3
10
39
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https://archive.ncfr.org/files/original/dd50e3488150455f3a4d1df0a9180742.pdf
deb6c00e71593ef54e28d2090437ee62
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Social Media Discussion of the Intergenerational
Transmisssion of Family Violence, Feb 13, 2016
JFTR Digital Scholarship Board
Posted by Robert Hughes | January 20, 2016
The Journal of Family Theory & Review invites you to join the JFTR
Blog on Feb 13, 2016 to discuss the intergenerational transmission
of family violence based on the work of Erika SmithMarek and
colleagues in “Effects of Childhood Experiences of Family Violence on
Adult Partner Violence: A Meta‐Analytic Review.” They write, “ ‘Does
violence beget violence?’ In 2000, Stith et al. conducted a meta
analysis to examine the relationship between being raised in a
physically violent home and becoming involved in a violent intimate
relationship as an adult. Since that time, the literature on the effects of
childhood experiences of family violence on adult partner violence,
often referred to as the intergenerational transmission of family
violence, has grown exponentially.” They conclude “this metaanalysis, therefore, provides support for the
argument that familyoforigin violence, contrary to popular belief, does not play a central role in the
development of adult IPV.” A provocative idea. Do you agree, why or why not? Join us to talk about this
article. Engage Erika SmithMarek and colleagues about their ideas. Let us hear your perspective. Follow
the Journal of Family Theory & Review discussion on Facebook and Twitter.
Share your thoughts
Posted by Arielle Kramer | February 2, 2016 8:11pm.
Given that there have been several comments about how people were surprised about the results, I think it's also
important to talk about the limitations of the study. As said in the article, one major limitation was that they didn't
include as many people as they wanted in the criteria. Also, not many studies included the fact of whether some
children witnessed violence as children, or if they were directly affected by it/involved in it. Also, another large factor
that could have influenced the results is that the the researchers largely relied on the subjects' reports on their
childhood, and there's a very good chance that information is skewed due to the fact that they may have easily
forgotten that information or it may have been skewed in their minds. I thought it would be important to point this
out. Therefore, we need to think about the possibility that the results may not be entirely correct.
Posted by Valerie Sherman | February 2, 2016 11:26am.
I do not agree with the article's conclusion that familyoforigin violence does not play a central role in the
development of adult IPV. Although I did not grow up in a violent family environment, the way my family interacts
has definitely played an important role in the way I interact with others whether it be a friend, family member, or
significant other. Although a child growing up in a violent household may or may not know that this violent behavior
�is not normal, he/she will only know those violent actions/responses when put in certain situations. In other words,
children learn by example, and if a parent is violent with his/her partner or children, I think the child will behave in
this way as well just because it is what he/she is used to and maybe even "comfortable" with. Or maybe the child
doesn't know what the "right" behavior is, he/she has grown up thinking violence is the way his/her family has
solved problems, therefore it is the way he/she as a child should solve problems. As the child grows older and
comes to the age where a significant other is possible, he may realize that this violent behavior is not a healthy
practice, but by then these violent actions may be embedded in his nature, it may be possible to overcome these
violent behaviors at times, but I feel there may be the possibility of an outbreak regardless of the adult knowing
violence in a relationship is not the most healthy approach.
Posted by Cibele Aguiar | February 1, 2016 10:42pm.
This is a really interesting article with a current and important subject. I agree with the point of view that
experiencing violence in childhood does not necessarily imply the reproduction of the same behavior later on. The
selfexperience is not determining. However, in my opinion, some people would learn and reproduce behaviors that
they experienced by thinking it’s the right way to act. On the other hand, some people would break the learned life
cycle by acting differently. The idea of “other risk markers interacting over the course of an individual’s life that
contribute to the outcome of adult IPV” is reasonable. Several cultural and social factors could interact with that
experience. I think some markers should be considered, for example: economic class, generation, gender
implications, race and ethnic.
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<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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Social Media Discussion of the Intergenerational Transmisssion of Family Violence, Feb 1-3, 2016
Description
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<p>The <em>Journal of Family Theory & Review</em> invites you to join the <a href="https://www.ncfr.org/jftr/blog" target="_blank">JFTR Blog</a> on Feb 1-3, 2016 to discuss <strong>the intergenerational transmission of family violence</strong> based on the work of Erika Smith-Marek and colleagues in <a href="http://onlinelibrary.wiley.com/doi/10.1111/jftr.12113/abstract">"Effects of Childhood Experiences of Family Violence on Adult Partner Violence: A MetaAnalytic Review."</a> </p>
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social-media-discussion-intergenerational-transmisssion-family-violence-feb-1-3-2016
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January 20, 2016
-
https://archive.ncfr.org/files/original/4360f587a34f623fb92fa3fb70a9b357.pdf
f5c05508101e9e7201640cd8574cfc6f
PDF Text
Text
Change the Question
Lee Ann De Reus, Associate Professor, Pennsylvania State Altoona
Posted by Robert Hughes | September 24, 2015
The status of women and girls and families around the world points to myriad
complex crises that demand our skills as feminist scholars and activists.
