Purpose To discuss our PowerPoint ‘Emotion Norms: Gendered/Transgendered and Sexuality’ and Chapter 2 Emotion Norms to inc
Purpose
To discuss our PowerPoint 'Emotion Norms: Gendered/Transgendered and Sexuality' and Chapter 2 Emotion Norms to increase our understanding and knowledge of content related to cultural emotions.
Task
To discern how emotion norms are used to guide and set boundaries for certain types of emotions displays.
Discussion Questions
- Discuss and define emotions norms? What is direct and indirect socialization?
- Discuss what you understand.
- Describe a situation where you learned how to behave in certain environments like at family meals/gatherings, school, church etc.? How does this experience relate to the early stages of emotion norms?
- Ask questions about what you don't understand.
- Discuss how emotions norms are used to challenge people who deviate? Focus on gendered/transgendered and sexuality themes addressed in the powerpoint.
- Wherever possible discuss how the content in the powerpoint and reading is related to a possible topic for your statement of the problem content analysis research
Emotion Norms: Gendered/Transgendered and Sexuality
Theodoric Manley, Jr. Phd
All the girls love Alice—Elton John (1973) https://www.youtube.com/watch?v=-eyjBBcUO9k
The Emotion Norm intensity chart: Accommodate
I am and completely in control of my emotions: This is baseline
I can easily shake it off and forget it.
The emotion is mild but is hard to shake it off.
The emotion will not go away, but I can tolerate it.
Its hard for me to think about anything other than my unpleasant emotion.
I am so upset that it is difficult to focus on work, family, friends, school, spouse, partner, children.
My emotion is making it hard to interact with others, I may say something I’ll regret.
The emotion is very intense, and it is hard for me to make good decisions. I cannot think clearly.
My emotion is severe and disabling. I am unable to participate in activities.
Bodily—Physiological Changes
Early Stages of Emotion Norms
https://www.youtube.com/watch?v=apzXGEbZht0
Good, bad, ugly
Restoration, repair, reject
What if you’re in the ugly-reject?
What do emotions norms look like?
Exercise
Direct and Indirect Socialization
Temporal/Historical
Cross-cultural Variations
Surface acting
Deep acting/Cognitive
Emotional Deviance
Type of feeling
Intensity (too much too little)
Duration
Timing
Placing (right time/correct emotion)
Indian Survival and
African Slavery/Enslavement
Accommodationist Period
American Indian Cultural Emotions: Enculturation
Enculturation
The social bonding is very strong. There is a sense of responsibility for the wellbeing of the members of your group than yourself. The individual self comes much later than the group members. Where social expectations mold our desires, where social obligations are the root of our existence. The emphasis is on others’ well being rather than on personal wellbeing. There is a feeling of sharing, bonding and reciprocity which is unique. A deep sense of humanity which prevails which fosters mutual growth. Unlike in Western cultures, emphasis is on “we” than “me”. This humane perspective makes our lives more meaningful, and hence more morally responsible. This in turn influences our moral emotions. These strong bonds of relationships provide a sense of security and safety which makes possible to overcome any obstacle in life with ease. Moreover, these personal groups also become a source of inspiration, celebration, as well as mourning. “Understanding Emotions from an Indian perspective: implications for Wellbeing.” 2010 Dr Meetu Khosla
The Return of the Native: Cornell (1988)
An incisive look at American Indian and Euro-American relations from the seventeenth century to the present. A deep look at how such relations–and Indian responses to them–have shaped contemporary Indian emotions and political fortunes. In the early days of colonization, Indians were able to maintain their nationhood by playing off the competing European powers; and how the American Revolution and westward expansion eventually caused Native Americans to lose their land, social cohesion, and economic independence. The final part of the book recounts the slow, steady reemergence of American Indian emotional and political power and identity, evidenced by emotional militant political activism in the 1960s and early 1970s. By paying particular attention to the evolution of Indian groups as collective actors and to changes over time in Indian political opportunities and their capacities to act on those opportunities, Cornell traces the Indian path from power to powerlessness and back to power again.
Puttin’ on Ole Massa (Kirkus Review, 1969)
Through the narratives runs a shrouded rage at the humiliation as well as physical suffering forced upon the beleaguered ego. Some ancient myths are squelched in passing. There is an abhorrence of ""white"" religion (""religious teaching consists in teaching the slave. . . that God made him for a slave""); of the ""kindly"" master who ever so kindly perpetuates the degradation of slavery; of American ideology. Freedom is also an identity: ""I was not only hunting for my liberty, but also hunting for a name."" The adventures of the three are shocking but these are pleas less for pity than for justice.
Mastering Emotions: The Emotional Politics of Slavery, Erin Dwyer, 2012
“Some enslaved people were less willing to mask their feelings for slaveholders’ benefit. Showing once again that slaves were constantly reading slaveholders’ emotions, Solomon Northup observed that one day his master seemed “even more morose and disagreeable than usual,” a sure sign that Northup needed to be wary. But Northup was only willing to alter his behavior so much. Northup declared that the man was his owner, and therefore “entitled by law to my flesh and blood.” However, Northup emphasized that though his body legally belonged to the slaveholder “there was no law that could prevent me from looking upon him with intense contempt,” and so he refused to conceal how much he loathed the man. Northup would concede his labor, but he saw his emotions as his own, and he would not temper the anger he felt for the slaveholder. Openly gazing upon him “with intense contempt” was a way for Northup to show that his emotions could not be purchased.”
