2
10
39
-
https://archive.ncfr.org/files/original/88affe9fbc7493405f93505a74b1cb8f.pdf
8a6a7a39484379fd6e92381df98b1c81
PDF Text
Text
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.
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
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
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
How Curriculum Change Occurs and How to Transform It
Description
An account of the resource
This post covers the phases of integrating LGBT-parent families as a family theory curriculum topic.
Creator
An entity primarily responsible for making the resource
April L. Few-Demo, Áine Humble, Melissa A. Curran, Sally Lloyd
Identifier
An unambiguous reference to the resource within a given context
how-curriculum-change-occurs-and-how-transform-it
Date
A point or period of time associated with an event in the lifecycle of the resource
May 04, 2016
-
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.
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
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
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
How to Translate Feminist Thought into Research Practice?
Description
An account of the resource
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
An entity primarily responsible for making the resource
Elizabeth Sharp, PhD, Associate Professor, Texas Tech University and Shannon Weaver, PhD, Associate Professor, University of Connecticut
Identifier
An unambiguous reference to the resource within a given context
how-translate-feminist-thought-research-practice
Date
A point or period of time associated with an event in the lifecycle of the resource
September 23, 2015
-
https://archive.ncfr.org/files/original/49bc528b3cde462307c229a7f9a73de6.pdf
a482211b7e83791757a85311b73ce77a
PDF Text
Text
In violent families, are boys more atrisk of becoming
perpetrators of adult IPV than girls?
Ericka SmithMarek, Bryan Cafferky, Prerana Diharkidharka, Allen Mallory, Maria Dominguez,
Jessica High, Sandra Stith, Marcos Mendez
Posted by Ashton Chapman | February 02, 2016
"In line with the metaanalysis conducted by Stith et al. (2000), being raised in a
physically violent home and later perpetration of IPV was found to be a
significantly stronger (Qb (1) = 4.76, p = .03) risk marker for males (r = .25, SE
= .006, CI [0.23, 0.28], p < .001) than for females (r = .19, SE = .005, CI [0.14,
0.24], p < .001). Further, we found familyoforigin violence to be a significantly
stronger (Qb (1) = 8.45, p < .001) risk marker for females (r = .22, SE = .003, CI
[0.21, 0.25], p < .001) becoming IPV victims than for males (r = .16, SE = .003,
CI [0.12, 0.20], p < .001)."
It is important to emphasize, however, that the magnitude of each of these
effect sizes is small.
"These results may support the traditional social learning hypothesis that males
are socialized by larger society to become violent, whereas females are
socialized to become victims. We speculate, however, that there may be other
factors that contribute to this sex difference. For instance, the disproportionate
amount of violence, particularly childhood sexual abuse, experienced by
females in our society (Centers for Disease Control and Prevention, 2011) may make them more vulnerable
to becoming victims of IPV in adulthood” (p. 510511). (See our full paper for more.)
Questions to consider:
1) What other factors may account for boys to be more atrisk of becoming perpetrators of IPV as
adults?
2) What protective factors may prevent boys from becoming perpetrators of adult IPV?
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
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
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
In violent families, are boys more at-risk of becoming perpetrators of adult IPV than girls?
