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One of my “play hard” moments, on an aerial hoop at Cirque Indy.

Welcome to the next installment of my Workaholic Missives post series, wherein I talk about my philosophy behind work/life balance (or lack thereof, as some would have it).

I know it’s trite, but I try to live by the phrase “Work hard, play hard.” I like the website Get Bullish’s take on this: “If it isn’t extremely productive or extremely pleasurable, just stop. Either eat something healthy that takes five minutes, or have a huge decadent meal with friends for two hours. Either go to the gym and work every fucking muscle in your body like an Olympian, or stay home and find someone to make out with.”

Basically, the idea here is that if you’ve got limited time in which to be awesome, either spend it being as awesome as possible, or recharging as aggressively as possible. I know, the idea of recharging aggressively seems weird to some, but that’s how I’ve been exploring work/life balance in the last few years, and I’ve really enjoyed it. This blog post shares some of my strategies for making it work.

As a freelancer, I run the risk of always working. There’s always another proposal to write, a blog post to pitch, or a project to write, revise, etc. I know this is ingrained into me by academic culture to some degree (see my post on normalized weekend work at Conditionally Accepted), but I’ve also had to navigate the “you should be working more!” ethos of freelancing. Piling one on top of the other has not necessarily been that healthy for me.

Luckily, I’m all about the self-care interventions. And sometimes that means aggressive self-care: taking a weekend off to travel because I’m on the verge of burn-out, or scheduling a massage after a lunch date but right before a work date followed by rock climbing (a.k.a. last Tuesday). I take care to always meet my commitments to others, backing out only when it’s really dire, but I match that persistence with a commitment to myself as well: to engage in what is healthy and pleasurable as much as I can possibly fit in, justify, and/or afford.

The “work hard” part of the phrase means that I try not to waste time on things that are not-work, assuming that I have the energy and the mental focus to put in good work. Since I do a range of activities in my freelance life, it could mean deciding whether I have the attention span to do something related to a college class I’m teaching (lesson planning and grading papers tend to take the most focus, whereas small tasks like recording attendance are less strenuous) or whether I should do something on social media that’s less obviously related to a project I’m on, but could help promote my work in ways that might be fruitful later. It could be the difference between “work on my book proposal while I’ve got the brain power for it” and “send out inquiries about a performance opportunity for my dance troupe because those are halfway scripted already.”

The “play hard” hard of the phrase means that I take my relaxation seriously, and I try to fill it with activities that not only recharge me, but about which I’m passionate. That can be a tricky balance: for instance, I truly love dancing, but sometimes I’m just too tired from all my other stuff to really make a serious go of a night out dancing. So it might mean practicing at home a little bit, followed by watching performances by some of my favorite dancers, in order to get that creative charge going. When I’m totally worn out and can’t brain anymore, then I’ll do something low-key that I still really love, like reading a novel or spending time with someone I care about. Watching trashy TV tends to fall pretty low on the list… yes, even I have a few guilty pleasure TV shows, but I tend to combine them with social time (my life partner and I have a list of shows we’re working our way through) or with introvert time (like if I can write in my journal or knit while watching a show).

On the flip side, the “play hard” aspect means that if some relaxation or social activity doesn’t really appeal to me, and I don’t have a good reason to do it regardless, I’m probably going to turn it down. My free time is too limited for me to spend it in an activity that doesn’t serve me.

So, yes, I’m very mercenary in how I make my choices with my free time, in large part because of this need for balance that I perceive. On that note, time to make a shopping run for a dinner party, before working out, before a lunch date, before teaching a dance workshop, before spending the rest of the day working on grading and writing. Like ya do… if you’re me.

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Painting by Edwin Henry Landseer, in public domain. You get the reference, I hope.

Welcome to another tongue-in-cheek post about folklore studies pet peeves. This one is about how to approach the study of fairy tales from a perspective that is, well, not dick-ish.

First, we have to clear up the misconception that just because something is in public domain, or has been widely experienced, it doesn’t mean that everyone’s qualified to talk about it in a scholarly fashion. I’ve found this phenomenon occurring about folklore in general (see my blog post on the topic) and also about fairy tales specifically. So, even if you’ve seen every Disney movie and even started to poke around the scholarly web a bit (not that there’s anything wrong with, say, SurLaLune and Dr. Ashliman’s folk-texts, but they’re starting points for further research the same way Wikipedia is), please consider taking some of the suggestions in this blog post.

