• #Academic_Solidarity_Across_Borders

    For the past decade, we are seeing a global rise of authoritarianism and coercive power against the livelihoods of those fighting for peace. We call for support of action towards transnational peace, equality and social justice in academia and beyond. This campaign aims to provide material support to young scholars in Turkey who have been unjustly punished by the Turkish state for their critical opinions and lost their livelihoods. Your generous donations that are tax-deductible in Germany will help critical thought grow beyond borders.
    Who are we?

    In January 2016, 1128 academics in Turkey signed the Peace Petition, entitled “We Will Not Be a Party to This Crime” to draw public’s attention to the brutal acts of violence perpetrated by the state in the Kurdish regions of Turkey. After the press release and initial persecutions of academics, more academics joined in for support, amounting to 2000+ petitioners in number. Many colleagues lost their jobs, their passports were cancelled and confiscated, they have been subject to physical and verbal threats. Some were taken into custody and imprisoned. Hundreds have been robbed from the right to work in the public sector through governmental decrees and most of them faced individual criminal court cases. Despite all this repression, threats and unending harassment, Academics for Peace have continued to stand for their initial statement for peace, resist and collectively support each other.

    Up to this day, Academics for Peace received several Prizes and Awards:

    - Aachen 2016 – Peace Prize
    – Johann-Philipp-Palm 2016 – Award for Freedom of Press and Expression
    - Middle East Studies Association 2016 – Award for Academic Freedom
    – Diyarbakır Medical Chamber 2016 – Prize for Peace and Democracy
    - Human Rights Association 2016 – Ayşe Nur Zarakolu Award for Freedom of Thought and Expression
    - Hrant Dink 2016 – Inspirations Award
    - Halkevleri 2016 – Solidarity Award
    - Social Democracy Foundation 2016 – Prize for Human Rights, Democracy, Peace and Solidarity
    – İstanbul Medical Chamber 2017-Sevinç Özgüner Award for Human Rights, Peace and Democracy
    – Scholars at Risk Network 2018 – Courage to Think Defender Award
    – Suruç Families’ Initiative 2019 – Award for Justice and Resistance.

    Germany has been one of the main destinations for dismissed academics. As a part of the above-mentioned academic collective action, Academics for Peace-Germany e.V. (AfP – Germany) was founded in 2017 as a non-profit organization by peace academics and supporting colleagues. The main objectives of the AfP – Germany are to serve the peaceful coexistence of people; support persecuted and at-risk academics as well as students; and, promote freedom of expression in sciences. AfP – Germany positions itself as an international “hub” for human rights organizations, NGOs, academics, as well as international press working on rights violations academics are faced with.

    Since 2016, AfP – Germany organized several activities to raise awareness about systematic human rights violations against academics and graduate students in Turkey:

    - Solidarity meetings with the existing diaspora populations in Germany that came from Turkey,
    - Open letters to German and international academia to increase public awareness about the pressures and continuing court hearings in Turkey,
    – Press statements and advocacy efforts for imprisoned academics in Turkey,
    – Academic workshops with colleagues in Germany,
    Open seminar series, film screening, regular online seminars series in collaboration with various NGOs.

    Currently, the association has more than 80 members who are affiliated with thirty different universities and academic institutions across Germany. Our members are actively involved in academic and civic work in almost all federal state of Germany. The larger group of #Academics_for_Peace is an international network with members and supporters not only in Germany but also in France, UK, US and Canada, as well as in Turkey, who are supported by peace defenders in other European countries as well as diverse geographies.

    #solidarité #solidarité_internationale #université #Turquie

    • Trigger Warnings | Centre for Teaching Excellence

      A trigger warning is a statement made prior to sharing potentially disturbing content. That content might include graphic references to topics such as #sexual_abuse, #self-harm, #violence, #eating_disorders, and so on, and can take the form of an #image, #video_clip, #audio_clip, or piece of #text. In an #academic_context, the #instructor delivers these messages in order to allow students to prepare emotionally for the content or to decide to forgo interacting with the content.

      Proponents of trigger warnings contend that certain course content can impact the #wellbeing and #academic_performance of students who have experienced corresponding #traumas in their own lives. Such students might not yet be ready to confront a personal #trauma in an academic context. They choose to #avoid it now so that they can deal with it more effectively at a later date – perhaps after they have set up necessary #resources, #supports, or #counselling. Other students might indeed be ready to #confront a personal trauma in an academic context but will benefit from a #forewarning of certain topics so that they can brace themselves prior to (for example) participating in a #classroom discussion about it. Considered from this perspective, trigger warnings give students increased #autonomy over their learning, and are an affirmation that the instructor #cares about their wellbeing.

