tag:blogger.com,1999:blog-60453447083578144652023-11-16T06:32:30.060-05:00Feminists Thinking and Rethinking Feminisms (Fall 2011)Katie Kinghttp://www.blogger.com/profile/15901518232103073849noreply@blogger.comBlogger15125tag:blogger.com,1999:blog-6045344708357814465.post-53629647840900217212011-12-12T15:06:00.001-05:002012-12-08T14:39:01.247-05:00Sharing that learning is sweet!<span style="font-size: large;"><i>Passing some sweetness around....</i></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAd2IvDJQWyepKO4HXuYxhojj88Bwi94VY147Ihw5dKEGmH9xhUpsehO9OAW2kEeruQpPH2CpS_3lOqbFo2c2D2cBz-Cgc6HQLdQsiybubPqGVqgSfAyAPtBWp8e8yhx60u-bFYXSVf-E/s1600/apples%2526.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAd2IvDJQWyepKO4HXuYxhojj88Bwi94VY147Ihw5dKEGmH9xhUpsehO9OAW2kEeruQpPH2CpS_3lOqbFo2c2D2cBz-Cgc6HQLdQsiybubPqGVqgSfAyAPtBWp8e8yhx60u-bFYXSVf-E/s320/apples%2526.jpg" width="224" /></a></div>
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<span style="font-family: Verdana; font-size: large;">Today
we begin for everyone with some exercises, to help us focus and make
it a bit easier to share what we have done in the learning analysis.
Today each person will speak and offer their own unique sense of
traveling through the argument or story of the course. Our personal
feelings are, of course, a special part of this. <i>But do think of this primarily as an intellectual sharing of analysis</i> as well as of any careful personal details. Celebrating each others' work and our own, and especially <i>thinking together today</i>
about the knowledge we each bring into being is the collective
project here, our feminist reconceptualization. So listen as carefully
as you speak, because active listening is as necessary to collective
thought. If someone else says something you intended to say, then --
thinking on your feet -- find another something to say that is a
unique bit of your own work instead. </span><br />
<br />
<span style="font-family: Verdana; font-size: large;"> </span><br />
<span style="font-family: Verdana; font-size: large;"><i><b>Focusing exercises for presenting:</b></i> </span><br />
<span style="font-family: Verdana; font-size: large;"><b>EVERYONE: </b></span><br />
<span style="font-family: Verdana; font-size: large;">1) find your favorite paragraph in the paper. Put a star next to it.</span><br />
<span style="font-family: Verdana; font-size: large;">2) write down what you are most proud of in this paper.</span><br />
<span style="font-family: Verdana; font-size: large;">3) put an arrow next to the place you think best describes the argument of the course.</span><br />
<span style="font-family: Verdana; font-size: large;">4) write down your favorite reading and be prepared to say what element of its ANALYSIS made it special for you.</span><br />
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</span><br />
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<span style="font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYwZL7auI_wVtDLL545GyFqeffXCrHh_JHhGXm5ZfYXj9tSfSs9MWU3BO_TrM9_WzfPuFwTS6V5G_PxQ9l5jjmN5TNwBiOZxxq95fZe7koC39Bj3QrooOJqTo6BsoALPBPEoAfDYsgSDQ/s1600/writing1259043201.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYwZL7auI_wVtDLL545GyFqeffXCrHh_JHhGXm5ZfYXj9tSfSs9MWU3BO_TrM9_WzfPuFwTS6V5G_PxQ9l5jjmN5TNwBiOZxxq95fZe7koC39Bj3QrooOJqTo6BsoALPBPEoAfDYsgSDQ/s1600/writing1259043201.jpg" /></a></span></div>
<span style="font-size: large;"><b><span style="font-family: Verdana;">PICK ONE OF THESE TOO:</span></b></span><br />
<span style="font-family: Verdana; font-size: large;">=write about a moment in the course where everything seemed to come together for you.</span><br />
<span style="font-family: Verdana; font-size: large;">=write about a moment outside the course where you realized you were using something you had learned in the class.</span><br />
<span style="font-family: Verdana; font-size: large;">=write about a moment when you discovered something new about how you were included in the argument of the class. </span><br />
<br />
<span style="font-size: large;"><b><span style="font-family: Verdana;">WHEN IT IS YOUR TURN TO SPEAK:</span></b></span><br />
<span style="font-family: Verdana; font-size: large;">pick out four of these to share. <i>Focus on analysis</i>
-- of the course, readings, experiences, realizations -- especially,
although feelings and politics have important places too. Be mindful
of the time -- we want to allow time for everyone in the class to
speak today -- give some real details: don't be too general. Do show
off the hard thinking you are capable of. Make sure what you say is
special and unique. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPb2LvMufJczHaAcxH-ggnWcfe9Lqbzzkd_GzShoT7qOPH6rHe-SUZmyKlUteDUcEGzB2JUZ7OACogv1OaYyh3faiYJP3eILOABKlklNcjNupboWibyS1_dHuYxIkvzP0aQvCoyOCrHP8/s1600/Feminist-Coming-Out-Day-copy.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPb2LvMufJczHaAcxH-ggnWcfe9Lqbzzkd_GzShoT7qOPH6rHe-SUZmyKlUteDUcEGzB2JUZ7OACogv1OaYyh3faiYJP3eILOABKlklNcjNupboWibyS1_dHuYxIkvzP0aQvCoyOCrHP8/s1600/Feminist-Coming-Out-Day-copy.jpg" /></a></div>
<i><span style="font-family: Verdana; font-size: large;">And
may we keep running into each other, over and over, in friendship and
connection and intellectual community and joyful living!</span></i><br />
<span style="font-size: large;"><br />
</span><br />
<span style="font-family: Verdana; font-size: large;">=== </span>Katie Kinghttp://www.blogger.com/profile/15901518232103073849noreply@blogger.com0tag:blogger.com,1999:blog-6045344708357814465.post-35611052906077203562011-12-06T10:07:00.001-05:002011-12-06T10:12:34.335-05:00swarming timeframes<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXufwJd419jVJpjZHtc9lyJwHSBnwT-TVw5MeE-1zQymwCKoiYcq3spBv2ZO7iM5TNQ0Y8R4YOAwC5mpF30H0mSLmdYM4rFMBPrL72dh5mMCWphoLyCC-GlTnSHB8NXHWB7I_n5m7Ec2E/s1600/structures-in-a-field_arrow-of-time1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXufwJd419jVJpjZHtc9lyJwHSBnwT-TVw5MeE-1zQymwCKoiYcq3spBv2ZO7iM5TNQ0Y8R4YOAwC5mpF30H0mSLmdYM4rFMBPrL72dh5mMCWphoLyCC-GlTnSHB8NXHWB7I_n5m7Ec2E/s320/structures-in-a-field_arrow-of-time1.jpg" width="320" /></a></div>
<span style="font-family: Verdana; font-size: medium;"><i><b>Tuesday 6 Dec – How do we use the notion of an epistemological project? </b></i><br />• rereading Davis as lens on all the other books <br /><i>So
how well does Davis’ notion of epistemological project travel? Can we
use it to think about these books, ideas, activisms, methods,
disciplines, feminisms? </i><br /><i><b><br />Thursday 8 Dec – Feminist Time Machines: how can we historicize what is happening now? </b></i><br />• finishing up and rereading Hewitt as lens on all the other books; <br /><i>Read
stuff you missed or reread the stuff that has become a touchstone for
you; be able to say why and how. Why do feminists want to be able to
historicize? How is that a kind of sharing? a kind of traveling? </i></span>Katie Kinghttp://www.blogger.com/profile/15901518232103073849noreply@blogger.com0tag:blogger.com,1999:blog-6045344708357814465.post-54778710691958710202011-11-28T08:35:00.001-05:002011-12-01T10:24:27.807-05:00Share Feminism/s, how?<br />
<span style="font-family: Verdana; font-size: large;"><b>REFLEXIVITY IN WOMEN’S STUDIES: SOLIDARITY IN RESISTANCE, FLEXIBILITY IN BUILDING</b></span><br />
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<span style="font-family: Verdana; font-size: large;"><b> </b></span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxlhJBd3P7q8AuNXfsE0TAl8bH1f0NnbzaGATAtH8rilKiJ4ZC1qkNTqm6RZKH1WlSI8mMfdgYNUrnhyphenhyphenz4j9Dsyor1O1phbm5JgnMq5RaCP0SGpDZj3e3C3sCm6mdwd_zPWLtSlQC4jfU/s1600/wiki.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxlhJBd3P7q8AuNXfsE0TAl8bH1f0NnbzaGATAtH8rilKiJ4ZC1qkNTqm6RZKH1WlSI8mMfdgYNUrnhyphenhyphenz4j9Dsyor1O1phbm5JgnMq5RaCP0SGpDZj3e3C3sCm6mdwd_zPWLtSlQC4jfU/s1600/wiki.jpg" /></a><span style="font-family: Verdana; font-size: large;"><i><b>Tuesday 20 Nov – Share Feminism/s, how? with whom? with what care? </b></i><br />• rereading Zandt as lens on all the other books <br />• how to do learning analysis <br /><i>What
does Zandt have to teach us about the issues raised in the other books
that we might have missed if we hadn’t read her work?</i></span><br />
<span style="font-family: Verdana; font-size: large;"> </span><br />
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<a href="http://www.scribd.com/doc/74023721/LEARNING-ANALYSIS-for-Feminist-Re-Conceptualizations" style="-x-system-font: none; display: block; font-family: Helvetica,Arial,Sans-serif; font-size-adjust: none; font-size: 14px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; margin: 12px auto 6px auto; text-decoration: underline;" title="View LEARNING ANALYSIS for Feminist Re Conceptualizations on Scribd">LEARNING ANALYSIS for Feminist Re Conceptualizations</a><iframe class="scribd_iframe_embed" data-aspect-ratio="0.772727272727273" data-auto-height="true" frameborder="0" height="600" id="doc_32873" scrolling="no" src="http://www.scribd.com/embeds/74023721/content?start_page=1&view_mode=list&access_key=key-1nzom8ileq9hblgp8zg" width="100%"></iframe><script type="text/javascript">
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<span style="font-family: Verdana; font-size: large;"><i><b>Thursday 1 Dec – Intersectionality as Boundary Object, meaning different things to different feminisms?</b></i><br />•
finishing up and rereading Berger as lens on all the other books; read
stuff you missed or reread the stuff that has become a touchstone for
you; be able to say why and how.<br /><i>How do different feminisms use intersectionality to share their urgent projects and their hopes for feminism?</i></span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><a href="http://en.wikipedia.org/wiki/Lumping_and_splitting">lumping and splitting</a> </span><br />
<span style="font-family: Verdana; font-size: large;">connection to <a href="http://en.wikipedia.org/wiki/Boundary_object">boundary objects</a>? </span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i><a href="http://spirit.lib.uconn.edu/%7Emboyer/burcha2.html">Perry model of intellectual development</a> </i></span><br />
<span style="font-family: Verdana; font-size: medium;">in addition to its
importance as a developmental schema for the adult learning processes
of discrete individuals, what about these intellectual, psychological,
psychic features as elements dynamically shifting back and forth, for
example, when</span><br />
<span style="font-family: Verdana; font-size: medium;">• individuals and groups are under great stress </span><br />
<span style="font-family: Verdana; font-size: medium;">• are confronted by new elements in shifting contexts</span><br />
<span style="font-family: Verdana; font-size: medium;">• enter into a new arena of knowledge or practice</span><br />
<span style="font-family: Verdana; font-size: medium;">• are forced into positions by polarization </span><br />
<span style="font-family: Verdana; font-size: medium;">• are "converted" to new and strong epistemologies </span><br />
<span style="font-family: Verdana; font-size: medium;">• are using shorthand versions of complexities for clarity</span><br />
<span style="font-family: Verdana; font-size: medium;">• are responding to urgent conditions requiring strong action </span><br />
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<span style="font-family: Verdana; font-size: large;">===</span><br />
<b><span style="font-family: Verdana; font-size: large;">MAKE A POINT OF THIS! CONNECTS TO HEWITT! </span></b><br />
<i><b><span style="font-family: Verdana; font-size: large;">Reading, Conversation, and Reception with <br />Florence Howe on Monday December 5 at 3:00 in Taliaferro 1126.</span></b></i><br />
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<i><b><span style="font-family: Verdana; font-size: large;">=== </span></b></i><br />
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<span style="font-family: Verdana; font-size: large;">===</span>Katie Kinghttp://www.blogger.com/profile/15901518232103073849noreply@blogger.com0tag:blogger.com,1999:blog-6045344708357814465.post-85772462410159904762011-11-14T16:32:00.001-05:002011-11-14T16:42:00.481-05:00Our field comes to life, passions in workshop mode!<span style="font-family: Verdana; font-size: large;"><br /><i><b>Tuesday 15 Nov – WORKSHOP #2 – Dynamics in Our Field of Women’s Studies</b></i><br /><i>Today
we will share our work poster session style: divide in two groups, and
all move around talking to each other about work during the class time.
</i><i><b><br /></b></i><i></i></span><br />
<span style="font-family: Verdana; font-size: large;"></span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i>• Workshop 2: Dynamics in Our Field </i><br />
<br />
</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFL8YlLQGiR0nfYEMFGTPNbYHEhkB9OInXVDDlCvjJ1VamkTkZKJ2lr0zzdR4T0cRRQ-FRa0-J9daep_LP_vRvrk7T1cxPsMs_9XSEwmnXzvc8jG5IRaPLEtDc674GJXxLhX5kY6wrMS0/s1600/intersectionality_symposium_speaker_page_image.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFL8YlLQGiR0nfYEMFGTPNbYHEhkB9OInXVDDlCvjJ1VamkTkZKJ2lr0zzdR4T0cRRQ-FRa0-J9daep_LP_vRvrk7T1cxPsMs_9XSEwmnXzvc8jG5IRaPLEtDc674GJXxLhX5kY6wrMS0/s1600/intersectionality_symposium_speaker_page_image.png" /></a><span style="font-family: Verdana; font-size: large;">For
our second workshop you will create either a paper or poster (which
determined by lot) in order to explore how feminists remember,
participate in, and analyze the dynamics in our field of women’s
studies. </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">What is its history? What ways of analyzing power are best? How
do particular disciplines locate the central concerns of women’s
studies? How do feminist scholars share the work they do? </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">You will
explore two class texts carefully, and chose EITHER • to analyze
Hewitt’s book through the analysis (eyes, lens) of Berger’s <i>The Intersectional Approach</i> OR • to analyze Berger’s book through the analysis (eyes, lens) of Hewitt’s <i>No Permanent Waves</i> </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">• Berger’s collection demonstrates paradigm shifts in our field. NOTICE
that it explores how to think THROUGH feminisms ABOUT feminisms. </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">• </span><span style="font-family: Verdana; font-size: large;">Hewitt’s book demonstrates that history doesn’t stand still. NOTICE and
ask, why do we keep remaking our feminist pasts? </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">No matter which of
these approaches you take, also NOTICE that you will need to do some
additional research. You will need to use the web to follow-up or look
in greater detail at the kinds of feminisms displayed here, other ways
of thinking about histories of feminism, and ways all of these are
promoted in popular and scholarly media. <i>Always make a point of connecting projects to class readings and lectures. </i></span><br />
<span style="font-family: Verdana; font-size: large;"><i><b><br /></b></i></span><span style="font-family: Verdana; font-size: large;"><i><b>Thursday 17 Nov – WORKSHOP #2 – Talking about it all </b></i> <br />• LOGBOOK 3 DUE along with either paper and handout or digital picture of poster, after presentations <br /><i>Today we will have a conversation about what we learned, noticed, thought about, and draw from the last class presentations. </i></span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i><b>Tuesday 22 Nov – NO CLASS: THANKSGIVING WEEK<br />Thursday 24 Nov – NO CLASS: HAPPY THANKSGIVING </b></i></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgI3bquWS5B9hI4g3lZVJqJzcsGpC-Ot8M7SfHcyF5K9DH3LB3AUEjAXVafn4yCGJbH6D-7zab6KmfKnrdgj2CRQSx7M9Aea3f5T2lfAV4pZHNqtjyhGx_sw9r95u4B50A6djnbVNquxyI/s1600/Thanksgiving-peanuts-452773_1280_960.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="113" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgI3bquWS5B9hI4g3lZVJqJzcsGpC-Ot8M7SfHcyF5K9DH3LB3AUEjAXVafn4yCGJbH6D-7zab6KmfKnrdgj2CRQSx7M9Aea3f5T2lfAV4pZHNqtjyhGx_sw9r95u4B50A6djnbVNquxyI/s640/Thanksgiving-peanuts-452773_1280_960.jpg" width="640" /></a></div>Katie Kinghttp://www.blogger.com/profile/15901518232103073849noreply@blogger.com0tag:blogger.com,1999:blog-6045344708357814465.post-32819572663630406152011-11-07T11:50:00.000-05:002011-11-08T10:09:46.454-05:00Waving at each other: seeing through others' eyes, the next workshop<span style="font-family: Verdana; font-size: large;"></span><br />
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<a href="https://www.google.com/search?source=ig&hl=en&rlz=&q=fourth+wave+feminism&oq=fourth+wave+feminis&aq=0&aqi=g2g-v8&aql=&gs_sm=c&gs_upl=102l6175l0l15023l26l17l3l6l5l0l1308l2374l2.3.2.7-1l8l0#pq=fourth+wave+feminism&hl=en&sugexp=ppwl&cp=30&gs_id=5b&xhr=t&q=feminisms+interconnections+new&tok=xyphKWEqc3VCX48f77Bfdw&pf=p&sclient=psy-ab&source=hp&pbx=1&oq=feminisms+interconnections+new&aq=f&aqi=&aql=&gs_sm=&gs_upl=&bav=on.2,or.r_gc.r_pw.r_cp.,cf.osb&fp=bee33f287f71054d&biw=1052&bih=532" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="223" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQmlxOesEo5ENHBBr-hEBKa7BlCiYsXDc-s7vi5eeCzf99jdeOtAFQlQo9OlOWkV1asAVWhjQlP6_9tkqLhiwv6QKPwjIbFs4wNJj5tEGucIMWf5bLnxZRHRmgg0dyNrpyF5nIcSav7Vo/s400/womewaving.jpg" width="400" /></a></div>
<br />
<i><span style="font-family: Verdana; font-size: large;">We can look at feminist histories through the eyes of different ways of understanding intersectionality; and we can look at how and why intersectionalities might differ through the eyes of feminist histories, generations, political agendas, and assumptions about what is better than what else....<b> </b></span></i><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i><b>Tuesday 8 Nov – Agendas, Activisms, Relocations </b></i><br />• Hewitt: Part III: pick 3 of 5 <br /><i>Look
through all of these enough to compare them all somewhat, then become
an expert on the ones you choose. How do these projects each in their
own specific way contribute to the epistemological project of the whole
book? How can you tell? </i></span><br />
<span style="font-family: Verdana; font-size: large;"><br /><b>=Brainstorming all the differences we can grasp. </b>What contexts do they respond to? What constituencies are addressed? What political goals are assumed? How do they compare with your care-abouts?</span><br />
<br />
<span style="font-family: Verdana; font-size: large;">=reports on what we all did last week!! (Katie gave talk at <a href="http://4sonline.org/meeting">4S</a>: talksite <a href="http://queertransd.blogspot.com/">here</a>. </span><br />
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<span style="font-family: Verdana; font-size: large;">=== </span><br />
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<a href="https://www.google.com/search?source=ig&hl=en&rlz=&q=fourth+wave+feminism&oq=fourth+wave+feminis&aq=0&aqi=g2g-v8&aql=&gs_sm=c&gs_upl=102l6175l0l15023l26l17l3l6l5l0l1308l2374l2.3.2.7-1l8l0" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYa4uDXeL6wKgCbB_OL9NEbIUJGz79xx7P4mO_f6vvYjHWbwxVdY8qTOQIPi6gX-lvNSeRrYIpNPJdwRNQ2ahwfoUJRJY3KcidGwsEQ55eQ4DG3OEr6Q7R__TQaIHA5nVk-iOQUlSH3Ko/s1600/wavesilo.jpeg" /></a></div>
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<span style="font-family: Verdana; font-size: large;"><i><b>Thursday 10 Nov – Comparing epistemological projects </b></i><br />• Berger: Part IV: choose 2 of the 5 and everyone should read the epilogue <br /><i>How might each of these chapters work to help us envision the future of intersectionality and to see what is at stake? </i></span><br />
<br />
<span style="font-family: Verdana; font-size: large;">=What questions and concerns are coming up as you prepare for next week's workshop? </span><br />
<span style="font-family: Verdana; font-size: large;"> </span><br />
<span style="font-family: Verdana; font-size: large;">=What is at stake for you in different intersectional approaches, in different ways of conceptualizing waves? </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">=== </span><br />
<span style="font-family: Verdana; font-size: large;">Which chapters did you choose? Why?
