LINK TO DOWNLOAD LOGBOOK TEMPLATE
LINK TO DOWNLOAD DIRECTIONS FOR LEARNING ANALYSIS
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Weekly outline of class assignments & activities
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 from links at the class website, connecting usually to either 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.
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>>>SECTION ONE: EVERYTHING CHANGES AND THE TIMES ARE MULTIPLE!
Tuesday 26 January – Welcome to Our Course!
• HANDED OUT: Syllabus in process
• CLASS BUDDIES, CLASS WEBSITE, SMART PHONES?
• INTRO to course texts. Bring all the books you have so far! THINK OF BOOKS AS ALIVE!! they are objects, gateways, bits of actual people, changing!
• READ: “Trans-Waters: Coalitional Thinking on Art & Environment with Adela C. Licona and Eva S. Hayward”; online at http://environment.arizona.edu/proximities/trans-waters-coalitional-thinking-art-environment-adela-c-licona-and-eva-s-hayward
• CONSULT: Think-Pair-Share: http://www.hastac.org/blogs/cathy-davidson/2012/04/08/single-best-free-way-transform-classroom
We will start off making class buddies, interviewing each other, and otherwise beginning to create ourselves as a community of intellectual friends. With a classmate you will generate a list of questions to ask each other about topics that you hope to make part of this class, and take notes on your responses to share with everyone. We will use this technique popularized by Cathy Davidson, Think-Pair-Share, possibly more than once today!
We will also read and discuss the online article “Trans-Waters,” using it to explore the complexities of our course title, “tangled community, entangled communities: lesbians and always more.” Why such an article in an LGBT course? In a WMST course? In a course with “lesbians” in the title? In a course with “communities” in the titled?
Let us notice multiple realities in the meanings and hopes for communities, their problems and limitations, the ranges of inclusions and exclusions (identities, generations, transnationalities, knowledge worlds, and more?) What does all this have to do with the personal “care-abouts” that bring us to this class?
Tuesday 3 February – The material culture/s of gendered timelines
• READ: Paoletti, Pink & Blue: as much as you can but especially the Introduction (xiii-xix) and Ch4: A Boy is Not a Girl (60-84).
• If for any reason you have been unable to secure a copy of the book for today’s assignment, then make a point of using the time you would have spent reading the book to find our what you can about the author, Jo Paoletti, and reviews of the book, online. If necessary, bring that material into class instead.
• Bring questions for the author and interests to share!
Paoletti is faculty here at UMD, in the AMST program, and a long time pioneer in transdisciplinary study. She will visit our class today to talk about her book! So bring your interests and questions, bouncing off what you have read and what you have been able to find out about her and her book! She is the first of several authors who will either visit class or who will be on campus for exciting events!
Tuesday 10 February – Gay Propaganda
• READ: Gessen & Huff-Hannon. Everyone read the Foreword & Introduction (10-18), and then each person should pick three stories that call out to them. Be able to say why you chose those three to read!
• ALSO: find out everything you can about Gessen on the web and bring in what you find!
Gessen is going to be on campus in April. What do you learn about her on the web, what will her book and her person contribute to our course? How do we read with persons in mind, with lives in action and what is happening as we speak? What does that add to a course like this one?
Tuesday 17 February – Times and Places: what they say to each other
• READ: finish Paoletti’s book, and read four more stories from Gay Propaganda.
• CONSIDER: logbook 1
How do these two books open up our expectations for the “tangled community, entangled communities: lesbians and always more” that our course is about? What is entangled in these books? How do they tangle together, how are they worlds apart? What timelines do they make vivid? What places do they shift and alter?
>>>SECTION TWO: ACCELERATING QUEERNESS
Tuesday 24 February – Sisterhood’s Table of Parts <ENSZER VISITS>
• READ: Enszer, Sisterhood: as much as you can. Read as individual poems, but also read as a long story: what is that story about? How do you know? What difference does it make to read many poems as well as single poems? Pay close attention to the book’s Table of Parts: what sort of poem is this too?
• If for any reason you have been unable to secure a copy of the book for today’s assignment, then make a point of using the time you would have spent reading the book to find our what you can about the author, Julie Enszer, and reviews of the book, online. Bring that material into class too.
• Bring questions for the author and interests to share!
• CONSULT: Transgender Studies Quarterly: http://tsq.dukejournals.org.proxy-um.researchport.umd.edu/content/by/year Look for the journal on the UMD Libs Research Port system: http://researchport.umd.edu/ : figure out how to learn about a journal and its history: Enszer may have pointers about how to do this….
Today we want to think of books and readings and publications as alive, as companioning their authors, editors, and makers: they are objects, gateways, bits of actual people, changing and connecting….
