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JFTR Discussion: Transforming Teaching of Queer
Theory, Intersectionality & LGBTParent Families
Posted by Robert Hughes | April 17, 2016
The Journal of Family Theory & Review invites you to join us here at
the JFTR Blog on May 46, 2016, to discuss how to teach queer theory,
intersectionality and LGBTparent families in family studies courses
based on the work of April FewDemo and colleagues in “Queer Theory,
Intersectionality, and LGBTParent Families: Transformative Critical
Pedagogy in Family Theory.”
This article explores how to transform family studies and the teaching of
family theories from covering the “facts” that LGBTparent families exist
to a critical conversation that incorporates conceptual tools, language,
and theoretical insights from queer and intersectionality theories.
Join us to talk about this article. Engage April FewDemo, Aine Humble, Melissa Curran & Sally Lloyd
about their ideas. Let us hear your perspective. Follow the Journal of Family Theory & Review discussion
on Facebook and Twitter.
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<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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Transforming Teaching of Queer Theory, Intersectionality & LGBT-Parent Families
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Discussion -- May 4-6, 2016......join us to talk abouthow to teach queer theory, intersectionality and LGBT-parent families in family studies courses.
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April Few-Demo, Aine Humble, Melissa Curran & Sally Lloyd
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April 29, 2016
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436cee11242745eb2e167e3baed01fd6
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Concluding Thoughts: What Does Recentering LGBT
Parent Families Mean for Family Studies?
April L. FewDemo, Áine Humble, Melissa A. Curran, Sally Lloyd
Posted by Robert Hughes | May 06, 2016
“...we posed the question of what might occur when we use research on LGBT
parent families, and queer and intersectional lenses, to inform the field [family
studies] writ large. Many fascinating questions arise.
What happens when we decenter heterosexual expression and the overwhelming
emphasis in family studies on different sex partners?
Could we envision a family theories course taught at Phase 4 that would include
content only on LGBT families, a course that would essentially be the opposite of
Phase 1—what kind of impact would that have? Such a suggestion seems
counterintuitive given our argument for inclusion; however, it raises intriguing
questions.
As noted earlier, queer theory involves destabilizing and disrupting what is typically taken for granted, and
so we consider this idea food for thought, even though it might not actually be acted upon.
How might we theorize about issues such as romantic communication, parenting, love, relational power,
attachment, and spending time together in new ways, if we stopped assuming that heterosexuality, or
gender constructions, or Whiteness were at the center of it all?
How does an emphasis on the complexity of identities and positionalities fundamentally shift our
theorizing?”
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JFTR Blog
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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Concluding Thoughts: What Does Recentering LGBT-Parent Families Mean for Family Studies?
Description
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" we posed the question of what might occur when we use research on LGBT-parent families, and queer and intersectional lenses, to inform the field [family studies] writ large. Many fascinating questions arise."
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April L. Few-Demo, Áine Humble, Melissa A. Curran, Sally Lloyd
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concluding-thoughts-what-does-recentering-lgbt-parent-families-mean-family-studies
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May 06, 2016
-
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8a6a7a39484379fd6e92381df98b1c81
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How Curriculum Change Occurs and How to
Transform It
April L. FewDemo, Áine Humble, Melissa A. Curran, Sally Lloyd
Posted by Jeremy Kanter | May 04, 2016
Phases of LGBTParent Families Integration into Family Theory
Curriculum
Phase 1: LGBT parentfamily exclusion
Heteronormative families' experiences are presented as universal. The
instructor discusses only typical family theories and uses only
heteronormative families as examples. No questions are raised about
LGBTparent families at this point, as they are absent in the curriculum.
Phase 2: Compensatory addition of LGBTparent families
A recognition that LGBTparent families have been absent from the discourse. The instructor begins to
regularly incorporate examples of them into the curriculum. Typical family theories are still used, but some
LGBTparent family research is included as examples of these theories.
Phase 3: LGBTparent families as disadvantaged
The universality of typical theories to study all families begins to be questioned. The instructor increasingly
incorporates LGBTparent families into the curriculum and includes macro theories such as feminist theory
and minority stress theory to study LGBTparent families and understand their disadvantage as a group.
Phase 4: Queer and intersectionality scholarship
Full incorporation of LGBTparent families. The instructor continues to use macro theories such as feminist
theory and includes queer theory and intersectionality theory. The complexity of LGBTparent families is
examined, with the L, G, B, and T separated out from one another; heteronormativity is unpacked and
examined. Experiences are explored within a variety of contexts based on factors such as race, ethnicity,
class, and geographical location. Content moves beyond a focus on LGBTparent families' vulnerability.
Transformational pedagogy is used, which involves the following:
�• Acknowledgment of cisnormativity and heteronormativity in traditional teaching of theory
• Commitment to selfreflexive engagement
• Engagement in transformational pedagogy
• Willingness to face trials by fire or bolstering the courage to face student resistance, if present
• Commitment to working toward curricular change beyond theory courses
Phase 5: Continuing paradigm shift
Queer theory and intersectionality are used to increasingly broaden, contextualize, and “complicate” the
study of families. The instructor uses queer theory and intersectionality to ask different questions
about all families, and it becomes more clear what scholars can gain in understanding about all families, not
just LGBTparent families, by doing so. This phase is in motion. Fluidity, expansion, and possible
uncertainty are present.
Share your thoughts
Posted by Jeremy Kanter | May 4, 2016 2:34pm.
The authors do an excellent job of describing their own process through each of these phases. As a relatively new
instructor, I would be curious others experiences throughout these various phases when teaching their own classes.
Posted by Áine Humble | May 5, 2016 10:34am.
Hi Jeremy, we certainly welcome other people to share their experiences with integrating more LGBT family
content into their courses, whether it is specifically a theory based course or a different course. Are there
instructors who feel they have used or moved through some of these stages we propose? If so, what has their
experience been like? Have some of you moved back and forth between two stages, and if so, for what reason?
The kind of experiences people and the phase they may be working in could differ based on where they live,
what university they are working at, and the backgrounds of their students. You may want to take a look at
today's posting, which talks about potential student resistance.
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Title
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JFTR Blog
Identifier
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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How Curriculum Change Occurs and How to Transform It
Description
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This post covers the phases of integrating LGBT-parent families as a family theory curriculum topic.
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April L. Few-Demo, Áine Humble, Melissa A. Curran, Sally Lloyd
Identifier
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how-curriculum-change-occurs-and-how-transform-it
Date
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May 04, 2016
-
https://archive.ncfr.org/files/original/682bfbe54f2d4b3337d5dda7c1c9c448.pdf
90c36171dd53419f9fd52f83352bbcec
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Text
Making LGBTParent Families More Central to Family
Studies
April L. FewDemo, Áine Humble, Melissa A. Curran, Sally Lloyd
Posted by Robert Hughes | May 04, 2016
“The growing visibility and withingroup variance of LGBTparent families highlight two needs
for family studies as a discipline. First, we need to more fully include these families in our
teaching, as students need to understand complex issues regarding sexual orientation and
gender identity in order to be competent and caring human service professionals (Kuvalanka,
Goldberg, & Oswald, 2013). Second, we need relevant theoretical frameworks that capture
processes within LGBTparent families. Many theory textbooks focus on theories developed
from heteronormative assumptions or observations, and such theories may not be relevant or
complete with regard to sexual minority families.
