https://entanglingmovements.wordpress.com
===
Saturday, May 16, 2015
Monday, May 4, 2015
Last day of Posters and Website and appreciations of each other's insight and care
===
===TODAY'S TIME LINE FACILITATED BY DIRECTORS OF POSTERS AND WEBSITE!
• @ 4:01: 9 mins: set up: create your space with poster; decide who will be displaying in each session
• @ 4:10-4:25: 15 mins: everyone silently looks at the posters, makes notes about the title of the poster, author, other identifying info for feedback
• @ 4:25-4:55: 30 + mins: session 1: half display, half wander and interact with all displays
• @ 4:55-5:25: 30 + mins: session 2: switch
• brief break 10 mins around 5:30
• @ 5:40-6:30: last 45 or so mins of class for website and thoughts
Basically everyone creates a little space inhabited by their poster. Then we all go around silently and look at everything and make notes on what everyone is doing as understood that way.
We do NOT present: we emphasize INTERACTION! That's a bit tricky and hard to get ourselves into this as a special practice: I say to folks: tweet at each other! So questions and answers are fine but not at any length! That's hard! we love to be the center of attention rather than actually interacting.
No monologing, yes, tweeting!
Think poster session interactions; think tweeting rather than presenting; think feedback at various ranges of engagement and detail.
===
===
<<<THE SHAPE OF IT ALL>>>
<<<SECTION I: movements entangled & entangling, intentional & historical
Dixon. 2014. Another Politics. California. 978-0520279025. ASIN: B00KOLR378.
Paoletti. 2013. Pink and Blue. Indiana. 978-0253009852. ASIN: B007A0PHL0.
Reed. 2005. The Art of Protest: Culture and Activism from the Civil Rights Movement to the Streets of Seattle. Minnesota. 9780816637713
Sandoval. 2000. Methodology of the Oppressed. Minnesota. 9780816627370
<<<SECTION II: what’s new? Neo-liberalism? New materialisms?
Anker. 2014. Orgies of Feeling. Duke. 978-0822356974. ASIN: B00NCU8PWA.
Gessen & Huff-Hannon, eds. 2014. Gay Propaganda. OR Books. 978-1939293350. ASIN: B00J7XJBWO.
Kirksey, ed. 2014. The Multispecies Salon. Duke. 978-0822356257. ASIN: B00PIKKE1C.
Povinelli. 2011. Economies of Abandonment. 978-0822350842. ASIN: B0068JZCAK.
Rodríguez. 2014. Sexual Futures, Queer Gestures, and Other Latina Longings. NYU. 978-0814764923. ASIN: B00L8BUIES.
FOR MIRANDA: Community: Burgett & Mendler, eds. 2014 (2nd ed). Keywords for American Cultural Studies. NYU. 978-0814708019. ASIN: B00PSKHO1.
Thursday 2 April – paper sessions
<<<SECTION III: affect and materiality: systems justice
Anker. 2014. Orgies of Feeling. Duke. 978-0822356974. ASIN: B00NCU8PWA.
Gessen & Huff-Hannon, eds. 2014. Gay Propaganda. OR Books. 978-1939293350. ASIN: B00J7XJBWO.
Kirksey, ed. 2014. The Multispecies Salon. Duke. 978-0822356257. ASIN: B00PIKKE1C.
Rodríguez. 2014. Sexual Futures, Queer Gestures, and Other Latina Longings. NYU. 978-0814764923. ASIN: B00L8BUIES.
Povinelli. 2011. Economies of Abandonment. 978-0822350842. ASIN: B0068JZCAK.
REFERENCE: Burgett & Mendler, eds. 2014 (2nd ed). Keywords for American Cultural Studies. NYU.978-0814708019. ASIN: B00PSKHO1.
Thursday 7 May – LAST DAY! poster sessions
===TODAY'S TIME LINE FACILITATED BY DIRECTORS OF POSTERS AND WEBSITE!
• @ 4:01: 9 mins: set up: create your space with poster; decide who will be displaying in each session
• @ 4:10-4:25: 15 mins: everyone silently looks at the posters, makes notes about the title of the poster, author, other identifying info for feedback
• @ 4:25-4:55: 30 + mins: session 1: half display, half wander and interact with all displays
• @ 4:55-5:25: 30 + mins: session 2: switch
• brief break 10 mins around 5:30
• @ 5:40-6:30: last 45 or so mins of class for website and thoughts
Basically everyone creates a little space inhabited by their poster. Then we all go around silently and look at everything and make notes on what everyone is doing as understood that way.
We do NOT present: we emphasize INTERACTION! That's a bit tricky and hard to get ourselves into this as a special practice: I say to folks: tweet at each other! So questions and answers are fine but not at any length! That's hard! we love to be the center of attention rather than actually interacting.
No monologing, yes, tweeting!
Think poster session interactions; think tweeting rather than presenting; think feedback at various ranges of engagement and detail.
===
===
Wednesday, April 22, 2015
come to 1310B Marie Mount!
<<<SECTION III: affect and materiality: systems justice
Anker. 2014. Orgies of Feeling. Duke. 978-0822356974. ASIN: B00NCU8PWA.
Gessen & Huff-Hannon, eds. 2014. Gay Propaganda. OR Books. 978-1939293350. ASIN: B00J7XJBWO.
Kirksey, ed. 2014. The Multispecies Salon. Duke. 978-0822356257. ASIN: B00PIKKE1C.
Rodríguez. 2014. Sexual Futures, Queer Gestures, and Other Latina Longings. NYU. 978-0814764923. ASIN: B00L8BUIES.
Povinelli. 2011. Economies of Abandonment. 978-0822350842. ASIN: B0068JZCAK.
REFERENCE: Burgett & Mendler, eds. 2014 (2nd ed). Keywords for American Cultural Studies. NYU.978-0814708019. ASIN: B00PSKHO1.
Thursday 9 April – Anker, Povinelli
Thursday 16 April – Kirksey
[Friday 17 April: LGBT SYMP events: Fawas & Smalls; Rodríguez]
[Tuesday 20 April, Wednesday 22, Friday 24: Gessen events on campus]
Thursday 23 April – Gessen <GESSEN AT CLASS SPECIAL EVENT @ Marie Mount 1310B>
Thursday 30 April – Kirksey, Povinelli, Anker
Thursday 7 May – LAST DAY! poster sessions
Sunday, April 19, 2015
how different communities of practice imagine "making the world a better place"
===
As we finish up the class I would like to meditate on and use as a thread through our readings and activities ideas about how various communities of practice imagine and perform "making the world a better place." Think Sandoval & Dixon as lenses through everything we have been reading and doing. Think feminism/s and its internal differences and critiques.
On Facebook this morning I wondered this aloud in response to new trends in fitness apps and their managements and monitorings, as a new ad proclaimed technology that "prods you to take action not just collect data." (NYT article: http://www.nytimes.com/2015/04/19/technology/technology-that-prods-you-to-take-action-not-just-collect-data.html?_r=0 )
This comes from the new business philosophies of "nudges" which is how behavioral economists' imagine making the world a better place. Also called "choice architecture" and the Wikipedia gives us some interesting ways of understanding how those acting within what some might call neoliberalism would understand themselves to doing exactly that: think No Child Left Behind:
Choice Architecture on the Wikipedia, and Thaler explaining how it makes the world a better place: http://www.chicagobooth.edu/news/2008ManCon/01-thaler.aspx
I was contrasting that to how gamers do this (and note there are many overlaps): Gaming Can Make a Better World, TED talk by Jane McGonigal is one of most interesting of these: http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world?language=en
Love the title of her book: Reality is Broken: http://janemcgonigal.com/my-book/
How about Joseph's work and talk? And how about feminists in contention about triggers, micro aggressions, new materialisms and ....? what do you see tangled here?
How might we consider these issues as we interact with Gessen as well? How do journalists imagine making the world a better place? or is "journalists" too general a term? And how might journalism figure in nudges, gaming, triggers?
===
As we finish up the class I would like to meditate on and use as a thread through our readings and activities ideas about how various communities of practice imagine and perform "making the world a better place." Think Sandoval & Dixon as lenses through everything we have been reading and doing. Think feminism/s and its internal differences and critiques.
On Facebook this morning I wondered this aloud in response to new trends in fitness apps and their managements and monitorings, as a new ad proclaimed technology that "prods you to take action not just collect data." (NYT article: http://www.nytimes.com/2015/04/19/technology/technology-that-prods-you-to-take-action-not-just-collect-data.html?_r=0 )
This comes from the new business philosophies of "nudges" which is how behavioral economists' imagine making the world a better place. Also called "choice architecture" and the Wikipedia gives us some interesting ways of understanding how those acting within what some might call neoliberalism would understand themselves to doing exactly that: think No Child Left Behind:
Choice Architecture on the Wikipedia, and Thaler explaining how it makes the world a better place: http://www.chicagobooth.edu/news/2008ManCon/01-thaler.aspx
I was contrasting that to how gamers do this (and note there are many overlaps): Gaming Can Make a Better World, TED talk by Jane McGonigal is one of most interesting of these: http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world?language=en
Love the title of her book: Reality is Broken: http://janemcgonigal.com/my-book/
How about Joseph's work and talk? And how about feminists in contention about triggers, micro aggressions, new materialisms and ....? what do you see tangled here?
