Disturbing Practices


Book Description

For decades, the history of sexuality has been a multidisciplinary project serving competing agendas. Lesbian, gay, and queer scholars have produced powerful narratives by tracing the homosexual or queer subject as continuous or discontinuous. Yet organizing historical work around categories of identity as normal or abnormal often obscures how sexual matters were known or talked about in the past. Set against the backdrop of women’s work experiences, friendships, and communities during World War I, Disturbing Practices draws on a substantial body of new archival material to expose the roadblocks still present in current practices and imagine new alternatives. In this landmark book, Laura Doan clarifies the ethical value and political purpose of identity history—and indeed its very capacity to give rise to innovative practices borne of sustained exchange between queer studies and critical history. Disturbing Practices insists on taking seriously the imperative to step outside the logic of identity to address questions as yet unasked about the modern sexual past.




Disturbing Practices


Book Description

Discusses the history of sexuality in Britain in the first decades of the twentieth century and also the way it is studied.




Disturbing Attachments


Book Description

Jean Genet (1910–1986) resonates, perhaps more than any other canonical queer figure from the pre-Stonewall past, with contemporary queer sensibilities attuned to a defiant non-normativity. Not only sexually queer, Genet was also a criminal and a social pariah, a bitter opponent of the police state, and an ally of revolutionary anticolonial movements. In Disturbing Attachments, Kadji Amin challenges the idealization of Genet as a paradigmatic figure within queer studies to illuminate the methodological dilemmas at the heart of queer theory. Pederasty, which was central to Genet's sexuality and to his passionate cross-racial and transnational political activism late in life, is among a series of problematic and outmoded queer attachments that Amin uses to deidealize and historicize queer theory. He brings the genealogy of Genet's imaginaries of attachment to bear on pressing issues within contemporary queer politics and scholarship, including prison abolition, homonationalism, and pinkwashing. Disturbing Attachments productively and provocatively unsettles queer studies by excavating the history of its affective tendencies to reveal and ultimately expand the contexts that inform the use and connotations of the term queer.







N.A.R.D. Journal


Book Description







about Centering Possibility in Black Education


Book Description

Improving education outcomes for Black students begins with resisting racist characterizations of blackness. Chezare A. Warren, a nationally recognized scholar of race and education equity, emphasizes the imperative that possibility drive efforts aimed at transforming education for Black learners. Inspired by the “freedom dreaming” of activists in the Black radical tradition, the book is comprised of nine principles that clarify how centering possibility actively refuses limitations for what Black people can create, accomplish, and achieve. This interdisciplinary volume also features over 30 original images, poems, and lyrics by Black artists from around the United States, each helping to breathe new life into the concept of possibility and its relevance to remaking Black children’s experience of school. Warren draws on research in history, cultural studies, and sociology to cast a vision of Black education futures unencumbered by antiblackness and white supremacy. This justice-oriented text will inspire innovative solutions to eliminating harm and generating education alternatives Black students desire and deserve. Book Features: Describes practical, antideficit approaches to educating Black children, youth, and young adults.Focuses on productively reorienting visions, philosophies, and rationales guiding contemporary Black education transformation work.Includes relatable stories and anecdotes written in a conversational style.Filled with provocative pieces of original art by Black artists, such as paintings, drawings, photographs, mixed media, spoken word, poems, and song lyrics.







Performance Funding for Higher Education


Book Description

A rigorous analysis of the impact—and implications—of performance funding for higher education. Seeking greater accountability in higher education, many states have adopted performance funding, tying state financial support of colleges and universities directly to institutional performance based on specific outcomes such as student retention, progression, and graduation. Now in place in over thirty states, performance funding for higher education has been endorsed by the US Department of Education and major funders like the Gates and Lumina foundations. Focusing on three states that are regarded as leaders in the movement—Indiana, Ohio, and Tennessee—Performance Funding for Higher Education presents the findings of a three-year research study on its implementation and impacts. Written by leading authorities and drawing on extensive interviews with government officials and college and university staff members, this book describes the policy instruments states use to implement performance funding; explores the organizational processes colleges rely on to determine how to respond to performance funding; analyzes the influence of performance funding on institutional policies and programs; reviews the impacts of performance funding on student outcomes; examines the obstacles institutions encounter in responding to performance funding demands; investigates the unintended impacts of performance funding. The authors conclude that, while performance funding clearly grabs the attention of colleges and leads them to change their policies and practices, it also encounters major obstacles and has unintended impacts. Colleges subject to performance funding are hindered in posting good results by inappropriate performance measures, insufficient organizational infrastructure, and the commitment to enroll many students who are poorly prepared or not interested in degrees. These obstacles help explain why multivariate statistical studies have failed to date to find a significant impact of performance funding on student outcomes, and why colleges are tempted to resort to weakening academic quality and restricting the admission of less-prepared and less-advantaged students in order to improve their apparent performance. These findings have wide-ranging implications for policy and research. Ultimately, the authors recommend that states create new ways of helping colleges with many at-risk students, define performance indicators and measures better tailored to institutional missions, and improve the capacity of colleges to engage in organizational learning.