LAST DAY! Learning, sharing, making, doing, thinking, acting

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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; website splash page and data. (And anything not yet turned in.)

·       Send to katiekin@gmail.com , use filename <yrlastname> 300 LEARNING ANALYSIS or LOGBOOK4 or whatever. Subject header SHOULD BE THE SAME.

You will get a written evaluation from me as I look through all your work for the semester. It will come on email, at the email address I have from Testudo's roster. Be sure to check that email to see it and your grade for the semester. I will do my best in the evaluation to share my interest in your work and to offer suggestions for the future. And I would be delighted to see you next term to discuss this class or anything else! I have enjoyed our class so much, and appreciate all of you! 

Passing some sweetness around....

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. But do think of this primarily as an intellectual sharing of analysis as well as of any careful personal details. Celebrating each others' work and our own, and especially thinking together today 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. 

Focusing exercises for presenting: 

EVERYONE:

1) find your favorite paragraph in the learning analysis. Put a star next to it.

2) write down what you are most proud of in this paper.

3) put an arrow next to the place you think best describes the argument of the course.

4) write down your favorite reading and be prepared to say what element of its ANALYSIS made it special for you.

PICK ONE OF THESE TOO:

=write about a moment in the course where everything seemed to come together for you.

=write about a moment outside the course where you realized you were using something you had learned in the class.

=write about a moment when you discovered something new about how you were included in the argument of the class. 

WHEN IT IS YOUR TURN TO SPEAK:

pick out four of these to share. Focus on analysis -- 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.

And may we keep running into each other, over and over, in friendship and connection and intellectual community and joyful living!

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UMD is closed today, Tuesday 12/10/2013

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The University of Maryland College Park is closed today, Tuesday 12/10/2013.

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WE WILL MEET ON THURSDAY AS SCHEDULED FOR LAST DAY OF CLASS! 
NO GRADE WITHOUT LOGBOOK 4! TURN EVERYTHING IN THEN DUE ON THE LAST DAY, AND ANYTHING YOU'VE MISSED CAN BE TURNED IN THEN TOO!

BRING HARD COPIES TO CLASS!

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Home Stretch! Almost done!

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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; website splash page and data. (And anything not yet turned in.)

·       Send to katiekin@gmail.com , use filename <yrlastname> 300 LEARNING ANALYSIS or LOGBOOK4 or whatever. Subject header SHOULD BE THE SAME.

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a seasonal greeting and wish for you!

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Loving our media ecologies and lives of hope and planetary possibility. 
How to Make a Seed Bomb: http://www.greendiary.com/seed-bomb1.html

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REFLEXIVITY IN WOMEN’S STUDIES

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Final Prototyping day! website design and curation and invention....

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The fourth section of our course:

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

Put the sections together.... how?

>>AN INTRODUCTION TO READING, MAKING AND ACTION IN WOMEN’S STUDIES
>>POWER, MOVEMENTS, WORLDS: FEMINISMS IN THE PLURAL, FEMINISTS IN MOVEMENT
>>DYNAMICS IN OUR FIELD OF WOMEN’S STUDIES: NOTHING STAYS STILL

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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?

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Practicing meta-cognition: what is it and why should we care? 
From Annenberg Learner: http://www.learner.org/faq/  

09_metacogb

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a week without class: of work ahead, and of meditations and celebrations....

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Tuesday 26 November, NO CLASS: WORK AHEAD DAY for Website & Learning Analysis

• Look at and download Instructions for the Learning Analysis: LOOK AT END OF SCHEDULE FOR INSTRUCTIONS TO SUBMIT!
• What are you curating on your website? How does it include what you have learned in this class? Could it be an on-going portfolio of your experiences?

• On the last day of class for the website you will turn in a screenshot or digital pic of your website main or Splash page, a drawing or screenshot of the structure of your site. You will give the url or web address, a few sentences about why you chose your platform and its best features for your purposes, and a bit about why you structured it as you did. 

Thursday 28 November, NO CLASS: THANKSGIVING BREAK 

Many meanings to Thanksgiving, this time and all times. In the midst of celebrations consider the histories of all entangled through these days....

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Workshop 2: Dynamics

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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.

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graded assignments: paper, poster, learning analysis, logbook, prototyping

Five kinds of assignments are required in this class:

• a research paper with visual handout for workshop display (enough handout print-outs for all in class), • a research poster for workshop display, documented with digital pictures (hardcopy in class, electronic to be emailed), • a final learning analysis, • a logbook, • some techno-crafty prototyping activities, some done during class

The first three: paper, poster, learning analysis, allow you to position the work for the class in various frameworks, or knowledge worlds. In each of these you will work on research, analysis, and critical thinking. Some of this will be in traditional academic forms, some in emerging scholarly practices, but it is possible to combine these also with the techno-crafty delights cons have always shown off as well. And papers and poster projects may be be done with partners or individually, as you choose.

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 (the first in time for early warning grades), 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. You can download a template for the logbook at: https://docs.google.com/file/d/0BzmKs1Fz7m9uWWVJQ25DSHZsYlU/edit

·       Workshop 2: Dynamics in Our Field of Women’s Studies 

For our second workshop you will create either a paper & handout or poster & pics (whichever you did not do previously) 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 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. ALSO NOTICE how useful the Transforming Scholarship book is for thinking about these issues from a personal perspective. You may want to include analysis from it in your project as well. You will also 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.

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.