Creator
An entity primarily responsible for making the resource
Ericka Smith-Marek, Bryan Cafferky, Prerana Diharkidharka, Allen Mallory, Maria Dominguez, Jessica High, Sandra Stith, Marcos Mendez
Identifier
An unambiguous reference to the resource within a given context
violent-families-are-boys-more-risk-becoming-perpetrators-adult-ipv-girls
Date
A point or period of time associated with an event in the lifecycle of the resource
February 02, 2016
-
https://archive.ncfr.org/files/original/edfe4ec417563783bfb48c83f3b01dd9.pdf
56559ce79cc81870148d3f5988c74cf8
PDF Text
Text
Introducing the JFTR Digital Scholarship Board
by Robert Hughes, Jr., Ph.D., professor, University of Illinois at UrbanaChampaign
Posted by Robert Hughes | August 31, 2015
An essential part of creating an engaged, participatory community of
scholars is having a strong group of scholars who are familiar with
social media tools and have experience creating engaged
conversations about issues related to family science. JFTR is pleased
to announce that our inaugural Digital Scholarship Board is composed
of the following family scholars:
Ashton Chapman (email)
University of MissouriColumbia
Kimberly A. Crossman (email)
Southern Illinois University
Natalie D. Hengstebeck (email)
University of North Carolina at Greensboro & Erasmus University
Rotterdam
Jeremy B. Kanter (email)
University of MissouriColumbia
James Kale Monk (email)
University of Illinois at UrbanaChampaign
Christine M. Proulx (email)
University of MissouriColumbia
Andrea L. Roach (email)
University of MissouriColumbia
Luke Thomas Russell (email)
University of MissouriColumbia
Rebekah Young (email)
University of Washington
Our working definition of their role is as follows:
The Digital Scholarship Board (DSB) is a group of family scholars that facilitate the exchange and sharing
of the information in the Journal of Family Theory and Review through the use of new (or social) media
�platforms. This group of professionals is committed to rigorous, thoughtful conversations with family
scholars as well as the broader public.
If you are interested in becoming involved in the activities of the Digital Scholarship Board, email Robert
Hughes, Jr. U of Illinois.
Follow the Journal of Family Theory & Review on Facebook and Twitter.
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
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
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Introducing the JFTR Digital Scholarship Board
Description
An account of the resource
An essential part of creating an engaged, participatory community of scholars is having a strong group of scholars who are familiar with social media tools and have experience creating engaged conversations about issues related to family science.
Creator
An entity primarily responsible for making the resource
Robert Hughes, Jr., Ph.D., professor, University of Illinois at Urbana-Champaign
Identifier
An unambiguous reference to the resource within a given context
introducing-jftr-digital-scholarship-board
Date
A point or period of time associated with an event in the lifecycle of the resource
August 31, 2015
-
https://archive.ncfr.org/files/original/41a522eaf9123929fe15953b98e37179.pdf
60b027b5da60e063da500323ac6a911b
PDF Text
Text
Invitation to Discuss "Feeling Like Feminist Frauds"
by Robert Hughes, Jr., Ph.D., professor, University of Illinois at UrbanaChampaign
Posted by Robert Hughes | September 03, 2015
Join us Sept 2124, 2015, here to discuss the important issues raised
by Elizabeth Sharp and Shannon Weaver in their article, “Feeling Like
Feminist Frauds: Theorizing Feminist Accountability in Feminist Family
Studies Research in a Neoliberal, Postfeminist Context.” In their
abstract they write,
“
“…we name “feelings of fraudulence,” the experience of selfawareness
and selfquestioning that feminist family scholars often encounter in
their work.”
”
In this article they assert:
“
“these feelings of fraudulence should not be dismissed but should be
embraced to promote what we theorize as feminist accountability.”
”
A provocative idea. Do you agree, why or why not? Join us to talk
about this article. Engage Professors Sharp and Weaver about their
ideas.
We are also pleased to have some useful commentary about this article
from other feminist family scholars. Leigh Leslie & Donna Sollie ask the
question, “Is selfdoubt good for us?” Their answer involves rethinking
our approach to feminist (maybe all) scholarship.
“
“…we would encourage a more collaborative and cocreated approach among feminist researchers,
practitioners, and those whose lives we seek to enhance. In other words, policy makers, therapists, educators,
and community members should not be our audience; they should be our partners. This is, we believe, at the
heart of what it would mean for work to have catalytic and transgressive validity that promotes social
change.”
”
How can we engage others in “feminist research”? Does this include exploring these issues in social media
platforms? What ways would be useful and what ways wouldn’t help?
Lee Ann De Reus provides some keen insights into the conduct of feminist research, but perhaps most
importantly writes,
“
“Feeling like a feminist fraud is not to be dismissed but rather processed through selfreflexivity so that we are
not distracted from the feminist praxis needed at every level of society. The poor status of women and families
around the world and threats to livelihoods everywhere are urgent matters that need our attention.”
