither to medical discourse nor to maternal discourse, but has meaning only when the two discourses seek to find a mutually satisfactory object. In suggesting that the ‘abnormal child’ is firstly a cultural production and secondly a hybrid object, I have highlighted both its cultural specificity and its instrumentality in enabling the now separate discourses of the medical and the maternal to operate together while maintaining their distinct identities. The term ‘abnormal child’ thus has no real referent in the external world but is rather a signifier borne of the marriage of convenience of two discourses.

Jenks, Elaine (2005) ‘Explaining Disability: Parents Stories of Raising Children with Visual Impairments in a Sighted World’ in Journal of Contemporary Ethnography. vol.34 (2); pp. 143-169.
author is raising a visually impaired child

between social model and medical models of disability

narrative types (Frank)

blindness not illness bc there is not a cure, permanent condition.

remission society

these stories center on the parents’ experiences of having a blind or visually impaired child rather than on the child’s expe- riences of being blind or visually impaired.

Frank's 3 narrative types

restitution, wanting body to be restored to normal. parent's don't talk about this. if anything conditions where vision might get worse (progress to blindness)

restitution goal is not about health, it is about returning normalcy to parent's lives.

I have to say that the stories I’ve been told by other parents of visually impaired children do not focus on restoring “normalcy” to a family

adjusting to the fact that a child is blind or visu- ally impaired is never complete, but is instead ongoing

chaos, imagine life will never get better -

individuals experiencing vulnerability and futility. emotinoally overwhelming.

Most published stories are quest narratives - Quest narratives are told by people who seek to gain something from the illness experience.

quest, accept condition and  try to get use it to help others

Most of the parents I have met are focused on raising their own child, not on benefiting oth- ers.

Metanarrative in social scientific literature is coping.

most commonform of coping, getting information, especially from other parents of visually impaired childr3en

Author is more interested in type of restitution not discussed in literature, medical model restitution.

we live in a time when we expect medical experts to be able to cure any condition

Second son - following movement with eyes. visceral sensation in that moment realizing first son had never done that.

Could not linguistically construct away my son's disability

. The upward coping trajec- tory, outlined by Tuttle (1986) and echoed in the social scientific litera- ture, is too simplistic to capture the lived experience of raising a visu- ally impaired child.

My son can’t play a number of sports because he can’t see the ball or because he can’t see the ball fast enough. I can’t socially construct that away.

I believe disability is simultaneously physical and constructed.

Disability is simultaneously concrete and negotiated, a material condition and a social construction.

In my lived experience, there is an interplay between the physical and the social.

I believe it is vital to assert that my son’s visual impairment is simultaneously obdurate and constructed.

This disparity per- sists not only because many others in society are still employing an older model of disability, but because lived experience is not as neatly categorized as those of us who write about it might like it to be.

From this week - I particularly loved the Erevelles article. it was very illuminating for me in connecting the dots between the discrit lens w/much broader histories, intersecting frameworks and power dynamics.
I also really enjoyed the Jenks article and its emphasis on social construction vs. material realities of disability and social/medical models,
but I thought this could have benefitted from bringing in at least some analysis of insections of disabilities and other categories of identity.
Seemed problematic that author highlighted the "sameness" of parents experiences,
it made me wonder whether she is interacting primarily with parents of disabled children who share in similar class, racial, ethnic, and other identity backgrounds as her? has she engaged these discussions of intersectionality?

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THEME - Capital and Critical Pedagogy

Bourdieu, P (1986)  “Forms of Capital”  in J. Richardson (ed) Handbook of Theory and Research for the Sociology of Education.  New York: Greenwood.

-social world as an accumulated history
-cultural capital - embodied, objectified, instiutionalized
-social capital
-conversions
-different types of capital can be derived from economic capital
-economic capital is at the root of all other types of capital
-AND transformed, disguised forms of economic capital are never ENTIRELY reducible to that economic dimension (91)
-universal equivalent - labor time
It was also very generative for me to read Bourdieu right after our week on social reproduction theories.
I struggled a bit in understanding some of the arguments around conversions of exchanges in capital - I had trouble knowing whether this was meant literally or not and what the significance of convertibility is for the reproduction of capital - I get that Bourdieu is making a linkage there (p.92)
-something I am curious about - what are the legacies of Bourdieu's work? which theorists have built on his work/how has it been challenged? who is drawing on Bourdieu for what types of scholarship in contemporary times and what types of work is this framework most helpful for? (It seems like Bourdieu is also frequently referenced in educational scholarship but curious about other contexts and the legacies of his work) How if at all has Bourdieu's thought been place in conversation with theories of human capital, emotional capital etc.? it seems like there are parallels but they don't often get talked about together - maybe.

Palacios, Lena (2016) “Challenging Convictions: Indigenous and Black race radical feminists theorizing the carceral state and abolitionist praxis in the United States and Canada”  Meridians. Vol.15(1): 137-165.
-essay and lesson plan, explores how race-radical women of color feminist activists—in particular, Black and Indigenous feminists—identify, conceptualize,

theorize, and resist the carceral state violence of white settler societies in both Canada and the  United States.
-essay focuses on the theoretical interventions driven by Indigenous and Black race-radical feminists and how this has placed

these activists at the forefront of anti-violence movement-building in Canada and the United States.  (p.139)
Lesson Plan:  Are the Cops in Our Heads and the Prison in Our Hearts? :Starting at the Place Where You Stand
-shadowboxing

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THEME – Marxism: Production and Social Reproduction

Katz, C. (2011). Accumulation, excess, childhood: Toward a countertopography of risk and waste. Documents d'anàlisi geogràfica, 57(1), 47-60.
-my ideas around childhood as spectacle - as a cultural formation associated with contemporary political economic crisis and

its figuration of the child as waste, and how this figuration might be turned around to find libratory potential in and from the site of children’s play and time. (p.47)
-mimetic faculty in play
--question about the liberatory potential of play. Haven't Marxist thinkers tended to emphasize the issues of still having non-work, leisure spaces/time be a site of alienation when still living within a capitalist system?(e.g. play is not space radically disconnected from broader social relations). Isn't alot of the mimetic aspects of children's play copying structures of capitalism (e.g. I think of children pretending to "go to work" or "playing house" - play as a form of a mimesis of capitalist social reproductive and productive labor. I liked the article but wish the author would have troubled this a bit more - the limitations of the play framework as liberatory.