      However, not everyone agrees that trigger warnings are #necessary or #helpful. For example, some fear that trigger warnings unnecessarily #insulate students from the often harsh #realities of the world with which academics need to engage. Others are concerned that trigger warnings establish a precedent of making instructors or universities legally #responsible for protecting students from #emotional_trauma. Still others argue that it is impossible to anticipate all the topics that might be potentially triggering for students.

      Trigger warnings do not mean that students can exempt themselves from completing parts of the coursework. Ideally, a student who is genuinely concerned about being #re-traumatized by forthcoming course content would privately inform the instructor of this concern. The instructor would then accommodate the student by proposing #alternative_content or an alternative learning activity, as with an accommodation necessitated by a learning disability or physical disability.

      The decision to preface potentially disturbing content with a trigger warning is ultimately up to the instructor. An instructor who does so might want to include in the course syllabus a preliminary statement (also known as a “#content_note”), such as the following:

      Our classroom provides an open space for the critical and civil exchange of ideas. Some readings and other content in this course will include topics that some students may find offensive and/or traumatizing. I’ll aim to #forewarn students about potentially disturbing content and I ask all students to help to create an #atmosphere of #mutual_respect and #sensitivity.

      Prior to introducing a potentially disturbing topic in class, an instructor might articulate a #verbal_trigger_warning such as the following:

      Next class our discussion will probably touch on the sexual assault that is depicted in the second last chapter of The White Hotel. This content is disturbing, so I encourage you to prepare yourself emotionally beforehand. If you believe that you will find the discussion to be traumatizing, you may choose to not participate in the discussion or to leave the classroom. You will still, however, be responsible for material that you miss, so if you leave the room for a significant time, please arrange to get notes from another student or see me individually.

      A version of the foregoing trigger warning might also preface written materials:

      The following reading includes a discussion of the harsh treatment experienced by First Nations children in residential schools in the 1950s. This content is disturbing, so I encourage everyone to prepare themselves emotionally before proceeding. If you believe that the reading will be traumatizing for you, then you may choose to forgo it. You will still, however, be responsible for material that you miss, so please arrange to get notes from another student or see me individually.

      Trigger warnings, of course, are not the only answer to disturbing content. Instructional #strategies such as the following can also help students approach challenging material:

      – Give your students as much #advance_notice as possible about potentially disturbing content. A day’s notice might not be enough for a student to prepare emotionally, but two weeks might be.

      – Try to “scaffold” a disturbing topic to students. For example, when beginning a history unit on the Holocaust, don’t start with graphic photographs from Auschwitz. Instead, begin by explaining the historical context, then verbally describe the conditions within the concentration camps, and then introduce the photographic record as needed. Whenever possible, allow students to progress through upsetting material at their own pace.

      – Allow students to interact with disturbing material outside of class. A student might feel more vulnerable watching a documentary about sexual assault while in a classroom than in the security of his or her #home.

      – Provide captions when using video materials: some content is easier to watch while reading captions than while listening to the audio.

      – When necessary, provide written descriptions of graphic images as a substitute for the actual visual content.

      – When disturbing content is under discussion, check in with your students from time to time: #ask them how they are doing, whether they need a #break, and so on. Let them know that you are aware that the material in question is emotionally challenging.

      – Advise students to be #sensitive to their classmates’ #vulnerabilities when they are preparing class presentations.

      – Help your students understand the difference between emotional trauma and #intellectual_discomfort: the former is harmful, as is triggering it in the wrong context (such as in a classroom rather than in therapy); the latter is fundamental to a university education – it means our ideas are being challenged as we struggle to resolve cognitive dissonance.


    • Why Trigger Warnings Don’t Work

      Because trauma #survivors’ #memories are so specific, increasingly used “trigger warnings” are largely #ineffective.

      Fair warning labels at the beginning of movie and book reviews alert the reader that continuing may reveal critical plot points that spoil the story. The acronym NSFW alerts those reading emails or social media posts that the material is not suitable for work. The Motion Picture Association of America provides film ratings to advise about content so that moviegoers can make informed entertainment choices for themselves and their children.

      Enter stage right: Trigger warning.