”
�”
Her emphasis is a call to action for social justice. Is this really our most important work? Are we engaged?
We hear a similar message from Professor Edith Lewis who writes in her commentary…
“
“The following comments are designed to encourage feminist and womynist scholars who hope to produce
scholarship that has meaning outside of the academy. In most of my own work, I have noted my commitment
to praxis as integral to producing new knowledge. Engaging in praxis means the development of critical
thinking combined with action to enhance social justice.”
”
And she reminds us that the primary tool for this task is to listen “to the real experts — those research
participants who have lived the experiences researchers want to understand.”
This gives me pause as I think about our methodological courses and I ask the question: Have we paid
enough attention to developing our “methodological listening” skills?
Read the articles and form your own questions and reactions and join us for a discussion from Sept 2124,
2015. During the discussion timeframe, use the "Add new comment" feature below to contribute your
thoughts, or reply to comments posted by others.
Follow the Journal of Family Theory & Review on Facebook and Twitter.
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
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
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Invitation to Discuss "Feeling Like Feminist Frauds"
Description
An account of the resource
Join us Sept 21-24, 2015, here to discuss the important issues raised by Elizabeth Sharp and Shannon Weaver in their article, "Feeling Like Feminist Frauds: Theorizing Feminist Accountability in Feminist Family Studies Research in a Neoliberal, Postfeminist Context."
Creator
An entity primarily responsible for making the resource
Robert Hughes, Jr., Ph.D., professor, University of Illinois at Urbana-Champaign
Identifier
An unambiguous reference to the resource within a given context
invitation-discuss-feeling-feminist-frauds
Date
A point or period of time associated with an event in the lifecycle of the resource
September 03, 2015
-
https://archive.ncfr.org/files/original/eec447488b80fa462ce7e6680a3514ba.pdf
cd57f60147f79f5f8c9aba3f22cf4ff4
PDF Text
Text
Irene Levin's review of Women Voicing Resistance:
Discursive and Narrative Explanations
Natalie Hengstebeck
Posted by Robert Hughes | January 20, 2016
Irene Levin's review of Women Voicing Resistance: Discursive and Narrative Explanations published in the
September 2015 issue of JFTR is glowing, to say the least. She describes Suzanne McKenzieMohr and Michelle
Lafrance's edited volume as focusing on "individual, social, and political influences shaping what women can do
with stories and the consequences of those stories for their lives. At its core, this book is about women's attempts to
restory or counterstory their lives when prevailing discourses and dominant narratives are unhelpful or even
harmful."
"In this book, the contributors are like resistance fighters against a certain framing of social reality. The women’s
stories all present the question, which social reality are we talking about, and who is included in it?” Levin suggests
that counterstories challenge the status quo, and once read, cannot be unread and therefore become part of the
new status quo: "After reading this book and being introduced to counterstories, one cannot use master narratives
anymore, or treat them as universal. How is it for the LGBT population? How is it for women who have been raped?
How is it for premenstrual girls? How is it for women with depression? How is it for women and childbirth? What
about the female sex?” She writes that this book “can be thought of as 12 fists raised among the shouts of
countermessages,” though she admits that “it is a long road from women’s raised fists to the incorporation of their
stories into a new master narrative.”
The chapters discuss women’s resistance across experiences ranging from lesbian identity, childbirth, rape,
premenstrual change, domestic violence, casual sex, depression, working in maledominated workplaces, and
disordered eating. Sample chapter titles include “‘I used to think I was going a little crazy’: Women’s resistance to
the pathologization of premenstrual change”; “'Oh it was good sex!': Heterosexual women’s (counter)narratives of
desire and pleasure in casual sex”; "‘Girlygirls’, ‘scantillyclad ladies’ and policewomen: Negotiating and resisting
femininities in nontraditional work space”; and "Beyond ‘coming out’: Lesbians’ (alternative) stories of sexual
identity told in postapartheid South Africa."
