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Showing 1 through 4 of 4 records.
2010 - National Women's Studies Association Words: 94 words || 
1. Tushabe, Caroline M.. "What’s Human in Human Rights: Disorienting Colonial Censors, Textual Bodies and Punitive Policies" Paper presented at the annual meeting of the National Women's Studies Association, Sheraton Denver Downtown Hotel, Denver, CO, <Not Available>. 2020-02-22 <>
Publication Type: Individual Paper
Abstract: The current anti-homosexual bill in Uganda is emblematic of the modern/progressive sexuality that emerged in colonial regimented Africa in the 18th and 19th centuries. In its representation of nationalism, the bill also denies human rights to certain bodies and impedes the fight against HIV/AIDS. The lack of dialogue on human rights between international donor agencies and the Uganda government reveals the colonial practices implicit in the liberal capital deal. This paper interrogates the debate emerging from the bill, its relation to colonial agency and the challenges to global queer politics of human rights.

2006 - XVth Biennial International Conference on Infant Studies Words: 396 words || 
2. Nardini, Marko., Atkinson, Janette. and Braddick, Oliver. "Disoriented 18-24 month olds' use of colour to find hidden objects" Paper presented at the annual meeting of the XVth Biennial International Conference on Infant Studies, Westin Miyako, Kyoto, Japan, Jun 19, 2006 <Not Available>. 2020-02-22 <>
Publication Type: Individual Poster
Abstract: Background and aims. The “blue wall” paradigm (Hermer & Spelke, 1994; Nature 370, 57-59) measures the ability of disoriented children to use room geometry and wall colour to find hidden toys. A striking finding is that in small rectangular enclosures with a single coloured wall, disoriented 18-24 month olds ignore wall colour and search using enclosure shape only. It has been argued that children’s reorientation therefore depends on a specialised process encapsulated with respect to colour. We argue that owing to a bias inherent in the enclosure’s design, the standard paradigm did not fully evaluate children’s abilities to use colour. The present studies therefore assessed: 1. whether disoriented 18-24 month olds could use colour in enclosures of a different design; 2. whether use of colour would improve when walls were enriched with colourful pictures.

Methods. Testing enclosures were square with sides of 169 cm. Pairs of opposite walls were identically coloured and patterned. The four corners were therefore ambiguous in that diagonally opposite corners were visually indistinguishable. Children aged 18-24 months saw a toy hidden in a corner, were disoriented by turning, and allowed to search. Searches at either the correct corner or its visually indistinguishable diagonal opposite were consistent with the use of wall colour, whereas searches at the other two corners were not.

Key Results. In a baseline condition with two white walls and two blue walls, the rate of “colour correct” search were 61.3%, greater than the 50% expected by chance (binomial p<0.02). When coloured pictures of animals, symmetric about the midline of each wall and identical for opposite walls, were added, the rate was 62.2%; better than chance (p<0.01) but not different to the baseline condition. When these coloured pictures were made asymmetric so that different animals were close to “colour correct” and “colour incorrect” corners, the rate was 70.3%; greater than chance (p<0.001) and greater than the rate on the symmetric conditions.

Conclusions. These results argue against the thesis that reorientation at 18-24 months is encapsulated with respect to colour. Nevertheless, enriching colours (while keeping wall features symmetric) produced no improvement, confirming that there are constraints on disoriented children’s use of colour (even with associated pattern). We propose that the phenomenon should be understood in terms of graded use of different visual cues, rather than encapsulation. The uneven weighting of visual cues may reflect the differential maturation of different visual processes and their interaction.

2013 - American Sociological Association Annual Meeting Pages: unavailable || Words: 218 words || 
3. Drew, Jenifer. "The Disorienting Dilemma in the Introductory classroom: Imparting a Sociological Imagination in the “service course”" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Hilton New York and Sheraton New York, New York, NY, Aug 10, 2013 Online <PDF>. 2020-02-22 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Public sociologists relish the opportunity presented by the Intro Soc “service course”: to foster a sociological imagination in initially disinterested students. The exciting challenge of an introductory course is to help all students – majors, minors, and perhaps especially those only there to check off a requirement – transform the way they interpret the social world.

Faculty must be daring, deliberately provoking a “disorienting dilemma” in students – the activating event that begins the process of “transformative learning” (Mezirow, 1977, Cranton & Taylor, 2012). Experiences that place young students outside their comfort zone – speakers, field trips, films -- and maximize their idealism as they engage in “critical self-reflection of assumptions”, the taken-for-granted ones they have when they enter the sociology classroom.

When the environment is safe and supportive, the readings carefully chosen, and writing assignments allow for “critical discourse”, the transformative classroom becomes a crucible for change , a place to explore and reject stereotypes and ethnocentrism, to become more autonomous and critical thinkers. Majors and minors are rewarded, but so are the non-majors, in the class because they have to be. For them, transformative learning in the Intro Soc classroom can have a lasting and powerful impact on how they engage with the world.

2015 - National Women's Studies Association Words: 92 words || 
4. Martin, Londie. "Sensing the Precarious Queer: Bodies, Abilities, and the Haunted Pleasures of Disoriented Gaming in "Gone Home"" Paper presented at the annual meeting of the National Women's Studies Association, Wisconsin Center, Milwaukee, WI, <Not Available>. 2020-02-22 <>
Publication Type: Individual Paper
Abstract: Drawing on queerness, spatiality, and new media embodiments, I argue for the painful pleasures of sensate engagement—a spatialized queer-feminist research method—for recognizing the potentially and precariously transformative understandings of bodies made possible in digital games like Gone Home. As queer research play, sensate engagement responds to the affordances of new media texts and offers new ways to recognize difference. I offer sensate engagement as a multi-sensory tool for sensing discarded or unremembered bodies, abilities, and literacies—spatialized omissions that require intersectional considerations of ability, whiteness, and spatiality in the gameplay of Gone Home.

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