      A trigger warning, most often found on #social_media and internet sites, alerts the reader that potentially upsetting information may follow. The words trigger warning are often followed by a subtitle such as *Trigger warning: This may be triggering to those who have struggled with _________. Fill in the blank. #Domestic_abuse. #Rape. #Body_image. #Needles. #Pregnancy.

      Trigger warnings have become prevalent online since about 2012. Victim advocate Gayle Crabtree reports that they were in use as early as 1996 in chat rooms she moderated. “We used the words ‘trigger warning,’ ‘#tw,’ ‘#TW,’ and ‘trigger’ early on. …This meant the survivor could see the warning and then decide if she or he wanted to scroll down for the message or not.” Eventually, trigger warnings spread to social media sites including #Tumblr, #Twitter, and #Facebook.

      The term seems to have originated from the use of the word “trigger” to indicate something that cues a #physiological_response, the way pollen may trigger an allergy attack. A trigger in a firearm is a lever that activates the sequence of firing a gun, so it is not surprising that the word was commandeered by those working in the field of #psychology to indicate objects and sensations that cause neurological firing in the brain, which in turn cause #feelings and #thoughts to occur.

      Spoiler alerts allow us to enjoy the movie or book as it unfolds without being influenced by knowledge about what comes next. The NSFW label helps employees comply with workplace policies that prohibit viewing sexually explicit or profane material. Motion picture ratings enable viewers to select movies they are most likely to find entertaining. Trigger warnings, on the other hand, are “designed to prevent people who have an extremely strong and damaging emotional response… to certain subjects from encountering them unaware.”

      Say what?

      Say hogwash!

      Discussions about trigger warnings have made headlines in the New Yorker, the Los Angeles Times, the Guardian, the New Republic, and various other online and print publications. Erin Dean writes that a trigger “is not something that offends one, troubles one, or angers one; it is something that causes an extreme involuntary reaction in which the individual re-experiences past trauma.”

      For those individuals, it is probably true that coming across material that reminds them of a traumatic event is going to be disturbing. Dean’s definition refers to involuntary fear and stress responses common in individuals with Post Traumatic Stress Disorder characterized by intrusive memories, thoughts, or dreams; intense distress at cues that remind the individual of the event; and reactivity to situations, people, or objects that symbolize the event. PTSD can result from personal victimization, accidents, incarceration, natural disasters, or any unexpected injury or threat of injury or death. Research suggests that it results from a combination of genetic predisposition, fear conditioning, and neural and physiological responses that incorporate the body systems and immunological responses. Current theories suggest that PTSD represents “the failure to recover from the normal effects of trauma.” In other words, anyone would be adversely affected by trauma, but natural mechanisms for healing take place in the majority of individuals. The prevalence of PTSD ranges from 1.9 percent in Europe to 3.5 percent in the United States.

      The notion that trigger warnings should be generalized to all social media sites, online journals, and discussion boards is erroneous.

      Some discussions have asserted that because between one in four and one in five women have been sexually abused, trigger warnings are necessary to protect vast numbers of victims from being re-traumatized. However, research shows that the majority of trauma-exposed persons do not develop PTSD. This does not mean they aren’t affected by trauma, but that they do not develop clinically significant symptoms, distress, or impairment in daily functioning. The notion that trigger warnings should be generalized to all social media sites, online journals, and discussion boards is erroneous. Now some students are pushing for trigger warnings on college class syllabi and reading lists.

      But what?


      But wait, before people get all riled up, I’d like to say that yes, I have experienced trauma in my life.

      I wore a skirt the first time George hit me. I know this because I remember scrunching my skirt around my waist and balancing in heels while I squatted over a hole in the concrete floor to take a piss. We were in Tijuana. The stench of excrement made my stomach queasy with too much tequila. I wanted to retch.

      We returned to our hotel room. I slid out of my blouse and skirt. He stripped to nothing and lay on the double bed. He was drinking Rompope from the bottle, a kind of Mexican eggnog: strong, sweet, and marketed for its excellent spunk. It’s a thick yellow rum concoction with eggs, sugar, and almond side notes. George wanted to have sex. We bickered and argued as drunks sometimes do. I said something — I know this because I always said something — and he hit me. He grabbed me by the hair and hit me again. “We’re going dancing,” he said.

      “I don’t feel like dancing — “

      “Fine. Stay.”

      The world was tilting at an angle I didn’t recognize. The mathematician Matt Tweed writes that atoms are made up of almost completely empty space. To grasp the vast nothingness, he asks the reader to imagine a cat twirling a bumblebee on the end of a half-mile long string. That’s how much emptiness there is between the nucleus and the electron. There was more space than that between George and me. I remember thinking: I am in a foreign country. I don’t speak Spanish. I have no money. We went dancing.

