Month: January 2010

My Spring Courses

Recently I have been working on my blogs for Feminist Debates and Feminist and Queer Explorations in Troublemaking. I currently have 50 students enrolled in my feminist debates course. Yet again I am pushing at the limits of how blogs can work in a classroom by requiring all of them to use our blog regularly. To make the process easier for everyone involved, I have spent a lot of time (maybe way too much) on the assignment and the worksheet that accompanies it.  I am looking forward to seeing how the blog works (or maybe doesn’t work) in such a big class. I wonder, do any instructors use blogs in really big classes–like classes with 75 students or more?

Word count: 116 words

An Assessment of my fall 2009 blogs: two strategies

A couple of days ago I posted the details of my blog assignments for Queering Theory and Feminist Pedagogies. In this entry, I want to write about how I implemented these assignments. Here are two strategies I used:

1. I demonstrated a commitment to the blog.

I showed the students I was serious about using the blog by spending considerable time training them and thinking with them about what a blog is and how it is useful. Way back in August, when I was writing about teaching with blogs, I offered the following suggestion:

Spend some time at the beginning of the semester training students on how to use the blog.
If possible, demonstrate how to: log in, write an entry, create a link, upload an image, embed a youtube clip, comment on other blogs, find helpful blogs (other things I am forgetting?). You should also spend some time discussing what blogs are, how they can be used, and how/why they will be used in your class. Although this reading is a little dated (from 2005), it might be helpful in getting your students to understand what blogs are and why they are useful. And, it might (but not always) be helpful to have students reflect on blog rules (how to comment on others’ blogs, etiquette, etc).

This fall I took my own advice; in each class we devoted an entire week to training and thinking critically about blogs and how they could/do function in feminist and queer classrooms. In my queering theory class, we read essays on queer blogging by Jill Dolan, Rahul Mitra and Radhika Gajjala, and Julie Rak (you can read my discussion of them and find links to the full citations here). We also devoted a lot of time to thinking about blogging in relation to queer theoretical issues (is the blog a queer space of freedom? what sorts of queer subjects are constructed through blogging? how do blogs challenge and/or reinforce liberal notions of the Subject/Person and the personal?). Reflecting on blogs in this way–queerly and as an important topic for queering–established from the very beginning that the course blog wasn’t just going to be extra (busy) work for the students to do; the blog was going to be a object of study and where they could practice their own queering of theories/ideas/experiences, etc. In my feminist pedagogies class, we read Blogging Feminism: (Web) Sites of Resistance and my three part series on feminist pedagogy and blogging (here, here, and here) and we discussed how blogs can be used (and abused) in feminist classrooms. In both classes, I gave them a tutorial on how to blog in the media center. I also posted (and discussed) this blogging primer.

2. I was an active participant on the blog.

In addition to spending some time at the beginning of the semester for training and thinking about  blogs, I also participated in the blogs with the students. I posted entries in which I reflected on the readings, offered up an example for them to analyze, made announcements about interesting events or resources, and linked to my own blog when I had written entries that seemed relevant to the class. I also occasionally commented on their own entries. With all of this posting, I definitely increased how much I participated in my course blogs. In past classes, I averaged about 10-15 posts per semester (which consisted of announcements about class or weekly questions for them to respond to). In my queering theory and feminist pedagogies classes this past fall, I did 88 entries combined. While many of these entries were about course management (announcements, additional readings, links to handouts), overall I was more creative in my use of the blog. Here are some examples of how I participated on the blog. I posted

The blog can be an amazing (and perhaps overwhelming, at times) resource for students as they engage with the material, with me and with other students. I really enjoyed exploring so many different ways to facilitate (and encourage) that engagement. Okay, so I have run out of steam on this entry. These are not the only strategies I used for implementing the blog. In future entries, I want to write about using the blog in class discussions, a few blog categories that I am particularly proud of, and my struggles with comments.

An Assessment of my Fall 2009 Blogs: the Assignments

It is January 6. In 13 days my spring semester begins. Remarkably, my syllabi for Feminist and Queer Explorations in Troublemaking and Contemporary Feminist Debates are in pretty good shape. Time to reflect on what worked/didn’t work in my course blogs this past semester. If you recall (if not, see here), one key reason I started writing in this blog was to practice what I preach/teach. I imagined that actually participating in what I assign for my students would help me to create more productive and engaging blog assignments. It would also help me to understand the limits and possibilities of using the blog. And, I hoped, it would help me to understand better how blogging can contribute to my feminist pedagogical goals. It did all three of these things. I strongly believe that my development of and participation in this trouble blog has contributed greatly to the success of the blog assignments in Queering Theory and Feminist Pedagogies. But, before I get to how these assignments were successful (and also where they could be improved, because isn’t there always room for improvement?), let me start by describing the assignments for each class.