Levin adds that the book is "very thoroughly edited" and "integrated [in an] analytical and theoretical way rather than
in a superficial, summary one, as is often the case in multiauthor books.”
The full review is available to read here. You can learn more about Women Voicing Resistance here.
�National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
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
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Irene Levin's review of Women Voicing Resistance: Discursive and Narrative Explanations
Description
An account of the resource
Irene Levin's review of <em>Women Voicing Resistance: Discursive and Narrative Explanations </em>published in the September 2015 issue of JFTR is glowing, to say the least. She describes Suzanne McKenzie-Mohr and Michelle Lafrance's edited volume as focusing on "individual, social, and political influences shaping what women can do with stories and the consequences of those stories for their lives. At its core, this book is about women's attempts to restory or counterstory their lives when prevailing discourses and dominant narratives are unhelpful or even harmful."
Creator
An entity primarily responsible for making the resource
Natalie Hengstebeck
Identifier
An unambiguous reference to the resource within a given context
irene-levins-review-women-voicing-resistance-discursive-and-narrative-explanations
Date
A point or period of time associated with an event in the lifecycle of the resource
January 20, 2016
-
https://archive.ncfr.org/files/original/74a8e009109b6fbf5ce7b401ceaca0e2.pdf
aa55eeaf7771e3c9720ce4b2447cfdce
PDF Text
Text
Is selfdoubt good or bad for feminist scholars?
Leigh Leslie, PhD, Associate Professor, University of Maryland, College Park & Donna Sollie,
PhD, Assistant Provost, Auburn University
Posted by Robert Hughes | September 21, 2015
In response to Sharp and Weaver, we wonder whether selfdoubt is
good or bad for feminist scholars, commenting,
“we find it troubling that, after years of feminist contributions to the field
of family studies, so many scholars may feel that they are “feminist
frauds.” Why do we continue to ask ourselves whether our work is
“feminist enough”? While Elizabeth and Shannon identify many valid
reasons why this sense of illegitimacy may continue, including
increased interdisciplinary theorizing, intersectionality, and
neoliberalism, we question whether we have also created standards
that feel impossible to attain and that add pressure to feminist scholars'
feelings of selfdoubt. We come from a generation in which scholars dare not mention they were doing
feministbased research until after receiving tenure. While opposing perspectives flourish, feminism is now
an accepted intellectual tradition in the academy. Thus, it would seem that the external imposed insecurity
about doing feminist research that some of the contributors to our book experienced would be gone. So we
are left to wonder whether all the feelings of fraudulence are really externally generated. Certainly it is
important for us to critically assess our work, but we should also question whether as feminists we have
created standards that feel impossible to attain and that contribute to unnecessary and distressing
feelings of selfdoubt.”
Share your thoughts
Posted by Robert Hughes | September 21, 2015 10:36am.
Professors Leslie & Sollie ask an important question Are the expectations for feminist scholars to high? I am
eager to see what others think about this questions.
If the expectations are too high, what is the alternative?
Posted by Megan Haselschwerdt | September 21, 2015 3:02pm.
I think this is an excellent question, and it is one that I think about (in some form) quite often. I do think the
expectations for feminist scholars are very high, but I argue that they should be we should all be reflecting,
�learning, correcting ourselves, getting called out on (ideally in a constructive way but maybe we don't always
deserve that), etc. However, I do think there is a difference between having high expectations and expecting
perfection from ourselves and each other.
As we know, feminist theories have evolved over time. I believe it is important that, as feminist family scholars,
we also evolve, individually and as a collective (or collectives). This likely means that the "bar" is continuously
moving up and up, and we may feel like a fraud at times (or all the time), but I think this is okay. I try very hard
to be a "good feminist," or to be mindfully aware of my intersecting privileges and oppression, but I do make
mistakes. As a White, heterosexual woman, from a privileged background I sometimes lose track of my
privilege because I am so blinded to all of them. I am grateful that I have close friends, family/husband, and
colleagues who can kindly call me out and help me learn. For example, at dinner last Friday, I asked our
waitress if she was a college student or if she had just graduated what a ridiculous assumption loaded into my
questioning (my husband kindly pointed out)! I couldn't believe that my privilege blinded me, but it did. I am
aware that I have to be mindful of my biased perspective regarding college attendance, but I made a mistake.
