Archive for the ‘Writing assignment 4: analytical reflection’ Category
Why Reading Antonio Gramsci?
Menia Almenia Dr. Lothian ENG 985 Analytical Reflection Assignment # 4 19 November 2013 Witnessing the current situation in the Middle East and the tragedy of seeing men, women, and children being killed every day as part of the legacy of the Arab Spring, these scenes trigger my academic concerns to pinpoint why it […]
Mona Lisa Smile and (un)Happiness: A Pedagogical Reflection
Sheila Gross Dr. Lothian ENGL 985: Archives and Feelings 19 November 2013 Mona Lisa Smile and (un)Happiness: A Pedagogical Reflection (Disclaimer: Watching 1950s advertisements may cause anxiety, unhappiness, and irritability) Let’s blow this pop stand and cruise back to the 1950s where women were happy housewives because using Ivory Snow laundry detergent (“99% pure with […]
Sucessful Attempts at Failure
Megha Baikadi 985 archives and feelings Dr Alexis Lothian Writing Assignment Four, 11/19/2013 What text from this course will you take forward with you into the development of your dissertation and future projects––or into your life in general? Choose a short passage from something we have read this semester and write an extended reflection […]
Recognition
When I reflect on the course thus far, it is hard to choose one text I will take forward because I know there will be more than one. Ahmed’s, The Promise of Happiness, introduces me to ideas for pulling everything together. It was particularly useful after the readings from a disability studies perspective, discussing […]
Dr. Strangelove’s Babies: Or, How I Learned to Stop Worrying and Love Reproductive Politics
Lauren Shoemaker Dr. Lothian ENGL 985 19 November 2013 Dr. Strangelove’s Babies: Or, How I Learned to Stop Worrying and Love Reproductive Politics Last February I prepared for a class presentation on Charlotte Perkins Gilman’s utopia/dystopia in Herland, and the eugenics movement that she was a part of in early twentieth century America. […]
Shoveling Matter
“Perceiving the lost subjects of history – the missing and lost ones and the blind fields they inhabit – makes all the difference to any project trying to find the address of the present” (Gordon 195). The irony, of course, is that for decades, the activities of literary scholars have been centered around the concept […]
Trading Happiness for Confinement: Making Space for Intimacy
The text that is most influential to the scholarly work I am currently invested in is Sara Ahmed’s The Promise of Happiness. Not only does Ahmed discuss how happiness is structured as a heterosexual paradigm, but she also discusses the idea of the structures that give space to the acts of engaging in homosexual behavior. […]
Brightly Moving Forward into a Future of Failure
Matthew Loudon Dr. Alexis Lothian ENGL 985 19 November 2013 Brightly Moving Forward into a Future of Failure There is a video floating around on the internet wherein a group of parents, adults, are asked what they believe will happen in the future. Their answers are bleak, depressingly so, all variants of “there is no […]
Teaching Queer Theory and Alleviating Public Depression.
Kamal Salem Dr. Alexis Lothian ENGL 985 Assignment # 4 Nov, 19th, 2013 Teaching Queer Theory and Alleviating Public Depression Anne Cvetkovich is the writer who impressed me most in this course. This basically came through her two texts, Depression: A Public Feeling and An Archive of Feelings: Trauma, Sexuality, and Lesbian Public Cultures. […]
Recent Comments in this Document
December 3, 2013 at 4:33 pm
I think this is precisely Gramsci’s point — the factory worker and the sculptor may both be intellectuals or artists, but only one has the *function in society* ––the class position, the privilege––that makes it his or her assigned role. Just as it no doubt requires a certain class status or aspiration to see oneself as able to choose a social function or calling.
See in context
December 3, 2013 at 2:37 am
And, regarding the university as machine, Ferguson would have it even more strongly: he would say that the liberal multiculturalist concern for development of identities is part and parcel of the university as machinery of capital, since it refocuses students’ energies on individual identity rather than the potential for redistribution of resources.
See in context
December 3, 2013 at 2:23 am
Great articulation of the temporality of the classroom.
See in context
December 3, 2013 at 1:46 am
Coming back to this, I’m thinking about whether this discussion of taste might be interestingly put in the kind of terms Mel Chen uses in her discussion of the boy licking the train…
Another possible citation for you, if you pursue this, might be Siane Ngai’s Ugly Feelings, which deals with various literary affects––and the sizeable subdiscipline of food studies, about which I know relatively little but which seems extremely interesting.
See in context
December 2, 2013 at 1:45 am
This is, overall, an attempt to expand on my first writing assignment, channeling the concept into some practical form with some practical justification.
See in context
December 1, 2013 at 4:59 pm
Gramsci’s idea of the organic intellectual is of one who is part of the subaltern group committed to opposing and transforming the social order first; intellectual work is developed with and for the group, rather than in an institution outside of it. So Nafisi’s commitment to the interests of women, which goes beyond her institutional role, might be a kind of organic intellectual work. The distinction between organic and traditional intellectual often doesn’t fit neatly onto the real world, though…
See in context
December 1, 2013 at 2:58 pm
What do we gain by using the term labor––why might it be important to recognize what we do as *work*?
See in context
November 28, 2013 at 7:30 am
Yeah, when we read it in class some of these critiques came up. They have a lot of textual support, too.
But that doesn’t mean its not a good text to tackle issues with – actually, it may be the best way to deal with them. after all, we can sometimes get the best critiques out of texts we *don’t* agree with. It really shows how the cultural scripts differ from the actual truths.
See in context
November 28, 2013 at 7:24 am
Addressing the first part of your comment, there is a binary between bad-old times and good enlightened now, but I think there’s another possible binary between the good, golden past and the present troubled times. I mean, so many historical moments get romanticized, likely because those past things were good to some, and those who would or think they would benefit are those who romanticize them.
And yeah, looking at every ill does sometimes does come across as polarizing all groups into subsets of ills. It becomes too difficult to speak generally, then.
See in context
November 28, 2013 at 7:14 am
Very nice!
I like the examples you’ve chosen to reflect on. The idealization of certain times or actions (often historical) is rampant, and it seems to be an important tool for disseminating happiness scripts, both those of perceived history and the now in which they are created and disseminated.
The female troublemaker and the feminist killjoy… I agree just the act of not enjoying, or not wanting the thing they are ‘supposed’ to want can be itself a killjoy (it doesn’t have to be starting arguments, though that’s fun too).
I’m not sure how much the subject (middle/upper class women) is simply problematic and how much it is simply the script, the happiness script of the culture. I think that probably didn’t sound right. I mean, given the racial, class and gendered nature of happiness scripts, I wonder if this film might be a site for finding problematic elements in the cultural happiness scripts, and not itself a problem choice for such a script because of its exclusions.
I can see how well you’d do with these texts – its really fascinating to me. popular culture is rich with layers of meaning, and so can be carefully analyzed… but it is also dear to students, so they should care (very much) about how it is analyzed. This combination can be a very powerful tool!
See in context