For this special issue on LGBTparent families, we describe how family theory can be
stretched and challenged when family scholars and teachers use queer and intersectional
perspectives and are truly inclusive of LGBTparent families in their teaching of family theories. Our focus is motivated
by the exciting scholarship and theorizing that has emerged in the past decade about this understudied group of
families, and our reflection on what can occur when we are truly inclusive of these families and ways to study them
has resulted in the presented model of family theory curricular change. We argue that simply adding LGBTparent
families is not enough to transform a curriculum so that it is both truly inclusive of LGBTparent families and
challenging of the heteronormative status quo, and we explain how queer theory and intersectionality offer the most
possibilities in this regard.”
Questions:
What happens to our work when queering, intersectionality, and LGBTparent families are moved from the margin
to the center?
How do we move the field from discussing the “facts” that these families exist to a critical conversation about the
conceptual tools, new languages, and theoretical upheavals that must be developed to decenter heteronormativity,
contest gender and sexuality binaries, conduct intersectional analyses, and utilize research on LGBTparent
families to inform the field writ large?
Share your thoughts
Posted by Casey Totenhagen | May 6, 2016 12:57pm.
Hi all,
I'm so glad to read through other posters' comments and responses that have already been posted! I teach graduate family
theories, and in addition to other "standard" family theories, we spend several days discussing feminism, intersectionality, and
queer theory. One thing I have noticed is that although my students are very interested in intersectionality and queer theory,
and we seem to have some of our richest discussions with respect to these topics, it seems that they still believe that queer
theory is just for "LGBT families". Do you have any ideas/examples to share in helping students identify the ways in which
challenging binaries and recognizing intersectionality is beneficial when working with ALL families?
�Posted by Melissa Curran | May 6, 2016 1:31pm.
Casey, what a great question! The coauthors and I also had several discussions about this same question in the writeup
of the article!
First, let me start by providing some illustrative background information, so that my response will make more sense.
From Oswald et al 2005 (Sourcebook chapter, page 143): “Deconstructing heteronormativity is not primarily a strategy for
studying gays and lesbians, or for comparing them to heterosexuals. Rather, we intend our framework to provide a tool for
recognizing how three structural components merge to constitute heteronormativity as a system of privileging, and to
show how individuals may uphold or challenge it as they negotiate daily life.”
Also from Oswald et al. 2005 (Sourcebook chapter, page 144): About heteronormativity: The term does not refer to a
statistical “norm” in the sense of a central tendency, or to what is “normal” in a clinical sense. Rather, the normative part of
the term is drawn from sociology, where something is said to be normative when the majority of people hold it as a value
or a moral standard.”
From this lens, several topics of interest to family scientists could be discussed (e.g., cohabitation; singlehood; aging and
sexual expression).
Let’s pick cohabitation as an example. Even though family dynamics have changed dramatically over the past few
decades, and the percentage of nuclear families is getting smaller, individuals often view cohabitors (especially if they
have children) negatively. Yet, cohabitation is not limited to college students or new or expectant parents.
Indeed, a growing number of cohabitors are now being documented by the Census in the age range of 55 and older, with
double the numbers now versus 10 years ago. (Many of these cohabitors are likely later divorcees). There’s several
reasons why older adults cohabit versus marry or remarry including finances (e.g., keeping Social Security benefits based
on a previous marriage or wanting to keep the money / inheritance for your children or grandchildren).
Given the growing number of cohabitors across the lifespan, it will be interesting to see how the discussion of cohabitors
evolves.
[For an illustrative example of aging and sexual expression, see this news story about Madonna:
http://www.etonline.com/news/188106_madonna_defends_nsfw_butt_baring_met_gala_dress_it_was_a_political_statement/].
Posted by Lara Descartes | May 6, 2016 7:21am.
I just finished reading the article; what an excellent and useful piece! It made me really think through what I do in the
classroom and gave me a blueprint for moving forward. I've been phases 23 in my classroom, and hadn't really thought
about the possibilities of phases 4 and 5. I'm going to share this piece too, with other faculty who teach in my department. So
thank you to all the authors! It was also very helpful to read those examples in each phase.
Posted by Melissa Curran | May 6, 2016 12:51pm.
Laura, thank you very much for your feedback about the article. We really appreciate it! We also really learned a lot in
writing the article. The AE (Dr. Ramona Oswald) and the reviewers really pushed us to think through how to transform our
teaching in the classroom. For me, the article helped me really think more about intersectionality and how I can
incorporate this framework into my teaching, mentoring, research, and service.
Posted by Megan Haselschwerdt | May 5, 2016 2:18pm.
Thank you to April, Aine, Melissa, & and Sally for the excellent article (full of so many articles to read and activities to look
into)! I also appreciate NCFR and Bob for giving us all a discussion forum. This article and the JFTR special issue was
published at a perfect time, as I'm finalizing my syllabus to each (graduate level) Family Process/Theory for the first time next
fall.
I have exemplars that use queer theory and intersectionality in conjunction with other family theories (e.g., symbolic
interactionism) woven in throughout the syllabus, but I will also have weeks to devoted to Gender theories, feminist theories,
critical race/intersectionality, and queer and transfamily theories. I'm really excited!
Anyway, I'm wondering if any/all of the authors (and others, too!) could share some of their favorite (and maybe even least
favorite) teaching/classroom moments when teaching queer theory, or when bringing LGBT families to the center of the
discussion. I appreciate all the activities and assignments that were shared in the article, but I'm hoping to learn more from all
of you, as this will be my first time teaching a graduate level theory class.
�Thanks!
Posted by Melissa Curran | May 6, 2016 1:04pm.
Megan, thanks very much for your post. Your upcoming graduate seminar sounds fantastic! I'm sure the students will
learn a lot from it! Student reactions in my classes in response to feminism and queer theory have been overwhelmingly
positive. Below I provide two of my favorite quotes. The first one if from an undergraduate student and the second one is
from a graduate student who was a TA in this class with the aforementioned undergraduate student.
Email 1: “I wanted to thank you for presenting this information in the way that you did. I know that a couple of people in
the class have in the past expressed their discomfort with me as a gay man and after class and seeing the information
you presented one of them came up to me an apologized and said they understood the need to eliminate the bias now.
So for that I am truly thankful!”
Email 2: “I was thinking about the time that you have been spending on queering and feminism and how extremely
important exposure to these topics are to students. I never learned anything about either of them in undergrad, and never
got a thorough education about either until grad school. I am so thankful that you are such a strong voice, advocate, and
ally for people who identify as LGBT and the issues they face. I wanted to thank you for the way you integrate policy
initiatives and personal outcomes about people who find themselves outside of the binaries our society imposes on others
(LGBT folks, but also cohabitors, singles, people from different racial and ethnic groups, social classes) I truly think it
can make a difference! If only everyone was able to go to college to be exposed to these things.”
Posted by Megan Haselschwerdt | May 8, 2016 8:03pm.