Newberry, Jan & Rachel Rosen (2020) “Women and Children Together and Apart: Finding the Time for Social Reproduction Theory” Focaal 86: 112-120.
-looking at women and children
-children's involvement in social reproductive labor
-women's and children's everyday lives entangled through labor
-gendered and racialized character of this labor
-women and children are diffentiated - temporally
-debt servicing
*this article was very generative for my thinking. I'm very interested in theories of human capital - and this article made me think about how investments in human capital often fall on the side of
social reproductive labor...rather than traditional "productive labor". For example, human capital investments are often thought along the lines of work that parents (w/disproproprtionally gendered/feminized)  invest in their children's development, education, etc.
-On some level I have trouble fully understanding what is meant by conflicting temporalities - does this just mean that women and children's labor is being appropriated/exploited on different tempos? where does the "conflict" come from?  The authors also say that the temporal conflicts are MEDIATED by the differentiation - which is. bit confusing to me:
"We suggest temporal conflicts are mediated by producing and mapping divergent rhythms of appropriations on to different groups"

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THEME – Interrogating Liberal Subjectivities

Berlant, L (2006) “Cruel Optimism” differences: A Journal of Feminist Cultural Studies.  vol. 17 (5) p.20-36.
object of desire - cluster of promises
optimistic attachments do not always FEEL attachment. for Berlant, not reducible to positive emotions like hopefulness
-relation of attachment to compromised conditions of possibility (21)
-clusters of desires an affects around object/scene of desire
-psychoanalytically speaking - all intersubjectivity is impossible. -what does this mean? solipsistic? we can't actually achieve "togetherness" isn't meaning, language, intersubjective to some degree?

I am struck by how broad of a notion of cruel optimism is - that it can be applied from examples of romantic love to failures of the american dream in late capitalism. Does this broadness stem from Berlant's orientation kind of in affect theory?
what is the framework of cruel optimism intended to DO or ILLUMINATE for us? is there a political motive here, to help us to be able to illuminate our cruel attachments and somehow be able to free ourselves of them? or is this going too far?
If Berlant is saying all attachments are to some degree optimistic, doesn't this make resistance to this framework kind of impossible, or are there possibilities for loosening/lessening the optimism of some of our attachments?
What notion of desire is Berlant working on? Is it a notion of desire that is rooted in the individual subject? I feel like Berlant is trying to trouble this, but I had trouble getting out of binary thinking of "subjects" who have desire and the "objects" of their desire.

Brown, Wendy (2006) ‘Tolerance As a Discourse of Depoliticization’ in Regulating Aversion .  Princeton: Princeton University Press.
-since mid 1980s, global renaissance of tolerance talk, uncritically promoted  (2)
-tolerance has never enjoyed a unified meaning across nations and cultures (3)
-Central question of study is NOT, what IS tolerance, but rather, "what kind of political discourse, and with what social and political effects is contemporary tolerance talk in this article (4)
-practice of governmentality (4)
-binaries between imagined tolerant west, imagined intolerant barbaric other (6)
-tolerance as discourse of ETHNIC, RACIAL, SEXUAL regultation
-tolerance poses as universal, impartial, but is not
-thick with bourgeois protestant norms (7) . not reducible to liberalism. shaped by colonial and postcolonial encounters
-tolerance - depoliticizing the social
-culturalization of politics - not distributed evenly "culture is understood to drive Them politically and to lead them to attack our culture" (p20)
*though my research is not focused heavily on discourses of tolerance, reading this article made me think about the ways in which education is depoliticized.
similarities between "education" and "tolerance." seen as interlinked.

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THEME – Governmentality and Biopolitics
Foucault, M.  (1990) The History of Sexuality. Volume 1:An Introduction.  New York: Vintage Books.
Part 5 – Right of Death and Power Over Life
-In this section, Foucault constrasts sovereign power from biopower
sovereign power  - take life or let live - deductive - seizure
biopower -  generative, productive
1) disciplines - anatomo-politics of the human.body
2) regulatory controls: a biopolitics of the population, statistical assessments, regulating biological processes of population
Question: how are we to understand how Foucault sees the connections between these two levels of biopower? What links biopower at the level of disciplining of individual bodies to the biopower at the level of the population?  Sex seems to be crucial juncture for linking the two.
How do we understand biopower as functioning to differentiate between individuals (e.g. racialized?)

Foucault, M. (1991) ‘Governmentality’ in The Foucault Effect: Studies in Governmentality.  Chicago: University of Chicago Press.
"government is the right disposition of things" (93)
"The things with which in this sense government is to be concerned are in fact men, but men in their relations, their links, their imbrication with those other things whch are wealth, resources,
means of subsistance, the territory with its specific qualities, climate, irrigation, fertility, etc.; men in their relation to that other kind of things, customs, habits, ways of acting and thinking, etc.;
lastly, men in their relation to that other kind of things, accidents and misfortunes such as famine, epidemic, death, etc. (93)
Metaphor of a ship
TRIANGLE: SOVEREIGNTY-DISCIPLINE-GOVERNMENT - has as its primary target the population - essential mechanism apparatuses of security.
when i have the time, I want to come back to reading perhaps some secondary lit on the similarities / differences between Foucault's conceptualization of biopower versus governmentality.
Struck by some of the parallels, but want to better understand the differences. Governmentality seems broader in scope.

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THEME – Critical Race Theory

Hodgson, L. (2013) “Childhood of the Race: A Critical Race Theory Intervention into Childhood Studies” in The Children’s Table: Childhood Studies and the Humanities, Anna Mae Duane Eds. Athens, GA: University of Georgia Press, 38-51.

Processing minors in adult justice system

Racial disparities in sentencing children as adults

Racist theories of child development

CRT emerged mid 1970s

Criminalization of black children

Juridical discourse and child development discourse formulates the child as raceless and middle class

School to prison pipeline

Superpredators - Body Count. - 1990s

Central Park jogger case - five youths exonerated, dan evidence after spending 40 years total in jail.

If not acknowledging systemic racial injustice, depending on innate racial difference -racist. Moral poverty.

Critical developmental psychology - 1980s = framework for historicizing and deconstructing narratives of child development

Racist narrative - African American child development stagnates/arrests in puberty. Cannot be rehabilitated.

White collar criminals

Privatization of incarceration facilities over past decades

Processing teenagers as adult forecloses child agency in 2 important and contradictory ways

1) assumes children have same amount of self determination as adults and must take responsibility

2) assumes self determination of AfAm adolescents is fundamentally undermined by innate dispositions

contradictions.

Sexton, J. (2016). Afropessimism: The Unclear Word.
Political and intellectual evolution into afropessimism is considerably longer than one might expect.

Recent discourse/debate over afropessimism is not doing enough to historicize it.

