The Artivism of Julio Salgado’s I Am Undocuqueer! Series

In this paper, I explore the intersections of queer and undocumented identities and experiences as manifested in the artwork of Julio Salgado, particularly in his contemporary I Am Undocuqueer! series, an ongoing collaboration between Salgado and community activist groups such as the Undocumented Queer Youth Collective and the Queer Undocumented Immigrant Project. Hybrid politics inform Salgado’s work at multiple levels – in his self-identification as an "artivist," his direct involvement of activist groups working for LGBTQ and undocumented rights, his inclusion of multiple languages alongside images, and his use of various public display, such as street art and via social media. In each dimension, Salgado’s claims and affirms the presence of those who experience marginalization within the U.S. according to their nationality, documentation/authorization status, gender and sexual identities. His work enables the narration of undocuqueer experiences in a format that utilizes visual and linguistic modes simultaneously; considering the role of both the visual and of language in constructing xenophobic epistemologies, Salgado’s chosen format embodies possibilities of resistance that are particularly notable in that they formulate resistance by reframing some of the same modalities that constitute the oppression of people according to their race/ethnicity, nationality, gender, and sexual identities. By rendering multiple dimensions of undocuqueer experience visible, Salgado envisions a politics of resistance in which rights for immigrants and queer-identified people are not separable according to the same logics that marginalize them in the first place

Viewing as Text: Theorizing Visual Literacies in Introduction to Gender and Women’s Studies

Abstract This paper examines the critical role that visual literacies often play in the introductory course to Gender and Women’s Studies. Drawing on transnational feminist scholarship, the author argues that theorizing visual literacies can provide a valuable entry point into considering the material and ideological stakes of feminist knowledge production.RésuméCet article examine le rôle critique que joue souvent les compétences médiatiques dans le cours d’introduction aux Études sur le genre et les femmes. En s’appuyant sur des recherches féministes transnationales, l’auteure soutient que la théorisation des compétences médiatiques peut fournir un point d’entrée précieux pour aborder le contenu et les enjeux idéologiques de la production du savoir féministe

Social Justice Pedagogy, Deconstruction, & Teaching What Makes a Baby

A primary lesson within social justice education for pre-service teachers is learning to be attentive to the production of social norms and the ways in which the maintenance of said norms sustains practices of oppression and marginalization. In this paper, I critique additive frameworks of diversity that often emerge when discussing social norms with students newly exposed to ideas of power and privilege. In light of additive approaches to addressing systemic marginalization, in which the “solution” is to simply add various kinds of diversity onto an uninterrogated central norm, I propose deconstruction and critical literacy (Janks, 2010; Luke, 2012) as strategies that can both broaden students’ understanding of oppression and also through which they can explore ways to address it. Drawing on queer (Britzman, 1995; Butler, 2004) and poststructural (Derrida, 1976; Kumashiro, 2000) approaches, I offer possibilities for helping education students to explore their own relationships to cultural texts. In leveraging the idea of deconstruction as a way to consider qualities of openness as well as moments where openness fails, I investigate frameworks through which students can learn to trouble calls for diversity education as an exercise in “inclusivity”, to call dominant norms themselves into question, and to pursue justice as an openness toward the unknown. As a specific example of exploring critical literacy and deconstructive strategies in teacher education, I do a close reading of Silverberg’s (2012) What Makes a Baby and its accompanying reader’s guide. In addition to framing analysis of this book as a springboard for engaging critical literacy practices, I propose that closely considering deconstructive strategizing in relation to this text can provide a valuable analysis of ideological and political elements of schooling for future educators

In/complete visualities: spectatorship and subjectivity in women's studies epistemologies

Within this project, I examine knowledge production in Women's Studies as mediated and established through visual literacies. Drawing theoretical support from poststructural and postcolonial feminist theories, I explore the ways in which students and teachers of Women's Studies engage with visual texts and the ways that these engagements designate subject formation within the discipline. I offer close readings of my own experiences as a students of Women's Studies as well as introductory syllabi from the past decade

Anti-oppression imaginaries: art, process, and pedagogy

This dissertation explores the idea of process as it relates to curricular organizing and pedagogy that is critical of an array of sociopolitical oppressions. To establish a foundation for anti-oppressive educational praxis, I engaged in participatory research with two other educators in which we discussed pedagogical strategies and curricular directions for helping both educators and students connect to critical inquiry through experimental approaches and creative projects. Using conceptual artworks as the inspiration for anti-oppressive pedagogy, I consider how both students and educators can explore curriculum creatively, with a broad range of strategies through which they might generate a greater sense of attentiveness to themselves and their surroundings. Drawing from feminist, queer, critical race, and post-structuralist theories, I explore pedagogical dimensions of contemporary artworks by Adrian Piper, Mierle Laderman Ukeles, Regina José Galindo, Emma Sulkowicz, Tatyana Fazlalizadeh, Ana Mendieta, and the artist collective Gran Fury. The overall work of this project contributes to scholarship on critical pedagogy, and offers educators and students ways to think about exploring anti-oppressive frameworks through creative processes