How can you let the authors alter your historical imagination? Can you
let them turn it in-side out? Change how you think rather than justify
how you think? What does that mean for feminists and feminisms? </span><br />
<br />
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<a href="http://jumpmagicjump.wordpress.com/2009/12/06/why-riot-grrrl/" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQ9DoCnZETTR8ZiVoywG25S0mkt0-ys_a-VIIUaZwFCe23crqk-Z1oIIFL8VwNtJePnFSKLtsOa2XHDuSPCrSSnbY7LtLwCI16DzOGhFNfCQEnV9Fc70NOxz6EpPVj-eJCB6EDFwGVS58/s1600/riot.jpg" /></a></div>
<span style="font-family: Verdana; font-size: large;">I picked <a href="http://wgs.usf.edu/faculty/dgarrison/">Ednie Garrison</a>'s framing of "Third Wave" as one of my readings </span><span style="font-family: Verdana; font-size: large;">(originally in <a href="http://www.feministstudies.org/home.html">Feminist Studies</a> 2000)</span><span style="font-family: Verdana; font-size: large;">.
In some ways it justified my assumptions about the histories involved,
but in other ways it altered them, opened up areas I hadn't thought
about in those terms before.</span><br />
<br />
<span style="font-family: Verdana; font-size: large;">For
example, I already did not consider these feminisms strictly age
related, but I didn't anticipate how Garrison would reframe them -- not
generational but differentially oppositional, an analysis inspired by
Chela Sandoval and attentive to culture and technology as historical
agencies:</span><br />
<br />
<span style="font-family: Verdana; font-size: large;">394:
"The refusal to claim ownership of feminism allow these third wavers to
maintain a sense of their own and other feminist-identified
individuals' tactical subjectivity. When we understand that feminism is
not about fitting into a mold but about expanding our ability to be
revolutionary from within the worlds and communities and scenes we move
around and through, then collective action becomes possible across the
differences that affect people differently."</span><br />
<br />
<span style="font-family: Verdana; font-size: large;">Notice this language: "the differences that affect people differently." </span><br />
<br />
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<a href="http://www.google.com/search?q=riot+grrl+bands&tbo=p&tbm=vid&source=vgc&hl=en&aq=4&oq=riot+grrl#hl=en&tbs=vid:1&sa=X&ei=ohOaTcaOH9HPgAeEqsC2CA&ved=0CDEQvwUoAQ&q=riot+grrrl+bands&spell=1&bav=on.2,or.r_gc.r_pw.&fp=680ef171e6eb2bb3" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="248" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFyTZZdIF9CdqBPz6kDgk5Lb9_Te40c6XIpBlsneUcg23IX0kHV9IOwr0pfc2tbLToNZwbFrgTvpQ-uz5T6lVR9QCRmSBO3_LIoKAVNCRuuIWFx8pWjba8JMQpqoU6U-lp4uqXF_xn_vo/s400/grrl.jpg" width="400" /></a></div>
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<span style="font-family: Verdana; font-size: large;">Another one I picked was </span><span style="font-family: Verdana; font-size: large;">originally in <a href="http://www.smith.edu/meridians/"><i>Meridians</i></a> 2008, so almost a decade later,</span><span style="font-family: Verdana; font-size: large;"> <a href="http://www.womensstudies.emory.edu/sub-g-current.htm">Whitney Peoples</a>'
discussion of hip hop feminisms and the solidarity of black feminists
across generations. She takes as her definition of "third wave" a
specific history that defines it pivotally as a collective critique by
women of color. (See her ftnote 3.) What alternate histories of the term
exist at the same time? How can that be the case? How much does it
matter and to whom? Is the "true origin" important? What does it mean to
claim the origin of such a term?</span><br />
<br />
<span style="font-family: Verdana; font-size: large;">And
what does critique entail? If you critique something do you throw it
out? Peoples' takes up this issue as she explores how hip-hop critique
could divide black feminists but doesn't have to, and how it needn't be
thrown out even if interrogated....</span><br />
<br />
<a href="http://www.google.com/search?source=ig&hl=en&rlz=&q=hip-hop&aq=f&aqi=&aql=&oq=#hl=en&ds=yt&sugexp=ldymls&pq=hip-hop&xhr=t&q=hip-hop+feminism&cp=16&qe=aGlwLWhvcCBmZW1pbmlzbQ&qesig=uimJpoJJZaNDen6KO1V5AA&pkc=AFgZ2tmOjJcJV0BMTJwTgFkHIoVq0FiesYi6z8FqTC1mMPVnsp8h4IHTqi4inXgYnNkJYg3R-5ACH8pFhvduDPIbYe8lY0EjeQ&pf=p&sclient=psy&tbs=vid:1&aq=f&aqi=&aql=&oq=hip-hop+feminism&pbx=1&bav=on.2,or.r_gc.r_pw.&fp=680ef171e6eb2bb3" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="248" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfV-0fJxYjRCuhLCAvEGjMvPcwHfZCaifcJeXIdD3AVhgAtJxD8T36M7PMuk3ipYZ_X3zEYYBv9yV_VyMtUBLElzVnFdbY4RTiOGpCO6LO1tLYIl19t8kvBN-sWOrf1SbNo6cmI2710qg/s400/web.jpg" width="400" /></a><br />
<span style="font-family: Verdana; font-size: large;">424:
"Just as other black American feminists have chosen to engage other
modes of cultural production that are inimical to the development of
black women's subjectivity, hip-hop feminists refuse to turn away from
difficult and volatile engagements with hip-hop. Bell hooks, for
example, argues that the mainstream American film industry has long
produced images of women, people of color, that have negated the
humanity and subjectivity of black women. Hooks, however, does not
advocate the black women abandon film. On the contrary she, like Pough
in the case of hip-hop, says that they value of mainstream cinema lies
not in the images it produces but in the critique of those images. [she
quotes hooks on "the pleasure of interrogation."]...The hip-hop feminist
agenda is one that takes its cue from hooks and others by using the
critique to fashion an individual, social, and political agenda of
inquiry and action for the contemporary moment.... It's the legacy of
unmasking the specificity of women's experiences at the intersections of
race and sex that continue to make black American feminism an
indispensable mode of analysis and activism for many women today.
Hip-hop feminists draw on the strength of that legacy while
simultaneously drawing on the strength of movements of the contemporary
moment such as hip-hop."</span><br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://www.blackyouthproject.com/byp-presents/feminism-and-hip-hop-conference/" style="margin-left: auto; margin-right: auto;"><img border="0" height="216" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKgEV8aCDCF4kKQCV2guDGMQ5XfcozjylFRIUKaJZ6g4-zLqqvObd1HxJhFPuKprVCz1e4mE9CdY9px0OLgP28ghmdCvYNhabu5BYANuS3CEa_KnUa6SZJzFAqiHMKHe_EDoFboSoQlxs/s400/Hip-Hop-Fem-Conference-Photo-Cropped.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">click for Black Youth project website</td></tr>
</tbody></table>
<span style="font-family: Verdana; font-size: large;">Note how hip-hop then
becomes an agency of intersectionality here, and actually allows for a
continuity of political analysis across age-generations of black
feminists.</span><br />
<br />
<span style="font-family: Verdana; font-size: large;">=== </span>Katie Kinghttp://www.blogger.com/profile/15901518232103073849noreply@blogger.com0tag:blogger.com,1999:blog-6045344708357814465.post-13382553049430397442011-10-24T11:29:00.001-04:002012-10-30T11:18:49.418-04:00Nothing Stays Still....<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiknraz6H2VWuiZE7QUPk0a5Hhxmdl7Px2LtbudcLXC3-mFyMJW7CdifvA0Xds7qTZiz5B-M6DHiO0nAZ1u3p5Kwd1eCNa69vSdlpN-uWdhqXJXLsBSzDoD5J69FAMGJ8vYK7Z-lpBs45Y/s1600/index.1.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiknraz6H2VWuiZE7QUPk0a5Hhxmdl7Px2LtbudcLXC3-mFyMJW7CdifvA0Xds7qTZiz5B-M6DHiO0nAZ1u3p5Kwd1eCNa69vSdlpN-uWdhqXJXLsBSzDoD5J69FAMGJ8vYK7Z-lpBs45Y/s200/index.1.jpg" width="200" /></a><span style="font-size: large;"><span style="font-family: Verdana;"><b>DYNAMICS IN OUR FIELD OF WOMEN’S STUDIES</b></span></span><span style="font-size: large;"><span style="font-family: Verdana;"><i><b>Tuesday 25 Oct – Reframing Narratives & Reclaiming Histories </b></i><br />• Hewitt: Part I: pick 3 of the 5 chapters in this section to read, be prepared to discuss why you chose the ones you did <br /><i>How
does Hewitt talk about traveling knowledges? How does travel across
time compare to travel across space and geopolitical location? How can
you compare what Hewitt does with what Davis does? With what Berger and
Guidroz do? How are these epistemological projects similar and
different? </i></span></span><br />
<span style="font-family: Verdana; font-size: medium;"></span><br />
<br />
<span style="font-family: Verdana; font-size: large;">4: "Activists thus highlight
their distinctiveness from -- and often superiority to -- previous
feminist movements in the process of constituting themselves as the next
wave." </span><br />
<span style="font-family: Verdana; font-size: large;"> </span><br />
<span style="font-family: Verdana; font-size: large;">[KK: yes, but it should also be said that generational hierarchies of supposedly knowing things better exist as well!]<i> </i></span><br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgP9mePb8CnJVmU7gG93hCGvF2X5gEDBXS3O5szpKhHJ6GmHJX_tUnL4QfCJBmKdlOoBZHb9CqiDYxHukA2PAyuB2Eud-pnXRvd_zXM8P7wq_L05z5kEwpUgk2nJDXViQ1BKnlbzC6aR7Q/s1600/papaji+waves.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgP9mePb8CnJVmU7gG93hCGvF2X5gEDBXS3O5szpKhHJ6GmHJX_tUnL4QfCJBmKdlOoBZHb9CqiDYxHukA2PAyuB2Eud-pnXRvd_zXM8P7wq_L05z5kEwpUgk2nJDXViQ1BKnlbzC6aR7Q/s200/papaji+waves.jpg" width="200" /></a><span style="font-family: Verdana; font-size: large;"><i>How do "waves" and "generations" compare, converge, or divide? </i></span><br />
<br />
<span style="font-family: Verdana; font-size: large;">Look at Wikipedia's timeline of key events in the <a href="http://en.wikipedia.org/wiki/Second_wave_feminism">second wave</a> (scroll down to see it). </span><br />
<span style="font-family: Verdana; font-size: large;">Wikipedia on the <a href="http://en.wikipedia.org/wiki/Third-wave_feminism">third wave</a>. </span><br />
<span style="font-family: Verdana; font-size: large;">Wikipedia on the <a href="http://en.wikipedia.org/wiki/First-wave_feminism">first wave</a>. </span><br />
<span style="font-family: Verdana; font-size: large;">Which parts of the world are centered in these?</span><br />
<span style="font-family: Verdana; font-size: large;">Wikipedia's <a href="http://en.wikipedia.org/wiki/Portal:Feminism">Portal: Feminism</a> </span><br />
<span style="font-family: Verdana; font-size: large;">Wikipedia's <a href="http://en.wikipedia.org/wiki/Category:Feminism_by_country">Feminism by country</a> </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">What about feminist generations? </span><br />
<span style="font-family: Verdana; font-size: large;">From <a href="http://yfa.awid.org/2010/03/feminist-generations/">Young Feminist Wire</a> </span><br />
<span style="font-family: Verdana; font-size: large;"><a href="http://library.duke.edu/specialcollections/bingham/generations/overview.html">Symposium</a> on inter- and transgenerational feminisms </span><br />
<span style="font-family: Verdana; font-size: large;">Call for papers by <a href="http://feministmemory.wordpress.com/2011/02/13/call-for-papers-generations-of-feminism/">Feminist Memory</a> </span><br />
<span style="font-family: Verdana; font-size: large;"><a href="http://books.google.com/books?id=MIEmuaMuuxAC&dq=feminist+generations&source=gbs_navlinks_s">Nancy Whittier's book</a> &amp; KK's <a href="https://docs.google.com/document/d/1hEfC5dyPBAVIofUXz_UvFsqXyF17nzz0R_XPPg_ujS0/edit?hl=en">handout</a> on generations </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">All six volumes of Stanton and Anthony's <i>History of Woman Suffrage</i> are available free as ebooks online. See <a href="http://books.google.com/books?id=O4kEAAAAYAAJ&dq=history%20of%20woman%20suffrage%20stanton&source=gbs_similarbooks">Google books</a> and <a href="http://www.gutenberg.org/files/28020/28020-h/28020-h.htm">Project Gutenberg</a>.<i><b> </b></i></span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><a href="http://history.rutgers.edu/faculty-directory/56-professors/162-hewitt-nancy">Hewitt</a>, <a href="http://www.simmons.edu/undergraduate/academics/departments/sociology/faculty/johnson.php">Thompson</a>, <a href="http://africam.berkeley.edu/faculty/taylor.html">Taylor</a>, <a href="http://library.csudh.edu/ALS/showcase/profile.php?user=16">Chávez</a>, <a href="http://www.lsa.umich.edu/women/faculty/facbio.asp?ID=303">Fernandes</a></span><span style="font-family: Verdana; font-size: medium;"></span><br />
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<iframe frameborder="0" height="500" scrolling="no" src="http://books.google.com/books?id=xv46tpxONoQC&lpg=PP1&dq=berger%20intersectionality&pg=PR2&output=embed" style="border: 0px;" width="500"></iframe>
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<span style="font-family: Verdana; font-size: medium;"><span style="font-size: large;">===</span></span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiphR7bseQ2vkmqeOjVsjot44dcx4_u57nn1l-TZMD4zVWK1GliJPeki4JVCi4fzPf8CdXBns5fFMI010Hy_abq3jJ82Ys_TBPsHU2Efq2bXE8eL1N83gZu5sfZeQRCrkDqBm9jUaTW98o/s1600/Intersection.lg.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiphR7bseQ2vkmqeOjVsjot44dcx4_u57nn1l-TZMD4zVWK1GliJPeki4JVCi4fzPf8CdXBns5fFMI010Hy_abq3jJ82Ys_TBPsHU2Efq2bXE8eL1N83gZu5sfZeQRCrkDqBm9jUaTW98o/s400/Intersection.lg.jpg" width="305" /></a><span style="font-family: Verdana; font-size: medium;"><span style="font-size: large;"><i><b>Thursday 27 Oct – Theoretical Explorations, Exploring theories and their worlds </b></i><br />• Berger: Part II: pick 2 of the 4 chapters in this section to read, be prepared to discuss why you chose the ones you did <br /><i>Although
you pick only 2 of these, look at all of them enough to compare the
approaches they take, and to consider the disciplines they come from.
How might that matter? </i></span></span><br />
<span style="font-size: large;"><span style="font-family: Verdana;"></span></span><br />
<span style="font-family: Verdana; font-size: medium;"><i><b><br /></b></i></span>
<span style="font-family: Verdana; font-size: large;">Recall Yuval-Davis' point: (54): “<b>social</b> divisions, such as those relating to membership in particular <b>castes or status</b> as indigenous or refugee people, tend to <b>affect fewer</b>
people globally. At the same time, for those who are affected by these
and other social divisions not mentioned here, such social divisions
are <b>crucial and necessitate struggle to render them visible</b>. This is, therefore, a case where <b>recognition</b> - of social <b>power</b> axes, not of social <b>identities</b> - is of crucial political importance.”</span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><a href="http://en.wikipedia.org/wiki/Power"><b>power</b></a>: macro-, meso-, micro-political (fr structure to interpersonal interaction) [Foucault, biopower]</span><br />
<span style="font-family: Verdana; font-size: large;"><a href="http://en.wikipedia.org/wiki/Structure"><b>structure</b></a>: longer term, more stable, affect most, mostly at macro-political levels and layers [Marx, social structure]</span><br />
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<span style="font-family: Verdana; font-size: large;"><a href="http://www.twu.edu/ws/keating.asp">Keating</a>, <a href="http://soci.uno.edu/luft_personal.htm">Luft</a>, <a href="http://www.unc.edu/depts/afriafam/fac_staff/caldwell/index.shtml">Caldwell</a>, <a href="http://www.uri.edu/artsci/soc/sherwood.html">Sherwood</a><i><b> </b></i></span><br />
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<iframe frameborder="0" height="500" scrolling="no" src="http://books.google.com/books?id=zTmtpxEGu00C&lpg=PP1&dq=hewitt%20waves&pg=PP1&output=embed" style="border: 0px;" width="500"></iframe>
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<span style="font-family: Verdana; font-size: large;"><i><b><br /></b></i></span>
<span style="font-family: Verdana; font-size: large;"><i><b>===</b></i></span><br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i><b>Tuesday 1 Nov – CLASS ON ITS OWN: KATIE AT 4S – Coming together and pulling apart, which is which?</b></i><br />• Hewitt: Part II: pick 4 of 7 <br /><i>Coalitions happen on the ground with activists, how do activists work with other activisms? What are the difficulties involved? </i><br /><br /><i><b>Thursday 3 Nov – CLASS ON ITS OWN: KATIE AT 4S – Method, theory, praxis – do they need to be connected or are they already?</b></i><br />• Berger: Part III: pick 2 of 5 from the section on methodological innovations <br /><i>Come with ideas and questions that look ahead to our workshop. </i></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIld0OQ3WUpQCDv2IqZ6r7_f_p_n-b8ASu-pBaLii2k1NeMMjemOeWxpbrOaW7KGDATdCKYNMTbqEzbDvci3qAulRNgQxzELT_o54evt3A332KjpsmAbX10TcFtmUCqkFozciFrdI64eA/s1600/pulling-apart-velcro-macro-closeup.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIld0OQ3WUpQCDv2IqZ6r7_f_p_n-b8ASu-pBaLii2k1NeMMjemOeWxpbrOaW7KGDATdCKYNMTbqEzbDvci3qAulRNgQxzELT_o54evt3A332KjpsmAbX10TcFtmUCqkFozciFrdI64eA/s320/pulling-apart-velcro-macro-closeup.jpg" width="320" /></a></div>
<span style="font-family: Verdana; font-size: large;">from <a href="http://docs.google.com/viewer?a=v&q=cache:JyXIz5kLnmAJ:kokuakauai.ning.com/forum/attachment/download%3Fid%3D2015961%253AUploadedFi58%253A346+bernice+johnson+reagon+coalition+politics&hl=en&gl=us&pid=bl&srcid=ADGEESiPLsLQOHho0xUpe1p2vHKR2LTojtoYAwFC_KFqcd8Cd9p7Hf-lWMeE05a4PPsqPWqsqywBIU24oxmHaiGXXLJzUmz8V2NQABZ_uDMoxoFHZdrd4tmQyoDGAPOoF1fFLBsAO5zN&sig=AHIEtbQ3Ix9YPCO0UV8MOgNcW4MonHfDLQ">Bernice Johnson Reagon's Coalition Politics</a>: </span><br />
<span style="font-family: Verdana; font-size: large;">343ff:
"I wish there had been another way to graphically make me feel it
because I belong to the group of people who are having a very difficult
time being here. I feel as if I'm gonna keel over any minute and die.
That is often what it feels like if you're really doing coalition work.
