Archive for the 'School' Category

Environment(s): Women’s Studies vs. Philosophy (or choosing classes again)

I signed up for more classes than I need, figuring I’ll check them all out, get a feel for the profs’ attitudes, take a look at the reading and assignment lists and then make my decision of which to take. My degree requirements are pretty much filled, save for a feminist research credit, a programming credit, a senior history, and one more (minimum) from somewhere beyond the Women’s Studies Department. Mostly I’m just filling electives. If all goes well, in April I will graduate with an honours B.A. in Women’s Studies with minors in History and Applied Information Technology.

I had planned to drop either Women, Power, and Environments (WPE) or Environmental Ethics. I really thought I should keep the Ethics one because it takes me outside my department, expanding my view as it were, meeting people with other majors, stretching my mind, etc. but after going to the first class of each today I think I’ll be dropping Ethics and keeping WPE. The Ethics prof smiles a lot and almost seems like he’s ready to burst into laughter at any moment – this is interesting. The readings seem few but with detailed analysis planned making the quantity seem much more manageable. What makes me lean toward the other course is that the Ethics syllabus holds only one week, possibly two to discuss ecofeminism. When I look at all the other topics for the other weeks of the course I can’t see how you could begin to discuss them without feminism – and then I realized: women’s studies really is different. Feminist standpoint is *not* universal omg. Really, I know this, but having it hit me in the face like this today, and realize what I might be facing for the next three months… Next I wondered why none of the readings or authors from WPE were on the syllabus for Ethics. and none of the writings from Ethics are in WPE. hmmmm.

Looking at the assignments – WPE really wants the student to consider their place in their environments, as well as looking at the issues in a local, national, and global perspective. The assignments include reflection, group work, discussion, as well as research. Lots of assignments, but a variety of styles. Lots and lots of readings – and with a conscious effort by the prof to include voices from a variety of perspectives: genders, cultures, etc and from a variety of sources (there’s even a youtube clip we have to watch). Ethics has one textbook and two assignments: an expository and an argumentative essay plus two exams (definitions, short answer, essay). There’s nothing about the students’ environments anywhere in the syllabus that I can see. Nothing that suggests multiple points of view or variation in experience. Maybe it’s there but it certainly wasn’t highlighted today. It seems very narrow in comparison to WPE in its scope.

So although I’m often critical of the Women’s Studies program, stepping away from it (even if it was just for the introductory lecture of a philosophy course) has helped me recall some of the strengths and appeal of the program.

If I had more time and energy I might consider keeping both, just to see how the two professors present the topic. I’ll go to both a few more times probably since I don’t have to make a final decision for a week or two.

summer at last

This summer is much needed. Classes are over finally and my exams are done. I have two final papers due next week that I will have to write sometime but I’m not thinking about that right now.

I need a break. I have been a full time student for 8 semesters straight now. I got a bad cold that lasted for most of April, through final projects and assignments. I’ve ended up quite demotivated and it’s making finishing the semester a challenge.

But…

Spring is here and in this part of the country it never lasts long. My daffodils are done and the tulips are blooming profusely. I can smell the hyacinths as soon as I step out the door. Soon it will be summer and the heat will be oppressive. One of my neighbours is running an air conditioner tonight. I went around the block with the kids on their bikes tonight and we stopped at the park. I don’t remember the last time we had the leisure to do that. It feels so good to have time to just be with them.

I have big hopes and plans for the summer. I have a new website that I’ve been developing in my spare time (hahaha) which will go live any day now. I’ll be doing some web design for money this summer, plus there’s a chance I’ll be working on a cyber ethics text with a prof at the university here. I’ve had some photos accepted to a conference in Windsor and another in Toronto and I received a grant to do portraits of low-income moms and their families. The photo meetup group is going to start up again and I’m taking some exciting trips too. It’s going to be a wonderful summer.

I’m hoping to remember what it is I like to do for fun and do more of that. I’m also hoping to figure out how it is I’m going to support my family when I graduate. It’s a tall order but the summer will be long, right?

I’ve already started working on my sunburn.

We Will Not Be Silent! Media Violence Against Women Must End!

