Gender Theory in Troubled Times. Rachel Alsop

Gender Theory in Troubled Times - Rachel Alsop


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including Poland. The accusation works via a focus on education. The encouragement of gender equality and diversity in schools is seen as promoting the sexualization of children and thereby their vulnerability to assault. This is a train of thought which is damaging on very many levels. It was put forward by some Catholic bishops, following the revelation of widespread abuse over decades within the church, in order to divert attention and find another scapegoat. Though, of course, gender theory did not exist and certainly was not taught during these decades of abuse. Rather, its advent encourages children to speak out. Then, obviously, the accusation has no grasp on the means by which children become inappropriately sexualized. And, worst of all, it blames supposedly sexualized children for their own assault. 3 See the references given in note 1 above.

      We … often behave and talk as if the sexes are categorically different: men like this, women like that. … In toy stores sex-segregated product aisles … assume that a child’s biological sex is a good guide to what kinds of toys will interest them. … When we think of men and women in this complementary way it is intuitive to look for a single powerful cause that creates the divide between the sexes. … Wouldn’t it make sense if testosterone … makes men like this, while its minimal presence in females helps to make women like that? … This is Testosterone Rex: that familiar, pervasive and powerful story of sex and society. Weaving together interlinked claims about evolution, brains, hormones and behavior, it offers a neat and compelling account … [But] Testosterone Rex is wrong, wrong, and wrong again. (Fine 2017: 17–22)

      The idea of the male brain and the female brain suggests that each is a characteristically homogenous thing and that whoever has got a male brain, say, will have the same kind of aptitudes, preferences and personalities as everyone else with that ‘type’ of brain. We now know that is not the case. We are at the point where we need to say, ‘Forget the male and female brain; it’s a distraction, it’s inaccurate.’ … It is now a scientific given … that the brain is moulded from birth onwards and continues to be moulded through to the ‘cognitive cliff’ in old age when our grey cells start disappearing. So out goes the old ‘biology is destiny’ argument. (Gina Rippon, quoted in Fox 2019)

      In the introduction we introduced the notion of gender essentialism, the suggestion that there is some fixed set of conditions which determine whether we are male or female, men or women. Those who adopt gender essentialist positions most commonly anchor them in biology. It is assumed that biology will provide us with the answer to the questions of what determines whether a person is male or female, man or woman, or maybe some combination of both. In this book we resist the claim that biology is determining in this way. But to resist this claim is not to make our biological bodies irrelevant to the complex story of how we end up gendered. They are part of the picture but not the whole of it. Moreover, our biological bodies are themselves infinitely complex, open and changing, susceptible to multiple understandings, and interwoven with our wider material and social environments in ways that render it impossible to isolate the contributions they make from other aspects of our becomings (Rippon 2019).

      The second key assumption of much scientific work on sex differences is that the assumed division into male and female bodies is accompanied by other differences, associated psychological and behavioural dispositions, which have consequent effects on social positionality. There is, of course, disagreement as to what range of responses are supposed to be conditioned by sex differences in this way. Recurring themes concern greater aggression and competitiveness in men and greater nurturing qualities in women, greater spatial and


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