      Labeling a topic or theme is useless because of the way our brains work. The labels that we give trauma (assault, sexual abuse, rape) are not the primary source of triggers. Memories are, and not just memories, but very specific, insidious, and personally individualized details lodged in our brain at the time of the trauma encoded as memory. Details can include faces, places, sounds, smells, tastes, voices, body positions, time of day, or any other sensate qualities that were present during a traumatic incident.

      If I see a particular shade of yellow or smell a sickly sweet rum drink, I’m reminded of my head being yanked by someone who held a handful of my hair in his fist. A forest green Plymouth Duster (the car we drove) will too. The word assault does not. The words domestic violence don’t either. The specificity of details seared in my mind invokes memory.

      Last year a driver slammed into the back of my car on the freeway. The word tailgate is not a trigger. Nor is the word accident. The flash of another car suddenly encroaching in my rearview mirror is. In my mid-20s, I drove my younger sister (sobbing, wrapped in a bed sheet) to the hospital where two male officers explained they were going to pluck her pubic hair for a rape kit. When I see tweezers in a hospital, I flash back to that awful moment. For my sister, other things may be triggers: the moonlight shining on the edge of a knife. The shadow of a person back lit in a doorway. An Hispanic man’s accent. If we were going to insist on trigger warnings that work, they would need to look something like this:

      Trigger warning: Rompope.

      Trigger warning: a woman wrapped in a bed sheet.

      Trigger warning: the blade of a knife.

      The variability of human #perception and traumatic recall makes it impossible to provide the necessary specificity for trigger warnings to be effective. The nature of specificity is, in part, one reason that treatment for traumatic memories involves safely re-engaging with the images that populate the survivor’s memory of the event. According to Dr. Mark Beuger, an addiction psychiatrist at Deerfield Behavioral Health of Warren (PA), the goal of PTSD treatment is “to allow for processing of the traumatic experience without becoming so emotional that processing is impossible.” By creating a coherent narrative of the past event through telling and retelling the story to a clinician, survivors confront their fears and gain mastery over their thoughts and feelings.

      If a survivor has had adequate clinical support, they could engage online with thoughts or ideas that previously had been avoided.

      According to the National Center for Health, “#Avoidance is a maladaptive #control_strategy… resulting in maintenance of perceived current threat. In line with this, trauma-focused treatments stress the role of avoidance in the maintenance of PTSD. Prolonged exposure to safe but anxiety-provoking trauma-related stimuli is considered a treatment of choice for PTSD.” Avoidance involves distancing oneself from cues, reminders, or situations that remind one of the event that can result in increased #social_withdrawal. Trigger warnings increase social withdrawal, which contributes to feelings of #isolation. If a survivor who suffers from PTSD has had adequate clinical support, they could engage online with thoughts or ideas that previously had been avoided. The individual is in charge of each word he or she reads. At any time, one may close a book or click a screen shut on the computer. What is safer than that? Conversely, trigger warnings perpetuate avoidance. Because the intrusive memories and thoughts are internal, trigger warnings suggest, “Wait! Don’t go here. I need to protect you from yourself.”

      The argument that trigger warnings help to protect those who have suffered trauma is false. Most people who have experienced trauma do not require preemptive protection. Some may argue that it would be kind to avoid causing others distress with upsetting language and images. But is it? Doesn’t it sometimes take facing the horrific images encountered in trauma to effect change in ourselves and in the world?

      A few weeks ago, I came across a video about Boko Haram’s treatment of a kidnapped schoolgirl. The girl was blindfolded. A man was digging a hole in dry soil. It quickly became evident, as he ushered the girl into the hole, that this would not end well. I felt anxious as several men began shoveling soil in around her while she spoke to them in a language I could not understand. I considered clicking away as my unease and horror grew. But I also felt compelled to know what happened to this girl. In the 11-minute video, she is buried up to her neck.

      All the while, she speaks to her captors, who eventually move out of the frame of the scene. Rocks begin pelting the girl’s head. One after the other strikes her as I stared, horrified, until finally, her head lay motionless at an angle that could only imply death. That video (now confirmed to be a stoning in Somalia rather than by Boko Haram) forever changed my level of concern about young girls kidnapped in other countries.

