Thoughts on gender in language

In Spanish, there are masculine and feminine nouns. This does not mean that some people, places, and things are more masculine or more feminine than others. This dichotomy involves nouns preceded by the masculine article "el" (definitive) or "un" (non-definitive) and those preceded by the feminine "la"(definitive) or "una" (non-definitive).

For you jerks that think I'm a jerk for using words like definitive and non-definitive, here's a rundown: "el" and "la" translate to "the" most of the time, while "un" and "una" translate to "a" ("an" before a vowel sound!) most of the time. 

Anyway, this can be complicated for non-native Spanish learners, because it involves a lot of memorization. Usually, you can assume that a Spanish noun ending in "a" is feminine, and one ending in "o" or "e" is masculine. But there are exceptions, making it difficult to get it right every time. Plus, if your native language does not have gendered nouns, you're not used to making that distinction in the first place.

Here's where language can become a feminist issue, at least in places where gendered nouns are used (i.e. places with a romance language as its primary language). Take the example of a group of students: 3 ladies and a guy. A fifth friend strolls up, and says, "Hola, chicos." This friend uses the masculine form of the noun because there is at least one male present, even though the group is dominated by women. This is standard for plural nouns in Spanish.

In American English (can't really speak for anyone else, here), if I were that fifth friend, I would have said "Hey, guys" or "Hey, y'all" or literally "Hey, girls and boy." While the first option could be characterized as problematic in the same way that the Spanish salutation was problematic (remember, we're working with a feminist lens), it's not quite the same, is it? In fact, we often use the noun "guys" when addressing a group of girls in English. Still, I prefer "y'all" because, while it may be grammatically incorrect to some, at least it's gender-neutral. Yet, I'll admit that many would consider "guys" to be gender-neutral. See where this gets tricky?

Take another example of a group of 3 feminine-looking girls and an androgynous boy. An adult walks by, and says, "Hola, niñas" because she assumes they're all girls. Maybe these examples seem pointless, but I'm trying to compare how the Spanish and English languages handle these situations differently.

In this second example, a possible English translation would be "Hello, children." This would avoid misrepresenting any of the children, as "children" is a gender-neutral noun. The lack of gendered nouns, in this situation, seems favorable.

While it's difficult to overcome these issues in speaking, Spanish-speakers attempt to do so in writing. For example, a flyer might have "Bienvenid@s tod@s" (Welcome All), which simultaneously addresses both genders with the same noun. I've also seen "Bienvenidxs todxs."

English may not use gendered nouns, but language can still be a feminist issue. For example, in hypothetical or generic situations, where we use a situation or person as an example, we often use the masculine pronoun (his) when referring to this generic subject: When writing a resume, one should always list his most recent position first. 

Granted, this bias is more often seen in writing. Some writers try to overcome this issue by substituting "his" for "her," but some would argue that's not solving the problem at all. Others might just use the plural pronoun (their), but it's still awkward.

This is an example where Spanish is preferred because, for some reason, the pronouns are not gender specific. His, her, and their all translate to "su". Whadayaknow! Thus, in my translation work, I'm constantly faced with the decision of using "his" or "her" in my English translation because I don't have the author's original decision as a basis.

Another issue that's often associated with feminism is the use of different pejorative terms. Without diving too much into the concept of reclamation, I would like to compare some gender-specific curse words in Spanish and English.

It should also be noted that swearing is taken much more lightly here. Of course, you don't want to call your teacher or mother a bad word, but saying the equivalent of "gahd dammit" is not necessarily in bad taste.

Words like "bitch" or "cunt" are generally considered to be offensive. Sometimes, however, they are taken to be very hostile terms when perceived with a feminist lens. The argument? There's no equivalent for a guy. 

I would say "bitch" is used more often, and with less discretion. I think this is because we're conditioned to use "bitch" for girls that are out of line and "asshole" or "dick" for dudes that are out of line. We need a comparable term for each sex. 

However, "bitch" can also be used when someone just doesn't like what kind of girl you are (be that high-maintenance, tight with money, unwilling to fuck, etc.). In other words, I would say that "bitch" is thrown around more as a label than an insult, compared to "asshole" or "dick" anyway (there's that feminist lens, again). This can also be said for the word "slut".

