Posts tagged feminism
3:57 pm - Fri, Oct 19, 2012
37 notes

To everybody who reblogged my feminism post..



STOP FUCKING CALLING THEM LIVESTOCK. They are animals just like we are. Fucking speciesist scumbags, NONE of you bother me because you’re all wrong and fucking hilarious! Wake the fuck up!

livestock livestock livestock livestock livestock

I’m not too bothered that the person who compared women to heifers and hens and wrote this post thinks that critizing the comparison of women to livestock makes one a specieist scumbag (lawl).

None bother you? Wow, I’d sure hate to see how you react when you *are* bothered ….

(In case you’re unable to figure it out, we can tell you’re very fucking bothered. Livestock, livestock, livestock, tonight’s tasty dinner, scrambled eggs and a big glass of milk. Just for you, mushroomz!)

(via trans-terrific-deactivated20121)

12:55 pm
472 notes

I have kept my mouth shut all these months out of fear of retribution but I no longer have this fear so I am going to go ahead and ask this. Schwyzer states:

But this notion of “making room” in the blogosphere is based on a faulty premise of scarcity.

If that is indeed the case, then I have to ask: why then did Schwyzer attempt to have me removed from certain feminist spaces when I vehemently wrote against him? If indeed there is no scarcity, then why attempt have ME (a Latina feminist blogger) removed and publicly scolded, all done through backchannels hoping these maneuvers would not get back at me? why try to execute some character assassination to silence me against his obvious racism and sketchy politics?

I cannot be the first one (or last one) over whom he attempted these dirty tactics. But I no longer believe it is fair that I have to remain silent about it because otherwise I’d been seen as a trouble maker. I am a Latina, South American feminist. I AM A TROUBLE MAKER. I believe no other kind of feminism is possible. Schwyzer tried to have me silenced. I am setting the record straight.

The comment I left on this piece on xoJane. Nine Questions for The Controversial Hugo Schwyzer | xoJane (via redlightpolitics)
10:18 am - Wed, Aug 22, 2012
740 notes

Who are you voting for? 


Who are you voting for? 

7:43 pm - Thu, Aug 16, 2012
39 notes


Petition for reddit’s administrators to remove the anti-feminist mods of /r/feminism.


So, /r/feminism’s mods have been deleting comments disagreeing with MRAs, banning posters who consistently disagree with MRAs, and have added anti-feminist and pro-MR subreddits to their sidebar. Obviously, this has reddit’s feminists, already beleaguered by being on reddit at all, quite upset.

Even if you don’t post on reddit, please sign this petition. The MRAs can’t win this one.

Signed and boosted.

(via commodifiedsouls)

5:33 pm - Mon, Aug 13, 2012
156 notes

Sex Education for Youth w/ Disability


I like to talk about sex.  I like to talk about sex education. Now I’d like to talk about those who often get left out of the equation when we discuss good sex education.   

Sex Education for Youth with Disability: Strategies for Overcoming Challenges in            Education and Handling Parental Concern

          At present, individuals with disabilities are living within society as the equals of non-disabled people—at least, legally speaking.  Unfortunately, society is less accepting when it comes to individuals with disabilities and their sexual rights.  I’m going to address the issue of sex education for youth who live with physical and/or mental disabilities, beginning with invalidating the three most common myths, following with specific strategies for effective education.  I’m also going to provide general guidelines for dealing with the concerns of parents of physically or intellectually disabled youth.

Myths About Sexuality and Disability

Myth One: People with Disabilities Do Not Feel the Desire to Have Sex

          Historically, individuals with disabilities have been regarded as asexual (Lumley & Scotti, 2001; McCabe, 1999).  This false impression is not limited to individuals with intellectual and developmental disabilities; people assume the same for those with physical disabilities.  Contrary to popular belief, individuals with disabilities have and express desire and need for romantic relationships and sexual intimacy.  Adolescents with disabilities face double prejudice.  The general public has a tendency to overlook adolescents’ sexuality (Tolman, 2000).  This is especially true for adolescent girls (Tolman, 2000).  Adolescent girls are seen as asexual and their sexual agency nonexistent (Tolman, 2000).  Adolescent boys are viewed as oversexed and sexually aggressive as a result of their ‘raging hormones’ while girls are passive and disinterested in sex—their focus being on academics and extracurricular activities (Tolman, 2000).   As a result, many young people who live with disabilities do not receive sex education, either in school or at home. 

Myth Two: People with Disabilities are Child-like and Dependent

            What makes having a disability and enjoying healthy sexuality difficult has more to do with society than it does with the disabled individual.  There is a stigma attached to individuals with disabilities because many are dependent on their caregivers, which makes it easy to view them as child-like (Laura Goodman, personal communication, February 15, 2010).  Arising from this stigma there seems to be the notion that a disabled individual would not be a reciprocal partner (Laura Goodman, personal communication, February 15, 2010).

