(Im)Possibilities

When presented with the word consent, I think of the diverse usage of the word in different situations–consent between partners engaging in intimate relationships, consent for a company to use a photo, consent for a researcher to study an individual’s demographic data, and consent for organ donation after death. The amount of situations that require consent is overwhelming. However, respecting individuals requires consent. Blindly taking action can easily offend someone or cross their personal boundaries.

Continue reading “The Question of Consent”

Brendan’s post about the relationship between Gan and T’Gatoi reflecting many elements of Western society’s model of love and marriage reminded me of Butler’s claim that “Bloodchild” is her “pregnant man story” (30). Brendan claims that Butler has the “talent to alter this familiar institution (marriage) in such a way to make it seem foreign and repulsive”, but I think her mastery goes even further to take giving birth, something that happens numerous times a day and is generally considered a “miracle”, and make it into something that seems like torture. It might seem different because Gan is a boy and this is the way the Terrans “pay the rent”, but the impregnation of Terran men and subsequent birthing is very similar to what women have be going through for years. Continue reading “Male Pregnancy in “Bloodchild””

From what I’ve learned these past few weeks in class is that Black people were never given a break from societal injustices aimed at them for hundreds of years. In the primary school systems, we were taught briefly about American Slavery and the Civil Rights Movement to get a general understanding of our history as a nation. However, no one really questioned other fields, like Biology and Literature, and how they are related to what we’ve learned in History class. Who knew that there are books published around the topics of medical enslavement and unauthorized experimentation. As the weeks go by, I’m sure that I’ll continue to be shocked and disgusted by what events occurred in the past, but for now, I can only hope that the torture finally ends in death. Continue reading “Can’t Catch A Break”

Chapter five of Harriet Washington’s Medical Apartheid opens with a description of the disappearance of Casper Yeagin, whose body was donated to the Howard University Medical School for anatomical dissection (as later discovered by his niece). Yeagin had no personal possessions when admitted to the Howard University Hospital, causing him to be registered as John Doe. His John Doe tag resulted in no one stepping forward to claim his body post mortem. Washington refers to the Uniform Anatomical Gift Act of 1968, allowing unidentified or unclaimed bodies to be donated to medical schools.  The idea that an unidentified body could be donated to a medical school is unfamiliar and surprising to me. While I understand this Act allows for a way to dispose of bodies without them going to “waste”, it led me back to Monday’s class discussion on the display of Fortune’s bones in a museum and if that is truly what Fortune would have wanted for his body. Continue reading “The Unnamed Dead”

“I have heard that the Masters beat and scourge them most cruelly. But I have not seen anything of the kind, nor do I believe that it occurs very often. For the southern people as class are Noble minded kind  hearted people, as can be found in any country…”

I am appalled by the idea that there were people who thought of slaves in such an ignorant manner. It’s as if white people during that time were in denial of the fact that there were enslaved human beings that were treated brutally by the majority of the people that came from the same race and culture. The mentality that is depicted shows that white people thought that everything was fine because so much was completed for them. No matter how the slaves were treated, their lives were filled of contentment due to how well they were treated.

It’s like when we disregard the fact that there are people dying of hunger on a daily basis or other problems going on in the world. But, because we don’t see it or hear enough about it on the news. We continue to live upon our routine on a daily basis because compared to them we’re more than well off. We know its going on but then we start a ton of theories and trust issues, regarding how to donate and trusting certain websites. Sometimes its just people making excuses so that they can escape being a part of a real life issue.

Another analogy would be how a lot of minorities accept the fact that the majority of people that are incarcerated happen to be African American and Latino. We know and accept this statistic or phenomenon because many African American and Hispanic households are affected by this being such a popularly known conversation in certain communities.

https://www.prisonpolicy.org/graphs/raceinc.html

I’d honestly even like to compare this to “To kill a Mockingbird” by Harper Lee, where Atticus goes out of his way ( during the 1960s) to protect a black man who was accused of raping a farmers daughter that he worked for. Whether or not you know something is true, it’s your responsibility to cut the curiosity and attempt to find out whats actually happening if you care about social issues or injustices.

-Evelyn J Mendez

 

Today in class we experienced our first demand opportunity. Our discussion initially consisted of sharing our own interpretations of what we thought was being offered to us. Several people expressed concerns about our lack of having a demand available at this exact moment in class. Others offered the solution that we should have our first demand be the ability to ask for demands at any time. Although this demand seems simple, in a way it opens a lot of doors for the rest of the semester and changed the dynamic of the course in my opinion.

In saying this, I believe that the course has changed significantly after this discussion of demand opportunities because as a class we are now better at coming to a collective consensus among all thirty individuals. While we discussed our ability to request a demand, I started to think of this experience as something deeper than simply wanting to make changes to the syllabus. The exercise not only reaffirmed our ability to have a voice in what pertains to our English education, but also taught us how to properly and respectfully come to an agreement among a large group of students. It was interesting to see all of the different points that were brought up about some of the vague characteristics of the opportunity we were given and how the discussion ultimately gave everyone clarity about the situation at hand.

Moving forward in the course, I feel very confident that the individuals in this class will be able to effectively and respectfully offer suggestions for demand requests. One important point made was the importance of having an anonymous forum to allow to disagreements to demand suggestions because often times it can be awkward to disagree with a classmate’s idea. This way there is a way to voice your opinion without having to feel shy or uneasy if you have a very different feeling toward an expressed demand. Today I noticed a lot of potential among the individuals in this course to be able to come up with interesting ideas as well as keeping everyone’s opinions and thoughts on these demands a matter of importance.  

In addition to pondering the nature of a demand opportunity, we talked aabout Suny Geneseo’s Mission, Vision and Values. This statement was included in a link at the top of our syllabus for this course. By having the words of Geneseo’s mission in mind in respect to how we can use demand opportunities in the course, it can help aid us in our requests. For example, if we as a class remain diligent to keeping our goals for the course aligned with the goals of the college, we know that our demands are within reason. Even though Dr. McCoy gave us the freedom to make any sort of demand, we all felt that it is best that any demand we make would be a reasonable one as well as one that would add to our learning experience in the course. Naturally it would make sense to make demands that would improve our experience with the course rather than demands that would simply make our lives easier. I believe that reading the mission statement was a helpful tool in giving our class some direction as well as a reminder of what we are really here to accomplish.

When Dr. McCoy re-entered the classroom after our discussion, she brought up a thought provoking question about the exercise. She asked us that if she was at risk by proposing demand opportunities to her students. Immediately, I thought the answer would be yes. By giving students the ability to make changes to her syllabus and critique matters of the course, it puts Dr. McCoy in a vulnerable position. She may not agree with the demand and might feel uncomfortable disagreeing with our propositions. Or she could potentially be offended if some students voice their criticism regarding aspects of her teaching style. Even though she still maintains the power to veto any demand request that we make for her, Dr. McCoy certainly did put herself in a unique position within the classroom to allow for demand opportunities during any time throughout the course. To reflect on these inferences, I do have faith in the other individuals in the class and myself to be mindful and respectful with the content and frequency of our demands.