In Spanish, the word "puta" (literally meaning prostitute) might be translated as one of the few female-specific insults I've mentioned. I would say that it can also have the same sting. For dudes, "hijo de puta" would be one of the worst insults, translating to "son of a bitch/whore." Keeping in mind that, like I said, Spanish-speakers use curse words more freely, these two words still raise eyebrows in conversation.

One Spanish insult I like is "cabrón" (meaning asshole, dick, etc.) because it has a feminine equivalent "cabrona." I think this is cool, because English-speakers might give you a weird look if you call a girl an asshole. But maybe she is. And maybe that's as insulting as I want to be.

Like the late great George Carlin once said, "These are the kind of things I think about when I'm sitting home alone and the power goes out." 

Well, this has been fun and all, but I'd really like to hear what y'all have to say. Even if all you want to do is call me a cunt.

Traveling with style

Have you ever purchased something, thinking it was really neat, and then never used it? That was me for about 2 years, up until San Fermín really. I mean, I used it maybe once or twice before that, but only recently did I discover how fucking GREAT the p-style really is.

Via www.thepstyle.com. Check it out and buy one online, or visit your local co-op/alternative 

storefront. I purchased mine at Mariposa Co-op in Philadelphia.

What the hell is a p-style you ask? Well, as you can see in the photo, it's a convenient little funnel that enables someone (like me!) without a penis to pee standing up.

And during a party like San Fermín, where the lines for the bathroom are miles long, and all the dudes pee in the streets anyway, it made my experience that much better.

Now, I carry it with me everywhere. Even when I'm in a bar, it serves in preventing me from having to actually sit on the piss-covered toilet.

An aside about toilets in bars in Pamplona: they suck. Many of them do not have toilet seats, and thus are uncomfortable and generally covered in pee. When you forget your p-style, you usually have to hover over the toilet, sometimes while also trying to keep the door shut because the lock is broken. I've asked myself a couple times, in that situation, if someone were to try to push open the door (because they're drunk and have to pee, not for any violent reasons), would I let them in to save myself from peeing all over my legs or would I do just that? And I decided that I would do the latter, just to prevent whoever from seeing me squatting over the toilet. Then I would go home because I have piss on my pants.

There are many FUNnel alternatives to the p-style. Rather than go on about them, I'll just give you the pros and cons of my model:

Pros: It's blue. And it's longer than other models I've seen so the pee stream runs away from my body and about six inches from my toes, unless I spread my legs a bit (which I've learned to do since getting sprayed a few times). I literally just unzip my pants, and stick it between my legs and pee on whatever wall or person I want to.

Con: There's only one. It's rigid plastic. I've seen others that are foldable, and thus easier to transport. But I think I'll eventually fix this problem by punching a hole in mine and putting it on my keychain.

I can't wait to take this newfound but long-time-coming habit back to the states. Forget holding it in on a car trip! Forget looking frantically for a place that's far enough away from peering eyes! Forget bushes and dumpsters! Forget toilet-hovering!

I've got it all now.

Educating kids in Spain, the American way

In many ways, I feel my primary and secondary school education was sheltered as far as content goes. I learned a lot about the merits of an American democracy, and very little about alternative governing styles. I had one geography class and one world history class throughout all my 12 years of institutional learning, the former when I was 13 and the latter when I was 17. I didn't even learn very much about modern American cities or the cultures within them, only the main industries of each region in the 19th century.

Granted, this perspective changes from person to person, from school district to school district. It's just, I distinctly remember my freshman year in college being extremely eye-opening. I only moved 300 miles east (approximately 500 kilometers) to Philadelphia, and yet it was a whole other world for me.

Three main factors that caused this shift:

1. I knew maybe two or three kids that lived there. They had graduated from my high school before me, and we had hung out a few times with mutual friends. However, they lived in a different neighborhood, 30 minutes away by bike. And they didn't go to my university, or any university for that matter. So, essentially, I was going to a school attended by more than 30,000 people I didn't know. I was kind of obligated to meet new people.

