You will find below the course syllabus and other related materials
under "Course Materials," along with the readings for each of our
meetings under the various "Course Readings" files.
For the first
assignment, we have given you the option of adding a reading drawn of
your own to the course bibliography. If you would like to do so, please
click on "Add File" and attach the PDF, adding a brief file
description. Once you have done so, click on "Move to" and move the PDF
to the "Course Bibliography" drawer of this "filing cabinet."
should feel free, of course, to add additional materials to the course
bibliography at any time. If you have technical problems, please note
them through the comments box below. We should be able to trouble-shoot
Alt-Academy is a web project elaborating the hybrid practices and positionalities of humanities scholars with Alternative (ie, non-faculty) Academic Careers. Bethany Nowviskie's Introduction: Two Tramps in Mud Time provides a good entry point overview that speaks to the changing academic job market, and the ways that it is often misrepresented to gradaute students.
Ien Ang's essay, "From Cultural Studies to Cultural Research," discusses (and advocates) shifts in cultural studies toward an emphasis on cross-sectoral research and community-based scholarship, focusing on developments at the University of West Sydney.
This introductory chapter to Kathleen Fitzpatrick's book, Planned Obsolescence: Publishing, Technology, and the Future of the Academy, discusses the ways in which digital forms of scholarship are changing what counts as research today.
Co-authored by members of the University of Washington Seattle's Urban Ecology IGERT, "A Rough Guide to Interdisciplinarity" discusses incentives for and barriers to interdisciplinarity and the professional development it requires, focusing largely on the natural and social sciences.
Ron Krabill's "Graduate Mentoring Against Common Sense" challenges many of the conventional forms of advice given to publicly-active graduate students by their mentors. It contains suggestions for better mentoring practices that are more attentive to the aspirations of graduate students.
Laura Pulido's "FAQs" addresses (and answers) six "frequently unasked questions" by graduate students who aspire to become scholar-activists, with a particular focus on her own experience negotiating that role.
George Sanchez's "Crossing Figueroa" discusses the contradictory relations between university reforms aimed at diversity and civic engagement, with a focus on his experiences at the University of Southern California.
David Scobey's keynote address at the 2011 Imagining America conferences challenges advocates of public scholarship to account for and adapt to the shifting realities of students' lives and the political economy of higher education today.
Tim Eatman and Julie Ellison's issued this report, "Scholarship in Public," as part of Imagining America's tenure-team initiative. It is based on several years of research across the humanities, arts, and design, with recommendations that have now been adopted nationally.
Sep 4, 2012, 3:48 PM
Course Readings -- 2nd Meeting (Artifacts and Evidence)
Michael Warner's "Styles of Intellectual Publics" discusses (and critiques) various modalities of public-ness as they circulate in discussions of the role of "public" intellectuals within and beyond the academy.
Sep 10, 2011, 11:03 AM
Course Readings -- 4th Meeting (Arguments and Claims)
This article by Marshall Ganz, "Public Narrative, Collective Action, and Power," lays out a model for developing public narratives in organizing contexts. It will provide a basis for the portfolio workshop.
Aug 20, 2013, 1:41 PM
Course Readings -- Supplemental Bibliography 2013
The activist academic: Grounded and groundbreaking, Barbara Ransby has helped transform the concept of higher education View
This is an article from the Chicago Tribune about Barbara Ransby, a professor of history & African American studies at UIC, who I met through activist work back in Chicago. The article is quite brief & superficial (I can say more about her work during session). But I think Barbara a is a great example of how to combine academia & activism, albeit in slightly different ways than described in the readings for this week.
This "Digital Humanities Manifesto" emerges from the work of HASTAC and makes several recommendations related to the transformation scholarship is and should be undergoing as new digital tools, platforms, and economies come into being.
This catalyst paper, "Full Participation: Building the Architecture for Diversity and Community Engagement in Higher Education," is part of an initiative at Imagining America and Columbia University focused on building linkages among strategies for inclusion/diversity and civic/community engagement. I add it here because it follows up on Sanchez's "Crossing Figueroa" (above) by outlining an action research project intended to foster institutional linkages between diversity and engagement efforts on campuses.
Sonja Kuftinec's "Critical Relations in Community-Based Performance" discusses the potential of community-based performance for social and political activism, focusing on the Animating Democracy Initiative of Americans for the Arts.
Chris Newfield's "The Structure and Silence of the Cognitariat" discusses the political economy of the contemporary university, with an emphasis on the role of intellectuals within the managerial structures of the "knowledge economy."
"Where Credit is Due: Preconditions for the Evaluation of Digital Scholarship" by Bethany Nowviskie is a good critical supplement to Imagining America's Tenure Team Initiative report, "Scholarship in Public," making the case for valuing the processes as well as products of collaborative, networked knowledge production and for the inadequacy of analogues to print publication.
Aug 31, 2012, 11:27 AM
Preface Joseph Transcending Blackness proofs.pdf ViewDownload
In the preface to her book, Joseph discusses the historical emergence of a biracial/multiracial identity politics on campuses in the 1990s as part of her intellectual and political formation.
American Sabor Catalog, Experience Music Project, Seattle, Washington, 2007. Essay by Marisol Berrios-Miranda, Shannon Dudley, and Michelle Habell-Pallan.
Aug 31, 2012, 11:27 AM
Santo & Lucas (2009)- Engaging Academic and Nonacademic Communities through Online Scholarly Work.pdf ViewDownload
Santo, A. & Lucas, C. 2009. “Engaging Academic and Nonacademic Communities through Online Scholarly Work.” Cinema Journal 48(2). University of Texas Press. Austin, TX: pp. 129-138.
Santo and Lucas (both Cinema and Media Studies scholars), address their concern for the decline of public intellectual culture and lack of institutional support for publically engaged scholarship. The authors provide statistical data regarding the ways in which Cinema and Media Studies scholars utilize (or don’t utilize) new technologies in their classrooms and their scholarship. In closing, Santo and Lucas provide a number of examples of successful and forward-thinking scholarship that utilizes web-based technologies such as blogs, vlogs, personal websites, community-forums, and the like.
This keyword essay considers the ways that "skill" as a form of (1) knowledge in practice and (2) knowledge labor is understood and valued in different spheres and periods, and its implications for the current conjuncture in humanities graduate education.
This essay connects policy and funding initiatives on the national level to specific examples of public scholarship enacted at the University of Washington.
Aug 31, 2012, 11:27 AM
Other CPS Materials
Community-Campus Partnerships for Health Principles of Partnership View
Community-Campus Partnerships for Health posits partnerships between communities and higher educational institutions as a strategy for social change, and outline these principles for their enactment. The UW Carlson Center for Public Service and Leadership promotes these principles.
Sep 5, 2013, 11:12 AM
Final Report on CPS Program Assessment April 2012.pdf ViewDownload
The final report of the findings from the 2011-12 CPS program survey.