How might we consider these issues as we interact with Gessen as well? How do journalists imagine making the world a better place? or is "journalists" too general a term? And how might journalism figure in nudges, gaming, triggers?
===
Saturday, April 18, 2015
seen today on Facebook: attentions to peer review & revisions
===
With permission I share this observation seen on my Facebook newsfeed this morning. (The kinds of things that my feed turns up given the folks in my FB friends group ::smiling::). As you can see I liked it! (note the Public icon which shows it can be shared widely. Even so I asked permission both to share it with you all and to put it up on our class website.)
===
More from the Facebook Newsfeed: Publishing Ada (our example of open peer review too): http://www.slideshare.net/kestlund/publishing-ada?from_m_app=ios
===
With permission I share this observation seen on my Facebook newsfeed this morning. (The kinds of things that my feed turns up given the folks in my FB friends group ::smiling::). As you can see I liked it! (note the Public icon which shows it can be shared widely. Even so I asked permission both to share it with you all and to put it up on our class website.)
===
More from the Facebook Newsfeed: Publishing Ada (our example of open peer review too): http://www.slideshare.net/kestlund/publishing-ada?from_m_app=ios
===
Monday, April 13, 2015
Multiple Realities & Queer Symposium on Friday!
===
Companion to the book, Multispecies Salon: http://www.multispecies-salon.org/
===
Compare to say, Nadir & Peppermint's ecoarttech: http://www.ecoarttech.net
===
Compare to say, Morton's Hyperobjects:
===
On Audible: http://www.audible.com/pd/Nonfiction/Hyperobjects-Audiobook/B00OQFVGVC
===
===
What work do the boundary objects do?
"ontological turn" on Google Ngram over time:
===
https://books.google.com/ngrams/graph?content=ontological+turn&year_start=1800&year_end=2000&corpus=15&smoothing=3&share=&direct_url=t1%3B%2Contological%20turn%3B%2Cc0
===
===
Archives:
by Eduardo Galeano
who died today 13 April 2015
https://newint.org/features/2002/01/05/rave/
The Right to Rave
the air shall be cleansed of all poisons except those born of human fears and human passions;
in the streets, cars shall be run over by dogs;
people shall not be driven by cars, or programmed by computers, or bought by supermarkets, or watched by televisions;
the TV set shall no longer be the most important member of the family and shall be treated like an iron or a washing machine;
people shall work for a living instead of living for work;
written into law shall be the crime of stupidity, committed by those who live to have or to win, instead of living just to live like the bird that sings without knowing it and the child who plays unaware that he or she is playing;
in no country shall young men who refuse to go to war go to jail, rather only those who want to make war;
economists shall not measure living standards by consumption levels or the quality of life by the quantity of things;
cooks shall not believe that lobsters love to be boiled alive;
historians shall not believe that countries love to be invaded;
politicians shall not believe that the poor love to eat promises;
earnestness shall no longer be a virtue, and no-one shall be taken seriously who can’t make fun of himself;
death and money shall lose their magical powers, and neither demise nor fortune shall make a virtuous gentleman of a rat;
no-one shall be considered a hero or a fool for doing what he believes is right instead of what serves him best;
the world shall wage war not on the poor but rather on poverty, and the arms industry shall have no alternative but to declare bankruptcy;
food shall not be a commodity nor shall communications be a business, because food and communication are human rights;
no-one shall die of hunger, because no-one shall die of overeating;
street children shall not be treated like garbage, because there shall be no street children;
[image, unknown] rich kids shall not be treated like gold, because there shall be no rich kids;
education shall not be the privilege of those who can pay;
the police shall not be the curse of those who cannot pay;
justice and liberty, Siamese twins condemned to live apart, shall meet again and be reunited, back to back;
a woman, a black woman, shall be president of Brazil, and another black woman shall be president of the United States; an Indian woman shall govern Guatemala and another Peru;
in Argentina, the crazy women of the Plaza de Mayo shall be held up as examples of mental health because they refused to forget in a time of obligatory amnesia;
the Church, holy mother, shall correct the typos on the tablet of Moses and the Sixth Commandment shall dictate the celebration of the body;
the Church shall also proclaim another commandment, the one God forgot: You shall love nature, to which you belong;
clothed with forests shall be the deserts of the world and of the soul;
the despairing shall be paired and the lost shall be found, for they are the ones who despaired and lost their way from so much lonely seeking;
we shall be compatriots and contemporaries for all who have a yearning for justice and beauty, no matter where they were born or where they lived, because the borders of geography and time shall cease to exist;
perfection shall remain the boring privilege of the gods, while in our bungling, messy world every night shall be lived as if it were the last and every day as if it were the first.
from Upside Down, Metropolitan Books.
Published on January 5, 2002
===
I've been sick and here I am climbing out of the sickness hole....
===
Companion to the book, Multispecies Salon: http://www.multispecies-salon.org/
===
Compare to say, Nadir & Peppermint's ecoarttech: http://www.ecoarttech.net
===
Compare to say, Morton's Hyperobjects:
===
On Audible: http://www.audible.com/pd/Nonfiction/Hyperobjects-Audiobook/B00OQFVGVC
===
Thursday 16 April – Kirksey
[Friday 17 April: LGBT SYMP events: Fawas & Smalls; Rodríguez]
[Tuesday 20 April, Wednesday 22, Friday 24: Gessen events on campus]
===
What work do the boundary objects do?
"ontological turn" on Google Ngram over time:
===
https://books.google.com/ngrams/graph?content=ontological+turn&year_start=1800&year_end=2000&corpus=15&smoothing=3&share=&direct_url=t1%3B%2Contological%20turn%3B%2Cc0
===
===
Archives:
by Eduardo Galeano
who died today 13 April 2015
https://newint.org/features/2002/01/05/rave/
The Right to Rave
the air shall be cleansed of all poisons except those born of human fears and human passions;
in the streets, cars shall be run over by dogs;
people shall not be driven by cars, or programmed by computers, or bought by supermarkets, or watched by televisions;
the TV set shall no longer be the most important member of the family and shall be treated like an iron or a washing machine;
people shall work for a living instead of living for work;
written into law shall be the crime of stupidity, committed by those who live to have or to win, instead of living just to live like the bird that sings without knowing it and the child who plays unaware that he or she is playing;
in no country shall young men who refuse to go to war go to jail, rather only those who want to make war;
economists shall not measure living standards by consumption levels or the quality of life by the quantity of things;
cooks shall not believe that lobsters love to be boiled alive;
historians shall not believe that countries love to be invaded;
politicians shall not believe that the poor love to eat promises;
earnestness shall no longer be a virtue, and no-one shall be taken seriously who can’t make fun of himself;
death and money shall lose their magical powers, and neither demise nor fortune shall make a virtuous gentleman of a rat;
no-one shall be considered a hero or a fool for doing what he believes is right instead of what serves him best;
the world shall wage war not on the poor but rather on poverty, and the arms industry shall have no alternative but to declare bankruptcy;
food shall not be a commodity nor shall communications be a business, because food and communication are human rights;
no-one shall die of hunger, because no-one shall die of overeating;
street children shall not be treated like garbage, because there shall be no street children;
[image, unknown] rich kids shall not be treated like gold, because there shall be no rich kids;
education shall not be the privilege of those who can pay;
the police shall not be the curse of those who cannot pay;
justice and liberty, Siamese twins condemned to live apart, shall meet again and be reunited, back to back;
a woman, a black woman, shall be president of Brazil, and another black woman shall be president of the United States; an Indian woman shall govern Guatemala and another Peru;
in Argentina, the crazy women of the Plaza de Mayo shall be held up as examples of mental health because they refused to forget in a time of obligatory amnesia;
the Church, holy mother, shall correct the typos on the tablet of Moses and the Sixth Commandment shall dictate the celebration of the body;
the Church shall also proclaim another commandment, the one God forgot: You shall love nature, to which you belong;
clothed with forests shall be the deserts of the world and of the soul;
the despairing shall be paired and the lost shall be found, for they are the ones who despaired and lost their way from so much lonely seeking;
we shall be compatriots and contemporaries for all who have a yearning for justice and beauty, no matter where they were born or where they lived, because the borders of geography and time shall cease to exist;
perfection shall remain the boring privilege of the gods, while in our bungling, messy world every night shall be lived as if it were the last and every day as if it were the first.
from Upside Down, Metropolitan Books.
Published on January 5, 2002
===
I've been sick and here I am climbing out of the sickness hole....
===
Friday, April 3, 2015
systems justice and multispecies attentions
===
===
I added Kirksey to 9 April, shifting that and 30 April readings for our discussions: this can be reflected in your readings according to Director of Readings, or as you want and need! It reflects my own sense of where we are going in the class now after our paper sessions....
And we talked about Open Peer Review a bit in class. Here is an argument for double blind peer review, for your thinking, and to add to our transcontextual tangling!
From the journal Nature Climate Change:
http://www.nature.com/nclimate/journal/v3/n6/full/nclimate1923.html
===
<<<SECTION III: affect and materiality: systems justice
Anker. 2014. Orgies of Feeling. Duke. 978-0822356974. ASIN: B00NCU8PWA.
Gessen & Huff-Hannon, eds. 2014. Gay Propaganda. OR Books. 978-1939293350. ASIN: B00J7XJBWO.
Kirksey, ed. 2014. The Multispecies Salon. Duke. 978-0822356257. ASIN: B00PIKKE1C.