Most of the time you feel threatened the core and if you don't, you're
not really doing no coalescing.... Coalition work is not work done in
your home. Coalition work has to be done in the streets.... You don’t
get fed a lot in a coalition. In a coalition you have to give, and it is
different from your home. You can’t stay there all the time. You go to
the coalition for a few hours and then you go back and take your bottle
wherever it is, and then you go back and coalesce some more." [<a href="http://books.google.com/books?hl=en&lr=&id=a8xK1TAjDfMC&oi=fnd&pg=PA343&dq=bernice+johnson+reagon+coalition+politics&ots=kuTYN6uo87&sig=9RUz_mFNtxBMUDKdx6D5tRNeNBo#v=onepage&q=bernice%20johnson%20reagon%20coalition%20politics&f=false">In Barbara Smith, <i>Home Girls: a black feminist anthology</i>. Rutgers 2000</a>]</span><br />
<br />
<span style="font-family: Verdana; font-size: large;">• "listening with raw openness" (Keating 2009: 92) </span><br />
<span style="font-family: Verdana; font-size: large;"><i>• disagreeing in continued conversation that goes on! </i> </span><br />
<span style="font-family: Verdana; font-size: large;">• complex personhood (Avery Gordon, <a href="http://books.google.com/books?id=LbaHaN4BhEQC&dq=ghostly+matters&source=gbs_navlinks_s"><i>Ghostly Matters</i></a> 2008) </span><br />
<span style="font-family: Verdana; font-size: large;">• "some misunderstanding is inevitable" (Keating 2009: 94) </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">=== </span><br />
<span style="font-family: Verdana; font-size: large;"><i><b></b></i></span>Katie Kinghttp://www.blogger.com/profile/15901518232103073849noreply@blogger.com0tag:blogger.com,1999:blog-6045344708357814465.post-77615902976425593992011-10-17T11:22:00.001-04:002011-10-17T12:14:33.634-04:00Point of View: our first workshop! Fun, yes!<span style="font-family: Verdana; font-size: large;"><i><b>Tuesday 18 Oct – WORKSHOP #1 – Power, Movements, Worlds </b></i><br /><i>Today
we will share our work poster session style: divide in two groups, and
all move around talking to each other about work during the class time. Complete 3 <a href="https://docs.google.com/document/d/18E-nFdee3rNfnrHdhY3k_PiIw6QgA6ZbzL_31GHE1mA/edit?hl=en_US">eval</a> sheets & one for yourself (turn these in next class). </i><br /><br /><i><b>Thursday 20 Oct – WORKSHOP #1 – Talking about it all </b></i><br />• LOGBOOK 2 DUE along with either paper and handout or digital picture of poster, after presentations <br /><i>Today we will have a conversation about what we learned, noticed, thought about, and draw from the last class presentations. </i></span><br />
<br />
<span style="font-family: Verdana; font-size: large;">===</span><br />
<span style="font-family: Verdana; font-size: large;"><i>• Workshop 1: Power, Movements, Worlds</i><br />
<br />
</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGYoxNPNdwqIIS351zIT8EtVGVOoystSfmJ_z19ydlnHpqGt2YLXeIW6TrdKxIdmmj9Aj5vPSYGraz6ibf6orCyhGAPjGyZMxYBJvAzzHc9Kb5a03gGPXgHkwpMdl4IdnJ8k52hSI6ULA/s1600/our_body.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGYoxNPNdwqIIS351zIT8EtVGVOoystSfmJ_z19ydlnHpqGt2YLXeIW6TrdKxIdmmj9Aj5vPSYGraz6ibf6orCyhGAPjGyZMxYBJvAzzHc9Kb5a03gGPXgHkwpMdl4IdnJ8k52hSI6ULA/s320/our_body.jpg" width="249" /></a><span style="font-family: Verdana; font-size: large;">For
our first workshop you will create either a paper or poster (which
determined by lot) in order to explore how feminists analyze how power
structures our worlds. </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">You will explore two class texts carefully, and
chose EITHER </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">• to analyze Zandt’s book through the analysis (eyes, lens)
of Davis’ <i>The Making of Our Bodies, Our Selves</i>; OR </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">• to analyze Davis’ book through the analysis (eyes, lens) of Zandt’s <i>Share This!</i> </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">• Davis’ book explores power in transnational and transdisciplinary
frames. NOTICE what it demonstrates and assumes about what counts as
power, which social movements matter, and how worlds are connected
across differences. </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">• Zandt’s book explores accessibility and the currency
of social media today. NOTICE who is addressed in this book, and why? </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">No matter which of these approaches you take, also NOTICE that you will
need to do some additional research. You will need to find out more
about the various editions of the book <i>Our Bodies, Our Selves</i>, and you will need to play around with social media yourself, and do some web research checking out both <i>Our Bodies, Our Selves</i> and also how feminists today are using social media, as well as how social media and marketing are interconnected. <i>Always make a point of connecting projects to class readings and lectures.</i></span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i>===</i></span><br />
<span style="font-family: Verdana; font-size: large;">Posters and papers are shared in one or the other of <i>two class workshops</i>.
In each workshop you will do either a paper or a poster. Which one you
will do when will be determined by lot. </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">You cannot get full credit for
either assignment until after you also present them on the first day of
the workshop week, and participate in workshop follow-ups on the second
day of the workshop week. In other words, just the written paper or the
poster does not in itself complete the assignment. If an emergency or
illness kept you from participation either or both days that week, to
get full credit you will have to meet with three other students to share
your work and their work outside class, and write up the experience and
what you learned from it to complete the participation portion of that
grade. </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">SO DO NOT MAKE OTHER PLANS FOR THOSE DAYS: BUILD THEM CAREFULLY
INTO YOUR SCHEDULE FROM THE BEGINNING OF THE TERM! Put them into your
logbook from the beginning so that attending them will always be at the
forefront of your term plans. </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">This is also true of the final day of
class, when you discuss your learning analysis with everyone else. Full
credit for the learning analysis also requires attendance and
participation on that last day. </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">=== </span><span style="font-family: Verdana; font-size: large;"><i> </i></span><span style="font-family: Verdana; font-size: large;"> </span>Katie Kinghttp://www.blogger.com/profile/15901518232103073849noreply@blogger.com0tag:blogger.com,1999:blog-6045344708357814465.post-76257556128657457222011-10-13T07:38:00.001-04:002011-10-13T07:38:28.545-04:00OBOS Interview<b>===<br />
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<b><b>===<br />
</b></b><i>Our Bodies Ourselves</i> on Facebook: <a href="https://www.facebook.com/OurBodiesOurselves">https://www.facebook.com/OurBodiesOurselves</a>
TV interview with Judy Norsigian, one of the original OBOS founders, on the new edition of "Our Bodies, Ourselves"! <br />
<br />Katie Kinghttp://www.blogger.com/profile/15901518232103073849noreply@blogger.com0tag:blogger.com,1999:blog-6045344708357814465.post-49006603337095738812011-10-10T10:35:00.002-04:002011-10-10T15:48:36.056-04:00Connecting across differences....<a href="http://www.moca.org/wack/?cat=7" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvbz0zMAPQePw0ojLgKbiEwBgu8UslqI7-42iiyPiJn8ETS_GPKeJCUPweyL2nd7yvmxt5V_L0GixedmP1bVXwHV9ezI4JHAAT1jTMKmVZkBUZI4uHAZvDAGFC-yFCxlEeuSV4t8JcLUM/s320/wack_install.jpg" width="320" /></a><span style="font-family: Verdana; font-size: large;"><i><b>Tuesday 11 Oct – Transnational Body/Politics </b></i><br />• Davis Part III, read all of it (ch 6, reread 7); also read Davis’ essay on intersectionality (link for <a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzmKs1Fz7m9uZjQxOWE5NzAtODRiYy00MDdkLWI1MjktZjA1MzgxZjE0NjNi&hl=en_US">pdf</a> online)</span><br />
<span style="font-family: Verdana; font-size: large;"><br /><i>How
is Davis’ analysis of OBOS similar to her analysis of
intersectionality? (Don’t get sidetracked by the term “buzzword” in her
title for the intersectionality article, or at least not at first.
Consider it AFTER you have made your comparisons, and think about what
other terms might have been better?</i></span><span style="font-family: Verdana; font-size: large;"><i> <a href="http://en.wikipedia.org/wiki/Boundary_object">boundary object</a>, <a href="http://en.wikipedia.org/wiki/Buzzword">buzzword</a>, <a href="http://www.google.com/#sclient=psy&hl=en&q=what+is+%22traveling+theory%22+&aq=f&aqi=&aql=&oq=&pbx=1&bav=on.1,or.&fp=eb3207f822e70c41">traveling theory</a>) </i></span><span style="font-family: Verdana; font-size: large;"><i> </i></span><br />
<span style="font-family: Verdana; font-size: large;"></span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i>• acquiring new <b>body</b> understandings: Davis, p. 173: after translations of OBOS required
inventing new words to express emotional care for one's body, one
translator said: "I have developed a much greater love for my own body.
It is not merely that I have to know it better but that I feel that I
have learned new ways of experiencing the world differently." </i></span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i><a href="http://en.wikipedia.org/wiki/Individualism"><b>individualism</b></a>
<a href="http://books.google.com/books?id=n0q2MAUpUM8C&printsec=frontcover&dq=kathy+davis&hl=en&ei=mAWTTvPhI8bx0gGQ6q0r&sa=X&oi=book_result&ct=result&resnum=4&ved=0CE4Q6AEwAw#v=onepage&q=individualism&f=false"> from</a> • POV Spanish translation (177, 180); • POV Bulgarian translation (189) ::
different contexts, different oppositions; one expresses isolation from community resources &amp; support,
different from consumer health care commodified individually. the other
expresses resistance to totalitarian structures, impersonal and
collectivist in the worst sense, different from self-care and
self-assertion needed both personally and socially. THINK <a href="http://en.wikipedia.org/wiki/Necker_cube">NECKER CUBE</a>: first one face, then another </i></span><br />
<br />
===<br />
<iframe frameborder="0" height="500" scrolling="no" src="http://books.google.com/books?id=n0q2MAUpUM8C&lpg=PP1&dq=kathy%20davis&pg=PA190&output=embed" style="border: 0px;" width="500"></iframe>
<br />
===<br />
<br />
<span style="font-family: Verdana; font-size: large;">===<br /><i><b>Thursday 13 Oct – Making Intersectionality Transnational? </b></i><br />• Foundations Intersectionality, Berger Part I: Yuval-Davis’ essay </span><a href="http://geopoliticaleveryday.wordpress.com/2010/03/14/what-is-transversal-politics-nira-yuval-davis/" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9Z6lz3qO3QqSXFJes-_p95WibQwDZfdjRom-f5zifW0KSFMC2XzDNVjm-dxcM01hTWtvZlFF9_26PhAnM62jp3wflVqrDB5JKnEqBxuYPYI1p_3JuMaU5JNn1u5G8To_TyWWw4ISHZts/s320/web.jpg" width="320" /></a><span style="font-family: Verdana; font-size: large;"><i>Why does Yuval-Davis start off with a
little history of intersectionality? “All-inclusive”? Transversal?
What can you learn about <a href="http://www.google.com/#sclient=psy&hl=en&q=feminism+in+2006&aq=f&aqi=g-v1&aql=&oq=&pbx=1&bav=on.1,or.&fp=eb3207f822e70c41">feminism in 2006</a>
that will help you understand why she is approaching these issues the
way she does? What other kinds of articles were being published in the
journal <a href="http://ejw.sagepub.com.proxy-um.researchport.umd.edu/">European Journal of Women’s Studies</a> in 2006? <a href="http://www.google.com/#sclient=psy&hl=en&q=feminist+journals+around+the+world&aq=f&aqi=&aql=&oq=&pbx=1&bav=on.1,or.&fp=eb3207f822e70c41">In other feminist journals in countries other than the US</a>? What other <a href="http://www.google.com/#sclient=psy&hl=en&tbo=1&tbs=tl:1&q=feminist+journals&aq=f&aqi=g1g-m2g-v1&aql=&oq=&pbx=1&tbo=1&bav=on.1,or.&fp=9e0a1a6a45870d9b">feminist journals</a> were big internationally in 2006? </i></span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i><a href="http://en.wikipedia.org/wiki/Sedentism">sedentism</a> from Wikipedia </i></span><br />
<span style="font-family: Verdana; font-size: large;"><i><a href="http://elbilge.ucoz.com/publ/4-1-0-6">sedentarism</a> in Nomadic Studies </i></span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i>Wikipedia versions "intersectionality": </i></span><br />
<span style="font-family: Verdana; font-size: large;"><i> </i></span><br />
<span style="font-family: Verdana; font-size: large;"><i><a href="http://en.wikipedia.org/w/index.php?title=Intersectionality&oldid=26420322">2005</a>; <a href="http://en.wikipedia.org/w/index.php?title=Intersectionality&oldid=178932716">2007</a>; <a href="http://en.wikipedia.org/w/index.php?title=Intersectionality&oldid=359154694">2010</a>; <a href="http://en.wikipedia.org/w/index.php?title=Intersectionality&oldid=407292787">2011 </a></i></span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i>By 2007: includes line: "</i></span><span style="font-size: large;">Collins' theory is one of particular interest because it represents the sociological crossroads between <a href="http://en.wikipedia.org/wiki/Second-wave_feminism" title="Second-wave feminism">modern</a> and <a class="mw-redirect" href="http://en.wikipedia.org/wiki/Post-feminism" title="Post-feminism">post-modern</a> <a href="http://en.wikipedia.org/wiki/Feminist_theory" title="Feminist theory">feminist thought</a>." </span><span style="font-family: Verdana; font-size: large;"><i> </i></span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i>By 2010: added: "</i></span><span style="font-size: large;">Theories of intersectionality increasingly also address the more than human. Examples of posthuman intersectionality include <a href="http://en.wikipedia.org/wiki/Ecofeminism" title="Ecofeminism">ecofeminism</a> and are under development in the field of <a href="http://en.wikipedia.org/wiki/Animal_studies" title="Animal studies">animal studies</a>." </span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i>=another line of argument, some including critique of multiculturalism,
others centered around legal issues, others around academic disciplinary
and other methodologies:</i></span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i>Gordon and Newfield, 1996, <a href="http://books.google.com/books?id=kWpnQgAACAAJ&dq=avery+gordon+multiculturalism&hl=en&ei=kUxpTfbVIoGClAeJlfH-AQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCgQ6AEwAA">Mapping Multiculturalism</a> </i></span><br />
<span style="font-family: Verdana; font-size: large;"><i><a href="http://en.wikipedia.org/wiki/Critical_race_theory">critical race theory</a> from Wikipedia </i></span><span style="font-family: Verdana; font-size: large;"> </span><br />
<span style="font-family: Verdana; font-size: large;"><a href="http://scholar.google.com/scholar?hl=en&q=crenshaw+intersection&btnG=Search&as_sdt=0%2C21&as_ylo=&as_vis=0">Crenshaw on intersectionality, google scholar</a> 1989, 1991, 1994 </span><br />
<b><span style="font-family: Verdana; font-size: large;">Dill essay in FS 1983</span></b><br />
<span style="font-family: Verdana; font-size: large;">Yuval-Davis essay in EJWS 2006 (23 yrs later) </span><br />
<span style="font-family: Verdana; font-size: large;">Davis on intersectionality 2008, bk OBOS 2007</span><br />
<span style="font-family: Verdana; font-size: large;">Berger book beginning with Dill, 2009 </span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i>=& non-centering critiques of white women's movement from postcolonial, postmodernisms, Chicana feminisms: </i></span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i><a href="http://www.chicst.ucsb.edu/faculty/staff/sandoval.shtml">Chela Sandoval</a>, <a href="http://books.google.com/books?id=XZ-uoDNV7IcC&source=gbs_navlinks_s">Methodology of the Oppressed,</a> 2000</i></span><br />
<span style="font-family: Verdana; font-size: large;"><i><a href="http://en.wikipedia.org/wiki/Postcolonial_feminism">postcolonial feminism</a> from Wikipedia </i></span><br />
<span style="font-family: Verdana; font-size: large;"><i><a href="http://books.google.com/books?id=XZ-uoDNV7IcC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=snippet&q=oppositional%20consciousness&f=false">oppositional consciousness</a> in Sandoval 2000</i></span><br />
<span style="font-family: Verdana; font-size: large;"><i><a href="http://books.google.com/books?id=XZ-uoDNV7IcC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q=differential%20consciousness&f=false">differential consciousness</a> in Sandoval 2000 </i></span><br />
<span style="font-family: Verdana; font-size: large;"></span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i>=== </i></span><br />
<span style="font-family: Verdana; font-size: large;"><i><a href="http://books.google.com/books?id=pPYwjnOOpCoC&dq=black%20feminist%20thought&source=gbs_book_other_versions">Collins book first published 1991</a>. Then it was substantially revised in 2000. </i></span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i>Patricia Hill Collins: <a href="http://books.google.com/books?id=cdtYsU3zR14C&printsec=frontcover&dq=black+feminist+thought&hl=en&src=bmrr&ei=twmTTsaLIMPm0QHrqpAc&sa=X&oi=book_result&ct=result&resnum=1&ved=0CC0Q6AEwAA#v=onepage&q&f=false">Black Feminist Thought</a> (2000):</i></span><br />
<span style="font-family: Verdana; font-size: large;"><i> </i></span><br />
<span style="font-size: medium;"><i><b>p. 228: putting black women at the center without privileging their consciousness</b></i><br />
</span><br />
<span style="font-size: medium;">• transversal politics: both/and
thinking: varying expressions of power, distinctive forms of
participation in domination and resistance</span><br />
<span style="font-size: medium;">• US black women could be both penalized and privileged. So could others be.</span> <br />
<span style="font-size: medium;"><br />
</span><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<span style="font-size: medium;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-z2FioWzuFAf6-yYX6OnJHYmY_9XCC4sl84hyphenhyphen6aqZTZa9iQYZNl_qPk3vncvK5dZdUaC4QVfw3w0Xy-r3aEv3YMO5WrhtT1twDRGo3m26CF8TJRJ8hYPg39tMJfqfK8G7GSs3M0InB_w-/s1600-h/crossover23.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-z2FioWzuFAf6-yYX6OnJHYmY_9XCC4sl84hyphenhyphen6aqZTZa9iQYZNl_qPk3vncvK5dZdUaC4QVfw3w0Xy-r3aEv3YMO5WrhtT1twDRGo3m26CF8TJRJ8hYPg39tMJfqfK8G7GSs3M0InB_w-/s320/crossover23.png" /></a></span></div>
<span style="font-size: medium;"><br />
</span><br />
<span style="font-size: medium;"><i><b>boundary object III: some use intersectionality for this "transversal politics"</b></i></span><br />
<span style="font-size: medium;"><i><b>or even matrix of domination</b></i></span><br />
<br />
<span style="font-size: medium;"><i>p. 247: groups only have partial perspective on their own experiences</i></span><br />
<span style="font-size: medium;">• and thus need critical self-reflection (think: violated assumptions?)</span><br />
<span style="font-size: medium;">• groups police each other, making coalition difficulty</span><br />
<br />
<span style="font-size: medium;"><i>p. 248: no absolute oppressors or victims</i></span><br />
<span style="font-size: medium;">• groups find some oppression more salient than others</span><br />
<br />
<span style="font-size: medium;"><i>p. 268: Elsa Barkley Brown: everyone can learn to pivot their "center. </i></span><br />
<span style="font-size: medium;">• everyone can learn to center in another experience, and, in this case, to engage "black feminist thought"<br />
</span><br />
<div class="separator" style="clear: both; text-align: center;">
<span style="font-size: medium;"><a href="http://en.wikipedia.org/wiki/Intersectionality" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPNQ-lS9I9kyIK1MdDcVxjn5O_1A3ZoOt6Hkmru5zpXT51g_GeQWNZBxZNGdCxYE1VICWIIzko_PB9oCj9IqoGNarQP6qL-7MHEeRlVGho03F6r1cljWDlZTTjqcL2wa8iK5rKajikii7n/s320/CenterPivotIrrigationAerialView.jpg" /></a></span></div>
