Transformations: The Journal of Inclusive Scholarship and Pedagogy最新文献

{"title":"Pushing Up against Too Much: Reading, Writing, and Witnessing Illness in the First-Year Seminar","authors":"A. Wallace","doi":"10.1353/TNF.2014.0027","DOIUrl":"https://doi.org/10.1353/TNF.2014.0027","url":null,"abstract":"Nearly a decade ago, I taught a first-year seminar at Adelphi University that remains simultaneously my most challenging and my most rewarding teaching experience, both personally and professionally. I designed “Illness as Narrative: Bearing Witness to Cancer and AIDS” around an ambitious reading schedule, fusing trauma theory and concepts from disabilities studies with stories of illness. Although I have considered offering a version of this course at my current university, and I frequently teach many of the texts and theories in smaller doses within a semester, this intensive twiceweekly seminar required a uniquely high level of emotional stamina from the very start. On the first day, I asked the students why they had selected our class out of the dozens of options open to them. This is what I heard: “My aunt had breast cancer.” “My mother is a breast cancer survivor.” “I have cancer in my family.” “My dad has cancer.” “I was an HIV/AIDS peer educator in high school.” “My uncle died of cancer.” “My grandfather died of AIDS.” “My mother recovered from breast cancer.” “I work with an AIDS organization.” “My grandmother had cancer.” “So did mine.” “I am a cancer survivor.” “I have cancer in my family.” Days into the semester, students told bits of their stories of illness and disability, expanding both beyond the family circle and beyond cancer and AIDS: stories of friends who had serious physical disabilities, of a community allowing itself to forget a young man dead of AIDS, of a student living in fear of her family’s history of heart disease, of another student’s battle with anorexia. Over the course of our time together, the onslaught of pain and loss did not subside: that fall, one student lost a close friend, another’s grandmother died, yet another’s father was losing ground to his cancer. And days after the semester ended, one student went home to Florida to learn his mother had just been diagnosed with cervical cancer.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122311693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Vulnerability and Power”: Disability, Pedagogy, Identity","authors":"S. Chinn, E. Samuels","doi":"10.1353/tnf.2014.0026","DOIUrl":"https://doi.org/10.1353/tnf.2014.0026","url":null,"abstract":"One of the major contributions of disability studies (DS) is the insight that our bodies change and have changed meaning over time—not just within lifetimes, but more structurally, over decades and centuries. Following the twin leads of Michel Foucault and the Disability Rights movement, schol­ ars in DS have traced the shifting definitions of seemingly self-evident terms like “able-bodied,” “independent,” and “productive,” at the same time reclaiming derogated terms such as “crip” and “mad.” It’s not surprising, then, how many of the founding figures in the humanities in contemporary DS have been historians and historicizers.1 Helen Deutsch’s groundbreaking work on early modern concepts of impairment and disability argues that in a culture in which bodies were vulnerable to infections, injury, malnutrition, and prenatal and birth com­ plications, the language for physical and cognitive anomaly was both more granular and more generalized: physically disabled, blind, intellectually dis­ abled, and injured people fell into the same amorphous category as sup­ posed “freaks of nature” (people of unusually large or small stature, con­ joined twins, people born without various limbs) and “monsters.” And the eighteenth century distinction between “defect” and “deformities” con­ stitutes a very different vocabulary of bodily difference from the one in place in the twentieth and twenty-first centuries. At the same time, impairments that would in more recent times be considered wholly disabling—for example, Samuel Johnson’s several disabil­ ities (poor vision, extensive scarring from scrofula, and a neurological con­ dition that resembled Tourette’s syndrome)— were seen as eccentricities or deformities, rather than identifiers of a particular kind of person. Disability scholars have chronicled this dynamic relationship between historical change and embodiment, not least the ways in which marginalized gender, race, and class identities could themselves be categorized as diseases or dis­ abilities. d s has shown the inextricability of US definitions of disability over time from the economics of plantation slavery, the characterization of bourgeois femininity as constitutively diseased, the pathologizing of a range of sexual desires and activities, as well as the historically constructed focus on independence as the measure of citizenship. That is to say, we cannot understand our past, or our present, without looking at how marginal and impaired bodies are imagined to fit into the body politic. Ellen Samuels is part of the second generation of disability studies aca­ demics, a generation that has inherited these insights and built upon them. Trained in the field by established scholars, Samuels claims an intersectional","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114345667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cripping the Classroom: Disability as a Teaching Method in the Humanities","authors":"C. McKinney","doi":"10.1353/TNF.2014.0024","DOIUrl":"https://doi.org/10.1353/TNF.2014.0024","url":null,"abstract":"Disability pedagogy is a growing and vibrant topic for educators and for scholars of disability