Thank you for sharing, Melissa! I love reading these sorts of comments and hearing from others' teaching
experiences. It sounds like your class is invaluable!
Posted by April FewDemo | May 7, 2016 6:01am.
Megan, thanks so much for your question and I apologize for the delay in responding. Melissa's answer is a great one
and I think her response speaks well of her as an instructor who knows how to engage her students both in the
classroom and out of it. My favorite moment of teaching about queer theory in my graduate families theory class was
when I Skyped in Brad van EedenMoorefield to provide a guest lecture on the topic. It made the teaching of queer
theory a shared responsibility between colleagues (and friends) who are invested in bringing this theory closer to the
center of how we analyze family processes. Students were able to ask him questions about how he used queer
theory in his research and teaching. They also had an opportunity to observe how he and I talked about our own
learning journey of trying to understand this theory, the tensions and symmetries present within the theory itself as
well as with other theoretical frameworks, and how we have attempted to incorporate queer theory into our
worldviews. The students could interject and share their own experiences. The classroom became a collaborative
learning space where we all claimed responsibility for our own learning (as bell hooks would say). I only have had one
experience where a graduate student simply refuse to engage queer theory or even write about anything LGBTQIA+
related for a midterm examination. In that case, I invited him to my office hours and we discussed his reservations
about engaging this material. I asked him if he considered his graduate study to be an opportunity to learn multiple
ways of thinking about family processes and life experiences. We talked about the meaning of scholarship and
whether he considered himself to be scholar, a lifelong learner of family science. So, I framed the discussion as a
part of his professional development, a baselevel where I figured would be a safe space for him to engage me as his
family theories teacher. I cannot remember the actual outcome of this incident because it was years ago. However, I
think the process I choose to engage made a very uncomfortable situation a civil space.
Posted by Megan Haselschwerdt | May 8, 2016 8:02pm.
April, thank you for sharing your experiences the fun/enjoyable and the more challenging. I really like the idea of
skyping in a colleague/scholar, especially in this case for me, since I do not currently use queer theory in my
research. Seems like a great way for students and the instructors to claim responsibility for our own learning. I
also really liked how you framed your discussion with the student, emphasizing the importance of learning
multiple ways of thinking and doing. I'm definitely going to save these for my class notes.
Posted by Joel Muraco | May 4, 2016 12:10pm.
Family theories are not often taught in their own stand alone course, but throughout other courses. For example, students
may learn about attachment theory in an infancy course and then maybe again in a course on personal relationships. As
such, their exposure to attachment theory may be somewhat brief or disjointed as the theory is an added element to help
them understand the larger course topic of infant development or romantic relationship processes respectively. Queer theory
�has the potential to be dense for students, especially if their overall exposure to it will be brief. Do the authors have
suggestions for how best to incorporate these perspectives (queer and/or intersectionalities) when time is tight and the overall
topic of the course encompasses more than just theory?
Posted by Áine Humble | May 4, 2016 12:34pm.
This is a great question. Although we focused our paper on family theory courses, various family theories should ideally
be integrated into other courses. Both queer theory and intersectionality can be challenging subjects for students to learn
and for instructors to teach. When time is limited, at minimum, instructors can ensure that examples of families headed by
gay, lesbian, bisexual, and/or transgender families are used throughout the course (not, for example, on just one day
where the lecture is about LGBT families), and make sure not to group them all together in the examples giving specific
examples of transgender families, for example. But I think there is also room for students to be introduced to concepts
such as heteronormativity and cisgender. Some of the classroom exercises we include in our paper could be modified to
use in a different course. Exercises that help push students out of their comfort zone could be helpful. We have often
found conference sessions organized by the Feminism and Family Studies section at NCFR conferences very helpful for
ideas.
Posted by Ryan Watson | May 4, 2016 11:38am.
Thank you for this scholarship Drs. FewDemo, Humble, Curran, and Lloyd!
I am excited about this fourphase model and hope that scholars strive to move through to phase four as they develop
curriculum and research projects.
My question pertains to the specific needs or considerations regarding subgroups of LGBT populations. It is evident that you
do not consider the group a monolithic population (and the article points out the limited knowledge on trans families), and I
wonder if you have any thoughts on unique representations of transgender families for example apart from LGB families?
What would be the best ways to incorporate these families in our teaching with so little knowledge? Are there certain ways
that family scientists might incorporate gender minority families into their teaching that might not quite apply to the ways LGB
families are discussed? Do you have any recommendations regarding diversity within sexual and gender minority families
themselves?
Thank you!
Posted by April FewDemo | May 4, 2016 9:50pm.
Thank you for your thoughtprovoking questions. I hope that I can adequately address nearly all of your questions. I invite
others to join in the conversation as there are many answers to your questions and I am still ruminating upon such
questions myself.
Given transgender parent families are still virtually invisible in many human development/family studies (HDFS)
textbooks, I think we must seek answers and attain diverse representations of these unique families in the journals of
different disciplines such as nursing, marital and family therapy, women and gender studies, queer studies, and the
humanities (e.g., autobiographies, poetry, collections of essays or creative writing). There are multiple blogs, websites
(e.g., HRC, PFLAG), transgender social and political organizational events (e.g., Night of a Thousand Genders by the
Gender and Family Project) that provide resources on parenting and gender identity development. The number of articles
on gender variant or gender nonconforming youth and their families is growing; these articles are just not easily found in
our HDFS field. However, Abbie Goldberg and Katherine Allen's book, LGBTParent Families, is a wonderful resource to
begin the conversation in our substantive content and theory courses. You also could consider taking snippets from
multiple television programs that focus on gender nonconforming children and families (e.g., I am Jazz; My Transgender
Kid; Growing Up Trans; Transparent) and asking students to provide a critique that is mindful of both the scant empirical
literature and other forms of knowledge production (e.g., autobiographical accounts). Please check out the other articles
in the JFTR's Special Issue on Theorizing LGBTparent Families
http://goo.gl/izfLbQ particularly see the article on Transfamily Theory by McGuire, Kuvalanka, Catalpa and Toomey),
published March 2016 (vol. 8, issue 1). http://goo.gl/hNjIov
I also think that it's important to unpack and examine what it means to be an ally how does the power and privilege
operate in this kind of coalition building. Developing a selfreflexivity activity on this topic may hopefully promote both
curiosity to learn more as well as empathy and respect.
I would like mention a professional resource ... NCFR has a GLBTSA Focus Group which serves as an intellectual
networking space for those who are conducting LGBT focused research, or people who are LGBT or allies. I have found
that connecting to people in this focus group has been a mentoring experience for me in many ways. I find that the
conversations and interactions that I have had in this group are lessons that I bring back into my courses.
�I would like a little more clarification on the last two questions that you have posed. Can you share with us the direction
that you were thinking about as you composed these questions?
Posted by Robert Hughes | May 4, 2016 8:39am.
I teach an introductory course on families that includes students from many majors and backgrounds. I have struggled to find
a good intro textbook at all The "theory" sections" are weak and focus mainly on historical theories feminist theory is barely
explored. I try to introduce the idea our "research" continues to discover new ideas gender, LGBT families, transgender
families. I describe the fact that Alfred Kinsey was investigated by the FBI for his mere research on "human sexuality." And I
invite them to be the "next" family scientist to break new ground and help us understand new dimensions of family life.
