FULL SYLLABUS IN PDF
LEARNING ANALYSIS INSTRUCTIONS IN PDF
Daily/Weekly outline of class assignments & activities: think Scholarship & Practice!
YOU ARE ENCOURAGED TO BRING LAPTOPS TO CLASS! Of course, all uses of electronic media during class should be class related. 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.
Handouts are downloadable at the class website from Google Docs or Scribd.
Reading is very tricky in this class! You must read ahead constantly 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!
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. 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. 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. 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.
>>AN INTRODUCTION TO READING, MAKING AND ACTION IN WOMEN’S STUDIES
Tuesday 3 Sept – Welcome to Our Course!
· HANDED OUT: Syllabus, How to Read (also on website for download as well, check the <Info> tab for links)
· CLASS BUDDIES, CLASS WEBSITE, SMART PHONES?
· Intro to course texts. Bring all the books you have so far!
· NEPANTLERAS & BOUNDARY OBJECTS – on course website <Home> tab, read before class if possible. Free Scribd Mobile app: http://www.scribd.com/about
We will start off making class buddies and beginning to create ourselves as a community of intellectual friends. We will use the selections on Nepantleras & Boundary Objects to share our interests, backgrounds, feminist issues, and experiences. We will discuss how the class is set up to 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. Will you chose Zandt or McGonigal? Why?
Thursday 5 Sept – NO CLASS, ROSH HASHANAH
BEFORE THE NEXT CLASS: Watch McGonigal’s TED talk embedded on the class website on the <Media> tab. READ a chapter you choose from either McGonigal or Zandt, as well as Chap 2 from Transforming Scholarship, on Claiming Your Education
Tuesday 10 Sept – Broken Realities? Learning & action
· Berger & Radeloff, Ch2
· Choose a chapter from either Zandt or McGonigal, depending on which you will read for class
What do Berger, Radeloff, McGonigal, and have to tell us about how action & learning & even happiness intermingle? What do you think this has to do with justice and feminisms? What games have you played in your life? Most recently? What issues of social justice have you most connected with? Why?
Thursday 12 Sept – Prototyping: a Platforms poster
· WHO WILL YOU PARTNER WITH FOR THE SEMESTER? KEEPING RECORDS
· (you might want to read ahead for next Tuesday)
Our first “flipping the classroom” Thursday! You MUST BE PREPARED so we can spend our time MAKING THINGS!
Tuesday 17 September, Intensity and Fiero! What to do with frustration & confusion
· McGonigal, everyone reads selections: Chs4 & 14 (electronic reserves)
· Zandt people: all of it; McGonigal people: Parts 1&2 & Conclusion
· MORE BUDDIES, READING SIMULTANEOUSLY AND READING AHEAD
This portal course will be intense! We will start off with 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.
Thursday 19 September, Prototyping: a Timelines poster, subjects in history
· BRING IN NOTES AND PRINTOUT IMAGES FROM THE WEB with an eye to your parents’ timelines & stories, your own, what you know about the histories of women’s studies in timelines (look on the web), and find out what was happening in the world on the day of your birth, and the major world events that had an impact on you. We need all this for our prototyping today!
Our second “flipping the classroom” Thursday! You MUST BE PREPARED so we can spend our time MAKING THINGS!
Tuesday 24 September, Transforming Yourself & Caring About It All
· Berger & Radeloff: forward, preface, intro, ch1
· LOOK UP ZANDT, MCGONIGAL, BERGER AND RADELOFF ON THE WEB, BRING IN PRINT OUTS
· LOTTERY TODAY FOR POSTERS OR PAPERS FOR WORKSHOP #1: HALF THE CLASS DOES EACH
Some feminist philosophers talk about what they call “personal care-abouts” in knowledge making. What are Zandt’s and McGonigal’s 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 workshop #1 project today with your partner: freewriting, brainstorming, googling, scheduling time together.
Thursday 26 September, Prototyping: an Identities poster, agency & structures
· LOGBOOK ONE DUE!
· YOU SHOULD HAVE SEEN WEBSITES FOR ZANDT, MCGONIGAL, BERGER AND RADELOFF BY NOW, BE READY TO CONSIDER THEIR POLITICAL IDENTITIES ALONG WITH YOUR OWN
· McGonigal folks should finish the book up by today (Zandt folks should have finished already)
Our third “flipping the classroom” Thursday! You MUST BE PREPARED so we can spend our time MAKING THINGS!