Rodríguez. 2014. Sexual Futures, Queer Gestures, and Other Latina Longings. NYU. 978-0814764923. ASIN: B00L8BUIES.
Povinelli. 2011. Economies of Abandonment. 978-0822350842. ASIN: B0068JZCAK.
REFERENCE: Burgett & Mendler, eds. 2014 (2nd ed). Keywords for American Cultural Studies. NYU.978-0814708019. ASIN: B00PSKHO1.
Thursday 9 April – Anker, Povinelli, Kirksey
Thursday 16 April – Kirksey
[Friday 17 April: LGBT SYMP events: Fawas & Smalls; Rodríguez]
[Tuesday 20 April, Wednesday 22, Friday 24: Gessen events on campus]
Thursday 23 April – Gessen <GESSEN AT CLASS SPECIAL EVENT @ Marie Mount 1310B>
Thursday 30 April – Kirksey, Povinelli
Thursday 7 May – LAST DAY! poster sessions
===
I added Kirksey to 9 April, shifting that and 30 April readings for our discussions: this can be reflected in your readings according to Director of Readings, or as you want and need! It reflects my own sense of where we are going in the class now after our paper sessions....
And we talked about Open Peer Review a bit in class. Here is an argument for double blind peer review, for your thinking, and to add to our transcontextual tangling!
From the journal Nature Climate Change:
http://www.nature.com/nclimate/journal/v3/n6/full/nclimate1923.html
===
Tuesday, March 31, 2015
Our paper sessions!
===
MIRANDA JOSEPH, "Investing in the Cruel Entrepreneurial University"
> Wednesday, April 1, 2015; 5pm at Marie Mount Hall 1400
===
===
Please come to class 5 mins early and be ready to begin our process promptly at 4:01!
Bring your professional bio to display along with your handout.
Bring enough handouts for everyone, with your name and title of project on them, and also an extra to use to mark the space you set up to share your project.
• @ 4:01: 9 mins: set up: create your space with handout as place holder; decide who will be displaying in each session
• 15 mins: everyone silently looks at the handouts, makes notes about the title of the paper, author, other identifying info for feedback
• 30 + mins: session 1: half display, half wander and interact with all displays
• 30 + mins: session 2: switch
• brief break 10 mins around 5:30
• last 45 or so mins of class for feedback, peer review set ups
Basically everyone creates a little space marked by their paper handout. Then we all go around silently and look at the handouts and make notes on what everyone is doing as understood that way.
We do NOT present contents of paper: we emphasize INTERACTION! That's a bit tricky and hard to get ourselves into this as a special practice: I say to folks: tweet at each other! So questions and answers are fine but not at any length! That's hard! we love to be the center of attention rather than actually interacting.
No monologing, yes, tweeting!
Think poster session, only with papers and handouts; think tweeting rather than presenting; think feedback at various ranges of engagement and detail.
===
ABOUT HANDOUTS: Be sure your handout has your paper's title and your full name on it. It should be able to convey both the conclusions you came to in your paper and how you got there in a quick gestalt, such that we can read all of these in that 15 mins we go around and take notes silently, and others will immediately understand what you are doing!
Yep! Quite a task! A mix of text and visuals are best: not too much detail, but also enough detail to facilitate real engagement with your stuff! People will be interacting with you on the basis of the handout! You will be adding, in the briefest way possible, other details, or exchanging views and interests and thoughts. DO NOT PRESENT! DO INTERACT!
You will be surprised at how much you can convey both on the handout and in the interaction and how much useful feedback you will get in this process!
===
This will also allow us to consider how best to divvy up who will do peer reviews of papers. Assume you will probably each do 3 peer reviews, so you might be considering who you want to review you, or who you want to review during this process! We will be doing what is called "open peer review" -- nothing is confidential.
A couple of links about peer review if you want to see these at this point: I will bring materials too:
= All four pages here: http://www.elsevier.com/reviewers/reviewer-guidelines
= http://adanewmedia.org/beta-reader-and-review-policy/
I will bring examples of my own reviews for presses of book projects, articles for journals, etc. And I will bring guidelines I have collected too: from Feminist Studies for example.
===
For paper sessions: 1) learning to create abstracts and using as basis for scholarly interaction; 2) you will also create a professional bio before the event, such as those you will be asked to provide in various circumstances, sometimes for conference panels or journal contributions; 3) set up for sessions, handouts, in interactive poster-session style: new practices today as conference formats are sites of experimentation.
With website: 1) you will read everyone's papers after the sessions; 2) we will offer "peer-review" to two other classmates, learning how this is done professionally and feeling out how to offer and receive suggestions; 3) a simple website for the class will function as an online academic journal for the papers produced by our class and put up after class peer-review; 4) you will each curate some form of web-based professional presence, and will link that up to your paper on the class journal website.
Here is a nice example from one of Cathy Davidson's courses at Duke. Enjoy it! Ours can be even more simple: http://dukesurprise.com Or this: http://www.hastac.org/collections/field-notes-21st-century-literacies Check TAB assignment fun for links to possible platforms. Learn one skill at a time, be friendly about it all, everyone learns (don't have the most skilled already person do the work for everyone). Pick something to learn and take it easy!
REVISIT TAB: assignment fun & TAB: communities of practice
===
> Wednesday, April 1, 2015; 5pm at Marie Mount Hall 1400
Thursday 2 April – paper sessions
===
Please come to class 5 mins early and be ready to begin our process promptly at 4:01!
Bring your professional bio to display along with your handout.
Bring enough handouts for everyone, with your name and title of project on them, and also an extra to use to mark the space you set up to share your project.
• @ 4:01: 9 mins: set up: create your space with handout as place holder; decide who will be displaying in each session
• 15 mins: everyone silently looks at the handouts, makes notes about the title of the paper, author, other identifying info for feedback
• 30 + mins: session 1: half display, half wander and interact with all displays
• 30 + mins: session 2: switch
• brief break 10 mins around 5:30
• last 45 or so mins of class for feedback, peer review set ups
Basically everyone creates a little space marked by their paper handout. Then we all go around silently and look at the handouts and make notes on what everyone is doing as understood that way.
We do NOT present contents of paper: we emphasize INTERACTION! That's a bit tricky and hard to get ourselves into this as a special practice: I say to folks: tweet at each other! So questions and answers are fine but not at any length! That's hard! we love to be the center of attention rather than actually interacting.
No monologing, yes, tweeting!
Think poster session, only with papers and handouts; think tweeting rather than presenting; think feedback at various ranges of engagement and detail.
===
ABOUT HANDOUTS: Be sure your handout has your paper's title and your full name on it. It should be able to convey both the conclusions you came to in your paper and how you got there in a quick gestalt, such that we can read all of these in that 15 mins we go around and take notes silently, and others will immediately understand what you are doing!
Yep! Quite a task! A mix of text and visuals are best: not too much detail, but also enough detail to facilitate real engagement with your stuff! People will be interacting with you on the basis of the handout! You will be adding, in the briefest way possible, other details, or exchanging views and interests and thoughts. DO NOT PRESENT! DO INTERACT!
You will be surprised at how much you can convey both on the handout and in the interaction and how much useful feedback you will get in this process!
===
This will also allow us to consider how best to divvy up who will do peer reviews of papers. Assume you will probably each do 3 peer reviews, so you might be considering who you want to review you, or who you want to review during this process! We will be doing what is called "open peer review" -- nothing is confidential.
A couple of links about peer review if you want to see these at this point: I will bring materials too:
= All four pages here: http://www.elsevier.com/reviewers/reviewer-guidelines
= http://adanewmedia.org/beta-reader-and-review-policy/
I will bring examples of my own reviews for presses of book projects, articles for journals, etc. And I will bring guidelines I have collected too: from Feminist Studies for example.
===
With website: 1) you will read everyone's papers after the sessions; 2) we will offer "peer-review" to two other classmates, learning how this is done professionally and feeling out how to offer and receive suggestions; 3) a simple website for the class will function as an online academic journal for the papers produced by our class and put up after class peer-review; 4) you will each curate some form of web-based professional presence, and will link that up to your paper on the class journal website.
Here is a nice example from one of Cathy Davidson's courses at Duke. Enjoy it! Ours can be even more simple: http://dukesurprise.com Or this: http://www.hastac.org/collections/field-notes-21st-century-literacies Check TAB assignment fun for links to possible platforms. Learn one skill at a time, be friendly about it all, everyone learns (don't have the most skilled already person do the work for everyone). Pick something to learn and take it easy!
REVISIT TAB: assignment fun & TAB: communities of practice
===
Sunday, March 22, 2015
what's neo in neo-liberal? a symphony of liberalism
===
from Povinelli 2011, pp. xvi-xvii
===
Remember: Miranda Joseph speaks on The Cruel Entrepreneurial University as part of the LGBT lecture series Wed 1 April at 5 pm, Marie Mount Hall 1400.
Why and how are university politics entwined with LGBT issues and concerns?
