Bi, Butch, and Bar Dyke: Pedagogical Performances of Class, Gender, and Sexuality
By: Gibson, Marinara, and Meem
After reading the first section of the article titled Bi: Playing with fixed identities, I had mixed emotions. I enjoyed her anecdotes, especially the Tinker Bell reference. I was suprised her composition class was unwilling to read Rich’s “When We Dead Awaken: Writing as Re-vision.” However, maybe I was distracted reading this section, but I kept waiting for this discussion, albeit an important one, to turn towards writing. I may have missed the part where she discusses voice and finding yourself in your writing, but I felt like this section was a bit wordy, a bit opinionated, and a bit overwhelming. I tried to understand her points, but I kept getting lost in my own question of “Where is this going?”.
I enjoyed the second section more. I found the author’s anecdote about her male colleague who called her “bossy” very interesting. I originally read it as an annoyed colleague and less as a sexuality issue. I did not view him as challenging her the only way he knew how; however, I see that now. The author discusses the difference between butch and femme identities, stating that butch is considered higher class than femme. This section left me wondering though. She discusses that because of her open “butchness” that she receives a certain attention, such as students coming out to her or asking for advice, colleagues wanting to engage in debates about gender and sexuality, and being asked to participate on different panels. I couldn’t decide how she felt about this. As I read it, I felt like she was offended that her butchness brought this out in the people in her life. However, at the same time, she declares that she is going to continue to “own” who she is.
I also enjoyed the following section titled Bar Dyke. I felt that this section was the easiest to understand. After reading excerpts from the author’s dossier, I was shocked and horrified at the University’s response. I was upset to read that the university wanted her to conform more to identifying with the scholars and her colleagues, more so than her students. I also found it interesting that Dr. Gatekeeper told her that basically it didn’t matter if she changed it or not, she was still highly perceived. Why bother addressing it at all then, especially when it was pure academic discomfort on their part rather than something she did wrong? I think this speaks to the power struggle we discussed in earlier classes and how that goes hand in hand with people's comfort levels.
Looking Back as We Look Forward: Historicizing Writing Assessment
By Kathleen Blake Yancey
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