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• 1. [Article] What do Bras have to do with Puberty? Educating boys about girls bodies

  Teaching puberty to 10-11 year olds and teaching sexuality to 13-18 year olds should be fun. Yet fun is not ordinarily associated with teaching puberty and sex in polite secular American society, let within ...

  Citation × Citation Citation Abstract Copy Title: What do Bras have to do with Puberty? Educating boys about girls bodies Author: Ross, Jamie P Year: 2008 Teaching puberty to 10-11 year olds and teaching sexuality to 13-18 year olds should be fun. Yet fun is not ordinarily associated with teaching puberty and sex in polite secular American society, let within religious arenas. It may not be polite and there are parental fears that formal sex education has a causal relationship with promiscuity. Yet, when I have asked over the years in my Sexualities class, in my most informal of polls, whether parents have taken a large and/or productive role in teaching sex to their children, the percentages are always very small. Many parents do not know good ways of teaching puberty let alone sexuality and yet oftentimes require permissions slips for it to be addressed in schools. In this paper, I more directly address the prejudicial perceptions of sex generally and boys’ desires. That is, when sexuality is taught from the point of view of the students and what they want to know, and not only taught from the point of view of adults and what they think students should know the relationships among boys and girls are more cooperative and empathetic. Title: What do Bras have to do with Puberty? Educating boys about girls bodies Author: Ross, Jamie P Year: 2008 Teaching puberty to 10-11 year olds and teaching sexuality to 13-18 year olds should be fun. Yet fun is not ordinarily associated with teaching puberty and sex in polite secular American society, let within religious arenas. It may not be polite and there are parental fears that formal sex education has a causal relationship with promiscuity. Yet, when I have asked over the years in my Sexualities class, in my most informal of polls, whether parents have taken a large and/or productive role in teaching sex to their children, the percentages are always very small. Many parents do not know good ways of teaching puberty let alone sexuality and yet oftentimes require permissions slips for it to be addressed in schools. In this paper, I more directly address the prejudicial perceptions of sex generally and boys’ desires. That is, when sexuality is taught from the point of view of the students and what they want to know, and not only taught from the point of view of adults and what they think students should know the relationships among boys and girls are more cooperative and empathetic. Close

• 2. [Article] Interdisciplinary: Feminist Teaching, Research and Activism

  Feminists' interdisciplinary work is a critical response to claims that disciplinary expertise provides real knowledge. Interdisciplinary teaching, research, and activism emerge in opposition to claims ...

  Citation × Citation Citation Abstract Copy Title: Interdisciplinary: Feminist Teaching, Research and Activism Author: Ross, Jamie P Year: 2010 Feminists' interdisciplinary work is a critical response to claims that disciplinary expertise provides real knowledge. Interdisciplinary teaching, research, and activism emerge in opposition to claims that only certain kinds of ideas are valuable. This paper will briefly delineate those concepts that have created an intellectual tradition that does not recognize the political and strategic elements entailed by all knowledge formation. Feminist activism is a reaction to the narrowly defined boundaries of what counts as a good idea. The distinction between passive and active knowledge acquisition allows us to view feminist teaching, research, and activism as active, ongoing engagements that emerge from directed and investigative processes. And, as we shall see, the significance of this generative view of ideas lies in an engaged, collaborative effort. On the other hand, the significance of knowledge as something buried and awaiting discovery lies only in the passive observation of a limited self. Title: Interdisciplinary: Feminist Teaching, Research and Activism Author: Ross, Jamie P Year: 2010 Feminists' interdisciplinary work is a critical response to claims that disciplinary expertise provides real knowledge. Interdisciplinary teaching, research, and activism emerge in opposition to claims that only certain kinds of ideas are valuable. This paper will briefly delineate those concepts that have created an intellectual tradition that does not recognize the political and strategic elements entailed by all knowledge formation. Feminist activism is a reaction to the narrowly defined boundaries of what counts as a good idea. The distinction between passive and active knowledge acquisition allows us to view feminist teaching, research, and activism as active, ongoing engagements that emerge from directed and investigative processes. And, as we shall see, the significance of this generative view of ideas lies in an engaged, collaborative effort. On the other hand, the significance of knowledge as something buried and awaiting discovery lies only in the passive observation of a limited self. Close

• 3. [Article] Philosophy in the Wilderness

  An analysis of the team-taught course, Knowledge, Art & Power: The Social Construction of Knowledge. It critically analyzes and rejects both of the following claims: 1. Knowledge consists of eternal truths, ...

