Guest Talk: 'Shame on You!': Makeover TV ..., with Valerie Walkerdine, Tuesday, 12/10, 7:30-9:30pm

Tuesday, 12/10, 7:30-9:30pm


Please join us for the following guest talks in December:
  • "Shame on You!": Makeover T.V., Intergenerational Transmission & Working-Class Femininity, with Valerie Walkerdine, Tuesday, 12/10, 7:30-9:30pm
  • Makeover T.V. is a media phenomenon growing in popularity across the globe, whether it's What Not to Wear; Extreme Makeover; Queer Eye, or other shows that fit under the larger umbrella of reality t.v. To what extent should these programs shame the subject until she --or even he --reflects normative appearances and behaviors in society? And just what do they reveal about beliefs, norms, values, and attitudes transmitted between generations and working class women? Valerie Walkderine is Distinguished Research Professor at the University of Wales, Cardiff, UK. Her research interests include subjectivity; psychosocial studies and critical psychology; gender and class; work, globalization, regeneration, community; new media and embodiment; and cultural theory and affect. This event is co-sponsored by the Film and Education Research Academy (FERA) and Gottesman Libraries in collaboration with in two new TC online journals, Ecogradients and Cultural Formations. Where: 306 Russell
  • Schooling and the State(less): Expanding Inclusion, Producing Exclusion in the Borderlands of Northern Thailand, with Amanda Flaim, Friday, 12/6, 1-2:30pm
  • Due to war, border disputes, the dissolution and establishment of states, legal loopholes, and historical discrimination, an estimated 12 million people worldwide are stateless. In northern Thailand, highland ethnic minority peoples -- popularly known as "hill tribes" -- are one of the largest stateless populations in the world despite generations of residence in the country. Stateless highlanders cannot vote, work legally, move freely within their country of birth or residence, or access a range of social benefits available to citizens. Exclusion and oppression are not the only stories in the hills, however. Primary and secondary schools are now easily accessible, even in the most remote villages at the border of Burma/Myanmar, and education is compulsory for all children in Thailand regardless of legal status. In this context of political exclusion, how do we understand the expansion of schooling? What roles do education, schools and teachers play in reproducing statelessness and citizenship among highland minorities, and/or mitigating their effects? Drawing on integrative analysis of multi-sited ethnography and extensive survey data, this study expands our understanding of the multiple and often contradictory ways that schools, teachers, and the documents they produce are implicated in the reproduction of statelessness among highland ethnic minorities in northern Thailand. Moreover, the research exposes the creative ways that stateless highlanders and their families rely on, utilize and manipulate schools, teachers, and school documents to negotiate the many terms of their exclusion. Seen through the lenses of territorialization and aleatory sovereignty, the research reveals the role of schools in producing both realities of exclusion and potentialities for transformation. Amanda Flaim is a PhD Candidate in the Department of Development Sociology at Cornell University. She holds a Masters in International Comparative Education from Stanford University. Amanda has applied her expertise in critical development studies, mixed-methodologies, and Southeast Asian Studies to interrogate issues ranging from human trafficking, statelessness, and structural vulnerabilities to HIV in Southeast and South Asia. Over the past eight years, Amanda has served as a lead consultant to UNESCO in Thailand and UNHCR in Nepal on the design, coordination, implementation and analysis of the most extensive surveys of statelessness and its effects in the world. This guest talk is co-sponsored by the Working Group on Peace, Conflict and Education and Gottesman Libraries. Please rsvp via online support by Wednesday, December 4th with details. Where: 306 Russell
  • Supporting Students & Colleagues with Disabilities --Visible & Invisible, with Natalie Millman, Wednesday, 12/4, 4-5pm
  • People with disabilities -- both students and fellow professionals -- often struggle to do things that able-bodied people take for granted. At the same time, many people with visible and invisible disabilities experience discrimination in the forms of microaggressions and not-so-microagggressions. This can be compounded with multiple additional layers of "jeopardy" due to racism, sexism, queerphobia, fatphobia, and more.
    • What constitutes a "disability"? What kinds of disabilities are you familiar with in a professional context?
    • Are there any common misconceptions about disabled people? Why do these misconceptions exist, and how do you feel about them?
    • Have you seen bullying of a person with a disability in your professional life?How did you deal with it?
    • Do societal or institutional norms exist concerning how people perceive disabled people? How does an institution's or society's norms concerning disabilities affect people with disabilities? Why do these norms exist?
    • What is "fair and reasonable accommodation" for people with disabilities, and how can we provide that?
    • Do you have any international experiences with people with disabilities outside of the United States that inform how you currently perceive people with disabilities?
    • How can we support our students and colleagues who have disabilities -- particularly those who have "invisible" disabilities?
    • What national, organizational, and individual strategies can we employ to resist against discrimination of people with disabilities? How can we make these changes happen?
    This guest talk is part of a series of advocacy conversations facilitated by Natalie Millman to explore issues where social justice and education intersect, inform about current relevant research, and inspire possibilities for taking immediate action. They provide opportunities for collaborative solution-making between students and faculty of both Teachers College and the School of Social Work. Professors are encouraged to recommend relevant conversations to their students for extra credit, or to propose group/independent study projects based on the content of conversations. Please rsvp via online support. Where: Second Floor


Last Updated: 6:44 am, Tuesday, Nov 5 , 2013