put all the assignments in context....

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http://www.leunig.com.au 
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http://femconre.blogspot.com/p/assignments.html  
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From Brain Pickings: http://www.brainpickings.org/index.php/2013/10/23/7-lessons-from-7-years/
Reflections on how to keep the center solid as you continue to evolve.

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Workshop 1: worldings

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We conclude the second section of our course with Workshop 1: sharing with each other our projects on Tuesday, then keeping the energy going in discussion on Thursday. Next week we begin the next section of the course with you all running the show! 

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>>POWER, MOVEMENTS, WORLDS: FEMINISMS IN THE PLURAL, FEMINISTS IN MOVEMENT

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.

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. 
=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? NOTICE what it demonstrates and assumes about what counts as power, which social movements matter, and how worlds are connected across differences. 

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.

·       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

Traveling Knowledges

<<NEXT WEEK IS WORKSHOP #1! >>

YOUR PARTNER SHOULD HELP YOU FINALIZE BEFORE TUESDAY. 
ASK YOUR QUESTIONS NOW!

WORK IN THREE DRAFTS: 1: to figure out what you know and think. 2: to figure out how to say that to other people, with attention to the craft of presentation. 3: REMEMBER TO MEET WITH CLASS PARTNER TO EDIT FINAL VERSIONS BEFORE TUES 22 OCT. 

DID YOU NOTICE THE <POSTER WONDERINGS?> TAB? IT'S NEW! LOOK THERE FOR HELP WITH HANDOUTS AND POSTERS FOR WORKSHOP 1

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 24 Oct 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

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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). Get into the habit of doing this with all such collections for feminist courses. You will never regret it!

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?

problematize, criticize, critique, debunk 

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oppositional consciousness: which face is forward in Necker cube? THINK OF HOW INDIVIDUALISM AS WORD AND IDEA IS CONTEXTUALLY DIFFERENT.

THEN also: 
sifting and sorting through the complexities, where good and bad are just not so clear? HOW TO EXAMINE AS THE BOUNDARY OBJECT CHANGES OVER TIME AND PLACE? 

many worlds

 


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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?) [In translation at OBOS website]

problematize, criticize, critique, debunk 

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individualist feminism 
individualism 
methodological individualism 
collective
collectivism 

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Everything now leads up the Workshop #1! You need all of it!

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PLEASE SIT WITH YOUR CLASS PARTNER TODAY! this week's classes will be PIVOTAL to your work in this section of the course! Know this website post inside & out! Get out your web packet for Hewitt, Dill, Yuval-Davis, Guidroz for today; bring in those you made previously too. 

Two weeks or four classes until we meet together in  
WORKSHOP #1 – Power, Movements, Worlds

By today you should have talked with your class partner and come up with ideas about what you are going to do, and how! Will you collaborate with someone? What will be your approach to your poster or paper with handout? 

We explore how feminists analyze how power structures our worlds. 

Will you analyze Zandt’s or McGonigal's book through the analysis (eyes, lens) of Davis’ The Making of Our Bodies, Our Selves?

OR analyze Davis’ book through the analysis (eyes, lens) of Zandt’s Share This? or McGonigal's Reality is Broken? 

NOTICE THIS IS MORE THAN COMPARE AND CONTRAST: this is more complex and difficult but also more fun! 

Both research posters and research papers should demonstrate the RESULTS of your research and analysis, and also HOW YOU GOT THEM! Always make a point of connecting projects to class readings and lectures. Always use an academic citation system for both papers and posters. Some info here. Discuss this with your class partner too, and also brainstorm what a research poster can do. If you are doing a paper, consider these issues of cognitive visualizations for your handout. Leeann Hunter's work on posters should be useful for handouts too! Look here! 

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NOTE: Next week you will need to have read
·       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).  

What IS a buzzword?
Wikipedia says (what do you think? compare to "myth" as Davis also uses?)

"A buzzword (also fashion word) is a term of art, salesmanship, politics, or technical jargon[1] that is used in the media and wider society outside of its originally narrow technical context, often in an inaccurate manner, or for purposes other than the conveying of information.

"Buzzwords differ from jargon in that jargon is esoteric but precisely defined terminology used for ease of communication between specialists in a given field, whereas a buzzword (which often develops from the appropriation of technical jargon) is often used in a more general way, inaccurately or inappropriately. 

"A person who chooses to use buzzwords may have one or more of the following objectives:

"Intentional vagueness. In management or politics, opaque words of unclear meaning may be used: their positive connotations prevents questioning of intent. The most notable essay on this theme is George Orwell's "Politics and the English Language" [2] (See newspeak)

"A desire to impress a judge, an examiner, an audience, or a readership, or to win an argument, through name-dropping of esoteric and poorly understood terms in an attempt to inflate trivial ideas to something of importance.

