- TODAY: Tu 4 Oct: What counts as intersectional? two chaps Keating, one Take Back
- NEXT WEEK, NO CLASS FOR YOM KIPPUR BUT THERE IS WORK! one chap Keating, two Take Back (finishing it up) -- think individualism
- >>>NEXT TIME WE MEET: TWO WEEKS FROM TODAY: YOU MUST BE PRESENT FOR WORKSHOP ONE!
- >>>BRING TO WORKSHOP:
- TO TURN IN: hard copy of paper & handout or print out of poster PLUS LOGBOOK!
- TO DISPLAY and pass around: ENOUGH HANDOUTS FOR ALL STUDENTS IN CLASS (30) plus one of paper and handout to post on wall of classroom; poster to post on wall of classroom. BRING TAPE OR ANYTHING ELSE YOU NEED TO SHARE YOUR PROJECT AND POST IT!
- If for any reason you are not present or are missing anything YOU MUST STILL TURN IN LOGBOOK ELECTRONICALLY WITH EXPLANATIONS THAT EVENING!
>>>Tu 18 Oct Workshop1: Change is Happening!
Try to have read as much of Keating & Take Back as possible
DUE: attendance with research poster & pics or paper & handout
For Change is Happening you will create either
- a paper (with enough HANDOUTS for each member of the class: 30) or
- a poster (and document it with digital pics): which one determined by lot early in the semester. You may work on these individually or with a partner.
With the help of two books (Gibson-Graham's Take Back the Economy & Keating) and your research among our recommended texts and appropriate web sites,
>>>you will map out what current changes you find yourself affected by:
that is,
• how changes can be understood from the point of view of
1) yourself individually,
2) yourself and groups you identify with or work with, and
3) yourself with others you do not know, who perhaps are even forces, animals, objects, events.
We will explore what feminists mean by "affect," "agency" and "identity."
ALWAYS make a point of connecting projects to class readings, activities, and discussions. ALWAYS use a standard model for citation and bibliography, even on posters.
During the first part of class on workshop day, we will meet during class time to share our projects, displaying posters and handouts on the walls of our room, walk and talk one-on-one with each other, share questions, observations, excitements! In the second part of class time we will continue to work with the energy generated by our interactions, collectively coming up with reflective analysis and more ideas for what comes next!
Full credit for this assignment requires: • having begun work several weeks ahead of time, • writing and postering in several drafts, • displaying paper & handout or poster during worshop and • actively participating in interactions and reflections, • turning in electronic copies of poster pics or paper and handout to Katie’s gmail account, • and documenting each piece of the assignment as completed in your logbook, which must be turned in electronically with everything else by the evening after the workshop for credit.
If for any reason whatsoever you miss any piece of this, you will need to document that in your logbook, with explanations, and perhaps notes of any discussions you have with Katie about it all. If you miss any workshop, you will need to arrange with three fellow students your own little mini-workshop, where you all meet together outside class to share your work and discuss it, and you write a two-page report on your meeting and discussion.
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Tu 4 Oct: What counts as intersectional?
• Keating, choose 2 Chps
• Take Back, choose 1
Intersectional is a term used differently by a range of feminists.
How have you used it up to now?
How do you see your uses as overlapping with those of Keating and Take Back collective?
What differences appear too?
How do people feel about this term?
How do you feel?
We will discuss relationships between emotions, feelings, affects as explored in feminist theory.
Your history with intersectionality includes (grey-blue)
=how you have used it in the past (orange)
=how you see it used now, can notice differences if pay careful attention (blue)
=how you might use in the future as your needs for this term shift (tan)
Uses of the term by various others for their purposes, meanings shift and alter
(green) (yellow) (brown) (rust red)
CAN YOU DO A SIMILAR ANALYSIS WITH TERM "INDIVIDUALISM"? TRY IT ON YOUR OWN:
Tu 11 Oct: NO CLASS YOM KIPPUR but you do have reading, What is individualism?:
• Keating, choose 1 Chp
• Take Back, choose 2
- Look up individualism on the Wikipedia and see just what it might have to do with the readings for this week.
- Come in with specific ideas and some quotations from the books to share.
- What experiences do you have with individualism?
- What are contradictions among different versions?
- How does it connect with affect and agency?
YOU CAN PLAY WITH THIS GRAPHIC IF YOU WANT TO DOWNLOAD IT: ===
Color JellyBo by Katie King on Scribd
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BOUNDARY OBJECTS (Bowker & Star 1999: 297-8)
"Boundary objects are those objects that both inhabit several communities of practice and satisfy the informational requirements of each of them. Boundary objects are thus both plastic enough to adapt to local needs and constraints of the several parties employing them, yet robust enough to maintain a common identity across sites. They are weakly structured in common use and become strongly structured in individual site use. These objects may be abstract or concrete.... Such objects have different meanings in different social worlds but their structure is common enough to more than one world to make them recognizable, a means of translation. The creation and management of boundary objects is a key process in developing and maintaining coherence across intersecting communities.” [kk emphasis]
FEMTECHNET’S BOUNDARY OBJECTS THAT LEARN (Juhasz & Balsamo 2013)
"Drawing on contemporary work in feminist science and technology research, we are working with an expanded notion of a “learning object” to incorporate insights about “boundary objects.” This theoretical reframing asserts that the “object” participates in the creation of meanings: of identity, or usefulness, of function, of possibilities. The concept of a “boundary object” was promoted by the late Susan Leigh Starr (a prominent feminist scholar in science/technology studies) to assert that objects (material, digital, discursive, conceptual) participate in the co-production of reality. At base, the notion asserts that objects perform important communication “work” among people: they are defined enough to enable people to form common understandings, but weakly determined so that participants can modify them to express emergent thinking.” [kk emphasis]
ON GROWTH AND DEATH OF BOUNDARY OBJECTS (Star 2010: 613-4)
“Over time, people (often administrators or regulatory agencies) try to control the tacking back-and forth, and especially, to standardize and make equivalent the ill-structured and well-structured aspects of the particular boundary object.” [kk emphasis]
LOCAL TAYLORING AS A FORM OF WORK (Star 2010: 607)
[different forms of materiality, gaps between formal representations and back-stage work] “subtly influenced the development of boundary objects in the sense of understanding local tailoring as a form of work that is invisible to the whole group and how a shared representation may be quite vague and at the same time quite useful.” [kk emphasis]
• Bowker, G. C., & Star, S. L. 1999. Sorting things out: classification and its consequences. MIT.
• Juhasz, A. and Balsamo, A. 2012. "An Idea Whose Time is Here: FemTechNet — A Distributed Online Collaborative Course (DOCC)." Ada, a journal of Gender, New Media & Technology, No.1. http://adanewmedia.org/2012/11/issue1-juhasz/
• Star, S.L. 2010. "This is Not a Boundary Object." Science, Technology & Human Values, 35/5: 601-617.
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