Yes, but I do think it's important to respect students like my black and queer students, who still feel alienated. What to us may seem 'inclusive' may seem bewilderingly 'academic' and inaccessible. We need to give them tools to figure things out.
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The system is never going to treat them equitably even if they know the rules the best. This is literally what the definition of respectability politics is. Sure students need to know the system but not to comply and become the perfect marginal subject.
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I am saying that I respect my students who feel equally marginalised by all of us 'grown up' academics. A student of mine who is wondering if she's a lesbian may need to know that that's a question I thought about too, and it's part of my academic work.
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Replying to @LucyAllenFWR @dorothyk98 and
Such a student needs to see me be uncertain and anxious - a 'work in progress'. She needs to realise *on a personal level* that my work is shaped by my own emerging sense of identity - and so can hers be.
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Replying to @LucyAllenFWR @dorothyk98 and
I'm thinking esp. of students who might read Dinshaw and feel utterly alienated, because that's now how they feel 'queer'. Dinshaw is brilliant, yes. But a student might need and deserve space to say 'I feel uncomfortable with this, and I'll write an essay about it'.
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Replying to @LucyAllenFWR @dorothyk98 and
I firmly believe this is work only the student - the individual - can do for themselves. Reading someone else expressing their own doubts won't cut it. They must learn that to be an academic *is* to be doubtful, and personal, and imperfect - and that's ok.
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Again I am really not sure how this fits w/ your early statement about students having to learn the system. What you are discussing is critique. Students have every right to critique. And they do.
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No: we must be honest about the system. Students may do what they will with the information. But honesty is a basic requirement. (This wasn't actually my comment, I think?)
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That is actually the point of autoethnography. I am incredibly confused as to why you are imagining that the most marginalized students are not centered in intersectional praxis? I again do not understand exactly your statement or point. Yes, one can choose to be vulnerable.
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I'm sure it is that I wasn't clear enough. I was talking about a fairly personal situation, and I expect it just doesn't translate well to the US. I was glad of other delegates who were able to explain that!
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I think the point is vulnerability is going to be something that may work in certain situations and with certain bodies but not with other bodies and other situations. I think the discussion pointed to this w/ types of schools.
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Oh, absolutely.
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