My 4Cs presentation

My presentation is finally up.

Conclusion

Results suggest that the weblog is an important new genre and that it presents a considerable opportunity for a large number of people to have a voice on the Web. As other scholars (Wahlstrom, 1994, Aschauer, 1999, Rickly, 1999, Wolfe, 1999, Takayoshi, 2000, Gurak, 2001, Comstock, 2001) have noted, the Internet, which certainly can be used for feminist purposes, is as prone to gender bias and hierarchy as face-to-face society. Gender bias in the mainstream blogging community has been attributed to the subject matter that men write about (news, politics, technology) and the subject matter women write about (relationships, family, friends, cooking, knitting). Of course there are exceptions to the gender-determined subject matter rule, but, as a student of feminist studies and Internet studies, I find it disturbing that blogging practices are mirroring gender stereotypes so accurately. Maybe we as composition teachers can help future (and current) bloggers move toward a middle ground in our writing classes. Some bloggers say that this “meeting in the middle” is starting to happen already. Perhaps, by using weblogs in our composition pedagogy and encouraging gender-bending in the subject-matter of the posts, we can help subvert arbitrary and confining notions of masculine content and feminine content.

Possible blog break

I'll be at CCCC until Saturday, so I might not post again until then, unless there's any way possible that I can get internet access.

Musings on Foucault, Power, and Resistance

In response to my professor's question:

Foucault writes, “We must not look for who has
power . . . and who is deprived of it . . . HS, 99).
Oppression is real: men oppress women; capital
oppresses labor. Is Foucault saying that there are
no seats of power and places of the oppressed in
a given society? Is he also stating that directly
resisting oppression is futile?

I am still trying to find a good way to articulate clearly what Foucault's argument about power is. The example that keeps sticking in my mind is this: If power is possessed by a group or entity such as "men" or "capital," then history would have been quite different; I imagine we would have had one group in power (royalty) and they would always have had the power and always will have it. Instead, we've seen many dictators and others come to positions of authority using unorthodox means. My impression is that this is an example of what Foucault means when he says that "power is exercised from innumerable points" (p. 94). However, it is not easy for me to use that example with confidence, because in The History of Sexuality, Foucault's pattern has been to make definitive statements such as "Power is not something that is acquired, seized, or shared" (p. 94, which would seem to refute my example) and then to qualify these claims: "Are there no great radical ruptures, massive binary divisions, then? Occasionally, yes. But more often one is dealing with mobile and transitory points of resistance [...]" (p. 96). More to the point, in the quotation above, Foucault suggests that we should not "look for who has power," but that we should look at the "process" of power, how it is exercised and perpetuated. I would argue that Foucault is not saying there are no positions of power and positions of oppression, but, as Jana Sawicki has argued in Disciplining Foucault, "[Foucault] does not deny that the juridico-discursive model of power describes one form of power. He merely thinks that it does not capture those forms of power that make centralized, repressive forms of power possible, namely, the myriad of power relations at the microlevel of society" (p. 20). It is clear, then, that Foucault is saying that there are seats of power and oppressed groups, but he is more interested in the subtleties and complexities of power. To put groups in a binary relation is reductive; for example, to say that men oppress women is to give those categories a monolithic quality and ignore intersections such as race and class and to put blinders on by focusing on one particular phenomenon, such as some radical feminists' critiques of pornography as the locus of men's oppression of women. Some women, in fact, are more able to exercise power than some men.

Quick Knitting Post before 4Cs

I haven't posted about knitting in a while, but boy, have I been doing a lot of it. I recently finished a cushion cover with this cuddly-soft plush yarn; this photo doesn't do it justice:

But it has been getting some use, at least:






Now I'm working on a baby blanket. I just used up a skein of the blue yarn and am now starting a pink stripe:



After this one, though, I'm going to start making bright-colored baby blankets. I'm done with pastels! I have some very soft bright acrylic/wool blend yarn that I just bought, and I think that in addition to the blankets I'll try my hand at knitting baby hats. I saw a very cute yellow one in Stitch'n'Bitch, Debbie Stoller's fantastic knitting handbook.


UPDATE: Tonight I learned how to do the double cast-on! When I first learned, I was taught the knitting on method, so I'm excited. Since lurking on the knitting communities on Orkut, I've noticed that there are a lot of yarn snobs (I mean it affectionately!). Acrylic yarn is the most maligned, particularly the Red Heart Super Saver variety. I happen to have a big skein of just that, and in my shame I'm going to use it as practice yarn. Everyone should have that, right? I want to practice my seed stitch, which looks like this (this is not mine, by the way! It's from about.com):



I'm not getting the hang of it yet.

Most Common Prelim Mistakes?

Hey, I'm wondering: What are the most common mistakes graduate students make on the preliminary exams? I gather that one big problem is lack of clarity in the explication of theory. Is that the case? I just took a midterm which was designed to be a kind of dry run of the 2-hour, in-house prelim and my professor liked my essay because he thought it was clear and I used a lot of examples to explain what Burke was saying. What else besides using examples and clear, plain language can I do to pass the prelims? One person advised me not to talk about how I'm using theorist X in my work, but just to demonstrate my understanding of the theory.

Mass Extinction Not Inevitable

But I'd say it's likely. How depressing:

Two recent studies suggest that the Earth is experiencing its sixth great extinction. Although that's a bad thing, it's not a done deal. A Q & A with conservation biologist Stuart Pimm by Stephen Leahy. [Wired]

Dude, who put a screw in YOUR spring roll?

The day before yesterday, after an all-around abysmal experience flying with US Airways which involved a missed connecting flight (it was their fault but they were still RUDE as could be about it), a flight attendant from hell, and deferred checked luggage that I had to go back to the airport to get (note to self: Never check luggage again), a friend and I went out for Thai food at one of our favorite restaurants. We ordered spring rolls as an appetizer, and as I bit eagerly into one, I felt something hard. I looked, and there was a SCREW in my spring roll!! Of all things! Kind of like this but shorter and not pointed:




They didn't even give us our meal for free. They brought us more spring rolls, didn't charge us for those, and apologized, but we had to pay for our entrees. What a terrible day it was. Anyway, as a result, I'm trying to introduce "Who put a screw in YOUR spring roll?" as a variant of "Who pissed in YOUR Cheerios?" So start using it; I haven't been that successful so far in introducing expressions. Some time ago I tried to get people to use the term "stool sample" as a negative term for a person, like "That guy at US Airways was a total stool sample." You don't have to curse or invoke a gendered slur that way.

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