{"title":"Ode to M. Night Shyamalan","authors":"D. Moulton","doi":"10.7202/1096962ar","DOIUrl":"https://doi.org/10.7202/1096962ar","url":null,"abstract":"<jats:p />","PeriodicalId":80590,"journal":{"name":"Atlantis (Montreal, Quebec)","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74272263","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}
Sexual consent education has emerged in recent years as the most popular method of preventing gender-based violence. Yet, the concept of consent used in much contemporary programming problematically oversimplifies sexual exploration and the power dynamics it is imbued with by asserting that consent is as simple as “Yes” or “No.” The messiness of sexual negotiation or the ‘grey areas’ of consent that youth may experience are left unaddressed. By examining the experiences of youth trauma survivors through a trauma-informed lens, the limits to binary consent education become clear. I draw on empirical data from nine open-ended interviews with Canadian youth trauma survivors to demonstrate how a trauma-informed lens may be implemented in consent education. I argue that educators should include understandings of consent which falls outside the Yes/No binary in order to adequately address youth survivors’ vulnerability to sexual (re)victimization. I examine how three of the psychosocial impacts of trauma, dissociation, hypersexuality, and struggles with acquiescence, refuse the binaristic model of consent and should be considered for trauma-informed consent education. While education alone cannot end rape culture, addressing the grey area of consent in consent education may help reduce preventable harm for survivors, as well as youth more broadly.
{"title":"Trauma-informed Consent Education: Understanding the Grey Area of Consent Through the Experiences of Youth Trauma Survivors","authors":"Jessica Wright","doi":"10.7202/1096954ar","DOIUrl":"https://doi.org/10.7202/1096954ar","url":null,"abstract":"Sexual consent education has emerged in recent years as the most popular method of preventing gender-based violence. Yet, the concept of consent used in much contemporary programming problematically oversimplifies sexual exploration and the power dynamics it is imbued with by asserting that consent is as simple as “Yes” or “No.” The messiness of sexual negotiation or the ‘grey areas’ of consent that youth may experience are left unaddressed. By examining the experiences of youth trauma survivors through a trauma-informed lens, the limits to binary consent education become clear. I draw on empirical data from nine open-ended interviews with Canadian youth trauma survivors to demonstrate how a trauma-informed lens may be implemented in consent education. I argue that educators should include understandings of consent which falls outside the Yes/No binary in order to adequately address youth survivors’ vulnerability to sexual (re)victimization. I examine how three of the psychosocial impacts of trauma, dissociation, hypersexuality, and struggles with acquiescence, refuse the binaristic model of consent and should be considered for trauma-informed consent education. While education alone cannot end rape culture, addressing the grey area of consent in consent education may help reduce preventable harm for survivors, as well as youth more broadly.","PeriodicalId":80590,"journal":{"name":"Atlantis (Montreal, Quebec)","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84567536","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}
Leadership positions within post-secondary institutions (PSIs) remain elusive to women generally, and to Black, Indigenous, and other racially minoritized women in particular. In this paper, we argue that pathways to leadership, particularly for non-traditional, non-normative and critical approaches that can come from the differently situated epistemic positioning of Black, Indigenous, and other racially minoritized women, are important as beginning steps towards progressively dismantling standardized Eurocentric, androcentric, and corporatized academic workplace cultures. This type of reform is essential preliminary work in the process toward greater equity and inclusivity in academic institutions. Note then that we are writing of a significant amount of substantive change needed to enact crucial initial reform, in tandem with, and beyond which we should continuously push for more radical transformation (Dryden 2022; Patel 2021). As such, we propose initiatives that universities can take to address some of the common gendered, racialized, and class-related exclusions and inequities evident in academic workplaces. This is in acknowledgement that academic institutions, having demonstrated a predilection for the co-optative and performative, are barely able to reform meaningfully, let alone engage the “transformation” and “decolonization” with which reform is often confused and erroneously conflated. Grounded within institutional research, we detail the commitments required from governing bodies, the changes necessary in academic decision-making spaces, the need for timely and transparent data collection infrastructure, and other institutional changes required to enhance the recruitment, hiring, and retention of Black, Indigenous, and other racially minoritized faculty and academic leaders. Together, these practices constitute preliminary reform necessary to create opportunity for more meaningful practices of inclusion.