Climate change, institutionalized racism and prejudices, armed conflict, poverty,
hunger, slavery, health care, relationship violence, and mass incarceration, for
example, are some of the dire issues we face as part of the global community.
My concern is that selfreflexive engagement in a culture of neoliberalism, can
distract attention and divert resources from the creation of “emancipatory
knowledge” (Mohanty, 2003, p. 1) and muchneeded feminist praxis and
political action. LevineRasky (2002) warned against such singular approaches
in her critique of antiracism workshops, which she described as “a kind of
human development project of selfdiscovery and redemption” that “neglects
the underlying context of history and social structure, and ongoing relations to
racialized others” (p. 329). This avoidance may be a function of privilege. As a
feminist scholar, I benefit from the neoliberal system. Thus, there is little
incentive for me to resist its hierarchies and processes or examine my own complicity in the oppression of
others. Too often our feminist family studies, while attending to the politics of gender, race, class, sexuality
and nation, are disconnected from a systematic critique of capitalism, racism, and heteropatriarchy
(Mohanty, 2013). The article by Sharp and Weaver begins with the question, “Are our studies feminist
enough?” I'd like to shift that question to “Have we created antiracist and anticapitalist studies that make a
difference?”
Share your thoughts
Posted by Elizabeth Sharp | September 24, 2015 10:11pm.
Response to Lee Ann' post:
In our piece, we were clear that our deployment of feminism necessarily entails a critique not only of gender but
also of racist and neoliberal apparatus. Thus, when asking "if our studies are feminist enough", we are asking
ourselves "have we created antiracist and anticaptialist studies that make a difference?" In fact, one of the major
goals of our paper was to show how deeply we are committed to dismantling oppressive regimes of power; to give
one example of many from our paper, we recommended scholars engage with Lois Weis and Michelle Fine's
"critical bifocals" and "circuits of privilege." (See: Weis, L. & Fine, M. (2012). Critical bifocality and circuits of
privilege: Expanding critical ethnographic theory and design. Harvard Educational Review, 82, 173201.)
Posted by Robert Hughes | September 25, 2015 11:05am.
�Here is the article referred to in Elizabeth Smart's reply to Lee Ann De Reus
Weis, L., & Fine, M. (2012). Critical bifocality and circuits of privilege: Expanding critical ethnographic theory
and design. Harvard Educational Review, 82(2), 173201.
http://hepgjournals.org/doi/abs/10.17763/haer.82.2.v1jx34n441532242
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Title
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JFTR Blog
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
Text
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Change the Question
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The status of women and girls and families around the world points to myriad complex crises that demand our skills as feminist scholars and activists.
Creator
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Lee Ann De Reus, Associate Professor, Pennsylvania State Altoona
Identifier
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change-question
Date
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September 24, 2015
-
https://archive.ncfr.org/files/original/28a6a62a7fdb0572fbd50006c80dc05c.pdf
f5586ec7adb1974cf2558e448d1b5bfc
PDF Text
Text
Social Justice is Required
Lee Ann De Reus, Associate Professor, Pennsylvania State Altoona
Posted by Robert Hughes | September 24, 2015
”Praxis, or the application of research and theory for social justice, is a
distinguishing feature of feminisms (Sharp & Blume, in press) and is highlighted
by Sharp and Weaver as a means for creating feminist accountability. The
nature of this praxis is further detailed in tables in their article with specific
practices for creating more responsible feminist research and for managing
feelings of fraudulence. These recommendations are helpful for improving
individuallevel approaches but will remain incomplete unless feminist family
scholars resist the dynamics of a neoliberal landscape and engage in effective
social justice projects with the goal of betterment of all people.”
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Title
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JFTR Blog
Identifier
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
Text
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Social Justice is Required
Description
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Feminist efforts will remain incomplete unless feminist family scholars resist the dynamics of a neoliberal landscape and engage in effective social justice projects with the goal of betterment of all people.
Creator
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Lee Ann De Reus, Associate Professor, Pennsylvania State Altoona
Identifier
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social-justice-required
Date
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September 24, 2015
-
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?
