• Editorial Introduction to The Seneca Falls Dialogues Journal, v. 1

      LeSavoy, Barbara; Uman, Deborah; St. John Fisher College; The College at Brockport, State University of New York (10/27/2015)
    • The Disproportionate Impact of Toxins in Consumer Products

      Bollheimer, Meredith; Reitz, Elissa; Mercyhurst University (10/27/2015)
      The number of chemicals used in everyday products has grown exponentially over the last century. Many of these chemicals are known endocrine disrupting compounds (EDC’s) and they have not been proven to be safe for humans or for the environment. Rather, many of these chemicals have been linked to negative human health outcomes and damage to the environment. Corporate America is responsible for the production and liberal use of these chemicals in consumer and personal care products. The federal government has failed to provide effective or meaningful standards or regulations for the myriad chemicals of concern that make their way into innumerable daily-use products. The negative impacts from these failures by corporate America and the federal government are suffered disproportionately by women and children. Women use more products than men. Women and children are uniquely impacted by the hormone disruption caused by EDC’s. Women’s bodies carry more “foreign chemicals” than their male counterparts. Women are also disproportionately impacted by the care-giving burden associated with these negative health outcomes. While women shoulder a disproportionate share of the negative consequences, they at the same time, are underrepresented in the decision-making process regarding the manufacture and regulation of these chemicals. Through collective action, women can effect change and reduce exposures to toxins in products.
    • Changing an Institutional Environment through Appreciative Inquiry: Rochester Institute of Technology’s College of Liberal Arts

      Schlombs, Corinna; Howard, Ann; DeLong, Caroline; Lieberman, Jessica; Rochester Institute of Technology (10/27/2015)
      This article introduces readers to Appreciative Inquiry as a form of feminist engagement in higher education. Appreciative Inquiry is a strength-based approach to organizational change that builds on positive psychology as well as social construction of language. At Rochester Institute’s College of Liberal Arts, a group of women faculty currently pursues an Appreciative Inquiry process to change their institutional environment to make it more beneficial to the success of women (and colleagues of all genders) rather than changing themselves to better fit into the existing environment. At the 2014 Seneca Falls Dialogues, members of this group engaged conference participants in an experience and discussion of Appreciative Inquiry. This article provides an overview on Appreciative Inquiry, analyzes the results of the Seneca Falls Dialogues session, and discusses the Appreciative Inquiry process at Rochester Institute of Technology.
    • The Seneca Falls Dialogues Journal, v. 1, issue 1 (complete issue)

      We are thrilled to introduce the inaugural edition of The Seneca Falls Dialogues Journal. This multidisciplinary, peer-reviewed, online journal grows out of the Biennial Seneca Falls Dialogues (SFD), a biennial conference launched in October 2008 to celebrate the 160th anniversary of the first women’s rights convention held in Seneca Falls, New York and the 60th anniversary of Eleanor Roosevelt’s Universal Declaration of Human Rights. The Seneca Falls Dialogues Journal volume I draws from the 2014 SFD conference theme, "Ecofeminism: Cultivating Place and Identity", which was highlighted in the keynote address by BLK ProjeK founder and Eco-Warrior, Tanya Fields. Contents: Bollheimer, Meredith, and Elissa Reitz. "The Disproportionate Impact of Toxins in Consumer Products." Browdy de Hernandez, Jennifer, and Holly Kent, Colleen Martell. "Confronting Student Resistance to Ecofeminism: Three Perspectives." Clark-Taylor, Angela, and Jane L. Bryant, Susan Storey, Julianne Lawlor Nigro. "Sisterhood & Feminism: Engaging Gender and Women’s Studies Students in the Community." Faehmel, Babette, and Tiombe Farley, Vashti Ma'at. "Unusual Subjects: Finding Model Communities Among Marginalized Populations." Iverson, Susan V. "The Potential of Ecofeminism to Develop ‘Deep’ Stainability Competencies for Education for Sustainable Development" Schlombs, Corinna, and Ann Howard, Caroline DeLong, Jessica Lieberman. "Changing an Institutional Environment through Appreciative Inquiry: Rochester Institute of Technology’s College of Liberal Arts." Shafer, Leah. "The 1848 Declarations of Sentiments: Usurpations and Incantations." Sierra, Wendi, and Alysah Berwald, Melissa Guck, Erica Maeder. "Nature, Technology, and Ruined Women: Ecofeminism and Princess Mononoke."
    • The 1848 Declarations of Sentiments: Usurpations and Incantations

