Education – Page 4 – Feminism and Religion

Gaining Perspective by Natalie Weaver

I don’t know if I could be a deep-sea welder. I don’t know what the risks of lethal electrocution, broken limbs, or the bends would be. I suspect it can be a dangerous occupation, like operating heavy equipment on good old dry land or fishing for crab or even collecting garbage from the neighbors’ driveways. So too is this the case with window washing, paving, disposing of medical waste, brick making, driving a giant tanker truck, and more. There are aspects of the world I know I take for granted, but the moment I stop to consider what those aspects might be, I am humbled and reminded of the privilege it is to philosophize and ponder the functions of religion in the shaping and making of society.

I have a newfound, barely there insight, both on my privilege and my need to be wiser, derived from the use of (hold your breath) a yardstick. In what is either a desperate gambit for meaning or the fulfillment of a dream long deferred, I returned to school to take some art classes this fall. I have my own homework, assignments, a syllabus, and, gasp, grades to worry about for the first time since 2003. As I drove in the dark and rain for almost an hour this morning at 6:00 am, to a parking lot that sits a solid half hour away from the bus I need to take, which deposits me a fifteen minute walk from the building where I study, in order to make a 7:45 am start time, I wondered briefly what I was doing and why. But, as soon as I took out my yardstick to measure and represent objects in perspective, I remembered why I undertook such an errand. Continue reading “Gaining Perspective by Natalie Weaver”

What Could ‘Masculinity’ Mean in 2017? by Meghana Bahar

PART II of II – see PART I here.

Last year, the leader of the (un)Free World was elected by ‘right choice’, much to the collective dismay of liberal leftists, a huge proportion of people of colour, progressive educationists, environmental conservationists, human rights defenders, religious reformists, and a large fragment of the developing world in the south of the globe. Today, Donald Trump has brought the world to the brink of World War III. Amidst accusations of undeclared tax returns and unabashed grabbing of female genitalia, the term ‘toxic masculinity’ is thrown about in a variety of media platforms. Many critiques lament how “inflammatory” the term is, one that is not quite “hopeful” for men, whilst the criticisms by media oligarchs reflect a hatred towards femininity.

Entitlement, sexism and narcissism can no longer be virtues of a millennial masculinity – we have lost so much already to corporate greed, warlords and racist bigots. Traditional, armorial masculinity is breaking our homes and our planet. At the ecological scale, the lungs of the earth mother are clogged. Wisdom-keepers decry the daily rape and plunder of their lands. The planet’s heart valves bleed toxins that can no longer sustain flora, fauna, fungi. Continue reading “What Could ‘Masculinity’ Mean in 2017? by Meghana Bahar”

What Could ‘Masculinity’ Mean in 2017? by Meghana Bahar

There have been so many times
I have seen a man wanting to weep
but instead,
Beat his heart until it was unconscious.

— ‘Masculine’, Nayyirah Waheed

PART I of II

There have been many times when I have wondered whether the world has reached a peak in a broken kind of masculinity.

The notion that there is only one kind of masculinity deserving pedestalisation, or even just one kind of masculinity, has long been discarded in the enclaves I have access to as a grassroots activist and scholar. These are not secret societies that are password-protected. They are protected, of course, by communities that uphold principles of freedom, dignity, equality and justice. But anyone is welcome.

It remains to be seen whether everyone will come.

Six years ago, news broke out that sixty-six teenaged boys had been sent to a government-authorised “anti-gay” boot camp in the state of Terengganu, a rather conservative Islamic province in eastern Malaysia. Their offence? They were considered ‘effeminate’ by their custodian-teachers. The boys were sent to a week-long counselling camp to ‘correct’ their behaviour. Continue reading “What Could ‘Masculinity’ Mean in 2017? by Meghana Bahar”

Remembering Sor Juana Inés de la Cruz’s Life and Legacy: Champion of Universal, and Non-Human Rights November 12, 1648/51 – April 17, 1695 by Theresa A. Yugar

She studies, and disputes, and teaches,
and thus she serves her Faith;
for how could God, who gave her reason, want her ignorant?

—Sor Juana Inés de la Cruz, Villancico, or, “Carol”, in celebration of St. Catherine of Alexandria (1692)

The reason for this blog, and for writing it on this day, is to celebrate and remember the life and legacy of Sor Juana Inés de la Cruz.

