Venice Beach, California
Chapman University
Fall 2014
FFC: Queer Critique
Instructor Contact Information:
- Ian Barnard, Ph.D.
- Office: 428 N. Glassell #104
- In-Person Office Hours: Tuesdays and Thursdays 1-2 p.m., and by appointment
- Email Office Hours: [email protected]
Course Description:
Required Texts (available at the University Bookstore):
# = be sure to purchase the correct editions of these books
Grade Distribution:
Major Assignments:
- Catalog Course Description: "This course engages students in interdisciplinary, university-level critical inquiry and reflection. The FFC course focuses more on critical engagement, exploration, and communication related to complex issues than on mastering a body of material. The section topics vary, and students select a topic according to their academic and personal interests. Must be taken for a letter grade. (Offered every semester.) 3 credits."
- Queer Critique: Eve Kosofsky Sedgwick famously asserted that "an understanding of virtually any aspect of modern Western culture must be, not merely incomplete, but damaged in its central substance to the degree that it does not incorporate a critical analysis of modern homo/heterosexual definition." Using Sedgwick's claim as a starting point, this section invites you to analyze the ways in which sexuality and gender are constructed and constitutive in our society, and how they define and are defined by race, class, colonialism, and other nexuses of power and identity. We'll consider challenges to conventional gender binaries offered by transgender studies. We'll also examine and produce our own multimedia queer interventions into contemporary culture and politics, including engaging with queer critiques of the “it gets better” campaign and queering popular films and television shows.
- The student critically analyzes and communicates complex issues and ideas
Required Texts (available at the University Bookstore):
# = be sure to purchase the correct editions of these books
- Bornstein, Kate. My New Gender Workbook. #
- Doty, Alexander. Making Things Perfectly Queer.
- Graff, Gerald, and Cathy Birkenstein. They Say/I Say: The Moves That Matter in Academic Writing. 2nd ed. #
- We will also watch a film and several short videos in class, and I will post articles on Blackboard for you to read. You will find your own readings in the course of research you will do for the essay assignment. In addition, I expect you to spend time and energy reading your colleagues' workshop drafts.
Grade Distribution:
- Bornstein Project ....................................................................................................................... 25%
- "It Gets Better" Essay ............................................................................................................... 25%
- Collaborative Video Remix ........................................................................................................ 25%
- Other Assignments ..................................................................................................................... 25%
- Attendance and Participation: Due to the highly interactive nature of this course and the emphasis on group work and class discussions, I expect you to attend all class meetings (and to be on time). You may miss four class meetings without penalty. If you miss more than four class meetings, I will lower your final course grade by 1/3 grade for each additional absence. Two tardies (arriving late or leaving early) count as one absence. I will also mark you tardy if you are unprepared for class.
Major Assignments:
- Bornstein Project: Use My New Gender Workbook to analyze a contemporary object, text, institution, or practice in the US or elsewhere. Your analysis could critique the transphobia of the text / institution / practice, or show how the text / institution / practice breaks down gender binaries, or complicates this distinction. You may present your analysis critically or creatively and using any medium. Your project may be individual or collaborative and should be equivalent in time, effort, and substance to a well thought-out and revised 5 page essay.
- "It Gets Better" Essay: Compose an essay in which you make a well-informed, carefully considered contribution to the discourse around and about lgbt bullying, hate crime legislation, and the "it gets better" campaign. Don’t just repeat what others have said about this topic or what we say in class—think about what contribution you would like to make to the conversation. This contribution could be a new idea, a new take on an old idea, a response to what someone else has said, an analysis of what someone else has said, a critique of the existing parameters of the discourse, etc. Your essay must engage with at least two sources, at least one of which should be one of the assigned class readings on the topic and at least one of which should be a source you have found on your own. Follow the guidelines in They Say/I Say for engaging effectively with sources. Cite all sources in the body of your essay following a recognized scholarly format (e.g., MLA) and conclude your essay with a bibliography following the same scholarly format. Your essay (excluding the bibliography) should be 1000-1500 words long. You are welcome to include material from your Blackboard posts in your essay. Double space your text, number your pages, and create 1 inch margins on all sides of your pages. Don't forget to include a title. Since you are posting your essay on Blackboard, you are welcome to include links and other digital materials. Imagine your readers as other scholars who are interested in your topic but who are not necessarily members of our class.
