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| from UCDavis |
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.
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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from UCRiverside
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AN INTRODUCTION TO READING AND RESEARCHING IN WOMEN’S STUDIES
Thursday 30 Aug – Welcome to Our Course!
• HANDED OUT: Syllabus, Intellectual Friendships, How to Read (it’s not so obvious!), and Good Advice (all on website for download as well, look on right hand side for links)
• CLASS BUDDIES, CLASS WEBSITE
• Zandt, Share: bring to this first class if at all possible. In fact bring all the books you have so far!
How our portal course is intended to help you 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. Inspection exercises with Zandt.
Tuesday 4 Sept – Scholarship and Practice: portals in the plural
• Zandt, preface, chaps 1-3
• MORE CLASS BUDDIES, RESEARCH ACTIONS IN BOOKS AND ON THE WEB
Have you used the Wikipedia? How and why? Have you ever been told NOT to use the Wikipedia? Why was that? What is crowdsourcing, and what are the limitations and powers of the Wikipedia? How does Zandt’s book help us think about the Wikipedia in a social media landscape? Why does that matter?
Thursday 6 Sept – Starting slow then getting intense: how to share the difficulties
• Bring all our books so we can inspect them together
• Zandt & Davis: read each book’s conclusion (note for Th: Zandt, ch 4; Davis ackn., intro, ch 1; read all of it for this class and you will be ahead for the whole week)
• MORE BUDDIES, READING SIMULTANEOUSLY, KEEPING RECORDS
This portal course will be intense! We will start somewhat slowly, offering 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.
Tuesday 11 Sept – This is the book I always wanted to write: how to care about it all
• Zandt, ch 4; • Davis ackn., intro, ch 1 (note that it is a lot better to read everything for the whole week together if possible, and then focus on each day for discussion preparation)
• WHO WILL YOU PARTNER WITH FOR THE SEMESTER?
Some feminist philosophers talk about what they call “personal care-abouts” in knowledge making. What are Zandt’s and Davis’ 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 project #1 today with your partner: freewriting, brainstorming, googling, scheduling time together.
Tuesday 18 Sept – Sharing is Daring: when knowledge travels what happens?
• Zandt, ch 5 and the rest of it; • Davis, ch 2 (Notice what you need to do for Thursday. Maybe do it now?)
• HOW TO MAKE LOGBOOK AND KEEP YOUR SCHOLARLY RECORDS
Global feminism? one or many? what are the goals of feminist practice? Who is going to share what, where and how? And how does web research itself figure into all of this? What does web research add to what we can know ABOUT Zandt and Davis themselves? To what we can know about their projects as we see them in these book objects? To what we can know about HOW they think as well as WHAT they think?
Thursday 20 Sept – Transform yourself and transform others!
• WMST (Berger & Radeloff), pref., intro., chs 3 & 4
• HOW TO MAKE POSTERS, DIGITAL PICTURES, AND USE AND MAKE DATA VISUALIZATIONS
What elevator speeches do you already have on hand? Which ones would you like to develop? How do you see feminist transformation on the web, where, by whom? What brought you into women’s studies? Notice that the class will continue to discuss this book next time you meet on your own!
Tuesday 25 Sept – NO CLASS: EREV YOM KIPPUR
Thursday 27 Sept – CLASS ON ITS OWN: KATIE AT SLSA CONFERENCE
• WMST (Berger & Radeloff), chs 5 & 6
• [note for the next class (when Katie gets back): read ahead in Berger, and pick 2 things to do serious web research about. Be sure you spend at least as much time doing all this as you ordinarily do reading for class.]
Today as a class you get to run the show: decide what in WMST (Berger & Radeloff) helps you think through where you are in women’s studies now. What are your plans? How does women’s studies help you as you reflect on your life and your future? What will you be doing next?
Tuesday 2 Oct – Social media web research: beyond google and the Wikipedia, where do you go? How to do this seriously?
• HOW TO WRITE PAPERS, CREATE HANDOUTS, USE CITATIONS, AND FIND CITATION STYLES ON THE WEB
• (Notice what you need to do for Thursday too – plan out how to get it all done for the week)
What did you choose in Berger to research on the web and why? what were your results? bring in the results of your serious web research, and be prepared to talk with each other about why this information is on the web, who made it, what it is for, who is using it and why, and what that all means. How did you get your web research results? what records did you need to keep to demonstrate both the results and the methods for us? Did you come across pictures that mattered in this research? What are data visualizations and did you come across any in this research?
Thursday 4 Oct – Feminist Successes and Success Stories?
• find out everything you can about the different editions of Our Bodies, Our Selves. Look BOTH on the web and GO TO THE LIBRARY TOO!
• LOGBOOK #1 DUE
Okay! You now have many tools for projects for our class! Make sure your plans to accomplish it all are in order! Show them off in logbook #1. Be sure you and your partner have ways of helping each other stay on track and work with care. What have Davis and Zandt already taught you about feminist reading and research? What does each one teach you about the other? What does the web add to it all? What does working and being physically present in the library add? Let’s get onto moving feminisms!