Learn something about those students protest in the context of international struggles in UK paper the Guardian, here:
http://www.theguardian.com/higher-education-network/2015/mar/25/university-protests-around-the-world-a-fight-against-commercialisation?CMP=share_btn_fb
And this is the website of the collective at Amsterdam: http://rethinkuva.org/about-rethink-uva/
===
from Povinelli 2011, pp. xvi-xvii
Thursday 19 March – SPRING BREAK
Thursday 26 March – Povinelli, Kirksey, Anker, Gessen, Rodríguez <ANKER AT CLASS>
[Wednesday 1 April: Miranda Joseph at LGBT Series: check out Burgett & Mendler: Community]
[Wednesday 1 April: Miranda Joseph at LGBT Series: check out Burgett & Mendler: Community]
Thursday 2 April – paper sessions
===
Remember: Miranda Joseph speaks on The Cruel Entrepreneurial University as part of the LGBT lecture series Wed 1 April at 5 pm, Marie Mount Hall 1400.
Why and how are university politics entwined with LGBT issues and concerns?
Learn something about those students protest in the context of international struggles in UK paper the Guardian, here:
http://www.theguardian.com/higher-education-network/2015/mar/25/university-protests-around-the-world-a-fight-against-commercialisation?CMP=share_btn_fb
And this is the website of the collective at Amsterdam: http://rethinkuva.org/about-rethink-uva/
===
Sunday, March 15, 2015
listening on a Sunday morning of Spring Break: other than moral outrage, how do we motivate ...justice?
===
"So I want to ask you, if moral outrage isn't the trigger that — it's true, we really, really think of moral outrage — I mean, we are a society of advocates, right?
"DR. MCCULLOUGH: Right.
"MS. TIPPETT: Then what? What activates — what has the power to activate the instincts to moral repair, to care for the stranger, that are at the heart of our religious traditions, that actually do manifest again and again in human society and that lead to this kind of moral progress that you talk about?"
From On Being, a conversation on the materialities of ethics and justice...
http://onbeing.org/program/arthur-zajonc-michael-mccullough-mind-and-morality-a-dialogue/transcript/7373#main_content
"DR. MCCULLOUGH: Yeah, I think the ability to take risks is really encouraged when people are not worried about their safety or where their next meal is going to come from. I mean, there's a sort of basic — I think, a basic ability to take risks that is encouraged when we know that not everything is on the line. So scarcity seems to be a real problem. So a lot of these things have vicious sorts of feedback loops to them. When we begin to take some of these affordances away or threaten them, some systems may not be resilient enough to have too many of these affordances peeled away before the system becomes fragile.
"So, I don't think there's anything inevitable about things getting better and better, actually. I think we need to safeguard and sort of buttress what we've got and try to not take it for granted, not allow those — these rights we've discovered that people have. Well, how strange is that? People have rights. That was a moral discovery."
===
"DR. ZAJONC: Oh man. No. All this kind of soft language of mine, it's all hazardous — or raising the question of materialism. Oh man, this is a dogma. I think of it as an assertion. It's proof by assertion as opposed to by reason. And I want to — nowadays, I'm old enough, I want to call it into question. I never felt that it was adequate with the last 40 years of being in science. But for most of those 40 years I felt like, step out of line at your risk, at your peril. I've done it occasionally and more consistently recently, late in life.
"But we shouldn't have illusions about science, even today, welcoming the full discourse. There are certain general commitments. And one has to be — sort of pluck up one's courage at least to step into the fray. And then, more often than not, I think there's a positive response. You can get hit a few times. But basically, that's fine. So, I think we should practice this kind of work more and more, allow for that difference, explore it with real respect and civility and have it be the — what Hannah Arendt might like as our public place of discourse where really the most important ideas can be debated openly. And it doesn't — we don't have to come to a single conclusion at the end."
===
"DR. ZAJONC: Well for me, I think there are two ways it can be interpreted, right? One is a way in which, in some sense, it's the biology of evolution, evolutionary psychology, the neurosciences that underlie, you might say, any of our actions. OK? So what you're discovering is just a fact about history and biology. So it's like the law of science or the law of physics. But now, in this case, it's more in your realm, Michael, than my realm. But I think of it differently. See, I think of it as all of that evolution, all that neuroscience, all of that gives biological support to the possibility of ethics. Doesn't predict ethics. It just gives — it's, like, necessary but not sufficient. Sure, I need a hand in order to write. Chop off my hand, I'm not going to write very well.
"OK. So I need a biological support to hold the pencil. But writing is not explained by that biological support. It's necessary, but not sufficient. I think the same thing is true for morality and most of what we talk about in terms of evolutionary psychology, neuroscience, and all the rest. Sure, there's an infrastructure. There's a support for it. But that's not it. That's not enough.
"DR. MCCULLOUGH: I agree with that. I mean, when I talk about ethical discoveries, I would not want to be getting my ethics from my biology. That's a — don't go there. That is not the place to get it from. It's to be gotten somewhere else. But I think — all I wanted to say when using — and maybe I was being playful in using the term discovery — but I do think that some of what makes those ethical advances possible are recognitions of similarity or universality, which are not always easy to see. They may not even come to the untutored eye without the benefits of science. The universals of human nature may be difficult to see with the naked eye."
===
"So I want to ask you, if moral outrage isn't the trigger that — it's true, we really, really think of moral outrage — I mean, we are a society of advocates, right?
"DR. MCCULLOUGH: Right.
"MS. TIPPETT: Then what? What activates — what has the power to activate the instincts to moral repair, to care for the stranger, that are at the heart of our religious traditions, that actually do manifest again and again in human society and that lead to this kind of moral progress that you talk about?"
From On Being, a conversation on the materialities of ethics and justice...
http://onbeing.org/program/arthur-zajonc-michael-mccullough-mind-and-morality-a-dialogue/transcript/7373#main_content
"DR. MCCULLOUGH: Yeah, I think the ability to take risks is really encouraged when people are not worried about their safety or where their next meal is going to come from. I mean, there's a sort of basic — I think, a basic ability to take risks that is encouraged when we know that not everything is on the line. So scarcity seems to be a real problem. So a lot of these things have vicious sorts of feedback loops to them. When we begin to take some of these affordances away or threaten them, some systems may not be resilient enough to have too many of these affordances peeled away before the system becomes fragile.
"So, I don't think there's anything inevitable about things getting better and better, actually. I think we need to safeguard and sort of buttress what we've got and try to not take it for granted, not allow those — these rights we've discovered that people have. Well, how strange is that? People have rights. That was a moral discovery."
===
"DR. ZAJONC: Oh man. No. All this kind of soft language of mine, it's all hazardous — or raising the question of materialism. Oh man, this is a dogma. I think of it as an assertion. It's proof by assertion as opposed to by reason. And I want to — nowadays, I'm old enough, I want to call it into question. I never felt that it was adequate with the last 40 years of being in science. But for most of those 40 years I felt like, step out of line at your risk, at your peril. I've done it occasionally and more consistently recently, late in life.
"But we shouldn't have illusions about science, even today, welcoming the full discourse. There are certain general commitments. And one has to be — sort of pluck up one's courage at least to step into the fray. And then, more often than not, I think there's a positive response. You can get hit a few times. But basically, that's fine. So, I think we should practice this kind of work more and more, allow for that difference, explore it with real respect and civility and have it be the — what Hannah Arendt might like as our public place of discourse where really the most important ideas can be debated openly. And it doesn't — we don't have to come to a single conclusion at the end."
===
"DR. ZAJONC: Well for me, I think there are two ways it can be interpreted, right? One is a way in which, in some sense, it's the biology of evolution, evolutionary psychology, the neurosciences that underlie, you might say, any of our actions. OK? So what you're discovering is just a fact about history and biology. So it's like the law of science or the law of physics. But now, in this case, it's more in your realm, Michael, than my realm. But I think of it differently. See, I think of it as all of that evolution, all that neuroscience, all of that gives biological support to the possibility of ethics. Doesn't predict ethics. It just gives — it's, like, necessary but not sufficient. Sure, I need a hand in order to write. Chop off my hand, I'm not going to write very well.
"OK. So I need a biological support to hold the pencil. But writing is not explained by that biological support. It's necessary, but not sufficient. I think the same thing is true for morality and most of what we talk about in terms of evolutionary psychology, neuroscience, and all the rest. Sure, there's an infrastructure. There's a support for it. But that's not it. That's not enough.
"DR. MCCULLOUGH: I agree with that. I mean, when I talk about ethical discoveries, I would not want to be getting my ethics from my biology. That's a — don't go there. That is not the place to get it from. It's to be gotten somewhere else. But I think — all I wanted to say when using — and maybe I was being playful in using the term discovery — but I do think that some of what makes those ethical advances possible are recognitions of similarity or universality, which are not always easy to see. They may not even come to the untutored eye without the benefits of science. The universals of human nature may be difficult to see with the naked eye."
===
Friday, March 13, 2015
Interview with Libby Anker
===
In preparation for our visit from Libby Anker after Break!
http://www.processhistory.org/?p=186#more-186
===
In preparation for our visit from Libby Anker after Break!
http://www.processhistory.org/?p=186#more-186
===
Tuesday, March 10, 2015
COMMUNITIES OF PRACTICE: feelings, orgies, longings
===NOTE CHANGES: we meet for entire class time 12 March; Joseph talk is 1 April
===
Thursday 12 March – Communities of Practice: feelings, orgies, longings: when oppositional and why?
• READ: You should have done all the Anker, Gessen, Rodríguez, Povinelli, Kirksey readings for both the last two weeks as well as this week as negotiated with our Director of Readings.
• LINKS AND WEBSITE: You should have read the work on the new TAB: communities of practice and started to play around with how to use these ideas in our discussion and analyses. What will these conceptual tools help us do?
