Ladelle McWhorter

Does the black struggle for civil rights make common cause with the movement to foster queer community, protest anti-queer violence or discrimination, and demand respect for the rights and sensibilities of queer people? Confronting this emotionally charged question, Ladelle McWhorter reveals how a carefully structured campaign against abnormality in the late 19th and early 20th centuries encouraged white Americans to purge society of so-called biological contaminants, people who were poor, disabled, black, or queer. Building on a legacy of savage hate crimes—such as the killings of Matthew Shepard and James Byrd—McWhorter shows that racism, sexual oppression, and discrimination against the disabled, the feeble, and the poor are all aspects of the same societal distemper, and that when the civil rights of one group are challenged, so are the rights of all

This paper considers the following question: how can those whose thought is informed by poststructuralist values, arguments, and training legitimately teach the history of philosophy? In answering this question, three pedagogical approaches to courses in the history of philosophy are considered and criticized: the representational, the phenomenological, and the conversational. Although these three approaches are seemingly exhaustive, each is problematic because the question they attempt to answer rests on the false assumption that there is one, universally right way to teach philosophy and many wrong ways. In rejecting this assumption, the author considers a new, more concrete, and contextualized question concerning teaching philosophy from a postmodern perspective.