Criticisms of afro pessimisms:

Negative appraisal of capabilities of black peoples, Associating blackness with lack, Denial of overlapping and ongoing histories of struggle

Reifying what should be historicized Nationalist, heteronormative,  Destructive and sectarian ultra leftism, Morbid fixation on slavery, anachronism oto ostensibly post slavery societies. **author is writing against these critiques.

One can account for historically varying instances of anti blackness while maintaining claim slavery is here and now.

Afropessimism is meditation on poetics and politics of abjection - racial blackness

Wilderson - TO SHIT ON THE INSPIRATION OF THE PERSONAL PRONOUN WE

Coalitions require a logic of identity and difference

Ever expansive inclusionary gesture must be displaced by a more radical approach: an ethics of the real, politics of the imperative, engaged in its interminably downward movement

Pessimist - cognates as casual intellectual put down

Instead of blaming pessimism, perhaps we can learn from it

Rather than hiding from the ugliness of the world

“AS IF THEY REJOICED AT DECLINE OR DECAY THEY DESCRIBED”

Moralistic accusation.

Afropessimism - an attempt to formulate an account of suffering.

Mama’s Baby, Papa’s Maybe: An American Grammar Book

What IS afro pessimism really?

Contribution to the critique of political ontology.

Afro pessimism theorizes Blackness as a condition or relation of ontological death.

World structured by anti Black solidarity.

Not a rejection of notion of agency in advance

Endeavor to think rigorously about conditions of possibility of that agency.

Lomax - foreground BOTH black rage and black hope

Questions nature of an equally pressing emphasis on black hope?

How did BLM generated by labor of black queer women - become associated with masculinist and heteronormative popular reception?

Black feminist violence

Black women resistance

Combahee River Collective

Self defense - sexual assault

For if Afro-Pessimism is defined by anything—a theory or theorem, a method or approach, a motley crew or citational network, an ensemble of questions or set of postulates—then it may be the motive force of a singular wish inherited in no small part from black women's traditions of analysis, interpretation, invention, and survival
Born of a confrontational style that assumes a general antagonism, the wish factor contrasts sharply with "the hope creed" characteristic of those engaging the politics of everyday life through the assumption of a general consensus disrupted by conflict.

Rollo, T (2018) ‘The Color of Childhood: The Role of the Child/Human Binary in the Production of Anti-Black Racism’ Journal of Black Studies. vol. 49(4) pp. 307-329.

Blackness identified with childhood - childhood is historically identified as archetypal site of naturalized violence and servitude

Rudyard Kipling - White Man’s burden - depicts people of color as both devil and child.

Sense of parental burden - White authorities discipline radicalized groups persists

Black children never allowed to be children. - preoccupied with survival in anti Black Culture

Black people exposed to violence precisely BECAUSE they are viewed as children.

Infantilization of Black peoples

Human/child binary - essential to constructions of white superiority

Claim that Black youth are denied protective childhood draws from ahistorical account, in no era has childhood proven to be genuine site of security, safety

To extent white youth spared, they have been removed from category of childhood

Figure of barbarian other is common starting point for analysis of racialized slavery

Figure of subordinate CHILD is a central model of Othering.  Situated as subhuman based on lack of speech, reason.

Children precluded from participating in political economic life

Discourses of subordination of children to adults - natural fact -  other forms of social hierarchy could be depicted in familiar terms

Perpetual children

Duty to educate child races

Linkages between childhood and criminality

Physically mature children

Crenshaw, K (1989)  ‘Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine’ University of Chicago Legal Forum. 1989:139–168.
Dominant conceptions of discrimination condition us to think about subordination on single access
Most privileged group members are focused on
Obscures experience of multiply burdened, e.g. Black women.
Problems of exclusion cannot be solved simply by including black women within an already established analytical structure. Intersectional experience greater than the sum of its parts.
3 court cases
1. DeGraffenreid vs General Motors
Lawsuit against GM, five Black women. Can claim race discrimination, or sex, but not a combination of both. Black women were hired after certain time period, fired in seniority layoff. White women before time period.
Court’s refusal to acknowledge combined race and sex discrimination.
Experiences are protected only to the extent the their experiences coincide with.2 of either of the groups - white women, black men.
2. Moore v. Hughes Helicopter
Courts failed to certify Black females as class representatives in race and sex discrimination actions
Grounding of white female experiences as doctrinal conceptualization of sex discrimination; racial privilege is a given.
Claims that diverge claim to present some sort of hybrid claim
Cannot have “pure” claims of sex discrimination
Statically small sample size - # you would expect in supervisory position. Disparate theory difficult to prove
3. Payne v. Travel
Refused to allow plaintiffs of Black women to represent black males at company.  Awarded pay to Black female employees. Finding general race discrimination, refused to extend remedy to Black men for fear their conflicting interests would not be adequately addressed.
Partial victory.
When Black woman articulate intersectional aspects of subordination, risk ability to represent others
Ignore intersectinality - state a claim that wouldn’t lead to exclusion.
Sojourner Truth. - Ain't I a Woman"  . By using her own life to reveal the contradiction between the ideological myths of womanhood and the reality of Black women's experience, Truth's oratory provided a powerful rebuttal to the claim that women were categorically weaker than men.
Separate spheres argumentation is centered around white stereotypes.
Sexual violence
Rape statutes generally do not reflect male control over fe- male sexuality, but white male regulation of white female sexual- ity.' e Historically, there has been absolutely no institutional effort to regulate Black female chastity
Rape as a weapon of racial terror
Blackness denied women protection
White male power.
Successful conviction of white man for raping a Black woman was virtually unthinkable
Black males lynched -  regulation of white women’s sexuality
Personal story - visiting elite club Harvard. Have to go through back door because she is a Black women.
Moynihan Report - destructing of Black male householder
Many pointed out report as racist, but few pointed out sexism in Moynihan’s labeling Black women as pathological for their “failure” to live up to white female standard of motherhood.
The goal of this activity should be to facilitate the inclusion of marginalized groups for whom it can be said: "When they enter, we all enter

CRT frequently applied in educational theory/research... for my research, I think I need to gain a better understanding of which theorists within the sphere of CRT have been most taken up in tandem
with transnational feminist theories?  Need to gain a more thorough understanding how scholars have talked about racial capitalism and specifically how that has been taken up in intersecting ways w/transnational feminisms.

*I feel like I'm starting to seeing a lot about how intersectionality has been misunderstood as just a theory of identity -when actually it's meant to explain broader structures. need to sit with this more.
(Who has been supporting this view? is it more in the public awareness popular understanding or is it certain scholars appropriating /reintrepreting it in ways contra to what Crenshaw intended? what are the implications of this misunderstanding.)  I am probably myself guilty of sometimes thinking of intersectionality in this way and need to think on this more.