<span style="font-family: Verdana; font-size: large;"><i> </i></span>Katie Kinghttp://www.blogger.com/profile/15901518232103073849noreply@blogger.com0tag:blogger.com,1999:blog-6045344708357814465.post-75131032389973992012011-10-02T15:53:00.000-04:002011-10-06T10:09:45.550-04:00Looking Through Histories and other Feminist Mappings<span style="font-family: Verdana; font-size: large;"><br /></span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZnT_bgRUVyeu9xfk9NIHIZ3_MKbPESlD1jacHZRwIQV_zmrBpbE7nV5rsE2z9XIubt8eupp1KXKANg-K6HWpOl2KXHoswg6BTMzqKI2GEvVl6UbsmMJtLo_ylnZtbL6RitJ75upOkfp8/s1600/globe-and-books-knowledges.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZnT_bgRUVyeu9xfk9NIHIZ3_MKbPESlD1jacHZRwIQV_zmrBpbE7nV5rsE2z9XIubt8eupp1KXKANg-K6HWpOl2KXHoswg6BTMzqKI2GEvVl6UbsmMJtLo_ylnZtbL6RitJ75upOkfp8/s320/globe-and-books-knowledges.jpg" width="213" /></a><span style="font-family: Verdana; font-size: large;"><b>POWER, MOVEMENTS, WORLDS: FEMINISMS IN THE PLURAL, FEMINISTS IN MOVEMENT</b></span><br />
<br />
<span style="font-family: Verdana; font-size: large;"> – Feminist Myths: Davis Part II <br /> – Foundations Intersectionality, Berger Part I: Dill <br /> – Transnational Body: Davis Part III <br /> </span><span style="font-family: Verdana; font-size: large;">– </span><span style="font-family: Verdana; font-size: large;">Foundations Intersectionality, Berger Part I: Yuval-Davis </span><span style="font-family: Verdana; font-size: large;">[& Guidroz] </span><span style="font-family: Verdana; font-size: large;"><br />
</span><span style="font-family: Verdana; font-size: large;"><i><b>Tuesday 18 Oct</b></i></span><span style="font-family: Verdana; font-size: large;"><b> – WORKSHOP #1 <br />
</b></span><span style="font-family: Verdana; font-size: large;"><i><b>Thursday 20 Oct</b></i></span><span style="font-family: Verdana; font-size: large;"><b> – WORKSHOP #1 : LOGBOOK 2 DUE</b></span><br />
<span style="font-family: Verdana; font-size: large;"><b> </b></span><span style="font-family: Verdana; font-size: large;"> </span><br />
<span style="font-family: Verdana; font-size: large;">===</span><br />
<span style="font-family: Verdana; font-size: large;">So
you see here the shape of the next section of the course, and how it
culminates in our first workshop. We have already finished Zandt (yes,
you should have read all of it by now), and we will be finishing up
Davis, while reading ahead in Berger for tools to use for projects for
workshop 1. Remember what it is about?</span><br />
<span style="font-family: Verdana; font-size: large;"><b><br />
</b></span><br />
<span style="font-family: Verdana; font-size: large;"><i>• Workshop 1: Power, Movements, Worlds</i></span><br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGYoxNPNdwqIIS351zIT8EtVGVOoystSfmJ_z19ydlnHpqGt2YLXeIW6TrdKxIdmmj9Aj5vPSYGraz6ibf6orCyhGAPjGyZMxYBJvAzzHc9Kb5a03gGPXgHkwpMdl4IdnJ8k52hSI6ULA/s1600/our_body.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGYoxNPNdwqIIS351zIT8EtVGVOoystSfmJ_z19ydlnHpqGt2YLXeIW6TrdKxIdmmj9Aj5vPSYGraz6ibf6orCyhGAPjGyZMxYBJvAzzHc9Kb5a03gGPXgHkwpMdl4IdnJ8k52hSI6ULA/s320/our_body.jpg" width="249" /></a><span style="font-family: Verdana; font-size: large;"><b>For our first workshop you will
create either a paper or poster in order to explore how feminists
analyze how power structures our worlds.</b> </span><span style="font-family: Verdana; font-size: large;">(Whether
you are doing a paper or a poster has already been determined by lot;
if you don't know which one you are doing, talk to Katie asap!)</span><span style="font-family: Verdana; font-size: large;"> </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">You will explore two class texts carefully, and chose EITHER </span><br />
<span style="font-family: Verdana; font-size: large;">• to analyze Zandt’s book through the analysis (eyes, lens) of Davis’ <i>The Making of Our Bodies, Our Selves</i>; OR </span><br />
<span style="font-family: Verdana; font-size: large;">• to analyze Davis’ book through the analysis (eyes, lens) of Zandt’s <i>Share This!</i> </span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><b>Davis’ book</b>
explores power in transnational and transdisciplinary frames. NOTICE
what it demonstrates and assumes about what counts as power, which
social movements matter, and how worlds are connected across
differences. </span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><b>Zandt’s book</b> explores accessibility and the currency of social media today. NOTICE who is addressed in this book, and why? </span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i>No matter which of these approaches you take, also NOTICE that you will need to do some additional research.</i> </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">You will need to find out more about the various editions of the book <i>Our Bodies, Our Selves</i>, and you will need to play around with social media yourself, and do some web research checking out both <i>Our Bodies, Our Selves</i> and also how feminists today are using social media, as well as how social media and marketing are interconnected. <i>Always make a point of connecting projects to class readings and lectures.</i></span><br />
<br />
<span style="font-family: Verdana; font-size: large;">===</span><span style="font-family: Verdana; font-size: large;"><i> </i></span><br />
<span style="font-family: Verdana; font-size: large;"><b></b></span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0Cc_9FnUzR5FYZNwO5aW5QI6yLbdZUTZgbzIHxHudp3K34_UgJt9DxWWV98oXacd7ukApIgsmbtCCJAyKVtE1OcHff-ViDHmxJB-XdmzlSrCUfw3X7xG71Eqa4z_pVxLDOG6bnI7Reoc/s1600/1970sOBOS.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0Cc_9FnUzR5FYZNwO5aW5QI6yLbdZUTZgbzIHxHudp3K34_UgJt9DxWWV98oXacd7ukApIgsmbtCCJAyKVtE1OcHff-ViDHmxJB-XdmzlSrCUfw3X7xG71Eqa4z_pVxLDOG6bnI7Reoc/s1600/1970sOBOS.jpg" /></a><span style="font-family: Verdana; font-size: large;"><i><b>Tuesday 4 Oct – Feminist Myths in a Feminist Politics of Knowledge </b></i><br />• Davis Part II, read all of it (chs 3, 4, 5) <br />Why
does Davis connect “empowerment” and “bewitchment”? What’s her point
here? And why might a “colonialist trope” be contrasted with something
called a “critical epistemology?” What are feminist subjects and why do
they need to be created? How does Davis make us aware of the time
periods involved? </span><br />
<br />
<br />
<b><span style="font-family: Verdana; font-size: large;">Davis, 85-6: the feminist myth in action:</span></b><br />
<span style="font-family: Verdana; font-size: large;"><i>• "make sense of their history"</i></span><br />
<span style="font-family: Verdana; font-size: large;"><i>• "an origin story"</i></span><br />
<span style="font-family: Verdana; font-size: large;"><i>• "become agents of historical change"</i></span><br />
<span style="font-family: Verdana; font-size: large;"><i>• "heroic tale with plucky female protagonists who bravely take on a series of powerful adversaries...and come out victorious."</i></span><br />
<span style="font-family: Verdana; font-size: large;"><i>•
"a family saga about a group of women who created an enduring personal
bond that enabled their political project to survive and thrive for more
than three decades."</i></span><br />
<span style="font-family: Verdana; font-size: large;"><i>• "constructing a history that made sense in different and sometimes contradictory ways."</i></span><br />
<span style="font-family: Verdana; font-size: large;"><i>• "understand their individual and collective experiences at different periods"</i></span><br />
<span style="font-family: Verdana; font-size: large;"><i>• "provided the motor for the group's activism."</i></span><br />
<span style="font-family: Verdana; font-size: large;"><i>• "generated a powerful symbolic imagery" that allowed for global impact</i></span><br />
<span style="font-family: Verdana; font-size: large;"><i>•
"a shadow side": "deny or gloss over events in the present that did not
fit their collective sense of who they were or what their project was
about"</i></span><br />
<span style="font-family: Verdana; font-size: large;"><i>• "an impediment to a more historically informed and self-reflexive understanding of themselves and their project"</i></span><br />
<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2Ar5k4GV8o4WswCq4DmW1uIruRHcnAnjPJrDRXDKatV1rNe6FNpM5hRuybiGJicjnIs7BBD9feZoPxQUZWxqR0_pfrF3ZjDSd3H84t2q-TDPfntW24VoIVtaXWdtnCrcVWiyZiagJ-BY/s1600/motherpeacetarot.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2Ar5k4GV8o4WswCq4DmW1uIruRHcnAnjPJrDRXDKatV1rNe6FNpM5hRuybiGJicjnIs7BBD9feZoPxQUZWxqR0_pfrF3ZjDSd3H84t2q-TDPfntW24VoIVtaXWdtnCrcVWiyZiagJ-BY/s1600/motherpeacetarot.jpg" /></a><span style="font-family: Verdana; font-size: large;"><i><a href="http://en.wikipedia.org/wiki/Myth">From the Wikipedia on "myth"</a>:
"The term 'myth' is often used colloquially to refer to a false story,
but academic use of the term does not pass judgment on truth or falsity.
In the study of folklore, a myth is a sacred narrative explaining how
the world and humankind came to be in their present form. Many scholars
in other fields use the term 'myth' in somewhat different ways. In a
very broad sense, the word can refer to any traditional story."</i></span><br />
<br />
<span style="font-family: Verdana; font-size: large;">===</span><br />
<iframe frameborder="0" height="500" scrolling="no" src="http://books.google.com/books?id=n0q2MAUpUM8C&lpg=PP1&dq=kathy%20davis&pg=PA144&output=embed" style="border: 0px none;" width="500"></iframe><br />
<br />
<span style="font-family: Verdana; font-size: large;">===</span><br />
<span style="font-family: Verdana; font-size: large;"><i><b>Thursday 6 Oct – Intersectionality’s Foundations </b></i><br />• Berger Part I: Dill’s essay </span><span style="font-family: Verdana; font-size: large;"><i>Why would Dill start off with the notion of <a href="http://ngrams.googlelabs.com/graph?content=sisterhood&year_start=1800&year_end=2010&corpus=0&smoothing=3">sisterhood</a>? “All-inclusive”? What does that mean? What can you learn about <a href="http://ngrams.googlelabs.com/graph?content=feminism&year_start=1800&year_end=2008&corpus=0&smoothing=3">feminism</a>
in 1983 that will help you understand why she is approaching these
issues the way she does? What other kinds of articles were being
published in the journal <a href="http://www.feministstudies.org/home.html">Feminist Studies</a> in 1983? In other feminist journals? What <a href="http://www.libr.org/wss/projects/serial.html">other feminist journals</a> were big in 1983? </i></span><span style="font-family: Verdana; font-size: large;"></span><br />
<span style="font-family: Verdana; font-size: large;"><br /></span><br />
<span style="font-family: Verdana; font-size: large;">DOWNLOAD DAVIS ON INTERSECTIONALITY FOR NEXT CLASS! <a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzmKs1Fz7m9uZjQxOWE5NzAtODRiYy00MDdkLWI1MjktZjA1MzgxZjE0NjNi&hl=en_US">PDF HERE</a>. </span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i>===</i></span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://inciteblog.wordpress.com/2010/07/25/call-for-submissions-occupied-bodies-women-of-color-speak-on-self-image/" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="356" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqXcUSiBi_v11mEnHsy2h6t2Eh_MrRCkPfMHWxvoYit25an3Js0RpQ1Hhf0AXIXvMqpztmNSOxZNScGWkSeYAKuqFhqn2TcL7AfHiJ5l6SyrevZTK1DQiahHZ3-KoPx8PRwajVH44iGiE/s640/incitecleanlogo1-e1269092283245.jpg" width="640" /></a></div>
<span style="font-family: Verdana; font-size: large;"><i><br />
<a href="http://www.google.com/#sclient=psy&hl=en&q=%22post+positive+realist%22&aq=&aqi=&aql=&oq=&pbx=1&bav=on.1,or.&fp=90c925d40f4b4a76">post positive realist</a> and <a href="http://www.google.com/#sclient=psy&hl=en&q=%22post+positive+realism%22&aq=&aqi=&aql=&oq=&pbx=1&bav=on.1,or.&fp=90c925d40f4b4a76">post positive realism</a></i></span><span style="font-family: Verdana; font-size: large;"><i> </i></span><span style="font-size: large;"><span style="font-family: Verdana;"><i> </i></span></span><br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i>Mohanty's <a href="http://books.google.com/books?id=7KXvAl_s6EgC&lpg=PP1&pg=PA223#v=onepage&q&f=false">Feminism without Borders</a> <a href="http://books.google.com/books?id=7KXvAl_s6EgC&printsec=frontcover&dq=feminism+without+border&hl=en&src=bmrr&ei=gr9jTbr9JIfMgQfIh6StAg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=snippet&q=postpositivist%20realism&f=false">pprealist </a></i></span></span><br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i><a href="http://scholar.google.com/scholar?q=virtual+speculum+haraway&hl=en&btnG=Search&as_sdt=1%2C21&as_sdtp=on">virtual speculum haraway</a> </i></span></span><br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i><a href="http://en.wikipedia.org/wiki/Problematize">problematize</a>, <a href="http://en.wikipedia.org/wiki/Criticize">criticize</a>, <a href="http://en.wikipedia.org/wiki/Critique">critique</a>, <a href="http://en.wikipedia.org/wiki/Debunk">debunk </a></i></span></span><br />
<br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i> <a href="http://en.wikipedia.org/wiki/Socialist_feminist">socialist feminism</a> </i></span></span><br />
<br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i><a href="http://en.wikipedia.org/wiki/Bourgeois">bourgeois</a> <a href="http://en.wikipedia.org/wiki/Individualism">individualism</a> </i></span></span><br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i><a href="http://en.wikipedia.org/wiki/Elizabeth_Fox-Genovese">Elizabeth Fox-Genovese</a></i></span></span><span style="font-size: large;"><span style="font-family: Verdana;"><i> </i></span></span><br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i>• using privileges of class and race to get into public sphere despite the disadvantages of gender </i></span></span><br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i>•
calling into question the politics of personal experience as
decentering experiential differences (of power by race and class) that
are structural </i></span></span><br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i>• "sisterhood" as feminist myth, usable by some more than others, with its shadow side. </i></span></span><br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i>• women of color, inside, rejecting, along side, pushed outside, uninterested in, accomplishing other justice goals.... </i></span></span><br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i><br />
</i></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIhmMn8TgkUfm34DVZmAFgEmEetY2Pcd8yFnLBBcUXA6eqz8cCFgHSCpRLNthW82u0b2NT0eGnGXaDuEzJqnz9FO5Rouoq8yaXPGuU7SoK8xQgTyXfBOCKnfQcQZP-pDp95enQBrk5IeM/s1600/intersectionality2.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIhmMn8TgkUfm34DVZmAFgEmEetY2Pcd8yFnLBBcUXA6eqz8cCFgHSCpRLNthW82u0b2NT0eGnGXaDuEzJqnz9FO5Rouoq8yaXPGuU7SoK8xQgTyXfBOCKnfQcQZP-pDp95enQBrk5IeM/s1600/intersectionality2.JPG" /></a></div>
<span style="font-size: large;"><span style="font-family: Verdana;"><i>elegant, accessible, quick take <====> dense, specialized, detailed take </i></span></span><br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i>considering the spirit and the letter of the story, or stories </i></span></span><br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i><a href="http://en.wikipedia.org/wiki/Boundary_object">boundary object</a></i></span></span><span style="font-size: large;"><span style="font-family: Verdana;"><i> -- which parts are detailed, which parts are broadly drawn, for what reasons, when? </i></span></span><span style="font-size: large;"><span style="font-family: Verdana;"><i> </i></span></span><br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBlMQS0HIAUjS06insv6wuH7pRpGOINjPuc8XGE3tGy0-lVuhy5IZeQHWdPRRzWir0ZFJV0mie54t0g2tz3adZP_u6qHXgSYZQLEwqwTUQl9vGjVZ8rRzC3AMADaVhHxkhgtQi5qeoInc/s1600/intersectionality-cover.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBlMQS0HIAUjS06insv6wuH7pRpGOINjPuc8XGE3tGy0-lVuhy5IZeQHWdPRRzWir0ZFJV0mie54t0g2tz3adZP_u6qHXgSYZQLEwqwTUQl9vGjVZ8rRzC3AMADaVhHxkhgtQi5qeoInc/s1600/intersectionality-cover.jpg" /></a></div>
<span style="font-size: large;"><span style="font-family: Verdana;"><i>earning "sisterhood" -- not given, but part a shared struggle -- whose struggles shared with who else? <a href="http://kkfemtheofall10.blogspot.com/2010_09_01_archive.html">standpoint and shared struggle</a></i></span></span><span style="font-size: large;"><span style="font-family: Verdana;"><i> -- what about anger and power? </i></span></span><br />
<br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i>exceptional
vs. normative practices in feminist movements -- the roles of racism,
anti-racism, ideals and realities -- political expediency and the
abandonment of black women in the history of feminist movements in the
US, participating in the creation of separate movements of color and
race -- what and when to make choices? who has to and why? hierarchies
of oppression? universality? research and methology in the social
sciences? class differences within collectivities of black women? </i></span></span><br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i><br />
</i></span></span><br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i><a href="http://en.wikipedia.org/wiki/Salience_%28language%29">salience</a> and intersections: <a href="http://en.wikipedia.org/wiki/Intersectionality">intersectionality</a> </i></span></span><br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i><a href="http://en.wikipedia.org/wiki/Special:Search?search=oppositional+consciousness+&sourceid=Mozilla-search">oppositional consciousness</a> and chicana theories and mythologies of <a href="http://en.wikipedia.org/wiki/Malinche">malinche</a> </i></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmog3VNwEu5yPZOFEnLTMD_vCUlxSLJq8eB54ze_jSF8J25D1djxmaIW24yuzWQapJch7bbM3wgCiZUSya3K6EWDrSCjeJ8-P_ZQjqhMpdKcPglEMIqXgFD_ckT7-07vnbzGYjcnMJQv0/s1600/intersectionality.jpeg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmog3VNwEu5yPZOFEnLTMD_vCUlxSLJq8eB54ze_jSF8J25D1djxmaIW24yuzWQapJch7bbM3wgCiZUSya3K6EWDrSCjeJ8-P_ZQjqhMpdKcPglEMIqXgFD_ckT7-07vnbzGYjcnMJQv0/s1600/intersectionality.jpeg" /></a></div>
<span style="font-size: large;"><span style="font-family: Verdana;"><i>how
many "intersections"? should any be "centered"? when about all women of
color and when about particular groups of women of color? why might it
be important to center particular women of color, when and for what
reasons? can intersectionality itself be critiqued? what does that
entail? </i></span></span><br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i>===</i></span></span>
<span style="font-size: large;"><span style="font-family: Verdana;"><i>===<br />
</i></span></span><iframe frameborder="0" height="500" scrolling="no" src="http://books.google.com/books?id=Y4Hn4odXjxYC&lpg=PP1&dq=material%20feminisms&pg=PR8&output=embed" style="border: 0px none;" width="500"></iframe><br />
<span style="font-size: large;"><span style="font-family: Verdana;"><i><br />
===<br />
</i></span></span>Katie Kinghttp://www.blogger.com/profile/15901518232103073849noreply@blogger.com0tag:blogger.com,1999:blog-6045344708357814465.post-27304942425700896852011-09-25T16:52:00.002-04:002011-09-25T17:03:56.935-04:00Liberation When? Starship Gender?<span style="font-family: Verdana; font-size: large;"><i><b>Tuesday 27 Sept – Feminist Successes and Success Stories? </b></i><br />•
find out everything you can about the different editions of <a href="http://www.google.com/search?q=our+bodies+ourselves&tbm=bks&tbo=1&oq=our+bodies">Our Bodies, Our Selves</a>. Look BOTH on the web and GO TO THE <a href="http://www.google.com/search?source=ig&hl=en&rlz=&q=mckeldin+library+college+park&oq=mckeldin+li&aq=9v&aqi=g6g-v4&aql=&gs_sm=c&gs_upl=1112l7118l0l13457l13l9l0l2l2l0l546l2534l0.2.1.0.1.3l7l0">LIBRARY</a> TOO! </span><br />
<span style="font-family: Verdana; font-size: large;">• LOGBOOK #1 DUE<br />Okay!
