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Lecture 10

Lecture 10

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Bianca Dahl

November 12, 2012 Sex, Gender, Sexuality 2 essay- talk about something you are interested in using course concepts 1. Straight forward conventional essay - write about righteous dopfine  marked on how you make connections and engage with course concepts in readings  trying to analyze the world  useful for thinking about the world in general  ex. make an argument about talking about concept of emotional force Birds & the Bees  Basic question: what are the differences between sex and gender?  SEX = the biological differences between male and female - visible differences in genitalia, and reproductive tools  GENDER = the social and cultural classification of masculine and feminine as socially meaningful categories that seem reasonable and appropriate -meaning we make of biological difference -it’s psychological -every culture recognizes distinction between male and female, but differ in meaning  SEXUALITY= A person’s sexual orientation or preferences; their sexual activity - the doing part of sex, having sex  All cultures recognize atleast two genders and sexes  A mismatch between sex and gender –biological stuff of one sex, but behave like a different gender  Sex described as biology here, h/e there are other definitions “Hijras” = man – man + woman  unic (man who has their balls cut off, sometimes whole penis cut off – can’t reproduce)  born biologically male, but dress like womrn  surgical removal of genitals  this doesn’t turn them into women, but into hijras  biologically man, but take away the genitalia and add on acting women o this becomes a THIRD SEX. Not woman/man o imperfectly female (take most of maleness, but still have it o take female names, can’t have sex with women o request to be consider as women in census, but not accepted as women o they are stigmatized Which two countries have the highest number of sex reassignment surgeries?  Thailand  Iran  No restrictive law in sex reassignment, h/e a lot in homosexuality  But if you feel like you were born into the wrong sex, can reassign Thinking through gender  Gender is a form of difference that is elaborated in all cultures, all societies, throughout all history, albeit in different ways  Not interested in biological stuff in this class, there are variations in sex – hermaphrodites  want to think of gender and sexuality in this course Examples.. !Kung san (bushmen)  have sex at young age, free to take lovers  discretion is advised b/c of jealousy  no double standard, but can cheat  female organism is important France – free vaginal tightening exercises Dani – five yr period a/f birth of child where parents don’t have sex  don’t seem interested in sex The Sambia (Gil Herdt)  infant born, means they have to marry  boys 7-10 yrs, moved into a male house. Where they have many initiations last 3 related to women who which they will marry  men really distrust women, - think women take semen from them  nature provides genital, but not vital spark for providing masculine strength and character  how is gender created? Believe that boys don’t automatically become viral and fetal, but need to have semen in boys, for them to grow into men thus, they have oral sex  not traumatic to these boys Gender Inequality  Gender is also about power  GENDER HEIRARCHY: the ways in which gendered activities and attributes are differentially valued and related to the distribution of resources, prestige, and power in a society hierarchy in all societies about gender (men getting paid more than women) debate is all about identity, but also about dominance and submission which is fundamentally about power  In more complex societies, there is a public –private(domestic) dichotomy men with the public, women with private (child baring etc.) not in every culture India – saving women through solar-powered cookstoves?  Distributed solar power cookstove, which was the solution to gender inequality in india, b/c women could only cook over wood stoves, where they had to walk hours and hours to get wood  With these solar-stoves, they will have more time to cook (didn’t have to walk far to get wood) and have more power  Taught how to use solar stoves, went back to check how things were going in India, and no one was using the stove why? b/c they were ingrained with their own social structures food didn’t taste as good cooking over fire made food taste different then solar power Holly Wardlow -women are like prostitutes – sleep for money,h/e not like prostitution b/c motivations and rules around how money is given is different from western sex work  Wardlow’s Intervention #1: Reflecting on ideas about prostitution/sex work in the West o Canadians tend to think sex is linked to intimacy and love; o When it’s commodified (turned into something that can be sold and bought), we think it becomes immoral o How people talk about things= a lens onto their ideologies: prostitution vs whoring (p.1030) women who actually do sell body for sex, use prostitution for job whoring, no straight fwd transaction—despicable action ex. Compromises on own morals. Kissing on the lips (pretty women) -if sex is intimate, a women will only choose to sell body for money is out of economic necessity  So feminists have tried to say, prostitution is work, labour, not just exploitation -don’t be so judgmental about it  Wardlow’s response? women
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