{"title":"Taboo Journal Guidelines","authors":"Taboo Journal","doi":"10.31390/TABOO.17.2.11","DOIUrl":"https://doi.org/10.31390/TABOO.17.2.11","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":"128242031","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 2016 U.S. presidential campaign and first year of the Trump presidency have defied conventional politics in multiple ways. Among the many shocking deviations from modern political normalcy has been Donald Trump’s appeal to a sizeable minority of the American electorate, especially in rural and post-indus-trial areas, to hitch their hopes for American greatness on stressing racial, class, religious, ethnic, and gender differences among citizens and pitting the interests of immigrants and foreign powers against those of a genuine (white) America. At this moment, it seems crucial to strategize ways to mend America’s shredded social fabric. “Feminist Tweets to Trump” offers models for pursuing that goal from an unexpected source: feminist theory and activism. There are few social movements or theoretical perspectives besides feminism that can offer so many robust examples of paradigms, frameworks, and mechanisms for conceptualizing and actualizing connections among groups and for seeking common purpose, both despite and through substantial differences in identities, experiences, and social locations. Feminist connection strategies include: (1) challenging rigid binary thinking about sexuality and gender difference; (2) recognizing how racial divides map onto hierarchies of power and status and undermining both through non-oppositional identity politics, intersectionality, and mestiza consciousness; and (3) finding commonality across nations and geographical regions by exposing shared structural relations and the invisible political histories that link people who otherwise share few life experiences, practices, identities, or cultural values.
{"title":"Feminist Tweets to Trump: How to Find Commonality in Diversity","authors":"Sally L. Kitch","doi":"10.31390/TABOO.17.2.05","DOIUrl":"https://doi.org/10.31390/TABOO.17.2.05","url":null,"abstract":"The 2016 U.S. presidential campaign and first year of the Trump presidency have defied conventional politics in multiple ways. Among the many shocking deviations from modern political normalcy has been Donald Trump’s appeal to a sizeable minority of the American electorate, especially in rural and post-indus-trial areas, to hitch their hopes for American greatness on stressing racial, class, religious, ethnic, and gender differences among citizens and pitting the interests of immigrants and foreign powers against those of a genuine (white) America. At this moment, it seems crucial to strategize ways to mend America’s shredded social fabric. “Feminist Tweets to Trump” offers models for pursuing that goal from an unexpected source: feminist theory and activism. There are few social movements or theoretical perspectives besides feminism that can offer so many robust examples of paradigms, frameworks, and mechanisms for conceptualizing and actualizing connections among groups and for seeking common purpose, both despite and through substantial differences in identities, experiences, and social locations. Feminist connection strategies include: (1) challenging rigid binary thinking about sexuality and gender difference; (2) recognizing how racial divides map onto hierarchies of power and status and undermining both through non-oppositional identity politics, intersectionality, and mestiza consciousness; and (3) finding commonality across nations and geographical regions by exposing shared structural relations and the invisible political histories that link people who otherwise share few life experiences, practices, identities, or cultural values.","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"67 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":"130028909","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":"Editorial Introduction: Trump Special Issue","authors":"D. Carlson, Kenneth J. Fasching-Varner","doi":"10.31390/TABOO.17.2.03","DOIUrl":"https://doi.org/10.31390/TABOO.17.2.03","url":null,"abstract":"","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"48 3-4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132286058","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 election of Donald Trump as President of the United States has changed a great deal in the United States; teacher education is no different. The aim of this exploratory study was to gauge pre-service teachers’ confidence in relation to factors associated with their chosen profession in the midst of the changing political climate. Teacher candidates (n=98) at a mid-western land-grant institution completed a survey about their past, present, and future perceptions and confidence related to the role of government in education, physical and socialemotional safety in schools, and public perceptions of the role of educators. One major theme that emerged from the results was that pre-service teachers reported a decrease in confidence about the role of the government in education under the current presidential administration. Also, despite their chosen field of study, these pre-service teachers expressed concerns about a lack of respect and support for the teaching profession and the physical safety and emotional well-being of students in schools. These findings have implications for teacher preparation in the present and for the future.
{"title":"Changing U.S. Political Climate Influence on the Professional Outlook of Prospective Teachers","authors":"P. Hales, Nicole A. Graves, T. Durr, M. Browne","doi":"10.31390/TABOO.17.2.09","DOIUrl":"https://doi.org/10.31390/TABOO.17.2.09","url":null,"abstract":"The election of Donald Trump as President of the United States has changed a great deal in the United States; teacher education is no different. The aim of this exploratory study was to gauge pre-service teachers’ confidence in relation to factors associated with their chosen profession in the midst of the changing political climate. Teacher candidates (n=98) at a mid-western land-grant institution completed a survey about their past, present, and future perceptions and confidence related to the role of government in education, physical and socialemotional safety in schools, and public perceptions of the role of educators. One major theme that emerged from the results was that pre-service teachers reported a decrease in confidence about the role of the government in education under the current presidential administration. Also, despite their chosen field of study, these pre-service teachers expressed concerns about a lack of respect and support for the teaching profession and the physical safety and emotional well-being of students in schools. These findings have implications for teacher preparation in the present and for the future.","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"97 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":"125106402","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}
We write this open letter in a historical moment in which President Trump has at once been described as “making America great” and “making America weak.” In this letter, we take up the position that Trump’s rise to power offers visible evidence of settler colonialism, white supremacy, and the permanence of racism. Drawing upon critical race theory and postcritical ethnography, we highlight how this radical new ‘normal’ is one that requires us, as qualitative researchers, to think carefully about our work, our practices, and the ways we navigate and come to know in the world. Specifically, we discuss how we might represent in our work structural violence that defies explanation. We thus invite readers to engage in the production of narratives that disrupt and resist seducing readers into substituting participation with consumption.