Myth Three: People with Disabilities are Sexually Deviant and Unable to Control Their Sexual Urges

            Depending on their mental abilities, individuals with disabilities are slower to learn than their peers and may express themselves sexually in ways deemed inappropriate, leading others to believe that they are sexually deviant (Lumely, 2001).  Public masturbation is the most common inappropriate sexual behavior among individuals with disabilities (Laura Goodman, personal communication, February 15, 2010; Lumely, 2003).  Since their sexuality is overlooked, individuals with disabilities are often not told what is appropriate sexual expression and what is not (Laura Goodman, personal communication, February 15, 2010; Lumely, 2003).  These individuals are often always under a watchful eye leaving them without the appropriate privacy to act on their sexual urges (Laura Goodman, personal communication, February 15, 2010; Lumely, 2003).  It is an educator’s and caregiver’s responsibility to teach their client what is appropriate sexual expression and when and where it is appropriate.  It is also the caregiver’s responsibility to allow the disabled individual to develop meaningful relationships (whether romantic or platonic) and to provide them with time and privacy to engage in sexual activity either alone or with a consensual partner.

Strategies for Effective Education

            Although individuals with disabilities receive little to no sex education, materials and programs do exist that are designed for youth with physical and/or intellectual disabilities.  The following educational strategies will be discussed below: 1) teach the right to refuse 2) use clear definitions, repetition, and concrete examples 3) discuss social norms and include instruction with guidelines of what constitutes appropriate behavior and 4)include time to teach and practice social skills.

Strategy One: Teach the Right to Refuse

            Individuals with disabilities are especially vulnerable to sexual abuse and exploitation (Laura Goodman, personal communication, February 15, 2010)Sexual abuse in individuals with disability is strikingly high; from data on reported cases, it is believed that 80% of women with disabilities will experience sexual abuse and that less than 25% of sexual abuse is limited to one episode (Laura Goodman, personal communication, February 15, 2010).  Most do not even recognize it as abuse (Laura Goodman, personal communication, February 15, 2010).  Developmental and physical disabilities as well as acquired brain injury (ABI) may impact a person’s ability to read facial expression, body language and social cues (Laura Goodman, personal communication, February 15, 2010).  Many people with disabilities lack the  skills necessary to protect themselves such as assertiveness (Laura Goodman, personal communication, February 15, 2010).  Therefore a sex education program must incorporate skills to prevent sex abuse (e.g. what constitutes as abuse, the right to refuse, assertiveness training) and encouragement to report unsolicited sexual activity (Laura Goodman, personal communication, February 15, 2010).  

Strategy Two: Use Clear Definitions, Repetition, and Concrete Examples

            Since intellectual and physical disabilities are often co-morbid, the second strategy—use clear definitions, repetition and concrete examples—is recommended (Laura Goodman, personal communication, February 15, 2010).  When educating youth with impaired cognitive functioning, utilizing simple language and repetition will assist them in comprehending the material as well as retaining the information in their memory (McCabe, 1999).  Use visual aids like models, dolls, pictures and video (McCabe, 1999).   For youth with higher cognitive functioning and/or physical disabilities, using examples of others with similar disabilities that have loving romantic relationships may be more appropriate (Laura Goodman, personal communication, February 15, 2010).

Strategy Three: Discuss Social Norms and Include Instruction with Guidelines of What Constitutes Appropriate Behavior

            Beginning in early childhood we develop schemas or scripts mainly though observation of our parents and relatives, for pretty much everything.  Scripts are models or standards of behaviorthat we follow such as shaking hands upon meeting someone for the first time.  Since some individuals with disabilities are slower to learn than their peers or live sheltered lives they may not develop certain scripts at the rate as others (Laura Goodman, personal communication, February 15, 2010).  Therefore it is important that sex education for individuals with disabilities includes discussion about social norms so they develop socially acceptable sexual scripts (e.g. how to ask someone on a date, how to initiate sexual activity, masturbation needs to be done in private) (Laura Goodman, personal communication, February 15, 2010).

Strategy Four: Include Time to Teach and Practice Social Skills

            Education is one thing, but it means nothing if the individual cannot apply it to real life.  At the end of a sex education program, it is strongly recommended that there is time to teach the students how to use the information they have learned in real life situations (e.g. learning that condoms protect against STIs, but how to say no to someone when they refuse to use one) (Laura Goodman, personal communication, February 15, 2010; McCabe, 1999).  This part of sex education requires the educator to take into consideration the degree of intellectual ability and existing skills and deficits.  Social stories, role-plays and other interactive exercises are invaluable ways of ensuring that students are able to master the material (McCabe, 1999).