"Therefore a phrase is not in itself a buzzword: it becomes one in the context of inappropriate usage or usage with an ulterior motive."

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Compare buzzword and myth in Davis' use? 


• "generated a powerful symbolic imagery" that allowed for global impact
•"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"
• "an impediment to a more historically informed and self-reflexive understanding of themselves and their project"

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TIMELINE TEMPLATE HERE! 

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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.

problematize, criticize, critique, debunk 

• using privileges of class and race to get into public sphere despite the disadvantages of gender 

• calling into question the politics of personal experience as decentering experiential differences (of power by race and class) that are structural 

• "sisterhood" as feminist myth, usable by some more than others, with its shadow side. 

• women of color, inside, rejecting, along side, pushed outside, uninterested in, accomplishing other justice goals.... 

earning "sisterhood" -- not given, but part a shared struggle -- whose struggles shared with who else? standpoint and shared struggle -- what about anger and power?

salience and intersections: intersectionality   

oppositional consciousness and chicana theories and mythologies of malinche   

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?

More on intersectionality & underlining principles
from European perspectives....  

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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?

Davis, 85-6: the feminist myth in action:

• "make sense of their history"
• "an origin story"
• "become agents of historical change"
• "heroic tale with plucky female protagonists who bravely take on a series of powerful adversaries...and come out victorious."
•"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."
• "constructing a history that made sense in different and sometimes contradictory ways."
• "understand their individual and collective experiences at different periods"
• "provided the motor for the group's activism."
• "generated a powerful symbolic imagery" that allowed for global impact
•"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"
• "an impediment to a more historically informed and self-reflexive understanding of themselves and their project"

[image: http://www.ourbodiesourselves.org/uploads/images/founders.jpg ]

From the Wikipedia on "myth":
"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." 

[images: Photo from Davis 2007:34: Hazel Hankin; http://www.motherpeace.com/karen_female_shamanism.html

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Some encouragements (making us all courageous?) as we work toward Workshop #1!

(From John Cage and Corita Kent: Ten Rules for Students and Teachers: http://www.brainpickings.org/index.php/2012/08/10/10-rules-for-students-and-teachers-john-cage-corita-kent/

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what can we use our web things for?

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Our Bodies, Ourselves! On the Web! http://www.ourbodiesourselves.org  

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There are html basics all over the web! Google around for ones you like! Here is one (I will hand one out too!): http://www.webmonkey.com/2010/02/html_cheatsheet/  

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A website might be on a single server, with a simple browser interface. Or it could be housed in bits and pieces across several servers, in different places, worked on by people in a division of labor: the browser interface styled by one (CSS), the images and other "assets" located on another, and the text repurposed from one site to another as an element of content management. It is worth playing with various ways to author on the web, to start to "feel out" the distributions and "gatherings" involved!

[Image: http://www.sluniverse.com/php/vb/general-sl-discussion/40920-mainland-simulators-now-running-8-a-2.html ]

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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 

[Images: http://max.limpag.com/article/create-wordpress-theme-yahoo-ui-css-aptana/  &   http://jonghwapark.wordpress.com/2010/02/27/reflection-of-19th-february-website/  

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Katie uses different platforms, software, infrastructures for various purposes. Weebly for her professional website, Pinterest to curate collections visually, and Blogger for most everything else! 

Katie has been thinking about how to use social media for classes since 2007: her slogan is "Worn Tools: not worn out but warmed up!" to indicate that she wants to use media tools people are likely to know or to use in everyday life in simple ways. Her thoughts on this are in a talk on Social Media Learning, and in her classsites and talksites. 

She also uses the web to think about writings and collect her ideas, to organize links and other resources visually for her own use, and to have fun with personal stuff! 


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the "story" of our course: where are we in it now? and you?

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All important learning begins with making mistakes. You want to make them as quickly as possible, as many of them as are needed to learn or unlearn what is important.


"The concepts of intellectual virtue, epistemic responsibility, and personal “care-abouts” demonstrate the link between knowledge and values. . . . Intellectual virtues are character traits . . . that work in combination with knowledge . . . [and] have a motivational component. . . . [And because they are] so difficult to develop . . . consequently develop gradually over time. . . . [Indeed] knowers are responsible for their knowledge and responsible for knowing well. [Lorraine] Code has called this responsibility epistemic responsibility. . . . Care-abouts are personal character traits that motivate knowers to create, maintain and share knowledge." [from Sue Stafford's article "Epistemology for Sale," 2002:221)

The psychic investments of intellectual virtue, epistemic responsibility, and personal “care-abouts” make them all goods in themselves, as well as proper actions and practices and even complex cocreated “rewards” in mindful contexts of distributed production and being. Opportunities for practicing intellectual virtues in contexts of good faith are far better and much less addicting rewards than intensified and increasingly differentiated forms of discipline and control.