Intensity of Emotions norms
“A long time ago this land belonged to our fathers, but when I go up to the river, I see camps of soldiers on its banks. These soldiers cut down my timber, they kill my buffalo and when I see that, my heart feels like bursting.” – Satanta, Kiowa Chief
“Tricksters achieve their objectives through indirection and mask-wearing, through playing upon the gullibility of their opponents. In other words, tricksters succeed by outsmarting or outthinking their opponents. In executing their actions, they give no thought to right or wrong; indeed, they are amoral. Mostly, they are pictured in contest or quest situations, and they must use their wits to get out of trouble or bring about a particular result.” (Trudier Harris, 2010)
DoingGender
20
Value System
Culture
Religion
Tradition
Norms, Rules
Social Construction of Gender
Reproduce
Beliefs
Customs
E
X
p
E
C
T
A
T
I
O
N
Produce
Appropriate behavior of men & women
≈
21
Social Construction of Gender
Internalize
Socialize
Deeply rooted
Society
Do/Don’t
Male/Female
differently
Where did we learn?
From who?
How?
Social institution:
school, home, temple/church
Parent, teacher, religious
leaders, relative/elder,
friends, sibling
Generation
By
generation
22
Social Construction of Gender
Sex
Gender
Biological differences
Physiological characteristic
Socially constructed roles, behaviours, activities, and attributes that a given society considers appropriate for men and women
NATURE
Social Construction “GENDER”
Queer Theory Being Gendered: Male and Female Socially Constructed Roles
https://www.youtube.com/watch?v=hc45-ptHMxo
As you view this video, please be conscious of any physiological changes, expressive gestures, emotion labels, and situation cues you experience.
Lorena Bobbitt
Doing Gender A Girl Like Me: The Gwen Araujo Story
https://www.youtube.com/watch?v=hYm0RSEkPoU
As you view this video, please be conscious of any physiological changes, expressive gestures, emotion labels, and situation cues you experience.
Gwen Araujo
Gwen Amber Rose Araujo was an American teenager who was murdered in Newark, California. She was killed by four men, two of whom she had been sexually intimate with, who beat and strangled her after discovering that she was transgender. Wikipedia
Born: February 24, 1985, Newark, CA
Died: October 3, 2002, Newark, CA
Perpetrators: Jason Cazares; Michael Magidson; José Merél; Jaron Nabors
Date: October 4, 2002 (Pacific)
Sexuality as Cultural Emotions!
https://www.youtube.com/watch?v=b0OeM6UUAoI
As you view this video, please be conscious of any physiological changes, expressive gestures, emotion labels, and situation cues you experience.
Let’s talk about sex: Sex and the City
Empowering
Empowering and radical because it lifts repression and challenges taboos
Talking
Talking about intimate sexual matters challenges patriarchal power relations, upsets established law and anticipates coming freedom
Talking heterosexual sex in Sex and the City
‘Clam mouth’
‘Déjá-fuck’
‘Goldicocks’
‘The cunt’
‘You’re dick is soo.. hard!!’
‘Don’t stop!!’
‘You feel good inside of me!!’
‘Baby your either a virgin or Flo just came to town’
Talking about homosexual sex
Deeper!
Right there!
Suck it!
Lick it harder!
Types/Forms of Power in sex, sexuality and gender in the city
Base
Base: ability to have control over the production and reproduction of sex, sexuality and gender. (Federal, State and Local city governments, media institutions and agencies—Texas Law)
Scope
Scope: ability to sanction, stigmatize and stereotype various forms of sex, sexuality and gender
Manipulate
Manipulate: ability to modify, change, and transform sex, sexuality and gender in the city
Influence
Influence: ability to persuade preference and interest in various forms of sex, sexuality and gender in the city
Second versus Third Wave Feminist
2nd wave: Sexual Freedom and Sexual agency essential to women’s political liberation
2nd wave: Sexuality is primarily a site of oppression and danger for women—rejected to some extent by 3rd wave
3rd wave independence in pursuing their own interest in sexual pleasures
3rd wave: Female orgasm becomes central not secondary to sex where male gratification is typically first.
Pomosexual/Pansexual
Sexual expression and avoidance of sexual labels
Neither male or female sexuality exist but sleeping with individuals whether gay or straight and both.
Gender experimentation more taboo than sexual experimentation
Do it Yourself Citizenship
The liberated sexual self as a self-styled individual consumer
Identity based and open to lesbians, queer, transsexual, bi-sexual, gay, interracial , interethnic, and interclass (poor to rich)
“I don’t see color, I see conquest” right to consume cross-culturally enhances one’s own signification
Emotion Norms
Why do we control our cultural emotions in certain social situations?
In those situations, do our cultural emotions build up?
Do our cultural emotions change, become more intense?
Do our cultural emotions evolve into something else?
What is the something else?
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