  Citation × Citation Citation Abstract Copy Title: Philosophy in the Wilderness Author: Ross, Jamie P Year: 2001 An analysis of the team-taught course, Knowledge, Art & Power: The Social Construction of Knowledge. It critically analyzes and rejects both of the following claims: 1. Knowledge consists of eternal truths, 2. Knowledge is relativistic. In so doing, we focus on an understanding that knowledge serves selective interests; knowledge has a teleology (purpose)- i.e. power. In this course we examine and analyze the relationships among and between knowledge, power and art. That means we must first understand what counts as knowledge. One way of understanding what counts as knowledge is to understand the way in which power is defined and the role politics plays in defining power. This exploration requires the input of a variety of readings from different fields of discipline since the relationships of knowledge, art & power occur throughout a variety of academic fields and all aspects of life. We read philosophical, political, literary (theatrical, fiction and non-fiction), scientific, artistic, social, historical and personal works to help us in our exploration. Title: Philosophy in the Wilderness Author: Ross, Jamie P Year: 2001 An analysis of the team-taught course, Knowledge, Art & Power: The Social Construction of Knowledge. It critically analyzes and rejects both of the following claims: 1. Knowledge consists of eternal truths, 2. Knowledge is relativistic. In so doing, we focus on an understanding that knowledge serves selective interests; knowledge has a teleology (purpose)- i.e. power. In this course we examine and analyze the relationships among and between knowledge, power and art. That means we must first understand what counts as knowledge. One way of understanding what counts as knowledge is to understand the way in which power is defined and the role politics plays in defining power. This exploration requires the input of a variety of readings from different fields of discipline since the relationships of knowledge, art & power occur throughout a variety of academic fields and all aspects of life. We read philosophical, political, literary (theatrical, fiction and non-fiction), scientific, artistic, social, historical and personal works to help us in our exploration. Close

• 4. [Article] Historicizing Subjectivities: Antigone, Rosemarie Beck and a Lesbian New Yorker

  Presentation examines Rosemarie Beck's development, as a woman and artist as part of the larger social/body politic of the time. Her sense of self as an individual, her individual acts, whether or not ...

  Citation × Citation Citation Abstract Copy Title: Historicizing Subjectivities: Antigone, Rosemarie Beck and a Lesbian New Yorker Author: Ross, Jamie P Year: 2015 Presentation examines Rosemarie Beck's development, as a woman and artist as part of the larger social/body politic of the time. Her sense of self as an individual, her individual acts, whether or not she participated in consciousness raising sessions and equal rights marches, perhaps are not as important as her historicized experiences; the creation of her subjectivity. Title: Historicizing Subjectivities: Antigone, Rosemarie Beck and a Lesbian New Yorker Author: Ross, Jamie P Year: 2015 Presentation examines Rosemarie Beck's development, as a woman and artist as part of the larger social/body politic of the time. Her sense of self as an individual, her individual acts, whether or not she participated in consciousness raising sessions and equal rights marches, perhaps are not as important as her historicized experiences; the creation of her subjectivity. Close

• 5. [Article] Lessons from the Color of Fear

  This chapter focuses on the role that power, innocence, and ignorance play in maintaining the position of white privilege. There are times when white people use their privilege in ways that overtly attempt ...

  Citation × Citation Citation Abstract Copy Title: Lessons from the Color of Fear Author: Ross, Jamie P Year: 2008 This chapter focuses on the role that power, innocence, and ignorance play in maintaining the position of white privilege. There are times when white people use their privilege in ways that overtly attempt to put and keep people of color in their places, but more often white privilege is less obvious. White privilege does not stand out in white people’s behavior at all times.When white behavior is normalized, it is masked. At these times, white privilege and power hide behind the masks of innocence and the masks of ignorance. White people can hide their location, with relation to power, from themselves and/or others. In the film, The Color of Fear (TCOF), David Christensen hides his power. As he hides his power, he keeps his privilege invisible, that is, behind a mask. In this chapter, we focus on the masking and unmasking of innocence and ignorance to get a better look at how the process of normalization of these masks makes whiteness powerful and consequently hides white privilege. Title: Lessons from the Color of Fear Author: Ross, Jamie P Year: 2008 This chapter focuses on the role that power, innocence, and ignorance play in maintaining the position of white privilege. There are times when white people use their privilege in ways that overtly attempt to put and keep people of color in their places, but more often white privilege is less obvious. White privilege does not stand out in white people’s behavior at all times.When white behavior is normalized, it is masked. At these times, white privilege and power hide behind the masks of innocence and the masks of ignorance. White people can hide their location, with relation to power, from themselves and/or others. In the film, The Color of Fear (TCOF), David Christensen hides his power. As he hides his power, he keeps his privilege invisible, that is, behind a mask. In this chapter, we focus on the masking and unmasking of innocence and ignorance to get a better look at how the process of normalization of these masks makes whiteness powerful and consequently hides white privilege. Close