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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
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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
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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
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https://archive.ncfr.org/files/original/8ebf8c6c394311f438066623c8af7c29.pdf
c277198fbaa8b40a0f4a7efd587f954e
PDF Text
Text
Qualitative Family Scholarship: Innovative Theories
in the Interpretive Tradition—Introduction to the
Special Issue
Todd L. Goodsell & Anisa M. Zvonkovic
Posted by Robert Hughes | October 31, 2015
“Interpretivism is a living tradition within social science that is composed
of efforts to understand, to construct meaning, and to tap into the
subjective experiences of people. Interpretivist perspectives are those
that see knowledge as constructed and not absolute, that seek to
understand how people give meaning to their experiences, and that
tend to position researchers as connected to the creation of knowledge
(Bengtson, Acock, Allen, DilworthAnderson, & Klein, 2005).
The main point of interpretive research is to gain “access to the
conceptual world in which our subjects live so that we can, in some
expanded sense of the term, converse with them” (Geertz, 1973, p.
24).
“…this special issue provides illustrations of how the vibrant interpretivist tradition can pursue paradoxes,
contradictions, and nuances via careful decisions about epistemology and careful designs of congruity
between epistemology and practice.
Qualitative researchers have felt for some time that qualitative family research has been undervalued, and
family scholars have argued that the best way to increase the value of qualitative research is to expand the
terrain rather than encourage others to appreciate what has already been done (Sharp et al., 2014).
Indeed, such was the impetus for this special issue. We believe that the special issue will have been
successful if the articles become a jumpingoff point for future scholars to follow, pursuing and building new
interpretations of family relationships, drawing from the rich philosophical and theoretical tradition of
interpretivism.”
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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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Qualitative Family Scholarship: Innovative Theories in the Interpretive Tradition
Description
An account of the resource
"this special issue provides illustrations of how the vibrant interpretivist tradition can pursue paradoxes, contradictions, and nuances via careful decisions about epistemology and careful designs of congruity between epistemology and practice."
Creator
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Todd L. Goodsell & Anisa M. Zvonkovic
Identifier
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qualitative-family-scholarship-innovative-theories-interpretive-tradition-introduction-spe
Date
A point or period of time associated with an event in the lifecycle of the resource
October 31, 2015
-
https://archive.ncfr.org/files/original/fa4fa5a3c309cc699aab06c097fa8b12.pdf
2a945b8cc6a07a0e496f7d4179413145
PDF Text
Text
More Resources for Transforming Teaching of Queer
Theory, Intersectionality & LGBTParent Families
April L. FewDemo, Áine Humble, Melissa A. Curran, Sally Lloyd
Posted by Robert Hughes | May 09, 2016
In the article about transforming teaching of queer theory,
intersectionality & LGBTParent Families, we cited a number of helpful
articles on teaching about these issues. Here are some of these
articles.
Allen, K. R. (2000). A conscious and inclusive family studies. Journal of
Marriage and Family, 62, 4–17. Abstract
Allen, K. R., FloydThomas, S. M., & Gillman, L. (2001). Teaching to
transform: From volatility to solidarity in an interdisciplinary family
studies classroom. Family Relations, 50, 317–325.Abstract
Ferree, M. M. (2010). Filling the glass: Gender perspectives on
families. Journal of Marriage and the Family, 72, 420–439.Abstract
FewDemo, A. L. (2014). Intersectionality as the “new” critical approach
in feminist family studies: Evolving racial/ethnic feminisms and critical
race theories. Journal of Family Theory and Review, 6, 169–183.
Abstract
Kuvalanka, K. A., Goldberg, A. E., & Oswald, R.