Posted by April FewDemo | May 4, 2016 11:47am.
Thanks for your comment, Bob. What you describe here is a frustrating pedagogical challenge for most of us. I like the
concrete suggestions offered by Áine and Melissa. After all of these years, feminist theories and queer theories still exist
at the margins for many HDFS graduate courses, overall curriculum, and research. I believe that those of us who are
invested in teaching these theories and applying these frameworks to issues of uniquely situated individuals and social
groups are making broader strides toward inclusion. As we pay more attention to how intersectionality, power, and
privilege inform things like motivation to change and decisionmaking processes (e.g., intervention and prevention work)
and strengthening community capacity [e.g., (emergent) identity politics, coalitionbuilding, risk and resilience factors],
these theoretical frameworks allow us to think beyond "normative" approaches and to engage the "lived" fluidity of identity
(e.g., multiracial and multiethnic minorities and their fluctuating alliances; sexual and gender minorities which include non
binary individuals) and performance (e.g., gender display, sexual scripts) as people age as well as highlight how these
groups manage institutional constraints and opportunities over the life course.
A few activities that I have done to immerse students in feminist and queer theories include: (1) organizing a guest lecture
with a colleague who is well versed in these theories to provide an overview as well as examples of how
she/he/they/zir/ze incorporates these perspectives into research. This colleague could be teleconferenced/Skyped into
your classroom or shared screen on your laptop. You could also provide the colleague with a list of the enrolled graduate
students' interests so that an applied conversation can be had. (2) One of many favorite activities to encourage students
to engage an indepth analysis of theories is to have the students complete a kind of modified annotated bibliography that
is personalized to the students' research interest. The student is afforded an opportunity to historically "chart" how theory
has been utilized and stretched in their area of interest. (3) I also like for students to engage in selfreflexivity exercises to
become aware of how power and privilege silently and loudly operates in their own lives and in the research process.
Posted by Áine Humble | May 4, 2016 8:54am.
Thanks for your comment, Robert. Family theory textbooks will influence many instructors in terms of the content they
cover (they will teach to what is in the textbook). The edited 2005 Sourcebook of Family Theory and Research was the
first collection of articles on family theory that included an article about queer theory (Oswald et al.’s article on
“Decentering heteronormativity”). Yet family theory books published after 2005 make no reference to this seminal piece of
work, or to this theory. Intersectionality was described in the Sourcebook in De Reus, Few, and Blume’s (2005) article on
multicultural and critical race feminisms; it was finally introduced as a key concept of feminist theory (emerging out of
thirdwave feminism) in the fourth edition of White et al.’s (2015) textbook on family theories. However, no current
introductory textbooks have chapters on queer theory or intersectionality. The marginalized presence of these theoretical
frameworks may have multiple origins. As noted by the Sourcebook editors, “theorizing is inherently political”...
Posted by Melissa Curran | May 4, 2016 8:52am.
Bob, your question is a good one. Thanks for asking it. As we discuss in our article, and others have discussed at length
at well, finding a textbook that covers the multiple challenges you pose above is often a struggle. Rather than hoping to
find this fully comprehensive textbook, I supplement articles into intro (and upperdivision) courses on couples and
families. For example, posts / sections from articles like ours could be assigned as additional readings / points of
discussion for students during class. If you use ingroup activities, a discussion for the students could be to consider what
they read in their textbook, contrasted with what they read in the additional articles, and compare what information can be
learned from ongoing research that is theory driven. Another idea for an outside assignment might be for them to identify
content in which they are interested that is not well discussed in the textbook, and connect the content learned in that
article to what they have learned in class, as well as how this content extends beyond what they learned in class. in this
way, you could help them connect what it means to be a scientist, break new ground, connect information, and ask new
questions that will advance the field.
Posted by Melissa Curran | May 4, 2016 9:05am.
�Bob, as a followup to what I wrote above: Another advantage of having students identify content in outside articles is that
students could save and upload those articles into whatever online system that you use for class (ours is D2L at the
University of Arizona), and then you as the instructor could choose to highlight some of that new content into your
lectures and/or post relevant articles as optional readings for all the students.
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<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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Making LGBT-Parent Families More Central to Family Studies
Description
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What happens to our work when queering, intersectionality, and LGBT-parent families are moved from the margin to the center?
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April L. Few-Demo, Áine Humble, Melissa A. Curran, Sally Lloyd
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making-lgbt-parent-families-more-central-family-studies
Date
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May 04, 2016
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https://archive.ncfr.org/files/original/fa4fa5a3c309cc699aab06c097fa8b12.pdf
2a945b8cc6a07a0e496f7d4179413145
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Text
More Resources for Transforming Teaching of Queer
Theory, Intersectionality & LGBTParent Families
April L. FewDemo, Áine Humble, Melissa A. Curran, Sally Lloyd
Posted by Robert Hughes | May 09, 2016
In the article about transforming teaching of queer theory,
intersectionality & LGBTParent Families, we cited a number of helpful
articles on teaching about these issues. Here are some of these
articles.
Allen, K. R. (2000). A conscious and inclusive family studies. Journal of
Marriage and Family, 62, 4–17. Abstract
Allen, K. R., FloydThomas, S. M., & Gillman, L. (2001). Teaching to
transform: From volatility to solidarity in an interdisciplinary family
studies classroom. Family Relations, 50, 317–325.Abstract
Ferree, M. M. (2010). Filling the glass: Gender perspectives on
families. Journal of Marriage and the Family, 72, 420–439.Abstract
FewDemo, A. L. (2014). Intersectionality as the “new” critical approach
in feminist family studies: Evolving racial/ethnic feminisms and critical
race theories. Journal of Family Theory and Review, 6, 169–183.
Abstract
Kuvalanka, K. A., Goldberg, A. E., & Oswald, R.
F. (2013). Incorporating LGBTQ issues into family courses: Instructor
challenges and strategies relative to perceived teaching climate. Family Relations, 62, 699–713. Abstract
McGeorge, C., & Carlson, T. S. (2011). Deconstructing heterosexism: Becoming an LGB affirmative
heterosexual couple and family therapist. Journal of Marital and Family Therapy, 37, 14–26.Abstract
Nielsen, J. M., Walden, G., & Kunkel, C. A. (2000). Gendered heteronormativity: Empirical illustrations in
everyday life. Sociological Quarterly, 41, 283–296. Abstract
Don't miss the other articles in this special issue on LGBTparent families...
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Title
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JFTR Blog
Identifier
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
Text
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More Resources for Transforming Teaching of Queer Theory, Intersectionality & LGBT-Parent Families
Description
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In the article about transforming teaching of queer theory, intersectionality & LGBT-Parent Families, we cited a number of helpful articles on teaching about these issues.
