Feminist and Queer Pedagogy

1. “Advertising tells us who we are and who we should be” (Jean Killbourne, “Killing us Softly 3”: http://www.youtube.com/watch?v=ufHrVyVgwRg)

This seven minute excerpt from Jean Killbourne’s analysis of the apparent impact of media on gender roles and expectations contained many interesting points. First, I doubt that media creates the image of what men and women ‘should be’, but it clearly perpetuates and enhances those notions in its attempt to saturate daily life with advertising and to stimulate consumerist desires. Certainly, gender roles and expectations have been just as powerful in shaping social attitudes and behaviors in many societies throughout history—before the existence of mass media. There is a clear global trend within the species that subordinates and objectifies women. Why this trend exists is intriguing. It seems almost certain that these trends are connected to our biological roles; men as hunters and protectors and women as nurturers. A women is attracted to a strong capable male because if she chooses him as a mate, her offspring have a better chance of being provided for and protected. A man is attracted to a gentle and kind looking female because if he mates with her his offspring will be well cared for in their formative years. Thus, males are naturally aggressive, dominating, and powerful and females are naturally submissive, nurturing, and gentle. These traits create a scenario in which it is easy and natural for males to assume dominance over females.

While our biological characteristics and tendencies may incline us to establish patriarchal societies, families, and relationships, our moral reasoning should alert us immediately to the injustice and irrationality of such an extension of our natural properties. While the biological roles of males and females are diametrically different, both sexes play equally important roles in the propagation of the species. Therefore, the subordination of one by the other is completely unjustified. This is an inconsistency that teachers can take opportunities to expose and explore. Although changing this imbalance is a challenge that will require extensive efforts.

2. “within 3 minutes of looking at fashion magazines, 70% of women feel guilty, ashamed and depressed” (Mary Pipher, Ph.D, “Reviving Ophelia”: http://www.youtube.com/watch?v=OrRtJY28ps8)

Jean Killbourne and Mary Pipher both talk about women being negatively affected by the media’s portrayal of an idealized female image. As I said before, I suspect that the media does not create this idealized image, but perpetuates it and enhances it. Women compete with each other biologically for mates on a primarily aesthetic level whereas men compete with each other biologically for mates on a more functional level. The female desire for a strong, protective mate produces physical competitiveness among males whereas the male desire for a caring and nurturing mate produces aesthetic competitiveness among females. Certainly the media takes advantage of these traits and presents women with hyper-idealized female forms to compete with, making them perpetually insecure and ashamed of themselves. Pipher points out that young girls “think it’s very important to be sexually attractive.” Biologically, it is important to be sexually attractive, so this idea is not invalid. However, the ideal is overvalued by the media and consequently overvalued by women and young girls. The human species, however, is more than just a group of organisms, our social organization creates a world in which our biology can be subordinated to our intellect and our socially constructed values. Within our social systems, women and men have the opportunity to be valued equally regardless of physical appearance. Unfortunately, sexuality is often used unjustly within social contexts to provide advantages to some individuals and deny advantages to others. Addressing this injustice effectively requires raising individuals’ abilities to think critically and be critically aware of their own values and preconceived notions. A male office executive conducting job interviews, for example, may feel particularly fond of an attractive female applicant and choose her over a more qualified, but less attractive candidate. Even though he may have no intention of forming a romantic or intimate relationship with the applicant, his decision to hire her may be influenced strongly by his biological affinity for her.

3. “Over 85% of the people who commit murder are men” (Jackson Katz, “Tough Guise”: http://www.youtube.com/watch?v=3exzMPT4nGI)

The male’s biological tendency to be in control, tough, strong, independent, and respected is natural and should be embraced as such. However, these characteristics are often extended to irrational and unjustified extremes. For example, men are responsible for most of the violent crimes committed in society and tend to objectify women, each other, and their environment. The biological tendency of men to want to be in control can quickly mutate into behavior patterns and cognitive schemas that objectify everyone and everything in their environment. Men see the world as theirs to do with as they please and this perception has become a perception of society in general. The consequences of objectification are broad and extensive; ranging from the abuse of women to the abuse and destruction of our global ecosystems. I wonder if it is possible to combat this natural tendency to perceive the world as a playground, and how much of a difference teachers can make in shaping the minds of young men when they are in constant competition with the values of masculinity ubiquitously expounded by society.