      Shafer, Leah; Hobart and William Smith Colleges (10/27/2015)
      Three video recordings of participants reciting the "1848 Declaration of Sentiments" at the Seneca Falls Dialogues conferences. In the first video titled "Sentiments and Usurpations", an excerpt is repeated over and over until it begins to sound like an incantation. In the second video, "Declaration of Sentiments 2014", still images accompany an audio track featuring the voices of the participants. The third video, "Declaration of Sentiments Wesleyan Chapel" uses the 2014 audio track for an avant-garde exploration of the interior of the Wesleyan Chapel.
    • Confronting Student Resistance to Ecofeminism: Three Perspectives

      Browdy de Hernandez, Jennifer; Kent, Holly; Martell, Colleen; Bard College at SImon's Rock; Moravian College; University of Illinois at Springfield (10/27/2015)
      Teaching ecofeminism is a dynamic, vital practice, demanding a great deal of both educators and students. At the heart of this essay is the question: how can we teach ecofeminism effectively? In this work, we reflect on our successes and failures teaching ecofeminism within various topics and in different settings. While each co-author of this piece brings ecofeminism into our classrooms, we do so in very different ways and have diverse approaches to making ecofeminist theories and ideas feel vital, necessary, and relevant for our students. In our essay, we aim to offer some productive and provocative suggestions and ideas that will be of use to other students, activists, and teachers working in this rich and important field.
    • Nature, Technology, and Ruined Women: Ecofeminism and Princess Mononoke

      Sierra, Wendi; Berwald, Alysah; Guck, Melissa; Maeder, Erica; St. John Fisher College (10/27/2015)
      This article examines the popular anime Princess Mononoke through the lens of ecofeminism. In particular, we provide a close reading of the two female lead characters, San and Lady Eboshi, to demonstrate the problematic gender tropes that are often woven into films about ecological issues.
    • The potential of ecofeminism to develop ‘deep’ sustainability competencies for education for sustainable development

      Iverson, Susan V.; Kent State University (10/27/2015)
      Education for sustainable development (ESD) has gained much currency in the literature; yet, less attention has been given to understanding or defining learning outcomes, or rather, what competencies for sustainability should students develop and be able to demonstrate. In this position paper, I ask (and answer) the question, “What might be gained by bringing a feminist lens, and specifically an ecofeminist perspective, to ESD?” I argue that infusing ecofeminism into ESD can develop students’ sustainability competence beyond individual level change to thinking and acting systemically; it can develop the critical consciousness, activist skills, and deeper sustainability knowledge needed to foster social change.
    • Unusual Subjects: Finding Model Communities Among Marginalized Populations

      Faehmel, Babette; Farley, Tiombe; Ma'at, Vashti; Schenectady County Community College; SUNY Albany University; SUNY Empire State College (10/27/2015)
      Unusual subjects: Finding model communities among marginalized populations This paper is inspired by the questions that we have asked ourselves since we first met at Schenectady County Community College. What is it, we wondered, that keeps so many of our fellow Americans seemingly wedded to a political economy that is sustainable only at great cost? Could we use our academic work to help spread awareness about people who dared to demand different lives? And might our studies suggest strategies to work for change? We currently all pursue different projects, but we share a belief that one obstacle to progressive change in the U.S. is our investment into an ideology that posits individualism and consumer capitalism as the only real pathway to success and happiness. Visions of a society based on solidarity, community, and a more sustainable economy, by contrast, are cast as naïve and unachievable pipe dreams. In this paper we argue that one does not have to search for long to find examples of communities that have rejected the status quo, embraced counter-hegemonic values, and thrived in spite of scarce resources and adversity. By drawing on our research on an urban squat, African-American beauty culture, and polyamorous families, we hope to contribute to a dialogue about how we today can work constructively for progressive social change.
    • Sisterhood & Feminism: Engaging Gender and Women’s Studies Students in the Community

      Clark-Taylor, Angela; Bryant, Jane L.; Storey, Susan; Nigro, Julianne Lawlor; University of Rochester (10/27/2015)
    • Doing the *: Performing the Radical in Antisexist and Antiracist Work

      LeSavoy, Barbara; Whitehorne, Angelica; Mohamed, Jasmine; Pickett, Kendra; April, Mackenzie L.; The College at Brockport (11/20/2019)
      The essay summarizes excerpts from the 6th Biennial Seneca Falls Dialogue’s (SFD) session, “Doing the *: Performing the Radical in Antisexist and Antiracist Work.” In this dialogue, students read, displayed, or performed excerpts from feminist manifestos that they authored in a feminist theory or women and gender studies course at The College at Brockport. The manifesto assignment asked students to select a contemporary feminist issue, and using text or text with performance, expose and analyze the issue drawing from “The Combahee River Collective” joined with “Trans *: A Quick and Quirky Account of Gender Variability.”” Prompted by the 6th Biennial SFD theme, “Race and Intersecting Feminist Futures, “we selected the Combahee River Collective and Trans * as our main theoretical frame because of ways these writings disrupt white heteronormativity and ways that they integrate an intersectional lens as means to critique gender and racial inequalities.
    • #BlackLivesMatter: Intersectionality, Violence, and Socially Transformative Art