• RECOMMENDED: Burgett & Mendler, eds. 2014 (2nd ed). Keywords for American Cultural Studies. TERM: Cvetkovich, "Affect" (13-16). Also Acknowledgements (vii-viii), Introduction (1-7) and Note on Classroom Use (9-11).
• ADD THIS WEEK: TERM: Rodríguez, "Latino, Latina, Latin@" (146-149).
• ALSO RECOMMENDED: on the Wikipedia: "LGBT Rights in Russia," here: http://en.wikipedia.org/wiki/LGBT_rights_in_Russia
• ALSO: use the web to figure out the term "pinkwashing." What work does it do for which communities of practice? COMPARE IT WITH the term "homonationalism." How do these terms work together? How have you seen them used and by whom for what purposes? Where do you find each on the web? What can you infer from all this?
===
DOUBLE PRESENTATIONS! BRING IN ABSTRACT FOR PAPER SESSIONS!
• Each TEAM will have exactly one hour to accomplish both presentation and to facilitate discussion.
• We will take a brisk 10 min break between.
• That means we will have only about twenty minutes before the end of class to catch up on loose ends and maybe to continue connections among all the readings and our thoughts. Be sure you know what you need at this time!
For this class you should ALSO bring in an abstract for the paper you are contemplating producing for our class paper session, and in our discussions following each presentation make a point of connecting with these ideas and possibilities! We will share these with class buddies, and you will meet outside class with a buddy to discuss these at some point before, during, or just after break. THINK COMMUNITIES OF PRACTICE! Note the TAB on this for details.
===
NOTICE! :) What's coming up! Begin to make plans, play around on the web, figure out where you will be going with all this!
The paper sessions and the website give us a friendly introduction and practice for professional venues, skills, and even contestations today.
For paper sessions: 1) learning to create abstracts and using as basis for scholarly interaction; 2) you will also create a professional bio before the event, such as those you will be asked to provide in various circumstances, sometimes for conference panels or journal contributions; 3) set up for sessions, handouts, in interactive poster-session style: new practices today as conference formats are sites of experimentation.
With website: 1) you will read everyone's papers after the sessions; 2) we will offer "peer-review" to two other classmates, learning how this is done professionally and feeling out how to offer and receive suggestions; 3) a simple website for the class will function as an online academic journal for the papers produced by our class and put up after class peer-review; 4) you will each curate some form of web-based professional presence, and will link that up to your paper on the class journal website.
Here is a nice example from one of Cathy Davidson's courses at Duke. Enjoy it! Ours can be even more simple: http://dukesurprise.com Or this: http://www.hastac.org/collections/field-notes-21st-century-literacies Check TAB assignment fun for links to possible platforms. Learn one skill at a time, be friendly about it all, everyone learns (don't have the most skilled already person do the work for everyone). Pick something to learn and take it easy!
===
EXTRAS!
I had added the stuff below to an earlier post, and liked the Ainsworth article myself, not as without flaws or not to be criticized, but as some introduction to interesting issues. (I never assume that something I read or suggest is flawless!) And so it is! On Facebook today more response to this essay, including a link to comments by Anne Fausto-Sterling: “Giving credit and showing chains of knowledge are part of doing science journalism in an ethical and professional manner. It does a disservice to science to pretend that all the ideas come from scientists in the current moment. The ideas in this article come from intersex activists (many of whom some of the scientists you do cite knew and worked with) as well as historians of science and biologists such as myself. Feminist theory also contributed to the growth of these ideas. Biology is not an island divorced from the rest of academia or society. It is not great journalism to pretend otherwise.” (See: http://oiiuk.org/975/musing-on-binary-essentialism/ )
===
[OPTIONAL READING NOW, BUT WE MAY WISH TO REFER TO LATER: Claire Ainsworth (2015). Sex redefined: The idea of two sexes is simplistic. Biologists now think there is a wider spectrum than that. Nature 518 (19 February 2015): 288-291. doi:10.1038/518288a. http://www.nature.com/news/sex-redefined-1.16943?WT.mc_id=TWT_NatureNews ]
Saw this on Facebook and like this science writer summary of findings since the nineties. Interesting elements perhaps in the narration, visualization, communication of intra-body action too. Could be understood to be the kind of knowledges that new materialisms might wish to work out and with and inspect and analyze.... What sorts of politics are appropriate for such analysis? What tactics are "friendly" to including new sciences while also being carefully aware of their ideological agencies?
The new sciences of epigenetics are involved here, "turning genes on and off" as the popular press tends to put it, a new set of mechanisms for what was, until relatively recently, understood as a scientific fallacy, the inheritance of acquired characteristics, sometimes denominated Lamarckism. A Soviet version of that was debunked as Lysenkoism. You may wish to nose around on the web and begin to become familiar with these terms and issues.
Getting Personal: Anne Fausto-Sterling on gene expression and individuality: http://bostonreview.net/wonders/anne-fausto-sterling-getting-personal-gene-expression
The emergence of individuality in genetically identical mice: http://www.kurzweilai.net/the-emergence-of-individuality-in-genetically-identical-mice
Mental health is a complex, interactive dance of nature and nurture: http://www.psypost.org/2015/03/mental-health-is-a-complex-interactive-dance-of-nature-and-nurture-32348
The environment and schizophrenia: http://www.nature.com/nature/journal/v468/n7321/full/nature09563.html
<<<SECTION II: what’s new? Neo-liberalism? New materialisms?
Anker. 2014. Orgies of Feeling. Duke. 978-0822356974. ASIN: B00NCU8PWA.
Gessen & Huff-Hannon, eds. 2014. Gay Propaganda. OR Books. 978-1939293350. ASIN: B00J7XJBWO.
Kirksey, ed. 2014. The Multispecies Salon. Duke. 978-0822356257. ASIN: B00PIKKE1C.
Povinelli. 2011. Economies of Abandonment. 978-0822350842. ASIN: B0068JZCAK.
Rodríguez. 2014. Sexual Futures, Queer Gestures, and Other Latina Longings. NYU. 978-0814764923. ASIN: B00L8BUIES.
FOR MIRANDA: Community: Burgett & Mendler, eds. 2014 (2nd ed). Keywords for American Cultural Studies. NYU. 978-0814708019. ASIN: B00PSKHO1.
Thursday 26 February – Anker, Gessen
Thursday 5 March – Gessen, Rodríguez
Thursday 12 March – Povinelli, Kirksey <we must miss LGBT talk after all, so plan instead:
> Friday, March 13, 2015 Colloquium with Tavia Nyong’o; 12:30pm-2pm at Taliaferro Hall 2110
> Friday, March 13, 2015 Colloquium with Tavia Nyong’o; 12:30pm-2pm at Taliaferro Hall 2110
Thursday 19 March – SPRING BREAK
Thursday 26 March – Povinelli, Kirksey, Anker, Gessen, Rodríguez <ANKER AT CLASS>
[Wednesday 1 April: Miranda Joseph at LGBT Series: check out Burgett & Mendler: Community]
[Wednesday 1 April: Miranda Joseph at LGBT Series: check out Burgett & Mendler: Community]
Thursday 2 April – paper sessions
===
Thursday 12 March – Communities of Practice: feelings, orgies, longings: when oppositional and why?
• READ: You should have done all the Anker, Gessen, Rodríguez, Povinelli, Kirksey readings for both the last two weeks as well as this week as negotiated with our Director of Readings.
• LINKS AND WEBSITE: You should have read the work on the new TAB: communities of practice and started to play around with how to use these ideas in our discussion and analyses. What will these conceptual tools help us do?
• RECOMMENDED: Burgett & Mendler, eds. 2014 (2nd ed). Keywords for American Cultural Studies. TERM: Cvetkovich, "Affect" (13-16). Also Acknowledgements (vii-viii), Introduction (1-7) and Note on Classroom Use (9-11).
• ADD THIS WEEK: TERM: Rodríguez, "Latino, Latina, Latin@" (146-149).
• ALSO RECOMMENDED: on the Wikipedia: "LGBT Rights in Russia," here: http://en.wikipedia.org/wiki/LGBT_rights_in_Russia
• ALSO: use the web to figure out the term "pinkwashing." What work does it do for which communities of practice? COMPARE IT WITH the term "homonationalism." How do these terms work together? How have you seen them used and by whom for what purposes? Where do you find each on the web? What can you infer from all this?
===
DOUBLE PRESENTATIONS! BRING IN ABSTRACT FOR PAPER SESSIONS!
• Each TEAM will have exactly one hour to accomplish both presentation and to facilitate discussion.
• We will take a brisk 10 min break between.
• That means we will have only about twenty minutes before the end of class to catch up on loose ends and maybe to continue connections among all the readings and our thoughts. Be sure you know what you need at this time!
For this class you should ALSO bring in an abstract for the paper you are contemplating producing for our class paper session, and in our discussions following each presentation make a point of connecting with these ideas and possibilities! We will share these with class buddies, and you will meet outside class with a buddy to discuss these at some point before, during, or just after break. THINK COMMUNITIES OF PRACTICE! Note the TAB on this for details.
===
NOTICE! :) What's coming up! Begin to make plans, play around on the web, figure out where you will be going with all this!
The paper sessions and the website give us a friendly introduction and practice for professional venues, skills, and even contestations today.
