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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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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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