F. (2013). Incorporating LGBTQ issues into family courses: Instructor
challenges and strategies relative to perceived teaching climate. Family Relations, 62, 699–713. Abstract
McGeorge, C., & Carlson, T. S. (2011). Deconstructing heterosexism: Becoming an LGB affirmative
heterosexual couple and family therapist. Journal of Marital and Family Therapy, 37, 14–26.Abstract
Nielsen, J. M., Walden, G., & Kunkel, C. A. (2000). Gendered heteronormativity: Empirical illustrations in
everyday life. Sociological Quarterly, 41, 283–296. Abstract
Don't miss the other articles in this special issue on LGBTparent families...
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Title
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JFTR Blog
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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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More Resources for Transforming Teaching of Queer Theory, Intersectionality & LGBT-Parent Families
Description
An account of the resource
In the article about transforming teaching of queer theory, intersectionality & LGBT-Parent Families, we cited a number of helpful articles on teaching about these issues.
Creator
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April L. Few-Demo, Áine Humble, Melissa A. Curran, Sally Lloyd
Identifier
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more-resources-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
May 09, 2016
-
https://archive.ncfr.org/files/original/c0e843e98219f8316e96b2d9d8e69675.pdf
1dae6ec5ce27b9e97b6a675b1ccb28d3
PDF Text
Text
Martin Buber's Philosophy of Dialogue and
Implications for Qualitative Family Research
Stephen T. Fife
Posted by Robert Hughes | December 14, 2015
Martin Buber is wellknown for his seminal book I and Thou and his
philosophy of dialogue. Although he is often characterized as an
existentialist, Buber referred to himself as a philosophical
anthropologist, given his study of the wholeness and uniqueness of
human being. Buber viewed human existence as grounded in
relationships. However, in spite of his view of human being as
fundamentally relational, his ideas have received relatively little
attention in family theory and research. As part of the special issue on
qualitative family scholarship and innovative theories in the interpretive
tradition, this article first examines the intersection of Buber's
philosophy with the interpretive tradition in social science research. It
then presents an overview of Buber's relational constructs I–It and I–Thou and his philosophy of dialogue.
Finally, the implications of Buber's ideas for the process of qualitative family research, particularly
qualitative interviewing, are discussed, followed by a presentation of several potential qualitative studies
that draw on Buber's theoretical framework of dialogue and way of being.
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Title
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JFTR Blog
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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Martin Buber's Philosophy of Dialogue and Implications for Qualitative Family Research
Description
An account of the resource
As part of the special issue on qualitative family scholarship and innovative theories in the interpretive tradition, this article first examines the intersection of Buber's philosophy with the interpretive tradition in social science research.
Creator
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Stephen T. Fife
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martin-bubers-philosophy-dialogue-and-implications-qualitative-family-research
Date
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December 14, 2015
-
https://archive.ncfr.org/files/original/682bfbe54f2d4b3337d5dda7c1c9c448.pdf
90c36171dd53419f9fd52f83352bbcec
PDF Text
Text
Making LGBTParent Families More Central to Family
Studies
April L. FewDemo, Áine Humble, Melissa A. Curran, Sally Lloyd
Posted by Robert Hughes | May 04, 2016
“The growing visibility and withingroup variance of LGBTparent families highlight two needs
for family studies as a discipline. First, we need to more fully include these families in our
teaching, as students need to understand complex issues regarding sexual orientation and
gender identity in order to be competent and caring human service professionals (Kuvalanka,
Goldberg, & Oswald, 2013). Second, we need relevant theoretical frameworks that capture
processes within LGBTparent families. Many theory textbooks focus on theories developed
from heteronormative assumptions or observations, and such theories may not be relevant or
complete with regard to sexual minority families.
For this special issue on LGBTparent families, we describe how family theory can be
stretched and challenged when family scholars and teachers use queer and intersectional
perspectives and are truly inclusive of LGBTparent families in their teaching of family theories. Our focus is motivated
by the exciting scholarship and theorizing that has emerged in the past decade about this understudied group of
families, and our reflection on what can occur when we are truly inclusive of these families and ways to study them
has resulted in the presented model of family theory curricular change. We argue that simply adding LGBTparent
families is not enough to transform a curriculum so that it is both truly inclusive of LGBTparent families and
challenging of the heteronormative status quo, and we explain how queer theory and intersectionality offer the most
possibilities in this regard.”