4. “As Einstein said, we cannot solve problems with the same thinking that created them. If we think only in terms of the conventional cultural and economic categories—right vs. left, religious vs. secular, Eastern vs. Western, capitalist vs. socialist, and so on—we cannot move forward” (Riane Eisler, “Building Cultures of Peace”).

Riane Eisler discusses the importance of incorporating traditionally feminine characteristics of caring and nonviolence into our strategies for establishing more permanent and meaningful peace around the world. While the masculine tendency to objectify the environment is natural and has value in establishing a secure and sustaining environment for individuals, the feminine tendency to be caring and nurturing is an equally critical component towards achieving the same ends. War is based on objectifying or dehumanizing the enemy while peace is based on understanding and caring about other people. If this feminine perspective were central to the development of peaceful local and global relationships the need for physical conflict could likely be greatly diminished. I think that teachers can expose this dynamic in their profession by continuing to explore the irrationality of war and the suffering associated with war. We often justify war by imagining that the world is divided into “good” and “evil,” but when one begins to see the “evil” group as a group of human beings with needs and desires, it becomes difficult to suppress feelings of compassion, and even more difficult to justify violence as the only solution.

5. “Heterosexism and its more overt partner, homophobia, are very clearly linked to cultural gender boundaries and are informed by the imbedded practice of misogyny” (Elizabeth Meyer, “But I’m Not Gay”: What Straight Teacher’s Need to Know about Queer Theory”, 23)

Meyer points out that ignoring homophobia is a dangerous behavior that can perpetuate intolerance of homosexuality. Homosexuality is a real component of our society and school curricula blatantly ignore its existence. Meyer gives some examples including the “exclusive study of heterosexual romantic literature, the presentation of the ‘nuclear’ heterosexual two-parent family as the norm and ideal, and teaching only the reproductive aspects of sexuality and abstinence-only sex education.” Through the implementation of such curricula, schools inadvertently marginalize homosexuality and make it seem foreign and unusual when in fact it is prevalent in society and natural. In order to alleviate homophobia and other intolerances, schools and society in general need to spend time exposing and exploring human diversity in respectful and dignified ways. As always, teachers have opportunities to transform society; in this context, teachers must actively expose students to the nature of homosexuality and the humanity of homosexual individuals, address questions in honest and respectful ways, and address homophobia with respect and positive guidance.

6. “In an even greater majority of cases, [sexual orientation] is not taught or even remotely addressed at home. If it is addressed in church, synagogue, or temple, it is presented as something to be accepted, perhaps, but also at times as something abhorrent, as something to seek help for, perhaps even as divine intervention” (Nakkula Toshalis, “Understanding Youth”, 190).

Sexuality and sex are treated by society as private and inappropriate subjects for discussion in most environments. Yet simultaneously, heteronormative sexual values are portrayed ubiquitously in the media and by individuals in their behaviors and attire. The treatment of sexuality as something that is “dirty” is perhaps at the root of much of society’s sexual intolerance. Because if normal, healthy sexuality is “dirty” then anything remotely unusual must be completely unacceptable and unnatural. Toshalis makes the point that sexual orientation is not addressed or discussed in most homes, and is not discussed in an open and tolerant way in other environments. This lack of discussion, combined with the constant bombardment of heteronormative images, and the general aversion to all things sexual set up an incredibly intolerant environment in which anyone who is not a normal heterosexual is likely to feel insecure and unaccepted. As a society, it is important to recognize and appreciate the value of all human beings, to recognize that diversity is a great strength, and to embrace and explore our diversity with eagerness and curiosity. Teachers are handed this opportunity, and would be deficient if they did not take advantage of it.

However, I will be completely honest in saying that I find the subject uncomfortable. Likely due to all of the factors I mentioned. But I do look forward to exploring these issues with my students in the future.