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Gender on the Borderlands: Re-textualizing the Classics

Gender on the Borderlands: Re-textualizing the Classics 03-N2914 12/2/03 12:47 PM Page 15 PART 2: CONTEXTUALIZING Gender on the Borderlands Re-textualizing the Classics deena j. gonza ´ lez It has not been terribly popular to read against the racial grain, even in west- ern /frontier U.S. history circles. Many texts and other efforts move toward multicultural inclusion or diversity training. To incorporate race or to address racism, however, is not the same as reading against the grain. Including race, or culture, or ethnicity simply means that an effort has been expended in the direction of a contribution, but the effort is not a fundamental reassessment of the old order of things. Reading in a contrary way, or pulling out of texts con- tradictions and foolish logic on the basis of race or ethnicity, can be a lonely scholarly undertaking, depending on the author’s position in the academy. Sometimes it even results in poor teaching evaluations because the modern classroom is still grounded on affirmation and confirmation, on supporting a canon and not its revision. To envision bold and fierce re-readings of the his- torical record can also result in a divided classroom, a besieged professorate, or a university in crisis. Within ethnic studies endeavors of recent http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Frontiers: A Journal of Women Studies University of Nebraska Press

Gender on the Borderlands: Re-textualizing the Classics

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Publisher
University of Nebraska Press
Copyright
Copyright © 2004 Frontiers Editorial Collective.
ISSN
1536-0334

Abstract

03-N2914 12/2/03 12:47 PM Page 15 PART 2: CONTEXTUALIZING Gender on the Borderlands Re-textualizing the Classics deena j. gonza ´ lez It has not been terribly popular to read against the racial grain, even in west- ern /frontier U.S. history circles. Many texts and other efforts move toward multicultural inclusion or diversity training. To incorporate race or to address racism, however, is not the same as reading against the grain. Including race, or culture, or ethnicity simply means that an effort has been expended in the direction of a contribution, but the effort is not a fundamental reassessment of the old order of things. Reading in a contrary way, or pulling out of texts con- tradictions and foolish logic on the basis of race or ethnicity, can be a lonely scholarly undertaking, depending on the author’s position in the academy. Sometimes it even results in poor teaching evaluations because the modern classroom is still grounded on affirmation and confirmation, on supporting a canon and not its revision. To envision bold and fierce re-readings of the his- torical record can also result in a divided classroom, a besieged professorate, or a university in crisis. Within ethnic studies endeavors of recent

Journal

Frontiers: A Journal of Women StudiesUniversity of Nebraska Press

Published: Jan 8, 2004

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