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Feminist architect Phyllis Birkby
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Wikipedia
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Graduate Student Summer Residents 2019
Description
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The National Humanities Center's graduate student summer residency program, <a href="https://nationalhumanitiescenter.org/nhc-welcomes-graduate-student-summer-residents/">“Objects and Places in an Inquiry-Based Classroom: Teaching, Learning, and Research in the Humanities”</a> took place July 15–26, 2019. Representing 28 universities in 18 states, these participants worked with leading scholars and educators from across the United States as they learned how to add value to their research by focusing on teaching and learning.
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the 2019 GSSR
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My name is Katelyn Campbell, and I'm a PhD student in American Studies at the University of North Carolina at Chapel Hill. And for my humanities moment, I wanted to start by framing my work. So I study intentional communities, most specifically these very specific radical feminist communities in the 1970s called Womyn's Lands. <br /><br />And my reason for studying those really stems back to a book that I read when I was a little kid. And that book is <em>Roxaboxen</em>. I first started reading <em>Roxaboxen</em> when I was about four years old. The book is about a group of kids in the Depression era who find a bunch of boxes, sticks, and rocks in the desert and use it to create their own imaginary town. And this town has all kinds of rules and processes for dealing with conflict. <br /><br />And as a little kid I had a really active imagination, so I took <em>Roxaboxen</em> really seriously. My cousins and I, which where I grew up in West Virginia, we tended to have more of a kinship system than a nuclear family. My cousins and I imagined our own Roxaboxen, which we built from our own sticks, boxes and rocks and we played pretend at this game for three years. And sort of over the last couple months, it's become really important to me to reflect on my time in Roxaboxen because in my view, that space was the first place I was ever in where power seemed fluid and where we had the space to imagine and create different worlds based on sort of what our fantasy would look like. <br /><br />And this is particularly prescient for me after spending a month in the archives because when I was up in the archives at Smith College doing research for dissertation project, I stumbled across a bunch of drawings from a workshop led by the feminist architect Phyllis Birkby and a random flat file folder that I sort of wasn't expecting to be full of these documents. But inside of the box there were all of these fantasy drawings that women who had participated in Birkby's workshop, women in the built environment had drawn. And these drawings depict exactly sort of what the name would suggest. What these women's ideals worlds would look like. <br /><br />And for me, I am sitting in the archive looking at these, reading Phyllis Birkby taking taking these seriously as works of feminist architecture rather than just simple fantasies or doodles to be tossed away. I remembered my experience in Roxaboxen and the value that that had for me in terms of figuring out what type of world that I wanted to create. And even though Roxaboxen doesn't really exist anymore, nor do the imaginaries that my cousins and I came up with, I think each of us would say that we've been changed by them. <br /><br />And I've selected this as my humanities moment because I think what I loved about working in the humanities and particularly in American Studies is it's a space where we're allowed and encouraged to take our imagination and in the archive ephemera seriously as different ways of knowing and understanding the world. As a sex educator and certainly as a scholar, one of the questions that I'm always asking is, what would it mean to create a world that's free from coercion and violence? And I recognize that our physical circumstances might prevent us from immediately doing that. But I think that space of the imaginary is a place where we can start to play out some of these ideas for what this world might look like. And perhaps realize that that world isn't that far away. So thank you, that's my humanities moment.
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Katelyn Campbell, 24, PhD Student in American Studies at UNC Chapel Hill
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During the 2019 NHC GSSR.
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<em>Roxaboxen</em>, a book by Alice McLerran
Title
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Giving Value and Thought to the Imaginary
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value-thought-imaginary
Architecture
Archives
Birkby, Phyllis
Books & Reading
Chapel Hill, North Carolina
Feminism
Intentional Communities
McLerran, Alice
Roxaboxen
Smith College
Womyn's Lands
-
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Archives
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https://pixabay.com/photos/old-letters-old-letter-handwriting-436501/
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Title
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Graduate Student Summer Residents 2019
Description
An account of the resource
The National Humanities Center's graduate student summer residency program, <a href="https://nationalhumanitiescenter.org/nhc-welcomes-graduate-student-summer-residents/">“Objects and Places in an Inquiry-Based Classroom: Teaching, Learning, and Research in the Humanities”</a> took place July 15–26, 2019. Representing 28 universities in 18 states, these participants worked with leading scholars and educators from across the United States as they learned how to add value to their research by focusing on teaching and learning.