{"title":"We’ve Been Here Before: An Open Letter to Defy, Resist, and Build","authors":"J. Lester, A. Anders, N. Mariner","doi":"10.31390/TABOO.17.2.08","DOIUrl":"https://doi.org/10.31390/TABOO.17.2.08","url":null,"abstract":"We write this open letter in a historical moment in which President Trump has at once been described as “making America great” and “making America weak.” In this letter, we take up the position that Trump’s rise to power offers visible evidence of settler colonialism, white supremacy, and the permanence of racism. Drawing upon critical race theory and postcritical ethnography, we highlight how this radical new ‘normal’ is one that requires us, as qualitative researchers, to think carefully about our work, our practices, and the ways we navigate and come to know in the world. Specifically, we discuss how we might represent in our work structural violence that defies explanation. We thus invite readers to engage in the production of narratives that disrupt and resist seducing readers into substituting participation with consumption.","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"9 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":"122305304","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}
As an American citizen, I am astounded and worried that others who live in the United States will suffer because of what appears as hatefulness towards diversity. I am concerned about harsh decisions made towards immigrants, minorities, children, women, the poor, and others. With a nation as wealthy and successful as the United States, there is no reason for people to be in want and suffering. Equity and education should be among the highest priorities in this Land of the Free. During the 2016 election period, I had to take a moment to release my wandering thoughts to help ease my worries by writing a poem. I chose the format of the “What if?” poem (Rich, 2003) because of the opportunities it holds for questioning and presenting both negative and positive possibilities. By questioning “what if,” the writer is able to embed both issues of loss and social action while presenting obstacles and fears alongside visions of change and possibility. Influential American poet Adrienne Rich (2003) explained and encouraged the use of poetry to help us morn, but also remain vocal about public and cultural issues so that inequity and inhumanity cannot become “normalized and acceptable” (p. 235). In my teaching, I have used the “What if?” format with all ages of writers because of the uncomplicated opportunity it offers to express fears, wonder, and creativity. Continually asking “What if ” gives the poem unifying repetition in a rhymed or unrhymed pattern and allows for organization and strength of writing and topic. Past students’ poems have questioned “what if Goldilocks had brown skin” to explore whether the three bears might have called the police on their intruder under different circumstances and “what if everyone was the same” to highlight a friends’ cultural differences. Over a year has passed since the 2016 election, and if I wrote the poem today, Erin M. Casey Taboo, Spring 2018
{"title":"What If We Could Make America Great Again?","authors":"Erin Casey","doi":"10.31390/TABOO.17.2.04","DOIUrl":"https://doi.org/10.31390/TABOO.17.2.04","url":null,"abstract":"As an American citizen, I am astounded and worried that others who live in the United States will suffer because of what appears as hatefulness towards diversity. I am concerned about harsh decisions made towards immigrants, minorities, children, women, the poor, and others. With a nation as wealthy and successful as the United States, there is no reason for people to be in want and suffering. Equity and education should be among the highest priorities in this Land of the Free. During the 2016 election period, I had to take a moment to release my wandering thoughts to help ease my worries by writing a poem. I chose the format of the “What if?” poem (Rich, 2003) because of the opportunities it holds for questioning and presenting both negative and positive possibilities. By questioning “what if,” the writer is able to embed both issues of loss and social action while presenting obstacles and fears alongside visions of change and possibility. Influential American poet Adrienne Rich (2003) explained and encouraged the use of poetry to help us morn, but also remain vocal about public and cultural issues so that inequity and inhumanity cannot become “normalized and acceptable” (p. 235). In my teaching, I have used the “What if?” format with all ages of writers because of the uncomplicated opportunity it offers to express fears, wonder, and creativity. Continually asking “What if ” gives the poem unifying repetition in a rhymed or unrhymed pattern and allows for organization and strength of writing and topic. Past students’ poems have questioned “what if Goldilocks had brown skin” to explore whether the three bears might have called the police on their intruder under different circumstances and “what if everyone was the same” to highlight a friends’ cultural differences. Over a year has passed since the 2016 election, and if I wrote the poem today, Erin M. Casey Taboo, Spring 2018","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"27 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":"130190199","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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