Next, please be aware of existing folklore scholarship on fairy tales. As my colleague Will Pooley points out, “folklorists are THE experts on oral narratives, such as fairy tales.” We’ve “developed tools and methods for studying this material, but the clickbait stories about ‘myth’ and ‘fairy tales’ often ignore this expertise, preferring dramatic accounts of undiscovered materials.” So I guess it’s not a big surprise, given this reporting trend, that a lot of folks come away with the impression that you can blithely say whatever you want about fairy tales and folklore.

For example, I wrote about hearing a conference paper on “Cinderella” that ignored all existing folklore scholarship on the tale type. This exemplifies my two previous points – someone thinking they’re qualified to present scholarship on fairy tales because I don’t even know why, and ignoring existing folklore scholarship – but in addition, the author got defensive when I politely pointed out that maaaaybe their methodology needed some work.

Snark aside, here are some ideas for how to not draw the ire of folklorists and fairy-tale scholars if you want to come play in our sandbox.

  • Cull the phrase “the original” from your language. Just do it. In a handful of instances, we can identify the first time a fairy-tale plot or motif appeared, as is the case of Hans Christian Andersen’s literary tales (because his “The Little Mermaid” was the first text with its particular synthesis of mermaid motifs from legend, fairy-tale elements like the quest for love, and so on, and it went on to inspire future versions). But mostly, because of the dense interconnection between fairy tales and folklore/oral tradition, it’s impossible to say when a given tale was the ACTUAL first time something appeared, and not just the first time somebody happened to write it down.
  • Be aware of some of the main methods and theories for studying fairy tales. If you are absolutely undeterred from studying origins, for example, make sure you’re familiar with the historic-geographic/Finnish method. If you’re into structuralism, read Vladimir Propp’s Morphology of the Folktale (bonus points for chasing down Bengt Holbek’s simplification of Propp’s 31 narrative functions into 5 moves). Learn what a tale type is. For psychological approaches, get your hands on some of Alan Dundes’s work, because while he’s biased toward the Freudian side of things, he’ll at least mention some of the Jungian stuff out there (I summarize some of the symbolic approaches to fairy tales in my master’s thesis). Max Lüthi’s work does a great job explaining the literary and stylistic qualities of fairy tales. For Marxist approaches you’ve GOT to read Jack Zipes, and for feminist approaches, Donald Haase’s edited volume is a fine start. Heck, we even have digital approaches to fairy tales these days!
  • Make sure you cite existing fairy-tale scholars and scholarship. That includes those of us still alive and kicking, not just references to the greats of the last century. Pick a handful from this list, and acquire their books and articles (many are available in the journal Marvels & Tales, which you can buy issues of or read online from a university computer): Jack Zipes, Donald Haase, Maria Tatar, Cristina Bacchilega, and Marina Warner. Some of my colleagues are doing great work editing and making accessible the work of others, like Pauline Greenhill, Jill Terry Rudy, and Kay Turner, with their own work appearing too in excellent volumes like Transgressive Tales and Channeling Wonder. There are some folks in my cohort of younger scholars doing great work as well. Not all of us have books out yet, but look for our blog posts and journal articles: Claudia Schwabe, Christy Williams, Veronica Schanoes, Linda Lee, Adam Zolkover, Brittany Warman, Sara Cleto, and, of course, myself. Most of these are my American colleagues; I could go on about fairy-tale scholars and folklorists in other countries!

These are just the suggestions off the top of my head; I’m sure I’m forgetting some folks who should be included. The field of fairy-tale studies has a centuries-long history, with its own internal vocabulary, paradigms, and debates. If you plan to play in our sandbox, please familiarize yourself with our history. It’s only polite… and it makes you that much more likely to be taken seriously by us.

Fairy-tale scholarship is a thriving, complex, wondrous field. It is at once highly intellectual and confoundingly creative. We’re working at the intersections of folklore, pop culture, and literature, and with theoretical concerns ranging from psychological symbolism to feminism to aesthetics. If you want to come play with us, please do – but tread as respectfully as you would if interacting with actual fairies. I’m not saying we’re quite that temperamental, but, well, we also get cranky when people come uninvited into our territory and starting flinging their uninformed selves around.

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Teaching a belly dance workshop. Photo by Pauline Shypula.

Teaching a belly dance workshop. Photo by Pauline Shypula.