- Collaborative Video Remix: With your group members, create a 3-5 minute video, post the video on YouTube, and give an in-class presentation on your video. Your video should present a "remediation" of a contemporary film or television show in which you "queer" the original text along the lines suggested by Doty. Your video must use only existing footage (primarily from the movie or TV show you are "queering"). During your oral presentation, introduce your project and your group members, give the rationale for your video, explain what contribution each group member made to the project, show your video to the class, and answer questions. All group members must participate in answering questions. The entire presentation (including questions and answers) should last no more than 15 minutes. This assignment is designed to enable you to work with new media, to apply your understanding of The Celluloid Closet and Making Things Perfectly Queer by making creative queer interventions into popular culture, to present your ideas orally, and to work collaboratively with colleagues. Your grade will be based on a) the substance and professionalism of your video, b) your ability to explain the rationale for your video during the oral presentation and answer questions effectively, and c) how well your group members collaborate. All group members will earn the same grade unless a group member fails to make a substantial contribution to the project.
- Other Assignments include Blackboard responses to readings and colleagues, in-class writing and other in-class activities, and drafts of major assignments. I grade these assignments on a credit/no credit basis. In class we will discuss the criteria for earning credit on these assignments. You must complete an assignment on time in order to earn full credit for it. You may be able to earn partial credit for a late assignment, provided that you request an extension before the due date. You cannot make up missed in-class work.
-
Citation of Sources: Plagiarism is a contested and context-specific topic. We will discuss effective ways of using
sources and issues around plagiarism in class. Click here to read Chapman University's policy on academic integrity.
- Email Protocol: I acknowledge all email messages within 48 hours. If you email me but don’t get a response, I haven’t received your email. Feel free to email me concerning any questions you have about the course or about your work. Do not email your work to me for feedback; I’d be happy to discuss your work with you in person. It’s important to practice composing professional emails: be sure that your emails to me include appropriate subject lines, salutations, and closes.
- Classroom Dynamics: I do not spend much time lecturing and expect you to participate vigorously in the many discussions around which the course is organized. We all teach and learn in this course--I do not believe in a one-way transmission of “knowledge” from instructor to students. I don’t have all the answers, and I look forward to learning as much as teaching in this course. You should direct your questions and comments in class to your colleagues as much as to me. I encourage you to talk in class.
- Diversity: Chapman University is committed to ensuring equality and valuing diversity. Students and professors are reminded to show respect at all times as outlined in Chapman's Harassment and Discrimination Policy. Any violations of this policy should be discussed with the professor, the Dean of Students, and/or otherwise reported in accordance with this policy. Click here to read Chapman University's Statement on Diversity.
- Students With Disabilities: Please see me early in the semester if you have a documented disability, so that we can discuss what accommodations, if any, I might make to help you to succeed in this class. Click here to read Chapman University's Policy Statement for Assisting Students with Disabilities.
tentative schedule
Readings marked * are on Blackboard
For 11:30 a.m. class, Blackboard responses are due at 11 a.m.
For 2:30 p.m. class, Blackboard responses are due at 2 p.m.
9/2/2014
9/4/2014
9/9/2014
9/11/2014
9/16/2014
9/18/2014
9/23/2014
9/25/2014
9/30/2014
10/2/2014
10/7/2014
10/9/2014
10/14/2014
10/16/2014
10/21/2014
10/23/2014
10/28/2014
10/30/2014
11/4/2014
11/6/2014
11/11/2014
11/13/2014
11/18/2014
11/20/2014
THANKSGIVING BREAK
12/2/2014
12/4/2014
12/9/2014
12/11/2014
For 11:30 a.m. class, Blackboard responses are due at 11 a.m.