This text was written collectively by Actiongirls, a student and community group based out of the University of Windsor in Southwestern Ontario, Canada. This action has consumed us for the past month and we need your help. Please read through to the end and help us in our campaign however you can. There are some ideas to get you started at the end of the post.

Thank you from Candace & Actiongirls

Background:

In recent weeks, posters could be seen all over Windsor, Ontario, claiming that three women were Missing. The posters included photographs of three local women, along with their names, ages and identifying features, but were not in fact a Missing persons report or alert and instead were an advertisement calling for a mock ‘Search Party’ at a downtown nightclub to ‘celebrate’ a local band’s single and video release there.

missing women poster

The three women featured on the Missing poster are actually actors in the band’s video. Both the poster campaign and video were created by a media consultancy company in Windsor, Mimetic
Productions.

video poster for Held Back

The video featured at the release party, is made in the genre of a snuff film – the women featured in the Missing posters are each violently kidnapped, and held captive, bound and gagged in a basement. Each woman represents a former girlfriend of the lead vocalist, and he blames each for his present mental state. He attempts to possess them, stroking and fondling them while they are terrified and physically captive and restrained, unable to defend themselves or escape. Following this torture, he leaves and a heavy steel door slams. He leaves the women to their fates – death from starvation and dehydration. As he leaves, we see the man carrying a rose for his next victim.

An awareness campaign was launched in Windsor soon after discovering this Missing poster marketing gimmick and its association with a violent misogynist video. This campaign – launched by a local feminist collective Actiongirls – aims to highlight the reality of missing women and the role of media violence in perpetuating the victimization of women. This reality is callously disregarded in this advertising campaign and video.

end media violence against women signs

Actions so far have included a march at night through Windsor’s nightclub district, with a small group of women activists carrying noisemakers and signs protesting profit from tragedy, media violence against women and calling for ethics in advertising. This march was met by a small counter-protest. Two women from Actiongirls were also interviewed on local CBC television news (Friday, 10 February, 2006).

The backlash:

Activists from Actiongirls have been continually harassed since their campaign against these fake Missing posters and the video began. Continual attempts are being made to intimidate us and silence our protest – whether in the form of letters to the University of Windsor hierarchy (the group is based on campus) alleging that protest activity is slanderous and calling for Actiongirls to be reprimanded; or in the form of derogatory online anti-feminist backlash; or ingenuous and insulting plays at placation – for example, coffee and cake with the director of the video! We do NOT take candy from strangers,

and

WE WILL NOT BE SILENT!

The kidnapping, beating, rape, torture, and killing of women is a real horror – one that should not be exploited for profit by anyone. With more than 500 Aboriginal women missing in Canada alone, and thousands of women kidnapped for use in the sex trade or worse, the use of an advertising campaign depicting women as falsely Missing is a dismissal of real pain and terror. Depicting this pain and terror in a music video goes further to justify the continuance of violence against women and especially to justify this kind of treatment of women by men.

image of fighting woman

THIS ISSUE IS BIGGER THAN
ONE SMALL CITY,
ONE VIDEO
PRODUCED BY
ONE COMPANY.

What can you do to support this activism against media violence and the use of missing women as a marketing tool?

  • Contact the company and tell them what you think of their Actions:
    Mimetic Productions:1677 Albert Road, Windsor,
    Ontario, N8Y 3R4; Fax: 519-254-3904;
    email gavin@mimeticonline.com
  • Contact MuchMusic and voice your concerns about the gratuitous depiction of violence against women in this video before the video is added to their rotation:

    Craig Halket, Senior Music Programmer,
    Much Music, 299 Queen Street West,
    Toronto, Ontario, M5V 2Z5; Fax: 416-
    591-6824; email:
    craigh@muchmusic.com

  • Contact your local media outlets to alert them to our awareness campaign and the subsequent attempts to silence it, or contact The Windsor Star, who continues to support this company and refuses to publish community complaints:
    The Windsor Star Group Inc., 167 Ferry
    Street, Windsor, Ontario, N9A 4M5; Fax:
    519-255-5515; email:
    letters@thestar.canwest.com
  • Come out and join us for a march to express community solidarity in opposition to media violence, violence against women and profiting off REAL missing women!