For paper sessions: 1) learning to create abstracts and using as basis for scholarly interaction; 2) you will also create a professional bio before the event, such as those you will be asked to provide in various circumstances, sometimes for conference panels or journal contributions; 3) set up for sessions, handouts, in interactive poster-session style: new practices today as conference formats are sites of experimentation.
With website: 1) you will read everyone's papers after the sessions; 2) we will offer "peer-review" to two other classmates, learning how this is done professionally and feeling out how to offer and receive suggestions; 3) a simple website for the class will function as an online academic journal for the papers produced by our class and put up after class peer-review; 4) you will each curate some form of web-based professional presence, and will link that up to your paper on the class journal website.
Here is a nice example from one of Cathy Davidson's courses at Duke. Enjoy it! Ours can be even more simple: http://dukesurprise.com Or this: http://www.hastac.org/collections/field-notes-21st-century-literacies Check TAB assignment fun for links to possible platforms. Learn one skill at a time, be friendly about it all, everyone learns (don't have the most skilled already person do the work for everyone). Pick something to learn and take it easy!
===
EXTRAS!
I had added the stuff below to an earlier post, and liked the Ainsworth article myself, not as without flaws or not to be criticized, but as some introduction to interesting issues. (I never assume that something I read or suggest is flawless!) And so it is! On Facebook today more response to this essay, including a link to comments by Anne Fausto-Sterling: “Giving credit and showing chains of knowledge are part of doing science journalism in an ethical and professional manner. It does a disservice to science to pretend that all the ideas come from scientists in the current moment. The ideas in this article come from intersex activists (many of whom some of the scientists you do cite knew and worked with) as well as historians of science and biologists such as myself. Feminist theory also contributed to the growth of these ideas. Biology is not an island divorced from the rest of academia or society. It is not great journalism to pretend otherwise.” (See: http://oiiuk.org/975/musing-on-binary-essentialism/ )
===
[OPTIONAL READING NOW, BUT WE MAY WISH TO REFER TO LATER: Claire Ainsworth (2015). Sex redefined: The idea of two sexes is simplistic. Biologists now think there is a wider spectrum than that. Nature 518 (19 February 2015): 288-291. doi:10.1038/518288a. http://www.nature.com/news/sex-redefined-1.16943?WT.mc_id=TWT_NatureNews ]
Saw this on Facebook and like this science writer summary of findings since the nineties. Interesting elements perhaps in the narration, visualization, communication of intra-body action too. Could be understood to be the kind of knowledges that new materialisms might wish to work out and with and inspect and analyze.... What sorts of politics are appropriate for such analysis? What tactics are "friendly" to including new sciences while also being carefully aware of their ideological agencies?
The new sciences of epigenetics are involved here, "turning genes on and off" as the popular press tends to put it, a new set of mechanisms for what was, until relatively recently, understood as a scientific fallacy, the inheritance of acquired characteristics, sometimes denominated Lamarckism. A Soviet version of that was debunked as Lysenkoism. You may wish to nose around on the web and begin to become familiar with these terms and issues.
Menopausal killer whales are family leaders: http://news.sciencemag.org/biology/2015/03/menopausal-killer-whales-are-family-leaders
Getting Personal: Anne Fausto-Sterling on gene expression and individuality: http://bostonreview.net/wonders/anne-fausto-sterling-getting-personal-gene-expression
The emergence of individuality in genetically identical mice: http://www.kurzweilai.net/the-emergence-of-individuality-in-genetically-identical-mice
Mental health is a complex, interactive dance of nature and nurture: http://www.psypost.org/2015/03/mental-health-is-a-complex-interactive-dance-of-nature-and-nurture-32348
The environment and schizophrenia: http://www.nature.com/nature/journal/v468/n7321/full/nature09563.html
Thursday, March 5, 2015
Yep! UMD closed today, our class cancelled! sigh....
===
===
What this means for us!
1) We will do next class, 12 March, what we had planned to do today: two presentations back to back. (Scroll down for previous details.)
2) That means we will meet on 12 March for our entire class time and not break to go to the first talk in the LGBT series. You can still participate in the Friday Colloquium. Not required, optional and wonderful opportunity! There will be a reading for that, not required for attendance but nice anyway. I will post it when I receive it myself. (Check TAB events for details.)
3) For this next class, 12 March, bring in an abstract for the paper you are contemplating producing for our class paper session, and in our discussions following each presentation make a point of connecting with these ideas and possibilities! We will share these with class buddies, and you will meet outside class with a buddy to discuss these at some point before, during, or just after break. THINK COMMUNITIES OF PRACTICE! Note the TAB on this for details.
===
NOTICE! :) What's coming up! Begin to make plans, play around on the web, figure out where you will be going with all this! Today is the perfect day to spend time with this!
The paper sessions and the website give us a friendly introduction and practice for professional venues, skills, and even contestations today.
For paper sessions: 1) learning to create abstracts and using as basis for scholarly interaction; 2) you will also create a professional bio before the event, such as those you will be asked to provide in various circumstances, sometimes for conference panels or journal contributions; 3) set up for sessions, handouts, in interactive poster-session style: new practices today as conference formats are sites of experimentation.
With website: 1) you will read everyone's papers after the sessions; 2) we will offer "peer-review" to two other classmates, learning how this is done professionally and feeling out how to offer and receive suggestions; 3) a simple website for the class will function as an online academic journal for the papers produced by our class and put up after class peer-review; 4) you will each curate some form of web-based professional presence, and will link that up to your paper on the class journal website.
Here is a nice example from one of Cathy Davidson's courses at Duke. Enjoy it! Ours can be even more simple: http://dukesurprise.com Or this: http://www.hastac.org/collections/field-notes-21st-century-literacies Check TAB assignment fun for links to possible platforms. Learn one skill at a time, be friendly about it all, everyone learns (don't have the most skilled already person do the work for everyone). Pick something to learn and take it easy!
===
===
What this means for us!
1) We will do next class, 12 March, what we had planned to do today: two presentations back to back. (Scroll down for previous details.)
2) That means we will meet on 12 March for our entire class time and not break to go to the first talk in the LGBT series. You can still participate in the Friday Colloquium. Not required, optional and wonderful opportunity! There will be a reading for that, not required for attendance but nice anyway. I will post it when I receive it myself. (Check TAB events for details.)
3) For this next class, 12 March, bring in an abstract for the paper you are contemplating producing for our class paper session, and in our discussions following each presentation make a point of connecting with these ideas and possibilities! We will share these with class buddies, and you will meet outside class with a buddy to discuss these at some point before, during, or just after break. THINK COMMUNITIES OF PRACTICE! Note the TAB on this for details.
===
NOTICE! :) What's coming up! Begin to make plans, play around on the web, figure out where you will be going with all this! Today is the perfect day to spend time with this!
The paper sessions and the website give us a friendly introduction and practice for professional venues, skills, and even contestations today.
For paper sessions: 1) learning to create abstracts and using as basis for scholarly interaction; 2) you will also create a professional bio before the event, such as those you will be asked to provide in various circumstances, sometimes for conference panels or journal contributions; 3) set up for sessions, handouts, in interactive poster-session style: new practices today as conference formats are sites of experimentation.
With website: 1) you will read everyone's papers after the sessions; 2) we will offer "peer-review" to two other classmates, learning how this is done professionally and feeling out how to offer and receive suggestions; 3) a simple website for the class will function as an online academic journal for the papers produced by our class and put up after class peer-review; 4) you will each curate some form of web-based professional presence, and will link that up to your paper on the class journal website.
Here is a nice example from one of Cathy Davidson's courses at Duke. Enjoy it! Ours can be even more simple: http://dukesurprise.com Or this: http://www.hastac.org/collections/field-notes-21st-century-literacies Check TAB assignment fun for links to possible platforms. Learn one skill at a time, be friendly about it all, everyone learns (don't have the most skilled already person do the work for everyone). Pick something to learn and take it easy!
===
Saturday, February 28, 2015
DOUBLE SESSION TODAY!
===NOTE CHANGES: we will meet for entire class time 12 March; Joseph talk is 1 April
scroll to bottom to see in detail
===
ACTIONS AND INTERACTIONS! COMMUNITIES OF PRACTICE
Thursday 5 March – Feelings, Affects, Emotions, Orgies, Longings, among differing communities of practice: what work for which contexts? when oppositional and why?
• READ: You should have done all the Anker, Gessen, and Rodríguez readings for both last week and this week as negotiated with our Director of Readings.
• LINKS AND WEBSITE: You should have read the work on the new TAB: communities of practice and started to play around with how to use these ideas in our discussion and analyses. What will these conceptual tools help us do?
• RECOMMENDED: Burgett & Mendler, eds. 2014 (2nd ed). Keywords for American Cultural Studies. TERM: Cvetkovich, "Affect" (13-16). Also Acknowledgements (vii-viii), Introduction (1-7) and Note on Classroom Use (9-11).
• ADD THIS WEEK: TERM: Rodríguez, "Latino, Latina, Latin@" (146-149).
• ALSO RECOMMENDED: on the Wikipedia: "LGBT Rights in Russia," here: http://en.wikipedia.org/wiki/LGBT_rights_in_Russia
• ALSO: use the web to figure out the term "pinkwashing." What work does it do for which communities of practice? COMPARE IT WITH the term "homonationalism." How do these terms work together? How have you seen them used and by whom for what purposes? Where do you find each on the web? What can you infer from all this?
===
DOUBLE PRESENTATIONS!