My privileges came lurking in. I will do better next time, but in the meantime, I have to remind myself that I will
continue to make mistakes. My goal is to make less over time, to learn from my mistakes, and to do better the
next time.
I am working harder at "giving amnesty" to those who are trying to be thoughtful and be feminist (as if it isn't a
process), particularly men. I will admit I am the first to jump all over a White man who forgets his privilege (or
doesn't know he has it), or a White woman (typically a celebrity) who forgets that her experience is different
from a Black woman, or a lesbian who forgets that her statement excluded trans men and women. When
people are trying but use the wrong terminology or forget their privilege, I am trying to be better about seeing
them as good people who are imperfect. However, at the end of the day, it is easier for me to say we should
"give amnesty" from my privileged standpoint...
Posted by Elizabeth Sharp | September 22, 2015 12:36pm.
Reply to Megan's earlier post about perfection and privilege:
Megan, first thank you for all your engagement in the blog! And thank you for your willingness to be
vulnerable and share your missteps. The idea of imperfect or "bad feminists" (Roxanne Gay) was exactly
what we were writing about and how such feelings move from our daily lives (e.g., interactions with servers
at restaurants) to our research endeavors. We wanted to acknowledge the incredibly high standards that
feminist scholars are asked to adhere to (sometimes it feels like this isn't acknowledged). As Judith Stacey
has argued, in some ways, feminists have "further to fall" than do other scholars when we "mess" up
because feminist ethics are so high. We concur with your sentiment about trying, learning, and not being
overly critical or expect perfection. As Katherine Allen as said so many times, feminists need to "kindly take
each other on" and I think we need to extend this idea to ourselves, too.
Posted by Jeremy Kanter | September 21, 2015 12:48pm.
I struggle with these heightened expectations on a smallerscale as an instructor for a class focusing on
intimate relationships. I continuously hear my undergraduates commenting and questioning various issues that
immediately makes me want to interject a feminist perspective to broaden our class discussion. However,
without knowing where the discussion will lead, I doubt myself in bringing this up as I feel fraudulent in my own
abilities to draw awareness to a feminist perspective. It leaves me questioning as a graduate student how I
could possibly be more confident in leading this class discussion (and the best methods to do so). Particularly
with a group of students (undergraduates) who have such important perspectives and experiences that can
speak to a feminist perspective.
Posted by Elizabeth Sharp | September 22, 2015 12:20pm.
This is a response to Jeremy's earlier post:
These are good (and normal!) questions you are asking yourself. We think it is these questions that help
feminist scholars be more critical. Now, what do you do with these questions? Are you immobilized or can
you harness the feelings to help push your critical edge? Can we (other feminist scholars) help you? One of
my favorite feminist family scholar's article on teaching is: Stephen Mark's (1995). The art of professing and
�holding back in a course on gender. Family Relations, 44, 142–148. You might find this helpful. We
encourage you to take a risk in your classroom!
Posted by Robert Hughes | September 22, 2015 12:26pm.
Link to Mark's article mentioned by Elizabeth Sharp:
http://www.jstor.org/stable/584800?seq=1#page_scan_tab_contents
What other resources would be helpful to teachers who are trying to incorporate feminist thinking into
their classrooms?
Posted by Megan Haselschwerdt | September 21, 2015 5:38pm.
I hear you, Jeremy! I think this is particularly difficult as a graduate student (or even junior faculty member)
because you want to "say the right things" and may be more sensitive to the reality that you could show that
you don't know it all especially with undergrads. I think you do have the knowledge and experience to
interject and broaden the discussion. I may be a little biased since you were in my class as an undergrad,
though :) Maybe try posing questions to them that are situated within feminism or feminist ways of thinking
for example, "How do you think X plays a role in this discussion?" to see where it goes and give you more
confidence before diving in deeper with them. I find that students are far more receptive to conversations
around feminism than I give them credit for, and you likely know far more about feminism (from an
academic/theoretical standpoint), so you can bring that to the table as well as validating their experiences.