>>POWER, MOVEMENTS, WORLDS: FEMINISMS IN THE PLURAL, FEMINISTS IN MOVEMENT
Tuesday 1 October, This is the book I always wanted to write
· Davis, Acknowledgements, Intro and all of Part I (Chs 1 & 2)
Be sure to read the Acknowledgements and come in with ideas about why we need to do this! What is an “epistemological project” and how does knowing help us? Throughout the class we will talk about looking at one reading through the lens of another one. This is more than just comparing them, although it may begin there. It is more too than just what an author says, although that is crucial. It involves imagination of an entire world as shared with a reading or book, using its words, but extending beyond them. Books can be boundary objects: how does that help? This will be crucial as we read Davis now! And a bit tricky too! Even fun!
Thursday 3 October, Prototyping: website creation and curation
· Davis, Appendix 1 & 2
· LOOK UP ALL YOU CAN ABOUT DAVIS ON THE WEB! BE SURE TO FIND HER WEBSITE AND BRING IN A PRINT OUT OF THE SPLASH PAGE!
Our fourth “flipping the classroom” Thursday! You MUST BE PREPARED so we can spend our time MAKING THINGS! Why are we reading these Davis Appendices? Why are we working to make something for the web as well as researching with it? If you have never made a website, you might start off with a Blogger version: https://www.blogger.com/tour_start.g Blogger is what I use for the class website. I use Weebly for my professional website: http://education.weebly.com/ Both of these are very simple. Or you might like to build a site on Word Press: http://en.support.wordpress.com/using-wordpress-to-create-a-website/ If you have already begun crafting websites, pick your favorite platform for something new, or enhance what you already have going with projects from our course. A fun site with easy tools for all kinds of web prototyping activities you will find here: http://easyedutools.weebly.com
Tuesday 8 October, Feminist Myths in a Feminist Politics of Knowledge
· Davis, all of Part II (Chs 3, 4, 5)
Why does Davis connect “empowerment” and “bewitchment”? What’s her point here? What are feminist subjects and why do they need to be created? How does Davis make us aware of the time periods involved? How are “myths” moveable in space and time? What sorts of feminist actions do they make possible? How might they help with epistemological projects? Why are they different from something just untrue?
Thursday 10 October, Intersectionality’s Foundations
· Hewitt, Intro; Berger, Intro & all of Section I (pp. 25-80)
· LOOK UP ALL YOU CAN ABOUT HEWITT, DILL, YUVAL-DAVIS AND GUIDROZ ON THE WEB AND BRING IN PRINT OUTS
· BRING IN WEB RESEARCH ON WHAT WAS HAPPENING IN US FEMINISM IN 1983
Why would Dill start off with the notion of sisterhood? “All-inclusive”? What does that mean? What can you learn about feminism in 1983 on the web that will help you understand why she is approaching these issues the way she does? Use the web research you brought in to share.
Tuesday 15 October, Transnational Body/Politics: knowledge in both directions
· Davis, all of Part III (Chs 6 & 7)
· Use the Index to look up all places in the book “individualism” is mentioned.
It turns out that when feminists in Latin America hear the word “individualism” it means something quite different than when feminists in Bulgaria hear and use it. What are the different understandings? Why are they different in historical context? What did that mean for translators? What does it have to do with traveling terms, boundary objects, and epistemological projects? (How does the index help?)
Thursday 17 October, Intersectionality as boundary object
· Davis, Kathy (2008), 'Intersectionality as buzzword: A sociology of science perspective on what makes a feminist theory successful', Feminist Theory, 9 (1), 67-85. (Handed out or otherwise shared).
· Davis, Appendix 3 & 4; you have finished the book!
· FIND DATES FOR EACH ARTICLE COLLECTED IN BOTH BERGER & HEWITT AND ANNOTATE A COPY OF THE TABLE OF CONTENTS OF EACH BOOK WITH THE DATES OF FIRST PUBLICATION (in Berger look at footnote at beginning of each article; in Hewitt look at first note at end of each article for publication info)
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?) How are myths, buzzwords and boundary objects related to epistemological projects?
>>DYNAMICS IN OUR FIELD OF WOMEN’S STUDIES: NOTHING STAYS STILL
Tuesday 29 October, KATIE AT UPENN, YOU RUN THE CLASS!
