Winter 2017 – Graduate Seminars
“It sometimes seems to me,” writes Emmanuel Levinas (1906-1995), “that the whole of philosophy is only a meditation on Shakespeare” (Time and the Other 47). In this seminar we will reflect on 1) how Shakespeare figures in Levinas’s philosophical development from the time of the appearance of Existence and Existents and Time and Other, both published just after the Second World War, through Humanism of the Other and Otherwise than Being in the early 1970s); and 2) how Levinas’s thought can, in turn, open up the ethical dimension of Macbeth, Hamlet, and King Lear, three plays that Levinas particularly admired.
This seminar will be taught at the Oregon State Penitentiary (OSP), a maximum-security facility in Salem. It’s an Inside-Out class, i.e. a course taught behind prison walls that combines inside students (adults-in-custody at OSP) and outside students (graduate students at UO) and that utilizes the pedagogical approach of the Inside-Out Prison Exchange Program. This pedagogy emphasizes lively, engaged discussion that tends to go to a much deeper and more visceral experiential level than is usually the case in a traditional academic setting. We will reflect on the relation between Inside-Out pedagogy and what Levinas means by ethics as an experience of being turned inside-out before the face of the other for whom I am inescapably responsible.
This course promises to be transformational for graduate students on many levels. We will read through Turning Teaching Inside-Out: A Pedagogy of Transformation for Community-Based Education (Palgrave Macmillan, 2013) and will reflect on our own approaches to teaching. Graduate students may well find themselves drawn to teach Inside-Out classes of their own.
Transportation will be provided up to Salem and back each week.
Instructor: Bergquist, Carolyn
The Composition GTF Seminar is the theoretical component of the three course pedagogy sequence designed to prepare graduate students to teach in the Composition Program’s writing courses. Successful completion of this course is a necessary prerequisite for appointment as a GTF to teach composition courses in English. Policies regarding appointments are summarized in the 2010-11 edition of the Composition Program Policy Manual
Instructor: Gershow, Miriam
Prospective Composition GTFs who are currently enrolled in or have successfully completed ENG 611 spend one term working with an experienced teacher in a section of WR121 or WR122. The apprenticeship is set up to complement the theoretical work in ENG 611 with practical experience for teaching WR121 or 122. Grading option is P/NP only.
Instructor: Bovilsky, Lara
This course is intended to be useful to students with a strong interest in early modern studies or for those in other fields who anticipate teaching Shakespeare, or for any graduate student eager to think intensively and practically about literary pedagogy. This seminar will explore various scenes and models of pedagogy and learning found within Shakespeare’s writings, in the sixteenth-century humanist and rhetorical theory that structured education and thinking for Shakespeare and other students in the early modern period, and in our own present and future classrooms. We will think about questions important to Shakespeare about teaching and learning, youth and experience, and theory and practice, alongside real-world analogues and variations.
Instructor: Bohls, Elizabeth
Slavery shaped the ecology, economy, and culture of the Atlantic Rim, including parts of Europe, Africa, and the Americas. In the long eighteenth century (1660-1838), British slavery on the Caribbean sugar islands reached its peak, was fought by the abolitionist movement and ended by Parliament. Meanwhile, a rather different slave society matured in the United States. We will study the literary production of early Black writers and the representation of slavery in the Anglophone literature of the Atlantic Rim, including historical contexts and influential critical approaches. Primary materials include travel narratives, slave narratives, planter histories, political tracts, diaries and ships’ logs, as well as a novel and assorted poetry.
Instructor: Wald, Sarah
Ecocriticism is the study of the relationship between literature and the environment. Ecocritical inquiry takes many forms and is often interdisciplinary. In one emergent tributary of ecocriticism, scholars have engaged thoughtfully with the intersections between Race and Ethnic Studies and environmental literary and cultural criticism. These scholars have sought to understand how racial projects articulate with changing cultural constructions of nature. How have representations of nature, land, or the environment communicated particular ideas about race and racial categories? How have Black, Native American, Latina/o and Asian American writers navigated the mutually-constitutive construction of race and nature in their literary and cultural productions? In addressing these questions, this course foregrounds scholarship by environmental literary and cultural critics that engages in an informed and extended manner with insights from U.S. Race and Ethnic Studies, including the fields of Asian American Studies, African American Studies, Latina/o Studies, and Native American Studies.
Instructor: Wheeler, Betsy This course takes an intersectional approach to contemporary young adult and children’s literature, primarily but not exclusively from the United States. We also focus on the mastery of scholarly writing and the field of disability studies. The reading list includes body theories poised at the intersection of gender, race, sexuality, class, and ability and applies them to speculative fiction, picture books, coming of age stories, and graphic memoirs, including The Absolutely True Diary of a Part-Time Indian, Hyperbole and a Half, Orleans, El Deafo, Marcelo in the Real World, Sosu’s Call, and The Reason I Jump. We will take these theories apart to see what we might learn for our own writing. We will hone the crafts of scholarly writing, especially grant applications and transforming papers into publishable articles. For the term project students have three options: writing the first draft of an article on the course topics, taking a previous essay and revising it into an article, or writing a grant proposal.
Instructor: Gilman, Lisa
This course introduces students to ethnographic fieldwork in folklore by integrating research practice with methodological and theoretical readings. Topics include identifying a subject of study, developing appropriate research strategies, initiating fieldwork, establishing rapport, reflexivity, representation, and uses for technology. Each student will conceptualize and execute a fieldwork project while developing practical skills in proposal writing, observation, interviewing, analysis, documentation, and presentation.