You now have many tools for projects for our class! Make sure your
plans to accomplish it all are in order! Show them off in logbook #1. Be
sure you and your partner have ways of helping each other stay on track
and work with care. <i>What have Davis and Zandt already taught you about
feminist reading and research? What does each one teach you about the
other? What does the web add to it all? What does working and being
physically present in the library add? Let’s get onto moving feminisms! </i><br /><br /><i><b>Thursday 1 Sept – NO CLASS: ROSH HASHANAH</b></i></span><br />
<br />
<br />
===<br />
<iframe frameborder="0" height="500" scrolling="no" src="http://books.google.com/books?id=2ZpYxHkF6G8C&lpg=PP1&dq=kath%20weston%20visual&pg=PA2&output=embed" style="border: 0px;" width="500"></iframe><br />
===Katie Kinghttp://www.blogger.com/profile/15901518232103073849noreply@blogger.com0tag:blogger.com,1999:blog-6045344708357814465.post-14440971339259168072011-09-16T13:19:00.001-04:002011-09-22T09:48:17.015-04:00When it gets intense.... SHARE!<span style="font-family: Verdana; font-size: large;"><i><b>Tuesday 20 Sept – Social media web research: beyond google and the Wikipedia, where do you go? How to do this seriously?</b></i></span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCOsyk6HXWQj8eLYraRDmWHapGNYuga3QNMG-zdQpMd3cpM5_IMiEk7YjuGMfGD8Bzm3WLEfjTU82TyzPAvbBlVUPwTYRopLlb3zzOZz2PdeGIA1E9H81P7m5SnEWyMTQ1-XzJGaThJac/s1600/earthnetwork2.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCOsyk6HXWQj8eLYraRDmWHapGNYuga3QNMG-zdQpMd3cpM5_IMiEk7YjuGMfGD8Bzm3WLEfjTU82TyzPAvbBlVUPwTYRopLlb3zzOZz2PdeGIA1E9H81P7m5SnEWyMTQ1-XzJGaThJac/s320/earthnetwork2.jpg" width="320" /></a><span style="font-family: Verdana; font-size: large;"> </span><br />
<span style="font-family: Verdana; font-size: large;">• HOW TO MAKE POSTERS, DIGITAL PICTURES, AND USE AND MAKE <a href="http://www.danah.org/projects/IJOC-ArabSpring/">DATA VISUALIZATIONS</a> <br />
• read ahead in <a href="http://books.google.com/books?id=xv46tpxONoQC&dq=INTERSECTIONAL+APPROACH&source=gbs_navlinks_s">Berger</a>, and pick 5 things to do serious web research about. </span><span style="font-family: Verdana; font-size: large;">(Notice what you need to do for Thursday too – plan out how to
get it all done for the week).</span><br />
<span style="font-family: Verdana; font-size: large;">
<i>What did you choose in Berger to research on the web and why? what
were your results? how did you get them? what records did you need to
keep to demonstrate both the results and the methods for us? Did you
come across pictures that mattered in this research? What are <a href="http://www.visualcomplexity.com/vc/">data visualizations</a> and did you come across any in this research? <b>Be sure you spend at least as much time doing all this as you ordinarily do reading for class. </b></i></span><br />
<br />
<span style="font-family: Verdana; font-size: large;">• Wikipedia on <a href="http://en.wikipedia.org/wiki/Data_visualization">visualizations</a> </span><br />
<span style="font-family: Verdana; font-size: large;">• <a href="http://www.wordle.net/">Wordle</a> </span><br />
<span style="font-family: Verdana; font-size: large;">• Google <a href="http://www.google.com/search?source=ig&hl=en&rlz=&q=data+visualization+examples&oq=data+visual&aq=3&aqi=g10&aql=&gs_sm=c&gs_upl=4451l6183l0l9041l11l10l0l2l2l0l176l893l4.4l8l0">data visualizations examples</a> </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">Check out this <a href="http://kkfemtheofall10.blogspot.com/2010/10/wondering-how-to-do-posters-and.html">link</a> from WMST 400 about posters and handouts too! </span><br />
<i><span style="font-family: Verdana; font-size: large;"><br />
Always bring in notes answering the questions for each class! </span></i><br />
<i><span style="font-family: Verdana; font-size: large;"><a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzmKs1Fz7m9uZWIzYjc3MGUtMjgzZi00OGE3LWJmZjgtNzUwZjFiNzFhNjYz&hl=en">Berger1</a>, <a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzmKs1Fz7m9uNDViZGNmYmUtYmQ3Zi00YmVjLTg4ZGMtNmY0MmQwYzA3ODI0&hl=en">Berger2</a>, <a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzmKs1Fz7m9uOGE5ZDdkYTYtN2NjNi00ZDNiLTljNTktNDlhYThmZTM0NzFk&hl=en">Berger3</a>, <a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzmKs1Fz7m9uZjI4NDRhMjAtY2E3Yy00NmJkLWFhZTItYTI4ZDRjYzA4MmJi&hl=en">Berger4</a> </span></i><br />
<br />
===
<a href="http://www.scribd.com/doc/65544701/Web-Action-3" style="-x-system-font: none; display: block; font-family: Helvetica,Arial,Sans-serif; font-size-adjust: none; font-size: 14px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; margin: 12px auto 6px auto; text-decoration: underline;" title="View Web Action 3 on Scribd">Web Action 3</a><iframe class="scribd_iframe_embed" data-aspect-ratio="0.772727272727273" data-auto-height="true" frameborder="0" height="600" id="doc_12076" scrolling="no" src="http://www.scribd.com/embeds/65544701/content?start_page=1&view_mode=list&access_key=key-252o07kydrsduoa40ni9" width="100%"></iframe><script type="text/javascript">
(function() { var scribd = document.createElement("script"); scribd.type = "text/javascript"; scribd.async = true; scribd.src = "http://www.scribd.com/javascripts/embed_code/inject.js"; var s = document.getElementsByTagName("script")[0]; s.parentNode.insertBefore(scribd, s); })();
</script><br />
<span style="font-family: Verdana; font-size: large;">=== </span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><i><b>Thursday 22 Sept – How the transnational and the transdisciplinary live on the Web </b></i></span><br />
<span style="font-family: Verdana; font-size: large;">• <a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzmKs1Fz7m9uMzNmOTFlYjgtZjU1NS00NDdkLWFmNzctNmI3YjgyZGQxOWQ2&hl=en">HOW TO WRITE PAPERS</a>, <a href="http://www.google.com/search?source=ig&hl=en&rlz=&=&q=making+great+handouts&btnG=Google+Search&aq=f&oq=">CREATE HANDOUTS</a>, USE CITATIONS, AND <a href="http://www.google.com/search?hl=en&safe=off&q=research+citation+format&aq=1&aqi=g7g-m3&aql=&oq=research+citation">FIND CITATION STYLES </a>ON THE WEB <br />
• bring in the results of your serious web research on <a href="http://en.wikipedia.org/wiki/Transnational_feminism">transnational feminisms</a>,
and be prepared to tell us why this information is on the web, who
made it, what it is for, who is using it and why, and what that all
means.<br />
</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUe6f-txPlFk_7xeBb5VnIgfJI_uXaT4R8uX785qxY7sGf5xlO3pSxc9fELOnZJ_4fhWlN7gpHMT7lN5OMLuWaR8PFvhqrCmTx7JNMvhKY3Nn-1S0J0VCJXjSOJnhs-vsHUylY_o55i4k/s1600/lgbt-globe.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUe6f-txPlFk_7xeBb5VnIgfJI_uXaT4R8uX785qxY7sGf5xlO3pSxc9fELOnZJ_4fhWlN7gpHMT7lN5OMLuWaR8PFvhqrCmTx7JNMvhKY3Nn-1S0J0VCJXjSOJnhs-vsHUylY_o55i4k/s1600/lgbt-globe.png" /></a><span style="font-family: Verdana; font-size: large;"><i>What
do Zandt and Davis have to tell us that helps us understand what sorts
of knowledge live on the web? What does looking for and analyzing such
knowledges about transnational feminisms tell us about the work of
both Zandt and Davis? How can we flip back and forth between one way of
seeing things and another? What does that have to do with what happens
when knowledge travels? </i></span><br />
<span style="font-family: Verdana; font-size: large;">===</span><br />
<span style="font-family: Verdana; font-size: large;">Meet with partners briefly and pool the information you gathered for today:</span><br />
<ul>
<li><span style="font-family: Verdana; font-size: large;">Results of web research on transnational feminisms</span></li>
</ul>
<span style="font-family: Verdana; font-size: large;">Consider: </span><br />
<ul>
<li><span style="font-family: Verdana; font-size: large;">What is this information on the web?</span></li>
<li><span style="font-family: Verdana; font-size: large;">Who made it?</span></li>
<li><span style="font-family: Verdana; font-size: large;">What is it for?</span></li>
<li><span style="font-family: Verdana; font-size: large;">Who is using it and why?</span></li>
<li><span style="font-family: Verdana; font-size: large;">What this all means! What do Zandt and Davis have to tell us that helps us understand what we have found? </span></li>
</ul>
<ul>
<li><i><span style="font-family: Verdana; font-size: large;">What do the results of your web research tell you about the work of both Zandt and Davis? </span></i></li>
</ul>
<ul>
<li><i><span style="font-family: Verdana; font-size: large;">How does doing web work help you think about what it might mean to look at Zandt’s work through Davis’ eyes, or Davis’ work through Zandt’s eyes? </span></i></li>
</ul>
<span style="font-family: Verdana; font-size: large;"><br />We will use this as a basis for general discussion for 30 mins.</span><br />
<span style="font-family: Verdana; font-size: large;">=== <i><br /></i></span><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHSZuD5Qd-zyp9vC_ab4NTBgRNv7kcoG8iINx9oLSSi6H2Lz8b_Cuekxt3ub9y4gKr6ALUV4ZIW8Dy_h4VRxB_K3uc3AQJzmIhGdrQvXsA83do1dRyd2jWaN1-yXOvXLqHsbSNbuZlM1E/s1600/ftnotes.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="566" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHSZuD5Qd-zyp9vC_ab4NTBgRNv7kcoG8iINx9oLSSi6H2Lz8b_Cuekxt3ub9y4gKr6ALUV4ZIW8Dy_h4VRxB_K3uc3AQJzmIhGdrQvXsA83do1dRyd2jWaN1-yXOvXLqHsbSNbuZlM1E/s640/ftnotes.jpeg" width="640" /></a></div>
<span style="font-family: Verdana; font-size: large;"><i>===</i></span><br />
<span style="font-family: Verdana; font-size: large;"><i>Why do we use footnotes? How do they place us in networks of trust and of sharing knowledges?</i> What might <i>feminists</i>
in particular think about when they look deeply into citation and its
record-keeping? Some thoughts we want to consider as we consider how
feminists share trust and knowledge:</span><br />
<br />
<span style="font-family: Verdana; font-size: large;">From a scholarly collective blog on doing history, a contributor post: <a href="http://histsociety.blogspot.com/2010/12/on-footnotes-and-doing-history.html">"On Footnotes and Doing History" by Lisa Clark Diller</a>: [<b>bold emphasis</b> is mine, for your particular attention]</span><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0h9XmRfm8ajpG3OyFzcgS6b0UUssQiIGSh45G73UdsF87YviSzSAIpr3m_TtRIs06-xiUms6WfgN4nbDkE67V2P02ALSiTr8giuWR4zmr3atCNXZXvGbffOxLAlXCMppMQ6IzOI_JAdc/s1600/web.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0h9XmRfm8ajpG3OyFzcgS6b0UUssQiIGSh45G73UdsF87YviSzSAIpr3m_TtRIs06-xiUms6WfgN4nbDkE67V2P02ALSiTr8giuWR4zmr3atCNXZXvGbffOxLAlXCMppMQ6IzOI_JAdc/s320/web.jpg" width="320" /></a></div>
<span style="font-family: Verdana; font-size: large;">"Who
we think it important to cite, what range of sources were important (or
available) at the time, and the family of historiographical ancestors
we choose for ourselves all reveal <b>our location in time</b> and <b>situate us on an ideological map</b>.<br />
<br />
"Footnotes reveal our technical proficiency, but they do so within a
particular context. While in grad school, I can remember discounting
entire volumes of historical research because the footnotes were so
'thin.' And one of my advisors at the University of Chicago would warn
us to look with grave suspicion on any early modernist who cited too
many printed sources. I’m less puritanical in my standards now. And
[Anthony] <a href="http://books.google.com/books?id=VO2aFrQF24kC&dq=grafton+footnotes&source=gbs_navlinks_s">Grafton</a> [1999. <i>The Footnote: A curious history.</i>
Harvard] has reminded me that: 'No accumulation of footnotes can prove
that every statement in the text rests on an unassailable mountain of <b>attested facts</b>. Footnotes exist, rather, to perform two other functions. First, <b>they persuade</b>: they convince the reader that the historian has done an acceptable amount of work . . . . Second, they indicate the <b>chief sources</b> that the historian has actually used” (22). [<i>in other words, create trust and authority.</i>]<br />
<br />
"We sometimes still operate under the assumption that if we have all the
'original sources' our argument will be solid. But what makes history
interesting is all <b>the various interpretations that we can develop from the same sources</b>. It is part of why we <b>revisit</b> the same problems over and over again. Interpretation as well as sources give each of us our <b>originality</b>.
This is decidedly not the same thing as saying that any interpretation
of the documents is as good as another, but it is what keeps me from
reading a scholarly tome and thinking that because the footnotes took up
37% of each page I read, no one need any longer do research on that
subject. Grafton also reminded me to be <b>careful in judging</b> the scholarship of an earlier generation by the type or quantity of footnotes.<br />
<br />
"As I sweat through proper citation of digital works and <b>decide how much to include or exclude</b>
from my own footnotes, I am glad to remember that this process isn’t
simply about showing off my guild credentials. It’s also a way to 'out'
myself regarding <b>my priorities and methods.</b> The evidence I use
won’t be considered equally sufficient for all time; but then again, I
don’t expect to answer historical questions and decide their
significance once and for all.<br />
<br />
"The footnote reminds me of <b>the time-laden nature of my queries and verifications</b>." [1] </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">[1] Diller, "On Footnotes," <i>The Historical Society</i>. &amp; </span><br />
<span style="font-family: Verdana; font-size: large;">Dilller, Lisa Clark. 2010. "On Footnotes and Doing History." <i>The Historical Society</i> [Website] 22 December. Retrieved 11 Feb 2011 at http://histsociety.blogspot.com/2010/12/on-footnotes-and-doing-history.html </span><br />
<span style="font-family: Verdana; font-size: large;">===</span><br />
<span style="font-family: Verdana; font-size: large;">searching for citation formats on the web? • <a href="http://www.google.com/search?source=ig&hl=en&rlz=&=&q=research+citation+formats&btnG=Google+Search&aq=f&oq=">Google it!</a> • <a href="http://www.feministpress.org/wsq/submission-guidelines">How they do it at The Feminist Press</a>. • <a href="http://www.feministstudies.org/submissions/guidelines.html#citation">How they do it at Feminist Studies</a>. </span><br />
<span style="font-family: Verdana; font-size: large;">what about making research posters? • <a href="http://www.google.com/search?hl=en&safe=off&q=making+research+poster&aq=f&aqi=g1&aql=&oq=">Google it!</a> </span><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigwmEJsbX9Ab9syK3o2OxVX86heTGaddOvPRFdruyOs_LkKCXsOD7xIFpPidCm4RBMSKQF7GZrC-iqKuRfKjRbMe3WXp8-qM-4hTyogcVfL0fW7SKV1AyyxHeao465_XnKMpOvadm7NfA/s1600/feminism_pin.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigwmEJsbX9Ab9syK3o2OxVX86heTGaddOvPRFdruyOs_LkKCXsOD7xIFpPidCm4RBMSKQF7GZrC-iqKuRfKjRbMe3WXp8-qM-4hTyogcVfL0fW7SKV1AyyxHeao465_XnKMpOvadm7NfA/s1600/feminism_pin.jpg" /></a></div>
<span style="font-family: Verdana; font-size: large;">how
can citations demonstrate the traveling knowledges of feminists? what
sorts of citations would make visible or clarify transnational feminisms
<a href="http://www.google.com/search?source=ig&hl=en&rlz=&q=citing+web+research&oq=citing+web+re&aq=6v&aqi=g4g-v6&aql=&gs_sm=c&gs_upl=2647l7977l0l12265l15l15l1l2l2l0l219l2128l0.9.3l12l0">on the web</a>? how do citations participate in the sharing of
transdisciplinary knowledges? </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">===</span>Katie Kinghttp://www.blogger.com/profile/15901518232103073849noreply@blogger.com0tag:blogger.com,1999:blog-6045344708357814465.post-45845321559115297072011-09-08T16:26:00.001-04:002011-09-12T12:52:57.897-04:00Care Abouts<span style="font-family: Verdana; font-size: large;"><i><b>Tuesday 13 Sept – This is the book I always wanted to write: how to care about it all </b></i><br />•
Zandt, ch 4; • Davis ackn., intro, ch 1 (note that it is a lot better
to read everything for the whole week together if possible, and then
focus on each day for discussion preparation) <br />• WHO WILL YOU PARTNER WITH FOR THE SEMESTER? <br /><i>Some
feminist philosophers talk about what they call “personal care-abouts”
in knowledge making. What are Zandt’s and Davis’ personal care-abouts as
they reveal them to us? How can you use this class for your personal
care-abouts? How can you make the class projects fit into those
care-abouts? How will you partner with others to support each other’s
care-abouts? Begin project #1 today with your partner: freewriting,
brainstorming, googling, scheduling time together. </i></span><br />
<br />
<span style="font-size: large;">=== </span><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGMDlmnneAqJpTN-b28wATQDL7kbAVkgbreD1mKq3IyvFqGk2NAGK48br-5ldxBTBmd_4curDghglN7abiNAGGhEh12Ew82dBYUrwSK4ZAKoOpNSmU9VT2Sy_00quLFhWmZJ6qmgNtlG8/s1600/SuperStock_1589R-12114.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGMDlmnneAqJpTN-b28wATQDL7kbAVkgbreD1mKq3IyvFqGk2NAGK48br-5ldxBTBmd_4curDghglN7abiNAGGhEh12Ew82dBYUrwSK4ZAKoOpNSmU9VT2Sy_00quLFhWmZJ6qmgNtlG8/s1600/SuperStock_1589R-12114.jpg" /></a></div>
<span style="font-size: large;"><b>As you come into the class today, immediately start working with others to figure out: </b></span><br />
<span style="font-size: large;">• WHO WILL YOU PARTNER WITH FOR THE SEMESTER? </span><span style="font-size: large;"><i>How can you use this class for your personal care-abouts? </i></span><br />
<span style="font-size: large;"><i>How
can you make the class projects fit into those care-abouts? How will
you partner with others to support each other’s care-abouts? </i></span><br />
<span style="font-size: large;"><i><b>BEFORE
CLASS STARTS EVEN: Begin project #1 today with your partner:
freewriting, brainstorming, googling, scheduling time together. </b></i></span><br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOX8O9cVHhgdFgsKxZROimi-kj59k8ZN6-X3MNcLnN_QLQneThMR_zyMRmP2ALhyphenhyphen9WutIuwO4hdOSGdgDPJK6PVnhxPnEWcSIfTSPwvWj8dA5uqd9kxyWx8mCNFxjL3G-UH5kNsHbkW2Y/s1600/studentJournals_256x257.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOX8O9cVHhgdFgsKxZROimi-kj59k8ZN6-X3MNcLnN_QLQneThMR_zyMRmP2ALhyphenhyphen9WutIuwO4hdOSGdgDPJK6PVnhxPnEWcSIfTSPwvWj8dA5uqd9kxyWx8mCNFxjL3G-UH5kNsHbkW2Y/s1600/studentJournals_256x257.jpg" /></a></div>
<span style="font-size: large;">NOTICE: the advice about reading