Enszer is faculty here at UMD, has a PhD in the WMST program in which she works now, and is a long time pioneer in transdisciplinary uses and promotions of creative writing as theory and activism. She will visit our class today to talk about her books. So bring your interests and questions, bouncing off what you have read and what you have been able to find out about her and her work online! She is another of several authors who will either visit class or who will be on campus for exciting events! Find her website online….
The second half of class we will go over what you will do for the first workshop, which will take place 10 March, in two weeks! We will have a lottery to see whether you will do a paper or poster, if you will collaborate, how to work with partners, and more! For more information and a handout go to the TAB: workshops.
Tuesday 3 March – Using one book to look at others: making meanings
• READ: Finish Enszer, finish Gessen, use Paoletti to think about both
• LOGBOOK TEMPLATE; NEXT CLASS IS WORKSHOP 1!
We will use the class to strengthen our understandings needed for Workshop 1, clarifying how to use insights from one book and apply them to others. When have you done this before? We call this knowledge transfer and it is one of the most important skills one can learn in college! And in life! (Stories from the Gessen collection suggest how too.)
• WORKSHOP #1: A Queer Method
We explore context, method, and queering as a practice for understanding newly. You will identify a theme from one of two books, a theme that captures your imagination, and then interconnect it with methods from the other book. You will then share in either poster or written analysis why these concerns you raise matter for lesbians in various communities. These mind-bending questions are ones to explore at any developing moment in your understanding of lesbian and queer worlds. Good faith work to challenge your thinking and to share with and learn from others is the point here. Chose EITHER • to analyze Gessen’s book through the analysis (eyes, lens, perspective, tools) of Paoletti’s Pink & Blue with its multi-linear histories and causes; OR • to analyze Paoletti’s book through the analysis (eyes, lens, perspective, tools) of Gessen’s Gay Propaganda’s interviews of people trying to figure out how to deal with changing legal and social systems. NOTICE that you will need to do some additional research. Always make a point of connecting projects to class readings and activities.
Tuesday 10 March
In the first part of class 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. After our break we will have a conversation about what we learned, noticed, thought about, and draw from class presentations. Make notes during the first part so you can run the discussion yourselves during the second part.
• Everything must be in final finished state on Tuesday to display, but you are allowed to revise one more time before turning things in electronically by Friday.
• Send to katiekin@gmail.com , use filename yrlastname 494 paper1 or poster1. Please number pics if more than one. Use this subject header too: yrlastname 494 workshop1
TAVIA NYONG’O, "Deep Time, Dark Time: Kara Walker’s Anarchaeology"
> Thursday, March 12, 2015; 5pm at Francis Scott Key Hall 0106
> Friday, March 13, 2015 Colloquium with Tavia Nyong’o; 12:30pm-2pm at Taliaferro Hall 2110
Tuesday 17 March – SPRING BREAK
>>>SECTION THREE: QUEER KINSHIPS
Tuesday 24 March – Exiles and Globalizations
• READ: Lesbians & Exile issue of Sinister Wisdom: read about half this week and the rest next week. You can read in any order you choose!
• EXAMINE AND BEGIN TO READ: Wekker book. Read Preface and Acknowledgments, and then the first and last paragraphs of each chapter. What can you say about the book having done this?
• ON THE WEB: find out what you can about the Conference Wekker is keynoting this week in Amsterdam. Follow up in case any videos or other materials go up on the web: http://asca.uva.nl/conferences/politics-of-attachment/politics-of-attachment.html
Create a list of things you read about in all this material that surprises you. Explore why you are surprised: what did you think instead and why? Where has your information come from? Why might these materials be different? What connections do you see between the conference Wekker is keynoting and the issues we are exploring? Think ahead to Workshop 2!! Bring questions and ideas!
Tuesday 31 March – Afterglows? <ENSZER VISITS AGAIN>
• READ: Finish Lesbians & Exile issue of Sinister Wisdom
• EXAMINE AND BEGIN TO READ: Rodríquez book. Read Acknowledgments and Introduction, and the last part “Afterglow.” What can you say about the book having done this?
Enszer will visit again and will talk more about Sinister Wisdom. You should be in the thick of your plans for and drafts of your work for Workshop 2 now. What we do today should be invaluable for your projects! Bring partially done work to share with others.
MIRANDA JOSEPH, "Investing in the Cruel Entrepreneurial University"
> Wednesday, April 1, 2015; 5pm at Marie Mount Hall 1400
Tuesday 7 April – Knowing Otherwise
• READ: as much of Rodríquez as you can!
• NEXT CLASS IS WORKSHOP 2!