Text
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National Humanities Center Graduate Student Summer Residency Program
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Mary Wise, PhD Candidate in History at the University of Iowa
Date
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Summer 2002
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An Archival Trip
Description
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I hope I am not the only person who struggled to narrow their moment to a single episode. I am grateful for the prompt, though; in a summer full of dissertation writing and classroom prep, this prompt provided me an opportunity to appreciate how many times daily I interact with a humanities scholar or a piece of art, music, or literature. <br /><br />Certainly a moment that stands out among the rest happened when I was twelve years old. It was the summer of 2002 and I was home with my Mom and my younger sister. We lived in a rural part of southern Ohio and we were between visits to Winters Public Library so naturally I was bored out of my mind—the kind of boredom I find myself longing for now. I am certain that I spent the morning begging my Mom to take me to the public library again—though I know that we had already been that week. <br /><br />My Mom knew better, of course. As a consequence, I found myself re-reading a YA historical fiction book I had devoured the previous week. During this latest re-read, I must have focused on the latter half of the book because I remember reading the source page. And, that must have been when I saw it: the author had cited primary sources, a journal, from the Greene County Historical Society—that was in Xenia! That was within an hour’s drive! <br /><br />I do not remember what I said to my mother to convince her to go. I would like to think I was persuasive but I imagine I was just loud and persistent. We took her 1992 Subaru Justy—already ten years old. <br /><br />It would take me years to realize that her choice to take me to the archive that day was a risk and that it meant a sacrifice. We were, as I would learn later, one car repair away from “serious trouble” and this car was not in great shape. When she turned the key in the ignition, there was a sigh of relief: it had just enough gas to get us there and back. We only had one income at the time. I don’t remember the drive to the archive but I remember nearly every second of the visit once we stepped inside. I remember climbing the steps to the third floor and the warm smile on the librarian’s face who showed me how to fill out a call slip. She made me feel so welcome in that space, like I belonged there. And, like every good librarian wore a fantastic sweater, an orange cardigan to be exact. <br /><br />I also remember how my heart raced as I watched her disappear behind the shelves. I also distinctly remember imaging what the diary would look like and being surprised when the contents arrived in a manila folder. I stayed until closing and my mother waited patiently on the first floor for at least three hours, looking up obituaries in the microfilm collection. <br /><br />I think this moment stands out for two reasons: History seemed possible, it seemed comprehensible in that moment. It also stands out because over time and with coursework, I would come to understand how the book that brought me to the archive had flattened Ohio’s complex nineteenth century history—it had reduced this story to one of virtuous settlers and villainous Shawnee warriors. With coursework in history, English, and library and information science, I learned the vocabulary necessary to critique that book and how to find better books, better sources, and to tell more complete stories.
Title
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First Archival Visit
Identifier
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first-archival-visit
Archives
Books & Reading
Greene County Public Library
Mothers & Daughters
Vocation
Xenia, Ohio
Young Adult Literature
-
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Elinor Dashwood and Colonel Brandon in Jane Austen's Sense and Sensibility
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Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Sand-brock-15.jpg
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Graduate Student Summer Residents 2019
Description
An account of the resource
The National Humanities Center's graduate student summer residency program, <a href="https://nationalhumanitiescenter.org/nhc-welcomes-graduate-student-summer-residents/">“Objects and Places in an Inquiry-Based Classroom: Teaching, Learning, and Research in the Humanities”</a> took place July 15–26, 2019. Representing 28 universities in 18 states, these participants worked with leading scholars and educators from across the United States as they learned how to add value to their research by focusing on teaching and learning.
