Eve%20Kosofsky%20Sedgwick%20Carol%20Chi%202003/11/11 - PowerPoint PPT Presentation

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Eve%20Kosofsky%20Sedgwick%20Carol%20Chi%202003/11/11

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Can we really distinguish sex, gender and sexuality very clearly? ... The example of Regan and Jesse Helms. The patriarchy builds 'Obligatory Heterosexuality. ... – PowerPoint PPT presentation

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Title: Eve%20Kosofsky%20Sedgwick%20Carol%20Chi%202003/11/11


1
Eve Kosofsky SedgwickCarol Chi2003/11/11
2
Questions
  • How can we distinguish homosociality and
    homosexuality?
  • Can we really distinguish sex, gender and
    sexuality very clearly?

3
From Between Men English Literature and Male
Homosocial Desire
  • From Introduction

4
Her Three Arguments in this book
  • Changes in the structure of male homosocial
    desire
  • Different forms of male relations are related
    with class.
  • This pattern cannot deviate from women and gender
    system.

5
  • Homosocial Desires Definition The social bonds
    between persons of the same sex (2435)
  • For Sedgwick, the continuum between male
    homosociality and homosexuality is interrupted in
    our society.
  • She indicates the reason she uses the word of
    desire rather than love.
  • Desire vs. Libido (2435)

6
The Opposition between Homosociality and
Homosexuality for Women
  • This opposition is less dichotomous for women
    than for men.
  • Andrienne Richs concept linking lesbianism
    with other forms of womens attention to women
    (2436).
  • Our society gets used to combining feminism with
    lesbianism together.

7
The Discontinuity between Homosociality and
Homosexuality for Men
  • The example of Regan and Jesse Helms
  • The patriarchy builds Obligatory
    Heterosexuality.
  • Sedgwick applies Rubins idea to supporting her
    argument about homosexuality as an oppressed
    system (2437).

8
Dovers Greek Homosexuality
  • Male homosexuality was legal in ancient Greek.
  • The stereotype of male homosexuality similar to
    that of heterosexual love.
  • This relation would not last forever.
  • Dover quoted Pausanias in Platos Symposium the
    love relationship has the educational function.
    (2437)

9
  • These boys learned the virtues of Athenian
    citizenship and the privileges they inherited.
  • Women and slaves

10
Conclusion
  • Greeks situation is an exception, because the
    continuity between female homosocial and
    homosexual connections obviously contrasts to
    the brokenness of male homosocial and homosexual
    bonds in our society.

11
From Epistemology of the Closet
  • From Introduction Axiomatic

12
The Differences between Chromosomal Sex and
Gender Rubins Sex/Gender System
  • Chromosomal Sex
  • A. unchangeable and interior in the
    individual
  • B. biologically based
  • Gender
  • Culturally changeable and variable
  • relational and inextricable from a history

13
  • Sedgwick does not agree with Rubins sex/gender
    system, for the system tries to
  • obtain analytic and critical leverage on the
    female-disadvantaging social arrangements
    (2439)

14
  • The primary issue Who is to have controlled
    womens distinctive reproductive ability?
  • Her focus is the problematized space of the
    sex/gender system. (2440)

15
The Discussions of Sex and Sexuality
  • Sexuality/sex defined in the modern culture is
    unable to be contained in female-defined sex /
    gender system.
  • In some ways, sexuality is related with certain
    physical sites or procreation.
  • However, Freud and Foucault all think that
    sexuality differs from chromosomal-based sex.
    (the figure 1 on 2440)

16
  • For her, the questions of sex and gender are
    different.
  • In the modern western culture, gender and
    sexuality represent two analytic axes.
  • Ex. Gender Class, Class Race.
  • Embody race -----class
  • class-----gender
  • gender---sexuality
  • The objection to the above analogy gender is
    built on the determination of sexuality

17
The Weak Position of Homosexuals
  • The gender-based analysis has clear distinctions
    between different genders.
  • Gay / lesbian and antihomophobic inquiry needs
    alternative analytic axis- sexuality.

18
Why does Gay / lesbian and Antihomophobic inquiry
learn from Feminism?
  • A. Different kinds of oppression are woven
    together.
  • Ex. a married woman vs. her identity of
    a heterosexual (2443)
  • B. Feminists have found out genders categories.
    (2443 the figure 1)

19
  • Differences between gender and sexual orientation
  • The difficulties of combing gay / lesbian and
    antihomophobic theory and sexuality
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