For 2:30 p.m. class, Blackboard responses are due at 2 p.m.
9/2/2014
- In-class Activities: introduction to the course; discuss "queer"; course pronouns
- Homework Assignments: read They Say/I Say Chapters 11-12
9/4/2014
- In-class Activities: discuss syllabus; discuss reading; discuss classroom courtesy; class member introductions; Sedgwick contexts; discuss annotation; practice explication; criteria for Blackboard posts and responses
- Homework Assignments: read Sedgwick, "Queer and Now" *; post your 250-500 word explication of one paragraph from "Queer and Now" on Blackboard by 11 a.m./2 p.m. on 9/7 (make specific references to the text; don't repeat what everyone else says); respond to any three colleagues by 11 a.m./2 p.m. on 9/9 (each response should be at least a paragraph long; don't respond to the same colleagues as everyone else or repeat what everyone else says); cut and paste or post as Word/PDF attachments
9/9/2014
- In-class Activities: discuss reading and Blackboard posts; introduction to Bornstein
- Homework Assignments: read Preface and Chapters 1-3 in My New Gender Workbook; complete all the workbook assignments as you go
9/11/2014
- In-Class Activities: discuss reading; in-class writing
- Homework Assignments: read Chapters 4-6 in My New Gender Workbook; complete all the workbook assignments as you go; post your 250-500 word discussion of the reading on Blackboard by 11 a.m./2 p.m. on 9/14 (what aspects of Chapters 4-6 did you find most interesting/striking/troubling? Make specific references to the reading. Focus on developing one or two points rather than on trying to cover everything Bornstein brings up in these three chapters); respond to any three colleagues by 11 a.m./2 p.m. on 9/16 (each response should be at least a paragraph long; don't respond to the same colleagues as everyone else or repeat what everyone else says; respond to different colleagues from those you responded to last time)
9/16/2014
- In-Class Activities: discuss reading and Blackboard posts; assign Bornstein Project
- Homework Assignments: read Chapters 7-10 in My New Gender Workbook; complete all the workbook assignments as you go
9/18/2014
- In-Class Activities: discuss reading; work on Bornstein Project; activities based on My New Gender Workbook
- Homework Assignments: post a complete draft of your Bornstein project or a link to it on Blackboard by 11 a.m./2 p.m. on 9/21; read your group members' Bornstein project drafts before class
9/23/2014
- In-Class Activities: peer workshops and in-class Blackboard posts
- Homework Assignments: work on the revision of your Bornstein Project
9/25/2014
- In-Class Activities: introduction to "It Gets Better" issues; watch and analyze video
- Homework Assignments: post your revised Bornstein Project or a link to it on Blackboard by 11 a.m./2 p.m. on 9/30
9/30/2014
- In-Class Activities: Bornstein Project debrief; discuss "It Gets Better" issues and videos
- Homework Assignments: read selected "It Gets Better" articles *
10/2/2014
- In-Class Activities: discuss readings
- Homework Assignments: read selected "It Gets Better" articles *; post your 250-500 word response to one of the assigned articles on Blackboard by 11 a.m./2 p.m. on 10/5 (make specific references to your article); respond to three colleagues by 11 a.m./2 p.m. on 10/7 (each response should be at least a paragraph long; don't respond to the same colleagues you responded to previously)
10/7/2014
- In-Class Activities: discuss reading and Blackboard posts; assign "It Gets Better" Essay; introduction to use of sources; "Letter to Ian"
- Homework Assignments: read They Say/I Say Preface, Introduction, Part 1
10/9/2014
- In-Class Activities: library workshop on research (meet in LL 305)
- Homework Assignments: research for your "It Gets Better" Essay
10/14/2014
- In-Class Activities: no class (work on your research)