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From my involvement in the graduate fellowship program
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Melissa Young, Archivist and Historian
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Throughout my life
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Books and Films
Description
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My Humanities Moment involves a connection between two individuals that might not initially seem to have anything in common: Jane Austen and Quentin Tarantino. One of the first places I found inspiration for the tenacity that has always kept me going through numerous personal and professional challenges was in the novels of Jane Austen. The rather conventional Austen can hardly be called a feminist since her strongest characters ultimately bend to the social and gender expectations of their time. When I was in middle school, however, I didn’t know that. I read for pleasure, rather than analysis, and had a greater desire to accept a much more romantic vision of the world. This caused me to see characters like Elizabeth Bennett and Elinor Dashwood as strong women who faced difficult circumstances with grace and determination and spoke up for the things they believed in. I remember admiring their ability to put actions behind their words and positions—they seemed to fight hardest when things got tough. <br /><br />Flash forward about fifteen years to the first time I saw Tarantino’s <em>Kill Bill</em> series. Ironically, The Bride (Beatrix Kiddo) spoke to me in the same way as the Austen characters. Kiddo is attacked by people she considered her allies and left for dead in a way that pretty much should have assured her demise. The most inspiring scene for me has always been in the second movie, which depicts her escape from a grave in which she has been buried alive. I found her will to survive circumstances that would have destroyed another person—both literally and figuratively—incredibly motivating. <br /><br />Getting my masters’ degrees and my PhD has been a struggle to say the least. When I began my quest for an advanced education, I was a young mother who lived in a tiny rural town, fighting for a way to effectively express my value system in an environment that was much more conservative than I was. But whenever I felt like giving up—like when I was overwhelmed with work, life, or whatever—I tried to remember these fictional women. They refused to wallow in self-pity, but simply picked themselves up, reorganized, or even crawled out of the dirt to face the next moment with purpose and resolve. I still think of them when I find myself faltering and credit them for giving me the willpower to fight my own battles. They truly have made me the person I am today.
Title
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Unexpected Lessons in Empowerment
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unexpected-lessons-empowerment
Alabama
Austen, Jane
Books & Reading
Empowerment
Feminism
Film
Historians
Kill Bill: Volume 1
Kill Bill: Volume 2
Mothers
Pride and Prejudice
Sense and Sensibility
Tarantino, Quentin
-
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The Jesus Movement
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Graduate Student Summer Residents 2019
Description
An account of the resource
The National Humanities Center's graduate student summer residency program, <a href="https://nationalhumanitiescenter.org/nhc-welcomes-graduate-student-summer-residents/">“Objects and Places in an Inquiry-Based Classroom: Teaching, Learning, and Research in the Humanities”</a> took place July 15–26, 2019. Representing 28 universities in 18 states, these participants worked with leading scholars and educators from across the United States as they learned how to add value to their research by focusing on teaching and learning.
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Washington, DC
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Azizou Atte-oudeyi, 50 years, PhD Student at Rice University, Department of Religion
Date
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August 2016
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The Cross of Jesus Christ
Description
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My humanities moment came with my conversion from Islam to Christianity. It opened a wide world for me and enabled me to see that my new faith was distinct, but shared some of its humanistic values which we find in religious traditions around the world. I began to see areas of difference and convergence with my African roots, my former religious community, Islam and decided that I will do graduate work in the human sciences. <br /><br />Ideas communicate the vision and often inspire people in ways that one did not expect. One of those ideas was the slogan of Rice University that talked about “unconventional wisdom,” which in the Department of Religion at Rice University invites a robust conversation about religions around the world. The quest for unconventional wisdom suit my goals, and the School of Humanities offers several opportunities for critical interdisciplinary research that will prepare me as a scholar of global Christianity in a multi-religion world. Christianity is rooted in Judaism and first developed as a Mediterranean religion which later spread to Africa, Europe, and rapidly became a world religion. <br /><br />I find studying religion within a global context meaningful because the Christian tradition’s emphasis on the humanity of Jesus humanizes religion. What Jesus did was to work with the community around him. Indeed, scholars describe his followers and their humanistic message as the Jesus movement which started within the Jewish community, but by the time of Jesus death, it had grown to a multi-ethnic humanistic program centered beliefs about God. This movement later developed into what is known as Christianity around 40 AD when the so-called pagans or gentiles coined this name in Antioch, nowadays Turkey. <br /><br />Christianity remains for me a humanistic journey and studying the humanities today will prepare me to research some of the issues people around the world face. For me, specifically, it means that I should strive to understand the relation between Christianity and economic development. The economy is not merely a dismal science because it is a necessary component of human development and well being. Studying in the school of humanities will strengthen my research as I examine what faith communities have done and what they can do for individuals and humanity as a whole, not only they are targets of conversion, but because the Christian tradition follows in the footsteps of Jesus who taught his followers to care about other human beings. <br /><br />However, I am in no denial of the negative role that religion played and continues to play in human relations with destructive wars, all forms of violence, and its corollary of human subjugation. But it is worthy to notice that studying the human dimensions of the movement, demonstrates that Christianity is indeed a humanistic journey. For me, religion in general is part of our humanity, and Christianity gives those who follow its path an opportunity to prioritize the human so that people can build a humane world. This is what humanities as a scholarly pursuit means to me.