Questions:
What happens to our work when queering, intersectionality, and LGBTparent families are moved from the margin
to the center?
How do we move the field from discussing the “facts” that these families exist to a critical conversation about the
conceptual tools, new languages, and theoretical upheavals that must be developed to decenter heteronormativity,
contest gender and sexuality binaries, conduct intersectional analyses, and utilize research on LGBTparent
families to inform the field writ large?
Share your thoughts
Posted by Casey Totenhagen | May 6, 2016 12:57pm.
Hi all,
I'm so glad to read through other posters' comments and responses that have already been posted! I teach graduate family
theories, and in addition to other "standard" family theories, we spend several days discussing feminism, intersectionality, and
queer theory. One thing I have noticed is that although my students are very interested in intersectionality and queer theory,
and we seem to have some of our richest discussions with respect to these topics, it seems that they still believe that queer
theory is just for "LGBT families". Do you have any ideas/examples to share in helping students identify the ways in which
challenging binaries and recognizing intersectionality is beneficial when working with ALL families?
�Posted by Melissa Curran | May 6, 2016 1:31pm.
Casey, what a great question! The coauthors and I also had several discussions about this same question in the writeup
of the article!
First, let me start by providing some illustrative background information, so that my response will make more sense.
From Oswald et al 2005 (Sourcebook chapter, page 143): “Deconstructing heteronormativity is not primarily a strategy for
studying gays and lesbians, or for comparing them to heterosexuals. Rather, we intend our framework to provide a tool for
recognizing how three structural components merge to constitute heteronormativity as a system of privileging, and to
show how individuals may uphold or challenge it as they negotiate daily life.”
Also from Oswald et al. 2005 (Sourcebook chapter, page 144): About heteronormativity: The term does not refer to a
statistical “norm” in the sense of a central tendency, or to what is “normal” in a clinical sense. Rather, the normative part of
the term is drawn from sociology, where something is said to be normative when the majority of people hold it as a value
or a moral standard.”
From this lens, several topics of interest to family scientists could be discussed (e.g., cohabitation; singlehood; aging and
sexual expression).
Let’s pick cohabitation as an example. Even though family dynamics have changed dramatically over the past few
decades, and the percentage of nuclear families is getting smaller, individuals often view cohabitors (especially if they
have children) negatively. Yet, cohabitation is not limited to college students or new or expectant parents.
Indeed, a growing number of cohabitors are now being documented by the Census in the age range of 55 and older, with
double the numbers now versus 10 years ago. (Many of these cohabitors are likely later divorcees). There’s several
reasons why older adults cohabit versus marry or remarry including finances (e.g., keeping Social Security benefits based
on a previous marriage or wanting to keep the money / inheritance for your children or grandchildren).
Given the growing number of cohabitors across the lifespan, it will be interesting to see how the discussion of cohabitors
evolves.
[For an illustrative example of aging and sexual expression, see this news story about Madonna:
http://www.etonline.com/news/188106_madonna_defends_nsfw_butt_baring_met_gala_dress_it_was_a_political_statement/].
Posted by Lara Descartes | May 6, 2016 7:21am.
I just finished reading the article; what an excellent and useful piece! It made me really think through what I do in the
classroom and gave me a blueprint for moving forward. I've been phases 23 in my classroom, and hadn't really thought
about the possibilities of phases 4 and 5. I'm going to share this piece too, with other faculty who teach in my department. So
thank you to all the authors! It was also very helpful to read those examples in each phase.
Posted by Melissa Curran | May 6, 2016 12:51pm.
Laura, thank you very much for your feedback about the article. We really appreciate it! We also really learned a lot in
writing the article. The AE (Dr. Ramona Oswald) and the reviewers really pushed us to think through how to transform our
teaching in the classroom. For me, the article helped me really think more about intersectionality and how I can
incorporate this framework into my teaching, mentoring, research, and service.