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April L. Few-Demo, Áine Humble, Melissa A. Curran, Sally Lloyd
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more-resources-transforming-teaching-queer-theory-intersectionality-lgbt-parent-families
Date
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May 09, 2016
-
https://archive.ncfr.org/files/original/84f6d360e0641620e5ebd135b7df6359.pdf
e41b3cab0e80a9871bd1f19ec6d8afc2
PDF Text
Text
SelfReflexive Transformational Pedagogy
April L. FewDemo, Áine Humble, Melissa A. Curran, Sally Lloyd
Posted by Ashton Chapman | May 05, 2016
“Integrating queer and intersectional frameworks in family theories curricula
requires deep and engaged selfreflexivity. Selfreflexivity is inherently a feminist
practice that brings to light personal biases, contingencies in context, and
theoretical grounding that inform one's worldview (Allen, 2000), and it is a process
undergirding our model for transformational pedagogy…. we present our definition
of transformative pedagogy, a process we have envisioned as having five elements
of moving into and within critical engagement.”
A particularly challenging issue is student resistance….
“…the willingness to face trials by fire, meaning that one bolsters the courage to
face student resistance, if and when it occurs. Instructors may face potential student resistance to any
“ideological” or “epistemological” change to that which has engendered programmatic success and
community acceptance. Instructors may experience particularly high student resistance as students attempt
to confront the analysis of structural disadvantage (Schuster & Van Dyne, 1985). Student resistance may
also be related to the instructor's standpoint—that is, whether or not the educator has insider or outsider
knowledge of the topic being discussed. On the one hand, those of us who are heterosexual or cisgender
have the privilege of not having to fear or think about coming out to our classes, but we may also, at times,
contemplate whether we can truly speak about issues without having the authenticity to speak to the topic.
Thus, we need to think carefully about how we present such material. On the other hand, those who have
insider status may have the authenticity but have other concerns such as stereotyping (lack of intersectional
understanding) by students (e.g., students might make assumptions about a Black professor's religious
affiliation). Moreover, although coming out as a sexual minority to students has many pedagogical benefits
(see Allen, 1995), it can have unintended negative results. Russ, Simonds, and Hunt (2002), for example,
found that students perceived gay instructors as less credible than heterosexual instructors.”
Share your thoughts
Posted by Jeremy Kanter | May 5, 2016 12:56pm.
Student resistance is a large fear of mine as I incorporate various perspectives and discussions of structural
disadvantages in my undergraduate course. I completely agree with the notion of being aware of how to best
discuss these materials to avoid student resistance.
I recall as an undergraduate learning about many of these topics and worrying that our instructor would face
resistance when discussing such critical societal issues. One experience that helped break down student resistance
was a role playing activity. As a class, we were paired up and given unique situations that we had to resolve. Each
example involved interacting with a community agency that subsequently showed the disadvantaged status many
�individuals face on a daily basis. This role play was an excellent beginning activity to help students understand what
disadvantage might feel like, and for some, a more nuanced understanding of the advantages they have. After this
role play, it seemed that students felt more comfortable and wellprepared to discuss these materials.
Posted by Melissa Curran | May 6, 2016 1:46pm.
Jeremy, this is a great question. Thanks for asking it. I've probably experienced more faculty (and some
administrative) resistance compared to either undergraduate or graduate student experience. In addition to the
excellent replies by April and Aine, in thinking about student resistance, I would also suggest some kind of
"optional" exam questions on the topic if your class could allow such an option. Here's what I mean: In my
theories class, I teach 3 to 4 theories per exam, and then students choose 2 of the theories in which to answer
essay questions. This way, students can skip the readings / lectures / essays on theories in which they don't
want to learn without a grade penalty. I'll also add that across the years, more and more students have chosen
to answer about queering on the exam, with responses well over 50% in recent semesters.
Posted by April FewDemo | May 5, 2016 10:05pm.
Thank you for sharing your strategy for facing student resistance. Facing student resistance can be a political
minefield specifically for new professionals and midcareer faculty. This is especially so when promotion and
tenure are tied to teaching evaluations and advisory committee membership and leadership. I am always
mindful that research has repeatedly indicated that students typically evaluate racial and ethnic minority faculty
and sexual minority faculty more harshly than White male faculty (JohnsonBailey & Cervero, 2000; Williams,
2001). Yet, facing student resistance can also be some of the most stimulating. liberating, and affirming
experiences for me. I think of teaching about inclusivity and intersectionality as "working the hyphens” while
“working the centers and margins of self” and the "generalized other.” How can we teach about inclusivity and
intersectionality and not be perceived by some students as proselytizing opinion rather than sharing empirical
research? For a feministoriented and social justiceminded instructors, the notion of presenting social
inequalities or injustice using a neutral stance is antithetical to feminist principles. How do we engage the
politics of student resistance (peerpeer, learnereducator) while encouraging a civil dialogue that allows/frees
students to be active constructors of their own learning and acquired knowledge which may contradict their
personal values or sense of morality? For me, it's scaffolding with materials that gradually prepare students to
think about the consistencies and inconsistencies in their belief systems, unearned privilege, and
microaggressive acts of “violence” in different contexts. In addition, I communicate my commitment to inclusivity
and upholding certain parameters (partially created by me and by the learners) for interaction during the first
week of classes. The materials and strategies that we listed in our article are my goto works. I have modified
the Social Strata Inventory delineated by Allen, FloydThomas, and Gillman (2001) and classic McIntosh (1989)
to motivate both graduate and undergraduate students to think about intersectionality in different ways. When
assigning these articles, I structure the group activities so that students are the ones tackling the –isms shown
among one another. I check in with groups privately, as opposed to me standing at the front of room. I like being
in the trenches, watching peers take on peers by directing students to use and/or critique (assigned) empirical
research to ground knowledge as opposed to relying on personal attacks such as ‘You’re a racist. You’re a
homophobe.” I don’t have to be at the front of the class all of the time. The responsibility for learning content
and dare I say, facilitating students to embrace a social justice perspective becomes a collective responsibility
rather than the sole responsibility of the instructor. You can be strategic in terms of deciding which groups to
“visit” first based on what you have gleaned from their prior writing or classroom utterances. Admittedly, this
strategy is more challenging to accomplish well in large classrooms. In addition, and this is a recent strategy
that has emerged from a departmental effort to reexamine how we do "intersectionality" in our curriculum,
consider administering implicit bias measures and making the time to discuss the results with your students
yourself or having a professional outsider to do so. Finally, I accept that I will have some classes where
scaffolding strategies during one semester are very successful and that I will have some semesters in which
scaffolding strategies are not be as successful as I would like, particularly with those who are firmly entrenched
and invested in their prejudices. In those cases, I think that the notion of planting the seed and upholding the
rules for engaging civil discourse become the most desirable and attainable goals.
Posted by Áine Humble | May 5, 2016 1:03pm.
�I remember a really great exercise that Katherine Allen did years ago at NCFR. It was an experiential workshop
about families living in poverty, I think, and it sounds similar to the exercise you are discussing. We have to
move beyond an instrumental form of learning (lecture) in order to help students learn what can be both
complex and challenging. We need to use creative and experiential methods of teaching, working from
interpretive and critical emancipatory paradigms.
Posted by Áine Humble | May 5, 2016 10:50am.