ahead! Read each weekend for the whole week if at all possible. And if
you can, just go ahead and read all of Zandt while you are on a roll
there. </span><br />
<br />
<span style="font-size: large;"><i><b>If you work this way this semester you will have this class, and possibly your other classes aced.</b></i> </span><br />
<br />
<i><span style="font-size: large;">=== </span></i><br />
<i><span style="font-size: large;">PULL OUT THE NOTES YOU MADE TO PREPARE FOR CLASS </span></i><br />
<br />
<i><span style="font-size: large;">How does the <a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzmKs1Fz7m9uNGM3NzVhNjctYmQ3MC00MTdmLTg4NGQtOTIxNGIwNTc5MGJm&hl=en"><b>How to Read</b> handout </a>work? In what ways does it help with all our reading? </span></i><br />
<span style="font-size: large;">=What three things you don't usually do did you pick to do?</span><br />
<i><span style="font-size: large;"><br />
</span></i><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGbFV1BbEki31_O1syOkzMhjShGbac2mKOXBgX9C_qNEhsXqDnt6KFmAaOcSSjgrHv-_koYeY-TPycyXIjGO8mzMobdB01Tqp2Zn3sQxKzrmktMdgUxQduQhTM9jFkgIMdkVOMhtIopiQ/s1600/kindle_nook_ipad_book_large.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="178" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGbFV1BbEki31_O1syOkzMhjShGbac2mKOXBgX9C_qNEhsXqDnt6KFmAaOcSSjgrHv-_koYeY-TPycyXIjGO8mzMobdB01Tqp2Zn3sQxKzrmktMdgUxQduQhTM9jFkgIMdkVOMhtIopiQ/s640/kindle_nook_ipad_book_large.jpg" width="640" /></a><br />
<br />
<i><span style="font-size: large;">In what ways do we have to modify the handout to deal with new formats of reading? How do we alter it to apply to:</span></i><br />
<span style="font-size: large;"><i>=Kindle books or ebooks or audiobooks?</i><br />
=to websites and hyperlinks? </span><br />
<span style="font-size: large;">=to videos and other multimedia? </span><br />
<span style="font-size: large;">=which ebook samples did you get? what aps did you find?</span><br />
<span style="font-size: large;"><br />
</span><br />
<i><span style="font-size: large;">Why do we read in the order we do? What happens when we alter the order of reading? Why might this matter? </span></i><br />
<span style="font-size: large;">=why do we read conclusions first? why do we read acknowledgements too? </span><br />
<span style="font-size: large;">=how
do Zandt's comments about sharing on social media apply to the social
format of the seminar? what comparisons can you make? </span><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBuv3AhZ5T27FsZMdrQmgfrTprF8cv4Biwk_WQrbWHRy6h9hoanbxU799gBFpS8LBsPoTOvSiGob5PRcFSGJJ2bbb7hcyvkP2LfM0Uy7XBEePPrDSAHQIoeYwY0PRnXsU28RQ787kRzz0/s1600/Wik.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBuv3AhZ5T27FsZMdrQmgfrTprF8cv4Biwk_WQrbWHRy6h9hoanbxU799gBFpS8LBsPoTOvSiGob5PRcFSGJJ2bbb7hcyvkP2LfM0Uy7XBEePPrDSAHQIoeYwY0PRnXsU28RQ787kRzz0/s320/Wik.jpg" width="320" /></a></div>
<i><span style="font-size: large;">What about the Wikipedia?</span></i><br />
<span style="font-size: large;">=Look up "gift economy" on the Wikipedia.... </span><br />
<span style="font-size: large;">=What does Zandt have to say about the Wikipedia? <br />
</span><br />
<span style="font-size: large;">=What is crowdsourcing? How is it part of a whole ecology of social media, and why does it help to think in this way? </span><br />
<span style="font-size: large;">=What forms of mature trust do we need to be authentic in media ecologies? </span><br />
<span style="font-size: large;">=How does Zandt recommend we "manage authority"?</span><br />
<span style="font-size: large;"><br />
</span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifGENUywPqROVs8THKhWDibg9Ijlu89DNq_KoX3SpgjwQwosIQ0A58WHqnqc2cGNN9XDDEwBIXKW7OPx9-_JCfihQlAfzKJPGEW4k8gdbpdbuD85xGy5uAivNApGXZ5KETl_iXHtBFg9Y/s1600/social-media-converstion-flower-brian-solis1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="492" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifGENUywPqROVs8THKhWDibg9Ijlu89DNq_KoX3SpgjwQwosIQ0A58WHqnqc2cGNN9XDDEwBIXKW7OPx9-_JCfihQlAfzKJPGEW4k8gdbpdbuD85xGy5uAivNApGXZ5KETl_iXHtBFg9Y/s640/social-media-converstion-flower-brian-solis1.jpg" width="640" /></a></div>
<span style="font-size: large;"><br />
</span><br />
<span style="font-size: large;">This graphic comes from a fascinating website: <a href="http://emergentbydesign.com/">emergent by design</a> <br />
</span><br />
<br />
<span style="font-size: large;">===</span><br />
<span style="font-family: Verdana; font-size: large;"><i><b>Thursday 15 Sept – Sharing is Daring: when knowledge travels what happens? </b></i><br />• Zandt, ch 5 and the rest of it; • Davis, ch 2 <br />• HOW TO MAKE LOGBOOK AND KEEP YOUR SCHOLARLY RECORDS <br /><i>Global
feminism? one or many? what are the goals of feminist practice? Who is
going to share what, where and how? And how does web research itself
figure into all of this? What does web research add to what we can know
ABOUT Zandt and Davis themselves? To what we can know about their
projects as we see them in these book objects? To what we can know about
HOW they think as well as WHAT they think? </i></span><br />
<span style="font-family: Verdana; font-size: large;"><br /></span><br />
<br />
<br />
<a href="http://bushbelles.blogspot.com/2010/11/sharing-young-womens-stories-inspire.html" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="468" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIsAFQj8TcX7IPFcM9EAmRiXw8pE-KTreUpLDGILubc4UX-2ndk29E2MzDgTt45eJhGGtKtt403SChIO5WXtZkpABByn7iJ3-KWlT7xDNRtA9n88heM8aIBeRJwMGgAnaC2GpdHAw5M7I/s640/happy+4.jpg" width="640" /></a><br />
<br />
<span style="font-family: Verdana; font-size: large;">how has this picture traveled? <a href="http://www.tineye.com/">How can you find out?</a> </span><br />
<br />
<span style="font-family: Verdana; font-size: large;">=== </span><br />
<span style="font-family: Verdana; font-size: large;">• How do you locate Zandt's website? Davis'? How current are they? What does this tell you? </span><br />
<span style="font-family: Verdana; font-size: large;">• What is an "epistemological project"? how will this structure our course? </span><br />
<span style="font-family: Verdana; font-size: large;">•
What does Davis have to say about intersectionality? How did you find
this out? How will you connect that to your web research on Berger's
collection for this Thursday? <a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzmKs1Fz7m9uZjQxOWE5NzAtODRiYy00MDdkLWI1MjktZjA1MzgxZjE0NjNi&hl=en">PDF</a>. </span><br />
<br />
<span style="font-size: large;"><br />
</span> <br />
<span style="font-size: large;">===</span><i><span style="font-size: large;"> </span></i><br />
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<span style="font-size: large;">WHAT SORTS OF RECORDS DO YOU NEED TO KEEP? </span><br />
<span style="font-size: large;">=</span><span style="font-size: large;">what
goes in the logbook? what will help you most? what will allow you and
Katie to be on the same page? what will help you plan and read ahead?</span><br />
<span style="font-size: large;">=taking
notes from the web: websites, wikipedia, hyperlinks, vids and other
media: How is this the same as reading? how is it different? </span><i><span style="font-size: large;"><br />
</span></i><br />
<br />
<i><span style="font-family: Verdana; font-size: large;">Bring
in notes in which you address these questions and the ones in the
description for today's class. Also bring in notes on the following:</span></i><br />
<span style="font-family: Verdana; font-size: large;"> </span><br />
<span style="font-family: Verdana; font-size: large;">
• What kinds of records will help you keep track of what you need to do
for class: each class, each week, for each project, for graded
assignments, over the course of the term? </span><br />
<span style="font-family: Verdana; font-size: large;">• What kinds of records will help you keep track of web research?</span><br />
<span style="font-family: Verdana; font-size: large;">• What kinds of records will help you keep track of library research? How are these two the same? different?</span><br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPuTyE3_2izD2Q-FiG5pu3uEBkUMKKrh6fu-kkzIUb3rTFz9jml_3Gkq7XlOvbTXmtZtqtAKzhzQUgPjf7AEzuwS4E_Ydxz_pYOztj3Ib0os4pMnYbaffL05VlziY3h9HkYMS1guHN8k8/s1600/plagiari.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="275" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPuTyE3_2izD2Q-FiG5pu3uEBkUMKKrh6fu-kkzIUb3rTFz9jml_3Gkq7XlOvbTXmtZtqtAKzhzQUgPjf7AEzuwS4E_Ydxz_pYOztj3Ib0os4pMnYbaffL05VlziY3h9HkYMS1guHN8k8/s320/plagiari.jpg" width="320" /></a></div>
<br />
<span style="font-family: Verdana; font-size: large;">• What kinds of records will make it impossible for you to inadvertently (or deliberately) commit <a href="http://www.plagiarism.org/">plagiarism</a>? What ensures that? </span><br />
<span style="font-family: Verdana; font-size: large;"><br />
</span><br />
<span style="font-family: Verdana; font-size: large;"><br />
</span><br />
<span style="font-family: Verdana; font-size: large;"><br />
</span><br />
<span style="font-family: Verdana; font-size: large;"><br />
</span><br />
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</a></div>
<span style="font-family: Verdana; font-size: large;">===</span><br />
<span style="font-family: Verdana; font-size: large;"> </span>Katie Kinghttp://www.blogger.com/profile/15901518232103073849noreply@blogger.com0tag:blogger.com,1999:blog-6045344708357814465.post-61095095914709836772011-08-29T13:44:00.000-04:002011-08-31T08:23:42.465-04:00AN INTRODUCTION TO READING AND RESEARCHING IN WOMEN’S STUDIES<span style="font-family: Verdana; font-size: large;"><i><b>Thursday 1 September – Welcome to Our Course!</b></i><br />
• HANDED OUT: <a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzmKs1Fz7m9uZTgxNWNiNDgtNDI4My00YzhmLTgwZDYtMzc4ZTE0N2Y2MDkx&hl=en_US">Syllabus</a>, <a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzmKs1Fz7m9uYjU2MmE1MDktOWQ3MS00YjZjLWExNTYtYTg5MjFlMzRiMjI0&hl=en">Learning Communities</a>, <a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzmKs1Fz7m9uNGM3NzVhNjctYmQ3MC00MTdmLTg4NGQtOTIxNGIwNTc5MGJm&hl=en">How to Read</a> (it’s not so obvious!), and <a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzmKs1Fz7m9uMzNmOTFlYjgtZjU1NS00NDdkLWFmNzctNmI3YjgyZGQxOWQ2&hl=en">Good Advice</a> (all on website for download as well) <br />
• CLASS BUDDIES, CLASS WEBSITE<br />
• Zandt, <a href="http://books.google.com/books?id=ViZXMhNLBz4C&dq=SHARE+THIS%21&source=gbs_navlinks_s"><i>Share</i></a>: bring to this first class if at all possible. In fact bring all the books you have so far! <br />
<i>How our portal course is intended to help you conscientiously
practice feminist scholarship and its related actions. Helping each
other and practicing solidarity. Reading ahead, reading to discuss,
reading for research, rereading for further work and to grasp
complexity, reading in libraries, on the web, with electronic devices,
with other people. Our workshops and planning assignments ahead of time.
Inspection exercises with Zandt. <a href="http://www.deannazandt.com/">Who is she?</a> </i><br />
<br />
<b><i>Tuesday 6 September – Scholarship and Practice: portals in the plural </i></b><br />
• <a href="http://books.google.com/books?id=ViZXMhNLBz4C&dq=SHARE+THIS%21&source=gbs_navlinks_s">Zandt</a>, preface, chaps 1-3 </span><span style="font-size: large;"><i>(note for Th: Zandt & Davis Conclusions too; read all of it for this class and you will be ahead for the whole week)</i></span><br />
<span style="font-family: Verdana; font-size: large;">
• MORE CLASS BUDDIES, RESEARCH ACTIONS IN BOOKS AND ON THE WEB <br />
<i>Have you used the <a href="http://en.wikipedia.org/wiki/Wikipedia">Wikipedia</a>? How and why? Have you ever been told NOT to use the Wikipedia? Why was that? What is <a href="http://en.wikipedia.org/wiki/Crowdsourcing">crowdsourcing</a>,
and what are the limitations and powers of the Wikipedia? How does
Zandt’s book help us think about the Wikipedia in a social media
landscape? Why does that matter? </i></span><br />
<br />
===<br />
<iframe allowfullscreen="" frameborder="0" height="345" src="http://www.youtube.com/embed/gXD1TRGafQ0" width="560"></iframe>
===<br />
<br />
<span style="font-size: large;">• <a href="http://womensrights.change.org/blog/view/wikipedia_men_re-write_history_women_watch_it_happen">change.org on women not editors on the Wikipedia</a> </span><br />
<br />
<span style="font-size: large;">• BBC World Service's Lesley Curwen from Business Daily <a href="http://www.bbc.co.uk/news/business-11894901">interviews</a> Sue Gardner, executive director of Wikipedia. They discuss recruiting women to write for the Wikipedia.</span><br />
<br />
<span style="font-family: Verdana; font-size: large;"><a href="http://www.nytimes.com/2011/01/31/business/media/31link.html">Recent article in <i>the NY Times</i> says</a>: </span><br />
<br />
<span style="font-size: large;">"Jane
Margolis, co-author of a book on sexism in computer science,
'Unlocking the Clubhouse,' argues that Wikipedia is experiencing the
same problems of the offline world, where women are less willing to
assert their opinions in public. “In almost every space, who are the
authorities, the politicians, writers for op-ed pages?” said Ms.
Margolis, a senior researcher at the Institute for Democracy, Education
and Access at the <a class="meta-org" href="http://topics.nytimes.com/topics/reference/timestopics/organizations/u/university_of_california/index.html?inline=nyt-org" title="More articles about the University of California.">University of California, Los Angeles</a>. </span><br />
<br />
<span style="font-size: large;"> "According to the <a href="http://www.theopedproject.org/" title="Project’s Web site.">OpEd Project</a>,
an organization based in New York that monitors the gender breakdown
of contributors to “public thought-leadership forums,” a
participation rate of roughly 85-to-15 percent, men to women, is
common — whether members of Congress, or writers on The New York
Times and Washington Post Op-Ed pages. </span><br />
<br />
<span style="font-size: large;">"It
would seem to be an irony that Wikipedia, where the amateur
contributor is celebrated, is experiencing the same problem as forums
that require expertise. But Catherine Orenstein, the founder and
director of the OpEd Project, said many women lacked the confidence to
put forth their views. “When you are a minority voice, you begin to
doubt your own competencies,” she said."</span><br />
<br />
<span style="font-size: large;">===
<iframe frameborder="0" height="500" scrolling="no" src="http://books.google.com/books?id=ViZXMhNLBz4C&lpg=PP1&pg=PP1&output=embed" style="border: 0px;" width="500"></iframe>
===</span><br />
<br />
<div style="color: #0b5394;">
<span style="font-size: x-large;"><br /></span></div>
<div style="color: #0b5394;">
<span style="font-size: x-large;"><i><b> Sharing is Daring! </b></i></span></div>
<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHjGFFsremQ9vrR8GTkx5LJCb8ApL7H2zsS8U_0cZIubsFRthaGD6xSmmcd6JpZYoKAtopT7cGiFLlVEtBWbqJ2j-SDqcrKIjM97p2yTcU2sTtj_EOdFhV5vftWBX8vg8lYC3c9eXxrjo/s1600/students-in-a-study-group-collaborating-27e29d.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="425" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHjGFFsremQ9vrR8GTkx5LJCb8ApL7H2zsS8U_0cZIubsFRthaGD6xSmmcd6JpZYoKAtopT7cGiFLlVEtBWbqJ2j-SDqcrKIjM97p2yTcU2sTtj_EOdFhV5vftWBX8vg8lYC3c9eXxrjo/s640/students-in-a-study-group-collaborating-27e29d.jpg" width="640" /></a></div>
<br />
<span style="font-size: large;"><i><b>Thursday 8 September – Starting slow then getting intense: how to share the difficulties</b></i></span><br />
<span style="font-size: large;">• Bring all our books so we can inspect them together</span><br />
<span style="font-size: large;">• <a href="http://books.google.com/books?id=ViZXMhNLBz4C&dq=SHARE+THIS%21&source=gbs_navlinks_s"> Zandt</a> & <a href="http://books.google.com/books?id=c_EoAAAAYAAJ&dq=MAKING%20OF%20OUR%20BODIES%2COURSELVES&source=gbs_book_other_versions">Davis</a>: read each book’s conclusion </span><br />
<span style="font-size: large;">• MORE BUDDIES, READING SIMULTANEOUSLY, KEEPING RECORDS</span><br />
<span style="font-size: large;"><i>This
portal course will be intense! We will start somewhat slowly, offering
lots of “how to do” important things. But as we get closer to each
workshop date, the readings and the projects will start to pile up. So
planning ahead will be crucial! And you will need to be reading,
reReading, and reading ahead, all at the same time! Keeping records of
what needs to be done, and what you have done, and where you got what
sort of information, all these are part of good scholarly practice. Fie
on cutting and pasting last minute off the Web! Let’s learn to DO IT
RIGHT! and enjoy it! Helping each other will make it a lot more fun.</i></span>Katie Kinghttp://www.blogger.com/profile/15901518232103073849noreply@blogger.com0tag:blogger.com,1999:blog-6045344708357814465.post-14576217062928696222011-08-08T15:41:00.007-04:002011-09-12T12:57:59.633-04:00Reconceptualizations ....<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh39iUxSv4nzV4nym7ZUbDHg_WAW4LJYmvFlJ3lGHsZgKjWptnpSyM5zkD8E-oXOB3dUEanpar4Yj9dfBcHG18xzTbq2XO8yi5t8bWFbciT4C7ceCHcm3HaoJqVgVI2HHrrDdvtMnZQTlA/s1600/sep_multivrs_ttl.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh39iUxSv4nzV4nym7ZUbDHg_WAW4LJYmvFlJ3lGHsZgKjWptnpSyM5zkD8E-oXOB3dUEanpar4Yj9dfBcHG18xzTbq2XO8yi5t8bWFbciT4C7ceCHcm3HaoJqVgVI2HHrrDdvtMnZQTlA/s1600/sep_multivrs_ttl.jpg" /></a></div>
<i><span style="font-size: large;">Well,
what worlds do you imagine? How does your feminism shape these worlds?
How have feminists altered the world in which you find yourself today?
Which feminist reconceptualizations have made these changes possible?
What feminist reconceptualizations will you work to create?<br />
<br />
</span><span style="font-size: large;">Women's Studies begins in re-thinking what is around us and how we are part of it all. We make and share feminist knowledges. </span></i><span style="font-size: large;"><i>In
this class we will explore the work such reconceptualizations do and
how they are the ground upon which academic feminism and other sites of
feminist knowledge making build. Women's Studies connects us to feminist
communities and practices, within and also beyond the academy. In this
course we will see Women's Studies as braided into many movements for
social justice, and into alternative communities and visionary actions.