Posted by Megan Haselschwerdt | May 5, 2016 2:18pm.
Thank you to April, Aine, Melissa, & and Sally for the excellent article (full of so many articles to read and activities to look
into)! I also appreciate NCFR and Bob for giving us all a discussion forum. This article and the JFTR special issue was
published at a perfect time, as I'm finalizing my syllabus to each (graduate level) Family Process/Theory for the first time next
fall.
I have exemplars that use queer theory and intersectionality in conjunction with other family theories (e.g., symbolic
interactionism) woven in throughout the syllabus, but I will also have weeks to devoted to Gender theories, feminist theories,
critical race/intersectionality, and queer and transfamily theories. I'm really excited!
Anyway, I'm wondering if any/all of the authors (and others, too!) could share some of their favorite (and maybe even least
favorite) teaching/classroom moments when teaching queer theory, or when bringing LGBT families to the center of the
discussion. I appreciate all the activities and assignments that were shared in the article, but I'm hoping to learn more from all
of you, as this will be my first time teaching a graduate level theory class.
�Thanks!
Posted by Melissa Curran | May 6, 2016 1:04pm.
Megan, thanks very much for your post. Your upcoming graduate seminar sounds fantastic! I'm sure the students will
learn a lot from it! Student reactions in my classes in response to feminism and queer theory have been overwhelmingly
positive. Below I provide two of my favorite quotes. The first one if from an undergraduate student and the second one is
from a graduate student who was a TA in this class with the aforementioned undergraduate student.
Email 1: “I wanted to thank you for presenting this information in the way that you did. I know that a couple of people in
the class have in the past expressed their discomfort with me as a gay man and after class and seeing the information
you presented one of them came up to me an apologized and said they understood the need to eliminate the bias now.
So for that I am truly thankful!”
Email 2: “I was thinking about the time that you have been spending on queering and feminism and how extremely
important exposure to these topics are to students. I never learned anything about either of them in undergrad, and never
got a thorough education about either until grad school. I am so thankful that you are such a strong voice, advocate, and
ally for people who identify as LGBT and the issues they face. I wanted to thank you for the way you integrate policy
initiatives and personal outcomes about people who find themselves outside of the binaries our society imposes on others
(LGBT folks, but also cohabitors, singles, people from different racial and ethnic groups, social classes) I truly think it
can make a difference! If only everyone was able to go to college to be exposed to these things.”
Posted by Megan Haselschwerdt | May 8, 2016 8:03pm.
Thank you for sharing, Melissa! I love reading these sorts of comments and hearing from others' teaching
experiences. It sounds like your class is invaluable!
Posted by April FewDemo | May 7, 2016 6:01am.
Megan, thanks so much for your question and I apologize for the delay in responding. Melissa's answer is a great one
and I think her response speaks well of her as an instructor who knows how to engage her students both in the
classroom and out of it. My favorite moment of teaching about queer theory in my graduate families theory class was
when I Skyped in Brad van EedenMoorefield to provide a guest lecture on the topic. It made the teaching of queer
theory a shared responsibility between colleagues (and friends) who are invested in bringing this theory closer to the
center of how we analyze family processes. Students were able to ask him questions about how he used queer
theory in his research and teaching. They also had an opportunity to observe how he and I talked about our own
learning journey of trying to understand this theory, the tensions and symmetries present within the theory itself as
well as with other theoretical frameworks, and how we have attempted to incorporate queer theory into our
worldviews. The students could interject and share their own experiences. The classroom became a collaborative
learning space where we all claimed responsibility for our own learning (as bell hooks would say). I only have had one
experience where a graduate student simply refuse to engage queer theory or even write about anything LGBTQIA+
related for a midterm examination. In that case, I invited him to my office hours and we discussed his reservations
about engaging this material. I asked him if he considered his graduate study to be an opportunity to learn multiple
ways of thinking about family processes and life experiences. We talked about the meaning of scholarship and
whether he considered himself to be scholar, a lifelong learner of family science. So, I framed the discussion as a
part of his professional development, a baselevel where I figured would be a safe space for him to engage me as his
family theories teacher. I cannot remember the actual outcome of this incident because it was years ago. However, I
think the process I choose to engage made a very uncomfortable situation a civil space.