      Harrison, Denise A.; Bedford, Denise; Fong, Laura C.; Hoeptner Poling, Linda; Fields-Gould, Evonne; Kurahashi, Yuko; Kerr, Dianne; Blavos, Alexis A.; Community Member, Kent State University; Georgetown University; et al. (11/20/2019)
      This paper is designed to elicit dialogue on the impact of the #Blacklivesmatter (BLM) movement and be a call to action in the wake of murder and sustained oppression of the Black body in America. The paper focuses on the intersectionality of the BLM movement using art, “racial” analysis, creative pedagogy, and the theatre of the oppressed. Included is a monologue of a mother whose child has been murdered by a “peace officer” that leads the audience on an emotional journey. In addition, sobering statistics of documented murders of Black transgender women are presented, as are the health effects of discrimination. The language of oppression and its use in the media are explored, as is a discussion of socially transformative art. Finally, recommendations are made to continue to use art and theatre as tools to raise awareness of injustice and to promote social resistance.
    • Mapping Injustice Towards Feminist Activism

      Knight, Wanda B.; Keifer-Boyd, Karen T.; The Pennsylvania State University (11/20/2019)
      Strategies for crafting feminist activism begin with a conversation, invites and involves the participation of many people, involves artists and creative communicators, and generates action. The essay is a discussion with examples of how to craft feminist activism from dialogue to committed action—to stop injustice and work toward intersectional justice. We begin the dialogue with intersectional theory and then facilitate a group process of visualization using metaphors of entanglement. The concept of intersectionality considers how hegemonic structures intersect to oppress the lives of racially marginalized communities. The goal of the dialogue is to examine the potential consequences of the interaction between multiple forms of subordination. While intersectionality theory helps to reveal the impact of multiple forms of oppression, making a simple analogy to an intersection warrants a reconsideration of how each form of oppression mutually informs the other. An entangled metaphor considers a more complicated rhizomatic relationship with complexly interwoven, twisted and tangled parts of minoritized identities and intersecting inequalities. Building from visualizations of entanglement, we discuss how to craft feminist activism to raise awareness of global responsibility toward social justice and democracy.
    • Let's Change the Subject: Grounding Social Change in Indigenous HIstory and Philosophy

      Ruehl, Robert Michael; St. John Fisher College (11/20/2019)
      This article urges altering the discourse around social change. Too often it is antagonistic and negative; it also overlooks continuing colonizing practices and how injustices to Indigenous peoples have helped to shape past and current injustices toward other groups. First, the article foregrounds the religio-political ideology of the Doctrine of Christian Discovery and the boarding-school experience to remind readers about the broader criminal history of the United States toward Indigenous nations and peoples and how colonization is not a thing of the past. Any call for social change should remember this. Second, the article looks at three dimensions of Indigenous philosophy that would be good to affirm as we strive for a better world: relatedness, sustained peace, and an ethic of preservative care. Limited calls for justice that avoid continuing colonizing practices and that begin with negations and hate are not responsible and will help to continue the sustained violence we no longer want. For sustained peace, the strategy should be to begin with an affirmation (here an affirmation of Indigenous wisdom) and a broader historical understanding of the injustices that continue to bring harm to millions of people within the borders of the United States. By changing the subject in this way, it will not only make for more peaceful activism, but it will also create better allies to Indigenous nations and peoples.
    • Editorial Introduction: We all Write: Reclaiming a Sacred Space

      Uman, Deborah; LeSavoy, Barbara; St. John Fisher College; The College at Brockport, State University of New York (11/20/2019)
      The project of the Seneca Falls Dialogues is founded on hope in the face of continued discrimination and inequities, and the essays in this journal continue to move that agenda forward.
    • The Seneca Falls Dialogues Journal, v. 3, 2019 (complete issue)

      Uman, Deborah; LeSavoy, Barbara; St. John Fisher College; The College at Brockport, State University of New York (11/20/2019)
    • We Marched. Now What?!: Positionality, Persistence, and Power as Catalysts for Change

      Rich, Kaelyn E.L. (11/20/2019)
      Keynote address delivered on October 20, 2018, at the Seneca Falls Dialogues Bi-annual Conference, Seneca Falls, New York.
    • Media and Social Media Best Practices for Feminist Activist Groups and Organizations

