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Marissa McKinley

Page history last edited by kscv@iup.edu 8 years, 5 months ago

Citation of Feminine stubble

 

Annotation by Marissa McKinley

 

Burgess, R. (2005). Feminine stubble. Hypatia, 20(3), 230-237.

 

Article Summary

 

Burgess (2005) discusses an incident that she encountered in 2004 where a stranger asked her, “What are you?” (p. 230). The stranger later revised her question, asking, “How do you identify?” (p. 230). The stranger’s question inferred that she saw Burgess as androgynous, perhaps transitioning from female to male. Burgess (2005) explains the reactions that she encounters when strangers see that she displays an excess of facial hair. She claims that she does not have Polycystic Ovarian Syndrome (PCOS), an endocrine disorder; rather, she is excessively hairy as an African-American woman. Burgess (2005) admits that she is marked because she is black first, but then because she is hairy. She argues further, “the way I am marked and how this visible, bodily performance of gender is constructed also makes me invisible. I interrupt both heteronormativity and lesbian performances” (p. 232). Burgess (2005) admits that to heterosexuals, they may see her as either lesbian “or pathological,” but to homosexuals, they may read her as a female who is transitioning to a male (FTM). Burgess (2005) argues, extending off of Butler’s (1989) work, that “how we name ourselves and act according to that name is just as oppressive as the heterosexist norm we confront on a daily basis” (p. 234). She concludes that she basically does not care what people think of her, and she wears her facial hair to help disintegrate the male/female binary.

 

Article Assessment

 

Burgess (2005) highlights the issue of the hirsute woman, a woman who has facial hair, which is beyond what society deems as normal. What is fascinating about Burgess’ (2005) work is that she presents her theoretical arguments from the queer rhetoric and medical rhetoric perspectives. What draws me to Burgess’ (2005) article is that she not only talks about how homosexuals and heterosexuals view her hirsutism, but Burgess also uses Butler’s theory about performativity to argue that wearing her facial hair is actually an act of performativity; it is a method for Burgess to construct and perform another identity. Burgess’ (2005) article highlights the need to discuss social norms, identity and identity construction, and performativity, all concepts that need revisited in light of the many occurrences of women with PCOS.

 

Key Article Quotation

     On Hirsute Women

 

“But hirsute women are not aberrations; they are merely collapsing the binary of natural/unnatural. In fact, women generally have quite a bit of fine facial hair, and spend an enormous amount of money to keep this hair invisible. America’s cultural and social construct of male and female bodies have just made men the only bearers, wearers, and owners of facial hair, and have deemed hairy women as unattractive and unsightly or medically unstable” (Burgess, 2005, p. 234).

 

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Citation of Meaningful literacy: Writing poetry in the language classroom

 

Annotation by Marissa McKinley

 

Hanauer, D. I. (2012). Meaningful literacy: Writing poetry in the language classroom. Language Teaching, 45(1), 105-115. Doi: 10.1017/S0261444810000522

 

Article Summary

 

Hanauer (2012) examines the concept of meaningful literacy and discusses poetry writing as an approach to ESL/EFL literacy instruction. Hanauer (2012) aims to integrate the ‘principle of the unique,’ which “emphasizes the individuality of experience with literacy pedagogy for SFL learners” (p. 106). Hanauer (2012) uses a phenomenological and a qualitative research perspective and examines examples of poetry writing, written by students in his ESL College Writing course, to illustrate that poetry can be a form of meaningful literacy, in that the poetry that students create are meaningful on “personal and social levels”; in addition, poetry gives the writers “a sense of depth and ownership” (p. 109). The author concludes by reminding readers that “[b]y working with poetry as a form of meaningful literacy, students [can] learn about themselves, about the presence of others, and [about] the diversity of thought and experience that are so much part of this world” (Hanauer, 2012, p. 114).

   

Article Assessment

 

Hanauer’s (2012) theoretical article developed the concept of meaningful literacy and argued that poetry writing was one method that could be used for incorporating the concept into ESL literacy instruction. Hanauer’s (2012) meaningful literacy concept seems reasonable and easily applicable to writing instruction. Hanauer’s (2012) argument that poetry writing is just one form of literacy practice that can exemplify meaningful literacy is sensible, especially since poetry can be personal and emotional while capturing one’s innermost thoughts, feelings, and life experiences.

 

Key Article Quotation

On Understanding the World

 

“To understand the world, to make sense of the world, involves far more than just intellectual activity. It involves affect and intention and integrates personal history and future actions. It is a holistic activity that defines the self at the moment of understanding and a perspective and orientation towards the world” (Hanauer, 2012, p. 107).

 

 

 

 

 

 

 

 

 

  

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