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Queer theory is a field of post-structuralist critical theory that emerged in the early 1990s out of queer studies and women's studies. The term "queer theory" can have various meanings depending upon its usage, but has been broadly associated with the study and theorization of gender and sexual practices that exist outside of heterosexuality, and which challenge the notion that heterosexual desire is "normal". Following social constructivist developments in sociology, queer theorists are often critical of what they consider essentialist views of sexuality and gender. Instead, they study those concepts as social and cultural phenomena, often through an analysis of the categories, binaries, and language in which they are said to be portrayed.
Tomboy is a term used for girls or young women with masculine traits. It can include wearing androgynous or unfeminine clothing and engaging in physical sports or other activities and behaviors usually associated with boys or men.
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The term "minority group" has different usages, depending on the context. According to its common usage, the term minority group can simply be understood in terms of demographic sizes within a population: i.e. a group in society with the least number of individuals, or less than half, is a "minority". Usually a minority group is disempowered relative to the majority, and that characteristic lends itself to different applications of the term minority.
Cultural identity is a part of a person's identity, or their self-conception and self-perception, and is related to nationality, ethnicity, religion, social class, generation, locality, gender, or any kind of social group that has its own distinct culture. In this way, cultural identity is both characteristic of the individual but also of the culturally identical group of members sharing the same cultural identity or upbringing. Cultural identity is a unfixed process that is continually evolving within the discourses of social, cultural, and historical experiences. Some people undergo more cultural identity changes as opposed to others, those who change less often have a clear cultural identity. This means that they have a dynamic yet stable integration of their culture.
Feminist geography is a sub-discipline of human geography that applies the theories, methods, and critiques of feminism to the study of the human environment, society, and geographical space. Feminist geography emerged in the 1970s, when members of the women's movement called on academia to include women as both producers and subjects of academic work. Feminist geographers aim to incorporate positions of race, class, ability, and sexuality into the study of geography. The discipline was a target for the hoaxes of the grievance studies affair.
Performativity is the concept that language can function as a form of social action and have the effect of change. The concept has multiple applications in diverse fields such as anthropology, social and cultural geography, economics, gender studies, law, linguistics, performance studies, history, management studies and philosophy.
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The social construction of gender is a theory in the humanities and social sciences about the manifestation of cultural origins, mechanisms, and corollaries of gender perception and expression in the context of interpersonal and group social interaction. Specifically, the social construction of gender theory stipulates that gender roles are an achieved "status" in a social environment, which implicitly and explicitly categorize people and therefore motivate social behaviors.
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Feminist technoscience is a transdisciplinary branch of science studies which emerged from decades of feminist critique on the way gender and other identity markers are entangled in the combined fields of science and technology. The term technoscience, especially in regard to the field of feminist technoscience studies, seeks to remove the distinction between scientific research and development with applied applications of technology while assuming science is entwined with the common interests of society. As a result, science is suggested to be held to the same level of political and ethical accountability as the technologies which develop from it. Feminist technoscience studies continue to develop new theories on how politics of gender and other identity markers are interconnected to resulting processes of technical change, and power relations of the globalized, material world.
Robyn Fivush is the Samuel Candler Dobbs Professor of Psychology and Director of the Institute for the Liberal Arts at Emory University, College of Arts and Sciences in Atlanta, Georgia. She is well known for her research on parent-child narrative in relation to the development of autobiographical memory. Fivush is affiliated with the Departments of Psychology and Women's Studies at Emory.
Feminist rhetoric emphasizes the narratives of all demographics, including women and other marginalized groups, into the consideration or practice of rhetoric. Feminist rhetoric does not focus exclusively on the rhetoric of women or feminists, but instead prioritizes the feminist principles of inclusivity, community, and equality over the classic, patriarchal model of persuasion that ultimately separates people from their own experience. Seen as the act of producing or the study of feminist discourses, feminist rhetoric emphasizes and supports the lived experiences and histories of all human beings in all manner of experiences. It also redefines traditional delivery sites to include non-traditional locations such as demonstrations, letter writing, and digital processes, and alternative practices such as rhetorical listening and productive silence. According to author and rhetorical feminist Cheryl Glenn in her book Rhetorical Feminism and This Thing Called Hope (2018), "rhetorical feminism is a set of tactics that multiplies rhetorical opportunities in terms of who counts as a rhetor, who can inhabit an audience, and what those audiences can do." Rhetorical feminism is a strategy that counters traditional forms of rhetoric, favoring dialogue over monologue and seeking to redefine the way audiences view rhetorical appeals.
Cisnormativity or cissexual assumption is the assumption that everyone is, or ought to be, cisgender. The term can further refer to a wider range of presumptions about gender assignment, such as the presumption of a gender binary, or expectations of conformity to gender roles even when transgender identities are otherwise acknowledged. Cisnormativity is a form of cisgenderism, an ideology which promotes various normative ideas about gender, to the invalidation of individuals' own gender identities, analogous to heterosexism or ableism.
References
- ↑ Rappaport, Julian (2000). "Community Narratives: Tales of Terror and Joy". American Journal of Community Psychology. 28 (1): 1–24. doi:10.1023/a:1005161528817. ISSN 0091-0562.
- ↑ "Speaking Truth to Power: Understanding the Dominant, Animal-Eating Narrative for Vegan Empowerment and Social Transformation". One Green Planet. 21 January 2013. Retrieved 2015-11-02.
- ↑ Marshall, Gordon. "Dominant Culture". A Dictionary of Sociology.
- ↑ Lorber, Judith (2006). "The Social Construction of Gender". Inequality Reader: Contemporary & Foundational Readings in Race, Class, & Gender.
- ↑ Bacon, Jessica K.; Lalvani, Priya (2019-08-08). "Dominant narratives, subjugated knowledges, and the righting of the story of disability in K-12 curricula". Curriculum Inquiry. 49 (4): 387–404. doi:10.1080/03626784.2019.1656990. ISSN 0362-6784.
- ↑ Krebs, Ronald R. (2015). "How Dominant Narratives Rise and Fall: Military Conflict, Politics, and the Cold War Consensus". International Organization. 69 (4): 809–845. doi:10.1017/S0020818315000181. ISSN 0020-8183.
- ↑ Lynskey, Angela Cartwright (2015). "Countering the Dominant Narrative: In Defense of Critical Coursework" (PDF). Educational Foundations.
- ↑ Shanks, Neil Graham (2018). "A Dominant Narrative in Economics?: Preservice Teachers and Pluralism in a Social Studies Methods Class" (PDF). Journal of Social Science Education. 17 (3).
- ↑ Fivush, Robyn (2010). "Speaking silence: The social construction of silence in autobiographical and cultural narratives". Memory. 18 (2): 88–98. doi:10.1080/09658210903029404. ISSN 0965-8211 – via Academia.edu.