Title
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What About the Jesus Movement?
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Jesus-movement
Christianity
Faith
Islam
Religious Conversion
Religious Studies
-
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Graduate Student Summer Residents 2019
Description
An account of the resource
The National Humanities Center's graduate student summer residency program, <a href="https://nationalhumanitiescenter.org/nhc-welcomes-graduate-student-summer-residents/">“Objects and Places in an Inquiry-Based Classroom: Teaching, Learning, and Research in the Humanities”</a> took place July 15–26, 2019. Representing 28 universities in 18 states, these participants worked with leading scholars and educators from across the United States as they learned how to add value to their research by focusing on teaching and learning.
Text
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Their Eyes Were Watching God by Zora Neale Hurston
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Valerie Rose Kelco, UNC-Greensboro, Literature
Date
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February 2014
Source
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Eatonville Walking Tour Plaques
Description
An account of the resource
This plaque, and several others, are sprinkled throughout Eatonville, Florida to guide a walking tour of America's first legally established self-governing all-African American municipality. Eatonville was established in 1887. The town gained popularity from its depiction in Zora Neale Hurston's novel, <em>Their Eyes Were Watching God</em> (1937), and her autobiography, <em>Dust Tracks on a Road</em> (1942). <br /><br />Sadly, 100 acres of Historic Eatonville has been lost due to expansion of the Greater Orlando area and Interstate 4. However, The Historic District of Eatonville was added to the National Register of Historic Places on February 3, 1998. The Association to Preserve the Eatonville Community has been working to make Eatonville an internationally recognized tourism destination, to enhance the resources of the town, and to educate the public of its cultural significance and the community's heritage. <br /><br />I came to Eatonville because of my research and love for Zora Neale Hurston. Inspired by scholars such as Alice Walker, who worked to find and mark Hurston's final resting place, I too am aspired to keep Hurston's legacy from disappearing. The dilapidated plaques that are supposed to guide and educate the public about the importance of Eatonville are impossible to read. <br /><br />The sight of these plaques awakened a call-to-action inside of me. Since this moment, I have been working to digitally preserve Zora Neale Huston's Eatonville through geospatial technology and augmented and virtual reality technology. This technology has the capability to tell these stories in ways that are immersive and accessible. By digitally preserving these stories, future curious minds will be able to explore and share the experience.
Title
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"The Town that Freedom Built": Preserving Zora Neale Hurston's Eatonville
Identifier
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zora-neale-hurston-eatonville
Dust Tracks on a Road
Eatonville, Florida
Geographic Information Systems (GIS)
Historical Markers
History
Hurston, Zora Neale
Memory
Public Spaces
Their Eyes Were Watching God
-
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Medical clinic
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https://pixabay.com/photos/medical-appointment-doctor-563427/
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medical-clinic
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Graduate Student Summer Residents 2019
Description
An account of the resource
The National Humanities Center's graduate student summer residency program, <a href="https://nationalhumanitiescenter.org/nhc-welcomes-graduate-student-summer-residents/">“Objects and Places in an Inquiry-Based Classroom: Teaching, Learning, and Research in the Humanities”</a> took place July 15–26, 2019. Representing 28 universities in 18 states, these participants worked with leading scholars and educators from across the United States as they learned how to add value to their research by focusing on teaching and learning.