studies. Debates range at the K-12 level from reshaping classes to include students with all types of disabilities, instead of marginalizing them in special education classes (Liasidou 171-174, Ware 108), to debates at all levels over the importance and limits of identity politics and disability embodiment (Linton 152-156). Disability in the classroom, both literally and conceptually, is transforming how we think about the normative goals of education and the requirements of an accessible classroom. These debates are important to understand, and they succeed in pushing disability pedagogy. This essay, however, considers disability as a method for approaching texts and facilitating engagement in the classroom. I will focus on methods of “cripping the classroom” in a humanities and humanistic social sciences college setting when the class is not explicitly oriented around issues of disability. Cripping the classroom entails developing a political understanding of disability as a socially constructed category that focuses attention on questions of accessibility as central normative concerns for interpersonal, intellectual, and social relations. Cripping the classroom can enrich the use of disability pedagogy to spur thinking about disability and about the world. “Disability“ here refers to the complex of embodied difference rendered pathological by discursive and material practices. “Impairment“ marks particular embodied differences, such as being hard of hearing or paralyzed or autistic, but disability refers to the social life of those embodied differences—how people and the world interpret, react to, integrate, and exclude those impairments and the people who have them. Disability as an identity becomes a pressing concern for anyone interested in creating social justice in the humanities classroom because ableism, or the norms and structures of society that work to exclude or diminish the life chances of people with disability, is written into the canons of philosophy, European and American history, political science, and literature. People with disabilities are excluded from the college classroom because of admission requirements that foreclose interacting with students with various intellectual disabilities, or campuses with buildings grandfathered in under the Americans with Disabilities Act that make dorms and classrooms only minimally accessible to people with mobility impairments. Beyond these exclusions, the formative nature of disability oppression in how we think CLAIRE McKINNEY","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128988899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring New Ground for Religion in the Classroom","authors":"Kristi Upson-Saia","doi":"10.1353/TNF.2014.0001","DOIUrl":"https://doi.org/10.1353/TNF.2014.0001","url":null,"abstract":"In their December 31st 1999 issue—the final issue of the millennium— The Economist wrote an obituary for God, boldly pronouncing him dead. After recounting the wide impact of religion in preceding centuries and acknowledging that, even in a post-enlightenment world, “the corpse just wouldn’t lie down,” the editors concluded that the time had finally come to bury the dead. Religion, they declared, had become largely insignificant (“Obituary”).1 As it turned out, the death knell was premature.2 Just a few years later, with the September 11th attacks on the World Trade Center and the Pentagon and with wars in Afghanistan and Iraq, the conflation of national identity (or national allegiance) and Christianity emerged with renewed zeal.3 For many Americans—including Muslim-Americans—these events intensified their previously held commitments and the degree to which their religion informed their worldview and sense of self. At times, intensified religious identifications have led to division and tension between religious groups in this country, sometimes erupting in violence. But, at the same time, these events have prompted in many Americans a desire to learn more about religious traditions other than their own and the media, scholars, and Islamic organizations have responded to meet this demand. Oprah, for instance, devoted a full episode to “Islam 101” and Larry King invited a series of Muslim guests to his show. News outlets humanized Islam by running features on Muslim Americans, from Girl Scouts to comedians (Helms; Lee). Scholars published popular books that analyzed the new religious landscape in America and that illuminated the perspectives of Muslims abroad (e.g., Lincoln; Lawrence and Howarth).4 Finally, mosques and Islamic organizations across the country hosted educational events as well as interreligious dialogue. So while fear and distrust have created fissures between some religious communities, a newly educated public has also begun to forge new interreligious understanding and relationships, revealing another feature of American nationalism: religious tolerance and freedom (Eck). In addition to playing a role in national identity and foreign policy, religion is also an increasingly significant indicator of political affiliation. (See, for instance, a recent Pew Center report on the coincidence of religious right membership and support of the Tea Party [Pew Research Center, “The Tea Party”].) Religious logic and rhetoric is also a persistent feature in domestic policy debates, most notably around gay marriage, abortion, and stem cells (Pew Research Center, “Religion”).5 So,","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"210 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134380342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Trans*formative Teaching","authors":"H. A. Ackley, Joy