Option#1- Six page reflection paper on "queering" one's own life. What does this mean? Respond in the "I" voice and with no less than five readings to support/contradict/queer your reflective inquiry.
Option#2- Two page project plan with the following information: a) What is your project? b) What is/are your method(s)? c)How is this queering the political? d) What and who are you advocating for? Option #2 MUST be followed up in Week Ten with oral report and oral reflection and discussion in class.
Tuesday, March 3, 2009
Wednesday, January 28, 2009
Queer Study #1
Q Study #1
Due: February 11, 2009
Queer Study- 1) queer person 2) queer time and place 3) homosociality
Queer is an amorphous, un-disciplined, rangy and randy way to employ social and cultural critique. The range of theories and methods are intentionally disruptive, often criticized, and necessarily (?) politically engaged. Use all of your readings thus far to engage with the subjects/objects of your queer study.
(5) page paper in single spaced outline, or other bulleted, forms. First identify, then describe, then critique/explore/explode the maintenance and the stability of the governing and disciplining of the gender/sex and sexual–identity system. Take special care in determining what texts and authors are helpful in this pursuit. Use no less than (3) texts for each study. Reference all textual support with author last name and page number (Foucault 10).
Due: February 11, 2009
Queer Study- 1) queer person 2) queer time and place 3) homosociality
Queer is an amorphous, un-disciplined, rangy and randy way to employ social and cultural critique. The range of theories and methods are intentionally disruptive, often criticized, and necessarily (?) politically engaged. Use all of your readings thus far to engage with the subjects/objects of your queer study.
(5) page paper in single spaced outline, or other bulleted, forms. First identify, then describe, then critique/explore/explode the maintenance and the stability of the governing and disciplining of the gender/sex and sexual–identity system. Take special care in determining what texts and authors are helpful in this pursuit. Use no less than (3) texts for each study. Reference all textual support with author last name and page number (Foucault 10).
11 Queer Questions (mid-term preview)
Monday, Feb 2, we will review the texts, theories, and issues that we have read and discussed during Weeks 1-4. To help you prepare for this review and for the mid-term in-class examination please note the following points:
1) Why is a queer study so invested, complicated, and concerned with issues of history and historiography?
2) What are (the) five goals of queer studies?
3) In composing a people's queer history we, as a class, focused on historical information and personal knowledges that we already knew, so to speak. Why did we do it this way? What about queer studies would valorize this personal, rather chaotic, version of an intellectual history of gender, sex, sexuality, etc. ?
4) What is (are) the dilemmas of rooting queer studies in a gay and lesbian history and theory? What does this possibly obscure?
5) Who are the queer theorists and advocates and activists discussing when talking/thinking queer?
6) What is the major critique of "homosexuality" and "heterosexuality" within queer studies? What are the methods (or lack of methods) that are employed in this analysis and critique?
7) Thinking of post-structuralism as a form of criticism and politics is useful in what ways? How may it not be useful, or even detrimental, to political emancipation and political representation?
8) Who is queer? What does GLBT have to do with it?
9) What is Sedgwick's notion of homosociality? How does it operate and what are the features of her argument?
10) What is "written on the body" according to Jeanette Winterson? How does a body operate in our society as a text? Is this useful to any particular goal of queer studies? If the body is able to be "read" then how should one speak of oppression and repression and liberation? What would Judith Butler expect from this discussion and what would she propose to be done?
11) Foucault's argument is counterintuitive to most discussions of liberation and freedom. How? Who are the other Victorians; what is the repressive hypothesis; what is discourse and how is power formulated within the text, History of Sexuality?
1) Why is a queer study so invested, complicated, and concerned with issues of history and historiography?
2) What are (the) five goals of queer studies?
3) In composing a people's queer history we, as a class, focused on historical information and personal knowledges that we already knew, so to speak. Why did we do it this way? What about queer studies would valorize this personal, rather chaotic, version of an intellectual history of gender, sex, sexuality, etc. ?