Text
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Grad Student Summer Residents 2019
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Jessica Herling, 27, Sociology and Women's and Gender Studies graduate student
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Adina Nack, <em>Women Living With Incurable Sexually Transmitted Diseases</em>
Description
An account of the resource
<p>My humanities moment connects to a book, titled <em>Damaged Goods: Women Living With Incurable Sexually Transmitted Diseases</em> written by Adina Nack, a sociologist and women’s and gender studies (WGS) scholar writing about health, sexuality, and society. This book is about women’s experiences living with HPV. I read this book in my undergrad in a WGS course about medicine, right around the time I was starting to learn more about WGS and before I decided to double major in this discipline. In particular, one of the book’s themes focuses on provider-patient interactions and the misinformation that spreads surrounding women’s sexuality and who can be affected by HPV, which really stood out to me at the time. Women reported being told inaccurate information about their risk of contracting the disease based on their sexuality.</p>
<p>Flash forward to the end of my first year of graduate school, where I was at the gynecologist for an annual pap smear. In the back of my head, I was always curious about the themes from this book and about how providers might share inaccurate information with their patients. Unfortunately, as it turns out, I was not disappointed. I don’t remember how the conversation started per se, but I know that I initiated a line of questioning about STIs and the risks of contracting HPV as a queer woman and that my gynecologist did not. In response to my inquiries, my gynecologist responded saying that women who have sex with women are not as at risk as others, saying something along of the lines of “it doesn’t go in as far” — whatever that means.</p>
<p>This moment was important to me for two reasons: 1) in the moment, I remembered from Nack’s book that this type of (mis)information contributed to women’s misunderstandings of their risk of getting HPV and subsequently their contraction of this STI; and 2) later, I would reflect on and unpack whatever “it doesn’t go in as far” means and the types of ideologies about gender and sexuality circulating there. This provider held a lot of assumptions about gender and sexuality that informed this response: assumptions about the types of sex people are having; about how sexual identity and behavior relate to one another; and about binary sex/gender. These assumptions contributed to inferior care and did not take into account people’s lived experiences of their gender and sexuality.</p>
<p>Nack highlighted women’s perspectives on their health and sexual selves in her book to capture a more complex understanding of women’s sexuality. As demonstrated by my provider, the complexity of people’s lived experiences of their gender and sexuality are incompatible at times with a biomedical framework or understanding of gender and sexuality, and misinformation about health, sexuality, and gender can flourish in this space. These types of themes of this incompatibility between biomedical and WGS informed understandings of sexuality and gender and the stakes for patients have turned into questions that guide my research. With my research, I am interested in how gender and sexuality get transformed in the clinical encounter and how doctors teach and learn about gender and sexuality. Within the classroom, how is a patient’s gender/sexuality, and the complexity inherent in these lived experiences, understood? Physicians, in some ways, elided the sexualities and gender identities of women in Nack’s book, and my own. To me WGS perspectives on gender and sexuality make room for possibilities to transcend gender and sexuality binaries. These understandings of gender and sexuality from the two sources — biomedical and WGS — do not necessarily map onto one another, and I want to know why and how WGS perspectives can impact medical education to be able to provide care for LGBTQ identities in a nuanced way.</p>
Title
A name given to the resource
Damaged Goods? Learning about (Mis)information about Sexuality in the Clinic
Identifier
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damaged-goods
Doctors & Medicine
LGBTQ Rights
Sociology
Women's and Gender Studies
Women's Health
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Book spines
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https://unsplash.com/photos/HslUloFIIk0
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book-spines
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Title
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Graduate Student Summer Residents 2019
Description
An account of the resource
The National Humanities Center's graduate student summer residency program, <a href="https://nationalhumanitiescenter.org/nhc-welcomes-graduate-student-summer-residents/">“Objects and Places in an Inquiry-Based Classroom: Teaching, Learning, and Research in the Humanities”</a> took place July 15–26, 2019. Representing 28 universities in 18 states, these participants worked with leading scholars and educators from across the United States as they learned how to add value to their research by focusing on teaching and learning.