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THEME – Theorizing Gender and Sexualities

Dyer, Hannah (2017) “Queer futurity and childhood innocence: Beyond the injury of development”  Global Studies of Childhood.  vol.7(3): 290-302.

Essay at the intersection of queer studies and childhood studies

Eve Sedgwick (1991) essay) - How to Bring Your Kids Up Gay

initiated queer theory's consideration of childhood as a site of heteronormative intervention

Version of DSM that did not classify homosexuality as pathological

erroneously celebrated as liberating for queer subjects

New category: Gender identity disorder of childhood - worry for children being fixed under this classification

Child has become both a LIMIT and a HOPE for queer theory

dense site of meaning for queer sociality and alienation

anxiety for homophobic culture - rests on reproduction of a heteronormative future

Model of Developmentally appropriate practice can be harmful for some children's imaginative and social capacities when not attuned to their queer presents/futures

insistence on child's innocence can injure the child's development

embracing child's queer curiosity

queer not only sexuality, also deviance from cultural norms

queerness is that what undoes identity, not what holds it together

the interior life of the child can be complicated

article borrows from Stockton's The Queer Child, Growing Sideways in the 20th century

belief that children void of sexuality endures while at the same time children are assumed to be growing up and toward futures defined through heteronormative sexulaities

occlusion of sexuality of child AND assumption will grow up to heterosexual future

addressign the child as always already queer

child and the homosexual have historically been positioned as oppositional

considerationg of queer childhood becomes categorically productive

making childhood sexuality a taboo is one way to  protect the child's assumed proto sexuality

queer affect that circulates in spaces where children move

Halberstorm - more that children are straight up against norms, reifies binaries of adult/child

racialization and violence in queer theories of childhood

Edelman

No future - queer theory and the death drive

reproductive futurism

queerness - NOT fighting for the children

pleasure in sites and acts that do not secure a future

queerness on the side of the death drive

renouncement of loyalty to the chidl

the Child - capitalize to distance from actual children

Critique of edelment - Smith (2010) native people already determined by settler colonialism to have no future.

Though, idea of reproductive continuity as homophobia useful

relationality is not pretty

Edelman elides collective narratives of struggle

Munoz Cruising Utopia - critique of Edelmen as well. learned his gender as shame. began to conceal his difference

Child which edelman builds - devalues impact of disparaties such as race, class ,gender

Black child, kind of foil, independent, precocious - privileges of childhood unevenly distributed

It gets better, ignores race, class, disability etc.

postpones better feelings to adulthood

Edelman and Halberstam  - CANNOT BEAR THE WEIGHT OF THE MATERIAL CHILD

***note to self, I need to read, Halberstorm, Edelman, Munoz--- essential... put high on summer reading list!!!

Pomerantz, Shauna [2009] Between a rock and a hard place: Un/defining the “girl,”  Jeunesse: Young People, Texts, Cultures 1(2): 147-158.

Asked to participate in disciplinary definitions of the child

Felt against this impulse - why would we want to do this?

Against liberal impulse to classify.

Child is socially, historically constructed - little adults. sentimental value vs. economic value, child of innocence and protection, child of experience

girls are rarely seen as child

"child" genderless, sex less

girls have been incitement to discourse (foucault reference)

feminist poststructuralist orientation

proliferation of discourse has LIMITED possibilities for girls

girl is impossible subject - walking a fine line between all contradictory attributes she should be

Two poles -

girl as object, needs to be protected from harm

girl did not become desirable subject position until 1990s. infantilized, contrary to "empowered women" construction.

Youth cultural studies focused on young men (willis)

Freud linked girl to penis envy, defined by lack

girlhood ignored by developmental theorists - Erik Erickson, Piaget, Kohlberg

Ophelia complex - tragic. victim of media peer pressure. girl as irrational and mad.

girl as agentic, neoliberal subject

girl power, individualism, post feminism

feistiness, critical girls studies -anti definitional stance

how and why are girls what they appear to be in a particular moment in a given society

social, cultural, historical contextualization

This article super relevant to my research interests and focus on girlhood. I need to come back to for any gaps in areas cited that I am less familiar with. I need to read more about postfeminism

Interested in notion of critical girlhood studies taking an anti definitional stance. does this also mean we need to question the very category of "girl"?

Reminds me of many discussions from my history class this semester about historical constructions of categories/how we identify subjects. Cannot assume category of girl is relevant in a transhistorical way  (just like categories of "child"..."woman"  "feminist" and so on....)  what do the labels afford vs. what do they eclipse? what are the stakes of using them or not?

# data[].attributes.body
THEME – Governmentality and Biopolitics

Using Foucault’s concepts to theorize childhoods

Robinson, K. H. (2008). In the name of'childhood innocence': A discursive exploration of the moral panic associated with childhood and sexuality. Cultural Studies Review, 14(2), 113.

Moral panics around children and sexuality

Especially homosexuality

Example

Tinky Winky from Teletubbies carrying a purse

Play school saga - ABC tv program, girl with lesbian moms, caused outrage in second screeening when bill around gay/lesbian marriage was being debated - what about the rights of those families to be represented? not often talked about.

Discursively constructed around notion of folk devil

How moral panics are used a political strategy for maintaining the hegemony of the nuclear family

Moral panics arose when Australian gov was lobbying to exclude recognition of same sex marriages or civil unions

Foucault’s concept of the technologies of power

Discourses of child development (Piaget) - hegemonic understandings of childhood

childhood - social construction that is experience in different ways across different historical/cultural contexts

sexuality associated with adulthood, contrasted with childhood

child, asexual, naive and innocent other, vulnerable, in need of protection, vulnerable to sexual danger

we DO need to be concerned about child's vulnerability to abuse

Ironically in the NAME of protection of children they are less protected

1) denying children knowledge of sexuality - hinders them from being aware and competent beings

2) commodification and fetisization of childhood innocence, constructs children as erotic/desirable

3) discursive production of sexual preadtor folk devil, homosexual - makes invisible heterosexual predators within the home.

Field of early childhood education has become the focus of public scrutiny and surveillance

LInks between pedophilia and homosexual proliferated during moral panics.

Preschools - CANNOT touch children. no touch policies

Anxieties of few male students who study early childhood education - uneasyness - considered GAY and by association considered potential PERVERTS

Gleason, Mona (2001) “Disciplining the student body: Schooling and the Construction of Canadian Children’s Bodies, 1930 to 1960” History of Education Quarterly 41 (2): 189-215.