Handling Parental Concerns

            Parents worry—with good reason.  They turn to experts for information and advice looking to have that worry put at ease.  Most parents are not experts on how to effectively educate their teens about sex, disabled or not.

            When handling parent’s concerns it is essential to let them know their concerns are important to you.  As your clients, their concerns should be important to you even if you find yourself less empathetic to a certain preoccupation you need to make the parents feel that it is important to you. Always approach an issue of concern with non-judgment (Corey & Corey, 2003).  Respond to the best of your ability and when uncomfortable or cannot answer parent’s questions, refer the parents to another professional, an information guide or community resources.

            It is important to be well acquainted with societal misconstructions about sex and sex education, as parents are likely to subscribe to many of them (Laura Goodman, personal communication, February 15, 2010).  More often than not, parents will bring up concerns that have their origins in societal misconstructions (Laura Goodman, personal communication, February 15, 2010).  When this happens you will be able to let parents know that the concerns are in rooted in falsities and provide them with correct information they may require (Laura Goodman, personal communication, February 15, 2010). 

            Educating parents on how disability affects sexuality will help them to be more accepting of their son or daughter’s child-to-adult passage and quest for sexual autonomy (Laura Goodman, personal communication, February 15, 2010).  It will also help them understand that their son or daughter’s disability does not have to prevent them from experiencing and enjoying their sexuality. 

            One of the biggest concerns of parents other than predation of varying kinds is the inevitable child-to-adult passage (Laura Goodman, personal communication, February 15, 2010). Because of worry and the perceived risks of their son or daughter’s burgeoning adulthood, parents may shelter their children and neglect to provide them with opportunities they need to grow into adults and develop healthy sexuality (Lumely 2001). The challenge here is not to dismiss this passage due to the youth’s disability, but to welcome it and adopt strategies, in which they can blossom into healthy, content, and strong men and women (Laura Goodman, personal communication, February 15, 2010).  Professionals can help parents and/or other caregivers learn how to provide youth with disabilities more opportunities to socialize and build intimate relationships as well as play a supportive role and encourage them to explore their sexuality appropriately without violating other’s rights (Swango-Wilson 2008; Lumely 2001). 


Corey, M.S., Corey, G. (2003). Becoming a helper Fourth Edition. Pacific Grove CA: Wadsworth Group.

Goodman, Laura. (2010 March). EASE: Encouraging advocacy and sexual education—how to talk to your teen with a disability about sexual health.                                 Presentation at the IWK Grace Children’s Hospital, Halifax, NS

Lumley, V.A., & Scotti, J.R. (2001). Supporting the sexuality of adults with mental retardation: Current status and future directions [Electronic Version]. Journal of Positive Behavior Interventions, 3(2), 109-119.

McCabe, M.P. (1999). Sexual knowledge, experience and feelings among people with disability [Electronic Version]. Sexuality and Disabilty, 17(2), 157-170.

Swango-Wilson, A. (2008). Caregiver perceptions and implications for sex education for individuals with intellectual and developmental disabilities [Electronic Version]. Sexuality and Disability, 26, 167-174.           

Tolman, D. L. (2000). Object lessons: Romance, violation, and female adolescent sexual desire. In Tomi-Ann Roberts (Ed.) The lanahan readings in the psychology of women Second Edition (pp.153-171). Baltimore: Lanahan Publishers Inc.


(via rabbleprochoice)

7:59 am - Thu, Jul 26, 2012
315 notes
What is really being sold in a pornographic film? It’s a conception of sexuality that Dworkin identified— it is not just sex on film. It is sex presented in the context of domination and subordination. Pornography does not just eroticize or sexualize male domination over women. It eroticizes racism. It eroticizes every power dynamic that you can imagine. Think of any power dynamic that you know where there is a hierarchy. I can guarantee you that there is a pornographic film that eroticizes that dynamic.

Robert Jensen (via blinko)

male/female, white/poc, employer/employee, parent/child, etc…it is a sick sick industry. 

i haven’t seen any sex-positive feminists defending racism as a valid “kink” yet (funny), but there’s still time.

(via discosherpa)

edit: i HAVE NOW. nazi kink, for real.

and i read a good argument for the concept of “full-time” “slavery/ownership” in BDSM being inherently racist.

(via discosherpa)

I have problems with Robert Jensen and they way he essentially speaks over those who are actively trying to change the status quo in porn. Are these problems in mainstream inherent? Damn right. But to go “and that’s why ALL PORN IS BAD,” completely overshadowing the number of people who are trying to make their money and be ethical about it is some bullshit. You cannot put Jiz Lee on the same level as something from Bang Bros. You just CAN’T.

(via sourcedumal)


*Prepares self for a long discussion*. Robert Jensen and I have had many lovely— and by “lovely” I am completely sarcastic and I mean “horrendous”— interactions when I attended a day long discussion/presentation of his. He knows who I am personally and explicitly dislikes me, which is wonderful, because that means I succeeded in calling his shit out, over and over.