· Berger and Radeloff, all of Section 2 (Chs 3 & 4)
Thursday 31 October, KATIE AT UPENN, YOU RUN THE CLASS!
· Berger and Radeloff, all of Section 3 (Chs 5 & 6). You have finished the book!
For this whole week, with the aid of some class facilitators, you will run both classes yourselves. You will finish up the Berger and Radeloff book and talk about it and the issues it raises or speaks to in ways most meaningful to you all collectively. Working together without the teacher is a special activity: may it be especially enjoyable! If you like you can also use this time to look ahead to Workshop #2 as well!
Tuesday 5 November, Make it all alive! These are people! How do you come to care about them?
· From the three sections of Berger we have not yet read (II, III, IV), choose one section that interests you, and three (or more) articles from that section. NOTE DATES OF PUBLICATION!
· LOOK UP THE THREE AUTHORS ON THE WEB and bring in some stories you can figure out about them as people.
Scholarly collections can be exciting, and they can be a bit dry. How do we make them alive and connect with the folks who write for them? What are these authors careabouts, and how do they intersect with your own?
Thursday 7 November, Not just words on a page! People live in worlds! Connect yours here too!
· From the three sections of Hewitt, choose one section that interests you, and three (or more) articles from that section. NOTE DATES OF PUBLICATION!
· LOOK UP THE THREE AUTHORS ON THE WEB and bring in some stories you can figure out about them as people in particular worlds.
This is a book about histories and how the past looks different at different times to different people. What experiences have you had with pasts with meanings that changed? How do the folks here you looked at change pasts and why? What worlds do they inhabit and why does that matter?
Tuesday 12 November, Coming together and pulling apart, which is which? Why care?
· From the two sections of Berger you have not yet read, choose one section that interests you, and three (or more) articles from that section. NOTE DATES OF PUBLICATION!
· LOOK UP THE THREE AUTHORS ON THE WEB and bring in some stories you can figure out about them as activist scholars.
What different sorts of intersectionality do each of the authors you chose work with? How would you describe the differences? How does it make their work as scholars or activists meaningful?
Thursday 14 November, Comparing epistemological projects
· From the three sections of Hewitt, choose another section that interests you, and three (or more) articles from that section. NOTE DATES OF PUBLICATION!
· LOOK UP THE THREE AUTHORS ON THE WEB and bring in some stories you can figure out about them as folks with epistemological projects. What are these?
What epistemological projects are happening in these articles? How can you tell? What intersectionalities do they each need to use?
Tuesday 26 November, NO CLASS: WORK AHEAD DAY for Website & Learning Analysis
· Look at and download Instructionsfor the Learning Analysis: LOOK AT END OF SCHEDULE FOR INSTRUCTIONS TO SUBMIT!
Thursday 28 November, NO CLASS: HAPPY THANKSGIVING
>>REFLEXIVITY IN WOMEN’S STUDIES: SOLIDARITY IN RESISTANCE, FLEXIBILITY IN BUILDING
Tuesday 3 December, Share Feminism/s, how? with whom? with what fiero?
· McGonigal or Zandt as a lens on the rest of the books
· PREPARATION FOR THE LEARNINGANALYSIS: do you have questions? Have you started?
What do McGonigal or Zandt have to teach us about the issues raised in the other books that we might have missed if we hadn’t read their work?
Thursday 5 December, Prototyping: website creation and curation
· YOU HAVE A WEBSITE!
Our fifth “flipping the classroom” Thursday! You MUST BE PREPARED so we can spend our time MAKING THINGS! What are you curating on your website? How does it include what you have learned in this class?
Tuesday 10 December, How to use the notion of an epistemological project
· Berger and Radeloff as a lens on the rest of the books
So how does the idea of an epistemological project help us consider being a women’s studies student and what we want that to mean in each of our lives? How do we put all the class texts into that context?
Thursday 12 December, LAST DAY! Learning, sharing, making, doing, thinking, acting
· LEARNING ANALYSIS DUE & PRESENTED; LOGBOOK 4 DUEOn our last day we will share with each other our thoughts on how what we know has changed during our time together.
· DUE THURSDAY THE LAST DAY IN CLASS: LOGBOOK 4, LEARNING ANALYSIS IN HARD COPY & ALSO SENT ELECTRONICALLY
· Send to firstname.lastname@example.org , use filename <yrlastname> 300 LEARNING ANALYSIS or LOGBOOK4. Subject header SHOULD BE THE SAME.