QUEERING THEORY: upper-level undergrad seminar, 12 students

Brief summary/background: When I started putting the syllabus together last July, I knew I wanted to make the blog a central part of the course. The last time I taught Queering Theory, in spring of 2008, the assignments were fairly effective and we (both me and the students) enjoyed the semester. We had a blog that we used, but not that much. This time, I was ready to mix it up and really push at the limits of how blogging could (or should?) be used in the classroom. A class about queering seemed perfect for such an experiment. By making the course rely so heavily on the blog, the students and I could work to challenge/unsettle/disrupt/queer the course. We could potentially disrupt where (not just in the seminar room, but wherever our computers were) and when (not just during the officially scheduled class time, but at 2 AM if we wanted) class engagement occurred. We might also be able to unsettle what counted as academic engagement and rigorous writing (blog entries instead of formal papers) and who counted as an expert (not just the professor or the authors of our “scholarly” texts, but the students as blog authors/posters). Here is part of the official assignment that I distributed to them a week or two into the semester:

ENTRIES: 30% or 300 points (15 total @ 20 points each)

7 Direct engagements with the readings
3 Annotated bibliographies
5 “Queer This!” posts

ACTIVE ENGAGEMENT: 10% or 100 points (10 total @ 10 points each)

3 Comments posted in response to the query in “Class Summaries and Queries”
4 Comments posted on direct engagement OR annotated bibliography entries.
3 Comments posted on any blog entries

* NOTE: While you are encouraged to post as much as you are able, only 2 entries and 1 comment per week will count towards your overall grade.

Included in the official handout was a more detailed explanation of each type of entry/comment. You can download it here.  I recognize that the amount of detail I give for the blog entries might seem overwhelming (which I think it was for some of them), but it also demonstrated that I was taking this whole blog thing seriously–because I had put so much thought into the assignment, they could trust that I knew what I was doing. As one student pointed out in her final blog entry, trust (between me and her, her and the other students) was central to making this blog experiment a success. A week or so after distributing and discussing this handout, I gave them a worksheet and more instructions about how to keep track of their participation. You can download that here. Here is a screen shot of page 1 of the worksheet.

Central to the blog assignment was the tracking of a particular theme related to queering theory. Students were able to pick which theme they wanted to track. Their direct engagements and annotated bibliographies were required to engage with that theme. They also had to read an additional essay related to their theme and present on it. Finally, they were required to post (or submit) and briefly present on a final wrap-up in which they defined their term and reflected on the experience of blogging. In total, the blog assignment was worth 800 points out of 1000 total points (300 points for blog entries, 100 points for comments, 150 points for presentations, 250 points for the final wrap-up). That’s right. 80% of their grade was the development of and participation in our course blog. As I have stated before, I am amazed and impressed with my students’ willingness to engage in this risky experiment, especially since only two of them had taken courses with me before.

FEMINIST PEDAGOGIES, graduate seminar, 14 students

Brief summary/background: This past semester was my second time teaching Feminist Pedagogies. When I taught it the first time I had always hoped that the blog could be a productive site for engagement with the ideas. We used it but, just like in my first queering theory blog, we didn’t use it that much. It wasn’t a place for us to engage with ideas, only a place to post notes or additional resources. When I found out that I would have 14 students and that the time for my class had been cut from 2 1/2 hours to 2 hours 10 minutes, I knew that the blog would be essential for allowing us to discuss all of the material. So I decided to emphasize the blog as one of the places where students would raise questions and discuss readings/pedagogical theories/teaching. Just like with the queering theory course, a course on feminist pedagogies seemed to be a fitting place to experiment with blogging. Here is the assignment that I gave them:

REQUIRED BLOG ENTRIES:

You are required to actively participate on our course blog. In addition to posting your pedagogical question on the blog (worth 50 points), you are required to post 10 posts (either as new entries or comments on other class members’ entries) over the course of the semester (worth 15 points each).