What kind of factors impact your ability to engage in this kind of transformational pedagogy? Does where you work
make a difference? What kind of support do you have from colleagues for this approach? I'm reminded of
Kuvalanka, Goldberg, and Oswald's excellent article on (Incorporating LGBTQ isues into family courses: Instructor
challenges and strategies relative to perceived teaching climate), which we cite in our paper.
I work in Canada, where samesex marriage has been legal for 11 years now, and I've definitely seen changes in
student opinions from when I first starting teaching, in 1994 they are definitely more positive now. I think many
students are receptive to the material, but can sometimes struggle with the content, particularly with queer theory.
Not all of my students are Canadian though, and some of them come from countries that are not supportive of
LGBTparent families, or of nonheterosexual orientations in general. The nonCanadian students typically sit
quietly in the class, but I wonder how they are reacting to the material. Perhaps there is a way to find out.
For me, my university is a supportive place. It's a university that traditionally focused on women's education and this
is built into our mission statement. If I recall correctly, our university also had one of the very first "Queer Studies"
courses in Canada. i think that I would also have support from my colleagues in my department, or at least I
wouldn't have resistance.
As a cisgender and heterosexual woman, however, I need to be mindful about how I present the material to
students. On one hand, I have the "safety" of this background to fall back on, but on the other hand, I then wonder if
I am able to do the material justice. This is where other materials and guest speakers can play a role.
Posted by Melissa Curran | May 6, 2016 2:06pm.
Aine, this is an interesting question and one that we discussed a bit during our discussions leading up to the
article, although I'm not sure how much of the content of the discussions made it into the final article. As noted
above in my response to Jeremy, I've probably experienced more faculty (and some administrative) resistance
compared to either undergraduate or graduate student experience.
I am in a department of Family Studies and Human Development, which is in the College of Agriculture and Life
Sciences, at the University of Arizona. For about 12 years, we had Dr. Stephen Russell as faculty in our
department, as well as his numerous postdocs and students (e.g., Joel Muraco, Russ Toomey, Amanda Pollitt,
Ryan Watson), many of whom strongly influenced the culture of diversity and inclusion in our department and
college.
Interestingly, outside the department and college (but still within overall social sciences) I have had colleagues
who are much more negative about queer theory in particular (although feminism is more acceptable and
discussed in classes).
When I sent out a (nonscientific) survey to colleagues and graduate students about if they teach feminism
and/or queer theory in their classroom, here was my colleague's response: "I didn't teach about it [queer theory]
because I don't know anything about it. It's not in the textbook I used, and it isn't something that we discussed
addressing in our department. I didn't consider it to be something that was important for the students to
understand within the discipline in which I teach. That said, I think it is becoming more prominent and might be
worth including in the future." When I sent this colleague a copy of our final paper, the colleague thought it was
"interesting."
Posing a different question, then, I wonder what would be ideas or resources to have discussions about queer
theory with such colleagues as the one mentioned above. Any ideas here...?
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JFTR Blog
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jftr-blog
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<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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Self-Reflexive Transformational Pedagogy
Description
An account of the resource
Integrating queer and intersectional frameworks in family theories curricula requires deep and engaged self-reflexivity, a process undergirding our model for transformational pedagogy. Here,we present our definition of transformative pedagogy, a process we have envisioned as having five elements of moving into and within critical engagement.
Creator
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April L. Few-Demo, Áine Humble, Melissa A. Curran, Sally Lloyd
Identifier
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self-reflexive-transformational-pedagogy
Date
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May 05, 2016
-
https://archive.ncfr.org/files/original/4f3a3a05e624b4239863202ec31c4fdb.pdf
9864eab597431ce17cb6840a9cceea62
PDF Text
Text
Transformative Critical Pedagogy in Family Theory
April L. FewDemo, Áine Humble, Melissa A. Curran, Sally Lloyd
Posted by Robert Hughes | May 03, 2016
We discuss how to move the family studies field and the teaching of family theories
from covering the “facts” that LGBTparent families exist to a critical conversation
that incorporates conceptual tools, language, and theoretical insights from queer
and intersectionality theories. We attempt to move this conversation by presenting
a model of curricular change for teaching family studies theories courses that shifts
from LGBTparent exclusion, compensatory addition of LGBTparent families, and
LGBTparent families as disadvantaged to a focus on queer and intersectional
scholarship and a continuing postmodern paradigm shift. We discuss how
instructors can engage in critical feministoriented selfreflexivity and
transformational pedagogy. “Queer Theory, Intersectionality, and LGBTParent
Families: Transformative Critical Pedagogy in Family Theory.”
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Title
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JFTR Blog
Identifier
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
Text
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Transformative Critical Pedagogy in Family Theory
Description
An account of the resource
We discuss how to move the family studies field and the teaching of family theories from covering the "facts" that LGBT-parent families exist to a critical conversation that incorporates conceptual tools, language, and theoretical insights from queer and intersectionality theories.
Creator
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April L. Few-Demo, Áine Humble, Melissa A. Curran, Sally Lloyd
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transformative-critical-pedagogy-family-theory
Date
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May 03, 2016
-
https://archive.ncfr.org/files/original/cd308cf89783dbdf59d8b01df0f96f0c.pdf
963ed05a67c055b12e50d0013ae4d1be
PDF Text
Text
Asking the Question “who benefits” is critical
Edith A. Lewis, Professor Emerita, University of Michigan
Posted by Robert Hughes | September 24, 2015
“The authors (referring to Sharp & Weaver) point out that feminist
researchers are always thoughtful about who, besides the researchers,
benefits from the research enterprise. Elizabeth Sharp again provides an
example of an interaction with the African American male pastor of an
urban church who raises the types of questions all of us who engage in
research programs with target populations need to ask ourselves. The
pastor was concerned about the researchers' misuse of information
provided by church members and was reluctant to agree to his church
being a part of the project. As in the earlier example of back translation,
these types of issues must be raised and addressed by the
researchers prior to engaging in research with families and communities, in
my opinion.
The context in which the pastor asked the questions is not included in the article, and its absence led me to
a series of questions. I wondered how often that church had been approached by researchers. I wondered
whether there had been opportunities for Elizabeth and her colleagues to work within the community the
church was located in so that a track record had been established for their work. I wondered whether
attempts had been made to determine how that church's members had been explicitly been exploited by
past research projects. Three words easily illustrate the distrust many African Americans have with
research: the Tuskegee Experiment. For many of us who have been raised to understand and embrace our
relationships to our ethnic, racial, or class groups, research conducted by an individually oriented outsider is
automatically suspect. The communitywide sensitivity about potential researcher misconduct needs to be
addressed in the earliest stages of interaction. Relationshipbuilding activities based on the stated needs of
the community may have a higher probability of later participation.”
Share your thoughts
Posted by Robert Hughes | September 25, 2015 12:25pm.
