Taming Queers

One

Around the time I began writing this piece, the journalist Peter Arnett was fired from NBC for "discussing personal observations and opinions" in an interview with Iraqi TV. Before being fired, and in the face of growing criticism from U.S. lawmakers that his remarks had been anti-American and "pandered" to the Iraqis, Arnett issued an apology "to the American people for clearly making a misjudgment" (BBC 2003). This was, of course, only more evidence that journalists in this country are expected to be functionaries of power as opposed to monitoring the sources of power, which, according to Amira Hass, should be the function of journalists (Fisk). Interestingly, NBC "had initially defended [Arnett] . . . saying he had given the interview as a professional courtesy and that his remarks were analytical in nature" (BBC). Amidst increasing surveillance and demands for ideological consensus, it is not surprising that NBC quickly backed away from defending Arnett; nor is it surprising that Arnett's analysis was dismissed as based on "personal observations and opinions." After all, meanings produced by officials routinely win credibility or legitimacy over other available meanings. The firing of Arnett confirms that the mainstream press in the U.S. is crucial in constructing and maintaining consent round the interests, values, and actions of the dominant corporate groups, whose interests are more or less directly represented by the government. In the coverage of the bombing of Iraq, there was a convergence between the majority of the press and the official government line, partly as a result of direct control over information by the government and the military and partly because of the particular ownership and interests of the press. NBC, as Doug Ireland reminds us, "is owned by General Electric, a prime military-industrial complex contractor."

Two

I want to invoke the medieval Iraqi poet Abu Nuwas who lived most of his life in Baghdad during the 8^th century, loving wine and boys, and who felt no need to apologize or tame his desires:

If I'm thirsty [he wrote] I'll say: come on, be quick, some wine And if I love a boy why keep silent about his name?

(Knitting)

To critics, Abu Nuwas retorted,

Your hope for repentance Will meet with disappointment . . . I will never repent.

(Abu)

Three

A colleague and friend who is a filmmaker and history professor sends me an email, "Aneil," he writes, "I am having trouble justifying the utility of teaching in this country. It is hard, especially teaching U.S. history where everything is framed in terms of 'we' and 'us' and this rhetoric of 'we' and 'us' is reinforced everywhere. I told my students that they weren't allowed to use those words and every time one of them does, I say 'who are you talking about?' I suppose they are learning, but am I happy doing this?"

Four

Over the last year, a "stalker" has written a series of letters to administrators and trustees at the California State University San Marcos, where I teach as an Assistant Professor of Literature and Writing Studies and direct the General Education Writing Program, and to politicians in the state of California, to complain and demand information about my courses, my scholarship, my colleagues who hired me, and colleagues who recently awarded me a grant. The letters start as an attack on theory and "bad writing"—

Since you might be interested in what some of your students are reading, I have attached a few samples of Linda Brodkey's writing. Do these exemplify the type of writing and pedagogy expected at CSU San Marcos? I hope not.

The letters transmute into ideological attacks on (my) sexuality and race—

Letter # 2

Apparently, Professor Rallin agrees that queer (and other controversial) concerns must infiltrate his curriculum and form a central and ongoing concern in his courses as well . . . It would appear that Professor Rallin's personal convictions regarding Western oppression of class, race, gender, and sexuality are unduly influencing his curriculum. To give one's "take" on controversial issues is one thing; to propagandize is quite another . . . a public university should never serve as a...