Anne Dalke's blog
...and how are you dealing w/ the difference? We agreed to take turns being responsible for where we will meet (and if we move midway, etc.) --AND that each of us will post a short reflection here, on the day that we chose, about our decision: what it was like, watching the class and the world in which it is operating, inside or out…what seems foreground/background/essential/not? How distracted were you/what did you do about it?
Do you have any ideas about how to incorporate the "distractions" of being outside (or inside) into our curriculum? What are you coming to understand of the relation between "reading the word" and "reading the world" that the word represents, about foregrounding much of what is usually backgrounded in literary studies, asking what we might lose by seeing the world only as mediated by the word....?
...and how are you dealing w/ the difference? What are the "rules of engagement" for our meetings in these alternative spaces? Please post a comment on the day when you selected our site, describing both what you noticed and how you coped w/ the distractions of being outside (or not)... Do you have any ideas about how to incorporate them into our curriculum?
Here's the plan for next Thursday's teach-in. We have eight performances scheduled, for an 80-minute class period, so each one can take up to 10 minutes. And not a moment longer! And this includes set-up! (In other words, be warned: if the set-up gets complicated, you'll need to reduce the length of your performance on the spot, in order to make sure that there's time-and-space for all....).
12:55-1:05 hwink, michelle, JD
1:05-1:15 Colleen and MC
1:15-1:25 S.Yeager and dear.abby
1:25-1:35 meowwalex, mbeale, buffalo
1:35-1:45 pejordan, melal, FrigginSushi
1:45-1:55 epeck, sekang, dchin
1:55-2:05 sara, aybala, bluebox
2:05-2:15 rayj, amophrast, w0m'n
And here's what actually happened--thanks, all!
Here's the plan for next Thursday's teach-in. We have five performances scheduled, for an 80-minute class period, so each one can take up to 15 minutes (if needed/wanted). Don't feel that you have to fill the time; we can always spend it talking about what we've done and/or seen one another do...
10:25-10:40 Aya and froggies315
10:40-10:55 vspaeth, egrumer, dglasser
10:55-11:10 leamirella, kobieta, sterrab
Geis Student Research on Women Conference
Open to the Member Institutions of the Greater Philadelphia Women's Studies Consortium
Saturday, April 28, 2012 University of Delaware
CALL FOR PAPERS
The Geis Student Research on Women Conference invites submissions by students attending institutions in the Greater Philadelphia Women's Studies Consortium who have done research on women or gender issues. The thirteen institutions of the Consortium include:
- Bryn Mawr College
- Drexel University
- Haverford College
- LaSalle University
- Rosemont College
- Saint Joseph’s University
- Swarthmore College
- Temple University
- University of Delaware
- University of Pennsylvania
- Ursinus College
- Villanova University
- West Chester University
The conference is open to female and male students, at either the undergraduate or the graduate level. Group-authored projects are acceptable. Faculty help and advice are assumed, but the paper must be entirely student-written. All papers will be reviewed, and acceptance will be based on excellence and relevance of the research to women and/or gender issues. Past winners are encouraged to submit new work for presentation but are not eligible for awards.
To Submit Papers mail to:
I just wanted to write to thank each of the students in the in class/outclassed course for participating in the conversation we held last Thursday, Dec. 1. I really enjoyed being able to come and speak with you about the ways we personally wrestle with our class statuses and how we try to make sense of this very absurd system of "classifying" people. One aspect that I did not get to address during the class was the topic of class in context of a capitalist system. In response, much your feedback to my zine has revolved around the question of "how could a wealthy person ever feel bad/guilty about having wealth?" My answer is that I feel this way due to my opposition to a capitalist system that is based in (and provokes) many social ills - competition, exploitation, persecution, and unequal wealth distribution. If you remember a quote from Ty in my zine, "people are wealthy BECAUSE other people are poor." People are poor, in part, because of the concentrated wealth that I have benefitted from. My disdain for my wealth is connected to my political desire to be anti-capitalist and to work for another economic system that does not involve colonialism and unjust resource extraction; for a economy that does not simultaneously create poverty and the many social traumas poverty brings. As you can see, this commitment is tied up into so many other causes and issues that I am devoted to. I'm open and interested to continue working through this with each of you. Please feel free to get in touch with me with further thoughts, questions, & ideas.
i just finished reading andrew solomon's astonishingly big book, far from the tree, and was particularly interested in a chapter about juvenile criminals that focuses a lot on Hennepin County Home School in Minnesota. one inmate complained, "they want you to think all day. I'd rather be breaking up rocks or shit." there were two other passages in that chapter that i want to share (meaning, of course, that i'd be interested in discussing them!) with you all:
"The relationship between kids in the justice system and their parents usually follows one of four tracks. The parents may abandon the child when he goes to prison, which may lead the child to feel lonely, lost, isolated, an desperate. The parents may abandon the child, which may prompt the child to take responsibility for himself or herself. The parents may remain or become deeply involved with the child, making the child feel that a bright future is possible. The parents may remain or become deeply involved with the child, reinforcing antisocil behavior by creating a permissive atmosphere of denial."
InClass/OutClassed arrives this week @ the Supreme Court:
"elite public and private colleges remain dominated by affluent students. Some colleges probably have more students from the top 2 percent of the income distribution than the bottom 50 percent....Racial discrimination obviously continues to exist. But the disadvantages of class, by most measures, are larger today. A class-based system would be more expensive, forcing colleges to devote some money now spent on buildings and other items to financial aid instead, but it would also arguably be more meritocratic."
...I am hearing echoes, this Sunday morning, of our conversations together 3 semesters ago..