What does water mean to contemporary society today? This paper is interested in water and race; Blackness specifically, wherein the Middle Passage (Mid-Atlantic Slave Trade) marks the beginning of a fraught and complex relationship between African-Americans and water...typified many might argue by Hurricane Katrina and its aftermath in 2005. This article looks backward at water’s ability to destroy and to create through lenses focused on race and art: something akin to water as a symbol of America’s complicated relationship with race. Using cultural texts such as art and film this piece works to unsettle the intimate connections of power, gender, and sexuality and offer alternative cartographies of empowerment and survival with regard to racialization and water.
{"title":"Dark Water: Rememory, Biopower, and Black Feminist Art","authors":"Stephanie Troutman, B. Johnson","doi":"10.31390/TABOO.17.3.08","DOIUrl":"https://doi.org/10.31390/TABOO.17.3.08","url":null,"abstract":"What does water mean to contemporary society today? This paper is interested in water and race; Blackness specifically, wherein the Middle Passage (Mid-Atlantic Slave Trade) marks the beginning of a fraught and complex relationship between African-Americans and water...typified many might argue by Hurricane Katrina and its aftermath in 2005. This article looks backward at water’s ability to destroy and to create through lenses focused on race and art: something akin to water as a symbol of America’s complicated relationship with race. Using cultural texts such as art and film this piece works to unsettle the intimate connections of power, gender, and sexuality and offer alternative cartographies of empowerment and survival with regard to racialization and water.","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121893182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
By the time children enter school, they know how to spell their names and are accustomed to their family’s and community’s pronunciation of their names; those names are generally the first aspect of their identity we educators recognize when they enter our classrooms. As the nation’s classrooms become more diverse, there is an urgent need for educators at all levels to enact multicultural and culturally responsive teaching to bridge theory and praxis as central in developing critical race theory’s commitment to social justice. My work builds on Pérez Huber and Solórzano’s (2015) racial microaggressions model by analyzing historical and current naming artifacts that challenge the mispronouncing, Anglicizing, and (re)naming of students of color. I describe pedagogical tools that educators can employ to foster the development of critical consciousness about the importance of students’ names and their connection to their identities. Finally, the ‘hidden transcripts’ of names and naming practices within communities of color reveal their intergenerational resistance to white supremacy.
{"title":"17.3 Full Issue","authors":"Taboo Journal","doi":"10.31390/taboo.17.3.11","DOIUrl":"https://doi.org/10.31390/taboo.17.3.11","url":null,"abstract":"By the time children enter school, they know how to spell their names and are accustomed to their family’s and community’s pronunciation of their names; those names are generally the first aspect of their identity we educators recognize when they enter our classrooms. As the nation’s classrooms become more diverse, there is an urgent need for educators at all levels to enact multicultural and culturally responsive teaching to bridge theory and praxis as central in developing critical race theory’s commitment to social justice. My work builds on Pérez Huber and Solórzano’s (2015) racial microaggressions model by analyzing historical and current naming artifacts that challenge the mispronouncing, Anglicizing, and (re)naming of students of color. I describe pedagogical tools that educators can employ to foster the development of critical consciousness about the importance of students’ names and their connection to their identities. Finally, the ‘hidden transcripts’ of names and naming practices within communities of color reveal their intergenerational resistance to white supremacy.","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115696501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Subscription Information","authors":"Taboo Journal","doi":"10.31390/taboo.17.3.10","DOIUrl":"https://doi.org/10.31390/taboo.17.3.10","url":null,"abstract":"","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122719075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Greetings readers of Taboo. We have had a busy year of special issues, backlogged articles, and re-organization as we settle in as Co-Editors in Chief at Taboo. We are excited to bring a regular issue with five distinct and unique pieces. There is not necessarily an intentional connection between the articles, but is as common at Taboo we have accepted unique pieces that take us, as readers, on a journey of interesting and thought-provoking proportions ranging from names, to Mad Men, representations of homosexuality in television, foreign language education, and memory with Black feminist art. Instead of summarizing each piece in a sentence or two we have decided to incorporate the abstracts of all the pieces right into our editorial introduction so that you can read a little about each piece before delving into the individual articles.