You are ahead of the curve , IMHO!
I can find the resources tomorrow and let you know but there have been some awesome papers written
and NCFR presentations given on teaching from a feminist perspective. I just recently found some that are
super excellent that I didn't knew existed.
Posted by Natalie Hengstebeck | September 22, 2015 2:41am.
Not only are we challenged by a long history of suppression of feminist conversations, but also given
the current climate at universities (e.g., http://www.theatlantic.com/magazine/archive/2015/09/the
coddlingofthe...) in which just about anyone can declare something to be offensive or a source of
discomfort (hypothetical claims that tend to target "uncomfortable" topics rather than hate speech, as
intended), I think it can be especially intimidating for any untenured instructor to say anything that at
least one student may deem offensive. What thoughts do individuals have about setting the stage to
have these critical discussions in the classroom and beyond amidst this current climate?
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
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
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Is self-doubt good or bad for feminist scholars?
Description
An account of the resource
We find it troubling that, after years of feminist contributions to the field of family studies, so many scholars may feel that they are "feminist frauds. Why do we continue to ask ourselves whether our work is "feminist enough?
Creator
An entity primarily responsible for making the resource
Leigh Leslie, PhD, Associate Professor, University of Maryland, College Park & Donna Sollie, PhD, Assistant Provost, Auburn University
Identifier
An unambiguous reference to the resource within a given context
self-doubt-good-or-bad-feminist-scholars
Date
A point or period of time associated with an event in the lifecycle of the resource
September 21, 2015
-
https://archive.ncfr.org/files/original/2f6950b71dc539f950492e9509e0e926.pdf
72b6f297a73367ba17d5ffe28b5daf20
PDF Text
Text
Is the trending "MasculinitySoFragile" hashtag a
teachable moment?
Robert Hughes, Jr., professor, University of Illinois at UrbanaChampaign
Posted by Robert Hughes | September 23, 2015
This afternoon the top trending hashtag on Twitter is
#MasculinitySoFragile. Much of it is funny and ironic, so is this a
teachable moment?
Is this an opportunity for digital scholars to ask new questions or offer
alterative ideas?
Is this just a waste of our time and a reminder that most of social media
is useless?
See comments by Professor Megan Haselschwerdt, who writes, "Every
once in a while I decide I don't want to post about feminist issues on
social media, but then I get a message from someone outside of
academia (often stay at home moms) who thank me for posting about
subjects they rarely think about, or subjects that never mattered to them
but suddenly are an issue (e.g., not facing discrimination in the
workplace until she has a child and everything changes at work).
Because of this (and because I am a "sharer" and process through
interaction with others), I continue to do so." See more...
Share your thoughts
Posted by Thomas Blume | September 24, 2015 1:01pm.
The moment may be teachable, but as I review the growth of the MasculinitySoFragile hashtag I don't find many
people who seem to be in a receptive state. The majority of the tweets, beginning with the exponential increase
around the imagery of men's Kleenex, seem to be simply scoring points (one for our side, two for your side, we
have to catch up). There is a fascination, yes, but the "defensive" men seem to be convinced that any
acknowledgement of emotions is a defeat. I think the strategy, if we want to engage this audience, would have to
involve linking to some kind of document/image that could be digested quickly and could not be easily dismissed.
�Posted by Natalie Hengstebeck | September 24, 2015 2:46am.
