Reflective Interplay Between Self and Other: Textual/Sexual Space and the Cultural Meanings of AIDS in Hervé Guibert's To the Friend Who Did Not Save My Life

The article considers how the temporal distance has affected the cultural meanings of AIDS from the 1980s to the first decade of the twenty‐first century. It investigates the literary forms of the AIDS novel/autobiography, focusing on Hervé Guibert's novel To the Friend Who Did Not Save My Life (orig. A l'ami qui ne m'a pas sauvé la vie). Hervé Guibert (1955–1991) was France's leading AIDS novelist and photographer; he wrote a series of autobiographical novels following his own diagnosis in the late 1980s. Through a reading of the novel, the article shows how the connection between time and space (reflected through the concept of queer space) undermines the conventional narrator‐author relationship and extends the limits of normative autobiographical/fictional writing. The analysis also focuses thematically on the mental and physical social spaces available for sexually non‐normative victims of the AIDS epidemic. The article explores the role played by representations of queer spaces in the process of resisting the norms of both sexuality and textuality. In so doing, I argue that new reparative meanings and interpretations of this once highly “stigmatized sexual past” can be found, in relation both to the discussion of queer theories and to public reconsiderations of the cultural memories of the AIDS era.     

"Who Are You Wearing?" Using the Red Carpet Question Pedagogically

This paper presents an active learning module design and implementation strategy for use in an undergraduate course on globalization, world politics, international political economy, or international relations. Students are first asked to conduct research on their wardrobe and its origins by country, allowing for classroom discussion of research methods and designs. Results are submitted, along with a short response essay. This is evaluated in conjunction with a case-study short reading and shared discussion, followed by a short video/multimedia presentation on free trade and labor issues. Drawing on literature on active learning, I argue that this presents a more cohesive approach for engaging students in the material on a substantive level, while at the same time allowing them to actively appreciate and understand such diverse concepts as commodity chains, free trade zones, fair trade versus free trade, gendered divisions of labor, consumer responsibility, research methodologies, and macroeconomic shifts in employment across nations. This also serves as a rubric for instructors to use in creating their own topical "modules." Preliminary data and classroom results are discussed, as are additional strategies for lesson development.     

Women in the Corporate Channel: a Process of Natural Exclusion?*

This article examines Norwegian women's access to the public committee system. Women's relative underrepresentation is discussed in terms of their social status and their difficulties in gaining entry into the 'pool of eligibles'. Their corporate recruitment via political channels is compared to men's more frequent recruitment via professional channels and via economic interest organizations. The article concludes by comparing conditions for participation in the numerical and corporate channels as well as in issue-oriented, ad-hoc activities. These differ along two dimensions, both of which tend to channel women into the less formalized bodies for political participation.     

Preemptive public policy for genomics

To many, genomics is merely exploitable technology for the leviathan of biotechnology. This is both shallow and short sighted. Genomics is applied knowledge based on profound and evolving science about how living things develop, how healthy or sick we are, and what our future will be like. In health care, genomics technologies are disruptive yet potentially cost-effective because they enable primary prevention, the antidote to runaway costs and declining productivity. The challenges to integration are great, however, and many bioethical and social-policy implications are alarming. Because it is poorly understood today, we must debate genomics vigorously if we are to act wisely. Public policy must lead.     

Sex,Biological Functions and Social Norms: A Simple Constructivist Theory of Sex

Feminist theory needs a constructivist account of biological sex for at least two reasons. The first is that as long as female and male are the only two sexes that are taken for granted, being cisgender, heterosexual, and preferably a parent will be the norm, and being intersexed, transgender, bi- or homosexual, infertile or voluntarily childless will be deemed failure. The second is the fact that, usually, sex and gender come together in the way that is expected, i.e. the fact that most females are women and most males are men needs to be explained. This paper provides a constructivist theory of sex, which is that the sex categories depend on norms of reproduction. I argue that, because the sex categories are defined according to the two functions or causal roles in reproduction, and biological function is a teleological concept involving purposes, goals, and values, female and male are normative categories. As there are no norms or values in nature, normative categories are social constructions; hence, female and male are not natural but social categories. Once we understand that biological normativity is social, biological norms of heterosexuality, fertility, and so on are no longer incontestable. In addition, as many gender norms also concern reproduction—socially mediated reproduction—this simple theory of sex explains the common confluence of sex and gender.     

Pathological Teasing and Bullying Turned Deadly: Shooters and Suicide

Bullying, a form of interpersonal violence, has emerged in the 21st century as an important public health issue. Bullying during childhood and adolescence is a common problem and occurs almost universally. It may be viewed on a continuum as a relationship problem in which power and aggression are inflicted on a vulnerable person to cause distress. However, teasing and bullying can turn deadly. A deeply troubled youth, after years of chronic bullying, may decide he has no alternative but suicide. The Daniel Scruggs case is one such example. Alternatively, the troubled youth may be attracted to the violent hero presented in the media that demonstrates his power via weapons as in the cases of school shootings.

Why does bullying continue? Some of the problem is the belief that bullying is simply a part of growing up; adults who believe this are often unwilling to intervene. Bullies are not always easy to identify, as they are adept at concealing bullying behavior. Anti-bullying school programs have shown promise in reducing unacceptable behaviors. The next step is to educate teachers, law enforcement, and mental health staff members to identify the red flags of teasing and bullying that indicate an at-risk youth for either suicide or homicide.