POWER, MOVEMENTS, WORLDS: FEMINISMS IN THE PLURAL, FEMINISTS IN MOVEMENT
Tuesday 9 Oct – Feminist Myths in a Feminist Politics of Knowledge
• Davis Part II, read all of it (chs 3, 4, 5)
Why does Davis connect “empowerment” and “bewitchment”? What’s her point here? And why might a “colonialist trope” be contrasted with something called a “critical epistemology?” What are feminist subjects and why do they need to be created? How does Davis make us aware of the time periods involved?
Thursday 11 Oct – Intersectionality’s Foundations
• Berger Part I: Dill’s essay
• WMST (Berger & Radeloff), chs 1 & 2
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? Bring in web research to share.
Tuesday 16 Oct – Transnational Body/Politics
• Davis Part III, read all of it (ch 6, reread 7); also read Davis’ essay on intersectionality (link for pdf online)
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?)
Thursday 18 Oct – Making Intersectionality Transnational?
• Foundations Intersectionality, Berger Part I: Yuval-Davis’ essay
Why does Yuval-Davis start off with a little history of intersectionality? “All-inclusive”? What can you learn about feminism in 2006 on the web that will help you understand why she is approaching these issues the way she does? Bring in web research to share.
Tuesday 23 Oct – WORKSHOP #1 – Power, Movements, Worlds
Today 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 25 Oct – WORKSHOP #1 – Talking about it all
• LOGBOOK 2 DUE along with either paper and handout or digital picture of poster, after presentations
Today we will have a conversation about what we learned, noticed, thought about, and draw from the last class presentations.
DYNAMICS IN OUR FIELD OF WOMEN’S STUDIES: NOTHING STAYS STILL
Tuesday 30 Oct – Make it all alive! These are people! How do you come to care about them?
• Hewitt: Part I: pick 3 of the 5 chapters in this section to read, be prepared to discuss why you chose the ones you did
How does Hewitt talk about traveling knowledges? How does travel across time compare to travel across space and geopolitical location? How can you compare what Hewitt does with what Davis does? With what Berger and Guidroz do? How are these epistemological projects similar and different?
Thursday 1 Nov – Not just words on a page! People live in worlds! Connect yours here too!
• Berger: Part II: pick 2 of the 4 chapters in this section to read, be prepared to discuss why you chose the ones you did
Although you pick only 2 of these, look at all of them enough to compare the approaches they take, and to consider the disciplines they come from. How might that matter?
Tuesday 6 Oct – Coming together and pulling apart, which is which? Why care?
• Hewitt: Part II: pick 4 of 7
Coalitions happen on the ground with activists, how do activists work with other activisms? What are the difficulties involved?
Thursday 8 Oct – What is connected and how? Think complexly about people and our worlds
• Berger: Part III: pick 2 of 5 from the section on methodological innovations
Come with ideas and questions that look ahead to our workshop.
Tuesday 13 Oct – Agendas, Activisms, Relocations
• Hewitt: Part III: pick 3 of 5
Look through all of these enough to compare them all somewhat, then become an expert on the ones you choose. How do these projects each in their own specific way contribute to the epistemological project of the whole book? How can you tell? Why does it matter TO YOU?
Thursday 15 Oct – Comparing epistemological projects
• Berger: Part IV: choose 2 of the 5 and everyone should read the epilogue
How might each of these chapters work to help us envision the future of intersectionality and to see what is at stake?
Tuesday 20 Oct – NO CLASS: FINALIZING YOUR PROJECT DAY
Thursday 22 Oct – NO CLASS: HAPPY THANKGIVING
Tuesday 27 Oct – WORKSHOP #2 – Dynamics in Our Field of Women’s Studies
Today 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 29 Oct – WORKSHOP #2 – Talking about it all
• LOGBOOK 3 DUE along with either paper and handout or digital picture of poster, after presentations
Today we will have a conversation about what we learned, noticed, thought about, and draw from the last class presentations.
REFLEXIVITY IN WOMEN’S STUDIES: SOLIDARITY IN RESISTANCE, FLEXIBILITY IN BUILDING
Tuesday 4 Dec – Share Feminism/s, how? with whom? with what care? how to use the notion of an epistemological project
• rereading Davis as lens on all the other books
• rereading Zandt as lens on all the other books
• HOW TO DO LEARNING ANALYSIS
What does Zandt have to teach us about the issues raised in the other books that we might have missed if we hadn’t read her work? So how well does Davis’ notion of epistemological project travel? Can we use it to think about these books, ideas, activisms, methods, disciplines, feminisms?
Thursday 6 Dec – Time Machines & Boundary Objects: experiencing what’s alive!
• finishing up and rereading Berger as lens on all the other books
• finishing up and rereading Hewitt as lens on all the other books
How do different feminisms use intersectionality to share their urgent projects and their hopes for feminism? Read stuff you missed or reread the stuff that has become a touchstone for you; be able to say why and how. Why do feminists want to be able to historicize? How is that a kind of sharing? a kind of traveling in space and time?
Tuesday 11 Dec – 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.
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