The Lost Children of British Colombia

forcible removal of 100 Doukhobor children from New Denver homes by Royal Canadian Mounted Police officers

children age 7-14  taken to New Denver Dormitory until age 15

not permitted to speak native russian, visit home, take holidays

justified bc parents refused to send kids to public schools.

Non conformist group, Sons of Freedom faction, didn't sing national anthem ,register births and deaths

BC's public school act, every child between 7-15 had to attend school

"body is the inscribed surface of events" Foucault

bodies bore witness to school's role as a forceful instrument of the dominant culture in Canada

schooling becoming much more institutionalized in mid 1800s

compulsory schooling increasing

schooling as an agent of "Canadanization" for immigrants.

embodied regulation of children in schools reveals about the history of education and history of childhood in Canada in 1930-1960.

normalize particular modes of knowing and being.

schooling as moral regulator

experiential memories of adults who attended shcools between 1930 and 1960

Corporal punishment, other techniques disciplining children

how attitudes about race, gender, class shaped children's embodied experiences

20 autobiographies of ppl w/ different identities

uniqueness of regional experiences

Concerns of the present embedded in stories of the past.

personal realm of memory

Adults writing about their childhood.

Risk of tokenism, politics of representation

autobiographies need to be attended to by historians

body - site upon which contradictory impulses of compliance w / dictates of others and individual identity were played out

schools role in construction of 3 particular bodies, overlap also w/ class, race, each other

disciplined body -

physical regulation of children, rote learning, memorization, progressivism was more a discourse than actual practice. THe strap. Nun telling people to completley ignore and physically distance themselves from Mary. Mocking native child's accent and making stand at front of class

body important signified of identity - commodity of belonging and ostracization

women - public humiliation, boys corporatl punishment

gendered body / sexualized body

letting girls out of school early

separating sexes.

girls waiting for boys at the soda fountain lol. being able to act differenlty outsides of confines of school.

fear of sexuality, fear of sex,  playground separation.

playing with girls, labeled a sissy. Real boy doesn't want freindship with a girl.

Normal psychosocial development theories/experts

clothing, uncomfortable, hid girls' sexuality

sports - boys athletic competition

girls bodies constructed as more mysterious (puberty) than boys

family life educaiton, promoting heterosexuality and sex within marriage.

Children did not always passively accept regulation

normalcy reflected biases of experts

Tensions between autonomy and agency shaped student body

Wells, Karen (2011) ‘The Politics of Life: Governing Childhood’ in Global Studies of Childhood. Vol.1, #1.

Foucault's analysis of biopolitics

CONTINUITIES between child SAVING and child RIGHTS, connection of both to the RACIAL governing of childhood.

modern idea of childhood COINCIDES with shift from sovereignty ----> biopolitics

childhood biopolitical concept?

rights to health, welfare and rights

different than older conceptions of political rights

UN Convention on th Rights of the Child - almost universally ratified.

shift towrads rights based approach in child welfar

period : writing in 2011 - noting shifts over last 20 years (1990s - 2000s...)

child saving ---> child rights

politics of life .....new practices of philanthropic concern acted on the child

child's special capacities and vulnerabilities

new forms of resistance, siste sof struggle

Governmentality

Populatio is the aim of government ,securing health and welfar

administration of bodies, calculated mangemnet of life

The Birth of Biopolitics Lectures

Liberalism is not only form of biopolitical government

Rights are framed as SEPARATE from politics

inequalities have to be naturalized, for example racial inequality is constructed as individual effect of deficits, ( biological, intellectual, moral, cultural) rather than being systemic.

New site of knowledge NORMAL DEVELOPING BODY

NORMAL HUMAN DEVELOPMENT

Children's charities

18th and 19th century

Progressive era - reforming cihldren

Developmental discourses are central to biopolitics

Psychoanalysis, sexology developed --- child go through stages that culminates in adult sexuality

Idea that childhood should be a tim eof INNOCENCE AND PROTECTION

Classic focus of human rights - protecting ENCROACHMENTS from the sovereign

Now, contemporary human rights claims EXPAND the state's prerogative to rule in the name of securing life

Child as rights bearing citizen

Protection ---> participation

Child saving and child rights, BOTH concerned with politics of life

Childhood is the quintessential site of development

child as gradually unfolding potential

Childhood was PRODUCED through new rationalities and techniques of govenrment that acted on children's psysches, bodies minds

Development psychology (Piaget)

Psychoanalysis (child sexuality)

Education

religious schools

colonial education policy, secularized schooling

design of school, arrangement of children into age cohorts and ability groups

Arrangement of school day, blocks and units of time

Health

Production of. a good body is a sign of the existence of a good self

Role of race in biopolitical governing of childhood

West reforming childhoods in developing countries - critiqued as a neoimperialist strategy

DISRUPT TEOLEOLOGICAL NARRATIVE- colonial and racialized others were excluded from modern childhood becasue race marked the caesura of biopolitics

non white children were excluded from a protected childhood

innocent childhood was constructed as a racial privilege from the outste

Racial exclusions of the colonial and liberal states have been widely noted

Anxieties over mixed rage marriage, children

Gibson, K. E., & Dempsey, S. E. (2015). Make good choices, kid: biopolitics of children's bodies and school lunch reform in Jamie Oliver's Food Revolution. Children's Geographies, 13(1), 44-58.

Embodied socio-spatial practices of individuals are linked to wider socioeconomic systems.

Scalar politics associated with food access, food rights, children's health

Child's body, role of space

Public health interventions are key exemplars of biopower

'truth discourses' concerning health, reliance on expert knowledge

individuals trained to self-discipline and mitigate risk

Example: National School Lunch program is a BIOPOLITICAL intervention in childhood health

Popular discourses POLITICIZE topic of child nutrition in ways that both obscure and reaffirm a scalar politics of food

focus on INDIVIDUAL CHOICE over the wider political economy of the food system

child's body as unproblematic site of agency

children are constructed as inherently poor decision makers in need of LIMITS to their agency

matter of MAKING GOOD CHOICES

Locate agency/blame at the SCALE OF THE BODY

Paying children subsidize the cost of free lunch for their classmates

school food looks like fast food.