I just got back from the annual conference of the American Association of Sexuality Educators, Counselors, and Therapists (AASECT). Since I’ve started doing more work as a sex educator, it made sense for me to go, and while I learned tons about sexuality, it also provided me with valuable opportunities to reflect on the connections between teaching, touching, and pleasure.

There’s a lot of concern in sexuality fields (particularly counseling and therapy) about maintaining ethical boundaries when practicing with a client. Obviously the same concern applies to sex educators too, but it seemed less pronounced. I attended one panel on the ethics of touch, which focused on touch-based practices like sex partner surrogacy and sexological bodywork. There’s so much ethical grey area around these professions that long-time AASECT board members were dodging the question of whether an AASECT certified therapist can even ethically recommend these kind of hands-on treatments to a client (even when it seems like the best modality to help that client). I listened in on related conversations, too, and those helped me put into context the real fear of bodily connection that many people in the sexuality field seem to have, because of how connecting through touch is seen as dangerous both since it risks intimacy that can compromise a professional relationship, and because it just looks bad to an erotophobic culture like ours (plus there are potential legal ramifications, because getting paid to touch people in certain ways is illegal in many parts of the world). Touch – especially sexual and/or pleasurable touch – is incredibly suspect to people today, and that’s a shame in my opinion, because it can definitely be healing.

The two main venues I teach in – the academic classroom and the dance classroom – allow me to handle connection in different ways. In the academic classroom, it’s rare that I have a reason to touch my students, which is fine by me. We do, however, spend a lot of time connecting intellectually. I believe that face-to-face conversations offer hugely important ways of conveying both information and critical thinking strategies, and I think my teaching would suffer if I had to give up the live, face-to-face component.

Unlike touch, I do try to incorporate pleasure into my academic teaching. I let it show when I’m excited about a topic. I praise students when they pick up a concept quickly or bring a pertinent example to class, knowing that many will receive a compliment with pleasure. I try to make things “fun” without capitulating to an all-play, no-work atmosphere. Pleasure is a frequent guest in my classroom, and I like it that way. If teaching and learning weren’t pleasurable, I’d wonder where I was going wrong. I think this helps in the creation of a safe space: my students trust me not to drag them through unnecessarily tedious or unpleasant stuff all the time, and to make topics fun and exciting, and so that when we do have to buckle down and do the hard work, they’ll be ready to come with me on that journey (at least, that’s what I like to believe is happening).

In the dance classroom, I do touch my students. I try not to do it very often, and I certainly keep it appropriate. I ask consent very frequently, even though they sign waivers before stepping into the studio with me. Here, as with the academic classroom, I believe it’s important to establish a precedent that involves a fair bit of trust. I think they need to trust that I won’t unexpectedly come up behind them and touch them without warning, which carries over from social norms in the rest of life. As in other areas of life, I try to model good consent practices, in part because lots of people don’t get this information elsewhere, and in part because it’s central to how I choose to live my life.

Pleasure also figures significantly in the dance classroom, especially for my main style of dance, belly dancing. It’s pleasurable to learn to skillfully move your body, and to adorn yourself to practice. I make a point of complimenting students when they do things right. The thrill of learning to improvise, as we do in American Tribal Style® Belly Dance, carries its own unique sense of enjoyment. As a dance teacher, I try to harness these modes of pleasure and give my students multiple opportunities to explore them.

Learning can be plenty intimidating: fear of failure, feeling stupid, not getting things right, feeling overwhelmed, ramifications for failure (like with grades or wasted money on a class), and so on. Having solid boundaries around touch (when it has a role in that kind of classroom) and incorporating pleasure can both be ways of engaging students and making them feel connected. I don’t think my use of touch or pleasure in either context is inappropriate, but the more I get into the sexuality field, the more I see people scrutinizing – and in some cases fearing – touch and pleasure. In these cases, I want to figure out what’s really going on, and then continue to do what I pride myself on: putting the students first.

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Me at the ICFA Banquet with my dear friend Austin Sirkin.

Me at the ICFA Banquet with my dear friend Austin Sirkin.

As most people who know me know by now, ICFA (the annual meeting of the International Association of the Fantastic in the Arts) is one of my all-time favorite conferences. I get to present on and learn about cutting-edge fairy-tale scholarship, as well as overlapping areas like fantasy literature, children’s literature, science fiction, fan culture, and so on. I get to see some of my favorite people, scholars and writers and artists alike. I get to regale people with stories and meet really amazing writers who have thoughtful things to say about folklore. And since it’s in Orlando, I get to enjoy some nice weather and also meet up with some of my family members who are in the area.