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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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/5f26a405255588a65f87744267878715.pdf
c5deed542c3e8e824c12514a9ad54c40
PDF Text
Text
Working with other professionals and participants is
critical
Leigh Leslie, PhD, Associate Professor, University of Maryland, College Park & Donna Sollie,
PhD, Assistant Provost, Auburn University
Posted by Robert Hughes | September 24, 2015
“While we support all of these recommendations, we would encourage
a more collaborative and cocreated approach among feminist
researches, 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. We
would suggest that before being undertaken, feminist researchers could
make clear the challenge or change to the status quo they hope to
effect through their study. For example, is this work intended to inform
immigration policy, highlight the limited services for female veterans,
improve housing conditions for lowincome mothers and their children,
or substantiate the need for sexual assault programs on college
campuses? It would also seem important to identify the collaborations
which inform this research. For example, are female veterans and
service providers part of a team examining the current state of access
to needed health services for female veterans, and how have they been
part of the collaboration that generated the research questions and
method? On the back end of the research we not only can write about
the praxis we hope will occur but also can work with our partners to try
to implement it. Both identifying the intended change and then applying
the knowledge generated in a transformative way can be facilitated
when collaborating with these practitioners and community members.”
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Title
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JFTR Blog
Identifier
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
Text
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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Working with other professionals and participants is critical
Description
An account of the resource
We would encourage a more collaborative and co-created approach among feminist researches, practitioners, and those whose lives we seek to enhance.
Creator
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Leigh Leslie, PhD, Associate Professor, University of Maryland, College Park & Donna Sollie, PhD, Assistant Provost, Auburn University
Identifier
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working-other-professionals-and-participants-critical
Date
A point or period of time associated with an event in the lifecycle of the resource
September 24, 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
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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
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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
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
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Libby Balter Blume
Identifier
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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/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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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 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
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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/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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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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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
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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/1c6edc002670563a2e1303d6efb1b686.pdf
73c68d037a10032651267e0893686a6b
PDF Text
Text
Tell us your examples of handling feminist fraud well
or not so well
Natalie Hengstebeck, University of North Carolina at Greensboro & Erasmus University
Rotterdam
Posted by Robert Hughes | September 24, 2015
Many people can probably think of a time when they felt like a feminist
fraud and handled a given situation especially well or poorly. With the
aim of thinking about feminist fraudulence in research and beyond,
consider the following:
Describe a situation in which you felt like a “feminist fraud,” whether in
your research, teaching, activism, applied work, etc. How did you
handle it at the time? What did you learn from it? What would you do
differently if a similar situation happened again?
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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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Tell us your examples of handling feminist fraud well or not so well
Description
An account of the resource
Think of a time when they felt like a feminist fraud and handled a situation especially well or poorly.
Creator
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Natalie Hengstebeck, University of North Carolina at Greensboro & Erasmus University Rotterdam
Identifier
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tell-us-your-examples-handling-feminist-fraud-well-or-not-so-well
Date
A point or period of time associated with an event in the lifecycle of the resource
September 24, 2015
-
https://archive.ncfr.org/files/original/d7eb9e2e561d3c73215f764887c7ec63.pdf
fd8ef1d4948047beaaad6d1ca8e5199d
PDF Text
Text
Social Media Conversation about Queer Theory &
Pedagogy, May 46
Ramona Oswald
Posted by Robert Hughes | May 03, 2016
"... I believe it is important to address the challenges of teaching theory
in a way that is inclusive of LGBTparent families. Standard textbooks
typically used to teach theory at the graduate and undergraduate level
are often limited in their discussion of how family theories can explain
the unique experiences of sexual minority families. For that reason I
invited April FewDemo, Áine Humble, Melissa Curran, and Sally Lloyd
to write a reflexive article about their challenges teaching family theory,
and their insights regarding how we might transform our curricula to be
more LGBT relevant. They present a model of curricular change as well
as a process of transformational pedagogy. For both to occur, they
argue, we must be willing to develop a sincere concern for LGBT
inclusive scholarship within ourselves as teachers as well as within our department syllabi and degree
requirements. Read & Comment Queer Theory, Intersectionality, and LGBTParent Families:
Transformative Critical Pedagogy in Family Theory.”
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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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Social Media Conversation about Queer Theory & Pedagogy, May 4-6
Description
An account of the resource
I believe it is important to address the challenges of teaching theory in a way that is inclusive of LGBT-parent families. ...For that reason I invited April Few-Demo, Áine Humble, Melissa Curran, and Sally Lloyd to write a reflexive article about their challenges teaching family theory, and their insights regarding how we might transform our curricula to be more LGBT relevant.
Creator
An entity primarily responsible for making the resource
Ramona Oswald
Identifier
An unambiguous reference to the resource within a given context
social-media-conversation-about-queer-theory-pedagogy-may-4-6
Date
A point or period of time associated with an event in the lifecycle of the resource
May 03, 2016