4) What is (are) the dilemmas of rooting queer studies in a gay and lesbian history and theory? What does this possibly obscure?
5) Who are the queer theorists and advocates and activists discussing when talking/thinking queer?
6) What is the major critique of "homosexuality" and "heterosexuality" within queer studies? What are the methods (or lack of methods) that are employed in this analysis and critique?
7) Thinking of post-structuralism as a form of criticism and politics is useful in what ways? How may it not be useful, or even detrimental, to political emancipation and political representation?
8) Who is queer? What does GLBT have to do with it?
9) What is Sedgwick's notion of homosociality? How does it operate and what are the features of her argument?
10) What is "written on the body" according to Jeanette Winterson? How does a body operate in our society as a text? Is this useful to any particular goal of queer studies? If the body is able to be "read" then how should one speak of oppression and repression and liberation? What would Judith Butler expect from this discussion and what would she propose to be done?
11) Foucault's argument is counterintuitive to most discussions of liberation and freedom. How? Who are the other Victorians; what is the repressive hypothesis; what is discourse and how is power formulated within the text, History of Sexuality?
Sunday, January 25, 2009
For Monday, Week 4
For Monday, Week Four:
1) Discussion Leader #1 will continue the discussion from Week #2 about the various readings. Focus on a synthesis of the small group's ideas for large group discussion.
2) Discussion Leaders #2 and #3 will collect group discussion papers on Monday (from Weeks #3 and Weeks #4) and prepare, as we have discussed. Be ready to facilitate small and large group discussion on Wednesday, January 28.
I look forward to continuing on our queer path. See you Monday!
1) Discussion Leader #1 will continue the discussion from Week #2 about the various readings. Focus on a synthesis of the small group's ideas for large group discussion.
2) Discussion Leaders #2 and #3 will collect group discussion papers on Monday (from Weeks #3 and Weeks #4) and prepare, as we have discussed. Be ready to facilitate small and large group discussion on Wednesday, January 28.
I look forward to continuing on our queer path. See you Monday!
Monday, January 12, 2009
Discussion Leadership
Tips for Discussion Leadership
1) Read your colleagues response papers. (All students should carry a copy of their response paper with them at all times, i.e., three copies should be in circulation.)
2) Identify certain themes and questions that emerge from the collection.
3) Compare and contrast responses to the readings.
4) Queer the readings, even more. Queer the responses, even more. (Focus your attention on identity categories, the desire for a particular "stability", the resistance to and trouble with certain discursive formations, and the implications of a sexual politic that would result from the authors' and your colleagues' political prescriptions).
5) Make notes, make clarifications, and compose a brief talking points paper (or, at least, a series of issues and questions). Compile all papers and your notes (stapled and ordered) and be ready to turn in to instructor on Wednesday.
6) Be prepared to facilitate discussion and to speak in front of the class on Wednesday.
1) Read your colleagues response papers. (All students should carry a copy of their response paper with them at all times, i.e., three copies should be in circulation.)
2) Identify certain themes and questions that emerge from the collection.
3) Compare and contrast responses to the readings.
4) Queer the readings, even more. Queer the responses, even more. (Focus your attention on identity categories, the desire for a particular "stability", the resistance to and trouble with certain discursive formations, and the implications of a sexual politic that would result from the authors' and your colleagues' political prescriptions).
5) Make notes, make clarifications, and compose a brief talking points paper (or, at least, a series of issues and questions). Compile all papers and your notes (stapled and ordered) and be ready to turn in to instructor on Wednesday.
6) Be prepared to facilitate discussion and to speak in front of the class on Wednesday.
Intro To Queer Studies
Welcome to the Intro to Queer Studies blog.
Check back daily for updates to the course, for more information about queer studies, and for the unsavory, salacious, improper queerings that follow.
"Queerness is about making the given seem strange. It is not necessarily content to be celebrated, for to be celebrated is to be identified, and to be identified is to be stabilized, to lose the nimble stance of crtitique."
----Martha M. Umphrey in "The Trouble with Harry Thaw".
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