Physical activity estimated by osteogenic potential and energy expenditure has differing associations with bone mass in young adults: the raine study

Summary: Ground impacts during physical activity may be important for peak bone mass. We found differences in how energy expenditure and impact scores estimated from a physical activity questionnaire related to bone health in young adults. Using both estimate types can improve our understanding of the skeletal benefits of physical activity. Purpose: It is unclear whether mechanical loading during physical activity, estimated from physical activity questionnaires which assess metabolic equivalents of task (METs), is associated with skeletal health. This longitudinal study investigated how physical activity loading scores, assessed at ages 17 and 20 years, (a) compares with physical activity measured in METs, and (b) is associated with bone mass at age 20 years. Methods: A total of 826 participants from the Raine Study Gen2 were assessed for physical activity energy expenditure via the International Physical Activity Questionnaire (IPAQ) at age 17 and 20 years. Loading scores (the product of peak force and application rate) per week were subsequently estimated from the IPAQ. Whole-body and appendicular bone mineral density (BMD) at age 20 years were assessed by dual-energy X-ray absorptiometry. Results: Bland–Altman minimal detectable difference for physical activity Z- scores at age 17 and 20 years were 1.59 standard deviations (SDs) and 1.33 SDs, respectively, greater than the a priori minimal clinically important change of 0.5 SDs. Loading score, but not IPAQ score, had significant positive associations with whole-body and leg BMD after adjustment for covariates (β = 0.008 and 0.012 g/cm2, respectively, for age 17 and 20 years loading scores). IPAQ score at age 20 years, but not loading score, had a significant positive association with arm BMD (β = 0.007 g/cm2). Conclusion: This study revealed disagreement in associations of self-reported METs and loading score estimates with bone health in young adults. Coupling traditional energy expenditure questionnaire outcomes with bone-loading estimates may improve understanding of the location-specific skeletal benefits of physical activity in young adults

Reduced peak bone mass in young adults with low motor competence

Although suboptimal bone health has been reported in children and adolescents with low motor competence (LMC), it is not known whether such deficits are present at the time of peak bone mass. We examined the impact of LMC on bone mineral density (BMD) in 1043 participants (484 females) from the Raine Cohort Study. Participants had motor competence assessed using the McCarron Assessment of Neuromuscular Development at 10, 14, and 17 years, and a whole-body dual-energy X-ray absorptiometry (DXA) scan at 20 years. Bone loading from physical activity was estimated from the International Physical Activity Questionnaire at the age of 17 years. The association between LMC and BMD was determined using general linear models that controlled for sex, age, body mass index, vitamin D status, and prior bone loading. Results indicated LMC status (present in 29.6% males and 21.9% females) was associated with a 1.8% to 2.6% decrease in BMD at all load-bearing bone sites. Assessment by sex showed that the association was mainly in males. Osteogenic potential of physical activity was associated with increased BMD dependent on sex and LMC status, with males with LMC showing a reduced effect from increasing bone loading. As such, although engagement in osteogenic physical activity is associated with BMD, other factors involved in physical activity, eg, diversity, movement quality, may also contribute to BMD differences based upon LMC status. The finding of lower peak bone mass for individuals with LMC may reflect a higher risk of osteoporosis, especially for males; however, further research is required

Spanish-speaking community of Asheboro, Randolph County, North Carolina : an action oriented community diagnosis : findings and recommendations for future action

