logicp_writings/new/Groomers2_notes.md

Groomers 2

Intro

• Grooming mentality
• Destabilizing identity in a politically actionable way
• Lead to transhumanism in the sense of Donnah Harroway's conception of a genderless, raceless, collectivist cyborg manufactured and programmed to have particular affinities which replace identities. Thus allowing a cohesive, political affinity which applies universally to all entities.

WEF

• Use hi-tech medicine and infrastructure to plug humans into a semi-digital world

Groomers 2

• Problematize innocence to destroy it
• Contemporary form of sexual liberation movement
• Comprehensive Sex Education and Social Emotional Learning
• Destabilize and disregard structure of reality if it supports supposed power dynamics and hegemony

Lukach

• Destabilize through sexualization to make manipulable
• Young will hate the old generation
• The revolution proceeds off the back of destabilized identities
• No expectation for normal behaviour - achieve authentic expression

Interrogating Innocence (2018 Julie C Garland)

• Exclusionary practice

Queer Futurity and Childhood Innocence

• Assuming asexuality and proto-heterosexuality yield contradictions
• Emphasize sexuality within children's education
• Asexual children (presexual) is heteronormative thinking
• Counter this by emphasizing sexuality

Queer Childhood

Eve Sedgwick

• Bringing up your kids gay at odds with childhood innocence
• Suggests that colonialism and slavery have corrupted our theories about childhood development
• Our ideas about childhood innocence are interwoven with white privilege i.e. Childhood innocence is racial innocence and naivety, which demonstrates one's privilege

Queer Futurity 1

• References Eve's work as initiating consideration of childhood as a site of heteronormative intervention
• Cisheteronormativity is their bourgeois property or white privilege
• Assumes that heterosexuality is being artificially impressed upon the children to indoctrinate them (Iron Law of Woke Projection)

Standard M.O.

• Conflate normativity with morality
• The more unique and distant an identity is from normal, the greater the capacity for moral judgment
• Assumes variation is morally relevant

First Impressions (Limitations)

• Denies broad acceptance of homosexuality
• Marcusian lamentation that acceptance nullifies propensity for change
• Empowered by the fuel of catastrophisized minorities who demand revolution
• Target children to have them believe that mere inauthentic acceptance has been insufficient
• Exacerbate alienation as a revolutionary force: "It's always open season on gay kids" - Eve Sedgwick

Homonormativity over Heteronormativity

• Advocates strategizing to increase likelihood of gay outcomes
• Equates normative upbringing as a desire for non-gay outcome
• Characterizes 1980 DSM-3 removal of homosexuality as erroneously celebrated (does not signal liberation)
• Considers Gender Identity Disorder as incorrect realignment of Queer identities with heterosexuality
• Contradiction of criticizing stabilization of homosexuality while criticizing addition of destabilized category (Gen. ID Disorder)
• "loving reparation" of "figure" of "child's queer body" whose gender unreasonably "catches" "mother's femininity" or "father's masculinity" which "were not the first shadings of gender"

Eve's Recent Remarks

• Rethink, reinhabit the child with attention to queer character
• Potential for metrics allowing "sideways growth"
• Child is both limit and hope for Queer Theory
• Child is dense site of meaning for queer sociality/alienation
• Stable identity = limit, Alienation = hope
• Homophobic culture anxiously depends on reproducing heteronormative future

Sexuality for Revolutionary Potential

• Early Childhood Education should not resist attending conversations on politics and sexual subjectivity Your immoral motive for not doing what I say is precisely why you must do what I say
• Palpable nervousness and discomfort when childhood comes into contact with sexuality Childhood innocence seen as hegemonic narrative to be disrupted and dismantled
• Arguments RE childrens' sexualities stabilize queerness as identity rather than preserving a site of collective contestation Queerness should not be stabilized, but something to collectize around, even if it's childhood sexuality

Hannah Argues to Queer ECE

• Child development theories are destructive if not attuned to possibility that children are or will become queer
• Damaging expectation of childhood innocence represents child as figure without complexity
• Insistence on childhood innocence injures development and might
• Treat every child as though they might be queer to maximize growth
• Assumes everyone develops into what they're supposed to, regardless of disregarding developmental psychology and destabilizing identity growth
• Forge conversation between Queer Theory and Childhood Studies to complicate assumptions about sexuality and a predictable future
• Remove structure of problematic developmental psychology

Notes on Sex Education

https://video.twimg.com/ext_tw_video/1526612192757358597/pu/vid/720x1280/iuIVw9sgJzKNKgOo.mp4

• Comprehensive Sex Education first suggested by George Lukach to induce revolution
• Compatible with Antonio Gramsci's view to attack 5 key cultural institutions: Family, Religion, Education, Media and Law

Melding Childhood and Queer studies

"Here I dwell on the contradiction that results from the synchronous assumptions of the child's asexuality and protoheterosexuality to show how emphasizing queer growth within a discussion about how children negotiate development is constructive

• Asserts society expects children to be asexual
• Links expectation that children are asexual with perception that they are protoheterosexual
• Claims that emphasizing Queer growth in child development is constructive
• Recommends examining Queer Theory of child such as to account for racism and colonialism (implies Queering can function on power dynamic against racism) Reframing through an intersectional sensibility problematizes stable categories (Gay/Lesbian)
• Emphasizes the benefit of critiquing child studies insofar that they avoid Queerare
• Considers conventional development stages as only being conducive to "horizontal growth" (stagnant)

David V. Ruffolo

• Posits ECE as heteronormative: "..children.. purchase/rent collective identities .. unable to account for multiplicities of difference."
• Concerned with erasure of queer sexualities in settings of ECE

Normativity

• Assumes power dynamic
• Leaves no room for normalcy to be a solely a statistical statement

Destablize Queer

• Advances in joining LGBTQ Studies and Children's education employ a stable Queer identity
• Queer child development to disrupt teleological narratives of growth that require a developmental sequence culminating in normalcy
• Deny developmental psychology and the goal of having a "normal", functioning adult
• Queer Theorists claim that they must create stability for queer children, but then claim that stable identities are problematic and elide discovering the subjectivities of queer people.
• Referring to normal upbringing as a "telelogically constructed" declares a conspiracy theory of child-rearing

Innocence

• Queer Identity makes sexual desire socially legible
• Queer the rhetoric of innocence that constrains children and refuse understanding a child's future before it explores desire
• Marcusian echoes: heteronomous interests lead you to developmental psychology cause you to calculate their future before they've explored desire
• Power dynamic causes some to be less innocent in younger years; innocence is a form of privilege

Complexity

• Paradox between child having agency an suggestion that they are innocent and lacking complexity
• Preservation of innocence in the name of rights has not protected all children equally: residential schools
• Just as rights are never applied equally, nor is the expectation of innocence
• If QT focuses on rights of gender minority children, it will lsoe focus of the power dynamic actually ruining lives

In the service of my interest in the renewal of thought concerning childrens' psychosexual development, this article laer engages in a reading of the 2010 "It Gets Better" social media campaign. We're going to engage in a reading of that, emphasizing what studies of childrens' education can learn from the debates it caused. The campaign and consequent critics and revisions, and as provocation to theories of queer temporality, offer much to the child