In 1994, I was exposed, by chance, to the life and writings of 17th century Novohispana feminist Sor Juana Inés de la Cruz. I am the product of twelve years of Catholic education, eight years of which were in an all-women setting. Again, by chance, I learned about Sor Juana in a liberation theology class while studying feminist theology at Harvard Divinity School. In this class, I learned about Sor Juana’s bold advocacy of the right of women to be educated. This spurred me to learn more about this Catholic Latina theologian whom I would later discover was the last great author of El Siglo de Oro (Spain’s Golden Age), recognized in her era as an esteemed poet, mathematician, astronomer, and more. This was the beginning of my life-long passion to reclaim the legacy of Sor Juana and her-story within the Christian, non-Christian Western tradition, and in Spanish and Mexican history. Continue reading “Remembering Sor Juana Inés de la Cruz’s Life and Legacy: Champion of Universal, and Non-Human Rights November 12, 1648/51 – April 17, 1695 by Theresa A. Yugar”

Coeducation and the Virtue Gap by Race MoChridhe

Race MoChridhe Late last year, Nancy Weiss Malkiel described how coeducation triumphed in the universities not out of a desire to include female students, but out of a desire to appeal to the changing tastes and expectations of male ones. Coming from such unpromising beginnings, she wrote, we should not be surprised that coeducation has done so little to address the systemic obstacles women face across the broader society. In its broad lineaments, Dr. Malkiel’s conclusion that “coeducation … has not succeeded … in accomplishing real equality for young women in colleges and universities,” can hardly be disputed

If I look only at the specifically academic issues that trouble Dr. Malkiel, however, I feel compelled to dispute what seems an implicit suggestion that male students’ choices are a standard which women should seek to emulate. She expresses concern that more women do not enter STEM fields, and sees this as an example of the way in which “Coeducation did not resolve the perplexingly gendered behaviours and aspirations of female students.” Thus, with one pernicious adverb, she manages to criticize women’s aspirations simply for being different from the aspirations of men, before lamenting that “Women also make gendered choices about extracurricular pursuits” in that “they typically undersell themselves, choosing to focus on the arts and community service, while declining to put themselves forward for major leadership positions in mainstream campus activities.” I certainly wish to see such positions open to women who want them, but I find it hard to be disappointed that Dorothy Day decided to focus on community service instead of putting herself forward for a “major leadership position,” or that Virginia Woolf “undersold” herself in the arts instead of participating in more “mainstream” activities. Continue reading “Coeducation and the Virtue Gap by Race MoChridhe”

Contemplative Education: A Pedagogical Approach of Compassion by Elisabeth Schilling

green path Even though I encountered wisdom literature when specializing in Hinduism during my Religious Studies doctoral program, through reading the works of Christian female mystics and the liberation theologies of feminist spiritual guides, it took a book I never encountered in my academic studies to give me a spiritual foundation that feels complete after my departure from Christianity: Eckhart Tolle’s The Power of Now. It led me to the place where I am now, practicing mindfulness, being aware of the ego, and attempting to live in the present. Now I can return to wisdom literature with a lens that helps it make sense. Although I did not know it when I began utilizing these ideas in the classroom, there is an entire pedagogy based on them.

Contemplative education is based on the observation that the world is in need of healing and the majority of people have not encountered helpful ways to deal with their suffering. Why not use the classroom for healing and to create healers? Contemplative education has five goals or elements: 1. deep, or critical, thinking, 2. constructive communication, 3. awareness of the global impact of our behaviors, 4. personal development/well-being, and 5. a non-sectarian admiration for and inclusion of wisdom literature and traditions. This last element is what really distinguishes this pedagogy from others. And I see how it shares a great deal with feminist practices as well, especially as feminist pedagogy honors experiential knowledge, self-reflection, and activism. Continue reading “Contemplative Education: A Pedagogical Approach of Compassion by Elisabeth Schilling”

A Letter to Those I’ve Lost by John Erickson

Out of all of these things, the one thing that has kept coming to my mind is G-d. What is he (or she) thinking? I feel like I’m back in one of my Old Testament classes discussing the harsh and cruel G-d that thrust so many horrible things onto their believers. Maybe, the worst part about the election isn’t Donald Trump, but it is the realization that G-d may be dead after all.

Dear [Insert Name Here],

Something died on November 8, 2016, and I do not think I’ll ever be able to get it back. I sat there, walking back to my house, in disbelief and utter shock and scared about the next 4 years of my life.

For weeks leading up to the election, I had found myself praying in the copy room at my work almost daily. I would sit there, silent and alone, having just read some misleading article or alt-right post from a family member that called Hillary Clinton the devil, and wonder: when did everything go so off the rails?

Although we’ll spend years trying to figure the answer to my above question out, for me, it is a question I have been asking myself ever since election night and specifically knowing how certain members of my family would, and ultimately did, vote. Continue reading “A Letter to Those I’ve Lost by John Erickson”

Intellectual Circles, Authenticity, Legibility, and Working Class Roots by Chris Ash

In my other writing for Feminism and Religion, I’ve discussed how a key focus of my spiritual path involves dancing within the tension of opposites, finding ways to move mindfully and freely inside the orbit of sacred circularities in which every curve leads into and out of its inverse, with infinite shades in between. Two areas of my life in which this tension has informed my lived experience are socioeconomic class and education. I’m only two generations away from factory workers and electricians, and three generations removed from a long line of poor farmers. Both of my grandparents on my mom’s side – with whom I lived as a child and whose influence on my life is felt every day – dropped out of school to work on their families’ farms.

And yet I was the little nerd in the gifted program, in two grades at once, through most of my childhood, even as my parents worked multiple jobs to make ends meet. By the time I left for college, I’d worked hard to rid myself of my Southern accent, not wanting to be flagged as uneducated or backwoods.

Whatever the markers for “poor” or working class in any given region – accent or dress or dialect – they frequently are coded as less intelligent. The impacts of these assumptions are felt early, as children from low-income or minority families are often overlooked for and underrepresented in gifted education programs, and the impacts are later reflected in graduation rates and college attendance statistics by demographic. Even as colleges work to provide opportunities for lower-income kids to attend, the dialogue typically focuses on how access to a specific, Western model of education can raise up underprivileged kids, and not on how getting smart kids from a diversity of backgrounds into the university system can expand the very boundaries of how a field understands itself and the framework within which it conducts its research. Continue reading “Intellectual Circles, Authenticity, Legibility, and Working Class Roots by Chris Ash”

The End is Nigh by John Erickson

How will the world end? No, it isn’t Lucifer himself coming from hell to bring in the end times, it is someone far worse, and his name is Donald Trump.

John Erickson, sports, coming out. When I was a little boy I was terrified that I would live to experience the end of the world. Whether it was by an asteroid, Y2K, or a zombie plague, I would make myself sick by picturing these horrible things that could befall me and my family. Although I was a precocious child, the crippling fear that would lurch its way up my stomach and into my head would sometimes make it impossible to sleep at night. While I like to think I grew out of that phase, I now sit here feeling that way again. I’m crippled with fear that the end of the world is at hand and there may be nothing we can do to stop it. How will the world end? No, it isn’t Lucifer himself coming from hell to bring in the end times, it is someone far worse, and his name is Donald Trump.

By the time you’re reading this post, the first Presidential debate between Hillary Clinton and Donald Trump will have occurred and, no matter where you look, the aftermath will haunt us for weeks to come. We will either be sitting here, coaxing in the sunlight that Clinton has, in proper fashion, just goaded Trump into revealing to the 100 or so million viewers that will have chimed in to viewing how completely dangerous he truly is, or will we be scurrying to uncover decade old bunkers that were used during the 1950s and the Cold War to take shelter from the fallout to come should, Donald Trump become the next President of the United States. Continue reading “The End is Nigh by John Erickson”

Education as Resistance by Dawn Morais Webster

Ivy Helman’s recent commentary (((Israel))) criticizes what she sees as “a new form of anti-Semitism” from organizations such as Jewish Voices for Peace in their advocacy of the Boycott, Divest and Sanction (BDS) movement. So I begin this account of a recent visit by two Palestinian students to Hawaii with a reminder that the BDS movement is simply using the tools of nonviolent resistance to pressure Israel into giving Arab-Palestinians what Israel insists on for itself: equality, freedom, peace, justice and access to their homes and properties as stipulated by UN Resolution 194. Israel’s continuing land grabs speak to Israel’s sense of impunity. The two Birzeit University students provided a first hand account of what life under Israeli control means to them and their families. It was the kind of opportunity “to share and learn” that Helman says is necessary. And it only reinforced the importance of the BDS effort.

Mai Hasan and Noor Daghlas, students participating in Birzeit University’s Right to Education (R2E) Tour of American universities have stories to tell that are chilling. Stories that make you wonder why you are still in your seat, instead of running out screaming for someone to do something. To stop the madness that is the Israeli occupation of Palestine. Yet both students speak of their experiences with the matter-of-fact intensity of activists who have come to terms with the fact that their journey is long, and that they have survived, while many have not.

“I am here, not to speak about myself, but to speak for those who are no longer with us,” said Mai Hasan when asked whether she herself might face “administrative detention” after the tour. Since the year 2000, the Israeli government has imprisoned over 7,000 Palestinian youth, many for asserting their right to education. Mai, who graduated shortly after her return home, said without hesitation: “If I am arrested because of the truths I tell about the occupation, I will accept it proudly.”

Both students bear witness to the truth that Freedom is a Constant Struggle, the title of Angela Davis’ latest book. They were at the University of Hawaiʻi at Mānoa recently, with the renowned scholar at the same table, speaking to a packed room. The panel discussion took place just a few hours before Davis delivered her keynote address as the spring 2016 Dan and Maggie Inouye Distinguished Chair in Democratic Ideals to an overflow crowd at the Kennedy Theater. The two young Palestinian undergraduates talking about their life under siege in their own homeland, in conversation with the lifelong activist in front of an audience in Hawaiʻi, one of the places made American by occupation, was a statement of what Davis calls the “intersectionality of struggles.” As Cynthia Franklin, professor in the English department at UH Mānoa and organizer of the visit, said in introducing the panel, the event could be viewed through the lens of Davis’ own words that “It is in collectivities that we find reservoirs of hope and optimism.” Continue reading “Education as Resistance by Dawn Morais Webster”