{"title":"Introduction: Issue 17.3","authors":"Kenneth Varner, D. Carlson","doi":"10.31390/TABOO.17.3.03","DOIUrl":"https://doi.org/10.31390/TABOO.17.3.03","url":null,"abstract":"Greetings readers of Taboo. We have had a busy year of special issues, backlogged articles, and re-organization as we settle in as Co-Editors in Chief at Taboo. We are excited to bring a regular issue with five distinct and unique pieces. There is not necessarily an intentional connection between the articles, but is as common at Taboo we have accepted unique pieces that take us, as readers, on a journey of interesting and thought-provoking proportions ranging from names, to Mad Men, representations of homosexuality in television, foreign language education, and memory with Black feminist art. Instead of summarizing each piece in a sentence or two we have decided to incorporate the abstracts of all the pieces right into our editorial introduction so that you can read a little about each piece before delving into the individual articles.","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127957192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The United States has experienced increasing social and political acceptance of LGBTQ culture. This increasing acceptance has been accompanied by increased representations of LGBTQ in popular culture, particularly television, and, in the case of this work, fictional narratives. While there are certainly representations that are worthy of the term “trailblazing” in their treatment of LGBTQ relationships, many seem to be included in plotlines for shock value. This article discusses and explores three questions: First, what impact might media representations have on heteronormative understandings of LGBTQ culture? Second, does acceptance of LGBTQ culture follow any sort of historical trajectory that is similarly evident in other examples such as with changes in the representation of race over the history of television? And third, how might the representations reviewed in this article affect the struggle for LGBTQ rights?
{"title":"Cloned This Way: Emphatic Dissonance and Mixed Messages in the Representations of Non-Heterosexual Sex Acts in Three Television Series","authors":"Vincent W. Youngbauer, Joseph Jones","doi":"10.31390/TABOO.17.3.06","DOIUrl":"https://doi.org/10.31390/TABOO.17.3.06","url":null,"abstract":"The United States has experienced increasing social and political acceptance of LGBTQ culture. This increasing acceptance has been accompanied by increased representations of LGBTQ in popular culture, particularly television, and, in the case of this work, fictional narratives. While there are certainly representations that are worthy of the term “trailblazing” in their treatment of LGBTQ relationships, many seem to be included in plotlines for shock value. This article discusses and explores three questions: First, what impact might media representations have on heteronormative understandings of LGBTQ culture? Second, does acceptance of LGBTQ culture follow any sort of historical trajectory that is similarly evident in other examples such as with changes in the representation of race over the history of television? And third, how might the representations reviewed in this article affect the struggle for LGBTQ rights?","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114796130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, a white female tenured professor and an African American female graduate student reflect on their personal, post-election experiences with students enrolled in an undergraduate diversity course for preservice teachers at a predominantly white institution in the Deep South. Centered on a singular politically-driven and racialized interaction, we organize our reflections as a narrative collage. For our purposes here, we drew on our own writing and recollections as well as the voices of our students and our colleagues. We have explored what this interaction, and the ramifications thereof, mean for our ongoing work as teacher educators.
{"title":"Reflections on Anger, Sadness, Fear, and Privilege in the Wake of the Election: An Narrative Collage","authors":"Carey E. Andrzejewski, Rashida E. Askia","doi":"10.31390/TABOO.17.2.07","DOIUrl":"https://doi.org/10.31390/TABOO.17.2.07","url":null,"abstract":"In this article, a white female tenured professor and an African American female graduate student reflect on their personal, post-election experiences with students enrolled in an undergraduate diversity course for preservice teachers at a predominantly white institution in the Deep South. Centered on a singular politically-driven and racialized interaction, we organize our reflections as a narrative collage. For our purposes here, we drew on our own writing and recollections as well as the voices of our students and our colleagues. We have explored what this interaction, and the ramifications thereof, mean for our ongoing work as teacher educators.","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123091317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Trump Special Issue Table of Contents","authors":"Taboo Journal","doi":"10.31390/taboo.17.2.02","DOIUrl":"https://doi.org/10.31390/taboo.17.2.02","url":null,"abstract":"","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"161 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128141335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article underscores the urgency of protecting the most vulnerable citizens in the United States during the time of political distress brought forth by the Trump administration. More specifically, in this piece we draw attention to social factors affecting the nation’s immigrants and their children. We ask readers to consider immigrants’ struggles and think about our society, its citizens, and the meaning of citizenry, broadly, while at the same time acknowledging immigrants’ numerous contributions. We point to schools, which often carry core values of our communities, and stress the need for support and assistance for those who often find themselves on the front lines in this climate of distress and anxiety: the nation’s educators. Further, as we discuss the struggles enabled by the political discourse of hatred and intolerance, we attempt to unpack the current xenophobic climate as well as highlight the devastating impact of xenophobia, particularly on the nation’s schools and its children, who habitually find themselves under siege due to their heritage and/or citizenship status.