Posted by Megan Haselschwerdt | May 8, 2016 8:02pm.
April, thank you for sharing your experiences the fun/enjoyable and the more challenging. I really like the idea of
skyping in a colleague/scholar, especially in this case for me, since I do not currently use queer theory in my
research. Seems like a great way for students and the instructors to claim responsibility for our own learning. I
also really liked how you framed your discussion with the student, emphasizing the importance of learning
multiple ways of thinking and doing. I'm definitely going to save these for my class notes.
Posted by Joel Muraco | May 4, 2016 12:10pm.
Family theories are not often taught in their own stand alone course, but throughout other courses. For example, students
may learn about attachment theory in an infancy course and then maybe again in a course on personal relationships. As
such, their exposure to attachment theory may be somewhat brief or disjointed as the theory is an added element to help
them understand the larger course topic of infant development or romantic relationship processes respectively. Queer theory
�has the potential to be dense for students, especially if their overall exposure to it will be brief. Do the authors have
suggestions for how best to incorporate these perspectives (queer and/or intersectionalities) when time is tight and the overall
topic of the course encompasses more than just theory?
Posted by Áine Humble | May 4, 2016 12:34pm.
This is a great question. Although we focused our paper on family theory courses, various family theories should ideally
be integrated into other courses. Both queer theory and intersectionality can be challenging subjects for students to learn
and for instructors to teach. When time is limited, at minimum, instructors can ensure that examples of families headed by
gay, lesbian, bisexual, and/or transgender families are used throughout the course (not, for example, on just one day
where the lecture is about LGBT families), and make sure not to group them all together in the examples giving specific
examples of transgender families, for example. But I think there is also room for students to be introduced to concepts
such as heteronormativity and cisgender. Some of the classroom exercises we include in our paper could be modified to
use in a different course. Exercises that help push students out of their comfort zone could be helpful. We have often
found conference sessions organized by the Feminism and Family Studies section at NCFR conferences very helpful for
ideas.
Posted by Ryan Watson | May 4, 2016 11:38am.
Thank you for this scholarship Drs. FewDemo, Humble, Curran, and Lloyd!
I am excited about this fourphase model and hope that scholars strive to move through to phase four as they develop
curriculum and research projects.
My question pertains to the specific needs or considerations regarding subgroups of LGBT populations. It is evident that you
do not consider the group a monolithic population (and the article points out the limited knowledge on trans families), and I
wonder if you have any thoughts on unique representations of transgender families for example apart from LGB families?
What would be the best ways to incorporate these families in our teaching with so little knowledge? Are there certain ways
that family scientists might incorporate gender minority families into their teaching that might not quite apply to the ways LGB
families are discussed? Do you have any recommendations regarding diversity within sexual and gender minority families
themselves?
Thank you!
Posted by April FewDemo | May 4, 2016 9:50pm.
Thank you for your thoughtprovoking questions. I hope that I can adequately address nearly all of your questions. I invite
others to join in the conversation as there are many answers to your questions and I am still ruminating upon such
questions myself.
