The Edge

Response — Feminist Pedagogy (October 7)

McKee’s observation that being out of one thing implies being in something else dovetails well with the observations in the “Bi, Butch, and Bar Dyke” piece in TC:  accepting one identity seems to be, in part, about rejecting another identity.

I think the most valuable thing I took from these readings was Gibson’s assertion that being part of a traditionally “marginalized” group is, on a university campus, often a form of cultural capital, of power.  We deal with it all the time in that pesky personal narrative assignment that so many FYC courses lead off with:  students’ first question is often “What is the most strikingly unique aspect of myself or event in my life that I can write about?”  How many of us have drowned in the avalanche of “my parents are divorced” or “my grandma died” or “I have a rare condition” essays that result?

Lest anyone think I’m bashing people who belong to marginalized groups, full disclosure:  I live every day with Cerebral Palsy.  Imagine the last time you urgently had to go to the bathroom.  Now, imagine getting messages like that from your body, all day, every day.  Next, imagine thinking through that feeling.  That’s the kind of persistent over-the-shoulder feeling many people in racially, culturally, sexually, or ability-oriented minority groups feel, in one way or another, and it ain’t easy.

But what does my own experience as a person with CP, whose identity has been irrevocably shaped by that condition, teach me about difference?  Mostly, this:  that difference is an ideological concept, assuming a “nature” to things that is far from true.  Regardless of how you feel about the kinds of personal narratives students often grope for in a FYC class, the ideological basis for their selections could be an amazing classroom discussion.  Or even an assignment.

(Wait.  Did I just start to sound like David Bartholomae for a bit?  Crap.)