Tag Archives: Teaching

11/15/17

“…Nick Couldry, a British media scholar, who argues in his book Why Voice Matters that we are experiencing a contemporary crisis of voice—across political, economic, social domains.  At root, he argues, is a pervasive doctrine of neoliberalism that denies voice matters.”

Documentary studies — close reading, “close enough to hurt”

“Get proximate” to the social justice issues that need our attention

  • Audrey Watters, “The Web We Need to Give Students” (this is one of my favorite pieces about Domain of One’s Own — many of you may have already read it, but I figured I’d add it to the list in case)

Social Justice and education

What do our students’ domains look like after they leave the course in which it was created?

How do faculty use these in “later” classes?

Archive of our own

Digital minimalism

10/4/17

§ Readings for today:

¶ President Paino’s Vision statement for UMW

“Investment of Hope” — 4 goals, each with action steps:

1.Service and social justice

2. Reconstitute the liberal arts for the digital age

3. “Immerse students in impactful learning experienes”

4. Diverse and conclusive community for success

What does a public institution look like with digital liberal arts?

¶ Bryan William Van Norden, “What’s with Nazis and Knights?” Huff Post, 9/19/17

¶ Nathan Heller, “What’s Roiling the Liberal Arts?” The Big Uneasy, The New Yorker, May 30, 2016

¶ Dorothy Kim, “Teaching Medieval Studies in a Time of White Supremacy,” In the Middle, August 28, 2017

¶ Dorothy Kim, “Race, Gender, Academia, and the Tactics of Digital Online Harassment,” SCS Newsletter (Sept. 2017), Medieval Studies and Harassment: https://classicalstudies.org/about/scs-newsletter-september-2017-medieval-studies-and-harassment

“This lack of a website has been a regular talking point for institutions and colleagues who have invited me out for lectures or workshops. It’s an inconvenience but one I plan to continue doing because of the mass of harassment I expect to get when Digital Whiteness and Medieval Studies (forthcoming, ArcPress/WMU) comes out as it discusses online white supremacy (white supremacists/white nationalists/KKK/MRA etc.).”

 

§ See also:

¶ DK mentioned: Being Black at Michigan

¶ stablish a Social Media Policy, SCS

¶ Rebecca Mead, “The Troll Slayer, A Cambridge classicist takes on her sexist detractors,” The New Yorker, Sept. 1, 2014.

¶ Mary Beard, “Women in Power”

¶ Sarah E. Bond, “Why we need to start seeing the Classical world in color,” Hyperallergic, June 7, 2017.

“Most museums and art history textbooks contain a predominantly neon white display of skin tone when it comes to classical statues and sarcophagi. This has an impact on the way we view the antique world. The assemblage of neon whiteness serves to create a false idea of homogeneity — everyone was very white! — across the Mediterranean region. The Romans, in fact, did not define people as “white”; where, then, did this notion of race come from?”

¶ Colleen Flaherty, “Threats for what she didn’t say,” Inside Higher Ed, June 19, 2017.

§ Pedagogical take-aways:

¶ Be patient, be diligent, teach awareness, have their back, support

A Venice site

I can imagine creating something like this with students about the city of Venice. The link is to The Virtual Lawn produced at the University of Virginia. There’s a great deal here that focuses on Jefferson and his architecture at UVA, but also the Renaissance architect Palladio, Humanism, ancient and Renaissance villas, and much more.

I also really like Frederic Kaplan’s Ted Talk on building an information time machine on the city of Venice. This would be a challenge here.