Ladin, C. Partridge","doi":"10.1353/TNF.2014.0006","DOIUrl":"https://doi.org/10.1353/TNF.2014.0006","url":null,"abstract":"","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122485200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Min(d)ing the Gaps: Exploring Ancient Landscapes through the Lens of GIS","authors":"Lillian Larsen, Stephen Benzek","doi":"10.1353/TNF.2014.0003","DOIUrl":"https://doi.org/10.1353/TNF.2014.0003","url":null,"abstract":"","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129805478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dispelling The Magic: Blogging in the Religious Studies Classroom","authors":"Michael J. Altman","doi":"10.1353/TNF.2014.0009","DOIUrl":"https://doi.org/10.1353/TNF.2014.0009","url":null,"abstract":"For most students, the university course is the product of an illusion. Courses like “Western Civilization,” “American Literature,” and “Religious Studies” appear in the catalog and online registration system magically. As historian of religion Jonathan Z. Smith put it, university courses are “mysterious objects, because the students have not seen the legerdemain by which the object has appeared” (“The Necessary Lie“ 80). Introductory and survey courses are particularly mysterious. In order to engage students more deeply in our courses, we must reveal the trapdoors, mirrors, and deflections that make up the illusion of “Western Civilization“ or “World History.” How can our syllabi engage the question, “why this and not that?” How can teachers best invite students to peek behind the curtain? I have taken up these questions in my “Introduction to Religious Studies” and “History of Religions of America” courses. At first blush, content and its importance appear to be the answer to the mystery of the university course. Religion is important, right? Many people claim it is a universal and fundamental human experience. But content itself does not solve the mystery, because the importance of this content versus that content is always already assumed. Content is important because it is on the syllabus. The mystery and the magic remain. To dispel the magic, the pedagogy of religious studies must shift from content to critical thinking in ways that mirror a theoretical shift in the study of religion. Beginning in the late nineteenth century and lasting through the twentieth century, the study of religion focused on descriptive accounts of religions. As Mircea Eliade wrote in his foundational work The Sacred and the Profane, “Our primary concern is to present the specific dimensions of religious experience, to bring out the differences between it and profane experiences of the world” (17). Beginning in the 1980s, scholars critical of Eliade’s descriptive approach argued that religion, or “the sacred,” was not a universal and essential given. Rather, “religion” was a constructed category whose content shifted depending on the circumstances. As Smith has argued, “religion is solely the creation of the scholar’s study. It is created for the scholar’s analytic purposes by his imaginative acts of comparison and generalization.” Thus, “the student of religion must be able to articulate clearly why ‘this’ rather than ‘that’ was chosen as an exemplum” (Imagining Religion xi). Scholars of religion have pushed past Smith’s argument toward studies investigating the political, racial, social, and colonial ideologies that shape the construction of religion.1 1 See, for example, Chidester, Savage Systems and Empire of Religion; and Masuzawa.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"401 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120867449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Making Stories Matter Inside and Outside the Classroom: Service Learning in a Disability in Literature Course","authors":"Bridget M. Marshall","doi":"10.1353/TNF.2014.0021","DOIUrl":"https://doi.org/10.1353/TNF.2014.0021","url":null,"abstract":"1 Service learning (sometimes capitalized, sometime hyphenated) has a variety of definitions; I prefer Robert Bringle and Julie Hatcher’s: service learning is “a coursebased, credit-bearing educational experience in which students (a) participate in an organized activity that meets identified community needs and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility” (112). BRIDGET M. MARSHALL Making Stories Matter Inside and Outside the Classroom: Service Learning in a Disability in Literature Course","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125312395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assisting a Person in a Wheelchair: A Notes on This Guide","authors":"Bryan Villa","doi":"10.1353/TNF.2014.0025","DOIUrl":"https://doi.org/10.1353/TNF.2014.0025","url":null,"abstract":"","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124384989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Cute Girl in Wheelchair—Why?”: Cripping YouTube","authors":"R. Reinke, A. Todd","doi":"10.1353/TNF.2014.0029","DOIUrl":"https://doi.org/10.1353/TNF.2014.0029","url":null,"abstract":"Hi I’m Kaley! I am trans and proud! I go to Salisbury University to study Social Work, I’m Hispanic, and I have a muscle degenerative disorder called Duchenne Muscular Dystrophy. In November of 2013 I opened up about being a trans girl! Coming out has been a tough emotional roller coaster and I will do my best to overcome those difficulties. I will give it all I’ve got! I made this channel for others that are going through what I’m going through and show them they are not alone. The show is about me trying to become who I am. We will get to see my progress to become Kaley! I hope you can join me in my awesome journey!","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128470943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}