{"title":"Increasing Pathways to Leadership for Black, Indigenous, and other Racially Minoritized Women","authors":"Maki Motapanyane, Irene Shankar","doi":"10.7202/1096953ar","DOIUrl":"https://doi.org/10.7202/1096953ar","url":null,"abstract":"Leadership positions within post-secondary institutions (PSIs) remain elusive to women generally, and to Black, Indigenous, and other racially minoritized women in particular. In this paper, we argue that pathways to leadership, particularly for non-traditional, non-normative and critical approaches that can come from the differently situated epistemic positioning of Black, Indigenous, and other racially minoritized women, are important as beginning steps towards progressively dismantling standardized Eurocentric, androcentric, and corporatized academic workplace cultures. This type of reform is essential preliminary work in the process toward greater equity and inclusivity in academic institutions. Note then that we are writing of a significant amount of substantive change needed to enact crucial initial reform, in tandem with, and beyond which we should continuously push for more radical transformation (Dryden 2022; Patel 2021). As such, we propose initiatives that universities can take to address some of the common gendered, racialized, and class-related exclusions and inequities evident in academic workplaces. This is in acknowledgement that academic institutions, having demonstrated a predilection for the co-optative and performative, are barely able to reform meaningfully, let alone engage the “transformation” and “decolonization” with which reform is often confused and erroneously conflated. Grounded within institutional research, we detail the commitments required from governing bodies, the changes necessary in academic decision-making spaces, the need for timely and transparent data collection infrastructure, and other institutional changes required to enhance the recruitment, hiring, and retention of Black, Indigenous, and other racially minoritized faculty and academic leaders. Together, these practices constitute preliminary reform necessary to create opportunity for more meaningful practices of inclusion.","PeriodicalId":80590,"journal":{"name":"Atlantis (Montreal, Quebec)","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85875458","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":"My body of dissidence","authors":"R. Hoskin","doi":"10.7202/1096963ar","DOIUrl":"https://doi.org/10.7202/1096963ar","url":null,"abstract":"<jats:p />","PeriodicalId":80590,"journal":{"name":"Atlantis (Montreal, Quebec)","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90859553","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":"The Sheets of Our Youth / My body of dissidence","authors":"S. Bussey, R. Hoskin","doi":"10.7202/1096961ar","DOIUrl":"https://doi.org/10.7202/1096961ar","url":null,"abstract":"<jats:p />","PeriodicalId":80590,"journal":{"name":"Atlantis (Montreal, Quebec)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90039102","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 paper, we discuss a qualitative data set that was gathered as part of a survey aiming to document access to menstrual supplies on campus and impacts on students. This research emerged in response to the growing interest in menstrual equity on campus, as well as literature examining student experiences of menstruation in the Global North. Through a thematic analysis, three main themes emerged: menstruation happens on campus, menstruation is managed on campus, and finally, the “solution” to the “problem.” Woven throughout the paper are notes on changes on the campus where the study took place and as the research unfolded—including the installation of barrier-free dispensers. In closing, we offer a postscript on the challenge of simple fixes—such as swapping out dispensers—in relation to addressing supports needed for menstruators. We found that menstruation is a burden that is experienced differentially by students, and outcomes and impacts cannot easily be confined to expected campus spaces, such as toilets. To this end, there is no easy fix, and we should not lose sight of the deeper and ongoing work ahead within post-secondary settings and beyond.