Given transgender parent families are still virtually invisible in many human development/family studies (HDFS)
textbooks, I think we must seek answers and attain diverse representations of these unique families in the journals of
different disciplines such as nursing, marital and family therapy, women and gender studies, queer studies, and the
humanities (e.g., autobiographies, poetry, collections of essays or creative writing). There are multiple blogs, websites
(e.g., HRC, PFLAG), transgender social and political organizational events (e.g., Night of a Thousand Genders by the
Gender and Family Project) that provide resources on parenting and gender identity development. The number of articles
on gender variant or gender nonconforming youth and their families is growing; these articles are just not easily found in
our HDFS field. However, Abbie Goldberg and Katherine Allen's book, LGBTParent Families, is a wonderful resource to
begin the conversation in our substantive content and theory courses. You also could consider taking snippets from
multiple television programs that focus on gender nonconforming children and families (e.g., I am Jazz; My Transgender
Kid; Growing Up Trans; Transparent) and asking students to provide a critique that is mindful of both the scant empirical
literature and other forms of knowledge production (e.g., autobiographical accounts). Please check out the other articles
in the JFTR's Special Issue on Theorizing LGBTparent Families
http://goo.gl/izfLbQ particularly see the article on Transfamily Theory by McGuire, Kuvalanka, Catalpa and Toomey),
published March 2016 (vol. 8, issue 1). http://goo.gl/hNjIov
I also think that it's important to unpack and examine what it means to be an ally how does the power and privilege
operate in this kind of coalition building. Developing a selfreflexivity activity on this topic may hopefully promote both
curiosity to learn more as well as empathy and respect.
I would like mention a professional resource ... NCFR has a GLBTSA Focus Group which serves as an intellectual
networking space for those who are conducting LGBT focused research, or people who are LGBT or allies. I have found
that connecting to people in this focus group has been a mentoring experience for me in many ways. I find that the
conversations and interactions that I have had in this group are lessons that I bring back into my courses.
�I would like a little more clarification on the last two questions that you have posed. Can you share with us the direction
that you were thinking about as you composed these questions?
Posted by Robert Hughes | May 4, 2016 8:39am.
I teach an introductory course on families that includes students from many majors and backgrounds. I have struggled to find
a good intro textbook at all The "theory" sections" are weak and focus mainly on historical theories feminist theory is barely
explored. I try to introduce the idea our "research" continues to discover new ideas gender, LGBT families, transgender
families. I describe the fact that Alfred Kinsey was investigated by the FBI for his mere research on "human sexuality." And I
invite them to be the "next" family scientist to break new ground and help us understand new dimensions of family life.
Posted by April FewDemo | May 4, 2016 11:47am.
Thanks for your comment, Bob. What you describe here is a frustrating pedagogical challenge for most of us. I like the
concrete suggestions offered by Áine and Melissa. After all of these years, feminist theories and queer theories still exist
at the margins for many HDFS graduate courses, overall curriculum, and research. I believe that those of us who are
invested in teaching these theories and applying these frameworks to issues of uniquely situated individuals and social
groups are making broader strides toward inclusion. As we pay more attention to how intersectionality, power, and
privilege inform things like motivation to change and decisionmaking processes (e.g., intervention and prevention work)
and strengthening community capacity [e.g., (emergent) identity politics, coalitionbuilding, risk and resilience factors],
these theoretical frameworks allow us to think beyond "normative" approaches and to engage the "lived" fluidity of identity
(e.g., multiracial and multiethnic minorities and their fluctuating alliances; sexual and gender minorities which include non
binary individuals) and performance (e.g., gender display, sexual scripts) as people age as well as highlight how these
groups manage institutional constraints and opportunities over the life course.
A few activities that I have done to immerse students in feminist and queer theories include: (1) organizing a guest lecture
with a colleague who is well versed in these theories to provide an overview as well as examples of how
she/he/they/zir/ze incorporates these perspectives into research. This colleague could be teleconferenced/Skyped into
your classroom or shared screen on your laptop. You could also provide the colleague with a list of the enrolled graduate
students' interests so that an applied conversation can be had. (2) One of many favorite activities to encourage students
to engage an indepth analysis of theories is to have the students complete a kind of modified annotated bibliography that
is personalized to the students' research interest. The student is afforded an opportunity to historically "chart" how theory
has been utilized and stretched in their area of interest. (3) I also like for students to engage in selfreflexivity exercises to
become aware of how power and privilege silently and loudly operates in their own lives and in the research process.
