Throughout her chapter, whenever she offers an example of individuals who use essentialist standpoints to dominate discussion, to silence others via their invocation of the “authority of experience,” they are members of groups who historically have been and are oppressed and exploited in this society. Fuss does not address how systems of domination already at work in the academy and the classroom silence the voices of individuals from marginalized groups and give space only when on the basis of experience it is demanded. She does not suggest that the very discursive practices that allow for
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