• Each TEAM will have exactly one hour to accomplish both presentation and to facilitate discussion.
• We will take a brisk 10 min break between.
• That means we will have only about twenty minutes before the end of class to catch up on loose ends and maybe to continue connections among all the readings and our thoughts. Be sure you know what you need at this time!
===
EXTRAS!
I had added the stuff below to an earlier post, and liked the Ainsworth article myself, not as without flaws or not to be criticized, but as some introduction to interesting issues. (I never assume that something I read or suggest is flawless!) And so it is! On Facebook today more response to this essay, including a link to comments by Anne Fausto-Sterling: “Giving credit and showing chains of knowledge are part of doing science journalism in an ethical and professional manner. It does a disservice to science to pretend that all the ideas come from scientists in the current moment. The ideas in this article come from intersex activists (many of whom some of the scientists you do cite knew and worked with) as well as historians of science and biologists such as myself. Feminist theory also contributed to the growth of these ideas. Biology is not an island divorced from the rest of academia or society. It is not great journalism to pretend otherwise.” (See: http://oiiuk.org/975/musing-on-binary-essentialism/ )
===
[OPTIONAL READING NOW, BUT WE MAY WISH TO REFER TO LATER: Claire Ainsworth (2015). Sex redefined: The idea of two sexes is simplistic. Biologists now think there is a wider spectrum than that. Nature 518 (19 February 2015): 288-291. doi:10.1038/518288a. http://www.nature.com/news/sex-redefined-1.16943?WT.mc_id=TWT_NatureNews ]
Saw this on Facebook and like this science writer summary of findings since the nineties. Interesting elements perhaps in the narration, visualization, communication of intra-body action too. Could be understood to be the kind of knowledges that new materialisms might wish to work out and with and inspect and analyze.... What sorts of politics are appropriate for such analysis? What tactics are "friendly" to including new sciences while also being carefully aware of their ideological agencies?
The new sciences of epigenetics are involved here, "turning genes on and off" as the popular press tends to put it, a new set of mechanisms for what was, until relatively recently, understood as a scientific fallacy, the inheritance of acquired characteristics, sometimes denominated Lamarckism. A Soviet version of that was debunked as Lysenkoism. You may wish to nose around on the web and begin to become familiar with these terms and issues.
===NOTE CHANGES: we meet for entire class time 12 March; Joseph talk is 1 April
scroll to bottom to see in detail
===
ACTIONS AND INTERACTIONS! COMMUNITIES OF PRACTICE
Thursday 5 March – Feelings, Affects, Emotions, Orgies, Longings, among differing communities of practice: what work for which contexts? when oppositional and why?
• READ: You should have done all the Anker, Gessen, and Rodríguez readings for both last week and this week as negotiated with our Director of Readings.
• LINKS AND WEBSITE: You should have read the work on the new TAB: communities of practice and started to play around with how to use these ideas in our discussion and analyses. What will these conceptual tools help us do?
• RECOMMENDED: Burgett & Mendler, eds. 2014 (2nd ed). Keywords for American Cultural Studies. TERM: Cvetkovich, "Affect" (13-16). Also Acknowledgements (vii-viii), Introduction (1-7) and Note on Classroom Use (9-11).
• ADD THIS WEEK: TERM: Rodríguez, "Latino, Latina, Latin@" (146-149).
• ALSO RECOMMENDED: on the Wikipedia: "LGBT Rights in Russia," here: http://en.wikipedia.org/wiki/LGBT_rights_in_Russia
• ALSO: use the web to figure out the term "pinkwashing." What work does it do for which communities of practice? COMPARE IT WITH the term "homonationalism." How do these terms work together? How have you seen them used and by whom for what purposes? Where do you find each on the web? What can you infer from all this?
===
DOUBLE PRESENTATIONS!
• Each TEAM will have exactly one hour to accomplish both presentation and to facilitate discussion.
• We will take a brisk 10 min break between.
• That means we will have only about twenty minutes before the end of class to catch up on loose ends and maybe to continue connections among all the readings and our thoughts. Be sure you know what you need at this time!
===
EXTRAS!
I had added the stuff below to an earlier post, and liked the Ainsworth article myself, not as without flaws or not to be criticized, but as some introduction to interesting issues. (I never assume that something I read or suggest is flawless!) And so it is! On Facebook today more response to this essay, including a link to comments by Anne Fausto-Sterling: “Giving credit and showing chains of knowledge are part of doing science journalism in an ethical and professional manner. It does a disservice to science to pretend that all the ideas come from scientists in the current moment. The ideas in this article come from intersex activists (many of whom some of the scientists you do cite knew and worked with) as well as historians of science and biologists such as myself. Feminist theory also contributed to the growth of these ideas. Biology is not an island divorced from the rest of academia or society. It is not great journalism to pretend otherwise.” (See: http://oiiuk.org/975/musing-on-binary-essentialism/ )
===
[OPTIONAL READING NOW, BUT WE MAY WISH TO REFER TO LATER: Claire Ainsworth (2015). Sex redefined: The idea of two sexes is simplistic. Biologists now think there is a wider spectrum than that. Nature 518 (19 February 2015): 288-291. doi:10.1038/518288a. http://www.nature.com/news/sex-redefined-1.16943?WT.mc_id=TWT_NatureNews ]
Saw this on Facebook and like this science writer summary of findings since the nineties. Interesting elements perhaps in the narration, visualization, communication of intra-body action too. Could be understood to be the kind of knowledges that new materialisms might wish to work out and with and inspect and analyze.... What sorts of politics are appropriate for such analysis? What tactics are "friendly" to including new sciences while also being carefully aware of their ideological agencies?
The new sciences of epigenetics are involved here, "turning genes on and off" as the popular press tends to put it, a new set of mechanisms for what was, until relatively recently, understood as a scientific fallacy, the inheritance of acquired characteristics, sometimes denominated Lamarckism. A Soviet version of that was debunked as Lysenkoism. You may wish to nose around on the web and begin to become familiar with these terms and issues.
===NOTE CHANGES: we meet for entire class time 12 March; Joseph talk is 1 April
<<<SECTION II: what’s new? Neo-liberalism? New materialisms?
Anker. 2014. Orgies of Feeling. Duke. 978-0822356974. ASIN: B00NCU8PWA.
Gessen & Huff-Hannon, eds. 2014. Gay Propaganda. OR Books. 978-1939293350. ASIN: B00J7XJBWO.
Kirksey, ed. 2014. The Multispecies Salon. Duke. 978-0822356257. ASIN: B00PIKKE1C.
Povinelli. 2011. Economies of Abandonment. 978-0822350842. ASIN: B0068JZCAK.
Rodríguez. 2014. Sexual Futures, Queer Gestures, and Other Latina Longings. NYU. 978-0814764923. ASIN: B00L8BUIES.
FOR MIRANDA: Community: Burgett & Mendler, eds. 2014 (2nd ed). Keywords for American Cultural Studies. NYU. 978-0814708019. ASIN: B00PSKHO1.
Thursday 26 February – Anker, Gessen
Thursday 5 March – Gessen, Rodríguez
Thursday 12 March – Povinelli, Kirksey <we must miss LGBT talk after all, so plan instead:
> Friday, March 13, 2015 Colloquium with Tavia Nyong’o; 12:30pm-2pm at Taliaferro Hall 2110
> Friday, March 13, 2015 Colloquium with Tavia Nyong’o; 12:30pm-2pm at Taliaferro Hall 2110
Thursday 19 March – SPRING BREAK
Thursday 26 March – Povinelli, Kirksey, Anker, Gessen, Rodríguez <ANKER AT CLASS>
[Wednesday 1 April: Miranda Joseph at LGBT Series: check out Burgett & Mendler: Community]
[Wednesday 1 April: Miranda Joseph at LGBT Series: check out Burgett & Mendler: Community]
Thursday 2 April – paper sessions
Thursday, February 26, 2015
Class at home today! WMST offices closed: double presentations next week.
===
Hi Folks! Sorry for multiple confused emails! I was right the first time!
Class is cancelled today. Or, rather, today you will use as a classwork at home day. (That is important for how snow days are counted by the state, and how permission is given by the unit supervisor.)
What does this mean for the next two weeks of work and next week's presentations?
It does NOT mean that we push things back. It DOES mean that we double things up. It is not a free week: it is a work at home class this week. You will notice that these differences do matter. (And we can discuss these too!)
So -- spend today making sure you are totally caught up on the reading for BOTH this week AND ALSO NEXT week!
As usual on this weekend I will put up more about next week's class preparation, but you already know what the reading is going to be.
This would also be a good time to explore links on the website you have not yet had time to read and check out.
We will have presentation originally scheduled for today before the break next week, and the one scheduled for next week, after the break.
So that means that folks presenting both weeks are still doing so! Please notice that! Again, this is not a week off, but rather a reading week at home!
Stay warm, have cozy reading time if at all possible, enjoy a shift in pace while still doing the work, reorganizing what is done when.
Best wishes!
===
Class is cancelled today. Or, rather, today you will use as a classwork at home day. (That is important for how snow days are counted by the state, and how permission is given by the unit supervisor.)
What does this mean for the next two weeks of work and next week's presentations?
It does NOT mean that we push things back. It DOES mean that we double things up. It is not a free week: it is a work at home class this week. You will notice that these differences do matter. (And we can discuss these too!)