      We are changed by what we #witness. Had the video contained a trigger warning about gruesome death, I would not have watched it. Weeks later, I would have been spared the rush of feelings I felt when a friend posted a photo of her daughter playfully buried by her brothers in the sand. I would have been spared knowing such horrors occur. But would the world be a better place for my not knowing? Knowledge helps us prioritize our responsibilities in the world. Don’t we want engaged, knowledgeable citizens striving for a better world?

      Recently, the idea of trigger warnings has leapt the gulch between social media and academic settings. #Universities are dabbling with #policies that encourage professors to provide trigger warnings for their classes because of #complaints filed by students. Isn’t the syllabus warning enough? Can’t individual students be responsible for researching the class content and reading #materials before they enroll? One of the benefits of broad exposure to literature and art in education is Theory of Mind, the idea that human beings have the capacity to recognize and understand that other people have thoughts and desires that are different from one’s own. Do we want #higher_education to comprise solely literature and ideas that feel safe to everyone? Could we even agree on what that would be?

      Art occurs at the intersection of experience and danger. It can be risky, subversive, and offensive. Literature encompasses ideas both repugnant and redemptive. News about very difficult subjects is worth sharing. As writers, don’t we want our readers to have the space to respond authentically to the story? As human beings, don’t we want others to understand that we can empathize without sharing the same points of view?

      Trigger warnings fail to warn us of the very things that might cause us to remember our trauma. They insulate. They cause isolation. A trigger warning says, “Be careful. This might be too much for you.” It says, “I don’t trust you can handle it.” As a reader, that’s not a message I want to encounter. As a writer, that is not the message I want to convey.

      Trigger warnings?



    • Essay on why a professor is adding a trigger warning to his #syllabus

      Trigger warnings in the classroom have been the subject of tremendous #debate in recent weeks, but it’s striking how little the discussion has contemplated what actual trigger warnings in actual classrooms might plausibly look like.

      The debate began with demands for trigger warnings by student governments with no power to compel them and suggestions by #administrators (made and retracted) that #faculty consider them. From there the ball was picked up mostly by observers outside higher ed who presented various #arguments for and against, and by professors who repudiated the whole idea.

      What we haven’t heard much of so far are the voices of professors who are sympathetic to the idea of such warnings talking about what they might look like and how they might operate.

      As it turns out, I’m one of those professors, and I think that discussion is long overdue. I teach history at Hostos Community College of the City University of New York, and starting this summer I’m going to be including a trigger warning in my syllabus.

      I’d like to say a few things about why.

      An Alternative Point of View

      To start off, I think it’s important to be clear about what trigger warnings are, and what purpose they’re intended to serve. Such warnings are often framed — and not just by critics — as a “you may not want to read this” notice, one that’s directed specifically at survivors of trauma. But their actual #purpose is considerably broader.

      Part of the confusion arises from the word “trigger” itself. Originating in the psychological literature, the #term can be misleading in a #non-clinical context, and indeed many people who favor such warnings prefer to call them “#content_warnings” for that reason. It’s not just trauma survivors who may be distracted or derailed by shocking or troubling material, after all. It’s any of us, and a significant part of the distraction comes not from the material itself but from the context in which it’s presented.

      In the original cut of the 1933 version of the film “King Kong,” there was a scene (depicting an attack by a giant spider) that was so graphic that the director removed it before release. He took it out, it’s said, not because of concerns about excessive violence, but because the intensity of the scene ruined the movie — once you saw the sailors get eaten by the spider, the rest of the film passed by you in a haze.

      A similar concern provides a big part of the impetus for content warnings. These warnings prepare the reader for what’s coming, so their #attention isn’t hijacked when it arrives. Even a pleasant surprise can be #distracting, and if the surprise is unpleasant the distraction will be that much more severe.

      I write quite a bit online, and I hardly ever use content warnings myself. I respect the impulse to provide them, but in my experience a well-written title and lead paragraph can usually do the job more effectively and less obtrusively.

      A classroom environment is different, though, for a few reasons. First, it’s a shared space — for the 75 minutes of the class session and the 15 weeks of the semester, we’re pretty much all #stuck with one another, and that fact imposes #interpersonal_obligations on us that don’t exist between writer and reader. Second, it’s an interactive space — it’s a #conversation, not a monologue, and I have a #responsibility to encourage that conversation as best I can. Finally, it’s an unpredictable space — a lot of my students have never previously encountered some of the material we cover in my classes, or haven’t encountered it in the way it’s taught at the college level, and don’t have any clear sense of what to expect.