    We will not be silent!

    Saturday March 25th, 2006
    6pm
    Dieppe Park
    (corner of Riverside Drive and Ouellette)
    Windsor, Ontario

  • Create anchor text on your own site or blog that links Mimetic Productions to this post. Use this code if you want a quick and easy cut and paste:

    <p>Media Violence Against Women Must End! What you should know about <em><a href="http://www.femilicious.com/blog/2006/03/08/missing/" title="We will not be silenced">Mimetic Productions</a></em>.</p>

For more information contact: Actiongirls@femilicious.com

Sleep

I have slept most of this weekend. I am in the midst of midterms and struggles with life, work, love and have no energy for any of it. I’m ready to quit it all and crawl in my hole (yet again) until I’m stronger.

But of course, I don’t get that choice. The exams require my presence, the jobs must be done, and you can’t not deal with life just because it’s hard. It’s just not fair.

This week, for the first time since I started this degree, I considered not handing in a paper. I figured one mark a day is the usual penalty and a quiet weekend to work on it would make it a much better paper than the draft I had so far…but then I checked the syllabus: “papers handed in after the due date will not be accepted.”. Of course I started to cry and then worked until 3:30 a.m. at which time I fell asleep in the chair for a few hours. I woke up at 5 to finish it and then at 9 a.m. handed in probably the worst paper of my career. The paper wasn’t difficult which is why it makes it so much harder to take. It came down to not having had sufficient time to work on it. Sufficient days, yes, if I didn’t have other responsibilities, but not with the life I currently lead. (Hence the previous post about having to Cut Cut Cut from my list.)

Did I mention the uti? Read more »

Binary Opposites

Examples of Binary Opposites

Young:Old

Happy:Sad

Awake:Asleep

Up:Down

Alive:Dead

Hot:Cold

Open:Shut

White:Black

True:False

Shout:Whisper

Fast:Slow

On:Off

Smart:Stupid

Pretty:Ugly

Skinny:Fat

Tall:Short

Soft:Rough

Clean:Dirty

Chocolate:Vanilla

Rich:Poor

Treasure:Trash

New:Old

Wet:Dry

Virgin:Whore

This paper will examine the following pairs of binary opposition: Young/old, hot/cold, true/false, on/off, and clean/dirty.

Young and Old

In Western society, youth is valued above age. People spend fortunes on anti-aging creams and other products to counter the visible effects of aging. Cosmetic surgery is popular especially for women, and both sexes alter their hair colour with chemical dyes to hide the natural graying that occurs with age. Clothing for adults is marked by children’s cartoon images as if wearing clothing labeled to appear to a younger generation will help the wearer be more youthful. Ageism is prevalent in Western society: at the arbitrary age of sixty-five years old men and women are forced into retirement to clear passage for youth. It is presumed that their ability to contribute anything positive to society, i.e. the economy, is finished. This positive value attributed to youthfulness is socially constructed. Other cultures value the wisdom that comes with age. For example, some groups of Native Canadians emphasize the wisdom of the Elders and value all of the learning that can occur by paying attention to their teachings. It is also very difficult to distinguish the point where something young becomes old. As Bing and Bergvall point out, “much of our experience does not fit neatly into binary categories, and is better described as a continuum” (Courseware, 83). What is old in one context might be considered young in another. In the world of politics, some societies feel that youthfulness is a hardship because of the individual’s lack of experience. With age comes patience and a lifetime full of learning.

Hot and cold

There is no inherent badness or goodness in temperatures. Temperature relates to thermal energy (heat) and the transfer of this energy. If more heat is added to a system, the temperature rises. If heat is lost, the temperature cools. Society has added connotations to the science of temperature. There is nothing inherently good or bad about temperature. ‘Hot’ can also mean attractive, used colloquially to describe a good-looking person. This is a positive connotation. It can also refer to something that is stolen. This is negative. It is also used when describing the Christian construct of Hell – a place of punishment and therefore negative. ‘Cold’ is used to describe someone who behaves heartlessly or without feeling or sensitivity. This is a negative use of the word. These two words have been constructed to carry a range of meanings and connotations, depending on their context. The temperatures of hot and cold are subjective. In Southern Ontario, a summer day of seventy-five degrees Fahrenheit would seem cool, but seventy-five degrees in the middle of February would be much warmer than expected and so would seem hot. It is difficult to determine the point where cold becomes hot. Again, as Bing and Bergvall point out, describing temperature is relative and based on a continuum (83).