There are many legitimate arguments to make about the horrendous racism, sexism, cissexism, etc, in mainstream porn. (I’ll save my arguments for why the eroticizing of power dynamics by and for those oppressed by those power dynamics can be cathartic and positive for a different time.) Regardless of one’s views, I strongly recommend not quoting Robert Jensen to make any arguments.

Three of MANY reasons not to promote Robert Jensen in any form:

1. He is massively transmisogynistic and cissexist. One example is when he verbally attacked and misgendered a trans* woman who was, at the time, also an anti-pornography scholar. (She has since changed her views, but more importantly, this is her description of his transmisogyny in interacting with her.) In a public gathering, when confronted by myself and my friends (having read her post), Jensen OPENLY misgendered trans* women as a whole, tried to COMPLAIN ABOUT HER TO US, and tried to argue that trans* people are upholding patriarchy and gender oppression BY IDENTIFYING AS TRANS*

2. He promotes the criminalization of sex work of ALL FORMS, in ways that have been explicitly stated by sex workers (especially sex workers of color who are already targeted by police) to TANGIBLY INCREASE THE RISK OF HARM AND DEATH IN THEIR LIVES. (i.e. Although Jensen does not promote imprisonment of sex workers themselves, he promotes criminal punishments for johns and those who purchase sex, which sex workers articulate causes the industry to slip farther underground, with riskier, more violent clients the ones most likely to stick around.)

3. Robert Jensen is a rich, white, cis man who claims to know what is best for women, and/or people of color, and/or sex workers. When they disagree, he explicitly says they have a “false consciousness” and are being brainwashed. He literally said this in response to one of my discussion questions about what actual sex workers of color are saying they need. As defined by people who experience these oppressions, Jensen is sexist, racist, transmisogynistic, cissexist, and just plain harmful.

Bonus: Despite claiming to be anti-capitalist, he gets paid top dollar (I promise you, I saw the numbers… a lot of money) to talk about the oppression of women of color without including the perspectives women of color in his talks!

I could go on for hours, but I think that’s enough for now. Jensen’s role model, Andrea Dworkin, was unbelievably racist and cissexist, too, and Robert Jensen is worse.

I recommend Emi Koyama, “a multi-issue social justice activist and writer synthesizing feminist, Asian, survivor, dyke, queer, sex worker, intersex, genderqueer, and crip politics,” for a nuanced, non-criminalizing analysis of the sex industry and intersectional oppressions within it. Her writing on this topic is available on her linked website.

(Edited to add: Forgot to mention, my own personal experience is that I literally had only sat down and introduced myself a minute before when Jensen 1) misgendered me, and 2) started commenting in detail about my physical appearance. This is someone who makes a living talking about objectification.)

(Via redhandsredribbons)

Oh, I remember how he tried to shut you down when he came to our school. He was on some severe bullshit.

(via sourcedumal)

(via karnythia)

1:33 am - Sat, Jul 14, 2012
28 notes



Remember that incident in Michigan?  And all the response that followed?  Well, we’ve been ignored.  Senator Jones says he’s continuing with his plans of passing House Bill 5711, and it’s been said that this bill is the nation’s worst.  It’s 45 pages of oppression.  Want to stop it?  Join us as we take over the Capitol.  You can RSVP on Facebook.  Can’t make it?  Find a senator of Michigan or donate to the cause.

We can’t let another state fall behind.

Signal boosting for anyone it concerns.

(Source: stfuprolifers)

10:28 am - Sun, Jul 8, 2012
869 notes
I don’t think women are better than men. Men are a lot worse than women, though. Like, there’s not even a comparison. Some people try to say, ‘No, women cause—’ no, NOTHING. It doesn’t even touch the mayhem of male nonsense and violence. The worst thing you can say about a woman is that she’s annoying to a guy. That’s the worst thing. Like, a woman you can say, ‘My mom makes me feel stupid.’ ‘Oh, really? My husband murdered me.’ ‘Kim Kardashian’s annoying.’ ‘Really? Hitler killed everybody.’
4:38 pm - Wed, Jun 27, 2012
997 notes
Science sells itself. It needs no polish or varnish or manufactured appeal to be attractive to women. To imply otherwise is an insult. To science and to women.
12:36 pm - Sun, Jun 24, 2012
246 notes

Ahh, the old “I’m gonna show how inferior women are and always were by noting how conditions and cultural norms have always been against their favor and progression which is a sure indication that they are weak” lolque?


Ahh, the old “I’m gonna show how inferior women are and always were by noting how conditions and cultural norms have always been against their favor and progression which is a sure indication that they are weak” lolque?

(Source: oneheadtoanother, via afro-dominicano)

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