Last year, I came out as post-ac at ICFA, which went far better than I could’ve hoped. This year, I continued that trend of engaging people in conversations about adjunct activism and awareness, and being quite open about my new career as a sex educator. I even got to dispense some relationship advice, and talk about how ideas from the history of sex education are relevant to everything from Twilight to other vampire fiction to speculative fiction set in World War I! People flocked to see my paper (despite the early morning slot it was in) and requested a copy if they couldn’t make it, so that helped me feel validated as a scholar still, even if I’m not doing scholarship full-time or trying for a full-time academic job. I guess it helps that I’m researching the sexy TV show Lost Girl!

One of the other notable things that happened at ICFA was  the huge amount of scholarly compersion I experienced. I’ve written about compersion before – the feelings of happiness we can experience when our partners/lovers/loved ones are happy by someone else’s doing – and I think it applies here.

So while my list of things that I enjoyed at ICFA in the above paragraphs may sound very self-congratulatory, fear not, I was also very moved by the successes and joys of my colleagues. I got to witness and be a part of the inception of a new group devoted to Fairy Tales and Folk Narratives, which is a major step forward for our interdisciplinary bunch of scholars. I got to cheer on colleagues who are going to play a major role in next year’s ICFA specifically dedicated to Wonder Tales. I got to introduce people working on similar themes – say, disability studies – in disparate textual fields like science fiction and fairy tales. That connection might’ve happened without me, but I still felt great about having the social contacts to make sure that scholars who should know each other’s work will from now on.

I got to hear about the success of one colleague who’s working to unionize adjuncts on her campus. I got to hear about another colleague’s book coming together. I got to support another colleague as she prepares to start a family. I got to congratulate yet another on the formation of a new relationship.

These reminders of other people’s joys and successes that have nothing to do with me are always a pleasure. Even though academia is largely run on a limited-good model wherein we must compete for increasingly dwindling resources, it’s still possible to be happy for each other when these successes occur. Perhaps it’s even easier from a vantage point on the margins, when I’m less affected by the drama and politics of being invested at the full-time level. Another reminder as to the importance of context, eh?

While this may not be the most polished blog post ever, I wanted to make sure to get my thoughts written out and shared while I’m still feeling the post-conference glow. The addition of compersion to my normal maelstrom of conference feels – elation, intellectual stimulation, despondence when it’s over – is a welcome one, furthering the alchemy that makes ICFA the amazing experience that it is.

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The famous non-consensual kiss from “Sleeping Beauty.” Image by Henry Meynell Rheam (in public domain).

I spent a good chunk of this year’s annual meeting of the American Folklore Society live-tweeting the conference. And, given that I’m now working as a sex educator, a lot of what I tweeted about was sexuality and gender.

When I tweeted disparagingly about the lack of sex positivity at the conference, a colleague responded by asking what exactly I mean by sex positivity. It’s not, unfortunately, something that everyone in our society learns about, nor is it on the curriculum for most folklore studies programs. So I wrote this blog post about what sex positivity means to me, and decided to do a follow-up post relating it back to folklore.

In folklore studies, and especially my specialty of narrative studies, we spend a lot of time talking about genres. A genre is a basic category of folklore, a type of expressive culture that we group by similarities in content, structure, transmission/performance, and function. So my first thought when it comes to relating sex positivity to folklore is to write about which genres engage with sex positivity (or not).

Based on the paper I gave this year, examining gender and sexuality in the TV show Lost Girl, I’ve been thinking about sex positivity in two specific narrative folklore genres: legend and fairy tale. We define legends as belief tales that are told as though they actually happened, which is why you so see so many urban legends debunked on Snopes.com: they tie into people’s beliefs about reality, so strongly that they’ll be transmitted regardless of their truth value.

For a representative sampling of legends about sex, check out these summaries of texts from just one legend book, The Vanishing Hitchhiker by folklorist Jan Brunvand: innocent make-out sessions lead to death in “The Boyfriend’s Death,” infidelity is punished in “The Solid Cement Cadillac,” and various nude surprises occur because people are generally acting pervy. Then there are legends regarding the transmission of HIV/AIDS, organ theft after a one-night stand, people getting stuck together during sex, and people losing objects internally during masturbation.