2. I really didn't know Pittsburgh that well, the closest city during my childhood. More about this here. And let's just say that my hometown's population is smaller than that of Temple's main campus. City congestion alone was enough to make my head spin.

3. I was finally on the east coast. I was among those from Boston, New York, and Washington. I was in a city that had ethnic neighborhoods! This diversity permeated my university classes as well: fellow students that had learned English as a second language, professors from all over the globe, and class discussions about poverty, globalization, and gender discrimination.

I quickly realized how closeted my education had been. I remembered fighting for the right to publish an article about teachers' lives outside of class in our school newspaper. And now, in college, I could write a column about vodka tampons.

Just as quickly, I accustomed myself to this kind of learning. And I let my learning leave the classroom, to infiltrate my life in bookstores, bike shops, Vagina Monologues rehearsals, and my kitchen. I had always had a lust for learning, but it was able to flourish in an urban and conflicted environment that was both progressive and archaic at the same time.

In short, I don't see this in my young English students here. Perhaps it truly is just a difference in personality or interests. I enjoy language, discussion, and revelation, while they enjoy Tuenti, soccer, and going to the pool.

Throughout this past month, in the many moments I wanted to roll my eyes and throw up my hands at one of my apathetic pupils, I tried to put myself in her shoes. I remember when my peers were so important to me. I remember texting under the desk during class, and dissing the teacher during lunch. Yet, I was still very studious. I always respected the teacher, at least to her face, and I took her criticism or discipline very seriously. So, sometimes, my students' shoes just didn't fit.

I also saw some of this indifference in my students' parents, and even in other teachers. I'll admit that I'm generally uninterested in whether my students want to learn English or not. I don't expect any passion. I just expect willingness to accept the nature of their education system. You do work, you get grades, and good grades allow you to pursue most any career you want. When I was younger, I did not find history or mathematics to be particularly riveting; but I was highly motivated by good grades. I tried hard despite my disinterest.

I keep coming back to that idea, though: the nature of their education system. When I reflect on what's expected of these kids, part of me wants to blame the class format and the pressure put on exams rather than their apathy toward learning.

For example, I taught a couple classes, to children between 12 and 16 years old, everyday in August. We spent five weeks together, working through a summer review textbook to prepare for an exam they all had in late August or early September. These children had all failed their English exams in May, and were forced to repeat, and pass, the exam or otherwise repeat the course. During class, these children were totally motivated by either the end of class, or the opportunity to talk to another classmate. When assigned work, they worked through it as quickly as possible, often without reading instructions or listening to directions. Afterward, I would correct their mistakes, and they would shake their heads up and down saying they understood, but all the while glancing at their peers and surely ignoring everything I said. At home, to study, they memorized correct answers and even essays. At first, I tried to show them revision and problem-solving methods. Then I realized they didn't care. They just wanted the right answers, so they could pass the exam, and move on. This is all they expect, and this is all that their parents and teachers expect.

Friends and Elliot have told me this extends to university courses. Professors may even deter questions as they "slow down" the class. Students are expected to attend class, listen to lectures, and study, only to be assessed at the end of the semester with a cumulative exam. This exam is all that matters. Afterward, you can forget everything. Empty your brain for the next cramming session.

The nature of the Spanish education system does not seem to facilitate critical analysis or peer-to-peer discussion. Students are encouraged to listen and absorb as much as possible. Whatever is left to learn can be obtained through memorization.

While my education lacked in content (many Spanish teens are learning two or more languages and taking multiple world history classes), I don't think it lacked in methodology. I graduated high school completely capable of writing analytic and persuasive papers, implementing constructive criticism, and managing my time (of course, you can't always ask this of a 12-year-old, but that's what parents are for).

Even after all this experience and reflection, and even some supportive statistics, I still can't help but think that these differences are not cultural or systemic, but rather individually influenced. I remember classmates who refused to follow teachers' advice, who seemed to coast through high school. I suppose one truth that I've found is that, despite individual personality or ambition, the Spanish education system has hardly facilitated my position as a teacher.