      For all these reasons, I’ve concluded that it would be sound #pedagogy for me to give my students notice about some of the #challenging_material we’ll be covering in class — material relating to racial and sexual oppression, for instance, and to ethnic and religious conflict — as well as some information about their rights and responsibilities in responding to it. Starting with the summer semester, as a result, I’ll be discussing these issues during the first class meeting and including a notice about them in the syllabus.

      My current draft of that notice reads as follows:

      Course Content Note

      At times this semester we will be discussing historical events that may be disturbing, even traumatizing, to some students. If you ever feel the need to step outside during one of these discussions, either for a short time or for the rest of the class session, you may always do so without academic penalty. (You will, however, be responsible for any material you miss. If you do leave the room for a significant time, please make arrangements to get notes from another student or see me individually.)

      If you ever wish to discuss your personal reactions to this material, either with the class or with me afterwards, I welcome such discussion as an appropriate part of our coursework.

      That’s it. That’s my content warning. That’s all it is.

      I should say as well that nothing in these two paragraphs represents a change in my teaching practice. I have always assumed that if a student steps out of the classroom they’ve got a good reason, and I don’t keep tabs on them when they do. If a student is made uncomfortable by something that happens in class, I’m always glad when they come talk to me about it — I’ve found we usually both learn something from such exchanges. And of course students are still responsible for mastering all the course material, just as they’ve always been.

      So why the note, if everything in it reflects the rules of my classroom as they’ve always existed? Because, again, it’s my job as a professor to facilitate class discussion.

      A few years ago one of my students came to talk to me after class, distraught. She was a student teacher in a New York City junior high school, working with a social studies teacher. The teacher was white, and almost all of his students were, like my student, black. That week, she said, one of the classes had arrived at the point in the semester given over to the discussion of slavery, and at the start of the class the teacher had gotten up, buried his nose in his notes, and started into the lecture without any introduction. The students were visibly upset by what they were hearing, but the teacher just kept going until the end of the period, at which point he finished the lecture, put down his papers, and sent them on to math class.

      My student was appalled. She liked these kids, and she could see that they were hurting. They were angry, they were confused, and they had been given nothing to do with their #emotions. She asked me for advice, and I had very little to offer, but I left our meeting thinking that it would have been better for the teacher to have skipped that material entirely than to have taught it the way he did.

      History is often ugly. History is often troubling. History is often heartbreaking. As a professor, I have an #obligation to my students to raise those difficult subjects, but I also have an obligation to raise them in a way that provokes a productive reckoning with the material.

      And that reckoning can only take place if my students know that I understand that this material is not merely academic, that they are coming to it as whole people with a wide range of experiences, and that the journey we’re going on #together may at times be #painful.

      It’s not coddling them to acknowledge that. In fact, it’s just the opposite.


  • La loi de l’inceste
    Les couilles sur la table


    Nous avons toutes et tous grandi dans une culture de l’inceste qui impose qu’on y soit aveugle et qu’on n’en parle pas. Alors que les victimes - et donc leurs agresseurs - sont banalement répandu·es, l’inceste est considéré comme le plus grand interdit voire le plus grand tabou de notre société. Selon l’anthropologue Dorothée Dussy, cette idée reçue entraîne un déni de la réalité de ce phénomène. Plus encore, cette vision désincarnée de l’inceste manque de prendre en compte le point de vue des femmes et des enfants, et participe à la constitution de l’inceste comme « structurant de l’ordre social ».

    En quoi les sphères intellectuelles, législatives et judiciaires véhiculent une perspective patriarcale et masculiniste de l’inceste, et plus largement du viol ? Comment l’inceste est représenté dans les œuvres d’art ?

    Dans cette deuxième partie de leur entretien, Victoire Tuaillon et Dorothée Dussy analysent ce qu’est la culture de l’inceste. Selon la directrice de recherche du CNRS, l’inceste est à la base des rapports d’oppression, d’où titre de son ouvrage majeur sur la question : « Le Berceau des dominations » (éd. Pocket, 2020 ; initialement publié en 2013 aux éditions La Discussion).

    #inceste #viol #culture_du_viol #masculinité

  • http://indiscipline.fr/academicos-para-chile

    Esta convocatoria fue firmada por más de 300 académicos francófonos, investigadores y profesores-investigadores, personal administrativo y técnico, doctorandos y estudiantes, profesores de secundaria, etc.

