Queering<i>the Language of the Heart</i>: Romantic Letters, Genre Instruction, and Rhetorical Practice

VanHaitsma, Pamela

doi:10.1080/02773945.2013.861009

Cited by 7 publications

(4 citation statements)

References 14 publications

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“…The language used by gays and lesbians themselves has been largely studied (see Chesebro, 1981;Coates, 1996;Cory, 1965;Cox and Fay, 1994;Darsey, 1981;Hayes, 1978-9;Kulick 2000, p. 243; Land and Kitzinger, 2005;Zeve, 1993) and, similarly, other matters or issues related to them have been the focus of attention of literary studies, women's studies, anthropological studies, etc. (see, amongst many others, Dynes, 1985;Eckert and McConnell-Ginet, 1992;Edgar, 1994;Eisner, 1995;Goodwin, 1989;Harris, 1997;Van Haitsma, 2014). In spite of this, and probably as a reflection of reality, lesbianism and lesbian-related linguistic features have received considerably less attention than gay men's homosexuality.…”

Section: Introductionmentioning

confidence: 94%

Social Changes Reflected in Specialized Languages: Lexical Re-/deconstruction in Lesbian Studies

Balteiro

2015

Procedia - Social and Behavioral Sciences

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One of the most important factors of recognition, belonging and identification in scientific communities is their specialized language: doctors, mathematicians and anthropologists feel they are part of a group with which they can interact because they share a common "language". While ideology is present in all academic registers, it is in human sciences where its presence (or absence) leads to more visible linguistic phenomena. An interesting example is that of lesbian studies: as non-heterosexual members of society have become less stigmatized, lesbian studies have developed a language of their own. In our paper, we shall explore the mechanisms used in the creation of specific vocabulary in this academic area, paying special attention to the refashioning or deconstruction of meaning of established terms as a result of changes in social perception or the challenging of pre-determined meanings.

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Section: Introductionmentioning

confidence: 94%

Social Changes Reflected in Specialized Languages: Lexical Re-/deconstruction in Lesbian Studies

Balteiro

2015

Procedia - Social and Behavioral Sciences

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“…The paradox is that both the authors and the recipients are absent, and new relations need to be constructed from the surviving documentation. This article focuses on the urban, the political, and the philosophical perspectives (Secor, 1999) that are part of Lady Mary Montagu's extensive epistolary production and range far beyond sentimental affairs (VanHaitsma, 2014).…”

Section: Epistolary Studiesmentioning

confidence: 99%

Lady Mary Wortley Montagu: the Epistolary Woman, Because Women Could Not Be Called Philosophers, Scientists, or Inventors

Mastrantonio

2022

J. Hist. Women Philos. Sci.

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In the past, Lady Mary Wortley Montagu has been associated with two roles: her experience in the Embassy of Turkey, highlighting cultural diversity, and her transnational travels. The aim of this article is to argue that she was more than a literary aristocrat who described habits and customs from abroad. Drawing on her collected letters, with special emphasis on letters that move beyond descriptions of Istanbul, this article notes that she was also a vaccine entrepreneur, and a journalist of political and urban issues, as well as philosophical issues. In the passages discussed here, she describes and comments on trade, products, pavement, fashion, and social class. It is high time for epistolary studies to shed its biases and to consider aspects that have been overlooked in the depiction of a secular woman of feelings and emotions. Many letter writers from the sixteenth and seventeenth century were already politically and artistically engaged feminists who used letters with precision and expertise. Lady Mary Wortley Montagu, as she signed her letters, was one of them. Her letters contribute significantly to building a transcultural view of the world in which diversity and knowledge contribute to a wider perspective on reality, and they provide new opportunities to learn more about what the world was like in her day.

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“…Studies of queerness and genre (Jack, 2016;VanHaitsma, 2014VanHaitsma, , 2017 have drawn on such perspectives and, in doing so, have characterized genre, ideology, and social action as inherently intertwined and co constitutive. For instance, VanHaitsma (2014VanHaitsma ( , 2017 argued that in the United States, the genre of romantic letters-through such conventions as address, pacing, and purpose-historically regulated the structure of letters in ways that upheld hetero normativity and whiteness, even as these conventions could be queerly appropriated, repeated, and subverted. In other words, compositional performances of genre cited yet chal lenged dominant norms, if only in small, momentary ways.…”

Section: Theoretical Framework: Literacy Performances Citationality and Genrementioning

confidence: 99%

“…They sought to select the optimal text type or genre for the group's needs, in this case, fostering a welcoming and affirming club. In this article, I follow the lead of these youth and explore the phenomenon of genre with respect to stu dent composition assignments, which entails attending to ideological aspects of genre (Bazerman, 1997;Schryer, 1993;VanHaitsma, 2014) and approaching genre as a form of curriculum. My intent is to broaden scholarly conversations about queer inclusive literacy curricula, specifically composition curricula, to consider qualities beyond ideational content.…”

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confidence: 99%

Queer Compositions in a U.S. Secondary Classroom: Genre, Citationality, and Linguistic Racism

Schey

2021

Reading Research Quarterly

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In recent decades, there has been an increase in literacy education research attending to curriculum inclusive of sexual and gender diversity in secondary classrooms. Although valuable, most of this research has focused on the ideational and representational qualities of curriculum and thus has overlooked the significance of composition and genre. Seeking to add this scholarship, I focused on youth choosing to write about queer topics for compositional assignments in a secondary humanities course that combined English language arts and social studies (U.S. studies). Drawing from a broader literacy ethnography conducted at a high school in a Midwestern U.S. city, I argue that youth in the humanities course drew on curricular ideas and genres in their literacy performances in ways that resisted and reified oppressive values. Genres that encouraged extended dialogue resulted in interrogations of cisheteronormativity that were sustained and intersectional. However, youth's use of genres cited and reproduced racist and cisheteronormative Eurocentric, anti-Black, and assimilationist ideologies. Hence, there is a need for approaches to queer-inclusive curricula that explore intersections of queerness and race and attend to aspects of literacy and language practices beyond ideational and representational content.

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Queeringthe Language of the Heart: Romantic Letters, Genre Instruction, and Rhetorical Practice

Cited by 7 publications

References 14 publications

Social Changes Reflected in Specialized Languages: Lexical Re-/deconstruction in Lesbian Studies

Social Changes Reflected in Specialized Languages: Lexical Re-/deconstruction in Lesbian Studies

Lady Mary Wortley Montagu: the Epistolary Woman, Because Women Could Not Be Called Philosophers, Scientists, or Inventors

Queer Compositions in a U.S. Secondary Classroom: Genre, Citationality, and Linguistic Racism

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