In this recent article, Campano and colleagues outline a set of ethical and professional standards for conducting
community work... They outline 5 norms to guide this work:
Norm 1: Equality Is the Starting Point, Not the End Point
Norm 2: Community Members’ Knowledge and Perspectives Must Be Taken Seriously
Norm 3: Specific Research Foci and Questions Are Codesigned with Community Members
�Norm 4: Research on/with/for the Community Should Benefit the Community
Norm 5: Research Is Made Public in Transparent, Collaborative, and Creative Ways
Gerald Campano, María Paula Ghiso, and Bethany Welch (2015) Ethical and Professional Norms in Community
Based Research. Harvard Educational Review: April 2015, Vol. 85, No. 1, pp. 2949.
doi: http://dx.doi.org/10.17763/haer.85.1.a34748522021115m
Posted by Elizabeth Sharp | September 24, 2015 10:40pm.
yes, I agree and, in the paper, I tried to highlight the way I came to understand these issues. I also would like to
remind the reader that I was a new graduate student and not in control of the project. This doesn't absolve me but it
does offer some context. Looking back, I now have a better understanding of the ways in which power operates
within a research team.
Posted by Shannon Weaver | September 24, 2015 11:11pm.
This reminds me of a point that we did not have room to address in the paper discussions of operating within
the parameters of research studies that are under the control of others. Particularly those directed by people in
positions of authority or power such as advisors over graduate students, senior scholars over more junior. How
can we be accountable to ourselves as feminists to participants, to communities when others we work for
perhaps might not have similar feminist commitments (and in many ways students/new professionals do not
have a choice regarding for whom they work)? How can we address issues that are of concern to us as
feminists but might not be shared by others on a research team?
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JFTR Blog
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jftr-blog
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<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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Asking the Question "who benefits" is critical
Description
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For many of us who have been raised to understand and embrace our relationships to our ethnic, racial, or class groups, research conducted by an individually oriented outsider is automatically suspect. The community-wide sensitivity about potential researcher misconduct needs to be addressed in the earliest stages of interaction.
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Edith A. Lewis, Professor Emerita, University of Michigan
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asking-question-who-benefits-critical
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September 24, 2015
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https://archive.ncfr.org/files/original/e9f00d0b63426475b574ea220911d474.pdf
dfdbca960f8a338464f44910431096ca
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Text
Are Feminist Fraudulent Feelings Useful?
Elizabeth Sharp, PhD, Associate Professor, Texas Tech University and Shannon Weaver, PhD,
Associate Professor, University of Connecticut
Posted by Robert Hughes | September 21, 2015
In a section of our paper titled, “Feminist Fraudulence as Problematic
and Productive” we write,
“
“ Like McIntosh's (1985) thoughtful analysis of feeling like a fraud, we
propose that feelings of fraudulence related to one's feminism are
problematic and productive. While such feelings can be immobilizing
(Lloyd, Warner, Baber, & Sollie, 2009), feelings of fraudulence —if
harnessed successfully—are productive because they can hone a deep,
critical edge (McIntosh, 1985). We think the repeated expression of
feminist scholars who doubt whether their own work is “feminist
enough” or whether they produce “partially feminist” work (Stacey, 1988) is indicative of critical insight—these
doubts operate as signifiers to push deeper, to take questions further, thus enabling a richer, more complex
analysis.
Critical awareness also allows for feminist family scholars to monitor and mitigate dangers inherent in their
work (Stacey, 1988). As feminists we are often vulnerable to violating the very ethics we hold important, and
attending to our feelings of fraudulence can help ensure (greater) vigilance in our efforts. Therefore, we want
to encourage feminist scholars to attend to their feelings of fraudulence—to explore, expose, and respond to
them instead of pushing them away, avoiding being overtly feminist, extensively stalling, and/or quitting
projects altogether, as, for example, both of us have done”
”
Share your thoughts
Posted by Robert Hughes | September 22, 2015 5:16pm.
In a note to me, Paul Gorski (who was mentioned in a previous comment by Lee Ann De Reus) writes,
“
My general reflection is that feminist activists or any other activists reflecting on our challenges, whether those
challenges are internal or external, can prepare us to do more transformative work. The problem is when we get stuck
in the reflecting. This makes me think of all the intergroup dialogue programs on college campuses, and especially the
whiteonwhite dialogues in which white people gather and navelgaze and think that the dialogue itself is the activism
rather than what prepares us for the activism.
”
�Posted by Ramona Oswald | September 23, 2015 8:35am.
The concepts of feminist accountability, feminist fraud, and reflexivity were highly relevant for me yesterday. In
my gender course we did a unit on linguistic sexism that included an analysis of gendered slurs. During
discussion of the analysis an Asian American student tried to make a parallel with the N word stating that
"we" can't use it but "they can". I tried to reframe the discussion by saying that her bigger point seemed to be
that the meaning of words depends upon your relationship to the group. An African American student in the
class called out my indirect approach and said "she's referring to n**** and it isn't the same thing as b**** it
has a different history". I paraphrased what she said and then redirected the discussion to the next topic (sexist
surname practices). I left class feeling that I had not handled the situation well; I had been taken by surprise
and couldn't think fast enough to do more. My discomfort was that I felt like a "feminist fraud" here I was
teaching about gender and intersectionality and I missed a perfect opportunity to engage these issues. Worse
I may have contributed to an environment where students of color felt alienated. Last week we had discussed a
campus report about racial microaggressions and this scenario could have been in that report. I needed to
move out of my feelings and into an action that would correct the situation and so I consulted with a colleague
(#jenhardesty). I needed to own the situation as my problem. First, I contacted the African American student
and told her that I had not handled the situation well and wanted to address the issue in our next class. I said
that I was contacting her because she responded to the student and I wanted to make sure she would not feel
exposed by me addressing the issue. Then I contacted the Asian American student who made the remark and
let her know that I thought she was sincerely trying to learn and not be mean and then explained what was
troubling about what she said. I also asked this student if she had suggestions for how I could lead the
discussion without alienating her or anyone else. My attempt to remedy the situation reflects my attempt to hold
myself accountable as a feminist: to use power ethically, to avoid othering, to confront injustice, and to be
honest about my own behavior so that I can improve. For me, the red flag of feeling like a fraud is an indicator
that I should act...
Posted by Elizabeth Sharp | September 22, 2015 9:27am.
Responding to Lee Ann's earlier post:
Avoiding risk? The paper Shannon and I wrote was one of the riskiest papers we have ever written in our careers.
Gorski said
similar ideas that we did by bringing into foreground the pervasive influence of neoliberalism and the dangers of not
engaging in critical reflexivity about its insidious reach . Our paper is one of first known Family Studies articles take
on neoliberalism directly. As we argued in our paper, the point of attending to feelings of feminist fraudulence is
encourage more (visible) accountability as feminists. Attending to feelings of feminist fraudulence in and of itself
was never the end goal. We, like Peggy McIntosh before us, claimed that "feeling like a fraud" engenders a critical
edge, which, in turn, serves as way to ensure greater feminist accountability. One major component of feminist
accountability is pushing for social justice.
Posted by Lee Ann De Reus | September 21, 2015 10:36am.
I am a big fan of Paul Gorski, an Associate Professor at George Mason University. In a recent blog post
(http://lehamogo.blogspot.com/2015/09/theillusionofjusticesocial.html...) he wrote, "Does my social justice work
mitigate the impact of injustice or is it a threat to the existence of injustice? The problem comes when I put all my
energy into these mitigations and am unwilling to put my own privilege at risk by engaging in more transformative
social justice work." Given the feminist goal of social justice, is spending time on our feelings of fraudulence a
mitigation and a way to avoid risk?