Posted by Áine Humble | May 4, 2016 8:54am.
Thanks for your comment, Robert. Family theory textbooks will influence many instructors in terms of the content they
cover (they will teach to what is in the textbook). The edited 2005 Sourcebook of Family Theory and Research was the
first collection of articles on family theory that included an article about queer theory (Oswald et al.’s article on
“Decentering heteronormativity”). Yet family theory books published after 2005 make no reference to this seminal piece of
work, or to this theory. Intersectionality was described in the Sourcebook in De Reus, Few, and Blume’s (2005) article on
multicultural and critical race feminisms; it was finally introduced as a key concept of feminist theory (emerging out of
thirdwave feminism) in the fourth edition of White et al.’s (2015) textbook on family theories. However, no current
introductory textbooks have chapters on queer theory or intersectionality. The marginalized presence of these theoretical
frameworks may have multiple origins. As noted by the Sourcebook editors, “theorizing is inherently political”...
Posted by Melissa Curran | May 4, 2016 8:52am.
Bob, your question is a good one. Thanks for asking it. As we discuss in our article, and others have discussed at length
at well, finding a textbook that covers the multiple challenges you pose above is often a struggle. Rather than hoping to
find this fully comprehensive textbook, I supplement articles into intro (and upperdivision) courses on couples and
families. For example, posts / sections from articles like ours could be assigned as additional readings / points of
discussion for students during class. If you use ingroup activities, a discussion for the students could be to consider what
they read in their textbook, contrasted with what they read in the additional articles, and compare what information can be
learned from ongoing research that is theory driven. Another idea for an outside assignment might be for them to identify
content in which they are interested that is not well discussed in the textbook, and connect the content learned in that
article to what they have learned in class, as well as how this content extends beyond what they learned in class. in this
way, you could help them connect what it means to be a scientist, break new ground, connect information, and ask new
questions that will advance the field.
Posted by Melissa Curran | May 4, 2016 9:05am.
�Bob, as a followup to what I wrote above: Another advantage of having students identify content in outside articles is that
students could save and upload those articles into whatever online system that you use for class (ours is D2L at the
University of Arizona), and then you as the instructor could choose to highlight some of that new content into your
lectures and/or post relevant articles as optional readings for all the students.
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Title
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JFTR Blog
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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Making LGBT-Parent Families More Central to Family Studies
Description
An account of the resource
What happens to our work when queering, intersectionality, and LGBT-parent families are moved from the margin to the center?
Creator
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April L. Few-Demo, Áine Humble, Melissa A. Curran, Sally Lloyd
Identifier
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making-lgbt-parent-families-more-central-family-studies
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/5cc8495c06ac3c234aac8c144641a722.pdf
f06a4f4d4d7d88e0181ac78dd1a16bb1
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Text
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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Title
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JFTR Blog
Identifier
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jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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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
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jftr-thank-you-authors-transforming-teaching-about-lgbt-parent-families
Date
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May 09, 2016
-
https://archive.ncfr.org/files/original/91b45804d3d2c4e39ea6f7dc20c971ec.pdf
46568c010c2a8720017ba244db1f0b80
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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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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 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
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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/437c999a68153caec8d8096041561c72.pdf
1ebe7767b6c88d769c8f748a9d9cc603
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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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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>
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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
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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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JFTR Blog
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jftr-blog
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<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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JFTR Authors Earn Anselm Strauss Recognition
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Two articles published in theJournal of Family Theory & Reviewhave received Anselm Strauss Awards for Family Qualitative Research from the Qualitative Family Research Network.
