"The traditional arra n ge m e n t
of the body we are talking about
d e e m p h a s i zes the reality that
p ro fe s s o rs are in the cl a s s ro o m
to offer something of ours e l ve s
to the students. The era s u re of
the body encourages us to think
t h at we are listening to neutra l ,
objective facts, facts that are not
p a rticular to who is sharing the
i n fo rm ation. We are invited to
t e a ch info rm ation as though it
does not emerge from bodies.
Significantly, those of us who
a re trying to critique biases in
the cl a s s room have been compelled to re t u rn to the body to
speak about ours e l ves as subjects in history. We are all subjects in history.
We must return ourselves to a
state of embodiment in order to
d e c o n s t ruct the way power has
been tra d i t i o n a l ly orch e s t rat e d
in the cl a s s ro o m , d e nying subj e c t ivity to some groups and
according it to others. By recognizing subjectivity and the limits
of identity, we disrupt that
o b j e c t i fi c ation that is so necessary in a culture of domination." - Bell Hooks
Reminers from sex educator: Erika Hart https://www.instagram.com/ihartericka/
1 ] Before class on 1/17, consider the positions and roles you participate in whether that's through your community/friends, family/household, business/career, religion/spiritual practices, or hobbies.
⇨ List 2-4 roles/positions/programs you identify with
⇨ List 2-4 roles/positions/programs that are projected on you
⇨ Take note on how you behave this week.
Notice if you choose to say hi or put your head down. How does your body language change: when you're talking to a stranger and then talking to someone you want to impress, how do you walk down the street, how do you avoid the shopping adverts or do you? Start to take notice of the micromovements in your body and why they change.
When did you come into knowing the race you identify as?
What was this process like? Was it sudden or slow? Did your conception of your race change over time?