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!
>>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
·
the
McGonigal TED video on the class website on <Media> tab
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
· How to make cognitively challenging
posters, look at Hunter slideshow, link tab <Assignments>
· How to keep your logbook: templateonline for download, see <Info> tab
·
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?
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?
WORKSHOP #1 – Power,
Movements, Worlds
We explore how feminists analyze how power
structures our worlds. You will investigate two class texts carefully, and
chose EITHER • to analyze Zandt’s or McGonigal's book through the analysis (eyes, lens) of
Davis’ The Making of Our Bodies, Our
Selves; OR • to analyze Davis’ book through the analysis (eyes, lens) of
Zandt’s Share This! or McGonigal's Reality is Broken. • 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. McGonigal's book asks us to create new ways of making social change. NOTICE who is addressed
in each 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 Our Bodies, Our
Selves, and you will need to play around with social media and/or games yourself, and do
some web research checking out both Our
Bodies, Our Selves and also how feminists today are using social media, as
well as how social media and marketing are interconnected.
Always make a point
of connecting projects to class readings and lectures. Presenting and discussing in workshop
mode means that by attending and listening we will all benefit from the hard
work of everyone. 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.
Tuesday 22 Oct & Thursday 24
Oct
Tuesday 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. Thursday
we will have a conversation about what we learned, noticed, thought about, and
draw from the last class presentations. Make notes after Tuesday so you can run
the discussion yourselves on Thursday.
·
DUE THURSDAY IN CLASS: LOGBOOK 2, PAPER &
HANDOUT IN HARD COPY & ALSO SENT ELECTRONICALLY, DIGITAL PICS IN HARDCOPY
AND ALSO SENT ELECTRONICALLY
·
Everything must be in final finished state on
Tuesday to display, but you are allowed to revise one more time before turning
things in on Thursday
·
Send to katiekin@gmail.com , use filename
<yrlastname> 300 <paper1> or <poster1> number pics if more
than one. Subject header <yrlastname> 300 workshop1
>>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?
WORKSHOP #2 – Dynamics in Our Field of Women’s
Studies
For our second workshop we 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 The
Intersectional Approach OR • to analyze Berger’s book through the analysis
(eyes, lens) of Hewitt’s No Permanent
Waves • 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. Always make
a point of connecting projects to class readings and lectures, starting work
several weeks ahead, writing papers in at least three drafts and plan posters
to show both results and how you got to them.
Tuesday 19 Nov & Thursday 21
Nov
Tuesday 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. Thursday
we will have a conversation about what we learned, noticed, thought about, and
draw from the last class presentations. Make notes after Tuesday so you can run
the discussion yourselves on Thursday.
·
DUE THURSDAY IN CLASS: LOGBOOK 3, PAPER &
HANDOUT IN HARD COPY & ALSO SENT ELECTRONICALLY, DIGITAL PICS IN HARDCOPY
AND ALSO SENT ELECTRONICALLY
·
Everything must be in final finished state on
Tuesday to display, but you are allowed to revise one more time before turning
things in on Thursday
·
Send to katiekin@gmail.com , use filename
<yrlastname> 300 <paper2> or <poster2> number pics if more
than one. Subject header <yrlastname> 300 workshop2
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 DUE
On
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 katiekin@gmail.com , use filename <yrlastname> 300 LEARNING ANALYSIS or LOGBOOK4. Subject header SHOULD BE THE SAME.
===
No comments:
Post a Comment