Jennifer Bartlett’s provocative opinion piece in the New York Times today considers the role of street harassment and cyber-harassment as she reflects upon the tension between her longing to be viewed as sexually desirable and her feminist leanings.
I also do understand what it feels like to get attention from the wrong man. It’s gross. It’s uncomfortable. It’s scary and tedious. And in certain cases, traumatic. But I still would much rather have a man make an inappropriate sexual comment than be referred to in the third person or have someone express surprise over the fact that I have a career. The former, unfortunately, feels “normal.” The latter makes me feel invisible and is meant for that purpose. I like it when men look at me. It feels empowering, not disempowering. Frankly, it makes me feel like I’m not being excluded.
As the recently appointed Acting Chair of the APA Committee on Inclusiveness in the Profession, I’ve been getting a number of emails from job search committees asking for help in identifying listservs and websites that reach members of under-represented groups in philosophy. The APA Resources on Diversity and Inclusiveness is a good start, as is the UP Directory of philosophers from under-represented groups. The UP Directory even has a bulletin board service that emails job listings every Monday. (You do not have to be listed in the directory to subscribe to the bulletin board service.)
I’m hoping that Feminist Philosophy readers can help identify listservs that reach philosophers from under-represented groups, and am asking that you note these in the comments. I’ve already conferred with Amy Ferrer this morning and she’s agreed to add this information to the Resources on Diversity and Inclusiveness page. Given that the job search season is upon us, it would be great to put a centralized resource of philosophy listservs for job search committees to use this season.
A professor at Memorial University in Newfoundland has refused to wear an FM assistive listening device to accommodate hard of hearing student William Sears, citing religious grounds for her refusal. This is not a first occurrence: Professor Panjabi also refused a similar request from a student in 1996, telling CBC News that her religious beliefs prevented her from wearing an assistive listening device to accommodate a student with a hearing impairment. CBC also notes that in 1985 she was also reprimanded for a similar complaint.
Contrary to popular misconception, assistive listening devices (ALDs) are not recording devices, but merely amplify sound. The more sophisticated devices work with digital hearing aids to deliver custom amplification tailored to a hearing aid program designed for ALDs, which is far superior to the amplification of a standard microphone. One reason for this is that the background noise picked up by hearing aids is dampened if one has an ALD program — the primary sound that one hears is the speaker’s voice. The ALD amplification cannot be heard by people who are not wearing ALD receivers or hearing aids with telecoils.
(As a lifetime user of ALDs, my personal experience is that the amplification and clarity is significantly better than a house microphone — this assessment is shared by most of the ALD users I know, though as with any accommodation, the person with the disability is in the best position to judge whether this is a feasible accommodation for her.)
Over the 40+ years and thousands of hours of ALD use in my lifetime, I’ve had similar experiences of professors and (conference) lecturers refusing to wear an ALD transmitter. When queried, they usually explained their opposition was because they believed it was a recording device in addition to an amplification device. This is a false belief.Read More »
Keisha Ray offers an important perspective on diversity and racial insecurity in the current job market:
But the possibility that you are being used to satisfy either an interview quota or a hired faculty quota adds a unique component to the job search for diverse applicants that deserves more attention. Applicants who have been deemed diverse are thrown into a system that seemingly values their diversity but then that value is determined by individuals with biases and individuals who are forced to meet certain standards determined by their bosses and HR departments. We’re asked to identify, prove, and convince others that unchosen features of our being adds to the value of our candidacy when those very same unchosen features can be used against us. And in the instance that our unchosen features contribute to our appeal as a scholar and colleague, then we are left wondering if our unchosen features override our accomplishments.
Cheylla Silva has filed an emergency motion in U.S. federal court (Miami) to obtain signed language interpreter access during childbirth.
Silva is hoping the delivery goes smoothly because if there are serious problems, she might be at a loss to communicate with her doctors and nurses. Silva is profoundly deaf, and, for months, Baptist administrators have refused to provide her with an American sign language interpreter, she says.
“Can you imagine going to a doctor’s office and not being able to understand what they are talking about? And it’s about your care. How would you feel?”
“One of the essential elements of personal dignity,” the pleading adds, “is the ability to obtain the necessary information to make an adequate and informed choice about one’s own medical treatment. Medical treatment and childbirth are some of the most intense and important experiences for a person.”
