Aslı Zengin’s Violent Intimacies theorizes the fraught encounter between the Turkish state and its trans subjects. Introducing the analytic framework of “violent intimacies,” Zengin advances two main claims: structural violence unfolds through intimate contact with gendered bodies, and trans women, in turn, confront this violence with intimate practices of resistance. Zengin’s work marks a significant intervention within trans studies. She pays close attention to the materiality of the body as the location where violence is both enacted and contested—a welcome departure from the tendency towards abstraction in trans theoretical production. She also pushes the field in transnational directions to address experiences of gender transgression beyond North America and Western Europe. A rich ethnography of trans life in Turkey, the text depicts everyday scenes of violent intimacies across several interpersonal and institutional settings: the street, police, medicine, law, and family. Violent Intimacies offers a vibrant account of Turkish trans women who—faced with state neglect and social exclusion—envision alternative ways of building worlds and sustaining life.
Keyword: intimacy
Coronavirus Pedagogy in the Zoomscape: Pinhole Intimacy Culture Meets Conscientization
The COVID-19 pandemic emptied universities, colleges, and schools across the United States in March 2020, forcing instructors into an unavoidable culture in which a networked commercial technology mediated teaching and learning. In the tradition of critical pedagogy, this article argues that students and instructors alike engaged through the artificial lenses and screens of Zoom. The “pinhole intimacy” of the Zoomscape is assessed using conscientization, the concept offered by the Brazilian educator Paulo Freire, to describe most pedagogy as an oppressive apparatus that can be overcome with direct engagement between students and instructors. In such an opticentric context, the Zoomosphere’s intimacy is used to explore how the emancipation proposed by conscientization might be applied to the culture of pedagogy in a college with a diverse student population, including pedagogical interventions to address the challenges associated with teaching Division I athletes. The context of a large communication department at Boston College provides the empirical foundation for the exploration of coronavirus pedagogy.