Woven together these all constitute feminist reconceptualizations of
knowledge, in the academy and in everyday life.<br />
<br />
Enjoying epistemologies on the ground – that is, seeing
reconceptualizations in action – is one way to describe what we will be
doing. Intellectual "fun" is one of the goals of the course! </i> <br />
</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHXIiSP4WabF8rwTSKdaW7R9NAepKBGj8tHrLqOwmBxoWncsFCFLnJPOYSgCIrxHzjRCVAbxtH0e1CTI4fT1C6uAvV2OZ-ciI90af05Mzd8OU1C9KpWukytUixpGUjfGcFMVUt2ZsFenI/s1600/Moses+FS+flyer.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br /></a></div>
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<span style="font-size: large;">Explore our books by clicking the linking titles:</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhG1gT1MkIgEwH85CPRgUfKlUo73_s0NG2VW4OTRjj8DpmMJlYVRWOckpjQvpz5rPbJzh3ffHV4o1bIb9ofFj9_mtZ1xM0iELoGt0bWwUJP66SFi0wR0eevQirUtKyY_Q5NfbPDjLiWTxA/s1600/intersection.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhG1gT1MkIgEwH85CPRgUfKlUo73_s0NG2VW4OTRjj8DpmMJlYVRWOckpjQvpz5rPbJzh3ffHV4o1bIb9ofFj9_mtZ1xM0iELoGt0bWwUJP66SFi0wR0eevQirUtKyY_Q5NfbPDjLiWTxA/s1600/intersection.jpg" /></a></div>
<span style="font-size: large;">Berger. 2009. </span><span dir="ltr"><span style="font-size: large;"><a href="http://books.google.com/books?id=xv46tpxONoQC&dq=INTERSECTIONAL+APPROACH&source=gbs_navlinks_s"><i>The intersectional approach: transforming the academy through race, class, and gender</i></a>. North Carolina. </span></span><span dir="ltr"><span style="font-size: large;">9780807859810</span> </span><span dir="ltr"><span style="font-size: large;">Available on the <a href="http://www.amazon.com/Intersectional-Approach-Transforming-Academy-ebook/dp/B003ELQ5AQ/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1295197287&sr=1-1">Kindle</a> </span></span><span style="font-size: large;">B003ELQ5AQ</span> <span dir="ltr"><span style="font-size: large;">and as a <a href="http://books.google.com/books?id=xv46tpxONoQC&dq=INTERSECTIONAL+APPROACH&source=gbs_navlinks_s">Google eBook</a>. </span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjf3au7_zJSPa8YLcL8dIhwPQanCE-A-14O_Y2C4a_FpKNjz2EjgwkHHOqqOxJkwWW5eRvExiTpGVorNq3E1HTtKnc436xKiagWnLje2ckH5XOR96aKbRWU9mbh3HkK0Rna8rrDm9ugZI8/s1600/body.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjf3au7_zJSPa8YLcL8dIhwPQanCE-A-14O_Y2C4a_FpKNjz2EjgwkHHOqqOxJkwWW5eRvExiTpGVorNq3E1HTtKnc436xKiagWnLje2ckH5XOR96aKbRWU9mbh3HkK0Rna8rrDm9ugZI8/s1600/body.jpg" /></a></div>
<span style="font-size: large;">Davis. 2007. <a href="http://books.google.com/books?id=c_EoAAAAYAAJ&dq=MAKING%20OF%20OUR%20BODIES%2COURSELVES&source=gbs_book_other_versions"><i>Making of Our Bodies, Ourselves: How Feminism Travels Across Borders</i></a>. Duke. </span><span dir="ltr"><span style="font-size: large;">9780822340669.</span> </span><span style="font-size: large;">Available on the <a href="http://www.amazon.com/Making-Our-Bodies-Ourselves-ebook/dp/B003DSHWT8/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1295197347&sr=1-1">Kindle</a> B003DSHWT8</span> <span dir="ltr"><span style="font-size: large;">and as a <a href="http://books.google.com/books?id=c_EoAAAAYAAJ&dq=MAKING%20OF%20OUR%20BODIES%2COURSELVES&source=gbs_book_other_versions">Google eBook</a>. </span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwoNVev8pj3uN7xCwE3IJVmWzqm60T5kbsPHv7WYEHSnxsZgoA_E-NMKmiQAC3qxTsgvQfyVt-SM6mCpTUGxqE67do1L2-FAU6k5LSpbTn4mbQFgOvd1kW4diS8eowFzkD_26GSY7lMvc/s1600/waves.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwoNVev8pj3uN7xCwE3IJVmWzqm60T5kbsPHv7WYEHSnxsZgoA_E-NMKmiQAC3qxTsgvQfyVt-SM6mCpTUGxqE67do1L2-FAU6k5LSpbTn4mbQFgOvd1kW4diS8eowFzkD_26GSY7lMvc/s1600/waves.jpg" /></a></div>
<span style="font-size: large;">Hewitt. 2010. </span><span dir="ltr"><span style="font-size: large;"><a href="http://books.google.com/books?id=5xtdPgAACAAJ&dq=NO+PERMANENT+WAVES&hl=en&ei=Ng0xTdv0KcT48Abf2JXdCA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA"><i>No Permanent Waves: Recasting Histories of U.S. Feminism</i></a>. Rutgers. </span></span><span dir="ltr"><span style="font-size: large;">9780813547251.</span> </span><span dir="ltr"><span style="font-size: large;">Available on the <a href="http://www.amazon.com/Permanent-Waves-Recasting-Histories-ebook/dp/B003UNLDWI/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1295197402&sr=1-1">Kindle</a>. </span></span><span style="font-size: large;">B003DSHWT8 </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVkY4puWdeqVgcOqk2mfgcerC0Omxc0t6iPZKj7oZMXh98U2TWrJjwhsfkdWA_-bV66hcfFmxOH-Q5K3IIwKEX8gY3HHLlpYuLdKpJJU45DFcAvAzZZqOLLwZUjSDDpmviCEh4VS0jhVU/s1600/zandt.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVkY4puWdeqVgcOqk2mfgcerC0Omxc0t6iPZKj7oZMXh98U2TWrJjwhsfkdWA_-bV66hcfFmxOH-Q5K3IIwKEX8gY3HHLlpYuLdKpJJU45DFcAvAzZZqOLLwZUjSDDpmviCEh4VS0jhVU/s1600/zandt.jpg" /></a></div>
<span style="font-size: large;"><span dir="ltr">Zandt. 2010. <a href="http://books.google.com/books?id=ViZXMhNLBz4C&dq=SHARE+THIS%21&source=gbs_navlinks_s"><i>Share This!: How You Will Change the World with Social Networking</i></a>. </span>Berrett-Koehler. </span><span dir="ltr"><span style="font-size: large;">9781605094168.</span> </span><span style="font-size: large;">Available on the <a href="http://www.amazon.com/Share-This-ebook/dp/B003KK5DOA/ref=sr_1_1?ie=UTF8&m=AG56TWVU5XWC2&s=digital-text&qid=1295196435&sr=1-1">Kindle</a> B003KK5DOA</span> <span dir="ltr"><span style="font-size: large;">and as a <a href="http://books.google.com/books?id=ViZXMhNLBz4C&dq=SHARE+THIS%21&source=gbs_navlinks_s">Google eBook</a> and as an audiobook at <a href="http://www.audible.com/pd/ref=sr_1_4?asin=B0041P7PJY&qid=1295881845&sr=1-4">Audible.com</a>. </span></span><br />
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<span style="font-size: large;">And one recommended:</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimRqq39YY0Pk5UNfqBL2JBtqaFnyetyP3u1cwlik6Vl4W20lRgkK_mF68Clm0xYabAL7ePO0OHUZMhYmqPjQ4EMQL8OzSt3UbJ1BgU61g-5sz1uds1p5qpMHnR5wVqOXuWB8-NNw13AAs/s1600/berger.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimRqq39YY0Pk5UNfqBL2JBtqaFnyetyP3u1cwlik6Vl4W20lRgkK_mF68Clm0xYabAL7ePO0OHUZMhYmqPjQ4EMQL8OzSt3UbJ1BgU61g-5sz1uds1p5qpMHnR5wVqOXuWB8-NNw13AAs/s1600/berger.jpg" /></a></div>
<span dir="ltr"><span style="font-size: large;">Berger. 2011. <a href="http://books.google.com/books?id=0_mGRAAACAAJ&dq=transforming+scholarship&hl=en&ei=_zhAToTMDaP30gH2mdW7Cg&sa=X&oi=book_result&ct=result&resnum=2&ved=0CEgQ6AEwAQ">Transforming Scholarship: Why Women's and Gender Studies Students Are Changing Themselves and the World</a>. Taylor and Francis. </span></span><span dir="ltr"><span style="font-size: large;">9780415873284. Available on the <a href="http://ebook/dp/B004QM9OP0/ref=tmm_kin_title_0?ie=UTF8&m=AG56TWVU5XWC2&qid=1312831710&sr=1-1">Kindle </a></span></span><span style="font-size: large;">B004QM9OP0.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZUsAXZPdua8E7z8-ilzPfCx6Ti6jhqXvHCpxEPw4IIDzJAoa8kUQjQfZVVvE2fwIAC6iXDm4CDgzskJ5IGwzwiSZIGLRoOzFKDUIGkSW_1tFrlesawy8WfYZGj1wyHZ0s_4LB5HeYWMw/s1600/UMD2.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZUsAXZPdua8E7z8-ilzPfCx6Ti6jhqXvHCpxEPw4IIDzJAoa8kUQjQfZVVvE2fwIAC6iXDm4CDgzskJ5IGwzwiSZIGLRoOzFKDUIGkSW_1tFrlesawy8WfYZGj1wyHZ0s_4LB5HeYWMw/s320/UMD2.jpg" width="146" /></a></div>
<i><span style="font-size: large;"><b><span style="font-family: Verdana;">all
readings are also on reserve at McKeldin Library. several are new
though and await purchase. all will be on 24 hr. reserve. library
instructions <a href="http://www.lib.umd.edu/PUBSERV/RESERVE/student.html">here</a>. </span></b></span></i></div>
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<span style="font-family: Verdana; font-size: large;">Notice
how many of the books are available on the Kindle, an ebook reader.
You do not need the Kindle device to read these, but can <a href="http://www.amazon.com/gp/feature.html/ref=sa_menu_karl3?ie=UTF8&docId=1000493771">download an ap</a>
for your computer/laptop or smart phone or iPad to read them without
one. Some are available as Google eBooks. To learn how to read these on
your computer, look <a href="http://books.google.com/support/bin/answer.py?answer=185545&hl=en">here</a>. Usually the price is a bit lower for each of these,</span><span style="font-family: Verdana; font-size: large;"> many available for less than $10, </span><span style="font-family: Verdana; font-size: large;">although you cannot resell such books. One is even available as an audiobook, look <a href="http://www.audible.com/pd/ref=sr_1_4?asin=B0041P7PJY&qid=1295881845&sr=1-4">here</a>.
Please ensure access to as many of our course books as you can, bring
those you have obtained or notes about them to the first class. </span></div>
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<span style="font-size: large;"><i><span style="font-family: Verdana;">You are required to </span></i></span><span style="font-family: Verdana; font-size: large;">read<i>
these books, not to buy them, or even to own them. All are on reserve
at McKeldin and many are available at other libraries. Share them, rent
them, borrow them, xerox them, scan them. Fair use means producing
copies for your own private research use. Of course you can help others
in obtaining originals for such fair use copying. Always be sure to
locate your books long before you need to read them, even if one or more
turn out to be just coming out or even out of print. Find what you can
and read them anyway! </i></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDfmaoL1LmYCXulZKTboNgCEaiDMsQqHyXYtkS0lTpwbwhg2jEEtvIkJLsX-IdKPY2L6e_byQ6RFv45lfh02Ru7ce9WurH1pLKo1JuMOG4446mKoskMtzKNjbY82_uPc8ekRzNtWTUYxQ/s1600/dvd.jpg" style="margin-left: 1em; margin-right: 1em;"><br /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDfmaoL1LmYCXulZKTboNgCEaiDMsQqHyXYtkS0lTpwbwhg2jEEtvIkJLsX-IdKPY2L6e_byQ6RFv45lfh02Ru7ce9WurH1pLKo1JuMOG4446mKoskMtzKNjbY82_uPc8ekRzNtWTUYxQ/s1600/dvd.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDfmaoL1LmYCXulZKTboNgCEaiDMsQqHyXYtkS0lTpwbwhg2jEEtvIkJLsX-IdKPY2L6e_byQ6RFv45lfh02Ru7ce9WurH1pLKo1JuMOG4446mKoskMtzKNjbY82_uPc8ekRzNtWTUYxQ/s1600/dvd.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><span style="font-family: Verdana; font-size: large;"><br />
</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGPzuT7dG2NDy_dSgO9cneetnKtEzU5NUgj5pCdFToiapWR87nCRNQ-SPPNyUy6RlXLhp2bMC9HL36Lt7Gv4bx04QP0mL8WvMsuQFbkz9d7yxA6c7UUXbEyqSN3eZwn1IYqNxiWUgl4D4/s1600/StudentsSeminar_YDN+resized_0.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGPzuT7dG2NDy_dSgO9cneetnKtEzU5NUgj5pCdFToiapWR87nCRNQ-SPPNyUy6RlXLhp2bMC9HL36Lt7Gv4bx04QP0mL8WvMsuQFbkz9d7yxA6c7UUXbEyqSN3eZwn1IYqNxiWUgl4D4/s320/StudentsSeminar_YDN+resized_0.JPG" width="207" /></a><span style="font-family: Verdana; font-size: large;"><i><b>how the class will be organized</b></i><br />
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<i>This class is a seminar course so discussion and participation are
essential! If you are a shy person who is usually quiet, this is the
class in which you will need to stretch,</i> challenging yourself to
share your thoughts just as they happen! Prepare yourself mentally, do
whatever preparation you need to work this out well, and come to Katie
if you need a good pep talk! We are a kindly group and long to hear what
you think! Discussion will be punctuated by mini-lectures and demos
from the class website too, so you will not be on stage all the time.
The website also will give you a chance to prepare before class and to
review afterward as well. <br />
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In other words, the class will involve BOTH taking things in, absorbing
them and learning to put them in context, AS WELL AS actively using what
we come to know, sharing it others, thinking on one's feet,
brainstorming and speculating, figuring out how it all fits together.
YOU MUST KEEP UP WITH THE READING TO DO THIS WELL! Some educators call
these forms passive and active learning. One can take in and absorb more
complicated stuff than one can work with and work out, at least at
first. We do both in the class, but we also realize that <i>active
learning requires patience and imagination, a bit of courage to try
things out without knowing something for sure yet, and a willingness to
play around with being right and wrong, guessing and redoing. </i><br />
<br />
</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDfmaoL1LmYCXulZKTboNgCEaiDMsQqHyXYtkS0lTpwbwhg2jEEtvIkJLsX-IdKPY2L6e_byQ6RFv45lfh02Ru7ce9WurH1pLKo1JuMOG4446mKoskMtzKNjbY82_uPc8ekRzNtWTUYxQ/s1600/dvd.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="199" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDfmaoL1LmYCXulZKTboNgCEaiDMsQqHyXYtkS0lTpwbwhg2jEEtvIkJLsX-IdKPY2L6e_byQ6RFv45lfh02Ru7ce9WurH1pLKo1JuMOG4446mKoskMtzKNjbY82_uPc8ekRzNtWTUYxQ/s320/dvd.jpg" width="320" /></a><span style="font-family: Verdana; font-size: large;">The website for our entire class is located at: <a href="http://morethink300.blogspot.com/">http://morethink300.blogspot.com/ </a><br />
What you are looking at now is where graphics, mini-lecture materials
and notes, communications and assignment help, and other vital class
information and presentations are displayed. You can complete your
assignments properly only if you stay very familiar with our website.
Bookmark it immediately! Plan on visiting here and reading email every
couple of days, and not just a few minutes before class. <i>These are class requirements.</i>
If you have any difficulties getting access to these resources come and
talk to me as soon as possible. Any announcements about cancellations
due to weather or other considerations, and general class requirements
will be sent out on coursemail and you need to see them quickly. To get
help go to OIT's Help Desk at the Computer and Space Sciences Building,
Rm. 1400, or checkout the help desk webpage at: <a href="http://www.helpdesk.umd.edu/">http://www.helpdesk.umd.edu/</a> <br />
<br />
<i>In this small class we will all be class buddies together. Get to know everyone in the class,</i> share contact information, and support each other </span><span style="font-family: Verdana; font-size: large;">with class notes and talking together</span><span style="font-family: Verdana; font-size: large;"> if in emergencies anyone must be absent. <i>Everyone should also have a class partner too.</i>
We will choose partners early in the semester, and partners should help
each other brainstorm projects, edit each others’ work, provide
feedback before assignments are due, and help each other work in drafts,
starting projects early and completing them in good time. <br />
<br />
<i>Twice during the semester we will have a week of class workshoping.</i>
During part of that time paper and poster assignments will be presented
poster conference style. That means that some people will be presenting
their work in various parts of the room, all at the same time, while
other class members wander around the room, interacting with them as
they discuss their projects. Katie will also wander around, giving folks
immediate feedback on their work. After we spend time doing this, we
will move into collective discussion and engagement all together.
Tuesday of workshop week will focus more on the first, Thursday more on
the second. <br />
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===<br />
<b><i>graded assignments: paper, poster, learning analysis, logbook</i></b><br />
<br />
Four kinds of assignments are required in this class: • a paper, • a
poster, • a final learning analysis, and • a logbook. The first three
require you to practice analysis and reconceptualization. In each of
these you will need to examine two class texts simultaneously, do extra
research on the web, and be reflexive in your thinking. The logbook will help you organize your projects:
when you started them, how many drafts you completed, who you worked
with, where you are in what you have done, and what still needs to be
done. It will be turned in four times during the semester, and you won’t
get credit for any assignments until the final version is turned in on
the last day of class with the final version of the learning analysis.
The paper and poster each count for 1/3 of your grade, and the learning analysis, and logbook together count for the
final 1/3. <br />
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</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJAIGUScz6GE9FGQy7r2ax_vr2EHhTTk_FxCgREG6LhPjmnP1rROHK2w0MPgsIkl1cRGlQ12-VinTiJeHfKrSbfjfug8Cczgqju3i2i480k28aYhRKiFcmkNfN9YjBGvVgl8V8R0DJZjE/s1600/present.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="424" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJAIGUScz6GE9FGQy7r2ax_vr2EHhTTk_FxCgREG6LhPjmnP1rROHK2w0MPgsIkl1cRGlQ12-VinTiJeHfKrSbfjfug8Cczgqju3i2i480k28aYhRKiFcmkNfN9YjBGvVgl8V8R0DJZjE/s640/present.jpg" width="640" /></a><span style="font-family: Verdana; font-size: large;"> </span><span style="font-family: Verdana; font-size: large;"> </span><br />
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<span style="font-family: Verdana; font-size: large;">Posters and papers are shared in one or the other of <i>two class workshops</i>.
In each workshop you will do either a paper or a poster. Which one you
will do when will be determined by lot. You cannot get full credit for
either assignment until after you also present them on the first day of
the workshop week, and participate in workshop follow-ups on the second
day of the workshop week. In other words, just the written paper or the
poster does not in itself complete the assignment. If an emergency or
illness kept you from participation either or both days that week, to
get full credit you will have to meet with three other students to share
your work and their work outside class, and write up the experience and
what you learned from it to complete the participation portion of that
grade. SO DO NOT MAKE OTHER PLANS FOR THOSE DAYS: BUILD THEM CAREFULLY
INTO YOUR SCHEDULE FROM THE BEGINNING OF THE TERM! Put them into your
logbook from the beginning so that attending them will always be at the
forefront of your term plans. This is also true of the final day of
class, when you discuss your learning analysis with everyone else. Full
credit for the learning analysis also requires attendance and
participation on that last day. <br />
<br />
<b><i>workshop themes for analysis: • power, movements, worlds & • dynamics in our field </i></b><br />
<br />
<i>• Workshop 1: Power, Movements, Worlds</i><br />
<br />
</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGYoxNPNdwqIIS351zIT8EtVGVOoystSfmJ_z19ydlnHpqGt2YLXeIW6TrdKxIdmmj9Aj5vPSYGraz6ibf6orCyhGAPjGyZMxYBJvAzzHc9Kb5a03gGPXgHkwpMdl4IdnJ8k52hSI6ULA/s1600/our_body.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGYoxNPNdwqIIS351zIT8EtVGVOoystSfmJ_z19ydlnHpqGt2YLXeIW6TrdKxIdmmj9Aj5vPSYGraz6ibf6orCyhGAPjGyZMxYBJvAzzHc9Kb5a03gGPXgHkwpMdl4IdnJ8k52hSI6ULA/s320/our_body.jpg" width="249" /></a><span style="font-family: Verdana; font-size: large;">For
our first workshop you will create either a paper or poster (which
determined by lot) in order to explore how feminists analyze how power
structures our worlds. You will explore two class texts carefully, and
chose EITHER • to analyze Zandt’s book through the analysis (eyes, lens)
of Davis’ <i>The Making of Our Bodies, Our Selves</i>; OR • to analyze Davis’ book through the analysis (eyes, lens) of Zandt’s <i>Share This!</i>
• Davis’ book explores power in transnational and transdisciplinary
frames. NOTICE what it demonstrates and assumes about what counts as
power, which social movements matter, and how worlds are connected
across differences. Zandt’s book explores accessibility and the currency
of social media today. NOTICE who is addressed in this book, and why?
No matter which of these approaches you take, also NOTICE that you will
need to do some additional research. You will need to find out more
about the various editions of the book <i>Our Bodies, Our Selves</i>, and you will need to play around with social media yourself, and do some web research checking out both <i>Our Bodies, Our Selves</i> and also how feminists today are using social media, as well as how social media and marketing are interconnected. <i>Always make a point of connecting projects to class readings and lectures.</i><br />
<br />
<i>• Workshop 2: Dynamics in Our Field </i><br />
<br />
</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFL8YlLQGiR0nfYEMFGTPNbYHEhkB9OInXVDDlCvjJ1VamkTkZKJ2lr0zzdR4T0cRRQ-FRa0-J9daep_LP_vRvrk7T1cxPsMs_9XSEwmnXzvc8jG5IRaPLEtDc674GJXxLhX5kY6wrMS0/s1600/intersectionality_symposium_speaker_page_image.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFL8YlLQGiR0nfYEMFGTPNbYHEhkB9OInXVDDlCvjJ1VamkTkZKJ2lr0zzdR4T0cRRQ-FRa0-J9daep_LP_vRvrk7T1cxPsMs_9XSEwmnXzvc8jG5IRaPLEtDc674GJXxLhX5kY6wrMS0/s1600/intersectionality_symposium_speaker_page_image.png" /></a><span style="font-family: Verdana; font-size: large;">For
our second workshop you will create either a paper or poster (which
determined by lot) in order to explore how feminists remember,
participate in, and analyze the dynamics in our field of women’s
studies. What is its history? What ways of analyzing power are best? How
do particular disciplines locate the central concerns of women’s
studies? How do feminist scholars share the work they do? You will
explore two class texts carefully, and chose EITHER • to analyze
Hewitt’s book through the analysis (eyes, lens) of Berger’s <i>The Intersectional Approach</i> OR • to analyze Berger’s book through the analysis (eyes, lens) of Hewitt’s <i>No Permanent Waves</i>
• Berger’s collection demonstrates paradigm shifts in our field. NOTICE
that it explores how to think THROUGH feminisms ABOUT feminisms.