Posted by Shannon Weaver | September 22, 2015 10:44am.
My first reaction here is to recall the criticism that has levied against feminists for engaging in too much “navel
gazing” that detracts them from their active efforts to promote social change. However, given the current
context, the need for an open discussion of feelings of fraudulence, and, more importantly, the means by which
we can use accountability in our work to embrace such feelings is even more warranted. Given the influence of
neoliberalism in academia with its focus on individualism and drawing attention away from systemic analyses of
social institutions that continue to perpetuate domination of certain groups over others and exploitation of
gender/racial/ethnic/sexual minorities, as well as the invasive postfeminist sentiment that gender inequality no
�longer exists, we wanted to start a discussion here in order to encourage others to reengage in praxis and re
invigorate interdisciplinary and feminist practices in research for families.
I do see our framing of the issue within the current neoliberal context as important because it is due to this
dominant worldview that we are not critically examining and dismantling the larger social institutions that
perpetuate oppression of women, and certain groups of women more than others. Paul Gorski in the blog entry
referenced above, questions if those who work in higher education, supposedly with the purpose of promoting
social justice, end up mitigating injustice rather than actually transforming it into justice as they focus more on
immediate rewards. Similar to my argument above, he asserts that "Neoliberalism has been, in part, a ruthless
attempt to take every untouched, sacred sphere and open it up to prophiteers… Social entrepreneurship is, to
me, what happens when we shift the profit motive into the most sacred of all public spheres: human rights and
social justice. It's what happens when we replace a commitment to basic human rights and social justice with a
commitment to profiting from every single thing.” Yes, need to lessen the severity of injustice for those who are
directly affected (such as feeding those who are hungry), but if not looking to larger issues, to looking at
engaging in transformative work that actually changes the dominant practice/worldview/means of living, what
we do is not actually going to make the difference we claim we want to achieve.
However, until we ourselves understand our place in our work, the epistemological assumptions underpinning it,
and the limitations we have in working in an environment where feminists are expected to operate within the
diverse and every changing terrain of feminist theories combined with the insidious influence of neoliberalism
and erroneous assumptions of postfeminist attitudes, we are unable to really think outside the box to begin to
do the kind of work that challenges dominant ideology, rather than just working around it.
Posted by Robert Hughes | September 21, 2015 10:33am.
Having doubts about your scientific work seems to me to be a sign of "professional maturity." As a young scholar I
thought I knew it all. The more time I have spent working on issues, learning about research and exploring theory, I
am less confident that I know the right answers or sometimes even know if I am asking the right questions.
Posted by Shannon Weaver | September 21, 2015 3:52pm.
In our paper we specifically made the point to stress that when scholars do not question their work, when they
become too overconfident in their approach to scholarship, that THIS is problematic. As others have also
asserted, there are no assurances in calling one’s work feminist; therefore, we continue to question and
consider what we are doing, how we are doing it, and the ways in which it does (and does not) contribute to
social justice.
Posted by Megan Haselschwerdt | September 22, 2015 9:12am.
Exactly, Shannon. I love that key point in your paper. I do think it can be exhausting and frustrating, which
makes it easier to become defensive. If we can fight through the frustration and defensiveness (and catch
ourselves when we are becoming defensive I've been there) and open up to the reality that we do not
have all the answers or the only way to examine an issue, we will become even better feminist scholars.
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JFTR Blog
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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Are Feminist Fraudulent Feelings Useful?
Description
An account of the resource
We think the repeated expression of feminist scholars who doubt whether their own work is "feminist enough" or whether they produce "partially feminist" work is indicative of critical insightthese doubts operate as signifiers to push deeper, to take questions further, thus enabling a richer, more complex analysis.
Creator
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Elizabeth Sharp, PhD, Associate Professor, Texas Tech University and Shannon Weaver, PhD, Associate Professor, University of Connecticut
Identifier
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are-feminist-fraudulent-feelings-useful
Date
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September 21, 2015
-
https://archive.ncfr.org/files/original/0bf0de21feb231a853e5375361a303da.pdf
b25668a3b3a7d6a8ea64f2e4d9d40017
PDF Text
Text
How to Translate Feminist Thought into Research
Practice?
Elizabeth Sharp, PhD, Associate Professor, Texas Tech University and Shannon Weaver, PhD,
Associate Professor, University of Connecticut
Posted by Robert Hughes | September 23, 2015
As we describe in our article we have synthesized the thinking of many
feminist scholars into some particular ways to manage feelings of
fraudulence and moving out of immobilization…
Holding other feminist family scholars accountable, asking difficult
questions (Allen, 2000)
Returning to the literature (Lloyd, Few, & Allen, 2009; Blume, 2004;
Thompson, 1992)
Engaging in writing (Menon, 2009; autoethnographic work such as
Blume & De Reus, 2009)
Recognizing and minimizing “androcentric inner critic” (internalized sexism) (Adams, 2009, p. 236)
Acknowledging and questioning one's complicity in oppressive systems (Lloyd, Warner, Baber, &
Sollie, 2009)
Disrupting dualisms, such as “private/public that implicitly privilege men” (Adams, 2009)
Acknowledging tensions (Allen, 2000)
Reminding oneself that feminists “chip away a small piece of a big mountain”! Lloyd, Warner, Baber, &
Sollie, 2009, p. 301) [from Table 3 in the paper.]
Share your thoughts
Posted by Andrea Roach | September 23, 2015 2:22pm.
I found this article and the rejoinders very thought provoking. I have certainly had feelings of "fraudulence" in my
academic career so it was enlightening to see that I was not the only one. Reading through the comments on the
blog posts have also helped me realize we are all questioning ourselves while helping each other. It's easy to be
complacent with where we are at, to not question or challenge the world around us while we report our research. It's
much more difficult to start to challenge those ideas and systems. The very thought of it can be immobilizing, as you
say. However, that is why we, as scholars, must hold each other accountable. We have to work together to achieve
social justice. We also have to be a voice that can be heard through our writing, social media, teaching, and praxis.
In an excerpt from one of Elizabeth's Reflections, "It takes courage for colleagues to offer hardhitting, constructive
critiques, and the high ethics of feminism presses this burden on us as family scholars" (308). If we can get past
�feelings of fraudulence and immobilization, we can offer constructive critiques to others. If we get stuck in feelings
of fraudulence and immobilization, it is up to our colleagues to give the constructive criticism we need to continue
our work. This article, the rejoinders, and the conversations happening on the blogs are examples of this process.
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Title
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JFTR Blog
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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How to Translate Feminist Thought into Research Practice?
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As we describe in ourarticlewe have synthesized the thinking of many feminist scholars into some particular ways to manage feelings of fraudulence and moving out of immobilization
Creator
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Elizabeth Sharp, PhD, Associate Professor, Texas Tech University and Shannon Weaver, PhD, Associate Professor, University of Connecticut
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how-translate-feminist-thought-research-practice
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September 23, 2015