School lunches singled out as promoting bad food habits as early as 1970s

Modes of control delimit, restrict and reduce children's agency (*****? repressive power***)

1) School food system operates as a form of biopolitics - discourses of personal choice and responsibility

2) Children's agency involves complex negotiations w/parents and adults

3) children's social location is key to understanding children's agency

Jamie Oliver's TV show Food Revolution - looking at intersection of food politics and popular culture

Chef as social change agent, British reality TV star

teaching children about the importance of nutrition

Huntington, West Virginia, ranked as least healthy city in US

Oliver, outsider who has come to save the town

themes of individualism

Coded TV episodes and did analytic memos.

included college students in the coding process

lifestyle makeover, themes of choice and responsiblity

Unpack two keys scenes

Jamie Oliver in children's cafeteria, flavored milk

Only solution is to take AWAY the choice of flavored milk, rendering children powerless to make the poor choice

Oliver as expert outsider and as MAIN agent of change

chronic lack of education, children failing to identify a tomato, shocked reactions

Educating both children and adults as PASSIVE recipients of knowledge

Chicken nuggets - showing children how something is made assumes experiential learning mode. Something goes horribly wrong. the children raise their hand and say they would eat the gross nugget (This made me laugh).

frames children as being victims of socialization....false consciousness, brainwashing

labeling parts of the chicken as "GOOD" and BAD" reflects Western middle class tastes for chicken as a MORAL ECONOMY.

show avoids social location, structural factors.

Food is rendered outside politics, activism itself becomes untenable as a mode of agency (love this last line.)

My questions:
1) Gibson/Dempsey keep talking about how food politics is playing out at the scale of the child's BODY  but one aspect I'm curious about, why the emphasis on body here? They could have also said at the scale of the individual child without emphasizing body......or at the scale of the individual child's agency?
when thinking about children's agency and the types of examples used throughout the articles..... it kind of seems like there's more a concern with things like children's decision-making, intellect,  (perhaps self control but seems less emphasized maybe?) ? it kind of seems like children's bodies being understood at at risk (for example, obese child at risk of early death) as FOLLOWING from the child's poor CHOICES,  but aren't the choices being framed in the discourse as more of a problem with the child's MIND which then LEADS to an at risk BODY??.... I guess this question is playing into a mind/body binary, but I am curious why the author's kept invoking the child's body when they were talking so much about agency which I think of more as a mental concept. maybe notions of embodied agency make this question irrelevant, but i guess i'm wondering if the biopolitical discourses that are being unpacked here based upon this mind/body dichotomy, as unhealthy mind ---> leading to unhealthy bodies? and if so would it make more sense for us to talk about  these food politics as more attached to the scale of children's minds than children's bodies (or both)  Maybe this question is a bit nitpicky. But body as "battleground of blame" doesn't TOTALLY make sense to me, isn't it the child's mind being the battleground of blame?! hmmmm....

2) emphasis on scale /scaler etc --  is this the geographical focus? "scalar politics" what does this really mean. (isn't all politics scalar???) is this more for rhetorical emphasis around how biopolitical discourses are hyper focused on individual /ignoring higher level systemic factors

3) i like the discussion of moral economies. good food, bad food, good choice/bad choices.

4) portrayal of children as kind of hopeless, stuck in false consciousness even when presented with information in very visceral / experiential learning experience that was supposed to be foolproof.... .but im curious about from a TV perspective how this plays out in the longer span of the series.... haven't watched the show. I would imagine the TV producers would make it a back and forth between hopeless, tragedy ,sadness, there's no hope for these people AND moments of inspiration, success etc to keep the audience enticed. It can't be all sad tragedy hopeless every second of the show or surely that would get boring real fast and no one would watch that. people watch it for the heart warming endings...  this article doesn't really speak to the flip side of moments of the show where the biopolitical intervention is framed as as a success in same neoliberal terms.... but i imagine this has to happen at some point right?!?!  how does this influence their argument? I don't think it weakens it, i just think it's the flip side where the intervention is portrayed as a success. maybe it would've been nice to have this in the article though actually.

# data[].attributes.body
THEME – The ‘will to knowledge’

Foucault, M.  (1990) The History of Sexuality. Volume 1:An Introduction.  New York: Vintage Books.
Part 1 – We “Other Victorians”

Beginning of 17th century - sexual practices not that secret.
Direct gestures, shameless discourse
Story of Victorian sexual repression
imperial prude
sexuality carefully confined; moved into home
couple imposed itself as a model
TABOO, NONEXISTENCE, SILENCE
sex driven out, denied existence etc.
children's sexuality (example)
Brothel and mental hospital - places where illegitimate sexualities took their mischeif
Hasn't Freud kind of liberated us?
Foucault believes not, kind of mocking  Freud and psychoanalysis (I think?)
Discourse on modern sexual repression holds up well (5)
coincides with capitalism, bourgeois order

SPEAKER"S BENEFIT
If sex is repressed, the mere fact one is speaking about it comes off as a transgression
promise of freedom, bliss, etc.
"WHAT SUSTAINS OUR EAGERNESS TO SPEAK OF SEX IN TERMS OF REPRESSION IS DOUBTLESS THIS OPPORTUNITY TO SPEAK OUT AGAINST THE POWERS THAT BE, TO UTTER TRUTHS AND PROMISE BLISS, TO LINK TOGETHER ENLIGHTMENT, LIBERATION AND MANIFOLD PELASURES; TO PRONOUNCE. DISCOURSE THAT COMBINES THE FERVOR OF KNOWLEDGE< THE DETERMINATION TO CHANGE THE LAWS, AND THE LONGING FOR THE GARDEN OF EARTLY DELIGHTS" (P7)
Preaching
The statement of oppression and the form of this sermon refer back to one another; they are mutually reinforcing

QUESTION IS NOT WHY ARE WE REPRESSED?
QUESTION IS WHY DO WE SAY that we are repressed

Part 2 – The Repressive Hypothesis
The incitement to discourse
17th century - beginning of age of repression of bourgeois societies, prudishness, censorship (p.17)
YET, when one looks back - one sees a DISCURSIVE EXPLOSION (p.17)
Evolution of Catholic pastoral -example - became increasingly more detailed - scope of confession continually increased (p.19)
Confession of the flesh
ALL THE INSINUATIONS OF THE FLESH: THOUGHTS, DESIRES, VOLUPTUOUS IMAGININGS, DELECTATIONS, COMBINED MOVEMENTS OF THE BODY and the soul; henceforth all this had to enter, in detail, into the process of confession and guidance (19)
secondary schools construction - preoccupied with sex (27)
example of German children who had extensive sexual education, shown off at a conference and laughed at by adults (29)
THESE CHERUB-FACED BOYS WHO, IN FRONT OF ADULTS, HAD SKIILLFULLY WOVEN THE GARLANDS OF DISCOURSE AND SEX (29)
Multiplicity of discourses
democraphy, biology, medicine, psyciatry, psychology, ethics, pedagogy and politial criticism (33)

Part 3 – Scientia Sexualis
ars erotica - truth drawn from pleasure itself
scientia sexualis -procedures for telling the truth of sex (e.g. confession)
we have since become a singularly confessing society