So -- spend today making sure you are totally caught up on the reading for BOTH this week AND ALSO NEXT week!
As usual on this weekend I will put up more about next week's class preparation, but you already know what the reading is going to be.
This would also be a good time to explore links on the website you have not yet had time to read and check out.
We will have presentation originally scheduled for today before the break next week, and the one scheduled for next week, after the break.
So that means that folks presenting both weeks are still doing so! Please notice that! Again, this is not a week off, but rather a reading week at home!
Stay warm, have cozy reading time if at all possible, enjoy a shift in pace while still doing the work, reorganizing what is done when.
Best wishes!
===
Saturday, February 21, 2015
what do we mean by new? what sort of strategies, tactics, memberships does it activate?
===
===
Gathering with, as, to create the strategies, tactics, memberships of differential consciousness.... How to identify, experience, note the affective resonances, pay attention to and honor and sometimes critique the oppositional consciousness/es entangled?
How might we "distinguish, evaluate, and select tactics"? what do we notice emerging in the various politics, readings of power, deconstructions, differential perceptions, democratics we inhabit, witness, practice, are moving around by, and moved by in the ...new? now? actual everyday? How might we identify "situated knowledges," "globalizing psychic, cultural, and national sites," "place-based ecological activism," "political and cultural planetary geographies"? are these words you would use? your communities of action, affect, belonging would use? what are you moved to? how are you "learning to be affected"?
Make some lists, pictures, sets of quotation, tangles of citations, or other drafts for thinking and bring them to class! Connect them to our readings, our discussions, your histories and care-abouts!
===
Thursday 26 February – Orgies of Feeling in the politics of ....
• READ: Read both Anker and Gessen as negotiated with our Director of Readings.
Be sure to be consider the difficulties and ...excitements? of trying
=to describe a range of meanings for "orgies of feeling" and
=how they might be distributed and/or silo-ed among "communities of practice" as well as
=how relatively general and even vague common language understandings might enable as well as
=confuse particular meanings or
=desires to define these words and their agencies, as well as
=realities they participate in.
How might "orgies of feeling" be the subject of Gessen Gay Propaganda collection too?
• ALSO EXAMINE, READ, CHECK LINKS AND PONDER: new TAB: communities of practice
• RECOMMENDED: Burgett & Mendler, eds. 2014 (2nd ed). Keywords for American Cultural Studies. TERM: Cvetkovich, "Affect" (13-16). Also Acknowledgements (vii-viii), Introduction (1-7) and Note on Classroom Use (9-11).
ALSO RECOMMENDED: on the Wikipedia: "LGBT Rights in Russia," here: http://en.wikipedia.org/wiki/LGBT_rights_in_Russia
• ALSO: find out what the term "pinkwashing" means. How can you tell when it is happening?
Gessen is going to be on campus in April. What do you learn about her on the web, what will her book and her person contribute to our course? Why is the book called "Gay Propaganda"? What about "propaganda" and LGBT people in Russia today? Are things getting better or worse for LGBT people in Russia? What makes this clear? Does this surprise you? why or why not? Why might pinkwashing be an important term for LGBT activisms? How could it be entangled with issues of LGBT rights in Russia?
===
[OPTIONAL READING NOW, BUT WE MAY WISH TO REFER TO LATER: Claire Ainsworth (2015). Sex redefined: The idea of two sexes is simplistic. Biologists now think there is a wider spectrum than that. Nature 518 (19 February 2015): 288-291. doi:10.1038/518288a. http://www.nature.com/news/sex-redefined-1.16943?WT.mc_id=TWT_NatureNews ]
Just saw this on Facebook and like this science writer summary of findings since the nineties. Interesting elements perhaps in the narration, visualization, communication of intra-body action too. Could be understood to be the kind of knowledges that new materialisms might wish to work out and with and inspect and analyze.... What sorts of politics are appropriate for such analysis? What tactics are "friendly" to including new sciences while also being carefully aware of their ideological agencies?
The new sciences of epigenetics are involved here, "turning genes on and off" as the popular press tends to put it, a new set of mechanisms for what was, until relatively recently, understood as a scientific fallacy, the inheritance of acquired characteristics, sometimes denominated Lamarckism. A Soviet version of that was debunked as Lysenkoism. You may wish to nose around on the web and begin to become familiar with these terms and issues.
===
<<<SECTION II: what’s new? Neo-liberalism? New materialisms?
Anker. 2014. Orgies of Feeling. Duke. 978-0822356974. ASIN: B00NCU8PWA.
Gessen & Huff-Hannon, eds. 2014. Gay Propaganda. OR Books. 978-1939293350. ASIN: B00J7XJBWO.
Kirksey, ed. 2014. The Multispecies Salon. Duke. 978-0822356257. ASIN: B00PIKKE1C.
Povinelli. 2011. Economies of Abandonment. 978-0822350842. ASIN: B0068JZCAK.
Rodríguez. 2014. Sexual Futures, Queer Gestures, and Other Latina Longings. NYU. 978-0814764923. ASIN: B00L8BUIES.
FOR MIRANDA: Community: Burgett & Mendler, eds. 2014 (2nd ed). Keywords for American Cultural Studies. NYU. 978-0814708019. ASIN: B00PSKHO1.
Thursday 26 February – Anker, Gessen
Thursday 5 March – Gessen, Rodríguez
Thursday 12 March – Povinelli, Kirksey [Thursday 12 March 5PM! Tavia Nyong'o at LGBT Series]
Thursday 19 March – SPRING BREAK
Thursday 26 March – Povinelli, Kirksey, Anker, Gessen, Rodríguez <ANKER AT CLASS>
[Wednesday 1 APRIL <CORRECTION!: Miranda Joseph at LGBT Series: check out Burgett & Mendler: Community]
[Wednesday 1 APRIL <CORRECTION!: Miranda Joseph at LGBT Series: check out Burgett & Mendler: Community]
Thursday 2 April – paper sessions
===
Gathering with, as, to create the strategies, tactics, memberships of differential consciousness.... How to identify, experience, note the affective resonances, pay attention to and honor and sometimes critique the oppositional consciousness/es entangled?
How might we "distinguish, evaluate, and select tactics"? what do we notice emerging in the various politics, readings of power, deconstructions, differential perceptions, democratics we inhabit, witness, practice, are moving around by, and moved by in the ...new? now? actual everyday? How might we identify "situated knowledges," "globalizing psychic, cultural, and national sites," "place-based ecological activism," "political and cultural planetary geographies"? are these words you would use? your communities of action, affect, belonging would use? what are you moved to? how are you "learning to be affected"?
Make some lists, pictures, sets of quotation, tangles of citations, or other drafts for thinking and bring them to class! Connect them to our readings, our discussions, your histories and care-abouts!
===
Thursday 26 February – Orgies of Feeling in the politics of ....
• READ: Read both Anker and Gessen as negotiated with our Director of Readings.
Be sure to be consider the difficulties and ...excitements? of trying
=to describe a range of meanings for "orgies of feeling" and
=how they might be distributed and/or silo-ed among "communities of practice" as well as
=how relatively general and even vague common language understandings might enable as well as
=confuse particular meanings or
=desires to define these words and their agencies, as well as
=realities they participate in.
How might "orgies of feeling" be the subject of Gessen Gay Propaganda collection too?
• ALSO EXAMINE, READ, CHECK LINKS AND PONDER: new TAB: communities of practice
• RECOMMENDED: Burgett & Mendler, eds. 2014 (2nd ed). Keywords for American Cultural Studies. TERM: Cvetkovich, "Affect" (13-16). Also Acknowledgements (vii-viii), Introduction (1-7) and Note on Classroom Use (9-11).
ALSO RECOMMENDED: on the Wikipedia: "LGBT Rights in Russia," here: http://en.wikipedia.org/wiki/LGBT_rights_in_Russia
• ALSO: find out what the term "pinkwashing" means. How can you tell when it is happening?
Gessen is going to be on campus in April. What do you learn about her on the web, what will her book and her person contribute to our course? Why is the book called "Gay Propaganda"? What about "propaganda" and LGBT people in Russia today? Are things getting better or worse for LGBT people in Russia? What makes this clear? Does this surprise you? why or why not? Why might pinkwashing be an important term for LGBT activisms? How could it be entangled with issues of LGBT rights in Russia?
===
[OPTIONAL READING NOW, BUT WE MAY WISH TO REFER TO LATER: Claire Ainsworth (2015). Sex redefined: The idea of two sexes is simplistic. Biologists now think there is a wider spectrum than that. Nature 518 (19 February 2015): 288-291. doi:10.1038/518288a. http://www.nature.com/news/sex-redefined-1.16943?WT.mc_id=TWT_NatureNews ]
Just saw this on Facebook and like this science writer summary of findings since the nineties. Interesting elements perhaps in the narration, visualization, communication of intra-body action too. Could be understood to be the kind of knowledges that new materialisms might wish to work out and with and inspect and analyze.... What sorts of politics are appropriate for such analysis? What tactics are "friendly" to including new sciences while also being carefully aware of their ideological agencies?
The new sciences of epigenetics are involved here, "turning genes on and off" as the popular press tends to put it, a new set of mechanisms for what was, until relatively recently, understood as a scientific fallacy, the inheritance of acquired characteristics, sometimes denominated Lamarckism. A Soviet version of that was debunked as Lysenkoism. You may wish to nose around on the web and begin to become familiar with these terms and issues.
===
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