[from Katie's book, Networked Reenactments, 294]

writing about values: http://www.pbs.org/newshour/updates/science/jan-june09/achievement_04-17.html


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Notice: we begin the second section of the course.

Focus your attention, be precise: hardly anyone "got" that the logbook must be customized, and must MATCH the reality of what you actually will do/have done/are in the process of doing. If you were one who didn't "get" it, what does that mean do you think?

This week: we finish the poster prototyping days, and have the first of the website ones. We won't be having prototyping days for a while. Why? How does that fit into the "story" of the course? 

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>>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!

[image: http://donasdays.blogspot.com/2012/06/dickens-of-tale.html] 

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 

[Images: http://max.limpag.com/article/create-wordpress-theme-yahoo-ui-css-aptana/  &   http://jonghwapark.wordpress.com/2010/02/27/reflection-of-19th-february-website/  

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What is an epistemological project?

Google books: Davis, Making (2007): About, eBook 

please be clear and careful, honest with yourself and in the logbook and your other records: you cannot read the book this way online. You will need to go to the library, or figure out how to share or otherwise get the book if you do not want to buy it. Don't fall for thinking that taking a shortcut and not reading the whole book is smart: you just shortchange yourself. 

Think the smart thing is to get the best grade for the least amount of work? Sounds good at first glance. But it just means shortchanging yourself.

Instead: you want to get the most learning for the resources you have to put to the task. This is another issue entirely. I will do my best to support you in recognizing and finding resources, and in knowing what this thing "learning" might really be about! 

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...the book I always wanted to write....

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How is a course a "story"?


>>AN INTRODUCTION TO READING, MAKING AND ACTION IN WOMEN’S STUDIES
Welcome to Our Course!
Broken Realities? Learning & action
*Prototyping: a Platforms poster
Intensity and Fiero! What to do with frustration & confusion
*Prototyping: a Timelines poster, subjects in history
Transforming Yourself & Caring About It All
*Prototyping: an Identities poster, agency & structures

>>logbook 1

>>POWER, MOVEMENTS, WORLDS: FEMINISMS IN THE PLURAL, FEMINISTS IN MOVEMENT
This is the book I always wanted to write
*Prototyping: website creation and curation

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 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! • 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 Our Bodies, Our Selves, and you will need to play around with social media 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.

>>logbook 2 

>>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!

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.

>>logbook 3

Tuesday 26 November, NO CLASS: WORK AHEAD DAY for Website & Learning Analysis
·       Look at and download Instructions for the Learning Analysis
Thursday 28 November, NO CLASS: HAPPY THANKSGIVING

>>REFLEXIVITY IN WOMEN’S STUDIES: SOLIDARITY IN RESISTANCE, FLEXIBILITY IN BUILDING

*Prototyping: website creation and curation
·       YOU HAVE A WEBSITE!
LAST DAY! Learning, sharing, making, doing, thinking, acting

>>logbook 4 

[logbook image: http://en.wikipedia.org/wiki/Logbook]
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graces for flexibility and strength!

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• "Differential consciousness requires grace, flexibility, and strength: enough strength to confidently commit to a well-defined structure of identity for one hour, day, week, month, year; enough flexibility to self-consciously transform that identity according to the requisites of another oppositional ideological tactic if readings of power's formation require it; enough grace to recognize alliance with others committed to egalitarian social relations and race, gender, sex, class, and social justice, when these other readings of power call for alternative oppositional stands." (Sandoval 2000: 60) [image: http://lynnrandolph.com]

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BIG QUESTIONS FOR THE DURATION OF OUR COURSE!

·       LOOK UP ZANDT, MCGONIGAL, BERGER AND RADELOFF ON THE WEB, BRING IN PRINT OUTS

• Who are these people?
• Who am I?
• How do we fit into social structures?
• How are we affected by inequalities & oppression?
• What privileges keep us from understanding realities?
• What is identity politics, and what does it mean in US feminism?
• How does our everyday lived experience offer ways of understanding of systems of oppression?
• How is women's studies an agent in these understandings?
• What are 1) some histories OF intersectionality as a tool for such understanding, and 2) how can intersectionality be used for knowing more about feminist histories?

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LINKS THAT HELP US FIGURE THINGS OUT:

How Stuff Works: What is social identity? (popular uses)
Portal:Feminism (Wikipedia's feminist resources dynamically edited)
All Politics is Identity Politics (progressive political uses of term, electoral)
Identity Politics: (Wikipedia entry) 

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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!

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send to katiekin@gmail.com (NOT KING BUT KIN!)
file name: YOURLASTNAME 300 proto3
subject header: YOURLASTNAME 300 proto3

(I have two classes doing these so don't forget class NUMBER!)

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