Hewitt’s book demonstrates that history doesn’t stand still. NOTICE and
ask, why do we keep remaking our feminist pasts? No matter which of
these approaches you take, also NOTICE that you will need to do some
additional research. You will need to use the web to follow-up or look
in greater detail at the kinds of feminisms displayed here, other ways
of thinking about histories of feminism, and ways all of these are
promoted in popular and scholarly media. <i>Always make a point of connecting projects to class readings and lectures. </i><br />
<br />
</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirDz90h_zb9zXUfhHWyhGg3QiqizWOewW6ok0BpIs1cAbblssU8DlnCl75IYo1maLLEr_UrPOYirlzkHpKD9dOVvrsuAxzTXmG2xEyPF2q8DgGHn1ecNveP-I5nSiXVESa_51FU8OMGlE/s1600/college-student-at-a-library-thumb225800.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirDz90h_zb9zXUfhHWyhGg3QiqizWOewW6ok0BpIs1cAbblssU8DlnCl75IYo1maLLEr_UrPOYirlzkHpKD9dOVvrsuAxzTXmG2xEyPF2q8DgGHn1ecNveP-I5nSiXVESa_51FU8OMGlE/s320/college-student-at-a-library-thumb225800.jpg" width="213" /></a><span style="font-family: Verdana; font-size: large;">Presenting
and discussing in workshop mode means that by attending and listening
we will all benefit from the hard work of everyone. <i>Notice that both
sorts of projects in both workshops should be begun several weeks ahead
of their due dates. Not only do you need this time to do the additional
research required, but to get good grades you need to • write papers in
at least three drafts, and • plan out posters carefully to demonstrate
both the results of your research and also how you got to those results.</i> <br />
<br />
<i>How to practice reframing as a kind of analysis will emerge out of
mini-lectures and their resources, so attending class faithfully and
taking good notes will make this work a lot easier.</i> Lecture materials are displayed on the class website, to be reviewed at any time. <i>In
college courses ALWAYS use your projects to demonstrate how you
uniquely put together, or synthesize, class readings, mini-lectures and
discussion.</i> Make a point of displaying that you are doing all the
reading and attending all the classes. Doing this clearly and carefully
will demonstrate that this is your own work, and ensure your credit for
honesty and for real engagement with the course. </span><br />
<span style="font-family: Verdana; font-size: large;"><br />
<i><b>Wondering how grades are determined? What they mean on your paper?</b></i> <br />
<br />
• A work is excellent, unusually creative and/or analytically striking<br />
• B is fine work of high quality, though not as skilled, ambitious, or carefully edited as A<br />
• C is average work fulfilling the assignment; may be hasty, drafted
once, showing difficulties with grammar, spelling, word choice<br />
• D work is below average or incomplete; shows many difficulties or cannot follow instructions<br />
• F work is not sufficient to pass; unwillingness to do the work, or so many difficulties unable to complete<br />
<br />
See <a href="http://www.womensstudies.umd.edu/wmstfac/kking/teaching/250/grades.html">http://www.womensstudies.umd.edu/wmstfac/kking/teaching/250/grades.html</a><br />
for more discussion of each grade. <i>Remember, you can always talk to Katie about grades and your evaluation concerns during office hours anytime. </i><br />
<br />
===<br />
<i><b>what to do when you must unavoidably miss class, for emergency or perhaps for illness: </b></i><br />
<br />
• TALK TO AT LEAST TWO CLASS BUDDIES IMMEDIATELY. Before you even
come back to class, call them up or email them and find out if any
special assignments are due the day you return, and make sure that you
know about any changes in the syllabus. Try to have done the reading and
be as prepared as possible to participate in class when you return.<br />
• MAKE A DATE TO MEET WITH CLASS BUDDY TO GET NOTES AND DISCUSS WHAT
WENT ON IN CLASS WHILE YOU WERE GONE. You are responsible for what
happened in class while you were gone. As soon as possible, get caught
up with notes, with discussions with buddies and finally with all the
readings and assignments. Always talk with class buddies first. This is
the most important way to know what went on when you were gone and what
you should do. <br />
• AFTER YOU HAVE GOTTEN CLASS NOTES AND TALKED ABOUT WHAT WENT ON IN
CLASS WITH BUDDIES, THEN MAKE APPOINTMENT TO SEE KATIE. If you just miss
one class, getting the notes and such should be enough. But if you've
been absent for more than a week, be sure you make an appointment with
Katie, and come in and discuss what is going on. She wants to know how
you are doing and how she can help. Or, while you are out, if it's as
long as a week, send Katie email at katking@umd.edu and let her know
what is happening with you, so she can figure out what sort of help is
needed. <br />
• IF YOU ARE OUT FOR ANY EXTENDED TIME be sure you contact Katie.
Keep her up to date on what is happening, so that any arrangements
necessary can be made. If you miss too much class you will have to
retake the course at another time. But if you keep in contact, depending
on the situation, perhaps accommodations can be made. Since attendance
is crucial for all assignments and thus for your final grade, don't
leave this until the end. LET KATIE KNOW WHAT IS HAPPENING so that she
can help as much and as soon as possible.<br />
• THE DIFFERENCE BETWEEN AN EXCUSED ABSENCE AND ANYTHING ELSE:
generally speaking you are only allowed to make up work you missed if
you have an excused absence. That the absence is excused does not mean
you are excused from doing the work you missed, but that you allowed to
make it up. I usually permit people to make up any work they miss, and
do not generally require documentation for absences. Be sure to give
explanations in your logbook and do make up all work you have missed. <br />
<br />
===<i><br />
<b>Daily/Weekly outline of class assignments &amp;amp;amp; activities: think Scholarship &amp;amp;amp; Practice! </b></i><i><br />
<br />
<b>YOU ARE ENCOURAGED TO BRING LAPTOPS TO CLASS! Of course, all uses of electronic media during class should be class related.</b>
You may be asked during class to search for materials on the web and
share them during seminar, or otherwise participate in class activities
using your electronic media. Be prepared to respond quickly and
appropriately, and to demonstrate that your use of electronic media is
for class and even allows you to attend more intensively and creatively.<br />
<br />
Handouts are downloadable at the class website from Google Docs. <br />
<br />
Reading is very tricky in this class! You must read ahead constantly</i>
in order to begin work on the assignments at the right time. We have
portions assigned on particular days to discuss, but often this is
properly a REREADING, as you sometimes you should have read that a first
time already. Notice that some days you have a choice of several
readings to focus upon, say, 3 chapters out of 5 in a section of one
book. This is to give us all the chance to hear about readings we may
not have time to do ourselves by that point. That means you need to be
able to tell others about the readings, making note taking and
preparation even more important. However, by the end of class you should
have read the entirety of each of our books. So you can see that
keeping up with the reading, discussed on the day on which it is named,
is essential, as is attendance on both days! And that doing all this
carefully will make your graded assignments so very much easier! <br />
<br />
<i>Notice that you are assigned web research as well as readings. Put as
much time into this as you do for reading and take it quite as
seriously.</i> Web reading and analysis is as important today as book
reading is and should be done as carefully and with as much thought, not
as a easy substitute for harder work: it IS the harder work! Similarly,
everyone should spend time in McKeldin library, finding on the
bookshelves stuff not available on computer databases. <i>Schedule time
on campus to do research in the library in person and to meet, face to
face, with your partner or with other class buddies.</i> In this class
we think carefully about how to do all this as well as doing it! Learn
to cite your sources, web and print, carefully and conscientiously. This
means keeping good records of them all. <br />
</span><br />
<span style="font-family: Verdana; font-size: large;"><br /></span><br />
<span style="font-family: Verdana; font-size: large;"><b>AN INTRODUCTION TO READING AND RESEARCHING IN WOMEN’S STUDIES </b><br /><br /><i><b>Thursday 1 Sept – Welcome to Our Course!</b></i><br />• HANDED OUT: syllabus, Learning Communities, How to Read (it’s not so obvious!), and Good Advice (all on website for download as well) <br />• CLASS BUDDIES, CLASS WEBSITE<br />• Zandt, <i>Share</i>: bring to this first class if at all possible. In fact bring all the books you have so far! <br />How our portal course is intended to help you conscientiously practice feminist scholarship and its related actions. Helping each other and practicing solidarity. Reading ahead, reading to discuss, reading for research, rereading for further work and to grasp complexity, reading in libraries, on the web, with electronic devices, with other people. Our workshops and planning assignments ahead of time. Inspection exercises with Zandt.<br /><br /><i><b>Tuesday 6 Sept – Scholarship and Practice: portals in the plural </b></i><br />• Zandt, preface, chaps 1-3 </span><span style="font-size: large;"> <i>(note for Th: Zandt & Davis Conclusions too; read all of it for this class and you will be ahead for the whole week)</i></span><br />
<span style="font-family: Verdana; font-size: large;">• MORE CLASS BUDDIES, RESEARCH ACTIONS IN BOOKS AND ON THE WEB <br />Have you used the Wikipedia? How and why? Have you ever been told NOT to use the Wikipedia? Why was that? What is crowdsourcing, and what are the limitations and powers of the Wikipedia? How does Zandt’s book help us think about the Wikipedia in a social media landscape? Why does that matter? <br /><br /><i><b>Thursday 8 Sept – Starting slow then getting intense: how to share the difficulties </b></i><br />• Bring all our books so we can inspect them together<br />• Zandt & Davis: read each book’s conclusion </span><br />
<span style="font-family: Verdana; font-size: large;">• MORE BUDDIES, READING SIMULTANEOUSLY, KEEPING RECORDS <br />This portal course will be intense! We will start somewhat slowly, offering lots of “how to do” important things. But as we get closer to each workshop date, the readings and the projects will start to pile up. So planning ahead will be crucial! And you will need to be reading, reReading, and reading ahead, all at the same time! Keeping records of what needs to be done, and what you have done, and where you got what sort of information, all these are part of good scholarly practice. Fie on cutting and pasting last minute off the Web! Let’s learn to DO IT RIGHT! and enjoy it! Helping each other will make it a lot more fun. <br /><br /><i><b>Tuesday 13 Sept – This is the book I always wanted to write: how to care about it all </b></i><br />• Zandt, ch 4; • Davis ackn., intro, ch 1 (note that it is a lot better to read everything for the whole week together if possible, and then focus on each day for discussion preparation) <br />• WHO WILL YOU PARTNER WITH FOR THE SEMESTER? <br />Some feminist philosophers talk about what they call “personal care-abouts” in knowledge making. What are Zandt’s and Davis’ personal care-abouts as they reveal them to us? How can you use this class for your personal care-abouts? How can you make the class projects fit into those care-abouts? How will you partner with others to support each other’s care-abouts? Begin project #1 today with your partner: freewriting, brainstorming, googling, scheduling time together. <br /><br /><i><b>Thursday 15 Sept – Sharing is Daring: when knowledge travels what happens? </b></i><br />• Zandt, ch 5 and the rest of it; • Davis, ch 2 <br />• HOW TO MAKE LOGBOOK AND KEEP YOUR SCHOLARLY RECORDS <br />Global feminism? one or many? what are the goals of feminist practice? Who is going to share what, where and how? And how does web research itself figure into all of this? What does web research add to what we can know ABOUT Zandt and Davis themselves? To what we can know about their projects as we see them in these book objects? To what we can know about HOW they think as well as WHAT they think? <br /><br /><i><b>Tuesday 20 Sept – Social media web research: beyond google and the Wikipedia, where do you go? How to do this seriously?</b></i><br />• HOW TO MAKE POSTERS, DIGITAL PICTURES, AND USE AND MAKE DATA VISUALIZATIONS <br />• read ahead in Berger, and pick 5 things to do serious web research about. </span><span style="font-family: Verdana; font-size: large;">(Notice what you need to do for Thursday. Maybe do it now?)</span><br />
<span style="font-family: Verdana; font-size: large;">What did you choose in Berger to research on the web and why? what were your results? how did you get them? what records did you need to keep to demonstrate both the results and the methods for us? Did you come across pictures that mattered in this research? What are data visualizations and did you come across any in this research? Be sure you spend at least as much time doing all this as you ordinarily do reading for class. <br /><br /><i><b>Thursday 22 Sept – How the transnational and the transdisciplinary live on the Web </b></i><br />• HOW TO WRITE PAPERS, CREATE HANDOUTS, USE CITATIONS, AND FIND CITATION STYLES ON THE WEB<br />• bring in the results of your serious web research on transnational feminisms, and be prepared to tell us why this information is on the web, who made it, what it is for, who is using it and why, and what that all means <br />What do Zandt and Davis have to tell us that helps us understand what sorts of knowledge live on the web? What does looking for and analyzing such knowledges about transnational feminisms tell us about the work of both Zandt and Davis? How can we flip back and forth between one way of seeing things and another? What does that have to do with what happens when knowledge travels? <br /><br /><i><b>Tuesday 27 Sept – Feminist Successes and Success Stories? </b></i><br />• find out everything you can about the different editions of Our Bodies, Our Selves. Look BOTH on the web and GO TO THE LIBRARY TOO! </span><span style="font-family: Verdana; font-size: large;"></span><br />
<span style="font-family: Verdana; font-size: large;">• LOGBOOK #1 DUE<br />Okay! You now have many tools for projects for our class! Make sure your plans to accomplish it all are in order! Show them off in logbook #1. Be sure you and your partner have ways of helping each other stay on track and work with care. What have Davis and Zandt already taught you about feminist reading and research? What does each one teach you about the other? What does the web add to it all? What does working and being physically present in the library add? Let’s get onto moving feminisms! <br /><br /><i><b>Thursday 1 Sept – NO CLASS: ROSH HASHANAH</b></i><br /><br /><b>POWER, MOVEMENTS, WORLDS: FEMINISMS IN THE PLURAL, FEMINISTS IN MOVEMENT </b><br /><br /><i><b>Tuesday 4 Oct – Feminist Myths in a Feminist Politics of Knowledge </b></i><br />• Davis Part II, read all of it (chs 3, 4, 5) <br />Why does Davis connect “empowerment” and “bewitchment”? What’s her point here? And why might a “colonialist trope” be contrasted with something called a “critical epistemology?” What are feminist subjects and why do they need to be created? How does Davis make us aware of the time periods involved? <br /><br /><i><b>Thursday 6 Oct – Intersectionality’s Foundations </b></i><br />• Berger Part I: Dill’s essay <br />Why would Dill start off with the notion of sisterhood? “All-inclusive”? What does that mean? What can you learn about feminism in 1983 that will help you understand why she is approaching these issues the way she does? What other kinds of articles were being published in the journal Feminist Studies in 1983? In other feminist journals? What other feminist journals were big in 1983? <br /><br /><i><b>Tuesday 11 Oct – Transnational Body/Politics </b></i><br />• Davis Part III, read all of it (ch 6, reread 7); also read Davis’ essay on intersectionality (link for pdf online)<br />How is Davis’ analysis of OBOS similar to her analysis of intersectionality? (Don’t get sidetracked by the term “buzzword” in her title for the intersectionality article, or at least not at first. Consider it AFTER you have made your comparisons, and think about what other terms might have been better?) <br /><br /><i><b>Thursday 13 Oct – Making Intersectionality Transnational? </b></i><br />• Foundations Intersectionality, Berger Part I: Yuval-Davis’ essay <br />Why does Yuval-Davis start off with a little history of intersectionality? “All-inclusive”? What can you learn about feminism in 2006 that will help you understand why she is approaching these issues the way she does? What other kinds of articles were being published in the journal European Journal of Women’s Studies in 2006? In other feminist journals in countries other than the US? What other feminist journals were big internationally in 2006? <br /><br /><i><b>Tuesday 18 Oct – WORKSHOP #1 – Power, Movements, Worlds </b></i><br />Today we will share our work poster session style: divide in two groups, and all move around talking to each other about work during the class time. <br /><br /><i><b>Thursday 20 Oct – WORKSHOP #1 – Talking about it all </b></i><br />• LOGBOOK 2 DUE along with either paper and handout or digital picture of poster, after presentations <br />Today we will have a conversation about what we learned, noticed, thought about, and draw from the last class presentations. <br /><br /><b>DYNAMICS IN OUR FIELD OF WOMEN’S STUDIES: NOTHING STAYS STILL </b><br /><br /><i><b>Tuesday 25 Oct – Reframing Narratives & Reclaiming Histories </b></i><br />• Hewitt: Part I: pick 3 of the 5 chapters in this section to read, be prepared to discuss why you chose the ones you did <br />How does Hewitt talk about traveling knowledges? How does travel across time compare to travel across space and geopolitical location? How can you compare what Hewitt does with what Davis does? With what Berger and Guidroz do? How are these epistemological projects similar and different? <br /><br /><i><b>Thursday 27 Oct – Theoretical Explorations, Exploring theories and their worlds </b></i><br />• Berger: Part II: pick 2 of the 4 chapters in this section to read, be prepared to discuss why you chose the ones you did <br />Although you pick only 2 of these, look at all of them enough to compare the approaches they take, and to consider the disciplines they come from. How might that matter? <br /><br /><i><b>Tuesday 1 Nov – CLASS ON ITS OWN: KATIE AT 4S – Coming together and pulling apart, which is which?</b></i><br />• Hewitt: Part II: pick 4 of 7 <br />Coalitions happen on the ground with activists, how do activists work with other activisms? What are the difficulties involved? <br /><br /><i><b>Thursday 3 Nov – CLASS ON ITS OWN: KATIE AT 4S – Method, theory, praxis – do they need to be connected or are they already?</b></i><br />• Berger: Part III: pick 2 of 5 from the section on methodological innovations <br />Come with ideas and questions that look ahead to our workshop. <br /><br /><i><b>Tuesday 8 Nov – Agendas, Activisms, Relocations </b></i><br />• Hewitt: Part III: pick 3 of 5 <br />Look through all of these enough to compare them all somewhat, then become an expert on the ones you choose. How do these projects each in their own specific way contribute to the epistemological project of the whole book? How can you tell? <br /><br /><i><b>Thursday 10 Nov – Comparing epistemological projects </b></i><br />• Berger: Part IV: choose 2 of the 5 and everyone should read the epilogue <br />How might each of these chapters work to help us envision the future of intersectionality and to see what is at stake? <br /><br /><i><b>Tuesday 15 Nov – WORKSHOP #2 – Dynamics in Our Field of Women’s Studies</b></i><br />Today we will share our work poster session style: divide in two groups, and all move around talking to each other about work during the class time. <br /><br /><i><b>Thursday 17 Nov – WORKSHOP #2 – Talking about it all </b></i> <br />• LOGBOOK 3 DUE along with either paper and handout or digital picture of poster, after presentations <br />Today we will have a conversation about what we learned, noticed, thought about, and draw from the last class presentations. <br /><i><b><br />Tuesday 22 Nov – NO CLASS: THANKSGIVING WEEK<br />Thursday 24 Nov – NO CLASS: HAPPY THANKSGIVING </b></i><br /><br /><b>REFLEXIVITY IN WOMEN’S STUDIES: SOLIDARITY IN RESISTANCE, FLEXIBILITY IN BUILDING </b><br /><br /><i><b>Tuesday 20 Nov – Share Feminism/s, how? with whom? with what care? </b></i><br />• rereading Zandt as lens on all the other books <br />• how to do learning analysis <br />What does Zandt have to teach us about the issues raised in the other books that we might have missed if we hadn’t read her work? <br /><br /><i><b>Thursday 1 Dec – Intersectionality as Boundary Object, meaning different things to different feminisms?</b></i><br />• finishing up and rereading Berger as lens on all the other books; read stuff you missed or reread the stuff that has become a touchstone for you; be able to say why and how.<br />How do different feminisms use intersectionality to share their urgent projects and their hopes for feminism?<br /><br /><i><b>Tuesday 6 Dec – How do we use the notion of an epistemological project? </b></i><br />• rereading Davis as lens on all the other books <br />So how well does Davis’ notion of epistemological project travel? Can we use it to think about these books, ideas, activisms, methods, disciplines, feminisms? <br /><i><b><br />Thursday 8 Dec – Feminist Time Machines: how can we historicize what is happening now? </b></i><br />• finishing up and rereading Hewitt as lens on all the other books; <br />Read stuff you missed or reread the stuff that has become a touchstone for you; be able to say why and how. Why do feminists want to be able to historicize? How is that a kind of sharing? a kind of traveling? <br /><br /><i><b>Tuesday 13 Dec – LAST DAY! Learning, sharing, making, doing, thinking, acting </b></i><br />• LEARNING ANALYSIS DUE & PRESENTED; LOGBOOK 4 DUE <br />On our last day we will share with each other our thoughts on how what we know has changed during the time of the course, and which issues have stuck with us to use from now on. </span>Katie Kinghttp://www.blogger.com/profile/15901518232103073849noreply@blogger.com0