Then again, it should be easy enough to just write notes in one’s second language during childbirth, right?
The exoticism of signed language interpreters and signed language gets uptake in mainstream media, but deaf people’s views are ignored. Here’s one response to this phenomenon, written by my colleague, Dr. Caroline Solomon, a deaf professor of biology and her brother, Jeffrey Archer Miller, a hearing lawyer who regularly represents deaf people.
The subtle subtext of the media’s approach has been to introduce its readers to American Sign Language as an oddity, more in the vein of a story about Cirque du Soleil than as a window into a sophisticated means of interpersonal expression. Wall Street Journal reporter Elizabeth Williamson delights in describing how Mr. Painter interprets “fiscal cliff” and “kick the can down the road” from English to American Sign Language. Would its readers be equally interested in a story about an interpreter translating arcane Washington bureaucratese into Spanish? We suspect not.
Helen de Cruz has a great post up at NewAPPS that discusses, among other things, why graduate students might opt to attend unranked programs.
Another, often overlooked, consideration in play for some graduate students is disability. Some campuses are more friendly and accommodating to students with particular kinds of disabilities, some local communities have more resources than others, some states have policies that make it easier to be funded by vocational rehabilitation than others, some states (in the U.S.) provide tuition waivers to students with certain disabilities, and so on.
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Once again a video of the miracle of hearing via cochlear implants has gone viral. I find this bothersome, but not for the reasons you might think, given that I’m a member of the signing Deaf* community, a bioethicist, and philosopher. Instead, I’m annoyed by the framing of the cochlear implant narratives and the gendered aspects of cochlear implant videos that go viral.
Before I say more, I want to note that I am delighted and touched by the joy of the cochlear implant recipient, Joanne Milne. Joanne Milne has had a life-changing experience. Most hearing people will watch the video, appreciate her happiness, and perhaps reflect on their own capacity to hear. I hope that we can push the conversation further along here at Feminist Philosophers.
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Hypatia is pleased to invite submissions for the 2015 Hypatia Diversity Essay Prize. This prize is awarded biennially for the best essay, previously unpublished, written by a graduate student, postdoctoral fellow, or non-tenured faculty member that embodies a feminist, intersectional approach in a philosophical analysis combining categories of identity (e.g., gender, class, disability, ethnicity, nationality, race, religion, sexuality). In addition to being published as the winning Diversity Essay in Hypatia, the winning author(s) will receive $500. Essays of high quality that do not receive the award will also be considered for publication.
The Diversity Essay Prize committee warmly encourages essay submissions! Please submit essays at the Hypatia Manuscript Central Submission Site. When you submit your essay, make sure to select “Diversity Essay Prize” in the drop-down menu, and also note in the cover letter that the submission is for the diversity essay prize.
The Diversity Prize Committee is chaired by Linda Martin Alcoff and includes Ladelle McWhorter and David Haekwon Kim. If you have any question you may contact either the Editorial Offices at Hypatia@villanova.edu or Linda Martin Alcoff at firstname.lastname@example.org.
February 1, 2015 submission deadline
The APA Committee on Inclusiveness of the Profession is now soliciting teaching materials bearing on any area of philosophy among those that have traditionally been underrepresented in the curriculum including but not limited to the following:
• Africana Philosophy
• African American Philosophy
• Asian and Asian American Philosophy
• Feminist Philosophy
• Latin American Philosophy
• LGBTQ Philosophy
• Multicultural Philosophy
• Native American Philosophy
• Philosophy and Disability
• Philosophy of Gender
Subcategories and other categories may be added depending on the types of syllabus received. Syllabi for courses that have modules corresponding to underrepresented areas are also welcome (for example, a Philosophy of Art syllabus with a feminism module, or a Philosophy of Religion syllabus with an East Asian module).The requested materials will be posted in the APA website so that they can be available to instructors seeking to incorporate in their teaching some topics or courses relevant to those areas.
By sending samples of syllabi, topics, and/or suggestions for readings, you will be helping to promote diversity in the profession.
Teaching materials should be sent as email attachments to Susana Nuccetelli, chair of the APA Inclusiveness Committee, at this address: sinuccetelli(at)stcloudstate(dot)edu