- Homework Assignments: read They Say/I Say Part 2; post a 250-500 word specific report on Blackboard by 11 a.m./2 p.m. on 10/19 on which sources you plan to use in your essay and how you plan to use each source according to the guidelines offered in They Say/I Say (make specific references to They Say/I Say); respond to your group members by 11 a.m./2 p.m. on 10/21 (each response should be at least a paragraph long; we will discuss response guidelines in class)
10/16/2014
- In-Class Activities: no class (work on your research)
- Homework Assignments: read They Say/I Say Part 2; post a 250-500 word specific report on Blackboard by 11 a.m./2 p.m. on 10/19 on which sources you plan to use in your essay and how you plan to use each source according to the guidelines offered in They Say/I Say (make specific references to They Say/I Say); respond to your group members by 11 a.m./2 p.m. on 10/21 (each response should be at least a paragraph long; we will discuss response guidelines in class)
10/21/2014
- In-Class Activities: discuss research; in-class writing
- Homework Assignments: bring your tentative thesis to class
10/23/2014
- In-Class Activities: work on theses
- Homework Assignments: post a complete draft of your "It Gets Better" Essay on Blackboard by 11 a.m./2 p.m. on 10/26; read your group members' essay drafts before class
10/28/2014
- In-Class Activities: peer workshops and in-class Blackboard posts; mid-semester course evaluations
- Homework Assignments: read They Say/I Say Part 3
10/30/2014
- In-Class Activities: workshop on citation of sources; discuss reading; discuss mid-semester course evaluations
- Homework Assignments: post your revised "It Gets Better" Essay on Blackboard by 11 a.m./2 p.m. on 11/4
11/4/2014
- In-Class Activities: Introduction to The Celluloid Closet; watch The Celluloid Closet (first part)
- Homework Assignments:
11/6/2014
- In-Class Activities: watch conclusion to The Celluloid Closet; discuss film; introduction to Doty
- Homework Assignments: read Introduction to Making Things Perfectly Queer; post a 250-500 word discussion of what you found most interesting about Doty's introduction on Blackboard by 11 a.m./2 p.m. on 11/9 (make specific references to Doty's text); respond to three colleagues by 11 a.m./2 p.m. on 11/11 (each response should be at least a paragraph long; don't respond to the same colleagues you responded to previously)
11/11/2014
- In-Class Activities: discuss reading and Blackboard posts; "It Gets Better" Essay debriefing
- Homework Assignments: read Chapters 1-2 in Making Things Perfectly Queer
11/13/2014
- In-Class Activities: discuss reading; in-class writing
- Homework Assignments: read Chapters 3-4 in Making Things Perfectly Queer
11/18/2014
- In-Class Activities: discuss reading; technology survey; assign Collaborative Video Remix
- Homework Assignments: read Chapter 5 and Afterword in Making Things Perfectly Queer
11/20/2014
- In-Class Activities: discuss reading; work on Collaborative Video Remix
- Homework Assignments: work on Collaborative Video Remix
THANKSGIVING BREAK
12/2/2014
- In-Class Activities: work on Collaborative Video Remix
- Homework Assignments: work on Collaborative Video Remix
12/4/2014
- In-Class Activities: draw presentation dates; work on Collaborative Video Remix presentation
- Homework Assignments: post links on Blackboard to Collaborative Video Remixes for 12/9 presentations by 11 a.m./2 p.m. on 12/9
12/9/2014
- In-Class Activities: assign groups to ask questions; Collaborative Video Remix presentations/questions; course wrap-up
- Homework Assignments: post links on Blackboard to Collaborative Video Remixes for 12/11 presentations by 11 a.m./2 p.m. on 12/11
12/11/2014
- In-Class Activities: student evaluations of course; assign groups to ask questions; Collaborative Video Remix presentations/questions