Feminist Critical Race Interpretation



While my Vis-Ability paper addressed the intra-action and entanglement of the bicycle and the body from a broad perspective, the prompt to consider a feminist critical race interpretation of the bicycle has allowed me to focus on the relationalities of the bicycle on the bodies of females, people of color, and specifically women of color. Michael Hames-García (2008), as quoted in van der Tuin (2011), explains that "the body is something more than an inert, passive object on which ideology inscribes meaning, but rather it is an agential reality with its own causal role in making meaning" (pg. 327). The agential reality of the human body entangles with the agential reality of the material bicycle.  subRosa (2011) is a feminist art group that investigates the post-human body. They suggest that the post-human body "manifests simultaneously as the distributed body, medicalized body, socially networked body, cyborg body, citizen body, virtual body, laboring body, soldier body, animal body, and gestating body" (p. 16). This suggestion from subRosa causes a consideration of how the material bicycle can both support and negate these qualities of the post-human body.


Bike League of America (n.d.) reports that the fastest growth in bicycling is among the Hispanic, African American, and Asian American populations. Why is it that people of color are becoming more interested in cycling? Could it be the intra-action of the material bike and the bodies of people of color that provoke a sense of empowerment, belonging, and self confidence?


There are many organizations and clubs around the United States that are created specifically for people of color and even women of color. For example in New York, Black Girls Do Bike is a cycling group whose goal is to invite women of color to ride bikes and to never drop anyone on a ride (Cuevas, 2015). Friends on Bikes is a Portland, Oregon that was recently re-launched "for women and women-aligned people of color" (Woodstock, 2017, n.p.). Lastly, there is the Los Angeles based Ovarian Psycos, "a collective of young women of color who bike through the streets of East L.A. (and beyond) as a way of taking them back" (Lloyd, 2017, n.p.). There are countless groups with similar objectives of empowering women through collectivity and the entangled relationally with the material bicycle. 





Reference List

Bike League of America. (n.d.). The new majority: Pedaling towards equity. Retrieved December 12, 2017, from http://www.bikeleague.org/sites/default/files/equity_report.pdf (pp.1-15).

Cuevas, K. E. (2015, September 1). Black girls on bicycles tear down stereotypes of women of color. Retrieved December 11, 2017, from https://www.metro.us/new-york/black-girls-on-bicycles-tear-down-stereotypes-of-women-of-color/zsJohE---bSAT9lNn5anE

Hames-García, M. (2008). How real is race? In S. Alaimo & S. Hekman (Eds.), Material feminisms (pp. 308-339), Indiana: Indiana University Press. 

Lloyd, R. (2017, March 17). Rolling with the cholas and “knuckleheaded girls” east of downtown L.A. in “Ovarian Psycos” - LA Times. Los Angeles Times. Retrieved from http://www.latimes.com/entertainment/tv/la-et-st-ovarian-psycos-review-20170325-story.html

SubRosa. (2011). Bodies unlimited: A decade of subRosa’s art practice. n.paradoxa, 28, 16–25.

van der Tuin, I. (2011). “New feminist materialisms.” Women’s Studies International Forum, 34(4), 271–277.

Woodstock, M. (2017, March 20). A New Portland Cycling Group Invites Women of Color to Pedal Together | Portland Monthly. Retrieved December 12, 2017, from https://www.pdxmonthly.com/articles/2017/3/20/a-new-portland-cycling-group-invites-women-of-color-to-pedal-together

Vis-Ability

What does a bicycle allow you to see?



I'm able to see more of the backroads. I can just see more because I can travel farther on a bike than I can walking.


It is only two miles for me to get home at the shortest, but often I will take longer routes of 5, 8 or even 10 miles. Cycling is my exercise. When I cycle I enjoy the scenery. I find cycling very meditative.


I ride a bike because it saves time. It's a practical decision.


When I ride, I notice a lot of people on their phones.


I'm a freshman and I don't have car. Riding a bike is faster than walking


I notice other cyclists when I ride as well as people around me.


What I notice when I ride is all the pedestrians stepping out onto the street without looking.


I see people.


When I'm riding I don't see details. I'm more aware of what my body is doing, trying to balance, moving swiftly.


I ride my bike because it is faster.


(Married couple) We ride together for the exercise and fresh air.


I like riding a bike because I can see more of campus that I might not if I was walking. When I ride my bike, I love feeling the wind.


What I notice when I'm riding is how poorly people drive their cars.


I feel safe when I ride my bike.


I notice all the pot holes in the road and how poor the road conditions can be. You don't really notice those in a car too much.


For me, riding a bike is a visceral experience. I like that I hear everything versus in a car. I can better see all the colors around me. I also notice a lot of people with headphones. I could yell at them and they still wouldn't hear me.



I live over by White Course. When I ride home at night, I notice all the people that are walking the golf course paths at night.


I am able to observe more when I'm riding a bike.


A bike is faster than walking.


I notice the landscape. I am from Belgium where the landscape is flat with little variety. Here I notice the mountains and vegetation.


When I'm riding a bike, I'm really aware of people's movements, their trajectories which I try to predict while riding, you know, to avoid contact.

Propositional Methodology

 

Entanglement

Entaglement
(between not in-between)

Plastic



"[T]hirty-five percent of plastic produced is for the purposes of packaging" (P.352)

Davis, H. (2015). Life & Death in the Anthropocene: A Short History of Plastic. Art in the Anthropocene. Retrieved from http://heathermdavis.com/wp-content/uploads/2014/08/Life-and-Death-in-the-Anthropocene.pdf





The fourth grade social science revolves around the history and cultures of Utah. While studying the ancient inhabitants of Utah, students learn about archaeology and artifacts. In the past, the fourth graders have simply made pottery, a common artifact. This year we decided to take upon the role of an archaeologist and search for artifacts from the people of Edgemont. We drew inspiration from the work of contemporary artist #markdion who uses archaeology practices in his art making. These collected artifacts from the people of Edgemont have informed the shape, size, texture and purpose of our pottery.