Pedagogical Question:
Each session will begin with a wrap-up discussion of pedagogical questions that are first raised by several students on our course blog. The questions can be theoretical and/or practical in nature (e.g.: How do you deal with students who don’t “get it”? How do we create community in big classes? What characteristics should a feminist classroom have?). It could also stem from your own experiences as a teacher or student. We will spend approximately 10-15 minutes on the discussion as we brainstorm responses. Each week, several students will be responsible for posting their questions on our course blog. The questions should be posted by Monday evening.

10 Required Posts:

5 direct responses to pedagogical questions
2 related to the development of your syllabus/reading list
3 your choice on feminist pedagogies

Direct responses: These 5 posts can be comments posted directly on the original pedagogical question post, or they can be new entries that directly engage with and respond to the pedagogical question. Your response should be thoughtful and draw upon course readings, discussions and/or your own experiences in the classroom as a student or teacher.

Syllabus-related posts: The purpose of these 2 posts is to enable you to chart your progress as you develop your syllabus. Your posts can be about anything related to that process: questions about possible readings, mini annotated bibliographies on sources that you are planning to use, reflections on figuring out your topic, readings, or assignments. The only requirement is that one of these “syllabus progress reports” must be posted by November 4 and the other one must be posted by December 16.

The remaining 3 posts can be about anything related to the course and feminist pedagogy. You could post questions about the readings (what certain terms mean, etc) or mini annotated bibliographies with sources on feminist pedagogy or teaching. Or, you could share images/ideas/examples with our class that might be useful for teaching. You could even post your critical reflections on why blogging is/isn’t effective in the classroom or offer another direct response to a pedagogical question.

You are required to make 5 posts by November 4.
The remaining 5 posts should be completed by December 16.

There you have it, the blog assignments for each course. In upcoming posts I want to write about how these assignments did/didn’t work. I also want to write about how they reflect my pedagogical vision and values. And I want to offer some advice for anyone else wanting to experiment with blogging.

In Tribute to a Feminist Troublemaker

I was formally introduced to feminism through a research project on feminist theology in college. One of the first authors that I read was Mary Daly–I can’t remember whether it was Gyn/ecology or Beyond the God the Father or both. What I do remember is that reading Mary Daly changed my life. Up to that point (I was a junior in college), I was a double major in religion and Japanese studies. I imagined that I would do my senior thesis project on a topic that incorporated both of those areas and then go onto graduate school in religion. But after I read Daly (and Rosemary Ruether and Carol Christ, among others), I became increasingly interested in feminist theology and theory. The next year I wrote my undergraduate thesis on women’s experience as a category for theological reflection. I graduated with a major in religion and a minor in Japanese Studies and then attended Claremont School of Theology where I proceeded to take as many classes in feminist theology and theory as I could. Eventually I ended up in a PhD program in Women’s Studies at Emory University. Now I teach in a Gender, Women and Sexuality Studies Department.

While I can’t remember many specific details of Daly’s work, what I do remember is the troublemaking spirit that infused her work. I was instantly drawn to this theologian who, while exposing the limits of Catholocism/Christianity, remained dedicated to not wholly rejecting religion, but transforming it. She was a playful writer and a visionary, aiming to not only provoke her reader but have fun with them too. This playfulness (sense of humor, emphasis on joy, witty wordplay) is evident in many of her books–especially their titles: Gyn/Ecology, Pure Lust, Websters’ First New Intergalactic Wickedary of the English Language Conjured in Cahoots with Jane Caputi, and Outercourse: The Bedazzling Voyage, to name a few. Her troublemaking spirit was not limited to her writing; it was also present in her teaching. I recall her getting into a lot of trouble at Boston College for creating women-only classrooms (men were welcome to take her classes, but only as tutorials). If you want to know more about Daly (and get a sense of her as a troublemaker), I recommend checking out her blog, Mary Daly: Radical Elemental Feminist. I love her opening line:

Mary Daly is a Positively Revolting Hag who holds doctorates in theology and philosophy from the University of Fribourg, Switzerland.

In my dissertation, Feminist Ethics and the Project of Democracy, I argue that we urgently need feminist role models who aren’t saints, but are moral exemplars of the resisting spirit and who don’t necessarily show us how best to resist, but that resistance is always possible. These role models inspire us, providing us with the hope that we can transform oppressive institutions and live better lives. Their specific methods may not always be effective but, through their writing/teaching/activism/daily experiences, they encourage us to keep working and fighting and questioning. Mary Daly was one such feminist role model.

Mary Daly died January 3, 2010.