True and False

The adjectives true and false describe the accuracy of information. They provide factual information. There is nothing inherently good or bad about facts. Facts do not take on a positive or negative meaning until they are interpreted as to their impact on an individual. Truth has been constructed as something positive and False as something negative. To be a true friend is to be dependable. To be a false friend is to be untrustworthy or deceptive. Telling the truth is a valiant goal – to tell falsehoods is to be a liar. Lying, cheating and stealing are all negative behaviours in Western society.

On and Off

In an electric circuit composed of a light bulb and a battery, the light goes on if the circuit is continuous. If the circuit is broken, the light goes off. On and off describe the status of the light. There is nothing good or bad about on and off. However, in colloquial English, people use the terms ‘on’ and ‘off’ to describe status but also to rate performance. Someone who is ‘on’ has played a sport well, for example, “Her game was really on today” or “Her playing was really off this match.” ‘On’ implies a good, strong, positive performance. ‘Off’ is negative, meaning that the performance was poor. ‘Off’ can also refer to food that is spoiled and rotten, for example, “The milk has gone off” means the milk is no longer drinkable; it is wasted. This is a negative quality. These two neutral words which should refer to the status of an object have taken on positive and negative associations. If something is a ‘turn-on’ it is viewed positively as sexually stimulating. If something is a ‘turn-off’ it is negative because it is not sexually arousing or spoils a sexual atmosphere. On and off seems to logically dichotomize themselves more so at least than hot and cold or young and old. Given the example of the light bulb it appears that the bulb can be one of two choices: on or off. As it happens, inserting a variable resistor into the circuit allows the degree of light to be controlled. In fact, the light can now be dimmed or brightened to infinite levels of brilliance. The same analogy can be illustrated with a plumbing example: a faucet can be ‘on’ or ‘off’ but the desired stream of water is often somewhere in between.

Clean and Dirty

Literally, if something is clean, it is unmarked by soil. Something dirty is grimy, filthy, soiled, or muddy. Once again, there is nothing inherently good nor bad about being clean or dirty but society has attached a positive value to ‘clean’ and a negative value to ‘dirty.’ A clean conscience is a good thing: it means a person is not guilty of any wrongdoing. Clean clothes, clean start, clean slate all connote a positive and fresh image. Someone who is clean in appearance receives more respected and is usually considered a higher status person than someone who is dirty and disheveled. ‘Dirty’ is used to describe lewd or vulgar language or materials like books, videos, and magazines, usually of a sexual nature. Dirty means that outward visual perfection has been tarnished. To talk ‘dirty’ is to usual sexualized language, which in many contexts is viewed negatively as indecent or improper in many contexts. As Byng and Bergvall stress though, looking at boundaries as indistinct often more accurately reflects reality (83). A precise point does not exist where all people would agree that an article of clothing is dirty. Sometimes stains remain on freshly washed laundry. Some people would consider this laundry dirty. Other people wear the same clothing for several days and still consider it clean. Plainly clean and dirty are also subjective and are reflective of a spectrum more than they are absolutes.

Byng and Bergvall are entirely correct in encouraging us to adapt a postmodern view and look at the world in terms of a continuum, rather than attempting to categorize and dichotomize our experiences (83).

Use of Language in My Fair Lady

In the film My Fair Lady, Professor Higgins endeavours to transform Eliza from a common person to a gentlewoman completely trained in the language and etiquette of the gentry.

Professor Higgins is a linguistic purist. He feels that people who do not speak as he does, (i.e. as a proper English gentleman), have “no right to live” and “should be taken out and hung for murdering the English tongue.” To him, diversity in accent, word choice, and inflection are undesirable. As the subject of the movie Eliza is the focal point of his intolerance but in reality, he is self-absorbed and treats many people poorly, especially those he feels have inferior language skills. In the class handout on Quantitative Linguistics we examined the difference in language between different classes and this is what Professor Higgins is referring to: language reflects status/status is reflected in language. The working class and the aristocracy are both identified by Professor Higgins as soon as they begin to speak.

