1/ With exams looming nearer, I thought I'd do some threads on aspects of the #Literature texts. cc. #TeamEnglish. Here are some thoughts about HANDS 🤝 early on in #RomeoAndJuliet 🧵
2/ Hands in the Prologue are synecdoche: they’re a stand-in for the dignified persons to whom they belong: Capulet, Montague and Escalus.
3/ With these names, we follow a similar logic: those are both the names of the houses and the men themselves, meaning that the staining of their hands with ‘civil blood’ 🩸 is the responsibility of their ‘houses’, not just them.
4/ But here we hit an interesting problem: by only ever being called as their houses, that’s all these men are, bringing responsibility for the bloodshed back on the heads (and hands) of the individual men. It’s wonderfully circular, and speaks a lot to the chaos that follows.
5/ Who is responsible for whom? The feudal world, in which this has a clear answer, is straining at the seams in R&J. Hands are a metaphor for labour and fealty, but also self-expression.
6/ This is why the biting of the thumb is so significant, because it’s about the agency of those usually forgotten in the feudal system. ‘The quarrel is between our masters and us their men’, Gregory says, a line delicious in its ambiguity.
7/ Is the ‘our’ referring to S&G and their Montague equivalents, or just the senior members of their own house? Are S&G cross with their own ‘masters’? It doubles the feeling of ‘carry[ing] coals’.
8/ The biting of the thumb, then, becomes an act of autonomy: ‘I will’ is as confident as it is reckless’.
9/ That gesture — rather than an ‘airy word’ — is important because of what hands symbolise: Sampson is using his hands not for labour, but for action: action he has chosen, not action he has been ordered to perform at the ‘hands’ of a master.
10/ Next time, I think I'll have a look at hands in the sonnet scene. 🙏🏻
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1/ I've been thinking about my status as a neurodiverse educator: I'm #ADHD, and on the pathway for an #autism diagnosis. There's not a lot of discussion about what working life is like for neurodiverse educators, so I'm doing my own research and I plan to discuss it here. 🧵
2/ I'm going to start with a core tension the neurodiverse face: the DOUBLE EMPATHY PROBLEM.
3/ According to Milton (2012), cognitive neuroscience and other psychological paradigms don’t acknowledge the divergence and difference in social reality between autistic people and the ‘neurotypical’.
1/ Re: @TTRadioOfficial interview with @PhilBeadle@RogersHistory on #SLANT and the fallout, because I’ve seen lots about how it is impossible for SLANT to be anything other than positive, according to their experiences. But there's more to it than that, as I'll explore here 🧵
@TTRadioOfficial@PhilBeadle@RogersHistory 2/ Paradigms determine the ‘order of the visible and invisible’, but if we don’t interrogate them, things stay invisible. Privilege is one of those things. It determines the ‘order of the invisible’, but it is only *really* invisible to those whom it benefits.
@TTRadioOfficial@PhilBeadle@RogersHistory 3/ Peggy McIntosh, working in Women’s Studies, noticed that men were willing to acknowledge privilege in the abstract, but not in their daily lives and practices: “Those men who do grant that male privilege takes institutionalized and embedded forms are still likely to deny…