Asheboro, a small textile-manufacturing city in the southern Piedmont region of North Carolina, is considered a desirable place to live by most of its adult residents. However, the small city has been struggling to keep up with rapid population growth due in part to an influx of Latino immigrants. From 1990 to 2000 the Asheboro Latino population increased by well over 2,000%. This rapid growth has put a strain on social services in the region, as well as on the incoming residents who encounter difficulty accessing needed services. The authors of this document are six graduate students from the University of North Carolina at Chapel Hill School of Public Health who were invited by Randolph Health Improvement Partnership (RHIP) to Asheboro, North Carolina to perform an Action-Oriented Community Diagnosis (AOCD) on the Latino population residing in Asheboro. The AOCD was intended to help inform the RHIP’s assessment for the Healthy Carolinians project. This document presents the methodology, results and possible future steps that emerged from the AOCD. One aim of AOCD is to form a partnership between the community and the student practitioners doing the assessment. A goal of this AOCD was to gain an understanding of life in Asheboro, including both good aspects as well as challenges, in order to recommend steps for planned social change within Asheboro. However, the process has many limitations, and this document should not be considered a comprehensive evaluation of Latino residents in Asheboro. The AOCD of Latino residents in Asheboro consisted of five phases. In the first phase, secondary data was gathered from census data, newspapers, and previous assessment documents to gain a perspective on Asheboro demographics, housing, history and current events. The second phase involved getting personally familiar with Asheboro through frequent visits and volunteering in the community. In the third phase, interviews and focus groups were conducted with adult and youth Latino residents and service providers in Asheboro. The interviews were analyzed for common themes and ideas in the fourth phase, and a community forum, called “Reunión Hispana,” was planned and implemented in the fifth phase. In all, 68 people were interviewed, and many other people participated in planning, supporting, and implementing Reunión Hispana. The interviews brought up many topics that affect life in Asheboro for Latinos. Documentation and racism issues pervade nearly all aspects of life, including employment, housing, transportation, academics, and social services, to name a few. On the other hand, many positive aspects about life in Asheboro for Latinos also emerged. Among strengths mentioned were the people, the churches, the agencies, the businesses, and the personal interactions within Asheboro’s communities. Overall, Latinos regard Asheboro as a desirable place to live. Both Latinos and service providers provided insight into valuable social structures such as family and church that create a sense of community for Asheboro’s Latino residents. Like many families and recent immigrants in this country, Latinos in Asheboro are often linguistically isolated. The lack of English proficiency, given the paucity of Caucasian residents who speak Spanish, has a huge impact on the lives of both Latino community members and service providers. The language barrier between Spanish speaking and non-Spanish speaking residents of Asheboro worsens both social and service interactions. In addition, the issue of interpreters was commented on uniformly in that there are more than there used to be, but it is still not sufficient and there are those who abuse that need by overcharging for interpretation services. In addition to language barriers, Latino residents’ ability to navigate what, to many of them, is a new and complicated system of services was an often-expressed perspective. There is an informal communication network among Latino residents consisting of family members, co-workers, and friends, which is often used to communicate information about accessing services. When asked specifically about health care, the vast majority of Latinos responded that the cost of health care in Asheboro is too high for them and low cost options involve too much red tape. There is a need for health education opportunities and more widely available interpretation services in all medical settings. Specific health concerns are drug and alcohol use, motor vehicle occupant injuries, diabetes, and sexually transmitted infections including HIV/AIDS. Two closely linked themes concerning youth emerged during the AOCD process: Many people in Asheboro are concerned with the development of gangs and the drugs and violence that come with gangs, and many people in Asheboro think the Latino youth need more activities and opportunities. Several times the lack of activities for youth in Asheboro or youth boredom was cited as a reason for youth involvement in gangs. At Reunión Hispana many of these topics were addressed, and participants in the community forum came up with various action steps, including: Learning more about personal rights, attending ESL classes, forming a group of volunteer interpreters, and providing information about what services are offered and how to obtain them. Participants also were introduced to the Latino Coalition and learned about some services provided in Asheboro. Based upon views expressed at Reunión Hispana, interview data, and team observations, it is recommended that Latino and non-Latino residents and service providers work together to do the following: Increase outreach by the Latino Coalition, integrate Latino youth into activities, provide more support for youth sports, give educational health workshops in Spanish, improve ESL Programs, hire more bilingual staff and interpreters, and decrease cost of interpreter services. Far more recommendations are discussed in the following document, along with a much richer, though certainly not comprehensive, description of the information about life in Asheboro that was generously shared by Latino residents and service providers.Master of Public Healt

Scholarship of Teaching & Learning 2017 Directory

Welcome to the 2017 directory for the scholarship of teaching and learning (SoTL) at West Virginia University! This inaugural SoTL directory began as a collaboration between the Teaching and Learning Commons and the Digital Publishing Institute. We began the academic year defining the broad scope of research that we wanted faculty instructors to include under the heading of SoTL work--from peer-reviewed publications to presentations and poster sessions--anything that included thoughtful reflection on and research of teaching practices that was distributed to audiences in a formal way. We hope this inaugural directory introduces you to a few of the scholars on campus doing outstanding pedagogical research. In part through the Faculty Associates program of the TLC, the editorial team worked to produce this booklet as an open-access resource for faculty instructors to learn about each others\u27 scholarly–pedagogical work and to build collaborations where possible. We hope to continue producing this book on an annual or biennial basis and to possibly create a database for additions, updates, and more easy searching of colleagues. If you would like to be included in future iterations of this directory for your pedagogical research, please contact the Teaching and Learning Commons.https://researchrepository.wvu.edu/dpi-textbooks/1001/thumbnail.jp

Senses of Sen: Reflections on Amartya Sen’s Ideas of Justice

This review essay explores how Amartya Sen’s recent book, The Idea of Justice, is relevant and important for the development and assessment of transnational theories and applications to transnational justice and legal education programs. The essay captures a trans-jural dialogue of multinational scholars and teachers, discussing Sen’s contributions to moral justice theory (criticizing programs for “transcendental institutionalism” (like Rawlsian theory) and instead focusing on “comparative broadening” including empirical, relative, and comparative assessments of programs to ameliorate injustice in the world in its comparative concreteness (as in Indian social justice theory and Adam Smith’s Theory of Moral Sentiments and related work). The authors are professors in the transnational legal education program, the Center for Transnational Legal Studies, sponsored by over 25 different law schools, located in London. They teach courses in a wide variety of subjects, including comparative legal theory, constitutional law, business and legal ethics, moral and legal philosophy, international and comparative law, capital markets and business law, emergency powers, international dispute resolution and a variety of other common and civil law subjects