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JFTR Thank you to Authors of Transforming Teaching
about LGBT Parent Families
Robert Hughes Jr, Digital Scholarship
Posted by Robert Hughes | May 09, 2016
Thanks to April L. FewDemo, Áine Humble, Melissa A. Curran, and
Sally Lloyd for their participation in our social media conversation about
teaching theory about LGBTparent families. Their article has some
excellent ideas for faculty who are exploring ways to engaged students
in rethinking issues about "family."
Here are a few comments from the discussion that made an impression
on me.
April FewDemo, "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."
Áine Humble, "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."
Melissa Curran, "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.' "
Áine Humble, "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."
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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
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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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JFTR Thank you to Authors of Transforming Teaching about LGBT Parent Families
Description
An account of the resource
Thanks toApril L. Few-Demo, Áine Humble, Melissa A. Curran, and Sally Lloyd for their participation in our social media conversation. See just a few interesting quotes...
Creator
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Robert Hughes Jr, Digital Scholarship
Identifier
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jftr-thank-you-authors-transforming-teaching-about-lgbt-parent-families
Date
A point or period of time associated with an event in the lifecycle of the resource
May 09, 2016
-
https://archive.ncfr.org/files/original/91b45804d3d2c4e39ea6f7dc20c971ec.pdf
46568c010c2a8720017ba244db1f0b80
PDF Text
Text
JFTR Editor Thanks Authors & Invites your
Participation in JFTR Blog
by Libby Balter Blume, Ph.D., CFLE, Editor, JFTR, University of Detroit Mercy
Posted by Robert Hughes | September 19, 2015
I want to publicly thank coauthors Elizabeth Sharp and Shannon
Weaver for proposing we discuss their JFTR article “Feeling Like
Feminist Frauds.” As editor of the Journal of Family Theory & Review, I
invited feminists Leigh Leslie, Donna Sollie, Edith Lewis, and Lee Ann
De Reus to comment in the pages of the journal, and now Digital
Scholarship editor Bob Hughes and I eagerly invite YOU to join the
conversation!
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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
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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
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Title
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JFTR Editor Thanks Authors & Invites your Participation in JFTR Blog
Description
An account of the resource
<p>I want to publicly thank co-authors Elizabeth Sharp and Shannon Weaver for proposing we discuss their JFTR article "Feeling Like Feminist Frauds."</p>
Creator
An entity primarily responsible for making the resource
Libby Balter Blume, Ph.D., CFLE, Editor, JFTR, University of Detroit Mercy
Identifier
An unambiguous reference to the resource within a given context
jftr-editor-thanks-authors-invites-your-participation-jftr-blog
Date
A point or period of time associated with an event in the lifecycle of the resource
September 19, 2015
-
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.
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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
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Title
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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
-
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
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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
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Title
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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/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.
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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
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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.
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Title
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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
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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/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.
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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
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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
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Robert Hughes, Jr., Ph.D., professor, University of Illinois at Urbana-Champaign
Identifier
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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/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.
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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.
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Title
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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
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Robert Hughes, Jr., Ph.D., professor, University of Illinois at Urbana-Champaign
Identifier
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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/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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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/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.
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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
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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
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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/2a90229e1b4fbcd7168fa68f67333ad3.pdf
685533823afe7e6803e853e1903355a5
PDF Text
Text
Hello World!
by Robert Hughes, Jr., Ph.D., professor, University of Illinois at UrbanaChampaign
Posted by Robert Hughes | August 26, 2015
According to Wikipedia, the first computer program that many firsttime
programmers learn is how to get the computer to produce the phrase
—“Hello, World!” So it is on this note the Journal of Family Theory &
Review says, “Hello World!.” This blog is part of a social media
experiment to explore new media approaches to participatory and
engaged scholarship about family theory and research.
Conducting Conversations in Public Online
Spaces
Our first step in building an online, engaged conversation is this blog
space at NCFR.org to host discussions about family theory.
There are many examples of this structure in the media—articles
followed by the opportunity for readers to comment about the author’s
views. Initially, we will select articles and authors that seem especially
likely to foster a robust discussion of their ideas. Our inaugural
discussion will focus on “Feeling Like Feminist Frauds” in the Sept 2015
issue of JFTR by Elizabeth Sharp and Shannon Weaver and the
accompanying commentaries of Leigh Leslie and Donna Sollie, Edith
Lewis, and Lee Ann De Reus.
To facilitate this process we have recruited a small Digital Scholarship Board who have agreed to be active
participants in this discussion and to share this conversation. We invite all the authors, readers, and
editorial board members of this journal to take this journey with us.
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
Hello World!
Description
An account of the resource
This blog is part of a social media experiment to explore new media approaches to participatory and engaged scholarship about family theory and research.
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
hello-world
Date
A point or period of time associated with an event in the lifecycle of the resource
August 26, 2015