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JAN
25
Date:
Friday, 25 Jan 2019
Time:
1:30 p.m. to 11:59 p.m.
Location:
International Center Room 303
Department:
Center for Gender in Global Context
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This essay's close look at the name change petitions housed in the New York City Civil Court over the course of a century allows us to see the ways that women and transgender people throughout the 20th and 21st centuries increasingly came to use name changing as a tool to empower themselves, to shape their gender identities and to challenge gender norms.  At the same time, however, the petitions also indicate the repressive elements of name change law, as women and transgender people have increasingly felt it necessary to undertake the bureaucratic difficulties associated with name changing in order to establish the personal identity and familial authority that non-trans men are granted automatically in United States legal tradition.  Examining the name change petitions of non-trans women and transgender people (both men and women) illustrates both the promise of name changing, and its limitation, as a vehicle for restructuring gender norms.    

FEB
15
Date:
Friday, 15 Feb 2019
Time:
1:30 p.m. to 3:00 p.m.
Location:
International Center Room 303
Department:
Center for Gender in Global Context
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Both increasing the number of Black men classroom teachers and expanding single-sex schooling options have been put forward as plausible solutions to reversing trends in the failure of public schools to adequately educate Black boys. Too little extant research has interrogated the significance of Black men teachers' interactions with Black boys to reduce their race-gender oppression inside and outside of school. A genre study—the multidimensional, intersectional examination of social identity to explain one's persistent dehumanization—was utilized to interpret the specific influence of Black men's student-teacher interactions on Black boys' understandings of their racial and gender identity. Findings suggest that regardless of a single-sex or co-educational organizational arrangement, Black men teachers' capacity to disavow white supremacist logics and thereby actively counter antiblackness, is central to improving Black boys' lives, academic and otherwise. Additionally, I discuss the significance of Black men's teachers' interactions with Black boys as a site for enabling Black boys to reimagine (and redefine) their own humanity despite dominant messages from society about their intersectional race, gender and sexual identities.

MAR
29
Date:
Friday, 29 Mar 2019
Time:
All day
Location:
International Center 3rd Floor
Department:
Center for Gender in Global Context