{"title":"The Politics of Despair Enabled by Dysconscious Xenophobiaism: A Call to Action on Behalf of Immigrants and Their Children","authors":"Irina S. Okhremtchouk, Adam T. Clark","doi":"10.31390/TABOO.17.2.10","DOIUrl":"https://doi.org/10.31390/TABOO.17.2.10","url":null,"abstract":"This article underscores the urgency of protecting the most vulnerable citizens in the United States during the time of political distress brought forth by the Trump administration. More specifically, in this piece we draw attention to social factors affecting the nation’s immigrants and their children. We ask readers to consider immigrants’ struggles and think about our society, its citizens, and the meaning of citizenry, broadly, while at the same time acknowledging immigrants’ numerous contributions. We point to schools, which often carry core values of our communities, and stress the need for support and assistance for those who often find themselves on the front lines in this climate of distress and anxiety: the nation’s educators. Further, as we discuss the struggles enabled by the political discourse of hatred and intolerance, we attempt to unpack the current xenophobic climate as well as highlight the devastating impact of xenophobia, particularly on the nation’s schools and its children, who habitually find themselves under siege due to their heritage and/or citizenship status.","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121731310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Trump Issue Frontmatter","authors":"Taboo Journal","doi":"10.31390/TABOO.17.2.01","DOIUrl":"https://doi.org/10.31390/TABOO.17.2.01","url":null,"abstract":"","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129618611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of our article addresses two concerns of the special issue: taken for granted assumptions in the academy and complicating the way in which we have contented ourselves with anger at the expense of thoughtful engagement. Our essay explores the influence of Twitter on public dissent. We analyze the YouTube videos posted about the April 17th Free Speech rally as a text that demonstrates how the conventions of Twitter both shape how people publicly participate in and “report” dissent. Based on our analysis, we argue that the mapping of Twitter conventions onto both public dissent and citizen reporting turns the ACLU mantra of “‘combat[ing] hate speech with more speech’” on its head. So, while we agree that political expression and dissent are necessary to democracy, this kind of expression and dissent cultivates political resentment that undermines the foundations of democracy. We conclude with scholars’ responsibility to address this situation by cultivating both the right and responsibility of expression by balancing tolerance with respect and speaking and listening.
{"title":"Trolling Free Speech Rallies: Social Media Practices and the (Un)Democratic Spectacle of Dissent","authors":"Jennifer J. Asenas, Brittany Hubble","doi":"10.31390/TABOO.17.2.06","DOIUrl":"https://doi.org/10.31390/TABOO.17.2.06","url":null,"abstract":"The purpose of our article addresses two concerns of the special issue: taken for granted assumptions in the academy and complicating the way in which we have contented ourselves with anger at the expense of thoughtful engagement. Our essay explores the influence of Twitter on public dissent. We analyze the YouTube videos posted about the April 17th Free Speech rally as a text that demonstrates how the conventions of Twitter both shape how people publicly participate in and “report” dissent. Based on our analysis, we argue that the mapping of Twitter conventions onto both public dissent and citizen reporting turns the ACLU mantra of “‘combat[ing] hate speech with more speech’” on its head. So, while we agree that political expression and dissent are necessary to democracy, this kind of expression and dissent cultivates political resentment that undermines the foundations of democracy. We conclude with scholars’ responsibility to address this situation by cultivating both the right and responsibility of expression by balancing tolerance with respect and speaking and listening.","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132016534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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