Professor Higgins is disrespectful to Eliza from the beginning of the film and he demonstrates this by the labels he applies to her. He applies Coates “Androcentric Rule” (CW41). He views anyone who is not the same negatively. He calls her a “squashed cabbage leaf” and suggests that it is of no difference to him whether she is invited to sit or is thrown out the window. He uses a metaphor of rotten food to describe her, associating a woman with spoiled food, no longer useful or good to consume. He refers to Eliza as “baggage” and he yells at her. This shows that he does not recognize her personhood, and it reduces her to object status, perpetuating women’s inferior status in society. Professor Higgins also androcentrically questions, “why can’t a woman be more like a man?” He sings that women are irrational and frustrating because they are different from him. This echoes to Tannen’s work that men and women are different creatures unable to understand each other (434, 437). Professor Higgins and Eliza are caught by the metamessages between them which impede their understanding of each other. Professor Higgins is very androcentric when he suggests that everything would improve if only women acted like men: if they spoke honestly, were pleasant, did not shout. It does not occur to him that men have any weaknesses nor does he address any of the positive characteristics a woman might have. He has decided that he is the norm and woman is inferior.

In My Fair Lady men use language to control women’s behaviour. Her father torments Eliza in an early scene until she agrees to give him money at which time he calls her “a noble daughter.” This shows that submissive women are ‘good’ and assertive women are ‘bad’. Although Eliza is an employed, adult woman her father can influence her to do as he wishes with the way he speaks to her.

Lakoff suggested that the use of strong expletives is a characteristic of men’s language and a woman who uses strong expletives is vulgar and unladylike (Courseware 57-58). Coates also describes the use of swearing and taboo language saying that the suggestion that “women’s more polite use of language . . . is attempting to prescribe how women out to talk” (45). This is illustrated in My Fair Lady at the horse races. Based on Lakoff’s and Coates’ work, Eliza’s excitement and shouting to her horse identifies her as an impostor-gentlewoman. A true lady of the upper class would maintain her composure regardless of the excitement she is experiencing. A true female of the gentry would not betray her breeding by vulgar language such as Eliza does. The gentlewoman who faints further illustrates this concept. Not only are women not supposed to use strong expletives, according to the texts they are considered too sensitive to be exposed to the strong feelings represented by crude language (Coates 45, Lakoff 58). The display of strong emotion from a female, something that is considered inappropriate in the upper class, overpowers the woman and she faints. Even though by appearance and speech Eliza appears transformed, the transformation is not complete. Eliza has not fully absorbed the new style of speech with its appropriate use and behaviour. Alternatively, she is so far unable to eliminate the behaviour acceptable in her previous experience. Her transformation has been superficial: external features of appearance and speech only. The internal alteration has not occurred.

Although she no longer speaks or looks like a member of the lower class she has yet to be treated any differently by her mentors. Eliza makes the most profound declaration of the film at the very end when she says, “the difference between a lady and a common flower girl is not how they behave but how they are treated.” Professor Higgins has been shallow in his differentiation of the lower and upper classes: even though he attempts to distinguish between lower, middle, and upper classes of people by their degree of linguistic purity, he fails to recognize that recreating Eliza as a gentlewoman requires him to treat her as such.

Perhaps what is most ironic in contemplating women’s language in My Fair Lady is how it relates to women’s voice on a larger scale. Although the part of Eliza Doolittle was played by Audrey Hepburn, “about 90% of her singing was dubbed” by soprano Marni Nixon. Not only does the movie plot suggest that Eliza is not acceptable as herself, a ‘common flower girl’ but the actor in her role is also not fully accepted. Her voice in most of the songs is considered not good enough by the director and requires improvement in much the same way that Professor Higgins sought to androcentrically ‘improve’ Eliza.

Works Cited

Coates, Jennifer

Tannen, Deborah

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