{"title":"Bloody Burdens: Post-secondary Students and Menstruation on Campus","authors":"L. Smith, Rim Gacimi","doi":"10.7202/1096955ar","DOIUrl":"https://doi.org/10.7202/1096955ar","url":null,"abstract":"In this paper, we discuss a qualitative data set that was gathered as part of a survey aiming to document access to menstrual supplies on campus and impacts on students. This research emerged in response to the growing interest in menstrual equity on campus, as well as literature examining student experiences of menstruation in the Global North. Through a thematic analysis, three main themes emerged: menstruation happens on campus, menstruation is managed on campus, and finally, the “solution” to the “problem.” Woven throughout the paper are notes on changes on the campus where the study took place and as the research unfolded—including the installation of barrier-free dispensers. In closing, we offer a postscript on the challenge of simple fixes—such as swapping out dispensers—in relation to addressing supports needed for menstruators. We found that menstruation is a burden that is experienced differentially by students, and outcomes and impacts cannot easily be confined to expected campus spaces, such as toilets. To this end, there is no easy fix, and we should not lose sight of the deeper and ongoing work ahead within post-secondary settings and beyond.","PeriodicalId":80590,"journal":{"name":"Atlantis (Montreal, Quebec)","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91011510","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 recent years, feminist pedagogy has been advanced as a strategy for disrupting the neoliberal corporatization of the university classroom. In this paper, we both recognize and trouble this disruptive potential, examining how the working conditions faced by adjunct instructors affect our ability to put our commitments to feminist pedagogy into practice. Based on our own experiences as sessional instructors, we argue that conditions such as heavy workloads, alongside limited access to institutional resources and community, contribute to faculty burn-out and hinder our ability to build and maintain feminist student-instructor relationships. Drawing on existing scholarship on feminist pedagogy, and emerging work exploring the challenges of teaching within the neoliberal university, we argue for the need to extend and complicate dominant understandings of feminist pedagogy as a series of values and practices that individual instructors can implement, and to recognize how its enactment is limited by the adjunctification of higher education. This paper pertains to instructors, particularly those in feminist departments, seeking to apply feminist pedagogy across the university.
{"title":"Feminist Pedagogy in the Neoliberal University: The Limits of Precarious Labour","authors":"Jacqueline Potvin, Kim Dority","doi":"10.7202/1096957ar","DOIUrl":"https://doi.org/10.7202/1096957ar","url":null,"abstract":"In recent years, feminist pedagogy has been advanced as a strategy for disrupting the neoliberal corporatization of the university classroom. In this paper, we both recognize and trouble this disruptive potential, examining how the working conditions faced by adjunct instructors affect our ability to put our commitments to feminist pedagogy into practice. Based on our own experiences as sessional instructors, we argue that conditions such as heavy workloads, alongside limited access to institutional resources and community, contribute to faculty burn-out and hinder our ability to build and maintain feminist student-instructor relationships. Drawing on existing scholarship on feminist pedagogy, and emerging work exploring the challenges of teaching within the neoliberal university, we argue for the need to extend and complicate dominant understandings of feminist pedagogy as a series of values and practices that individual instructors can implement, and to recognize how its enactment is limited by the adjunctification of higher education. This paper pertains to instructors, particularly those in feminist departments, seeking to apply feminist pedagogy across the university.","PeriodicalId":80590,"journal":{"name":"Atlantis (Montreal, Quebec)","volume":"94 8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83520174","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 offers an account of obstetric violence in abortion procedures within the Mexican health-care system. Through autoethnography, the author narrates and analyzes personal experience to identify the social and political implications, as well as the intersections of gender and class present in state-funded abortion care. The importance of the topic stems from the emergence and strengthening of the feminist struggle to conquer reproductive rights both in Mexico and in other countries throughout Latin America. As a result of the autoethnographic writing, the article discusses the tension where decriminalization of abortion—an important goal for the feminist movement—doesn’t ensure that women can undergo this procedure in conditions free of violence, since abortion stigma might still prevail.
{"title":"\"I wish my mom was here.\" An Autoethnographic Account of Obstetric Violence in Mexican Healthcare Services","authors":"Estefanía Díaz","doi":"10.7202/1096956ar","DOIUrl":"https://doi.org/10.7202/1096956ar","url":null,"abstract":"This article offers an account of obstetric violence in abortion procedures within the Mexican health-care system. Through autoethnography, the author narrates and analyzes personal experience to identify the social and political implications, as well as the intersections of gender and class present in state-funded abortion care. The importance of the topic stems from the emergence and strengthening of the feminist struggle to conquer reproductive rights both in Mexico and in other countries throughout Latin America. As a result of the autoethnographic writing, the article discusses the tension where decriminalization of abortion—an important goal for the feminist movement—doesn’t ensure that women can undergo this procedure in conditions free of violence, since abortion stigma might still prevail.","PeriodicalId":80590,"journal":{"name":"Atlantis (Montreal, Quebec)","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83307367","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":"Mis/classification: Identity-based Inequities in the Canadian and Global Post-secondary Context","authors":"KelleyAnne Malinen","doi":"10.7202/1096952ar","DOIUrl":"https://doi.org/10.7202/1096952ar","url":null,"abstract":"<jats:p />","PeriodicalId":80590,"journal":{"name":"Atlantis (Montreal, Quebec)","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77813268","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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