    Descargar el documento pdf : http://indiscipline.fr/wp-content/uploads/2019/10/Acad%C3%A9micos-franc%C3%B3fonos-para-Chile.pdf


    Frente el estallido social, el presidente Piñera decretó, como primera medida, Estado de Emergencia, instalando el toque de queda volcando al ejército a las calles con el fin de asegurar el orden público. Los militares están en la calle. Chile ya tiene al menos 18 muertos, de los cuales al menos 4 por arma de fuego, y el Instituto Chileno de Derechos Humanos ya ha denunciado muchas violaciones de los derechos humanos. Casi todas las estaciones de metro fueron quemadas, en circunstancias que aún no están claras. Pero el movimiento va mucho más allá de las causas de estos incendios. Enormes manifestaciones a lo largo del país han reunido a miles de chilenos que no sienten miedo.

    El 21 de octubre, en la Universidad de Santiago de Chile, durante la asamblea pluriestamental (estudiantes, funcionarios/as, profesores jornadas y honorarios), la comunidad universitaria consagró una parte de la jornada a reflexionar sobre su lugar y su rol en el movimiento social. Hubo muchas y enfáticas tomas de palabra.

    Se destacó la forma como la universidad es un lugar de análisis para la sociedad chilena que promueve la reflexión sobre aspectos políticos, económicos, sociales y culturales como, por ejemplo, la necesidad de una nueva constitución que remplace a la impuesta por la dictadura. Tambien es un lugar donde se experimentan las desigualdades y las restricciones que llevaron a esta explosión de rabia en todo Chile

    Apareció el largo espectro de análisis históricos de la evolución de la sociedad chilena y de las memorias vivas de los que hicieron vivir a la universidad en los años 70, testimonios individuales de las situaciones de precarización laboral en la universidad que se da al interior de la institución, así como de los estudiantes que temen por sus vidas o por las de sus amigos/as en las zonas más expuestas, propuestas relativas a la recuperación plena del espacio universitario por parte de la comunidad contra la contra la existencia de una “universidad nocturna”, asociada a una gestión exterior opaca y regulada por lógicas productivistas. Se decidió, asimismo, la creación de una red de urgencia para señalar las desapariciones y violaciones de los derechos humanos que golpean particularmente a los estudiantes y para poder ayudar a quienes están en peligro.

    Todas y todos pidieron acordaron que las clases no se reanuden podían reanudarse mientras los militares sigan en la calle, y propusieron a la universidad como lugar de trabajo y de reflexión, para los estudiantes, profesores, funcionarios y todo el personal que quiera participar.

    Estos encuentros se hacen en todas universidades de Chile

    Esta situación y estas reflexiones reflejan la situación y el lugar de las universidades en muchos países y en Francia. Estas pueden ayudar, y pueden ser inspirados por la acción de la comunidad universitaria chilena. Por eso nos sumamos a esta comunidad académica más amplia, que incluye a todos los que trabajan para ella y dependen de ella, para pedir la salida inmediata de los soldados armados que no tienen nada que hacer en la arena pública. Apoyamos a los estudiantes, profesores y administradores de la comunidad en su trabajo, saludamos su dignidad y el trabajo que llevan a cabo. Le pedimos a todos los organismos académicos y científicos para que denuncien haber recurrido a los militares para el mantenimiento del orden, y de apoyar a la comunidad universitaria de Chile.

    Pueden firmar aqui : https://bimestriel.framapad.org/p/chili-soutien-universitaire-2019

    #Chile #convocatoria #estallido_social #académicos #universidad

  • Elsevier cuts off UC’s access to its academic journals (https://www...

    Elsevier cuts off UC’s access to its academic journals

    HN Discussion: https://news.ycombinator.com/item?id=20427520 Posted by bookofjoe (karma: 10452) Post stats: Points: 216 - Comments: 109 - 2019-07-13T11:19:40Z

    #HackerNews #academic #access #cuts #elsevier #its #journals #off #ucs HackerNewsBot debug: Calculated post rank: 180 - Loop: 221 - Rank min: 100 - Author rank: 38

    • Merci pour le signalement, de cette approche - en effet - intéressante. On remarquera quand même que Michel Serre donne un exemple pris dans l’antiquité grecque et écrit deux fois le mot « putain » alors qu’en fait « prostituée » aurait certainement été beaucoup plus approprié. No more comments, autre que celui de quelqu’un ici qui suggérait de dissoudre l’académie et ses membres dans l’acide. Les pourvoyeurs de mépris sont partout.

