>>>WHY DOES SPECULATION MATTER IN FEMINIST THEORY? rounding out experience set 1
Tuesday 20 Sept – Embedded among economies: how is this theory?
• WEB ASSIGNMENT: find out anything you can about the book Take Back the Economy and its authors.
• EXAMINE ECONOMY BOOK AS OBJECT CAREFULLY: how is the book itself a collective project? where can you find out about that?
• READ: Take Back Chps 2 & 5: 17-48 & 125-158; (you should have already read beginning and Introduction xiii -29 before.)
• REREAD bits from Sturgeon on Direct Theory at <HOME POST>
• DUE: logbook 1 and any individual circle reports you need to add if you missed class <TEMPLATE HERE>
How do you understand this material as theory? What is theory? How is it similar or different to methodology, policy, activism? What is direct theory?
What has our first experience set been all about? How do you know? What have you learned since that first post with Sturgeon's essay?
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JUST READY TO FINISH THE CLASS AT THE END OF THE SEMESTER. FROM YOUR PRESENT SELF NOW, PAST SELF THEN:
WHAT ARE YOU THINKING AND FEELING
right now?
[image from: https://www.cantonpl.org/sites/default/files/images/time%20capsule%20new.medium.jpg]
• FREEWRITING: have you done it before?
https://en.wikipedia.org/wiki/Free_writing
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FW1: Why is the title of Experience Set 1 "Why does speculation matter in Feminist Theory?"
FW2: How does today's reading in Take Back the Economy fit into Experience Set 1?
FW3: How does what we are doing today fit into feminist theory as you understand it?
[image from: https://92ad8cb22cb16bc6b888-e82553a271b6cfdf0ae0f84b730ab65e.ssl.cf2.rackcdn.com/cTl5pO57PS_1439929253547.jpg ]
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BEFORE BOOK CIRCLES & general discussion:
=arrange for class PARTNER
who will meet with you before workshops and LA so you mutually edit each other's work, and who can support you in assignments.
=LOTTERY for whether to start with poster or paper
in Workshop 1. (you will do the other one in Workshop 2).
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SEMESTER OVERVIEW:
CONCERNED ABOUT DOING POSTERS?
For pep talks make an appointment with Katie to talk during office hrs Wed 10am-11:30am or after class!
Learning specialists interested in how some technologies used well might open up learning as this sort of fun develop so-called constructionist pedagogies. The MIT Media Lab’s “lifelong kindergarden” group are people who work with learning as a form of play. Making things, making ideas, making connections and patterns, enjoying these with others, these are all elements in constructionist ideas about learning. Physically getting up and moving around, talking passionately with other students, enjoying the not-quite-under-control elements of communication and thinking and coming up with something new. Our class conferences are ways of putting constructionist learning into action in our class, as are the web posters, our uses of web actions, and even the paper handouts.
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Crafty posters on poster board with fabulous research contents will get better grades than the nicest electronic poster with sketchy content. If you don't already know how to do fancy electronic posters, then don't use your time learning how now. Do a simple poster demonstrating excellent research practices and outcomes that work with the messy interests in how feminisms name themselves and others, why, and in what forms.
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You can use powerpoint to create a single poster frame, as a graphics package, BUT A POWERPOINT SLIDE SHOW WILL NOT BE ACCEPTABLE!
And if you do do something electronic, you must bring a print out of it -- do it cheap! -- to share, or bring YOUR OWN LAPTOP to show it on using wireless. You cannot use the class projector, or computer, or Katie's laptop.
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