I think it certainly could be a very useful teachable moment. People outside the Ivory Tower are talking about these
important issues and engaging in dialogue with singlephrase, easily digestible messages. Like many news outlets
have attempted to synthesize some of the themes that have emerged in the comments (e.g., how marketers appeal
to men's insecurities in launching men's edition products, how men become offended and potentially violent when
women turn them down, how using "like a girl" or other phrases is an insult between men), I think there is definitely
a place for academics to push the discussion past photos of products targeted at men and push the discussion
deeper. It is admirable to see people talking about examples of the fragility of masculinity, but true change requires
situating these issues in the larger context of the oppression of many individuals via a racist, (hetero)sexist, ableist,
classist, etc. ideologies and calls for action, which are often assumed in social media. As indicated by Robert
Hughes' exchange with Paul Gorsky, "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." If scholars were able to engage in this debate, rather than writing it off as a useless social media
campaign, it might be possible to remind people that the occasional Facebook post or Tweet can open the dialogue,
but it takes more than a 140character post to make change.
Posted by Megan Haselschwerdt | September 24, 2015 9:55am.
Wow, Natalie your post was incredibly insightful! I think we, as feminist family scholars, need to work our way
into these larger debates (similar to the main goal of the FFS preconference this year). One way we can do this
is through engaging in conversations and posing difficult questions on social media. I agree that our activism
should not end there (nothing would anger me more than if the dialogue became likened to a "post your bra
color" in honor of Breast Cancer awareness or whatever that silly trend was), but I do think it is an excellent
and personal entry into social media activism. This can be the place to encourage people to contact their local
legislatures and organizations to leverage our voices and votes, but it can also be the place to advertise actual,
peopletopeople social justice initiatives in your community. I feel like, in many ways, I'm still in the "social
media activism" stage with small acts of defiance and feminism interspersed throughout my daily life, but I did
see your post as a challenge to me (and everyone) to think of ways in which we can move beyond dialogue and
into action.
Posted by Natalie Hengstebeck | September 24, 2015 11:42am.
Megan, I think you are exactly right. I am sure there is something to wearing specific colors or adding a filter
to one's Facebook photo to support specific causes, but as evidenced by #StopKony and
#BringBackOurGirls, just posting or reposting is not enough. On the one hand, it may be hard(er) to get
people to care without a catchy social media campaign, but on the other, it takes more than 140 characters
to start a revolution, no matter how many times something is reposted. A few years ago, a sociology
professor said that the reason social movements today (e.g., environmental groups, LGBT rights, Occupy
Wall Street) do not get anywhere is because, in contrast to the movements of the 1960s1970s, there are
no clear demands. And this stuck with me. Indeed, even the dramatic progress in LGBT rights we have
seen in recent months (still a long way to go!) seemed to move forward much faster following the shift from
a right to "domestic partnerships" to a right to marriage. To the extent that social media may be used as a
tool to raise awareness and organize groups, it is important, but real change comes from marching,
gathering people together around physical tables, signing petitions to be sent to legislators, investing of
time and energy (beyond a quick "share" or "retweet"), and perhaps most importantly, having explicit
demands for change. I think it would be great to see this kind of activism both at NCFR conferences and by
NCFR members in their communities.
Posted by Elizabeth Sharp | September 24, 2015 9:25pm.
Response to Natalie's post:
Hi, Natalie This kind of activism has been at our conferences in the past and there is some
fascinating historical records of NCFR engaging in political action. I think Shannon found these and
they may already be on the FFS website.
A few years ago, we had a feminist discussion at NCFR and Shannon was one of the leaders and was
pushing for concrete action beyond the academy. Shannon was encouraging the FFS section to make a
�list of action step...the need for specific demands was inspired by the UK Women's Liberation
movement's Seven Demands See: https://finnmackay.wordpress.com/articlesilike/the7demands
oftheuk... ) . One of the major issues brought up at the conference feminist discussion was health care
and reproductive rights. This year, the Feminist Family Studies PreConference at NCFR will be praxis
focused. We hope to "roll our up our sleeves" and develop practical and realistic action steps for college
campuses and beyond... hopefully, you can come join us!
Posted by Natalie Hengstebeck | September 28, 2015 4:06am.
Thanks for your comments, Thomas and Elizabeth.
Thomas: I agree that some of what this campaign shows, including many men's defensiveness, is
discouraging. I think that you are absolutely right that an easily digestible visual that could not be
easily dismissed image would be ideal to reach people.