      Rozelle, Arien; St. John Fisher College (11/20/2019)
      Feminist organizations and activist groups from the Women’s Suffrage movement to the Women’s March have utilized media relations tactics and techniques to share organizational messages. Over time, the art of media relations has evolved from a tactical role to a strategic necessity, one that is vital to the success of any activist organization or group as they seek to inform, educate and/or persuade their intended audience through the use of media and social media. This essay identifies best practices for feminist activist groups and organizations to help begin or improve their media relations efforts, ranging from initial hiring, to media relations planning and social media strategy.
    • The New Normal: Sustaining and Growing WGS Programs with Professionally-Driven Students

      Sheffield, Kathryn I.; Ursic, Elizabeth; Mesa Community College (12/6/2017)
      In today’s volatile economic climate, students are increasingly choosing courses and majors that are primarily focused on professionally valuable skills and employment opportunities. This trend poses challenges for Women and Gender Studies programs, calling for a shift in both instructional and institutional strategies within the field. Yet, far from finding this a detriment, we have found that Women and Gender Studies courses have considerable value for professionally-driven students. In addition, we have found that the presence of professionally-driven students in Women and Gender Studies courses present opportunities for WGS programs. This article discusses the instructional and institutional implications of the inclusion of professionally-driven students in Women and Gender Studies programs at Mesa Community College, as well as findings from the 2016 Seneca Falls Dialogues.
    • The Seneca Falls Dialogues Journal, v. 2, 2017 (complete issue)

      Uman, Deborah; LeSavoy, Barbara; St. John Fisher College; The College at Brockport, State University of New York (12/6/2017)
      Memory. Disruption. Presidential. Underrepresented. History. Empowerment. Sustaining. Intersectionality. Transfeminism. These words capture the breadth and scope of essays in volume 2 and bring us back to the 2016 Biennial Seneca Falls Dialogues conference. Photojournalist, activist, and 2016 Seneca Falls Dialogues keynote Brenda Ann Kenneally uses her artistic work to explore the how and why of class inequity in America. Her project, Upstate Girls, set in Troy, NY, followed seven women for five years as their escape routes out of generational poverty led to further entrapment. Pictured on the journal cover, one of seven upstate girls, is Kayla and mom before their morning ride to work in Troy NY in 2007. This image and the essays that follow ask us to recognize the large spaces of inequality in which we live and work and to reconcile the gendered and racial dimensions to these inequalities. Written into the goals of The Seneca Falls Dialogues Journal is the importance of creatively engaging diverse tools for feminist activism, particularly those that support dialogues across difference. Inspired by Brenda Ann Kenneally’s Upstate Girls, and drawing on the Lean Out, Gender, Economics and Enterprise theme, The Seneca Falls Dialogues Journal honors the work of those who came before us as we build an accessible and inclusive publication in our continued pursuit of enlightenment and equality. Contents: Brown, Michael J., Rebecca a. R. Edwards, and Tina Olsin Lent. "Kate Gleason: Introducing a Twentieth-Century Businesswoman to Twenty-First Century Students." Schroeder, Tambria, Barbara LeSavoy, Melissa Brown, Brooke Love, Maggie Rosen, Brooke Ophardt, and Audrey Lai. "Disrupting the Lean: Performing a 2016 Declaration of Sentiments." Laflen, Angela, Michelle Smith, Kristin Bayer, Riana Ramirez, Jessica Recce, and Molly Scott, "Add Women and Stir: Female Presidents in Pop Culture, 2012-2016." Adomaitis, Alyssa Dana, Rachel Raskin, and Diana Saiki. "Appearance Discrimination: Lookism and the Cost to the American Woman." Ellington, Tameka N. "Underrepresented: The Lack of Black Designers Featured in Harper’s Bazaar and Vogue." Wagman, Jamie, Katlynn Dee, Alison Tipton, and Adrienne Whisman. "Constructing Sexuality and Fetishizing Women in American History: Debunking Myths in Popular Culture from Pocahontas to the Cold War." Agate, Sarah Taylor, and Joel R. Agate. "Empowerment through Dialogue: Women’s Experience with Division of Labor as a Leisure Constraint in Family Life." Sheffield, Kathryn I., and Elizabeth Ursic. "The New Normal: WGS Programs and Professionally-Driven Students." Cunningham, Lisa J.. Pao Lee Vue, and Virginia Maier. "Intersectionality and Feminist Pedagogy: Lessons from Teaching about Racism and Economic Inequity." White, Melissa Autumn, with Maddy Devereaux, Jason Kwong, Clare McCormick, Judith Schreir, and Vincent Creer. "Gender (As Constant) Labor:” A Consciousness Raising Dialogue on Transfeminist Scholarship and Organizing."