    • Cette observation de M. Serre pourrait découler de l’évolution de la relation entre le possesseur et la chose possédée. À mesure que les objets techniques se compliquent leurs possesseurs les comprennent (intimement) sans cesse moins, et délèguent davantage d’opérations (maintenance...) à des professionnels. En ce qui concerne les voitures le mode de conception et de fabrication le reflète car concepts, machines, matières et pièces constitutives sont « factorisés » entre constructeurs, qui eux-mêmes se raréfient, donc dans une gamme donnée ~10 modèles apparemment distincts sont en réalité 3 offres techniquement vraiment distinctes, de plus la réglementation les rend toutes similaires. Le gros des clients paie un service « moyen de transport adéquat à ma disposition », plutôt qu’un objet « voiture ». Le concept n’est pas nouveau car, comme M. Volle me l’a révélé, Aristote (Rhétorique) l’avait exprimé ("l’essence de la richesse consiste plutôt dans l’usage que dans la propriété, car l’exercice de la propriété consiste dans l’usage et l’usage même est une richesse").

      Sur le plan de la forme je suppose que M. Serre utilise « putain » parce que ce mot est à présent... « commun » (sinon « propre »).


  • Anonymous Answers to Three Questions at a #blockchain Conference

    2018 is a year the blockchain industry wishes it could forget.During the past year, many ambitious promises were made but never quite delivered. Many coins’ price dropped. Roadmap deadlines pushed back. Investors have become much more cautious.Where is blockchain heading to? What are some of the questions that need to be answered now?We came up with 3 questions and interviewed some people from the speakers’ list for our upcoming conference “Blockchain Connect Conference 2019”. Since many of them are currently working in the blockchain industry, we decided to leave out their names.1. Will blockchain technology trigger an upgrade of hardware technology in the future?From bitcoin mining machine to blockchain smartphones to cold wallet, hardware has been playing an important role in the (...)

    #blockchain-questions #blockchain-connect #blockchain-conference #academic

  • Top University #blockchain Curriculum #rankings of 2018

    In the past two years, the soaring price of #bitcoin has brought a wave of attention to blockchain technology. In fact, keywords such as Bitcoin, blockchain, and cryptocurrency have become #academic spotlights that universities are paying attention to.In October this year, Coindesk announced the top ten universities in the United States that have opened blockchain courses. These universities are arguably the world’s top universities, including Stanford University, UC Berkeley, Harvard University, and Massachusetts Institute of Technology.Blockchain Courses Offered by Top UniversitiesWhat are the characteristics of the courses offered by these schools? Which colleges are offering related courses? SV Insight Research analyzed the top 30 North American universities from US News 2019 (...)


  • Jean d’Ormesson : sa face obscure et négationniste. | Le Club de Mediapart


    e confesse que je n’ai pas lu les livres du « héros national » Jean d’Ormesson. A chaque fois que j’ai feuilleté un, il m’est tombé des mains. De plus ses minauderies télévisuelles et sa roublardise m’ont dissuadé de persister. Il sera donc ici question de ses positions dans des domaines aussi tragiques que les génocides : celui des Tutsi au Rwanda en 1994 et celui des Arméniens.

    #négationisme #nationalisme #racisme

  • The poverty of theory

    The Accidental Elitist: Academia is too important to be left to academics | Maximillian Alvarez, 2017-02-22

    Source: https://thebaffler.com/latest/accidental-elitism-alvarez
    trouvé ici: Hacker News
    – Comments: https://news.ycombinator.com/item?id=15138162


    There’s a huge difference, for instance, between defending academic jargon as such and defending academic jargon as the typical academic so often uses it. There’s likewise a huge difference between justifying jargon when it is absolutely necessary (when all other available terms simply do not account for the depth or specificity of the thing you’re addressing) and pretending that jargon is always justified when academics use it. And there’s a huge difference between jargon as a necessarily difficult tool required for the academic work of tackling difficult concepts, and jargon as something used by tools simply to prove they’re academics.

    It’s not that things like specialized disciplinary jargon are inherently bad or unnecessary. They are bad, however, when they’ve traveled into that special category of identity markers, which so often allow people in contemporary academia to at least act like their primary purpose is to confirm their identity as academics. Like the tweed jacket, things like jargon help form a template of accepted behaviors and traits that qualify one’s identity as an academic, and such qualification becomes the primary justification for keeping them around. You’re not an academic unless you use a certain kind of jargon when you speak and write; you’re not an academic unless you publish in certain journals, etc.


    #sociolinguistics #jargon #academics #behaviour #behavior #style

    via https://diasp.eu/posts/5980259