Elizabeth: It is wonderful to hear about this NCFR activism! (Unfortunately, I cannot attend NCFR
this year as I will be out of the country, but I will definitely keep the preconferences in mind for the
future. I hope the preconference goes well!)
Posted by Robert Hughes | September 25, 2015 11:11am.
The UK 7 Demands list is here: https://finnmackay.wordpress.com/articlesilike/the7demandsof
theukwomensliberationmovement/
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
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
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Is the trending "MasculinitySoFragile" hashtag a teachable moment?
Description
An account of the resource
<p>This afternoon the top trending hashtag on Twitter is #MasculinitySoFragile. Much of it is funny and ironic, so is this a teachable moment? </p><p>Is this an opportunity for digital scholars to ask new questions or offer alterative ideas? </p><p>Is this just a waste of our time and a reminder that most of social media is useless? </p>
Creator
An entity primarily responsible for making the resource
Robert Hughes, Jr., professor, University of Illinois at Urbana-Champaign
Identifier
An unambiguous reference to the resource within a given context
trending-masculinitysofragile-hashtag-teachable-moment
Date
A point or period of time associated with an event in the lifecycle of the resource
September 23, 2015
-
https://archive.ncfr.org/files/original/963aafed4ab3da89bafd484b1c56f09b.pdf
90ce48b33428aadd00577d330a194899
PDF Text
Text
JFTR Authors Earn Anselm Strauss Recognition
Libby Balter Blume
Posted by Robert Hughes | July 29, 2016
Two articles published in the Journal of Family Theory & Review have
received Anselm Strauss Awards for Family Qualitative Research from
the Qualitative Family Research Network (QFRN). Both articles
appeared in JFTR’s Special Issue on Innovative Methods in Family
Scholarship, Volume 7, issue 4, published in December 2015 and co
edited by Libby Balter Blume and Cheryl Buehler.
The 2016 Anselm Strauss Award winners are Elizabeth E. Sharp and
Genevieve Durham DeCesaro for Modeling Innovative Methodological
Practices in a Dance/Family Studies Transdisciplinary Project, Journal
of Family Theory & Review, 7, 367–380. doi: 10.1111/jftr.12109
Honorable Mention was awarded to Tony E. Adams and Jimmie Manning for Autoethnography and Family
Research, Journal of Family Theory & Review, 7, 350–366. doi: 10.1111/jftr.12116
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
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
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Authors Earn Anselm Strauss Recognition
Description
An account of the resource
Two articles published in theJournal of Family Theory & Reviewhave received Anselm Strauss Awards for Family Qualitative Research from the Qualitative Family Research Network.
Creator
An entity primarily responsible for making the resource
Libby Balter Blume
Identifier
An unambiguous reference to the resource within a given context
jftr-authors-earn-anselm-strauss-recognition
Date
A point or period of time associated with an event in the lifecycle of the resource
July 29, 2016
-
https://archive.ncfr.org/files/original/437c999a68153caec8d8096041561c72.pdf
1ebe7767b6c88d769c8f748a9d9cc603
PDF Text
Text
Transforming Teaching of Queer Theory,
Intersectionality & LGBTParent Families
April FewDemo, Aine Humble, Melissa Curran & Sally Lloyd
Posted by Robert Hughes | April 29, 2016
Please 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 article, “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. Let us hear your perspective. Follow the Journal
of Family Theory & Review discussion on Facebook and Twitter.
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
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
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Discussion: Transforming Teaching of Queer Theory, Intersectionality & LGBT-Parent Families
Description
An account of the resource
<p>The <em>Journal of Family Theory & Review</em> invites you to join us here at the <a href="https://www.ncfr.org/jftr/blog" target="_blank">JFTR Blog</a> on May 4-6, 2016 to discuss how to teach queer theory, intersectionality and LGBT-parent families in family studies courses.</p>
Identifier
An unambiguous reference to the resource within a given context
jftr-discussion-transforming-teaching-queer-theory-intersectionality-lgbt-parent-families
Date
A point or period of time associated with an event in the lifecycle of the resource
April 17, 2016