Based on this sample, I think it’s safe to say that most legends are NOT sex positive. They depict sex acts as having dangerous consequences. Even if a character’s intention was not malevolent, the effects are harmful. This probably relates to how legends function in society: they often contain socially conservative messages meant to police communal behavior.

With fairy tales—which have a bit more distance from reality as they’re fictional, formulaic tales about magic, quests, and transformation—it’s a bit harder to make sweeping proclamations about whether or not they’re sex positive. Most fairy tales end in marriage, after all, which would seem to be an endorsement for sex. However, fairy tales give us a fairly narrow vision of acceptable forms of sexuality: most fairy-tale pairings are heterosexual, monogamous, and transactional.

I’ve been researching promiscuity and non-monogamy in fairy tales, and based on that, I’ve concluded that fairy tales (like legends) convey rather restrictive attitudes about sexuality. Promiscuous female characters are punished, while there’s rarely any comment on the need for a man to be a virgin before marriage (yes, there are tales about magical virginity tests before marriage—only for the female characters, of course). It’s a little disturbing to realize that fairy tales contain many similar elements to contemporary abstinence-only programming: an emphasis on virginity before marriage, a need to police sexual behavior especially in women, and a correlation between chastity and virtue. (want citations? contact me for a copy of my paper)

In contrast to legends, though, fairy tales do show sexuality as being potentially generative and therefore positive in that light at least. Sex in fairy tales leads to children, and fairy-tale children are generally valued. You never know when having a kid might lead to breaking a curse down the road, after all. So while it’s still a mixed bag, I have to conclude based on this brief survey that fairy tales are a bit more sex positive than legends.

I can’t think of any other folklorists using sex positivity as a metric to evaluate the messages within various folklore genres. This could be an intriguing and useful line of inquiry, so if you have suggestions for folklore genres to compare and contrast in regard to sex positivity, feel free to leave a comment and get in on this discussion!

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I am only okay at telling stories.

However, I’m actually really good at telling stories about stories.

Me dressed in traditional Manipuri clothing for the banquet at ICFA 2012.

(seriously, ask any of my intro-to-folklore students: I try to tell jokes as examples of the genre, and usually muck up the punchline; really, ask any of my friends or family – I am not so good at telling jokes or stories, but I am fantastic at interpreting and analyzing them)

So there I was at the International Conference of the Fantastic in the Arts this past March. This is where, incidentally, I’d had a life-changing conversation with China Miéville, a writer I adore beyond words. It’s also where I presented on my dissertation on gender and the body in European fairy tales, focusing on monstrous masculinity within my subset of tales. Some of my favorite people in the whole world attend this conference, so I love catching up with them. But I also get to meet new people, which is quite awesome in its own right.

One evening, after panel sessions were over, I found myself at the poolside bar with two young conference attendees who were both studying some permutation of library science and/or children’s literature/YA. They were really interested in learning more about the connections between fairy tales and fantasy, and I was more than happy to oblige them. After a drink or three, I was telling them, basically, how to not screw up this kind of scholarship. I might’ve also been referring to myself in the third person as Auntie Jeana… I can rock a donor figure role, okay?

If you wanna know how to do good scholarship on fairy tales and fantasy, I figure it helps to know what bad scholarship looks like. And oh boy, do I have some gems for you!

Earlier at this conference, I was attending a panel on, you guessed it, fairy tales and fantasy. There were two solid papers, one on illustrations in children’s books based on fairy tales, and one on a certain rather violent tale type. The third paper was… well… when I was feeling charitable before the Q&A session, I decided that it was ill-informed and poorly executed.

Despite the paper being on a folkloric topic – Cinderella – it veered off and ignored all folklore scholarship on the tale type. It tried to prove the origin of motifs from a single version of the tale based on shared historical associations which was, hm, misguided at best. I mean, searching for origins is so nineteenth-century. Contemporary folklorists don’t bother much with the quest for origins since unless someone writes it down, oral tradition is, well, oral. You’re not going to find what’s never been documented. That way lies madness (or inaccurate assumptions, or poorly-done history). However, I was willing to give the author the benefit of the doubt.

But in the Q&A session, when I politely tried to point out that the author might want to read what some folklorists have to say on the matter, I was repeatedly cut off. I mean, the author got really defensive. And I even started my comment with a compliment on one connection she’d made that had caught my interest!

So, kids, before you present a paper at a conference (or encourage your students to do so), make sure you’ve done some basic reading in the discipline that whichever topic it is happens to fall in. Also? Be open to criticism, especially when it’s politely phrased and well-intentioned.

This paper wasn’t as bad as other stuff I’ve seen, though. And by other stuff, I mean the work of Jonathan Gottschall. He’s a literary Darwinist who thinks folktales provide wonderful grist for the mill of analysis. It’s so convenient that you don’t even have to read them in order to analyze them! The computer does all the work for you! So you can prove that tales from every culture reflect basic evolutionary mating patterns!

I cannot make this shit up (though I say so in more polite terms in my dissertation).

Donald Haase (an awesome-sauce folklorist) has already done a great job of debunking Gottschall’s work on fairy tales, so I needn’t repeat it here. Though you can bet I repeated it for the benefit of my young audience at ICFA on that balmy March evening at the pool bar.

Basically, if you are going to do research on a folklore topic (which includes folktales and fairy tales), do us all the favor of reading some up-to-date scholarship from our discipline. Also, read the texts themselves (which Gottschall apparently couldn’t be bothered to do). Also, make sure you’re working with a good translation. How do you know which translations are good? See our scholarship, as indicated above. If it’s older than 50-80 years, be skeptical, since people’s morals (especially during the Victorian era) prevented them from doing authentic translations especially if the material was sexual or scatalogical in nature. Which, ya know, happens a lot in folklore.

I believe I taught my young charges a lot that night by the poolside bar. Certainly, I taught them a lot about vodka shots. But I also think that in my rambling, tipsy state, I also delivered an impassioned address about how the discipline of folklore has much to offer the study of children’s literature, YA, and fantasy. We study people doing creative things. We study storytelling in all its forms. We’ve been doing it for centuries now. Why on earth would you ignore us?!

And that, my friends, is how fairy tale story time with Auntie Jeana goes.

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At this year’s International Conference on the Fantastic in the Arts (one of my all-time favorite conferences), the theme is the Monstrous. And, appropriately, one of the guest of honor writers is China Miéville. I’ve only read three of his books (Perdido Street Station, The Scar, and The City and the City), but he is now one of my favorite authors. Needless to say, I was quite excited to meet him and hear him speak.

I’ve been live-tweeting some of his talks (highlights include remarks on geekery and RPGs, revolution, and irony), but since he gave a really long answer to my question about how he incorporates folklore in his writing, I thought I would make a blog post in order to explain some of the magnificent points he made.

(Yes, I am fan-girling a bit; I was grinning like an idiot after meeting him, because he is so incredibly engaging and warm and kind.)

Part of the reason I was so stunned by his reply is that it wasn’t what I expected. See, there is a large chunk of folklore studies devoted to folklore in literature, which can range from Zora Neale Hurston’s ethnographically inflected fiction to rewritten fairy tales. There are dozens of papers at every folklore conference devoted to this topic, and I, too, have engaged with it. The main methodology, as elaborated by folklore greats Richard Dorson and Alan Dundes, is to 1) identify the folklore materials used in the literature, and b) interpret them. You look for where tradition (replicating the folklore) and variation (changing the folklore to suit fiction’s needs) occur, and discuss their impact on the representation of folk groups and genres, or on the literary aesthetic that is achieved, or how the folklore functions within the plot, and so on. It’s fun stuff.

So when I asked Miéville about his use of folklore, I gave an example to indicate what I was thinking of. I mentioned that I’d had a field day reading Perdido Street Station because of all the mythological beings populating the city, such as the garuda – and I hadn’t even known where they were from until I saw a colleague give a paper on Tibetan Buddhist mountain lore. I was thinking he would respond with a reflection, perhaps, on his sources: which cultures he likes to draw from, or which folklore collections he’s found particularly stimulating. That is, after all, what folklore-in-literature endeavors tend to look like from our end: we classify and locate the folklore utilized in literature, and then we talk about what it’s doing there.

Instead, Miéville addressed the politics of cultural appropriation. He said that he used to blithely borrow from other cultures because that is what cultures do all along; there is no monoculture, no monolithic one way to represent a culture’s beliefs. The men and women of a culture may experience its mythology and belief system differently, as will people in various stages of life. His choice to, for instance, write the khepri as a race of beetle-headed women, drawing upon the ancient Egyptian deity and switching the gender, is thus a recreation that acknowledges that every folkloric figure in a culture will be recreated and reformed multiple times within that culture, so why would it be wrong to do it from outside the culture?

Further, he believes that his willingness to engage with the folkloric material and take it seriously, by way of literalizing myth and metaphor, is a way of respecting the material. Perhaps he ends up with something radically different than the source material, but he thought about it and treated it like a valid partner in dialogue before going his own direction with it. His choices were deliberate, and so his engagement with folklore is a way of creatively opening a discussion with cultural materials rather than superficially skimming off the top simply because it looked interesting or sounded cool.

Clearly he’s done a bunch of research into folklore, and I totally respect that. That is, more or less, the sort of thing I was expecting to hear from an author asked about the use of folklore in writing.

However, he also said that he’s moved beyond this first perspective, to rethinking the relationship between the culture of the writer and the culture being appropriated. As an example, he said he wouldn’t even really consider writing about voodoo, because of the power relations (racism, classism, and so on) that contribute to the disempowerment and Othering of the culture (Haiti among others) that can claim that as folklore. So we’re not going to see any Baron Samedi characters appearing in his writing anytime soon.

Yet he also doesn’t want to subscribe to an essentializing and totalizing view that says, you can only write about your own culture; only your own stuff is available creatively. He gave the example of the vodyanoi, his Bas-Lag water creatures that are based on Russian folklore. Apparently, his subject positioning as a British man does not make him feel discomfort at borrowing the folklore coming from Russia, since his people aren’t currently oppressing their people. His writing about their folklore will not contribute to stereotypes about them, or enforce negative attitudes about them, and so on.

One thing I would’ve liked to hear more of (and I wish we’d had more time for this conversation during the interview panel) was whether the fantastic-ness of the folklore being borrowed matters for this argument about cultural appropriation. Because if you’re writing about stuff that people may or may not believe in (or maybe they won’t tell you if they believe in it, since belief and insider/outsider dynamics are tricky like that), does it really matter for the social reality of that group? Are we going to think poorly of real Russians if somebody writes about folkloric figures that real Russians may not believe in anymore? Anyway, it’s something to think about.

I wish I could’ve recreated his answer better, but as he answered my query, we maintained eye contact that I did not wish to break in order to scramble for my notepad. I think I’ve managed to convey the gist of what he said, and of course any errors in transmission are my own.

Also, when I met him at the author signing and told him I’d just defended my dissertation, he fist-bumped me. That was possibly one of the best moments of my life.

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Here is the CFP for the International Conference of Young Folklorists, “Theoretical Frames and Empirical Research,” that will take place in Vilnius, April 15-17, 2012. I’ll still be a visiting Ph.D. student in Tartu, Estonia at that time, and it’s only, hm, an 8-hour bus ride or so, so I’m in!

I’m really excited about the topic, because it’s something I tackle in my dissertation. To that end, I came up with a paper proposal (with an unwieldy but descriptive title, sigh) that I’d like to share:

Where the Empirical Meets the Theoretical: Merging Quantitative and Qualitative Approaches to Fairy Tales

Culture is patterned—so numbers and relationships between them matter—but culture is also multilayered, complex, symbolic, and subjectively experienced. Because culture, and especially expressive culture, can both be measured and felt, our research needs to incorporate both. In this paper, I explore how quantitative and qualitative approaches to fairy tales best help illuminate their various meanings. Drawing examples from my doctoral work on gender and the body in classical European fairy tales, I demonstrate how shifting between theoretical and empirical lenses enhances the research process.

The international tale type ATU 516, “Faithful John,” provides an excellent case study for an analysis that utilizes the intersection of empirical and theoretical frames. “Faithful John” is a highly canonical fairy tale with a male protagonist, appearing in classical collections such as Basile and the Grimms as well as ethnographic collections from various Indo-European-speaking regions and beyond. By counting the body nouns and adjectives that appeared in four versions of the tale, I was able to empirically ground an interpretation that was also theoretically informed by feminist theory, masculinity studies, and folkloristics. Additionally, I moved between close and distant readings of the texts, drawing insights from a broad study of men’s bodies in 233 tales, and then applying those findings to the narrower sample of ATU 516 texts discussed in this case study. Ultimately, my goal is to show how folklorists can benefit from combining quantitative and qualitative interpretive methods, fusing the empirical and the theoretical in our research regardless of the topic.

Thoughts?

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