Abortion Rights in Images: Visual Interventions by Activist Organizations in Argentina

Signs ◽  
2020 ◽  
Vol 45 (3) ◽  
pp. 731-757 ◽  
Author(s):  
Barbara Sutton ◽  
Nayla Luz Vacarezza
Keyword(s):  
Abortion Rights ◽  
Activist Organizations

From compassion to distance: Hannah Höch’s ‘Mother’

2021 ◽  
pp. 135050682110289
Author(s):  
Andrea Pérez-Fernández
Keyword(s):  
Weimar Republic ◽  
Social Practice ◽  
Political Debates ◽  
Abortion Rights ◽  
Major Interest ◽  
The World ◽  
Material Conditions ◽  
The Way

This article addresses the work of the German artist Hannah Höch in the light of the struggle for abortion rights in the Weimar Republic. I attempt to show how Höch’s uses of the technique of photomontage can be read as a way of introducing a distance between the work and the viewer that allows us to question the beliefs we use to make sense of the world. Specifically, I discuss her photomontage Mutter (‘Mother’), a version of a photograph taken by John Heartfield, and some of her writings and interviews. I also examine closely the material conditions and political debates in which Höch’s work – as a social practice – developed. After a brief introduction and a methodological outline, I present Höch in the context of Berlin Dada and summarise the main underlying arguments of my hypothesis. Namely, that the major interest of Höch’s photomontages lies in the complex articulation of activism and philosophy, and in the way in which they put mainstream categories into question by ‘distancing’ fragments of reality.

A Call for Healing: Transphobia, Homophobia, and Historical Trauma in Filipina/o/x American Activist Organizations

Hypatia ◽  
2017 ◽  
Vol 32 (3) ◽  
pp. 696-714 ◽  
Author(s):  
Karen B. Hanna
Keyword(s):  
Interpersonal Violence ◽  
White Supremacy ◽  
Historical Trauma ◽  
Intergenerational Conflict ◽  
The United States ◽  
Acting Out ◽  
Economic Survival ◽  
Geographical Space ◽  
Personal Trauma ◽  
Activist Organizations

I argue that for those who migrate to other countries for economic survival and political asylum, historical trauma wounds across geographical space. Using the work of David Eng and Nadine Naber on queer and feminist diasporas, I contend that homogeneous discourses of Filipino nationalism simplify and erase transphobia, homophobia, and heterosexism, giving rise to intergenerational conflict and the passing‐on of trauma among activists in the United States. Focusing on Filipina/o/x American activist organizations, I center intergenerational conflict among leaders, highlighting transphobic and homophobic struggles that commonly arise in cisgender women majority spaces. I contextualize these struggles, linking them to traumas inherited through legacies of colonialism, feudalism, imperialism, hetero‐patriarchy, capitalism, and white supremacy. I inquire: how does historical and personal trauma merge and shape activist relationships and conflict, and what are activists doing to disrupt and work through historical trauma? I advocate for a decolonizing approach for “acting out” and “working through” trauma and healing collectively. By exploring conflict in organizations shaped by dominant Filipino nationalist ideologies, I resist romantic notions of the diaspora. Revealing the ways that dominant Filipino nationalism perpetuates a simultaneous erasure of nonnormative histories and bodies and epistemological and interpersonal violence among activists, I reject homogeneous conceptions of nationalism and open up possibilities for decolonial organizing praxis.

Taking Back Teaching: The Professionalization Work of Teacher Activist Organizations

2022 ◽  
pp. 002248712110707
Author(s):  
Nicole Mittenfelner Carl ◽  
Amanda Jones-Layman ◽  
Rand Quinn
Keyword(s):  
Decision Making ◽  
Collective Knowledge ◽  
Teacher Activism ◽  
Future Studies ◽  
Teacher Professionalization ◽  
Educational Decision ◽  
Accountability Movement ◽  
Educational Decision Making ◽  
Activist Organizations

We contribute to the teacher activism literature an understanding of how activist organizations support professionalization processes. We examine how teachers’ involvement in a local activist organization counteracts the de-professionalizing reforms of the standards and accountability movement and fosters the professionalization of teaching. Our findings suggest that the structures of the activist organization provide opportunities for teachers to create and maintain collective knowledge for curricula and practice, sustain their professional commitments to social justice, and build confidence that promotes voice in educational decision-making. We discuss implications for teacher professionalization and identify the need for future studies on the role of teacher activist organizations on teachers, teaching, and the profession.

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