Justification and Queer Method, or Leaving Philosophy
Justification and Queer Method, or Leaving Philosophy
复制标题
正当理由和酷儿方法，或者离开哲学
作者：
Gayle Salamon
2006年12月底，在APA找了一整天的工作后，我发现自己筋疲力尽了。在一次特别令人沮丧的采访后，我想我可能会在电影中找到逃避和寄托，所以我跳过了晚上吸烟的人，出发去找一家电影院，希望能洗掉一天中的一些郁闷。在影院上映的电影是《丑闻笔记》，这是一部关于性阴谋和背信弃义的电视剧，朱迪·丹奇在片中饰演一个年迈的吸血鬼女同性恋，她掠夺了凯特·布兰切特饰演的一位年轻的异性恋同事。将女同性恋角色描绘成卑鄙、病态和危险的角色在电影中是一种陈词滥调，从丽贝卡到基本本能再到怪物，都是人们熟悉的陈词滥调。然而，最让我痛苦的并不是沉浸在电影中的同性恋恐惧症中。更确切地说，是怪异和掠夺性暴力的先前融合，驱使我一开始就去了剧院。在那次令人沮丧的采访过程中，一开始就有人问我，如果一个假想的福音派学生基于他的信仰反对包括奇怪的材料，我会如何证明我的教学大纲是合理的。遗憾的是，采访的其余部分都围绕着这个问题展开。我回答说，我不能以信仰为理由，因为信仰问题不在我的课堂范围内。我坚持认为，理性和论证是我们在课堂上求助的方法，并建议使用理性来证明课堂上包含同性恋读物是合理的。其中一位面试官打了个比方：
At the end of December 2006, I found myself exhausted after a long day of job seeking at the APA. After one particularly dispiriting interview, I thought that I might find both escape and sustenance at the movies, so I skipped the evening smoker and set off to find a theater in hopes of washing away some of the de jection of the day. The film playing at the theater was Notes on a Scandal, a drama of sexual intrigue and betrayed trust in which Judi Dench plays an aging, vampiric lesbian who preys on a younger straight colleague, played by Cate Blanchett. The representation of a lesbian character as abject, pathological, and dangerous is something of a hoary cliche in film, a shopworn stereotype familiar from Rebecca to Basic Instinct to Monster. It was not, however, the sud den immersion into filmic homophobia that was most distressing to me. It was rather that it had been a prior conflation of queerness with predatory violence that had driven me to the theater in the first place. I was asked early on in the course of that dispiriting interview how I might justify my syllabus if a hypothetical evangelical student objected to the inclu sion of queer material on the basis of his faith. The rest of the interview, regrettably, was an orbit around that question. I responded by saying that I could make no such justification on the grounds of faith, because matters of faith are not within the purview of my classroom. I insisted that reason and argument were instead the methods to which we had recourse in the classroom, and suggested the use of reason to justify the inclusion of queer readings in the classroom. One of the interviewers responded with this analogy: