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Forum activities of a social work class

Essay Instructions:

This a forum activity of a social work class. Please make sure you do some research on social work.
I’ve attached the course syllabus, the requirements and some past assignment for you to refer.
We don’t have a text book. We only have weekly readings which are online and you can find the names of the readings in syllabus.
Please let me know if you have any questions.




 




 





Course Description and Goals


 


The nature of this course is to explore, review, and better understand what is considered socially deviant and taboo in society from a social work perspective. In this course, students will explore: how deviance and social taboos are defined, determined, and socially constructed, how deviance and taboos functions in society, the causes of deviance and taboo behavior, how those who are considered deviant manage their behavior and identities, how deviance is organized socially, how social, economic, and political power dictates who and what is deviant or taboo, and how some behaviors that were considered deviant and taboo historically have changed over time – among others. This course will consider the criminal/non-criminal and the sexual/non-sexual ideas of deviance and taboos and pay close attention to temporal, geospatial and cultural differences, rational interventions, and consequences of behavior that is considered extreme or that falls outside of what is socially acceptable.


 


Course Requirements


 


This course includes a substantial reading load for each class meeting. Students are expected to complete the assigned readings for each class, to participate in class discussions, and to hand in all assignments on time. In preparation for the discussions, students will be expected to come to class prepared with questions, lists of discussion points, or opinions. Class lectures and discussions are an integral part of this course. If students need to miss a class for illness or other emergencies, they should make every effort to let the instructor know in advance. All assignments should be handed in on time. If not, the instructor will determine to accept the assignment but assign a lower grade or to not accept the assignment at all. In the latter case, a failing grade will be assigned to the student. The instructor reserves the right to make some changes to the syllabus as needed throughout the semester. 


 


Assignments


 


4 Reflection Papers:


You will submit a reflection paper based on the readings from one week’s session (double-spaced, 12 size font, 2.5-3 pg, Word doc, APA style optional). They are due on the day of the session, and you will submit 4 entries in total. Briefly identify the main ideas and perspectives and relate your reactions to your areas of academic or professional interests. Generally, students respond by exploring some of the following questions: new and/or challenging ideas presented by the readings; connections or conflicts; agree/like or disagree/dislike and why; application to field/future work experience, etc.


 


Summary of Readings and Discussion Facilitation:


On a weekly basis, students will–independently or with classmates–present a summary of two (or more) of the required readings on theoretical concepts for that week. Students must post their summary a minimum of 24 hours prior to class. Summaries should be brief, a series of bullet points and brief commentary. Students presenting a summary should pose one or two discussion questions during this 10 - 13 minutes presentation.


 


Final Social Media/Research Paper:


Choose a real or imaginary social media platform/site and write an entry on topics related to social deviance and taboos for that site. The piece must be well-written and researched (with hyperlinks attached to academic studies or other reputable sources), compelling, and interesting – ask yourself, would I forward this piece to my friends or post it on FB? Would it generate thoughtful conversations? Alternatively, you can write a traditional research paper. (Double-spaced, 12 size font, 6-7 pg, Word doc, references included).


 


Book Review Presentation:


Students will review a book with a classmate(s) and jointly present it at the end of the semester. Presentation can be done utilizing any method comfortable for the students (oral, PowerPoint, Prezi, video clips, etc.). At minimum, this 10-15 minute presentation should describe: 1) major messages/lessons; 2) background of the book/author(s); 3) relevance to our understanding of deviance and taboos; 4) implication for social work or your professional/academic field.


 


Sample Books to Review


 


American Child Bride by Nicholas Syrett


 


Drones and Targeted Killing: Legal, Moral and Geopolitical Issue edited by Majorie Cohn 


 


American Hookup: The New Culture of Sex on Campus by Lisa Wade 


 


Sidewalk by Mitchell Duneier


Brothel: Mustang Ranch and Its Women by Alexa Albert


 


Crack in America: Demon Drugs and Social Justice by Craig Reinarman and Harry G. Levine


 


Cracks in the Pavement: Social change and resilience in poor neighborhoods by Martin Sanchez-Jankowski


 


Porno Chic and the Sex Wars by Carolyn Bronstein and Whitney Strub


 


Doing Time Outside by Donald Braman


 


Folk Devils and Moral Panics: The Creation of the Mods and Rockers by S. Cohen


 


Queer Excursions: Retheorizing Binaries in Language, Gender, and Sexuality edited by Lal Zimman, Joshua Raclaw and Jenny Davis


 


Nobody Passes: Rejecting the Rules of Gender and Conformity edited by Kirk Read, Roxanne Dunbar-Ortiz, and Matt Bernstein Sycamore


 


Gang Leader for a Day: A Rogue Sociologist Takes to the Streets by Sudhir Venkatesh


 


Greed is Good: Maximization and Elite Deviance in America by Matthew Robinson and Daniel Murphy


 


Winner-Take-All Politics: How Washington Made the Rich Richer—And Turned Its Back on the Middle Class by Jacob Hacker & Paul Pierson


 


Winners Take All: The Elite Charade of Changing the World by Anand Giridharadas


 


Making Ends Meet: How Single Mothers Survive Welfare and Low-Wage Work by Kathryn Edin and Laura Lein


 


Moral Panics, Sex Panics: Fear and the Fight over Sexual Rights (Intersections, Transdisciplinary Perspective on Genders and Sexualities) Edited by Gilbert Herdt


 


On the Run: Fugitive Life in an American City by Alice Goffman


 


Legalizing Prostitution: From Illicit Vice to Lawful Business by Ronald Weitzer


 


Revolting Prostitutes: The Fight for Sex Workers’ Rights by Juno Mac and Molly Smith


 


Chain of Title: How Three Ordinary Americans Uncovered Wall Street’s Great Foreclosure Fraud by David Dayen


 


The Rise of Faith-Based Prison Ministries in the Age of Mass Incarceration by Tanya Erzen


 


The Color of Crime: Racial Hoaxes, White Fear, Black Protectionism, Police Harassment, and Other Microaggressions by Katheryn Russell-Brown


 


The Black Body in Ecstasy: Reading Race, Reading Pornography by Jennifer Nash


 


Black Feminism Reimagined: After Intersectionality by Jennifer Nash


 


A Taste for Brown Sugar: Black Women in Pornography by Mireille Miller-Young


 


Passionate Uprisings: Iran’s Sexual Revolution by Pardis Mahdavi


 


State Crime in the Global Age by William J. Chambliss, Raymond Michalowski & Ronald Kramer


 


The Color of Kink: Black Women, BDSM, and Pornography by Ariane Cruz 


 


State-Corporate Crime: Wrongdoing at the Intersection of Business and Government by Raymond J.  Michalowski & Ronald C. Kramer


 


Normal Life: Administrative Violence, Critical Trans Politics and the Limits of Law by Dean Spade


 


War on Terror, Inc.: Corporate Profiteering from the Politics of Fear by Solomon Hughes


 


State Criminality: The Crime of All Crimes by Dawn Rothe


 


Attendance and class participation:


Students are expected to attend all classes, to arrive on time, and be prepared to contribute to the group learning process. NOTE: Students are expected to contact (via e-mail) if, for some reason, they are not able to attend class. They are responsible for keeping up with their readings and other assignments.


 


*An additional Note about Participation:


 


In order to create and maintain a classroom environment that encourages interactive class synergy and critical thinking, respectful behavior, preparation, and active participation is a necessity.


 


Appropriate class participation is defined as follows:


 


1)      Regular, on time attendance


2)      Attentive non-verbal behavior


3)      Raising questions and comments


4)      Facilitating discussion


5)      Participating in constructive and respectful class dialogue with the instructor and other students


6)      Listening to your fellow classmates (including no side talk and no texting, surfing the net, etc.)


7)      Building on and respectfully responding to the other students’ comments


8)      Drawing classmates into discussion (be willing to risk sharing the floor)


9)      Active participation in practice exercises and other in-class learning activities


 


Please know that just because you are physically present for the class does not mean that you are participating.  Participation means to actively participate, demonstrating attentiveness, respect and interest through verbal and nonverbal communication. Also, participation does not necessarily mean just talking a lot.


 


Grading


 


Grades will be based on: attendance and participation, 4 reflection papers, summary of readings presentation, final research/social media paper, and book review presentation.  Attendance is required and missing more than one class will affect your final grade.


 


The final course grade will be calculated based on the following elements:


 


4 Reflection Papers                                                   40%


Summary of Readings Presentation                          10%    


Final Research/Social Media Paper                          35%


Book Presentation                                                     5%


Class Attendance and Participation                          10%


 


*“Shit-happens” Clause: One writing assignment, a 3-day extension. No explanation needed.*


 


General Grade Scale


 





 




A = 95 – 100              B = 83 – 86                C = 73 – 76                D = 63 – 66     




A- = 90 – 94               B- = 80 – 82               C- = 70 – 72               D- = 60 – 62




B+ = 87 – 89              C+ = 77 – 79              D+ = 67 – 69              F = Below 60




 




Special Accommodations and Adherences




 




All instructors adhere to University and School policies regarding accommodations for students with disabilities, religious holidays, incomplete grades, and plagiarism as set forth in the Student Handbook.  Any student with a documented disability (e.g., physical, learning, visual, psychiatric, hearing, etc.), who needs reasonable accommodation, must be registered with the Moses Center for Students with Disabilities at 719 Broadway, Tel. (212) 998-4980 (or see NYU Home page, Student Life for link to Moses Center). Teachers must be notified of any requests for reasonable accommodation at the beginning of the semester




 




Policy on Electronic Devices




 




Electronic devises may be used in the classroom only for learning activities directly and immediately related to this course (e.g., note taking). All other devices must be turned off. If you must be reached in a work or child-care related emergency, please make arrangements with the instructor prior to class. Routine electronic communications, including use of the Internet, are not permitted during class. Failure to observe these restrictions during class will count as an absence for that day.




 




Course Evaluation




 




Student feedback of this course and its instruction is encouraged throughout the semester.  Students will be asked to complete a formal evaluation of the course at the semester’s end consistent with the policy of the Silver School of Social Work.




Schedule of Classes




 





Session/Date

Topics

Reading

Session 1


Jan 28, 2020

Introduction

  • Introduction

  • Sign-up for Discussion Facilitation Dates


 


In class: Video What are intimacy and companionship when your loved one is made of silicone?

Session 2


Feb 4, 2020

Defining Deviance


 


 

  • Liazos: “The Poverty of the Sociology of Deviance: Nuts, Sluts, and Perverts”

  • Erikson: “On the Sociology of Deviance”

  • Bennett & Sanchez: Psychopathology or Deviance: Treatment or Intervention?

Session 3


Feb 11, 2020

Defining Deviance, & Intersectionality


 

  • Heckert & Heckert: “Using an Integrated Typology of Deviance to Analyze Ten Middle-Class Norms of the U.S. Middle Class”

  • Adewunmi: “Kimberle Crenshaw on intersectionality: ‘I wanted to come up with an everyday metaphor that anyone could use.’”


 


Read 2-3 articles of your choice:


 



  • Earp: “Boys and Girls Alike”

  • Khazan: “Why Some Women Choose to Get Circumcised”

  • Bruan: “In Search of (Better) Sexual Pleasure: Female Genital ‘Cosmetic’ Surgery”

  • Crenshaw: “Race to the Bottom”

  • Nash: “Re-thinking Intersectionality”

  • Wade: “Learning from Female Genital Mutilation”


 


Recommended:



  • Crenshaw: “Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color”

  • Combahee River Collective: “The Combahee River Collective Statement”

Session 4


Feb 18, 2020

Theories: Relativism, Absolutism


 


Topics:


Love, Desire, Beauty, Sexuality


 

  • Hills: “Absolutism and Relativism View of Social Deviance: Toward a Humanistic Perspective”


 


Read 2-3 articles of your choice:


 



  • Gebrial: “Decolonizing Desire: The Politics of Love”

  • Sheff & Hammers: “Polyamorous Women, Sexual Subjectivity and Power”

  • Marsh: “Love Among the Objectum Sexuals”

  • Simner, Hughes & Sagiv: “Objectum Sexuality: A Sexual Orientation Linked with Autism and Synaesthesia”

  • Foucault: Excerpts from The History of Sexuality, Part II The Repressive Hypothesis


-          “The Incitement to Discourse”


-          “The Perverse Implantation”



  • Apostolides: “The Pleasure of Pain”

  • Ziegler, Matsick, Moors, Rubin, & Conley: “Does Monogamy Harm Women? Deconstructing Monogamy with a Feminist Lens”


 


Recommended:



  • Klesse: “Notions of Love in Polyamory—Elements in a Discourse on Multiple Loving”

  • Haritaworn, Lin, & Klesse: “Poly/logue: A Critical Introduction to Polyamory”

  • Castello: “Cultural Relativism and the Study of Deviance”

  • Atkinson & Young: “Flesh Journeys: The Radical Body Modification of Neoprimitives”

  • Robinson: “Polyamory and Monogamy as Strategic Identities”

Session 5


Feb 25, 2020

Theories:


Social Power,


Conflict Theory


 


Topics:


Desire, Beauty, Sexuality Part II

  • Spitzer: “Toward a Marxian Theory of Deviance” or

  • Wozniak et al.: “Richard Quinney’s The Social Reality of Crime: A Marked Departure from the Reinterpretation of Traditional Criminology”


 


Read 3 articles of your choice:


 



  • Nair: “From Queer to Gay: The Rise and Fall of Milo”

  • Durkin: “Show Me the Money: Cybershrews and On-Line Money Masochist”

  • Hasinoff, “Sexting as Media Production: Rethinking Social Media and Sexuality”

  • Durkin & Hundersmarck, “Pedophiles and Child Molesters”

  • Miller-Young: “Hip-Hop Honeys and Da Hustlas: Black Sexualities in the New Hip-Hop Pornography”

  • Jones: “’I Get Paid to Have Orgasm’: Adult Webcam Models’ Negotiation with Pleasure and Danger”

  • Sheff: “The Privilege of Perversities: Race, Class and Education Among Polyamorists and Kinksters”


 


Recommended:


 



  • Nair: “Can We Talk?: Censorship, Pedophilia, and Panic”

  • Lippman & Campbell: “Damned If You Do, Damned If You Don’t.. If You’re a Girl: Relational and Normative Contexts of Adolescent Sexting in the United States.”

  • Calvin: “Why I Visit Prostitutes”



Session 6


Mar 3, 2020

Theory:


Functionalism


 


Topic:


Poverty

  • Durkheim: “Functionalism: The Normal and the Pathological”

  • Gans: “The Positive Functions of Poverty”


 


Read 2-3 articles of your choice:


 



  • Feldman: “Trashed: Inside the Deadly World of Private Garbage Collection”

  • Badger: “Why the Poor Pay More for Toilet Paper –and Just About Everything Else”

  • Gans: “The Uses of Poverty: The Poor Pay All”

  • Cottom: “Why Do Poor People ‘Waste’ Money on Luxury Goods?”

  • Delgado: “US Blood Plasma Industry Targets Poor and Working Class”

  • Valiente, Abdelmalek, & Pearle: “Why Thousands of Low-Income Americans ‘Donate’ Their Blood Plasma to For-Profit Centers”

  • Thompson: “A Functionalist Theory of Social Domination”


 


Recommended:


 



  • Jaravel: “The Unequal Gains from Product Innovations: Evidence from the US Retail Sector”

  • Feldman: “Ex-Sanitation Salvage Workers Protest: “All We Want Is for Them to Pay Us What They Owe Us”

  • Edin & Shaefter: “Blood Plasma, Sweat, and Tears”

  • Shaefer & Ochoa: “How Blood-Plasma Companies Target the Poorest Americans”

Session 7


Mar 10, 2020

Theory:


Anomie


 


Topics:


Elite deviance, state deviance, corporate deviance


 


 

  • Merton: “Social Structure and Anomie”


 


Read 3-4 articles of your choice:


 



  • Cole: “The Crimes of Seal Team 6”

  • Cohn: “Trump is the Third President to Lie About Afghan War Success”

  • Harris & Walter: “They thought they were going to rehab. They ended up in chicken plants”

  • Keefe: “The Family That Built an Empire of Pain”

  • Interview with Prof. Nikhil Pal Singh: “America’s Long War”

  • Interview with Prof. Marjorie Cohn: “It Was Illegal and Still Is Illegal”

  • Rothe & Ross: “Private Military Contractors, Crime, and the Terrain of Unaccountability”

  • Rothe & Michalowski: “Empire and Exceptionalism: The Bush Administration’s Criminal War Against Iraq”

  • Klein: “How Power Profits from Disaster”

  • Kramer: “Carbon in the Atmosphere and Power in America: Climate Change as State-Corporate Crime”

  • Anderson: “Punishing El Chapo and Preserving US Hegemony”

  • Barak: “Revisiting Crimes by the Capitalist State”

  • Crawford: “Pentagon Fuel Use, Climate Change and the Costs of War”

  • Eisinger: “Why Manafort and Cohen Thought They’d Get Away With It”


 


Recommended:


 



  • Herron et al.: “The Disaster of Hurricane Katrina: Malfeasance, Official Deviance and the Failure to Serve and Protect a Community”

  • Bradshaw: “Deepwater, Deep Ties, Deep Trouble: A State-Corporate Environmental Crime Analysis of the 2010 Gulf of Mexico Oil Spill”

  • Mestrovic & Lorenzo: “Durkheim’s Concept of Anomie and the Abuse at Abu Ghraib”

Mar 17, 2020

Spring Break

No Class

Session 8


Mar 24, 2020

Theory:


Social Learning and Control Theories


 


 

  • Hirschi & Gottfredson: “Social Control Theories”

  • Bauer & Tittle: “Social Learning Theory and Human Reinforcement”


 


Read 2 articles of your choice:


 



  • Church, Jaggers, & Taylor: “Neighborhood, Poverty, and Negative Behavior: An Examination of Differential Association and Social Control Theory”

  • Zembroski: “Sociological Theories of Crime and Delinquency”

  • Kathleen Blee: “White Supremacy as Extreme Deviance”

  • Bradshaw: “A Rose by Any Other Name: State Criminality and the Limits of Social Learning Theory”

  • Saletan: “Situationist Ethics: The Stanford Prison Experiment Doesn’t Explain Abu Ghraib”

Session 9


Mar 31, 2020

Theories:


Constructionist theory, Labeling theory


 


Topic:


Vice Careers

  • Best: “The Constructionist Stance” and/or

  • Hamlin: “Labeling Theory”


 


Read 3 articles of your choice:


 



  • Reinarman, “The Social Construction of Drug Scarce”

  • Admunson, Zajicek, & Hunt: “Pathologies of the Poor: What Do the War on Drugs and Welfare Reform Have in Common?”

  • Solomon & Baksh: “Evaluating the Drug War on Its 40th Birthday by the Numbers”

  • Karandinos: “Cashing in on Despair”

  • Reinarman & Levine: “Crack in Context: Politics and Media in the Making of a Drug Scare”

  • Reinarman & Levine: “Crack in the Rearview Mirror: Deconstructing Drug War Mythology”

  • ACLU: Report: “The War on Marijuana in Black and White”

  • Sampson & Raudenbush: “Seeing Disorder: Neighborhood Stigma and the Social Construction of ‘Broken Windows’”

  • Levine: “The Secret of Worldwide Drug Prohibition: The Varieties and Uses of Drug Prohibition”

  • Murphy & Venkatesh: “Vice Careers: The Changing Contours of Sex Work in New York City”

  • Sebag-Montefiore: “Male Escorts”

  • Merriam: “An American Summer: On Running a DC Brothel”

  • Calida: “They Think They Have a PhD in Whoreology: ‘How Lobbying for Sex Worker Rights Helps Educate Us All”

Session 10


Apr 7, 2020

Theories:


Feminist theories


 


 

  • Butler: “For White Girls Only?: Postfeminism and the Politics of Inclusion”

  • Fernandes: “Unsettling ‘Third Wave Feminism’: Feminist Waves, Intersectionality, and Identity Politics in Retrospect”


 


Read 2-3 articles of your choice:


 



  • Hernandez & Wallace: “Nicki Minaj and Pretty Taking All Fades: Performing the Erotics of Feminist Solidarity”

  • Smith: “’Or a Real, Real Bad Lesbian’: Nicki Minaj and the Acknowledgement of Queer Desire in Hip-Hop Culture”

  • Allen: “Unpacking Transphobia in Feminism”

  • Connell: “Transsexual Women and Feminist Thought: Toward New Understanding and New Politics”

  • Rogers: “The Invention of the Heterosexual”


 


Recommended:



  • Blaustein: “Bangladesh’s Third Gender”

  • Boylorn: “The Bold and Beautiful Possibilities of a Transgender Storyline on Daytime”

  • Padawer: “What’s So Bad about A Boy Who Wants to Wear a Dress?”

Session 11


Apr 14, 2020

Moral Panic and Crusades


 

  • Cohen: “Whose Side Were We On? The Undeclared Politics of Moral Panic Theory”


 


Read 3 articles of your choice:


 



  • Weitzer: “The Social Construction of Sex Trafficking: Ideology and institutionalization of a Moral Crusade”

  • Waldron: “Cyberbullying: The Social Construction of a Moral Panic”

  • Jenkins: “Failure to Launch: Why Do Some Social Issues Fail to Detonate Moral Panic?”

  • Marcus et al.: “Conflict and Agency Among Sex Workers and Pimps: A Closer Look at Domestic Minor Sex Trafficking”

  • Markey & Ferguson: “Teaching us to Fear: The Violent Video Game Moral Panic and the Politics of Game Research”

  • Lee et al., “’Let’s Get Sexting’: Risk, Power, Sex and Criminalization in the Moral Domain”

  • Markey & Ferguson: “Teaching Us to Fear: The Violent Video Game Moral Panic and the Politics of Game Research”

Session 12


Apr 21, 2020

Policy and Practice Implications


 

Read 4 articles of your choice:


 



  • Chunn: “Welfare Law, Welfare Fraud, and the Moral Regulation of the ‘Never Deserving’ Poor”

  • Goldberg: “Economic Inequality and Economic Crisis: A Challenge for Social Workers”

  • Flaherty: “Saviors” believe that they are better than the people they are “saving”

  • Hobbes: “Stop Trying to Save the World”

  • Giridharadas: “The New Elite’s Phoney Crusade to Save the World –Without Changing Anything”

  • Bickford: “’We All Like to Think We’ve Saved Somebody’: Sex Trafficking in Literature”


 


Recommended:


 



  • Ferguson & Markey: “Please Stop Resurrecting the Moral Panic Over Video Games and School Shootings”

  • Law: “How savior mentality stands in the way of solidarity organizing: An interview with Jordan Flaherty”

  • Crabapple: “Special Prostitution Courts and the Myths of ‘Rescuing’ Sex Workers”

Session 13


Apr 28, 2020

Book Presentation

  • Book Review Presentation – Day 1

Session 14


May 5, 2019

Book Presentation

  • Book Review Presentation – Day 2


 




 




Reflection Papers





Entry

Date/Topic

1

 

2

 

3

 

4

 




 




Book Review Presentation





Date


(4/28 or 5/5)

Book Title

Names

4/28

 


 

 

4/28

 


 

 

4/28

 


 

 

4/28

 


 

 

4/28

 


 

 

5/5

 


 

 

5/5

 


 

 

5/5

 


 

 

5/5

 


 

 

5/5

 


 

 




 




Forums / Labeling. Social Construction and Sex Work / What contributions do the labeling theory and social constructionist approach offer us in our understanding of sex work? üWhat contributions do the labeling theory and social constructionist approach offer us in our understanding of sex work?

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YOUR NAME
SUBJECT AND SECTION
PROFESSOR’S NAME
DATE OF SUBMISSION
Workers engaging in sex work, particularly female workers, are considered part of a vulnerable population. Yet, they are not treated fairly and equally as compared to other populations in this given category. Sex workers are not given the same amount of benefits, protection, attention, as well as respect as provided to others. Scoular (2004) claims that “As diverse as the work in the area of sexuality is, there is a tendency amongst the most rhetorical writers to cast the deviant category itself as normative, especially when striving for legal recognition, at the expense of more pluralistic struggles around sexuality” (Scoular, 2004, p. 347). The majority of the communities in the society often humiliate this kind of work and the circumstances of the sex workers. The reasons why they engaged in such acts are being disregarded as they are already labeled as someone not worthy of any protection and respect in the society. As a result of their visibility, these sex workers’ social identities tend to be more noticeable as they portray a role that is considered highly stigmatized along with its low status. How this population is defined and socially constructed and what theories and approaches contribute to this perspective is still a heated debate today (Shdaimah & Weichelt, 2012).
One of the theories that contribute to how sex work is viewed is social constructionism. This theory explains that characteristics and attributes that were once considered as immutable and biological, such as gender, race, and sexuality, are a result of how humans define and interpret sex work as influenced by the context of culture and history. That is, social constructionism emphasizes such cultural categories—like “sex workers”—are terms that are made, modified, and reproduced by its historical context within the society and culture. It is not implied here that variations in the body is non-...
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