Rodríquez is giving the Keynote for the Queer Studies Symposium Friday 17 April. She is is Professor of Gender and Women's Studies at the University of California, Berkeley, where she is also affiliated faculty with the Department of Theater, Dance and Performance Studies; the Berkeley Center for New Media; the Center for Race and Gender; and the Center for the Study of Sexual Cultures. She is one of the founding members of the Haas Institute's Center for a Fair and Inclusive Society's LGBTQ Citizen Cluster, and currently serves on the President’s Advisory Council on LGBT Students, Faculty & Staff for the University of California. Rodríguez is the author of two books, Queer Latinidad: Identity Practices, Discursive Spaces (NYU 2003) and Sexual Futures, Queer Gestures and Other Latina Longings (NYU 2014) and has published numerous articles related to her research interests in sexuality studies, queer activism in a transnational American context, critical race theory, technology and media arts, and Latin@ and Caribbean studies. She is currently working on a third book project that considers the quandaries of representing racially gendered violence, pleasure, and trauma in visual culture.
• WORKSHOP #2: Queer Speculations & Lesbian Kin
This year’s LGBT lecture series invites you to join discussions about the speculation about queer bodies, objects, feelings, pasts, futures, utopias, dystopias, and transformations. You will explore class readings and LGBT lecture series presentations together carefully, chose which text to analyze with the tools from particular lectures and discussion, and •share in either poster or written analysis why it matters for lesbians in various communities. Our mind-bending questions are ones to explore at any developing moment in your understanding of lesbian and queer worlds. Good faith work to challenge your thinking and to share with and learn from others is the point here. Choose EITHER • a chapter of Rodríguez’ book, OR • an article you choose from either Transgender Studies Quarterly OR Sinister Wisdom at any point in their publication history. Whichever text you choose, you will explicitly discuss HOW YOU USE the tools, perspective, methods, lens, ideas you glean from the presentation or lecture of one of the two people presenting as part of the LGBT Series in March, before our workshop convenes. You will attend at least one of these events in order to note the concerns, themes, understandings, and approaches of EITHER Tavia Nyong’o (two possible events to go to) OR Miranda Joseph. (If for any reason you cannot attend one of these events, you will need to talk to Katie about the extra work required to substitute one of the author visits to our class.)
Tuesday 14 April
In the first part of class 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. After our break we will have a conversation about what we learned, noticed, thought about, and draw from class presentations. Make notes during the first part so you can run the discussion yourselves during the second part.
• Everything must be in final finished state on Tuesday to display, but you are allowed to revise one more time before turning things in electronically by Friday.
• Send to katiekin@gmail.com , use filename yrlastname 494 paper1 or poster1. Please number pics if more than one. Use this subject header too: yrlastname 494 workshop1
>>>SECTION FOUR: POLITICS OF ATTACHMENT
DC Queer Studies Symposium
Friday, April 17, 2015 – ALL DAY
Tawes Hall, University of Maryland
RAMZI FAWAZ, “Stepford Wives and Female Men: The Radical Differences of Female Replicants"
SHANTÉ PARADIGM SMALLS, “Superheroes, Queerness, and Anti-Blackness: Storm, Django, and Michael Brown”
Plenary: Friday, April 17, 2015; 3-4:30pm at Ulrich Recital Hall, Tawes Hall
JUANA MARÍA RODRÍGUEZ, "Feeling Queerly, Knowing Otherwise"
Keynote: Friday, April 17, 2015: 5pm at Ulrich Recital Hall, Tawes Hall
Masha Gessen's Maya Brin Residency will take place from April 16-25 at UMD, with public events and a conference. The Maya Brin Residency brings leading Russian scholars, artists, or cultural figures to UMD.
>Monday 4/20: 4:00 pm McKeldin Library: book talk
>Wednesday, 4/22: Public Lecture (ULRICH RECITAL HALL)
>Friday, 4/24: Conference on Freedom of Speech in Russia.
Tuesday 21 April– Not today, not tomorrow
• READ: Wekker, Chapters 1 & 2
• HANDOUT: the Learning Analysis: how to do it
Wekker wants us to get a sense of context, method, and history. How has our work in Workshops 1 & 2 prepared us for this? How do we use this as we look forward to the final Learning Analysis?
Tuesday 28 April– Multiplicitous Self
• READ: Wekker, Chapters 3 & 4
We take up again our work of noting surprises and charting their implications for our assumptions, the work of othering and attachment, and how to honor what we partially understand. How will the Learning Analysis document these processes?
Tuesday 5 May– Sexuality on the Move
• READ: Finish Wekker, Chapters 5 & 6
• NEXT CLASS LEARNING ANALYSIS!
What does Wekker want us to experience in this book? How do we compare it to the experiences other course materials have set up for us? How might we look at all of these in the multiple timeframes, non-linear connections, and entangled meanings of lesbians and more?
Tuesday 12 May– GATHERING: THE LAST DAY
• DUE: LEARNING ANALYSIS AND LOGBOOK 3
On our last day we will share with each other our thoughts on how what we know has changed during our time together.
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