Remapping Same-Sex Desire

In contemporary American queer studies, not only is there a metropolitan bias in thinking about queer location but a coastal one as well, and we have yet to address the limitations of narrowly ascribing queer culture(s) to concentrated geographic areas and political spheres. Specifically, in the US, we have not yet begun to challenge popular assumptions that the seaboard cities are the only centres of queer culture and the primary locations from which queers can speak, when, in fact, many lesbians and gay men in the American Midwest, and in other non-urban parts of the country, often express dissatisfaction with queer communities in large urban areas on the coasts because queers in coastal cities often have a rather narrow image of what constitutes a queer identity and simultaneously exclude or marginalize those who do not fit their image of ‘queer’.

William J. Spurlin, “Remapping Same-Sex Desire: Queer writing and culture in the American heartland” in De-Centering Sexualities Politics and Representations beyond the Metropolis. London; New York: Garland Pub., 2000, 192.
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Bell Hooks re: Academia

Slowly I began to understand fully that there was no place in academe for folks from working-class backgrounds who did not wish to leave the past behind. That was the price of the ticket. Poor students would be welcome at the best institutions of higher learning only if they were willing to surrender memory, to forget the past and claim the assimilated present as the only worthwhile and meaningful reality.

Students from nonprivileged backgrounds who did not want to forget often had nervous breakdowns. They could not bear the weight of all the contradictions they had to confront. They were crushed. More often than not they dropped out with no trace of their inner anguish recorded, no institutional record of the myriad ways their take on the world was assaulted by an elite vision of class and privilege. The records merely indicated that even after receiving financial aid and other support, these students simply could not make it, simply were not good enough.

-Bell Hooks, Where We Stand: Class Matters