Part 4 – The Deployment of Sexuality
objective
less a theory of power than analytics of power
POWER IS TOLERABLE ONLY ON THE CONDITION IT MASK A SUBSTANTIAL PART OF ITSELF  (86)

Reflections:  I'm very interested in Foucault's discussion of confession and his claims that we have become a "singularly confessing society"
Does the model of a confessional society necessarily involve repression and/or secrecy/concealment?  Can you have a confessional society without this dynamic?  (also, how much influence does Foucault see Freud having in this dynamic? can we get out of it?)
Are we to understand certain individuals  (e.g. subjects rendered pathological/atypical) as having greater pressures to confess than presumably "healthy" people?
This remind me of the following quote from Discipline and Punish where it seems like Foucault is arguing that even the most normative subjects are held to this confessional model, but it is correct to quantify them as experiencing this to a lesser extent?
Want to look up how theorists have used confession drawing on Foucault (also look at this in relation to Judith Butler "suspicion" and "emotionally suspect children" articles -any connections?)
“The child is more individualised than the adult, the patient more than the healthy man, the madman and the delinquent more than the normal and the non-delinquent. In each case, it is towards the first of these pairs that all the individualising mechanisms are turned in our civilisation and when one wishes to individualise the healthy, normal and law-abiding adult, it is always by asking him how much of the child he has in him, what secret madness lies within him, what fundamental crime he has dreamt of committing”

# data[].attributes.body
My research interests center around topics such as:

-intersections of gender, girlhoods and international development sector
-how discourses surrounding girlhoods/educated girlhoods have shifted, particularly since the 1990s
-how histories of economic and demographic theories have been taken up in the development sector to position marginalized/racialized adolescent girls as the most investable subjects
-histories of human capital theory (e.g. Sydney Calkin, Michelle Murphy)
-gendered and racialized biopolitics of controlling girls fertility, reproductive futures, etc. especially through projects of schooling and empowerment.
-affect theory, and particularly the intersections of how affect plays out in constructions of race/gender/childhood within the development sector
-histories of how neoliberalism has been co-opted by feminism; scholarship on neoliberal cooptation discourses and resistance.
-biopolitics of emotion
-histories of life skills education and psychosocial education, and SEL
-measurement and assessment in international development, especially psychosocial measurement, development of life skills assessment tools
-social worlds in construction of data/"seductions of quantification" (e.g. Sally Engle Merry, Crystal Biruk)
-cultures of expertise in international development; anxieties/fragilities around expertise
-emotional capital

I am still narrowing in my PhD dissertation topic. I am thinking of potentially doing interdisciplinary research drawing primarily on anthropological and historical methods informed by critical transnational feminist theories, critical development studies and childhood studies. (perhaps an institutional ethnography of an international development NGO, for example, combined with archival work)

# data[].attributes.body
THEME – Power/Knowledge

Foucault, Michel (1977)  Discipline and Punish: The Birth of the Prison.  London: Vintage. (MT)

Part 1 – Chapter 1 “The Body of the Condemned”

1) Chapter begins with violent public execution/spectacle tearing and burning of flesh.
2) Fast forward, 80 years later, prison time table
"They do not punish the same crimes or the same type of delinquent" (p.7)
-Foucault argues for the "disappearance of torture as an public spectacle" (p.7)
-Penalties now have a CORRECTIVE character
-Punishments should be adapted for each individual offender
-"The body as a major target of penal repression disappeared" (p.8)
-Punishment now speaks to the SOUL. In order to punish is it necessary to have knowledge about the soul of the perpetrator. The penal system relies on non-juridical forms of expertise/knowledge (e.g. psychiatrists) to craft appropriate punishments as correctives to the soul. Criminals need to be interrogated for the possibilities of their madness/abnormalities/perversities BEFORE a judgment can be rendered.
"assessment of normality" (p.21)
-Punishment goes from something out in the open/public, to something hidden.  Publicity is placed on the TRIAL.  No glory in act of punishing, seeking distance from it/shrouding punishment in secrecy behind closed doors.
The punishment used to be directed at inflicting physical pain on the body but now "punishment has become an economy of suspended rights"
Punishment is now supposedly "non-corporal" in nature
Elimination of physical pain from punishment.
More "humane" (e.g. confinement, no torture)
BUT the body did not entirely disappear; There is still a "trace of torture" in modern penal systems (p.16)
This book is "intended as a correlative history of the modern soul" (p.23)
Guided by rules:
1)  Not only looking at the REPRESSIVE effects of punishment, but also the POSITIVE/generative effects
2) Analyze punitive methods as techniques of exercising power/political tactic
3) looking at the history of human punishment and human sciences as along a connected matrix/technology of power rather than as separate
4) "Try to discover whether this entry of the soul on to the scene of penal justice and with it the insertion in legal practice of a whole corpus of 'scientific' knowledge, is not the effect of a transformation of the way in which the body itself is invested in power relations" (p.24)
Foucault ends the chapter talking about how the body is still at stake in modern penal systems

POLITICAL TECHNOLOGY OF THE BODY
-diffuse, rarely formulated in continuous systematic discourse (p.26)
-cannot be localized in a particular type of institution or state apparatus

MICROPHYSICS OF POWER
-Power produces knowledge (p.27)
-Power and knowledge directly imply one another (p27)
-The soul is the effect and instrument of a political anatomy; the soul is the prison of the body

HISTORY OF THE PRESENT
Part 3 - Chapter 1 “Docile Bodies”
Soldier early 17th century - marked by signs of courage, strength, pride, honor.
By the late 18th century, solider is something that "CAN BE MADE OUT OF FORMLESS CLAY" (p.135)
pliable, can be acquired, recruits holding certain postures in their body
BODY as an OBJECT AND TARGET OF POWER (p.136)
TWO REGISTERS
anatomico-metaphysical register
technico-political register - controlling or correcting the operations of the body
there was a USEFUL body  (submission and use)
and an INTELLIGIBLE body (functioning and explanation)
However they're also overlapping --- the notion of DOCILITY JOINS THE ANALYZE-ABLE BODY TO THE MANIPULABLE BODY
What was new about docility projects in the 18th century?
NOT the  first time body is object of political  investments/control (p.136)
1) scale of control was new
movements, gestures, attitudes, rapidity
2) OBJECT of control,
it was not or no longer the signifying elements of behavior or the language of the body, but the economy, the efficiency of movements, their internal organization
constraint bears upon the forces rather than upon the signs, the only truly important ceremony is that of exercise  ([p.137)
I am confused by this sentence....  he's saying it's not a matter of of controlling behavior? Not sure what is meant by forces vs. signs here.
3) modality - uninterrupted constant coercion  - supervising PROCESSES rather than result
Also slightly confused here  - because aren't "results" also closely monitored? But perhaps the point is that this is constant monitoring?
LINK BETWEEN AN INCREASED APTITUDE AND AN INCREASED DOMINATION
POLITICAL ANATOMY OF THE BODY
Invention of political anatomy is scattered, multiplicity of minor processes in different locations (p.138) converging
schools, hospitals
responding to particular needs (outbreaks of disease)
Discipline is a political anatomy of detail
LITTLE THINGS - meticulous regulations, fussy inspections (p.140)
MAN OF MODERN HUMANISM WAS BORN