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. Lecture materials are displayed on the class website, to be reviewed at any time. In college courses ALWAYS use your projects to demonstrate how you uniquely put together, or synthesize, class readings, mini-lectures and discussion. 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.

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WORKSHOP 2 NEXT WEEK! YOU SHOULD BE IN THE THICK OF IT!

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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?

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as a game? 
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freewrites & discussion

* Coming together and pulling apart, which is which? Why care?

* 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?

* What epistemological projects are happening in these articles? How can you tell? What intersectionalities do they each need to use?

a quest: pairs & report

Map it out for Workshop 2!

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1) where does the quest begin? <Hewitt >> Berger or Berger >> Hewitt?>

2) who are your companions? <which books/authors most helpful here>

3) what attributes do you and your companions share? <skills, careabouts...>

4) how do these attributes shape the quest? <boundary objects, collectives, epistemological projects?>

5) looking ahead to the goal from where you are now: what can you

see so far along the way of the quest, about 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?

a quest: proto map

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image: http://www.wizards.com/dnd/article.aspx?x=dnd/4dmxp/20120209

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TUESDAY'S AGENDA:

MAKE NOTES ON:

1) work with collaborator? class partner plans to review your materials before next Tuesday.

2) from which collection's POV will you analyze the other collection?

3) what careabouts are you using for your hook in your project?

4) pull out to share: timelines & author packets

DISCUSS IN PAIRS:

5) are you thinking of each collection as =a collective, =an epistemological project, =as one or more boundary objects? come up with ideas about how to use each for your project

6) discuss timelines and author packets

7) reread description of Workshop 2 together: discuss, ask each other questions, consider if you have questions for the class as a whole

GOING AROUND THE CLASS:

8) what have you both discussed about collectives, epistemological projects, boundary objects?

9) show off your timelines and author packets and share what you learned from doing them.

10) ask questions of the class about workshop 2.

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OVER THE WEEKEND, BRING IN FOR TUESDAY:

We discussed in the last class where you need to be on Tuesday for Workshop 2 next week! 

=You should have figured out whether you are working with a collaborator or not.

=You should have figured out HOW you will figure out the Point of View (POV) of each collection! 
(possibilities and necessities: Editors' stated intentions; what the editor actually DOES as well as what they say they want to do; how the individual authors are grouped in sections and what that means; what the individual authors SAY and DO; how the collection WORKS AS A COLLECTIVE ENTERPRISE! that is to say, as an epistemological project! Use Davis to help you figure this out! We will discuss all this in the coming week!) <Link to one web group working as a collective and their explanation: pic on right>

=From the POV of which collection will you analyze the other? How will you be sure to notice when this is different (and not) from your own POV?

=Bring in one or more timelines: one for both books? one for each? put on these some important feminist historical moments, esp. one's mentioned in essays! (One student googled each author and their essay and noticed that some essays became whole books later!)

=WHAT ASPECT OF ALL THIS DO YOU NOTICE THAT CALLS TO YOUR INTERESTS AND CAREABOUTS? That is the hook for your project! Find it now!

THIS IS THE TIME TO HAVE READ AND REREAD INSTRUCTIONS FOR THIS WORKSHOP! COME WITH YOUR QUESTIONS! YOU SHOULD HAVE STARTED DRAFTING WRITING AND POSTERING -- MAYBE BOTH -- THIS WEEKEND SO THAT YOU HAVE QUESTIONS! 

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timelines and more!

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NOTICE THAT WORKSHOP 2 IS WEEK AFTER NEXT! TIME TO GET WORKING ON IT! QUESTIONS? LOOK CAREFULLY AT ASSIGNMENTS TAB NOW! 

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FOR TODAY: half our time devoted, first, to:

1) TIMELINES for both book collections
2) your web author packets for the essays you read

Word Template? or a poster? 
Whichever you choose, BRING THEM TO CLASS TODAY, THURSDAY!

second half of class will be reports on what you did last week, and what I did! yay!
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TUESDAY'S MESSAGE, ALSO SENT OUT ON EMAIL: 
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Hi Folks! I'm sick. Some of you know all about how this feels, having had this yourself already. 

I am in the coughing strangling phase and people to people interaction is unproductive for all. 

I am excited to hear about your class adventures last week and know you all did a great job. 

I have put up in the next post the work for this week, and I ask you to do it all, ready to work with it all on Thursday, when I anticipate we will be back together again. 

For Tuesday, I ask that you create TIMELINES for both book collections, and bring them, and your web author packets for the essays you read, to class on Thursday. We will use these as a center of our discussions then. 

You can create timelines for both books -- ALL THE ESSAYS -- with the word template (link in next post) OR YOU CAN MAKE POSTERS, like the prototype ones we did before! 

Whichever you choose, BRING THEM TO CLASS ON THURSDAY! 

See you then, and thanks for being such a great group! 

Jumping around!

>>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!

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And where was Katie while you all were meeting? At Queer Method at the University of Pennsylvania. 

Katie's talksite is here: http://fembooo.blogspot.com/p/slides-and-handout.html

Look at her slide show!
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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 and include on timeline/s!

·       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?

Make timelines for everything! You are welcome to customize this Word Template (version handed out earlier), or make your own in any format! Bring these in to share! Posters are good! 

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 & include on timeline/s!

·       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?

REMEMBER OUR WEB AUTHOR PACKETS! BRING IN AS MANY AS YOU CAN, BUT ESPECIALLY FOR THE ARTICLES YOU READ IN BOTH COLLECTIONS! 

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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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