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Libby Balter Blume
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jftr-authors-earn-anselm-strauss-recognition
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July 29, 2016
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https://archive.ncfr.org/files/original/eec447488b80fa462ce7e6680a3514ba.pdf
cd57f60147f79f5f8c9aba3f22cf4ff4
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Irene Levin's review of Women Voicing Resistance:
Discursive and Narrative Explanations
Natalie Hengstebeck
Posted by Robert Hughes | January 20, 2016
Irene Levin's review of Women Voicing Resistance: Discursive and Narrative Explanations published in the
September 2015 issue of JFTR is glowing, to say the least. She describes Suzanne McKenzieMohr and Michelle
Lafrance's edited volume as focusing on "individual, social, and political influences shaping what women can do
with stories and the consequences of those stories for their lives. At its core, this book is about women's attempts to
restory or counterstory their lives when prevailing discourses and dominant narratives are unhelpful or even
harmful."
"In this book, the contributors are like resistance fighters against a certain framing of social reality. The women’s
stories all present the question, which social reality are we talking about, and who is included in it?” Levin suggests
that counterstories challenge the status quo, and once read, cannot be unread and therefore become part of the
new status quo: "After reading this book and being introduced to counterstories, one cannot use master narratives
anymore, or treat them as universal. How is it for the LGBT population? How is it for women who have been raped?
How is it for premenstrual girls? How is it for women with depression? How is it for women and childbirth? What
about the female sex?” She writes that this book “can be thought of as 12 fists raised among the shouts of
countermessages,” though she admits that “it is a long road from women’s raised fists to the incorporation of their
stories into a new master narrative.”
The chapters discuss women’s resistance across experiences ranging from lesbian identity, childbirth, rape,
premenstrual change, domestic violence, casual sex, depression, working in maledominated workplaces, and
disordered eating. Sample chapter titles include “‘I used to think I was going a little crazy’: Women’s resistance to
the pathologization of premenstrual change”; “'Oh it was good sex!': Heterosexual women’s (counter)narratives of
desire and pleasure in casual sex”; "‘Girlygirls’, ‘scantillyclad ladies’ and policewomen: Negotiating and resisting
femininities in nontraditional work space”; and "Beyond ‘coming out’: Lesbians’ (alternative) stories of sexual
identity told in postapartheid South Africa."
Levin adds that the book is "very thoroughly edited" and "integrated [in an] analytical and theoretical way rather than
in a superficial, summary one, as is often the case in multiauthor books.”
The full review is available to read here. You can learn more about Women Voicing Resistance here.
�National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
JFTR Blog
Identifier
An unambiguous reference to the resource within a given context
jftr-blog
Description
An account of the resource
<p>The <a href="https://www.ncfr.org/jftr" target="_blank"><em>Journal of Family Theory and Review</em></a> (JFTR) Blog is designed to facilitate the exchange and sharing of the thoughtful discussions of issues regarding family theory, integrative ideas, and methods. Family scholars, media and the general public are invited to participate in rigorous, thoughtful conversations.</p>
<p>The team members managing this blog are <a href="mailto:hughesro@illinois.edu">Robert Hughes, Jr.</a>, the journal's digital scholarship editor; Libby Balter Blume, editor of JFTR; and Natalie D. Hengstebeck and Jeremy B. Kanter, JFTR Digital Scholarship Board members.</p>
<p>You can also find JFTR on <a href="https://www.facebook.com/jftrpage" target="_blank">Facebook</a> and <a href="https://twitter.com/jftr_ncfr" target="_blank">Twitter</a>.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Irene Levin's review of Women Voicing Resistance: Discursive and Narrative Explanations
Description
An account of the resource
Irene Levin's review of <em>Women Voicing Resistance: Discursive and Narrative Explanations </em>published in the September 2015 issue of JFTR is glowing, to say the least. She describes Suzanne McKenzie-Mohr and Michelle Lafrance's edited volume as focusing on "individual, social, and political influences shaping what women can do with stories and the consequences of those stories for their lives. At its core, this book is about women's attempts to restory or counterstory their lives when prevailing discourses and dominant narratives are unhelpful or even harmful."
Creator
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Natalie Hengstebeck
Identifier
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irene-levins-review-women-voicing-resistance-discursive-and-narrative-explanations
Date
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January 20, 2016