The art of distributions
discipline proceeds from distributions of individuals in space
1) enclosure, confinement, schools, monasteries, military barracks, factories
2) enclosure itself is not sufficient
partitioning - each individual has its place, avoid distributions of groups
monastic cell
Discipline is cellular/ solitary
3) functional sites
control of persons is also linked up to control of material items, who does what etc.
division of labor
workforce may be analyzed in individual units
workers can be assessed and compared
4) classification, ranking.
Discipline is an art of rank
It individualizes bodies by a location that does not give them a fixed position, but distributes them and circulates them in a network of relations
The control of activity
1) time table
2) temporal elaboration of the act
example more precision in breaking down soldiers marching, linking up the movements to the time they are performed.
3) the correlation of the body and the gesture
Disciplinary control does not SIMPLY rely in teaching gestures ,but imposing relations between gestures and the overall positions of the body, imposing efficiency and speed
Nothing must remain idle or useless
Good handwriting involves the entire body from the feed to hands.
A disciplined body is the prerequiste gesture of an efficient gesture
4) body object articulation
example, shooting a rifle.
5) time table in traditional form - NON IDLENESS
discipline is a positive economy
theoretically ever growing use of time (p.154)
Gobelins school (156)
HOW CAN ONE ORGANIZE PROFITABLE DURATIONS (p.157)
examinations
hierarchized stages of development, analytic pedagogy (159)
The composition of forces
DISCIPLINE IS NO LONGER SIMPLY AN ART OF DISTRIBUTING BODIES, OF EXTRACTING TIME FROM THEM AND ACCUMULATING IT, BUT OF COMPOSING FORCES IN ORDER TO OBTAIN AN EFFICIENT MACHINE"
FOUR TYPES OF INDIVIDUALITY
CELLULAR - play of spatial distribution
ORGANIC - coding of activities
GENETIC - by accumulation of time
COMBINATORY - combination of forces
TACTICS **** The highest form of disciplinary practice

Chapter 2 “The means of Correct Training”
17th century
chief function of discipline is to train
link forces together to multiply and use them (p.170)

Hierarchical observation
mechanism that coerces by means of observation
old schema of confinement and enclosure thick walls, gates, began to be replaced by the calculation of openings (p.172)
THE PERFECT DISCIPLINARY APPARATUS WOULD MAKE IT POSSIBLE FOR A SINGLE GAZE TO SEE EVERYTHING CONSTANTLY
surveillance
disciplinary power
multiple, automatic and anonymous power  (p.176) network of relations from top to bottom  BUT ALSO TO A CERTAIN EXTENT FROM BOTTOM TO TOP AND LATERALLY, SUPERVISORS, perpetually supervised.
LESS CORPORAL in that it is more subtly physical

Normalizing judgment
punitive balance sheet
good and bad points
accounting (p.180)
calculation
hierachized the good and bad subjects
nature, level of value
DISTRIBUTING INDIVIDUALS ACCORDING TO THEIR APTITUDES AND CONDUCT
***thinking about how this is determined in advance based upon social biases about who is competent
IT MEASURES IN QUANTITATIVE TERMS AND THEN HIERARCHIZES IN TERMS OF VALUES, ABILITY, LEVEL, the NATURE OF INDIVIDUALS

Examination
combines observing hierarchy with normalizing judgment
normalizing gaze
qualify, classify punish
****performative****
Disciplinary power is exercised through this invisiblity

Chapter 3  “Panopticism”
Permanent visibility
to assure automatic functioning of power (201)
actual exercise of surveillance unnecessary
dissymmetry, difference
efficiency of its power
Plague - exceptional situation - against extraordinary evil power is mobilized

Relevance to my research: Foucault's conceptualizations of disciplinary power, normalizing judgment have been taken up extensively by theorists of education.
Question - can drawing on Foucauldian framework around discipining power be used simultaneously w/ other theoretical frameworks such as historical materialist frameworks? Affect theory?
How have theorists challenged/extended models of disciplinary power.? Do ethnographies that highlight resistance to normalizing power/disciplining challenge the framework? Or reinforce it? Both?

# data[].attributes.body
Introduction – What is Theory?  Why do we need it?  Why does it make us anxious?

Shange, S (2019) “Black Girl Ordinary: Flesh, Carcerality and the Refusal of Ethnography”  Transforming Anthropology  vol.27 (1): 3-21.
-Ethnography
-Robeson Justice Academy, southeast SF.
-Progressive School, social justice oriented
-lack of infrastructure at school
-disproportionate disciplining and policing of Black students
-politics and pedagogies of respectability

Cyarea -
performative, projection of self, self fashioning.
-"dancing, stomping booty popping "(p.6)
-"she exaggeratedly picked up her feet and speed-scooted toward the principal’s office" (p.3)
"invokes Aimee Cox’s (2015) notion of social choreography as a descriptor of Black girls’ creative and strategic engagements with the state." (Shapeshifters)

Black girl ordinary
"is that which signifies on (but does not conform to) normative notions of gender through a performative blackness shaped by hip hop, social media, and conspicuous consumption: it is a mode of queer(ed) disidentification (Munoz 1999).
-drawing on Crisis ordinary (Berlant)
“the ordinary as an impasse shaped by crisis in which people find themselves developing skills for adjusting to newly proliferat- ing pressures to scramble for modes of living on” (Berlant 2011, 8). Within San Francisco, those pressures include housing precarity, misogynoir, police terror, street violence, and the grinding disorientation of having been a slave
-Ordinary does NOT mean "unremarkable" here. (p.6)

"trying to write in collusion with Tarika’s ethnographic refusal—following her “no” without trying to transform it into a “yes.” (p.16)

My questions:
within ethnographic work, how does one know whether or not it is appropriate to "follow" a refusal?
In theorizing refusals, how does a researcher avoid reproducing patronizing research relations in which you are centering research around a subject who has no consented to participate?
What are the ethical challenges or considerations to navigating this?