Sound
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#GSSR2019 #GradsintheWoods19
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My Humanities Moment is with my favorite book: The Book in Japan, written by Peter Kornicki, a former professor at the University of Cambridge. This book was published in 1998, but his research began in the 1970s when he visited archives in Japan to collect materials on rare books that were made in pre-modern Japan, which is roughly before 1868. It was a time when Orientalism was highly popular in the West, the 1970s, and you have all kinds of elite white men marching to Asia to write about exotic and mysterious cultures of Asia. They enjoyed all kinds of white privilege in Asia, they were welcomed everywhere. And Peter Kornicki was one of them.
So honestly what I had expected from the book was what I got from many other books produced around that time: Eurocentric Orientalist bias from elite white men. But I was so surprised to find that the book was almost free of any kinds of such bias. Peter Kornicki treated books of pre-modern east Asia as they were. It was shocking to see what an amazing job he had done.
When I was reading the book, I was getting my MA in Japan, and I was under a lot of pressure. The field was very hierarchical, and I constantly faced doubts from scholars around me, because I was not a native Japanese speaker. I still am not. I didn't know how far I could go pursuing a career in pre-modern Japanese studies as a foreigner, but Peter Kornicki's perfect book on the book history of Japan, made me realize that my skin color, my nationality, my gender, they do not matter. All of those cannot define me as a scholar. And this is probably true with a lot of other things in my life. The only thing that matters is what kind of person I envision myself to be as a scholar and as a human being. And that was my Humanities Moment.
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Jingyi Li
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2016
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<em>The Book in Japan</em> by Peter Kornicki
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Be What You Want to Be
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be-what-you-want-to-be
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In this audio recording, graduate student Jingyi Li describes how a late twentieth-century academic study of the book in Japan upended her expectations by rejecting the Eurocentric and Orientalist bias of many comparable scholarly works. Her experience with this text inspired her to move beyond her own linguistic insecurities and to continue with her research on premodern Japan.
Books & Reading
Cultural History
Kornicki, Peter
Orientalism
The Book in Japan
-
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White House
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https://unsplash.com/photos/igCBFrMd11I
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white-house
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Graduate Student Summer Residents 2019
Description
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The National Humanities Center's graduate student summer residency program, <a href="https://nationalhumanitiescenter.org/nhc-welcomes-graduate-student-summer-residents/">“Objects and Places in an Inquiry-Based Classroom: Teaching, Learning, and Research in the Humanities”</a> took place July 15–26, 2019. Representing 28 universities in 18 states, these participants worked with leading scholars and educators from across the United States as they learned how to add value to their research by focusing on teaching and learning.
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During the Graduate Student Summer Residency Program
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Hello, my name is Justina Licata, and I am a Ph.D. student studying history at UNC-G. And my humanities moment relates to how I became a history major many years ago, and it dates back to my eighth grade year. I think I was 13, I may have been 12. I went to school in Southern California in a town called Yorba Linda, it's actually where Nixon was born. Anyway, side-note. And I was very excited to take history, particularly U.S. history, I loved, loved history because my parents really made it a big part of my childhood by buying my sister and I lots of great books about history and art history. So I already had a really great foundation for loving history, but my eighth grade history/social studies teacher really kind of cemented it for me. Her name was Mrs. McClain and she was a fabulous teacher. She did a great job of making history feel alive and present, not just something that happened in the far past.
One way she did this was, I was in eighth grade during the 2000 Bush V. Gore election. And she took the time to, on an almost daily basis, kind of update us as that recount was occurring and explaining to us what was happening, how the Supreme Court participated in that election's decision, and she just really made the present feel as if it's a historical moment that we were living through and kind of appreciating that moment, whether we liked the outcome of that election or not, as a historical moment to pay attention to and that something people in the future will be reflecting upon, which is kind of poignant because the dissertation I'm working on is actually quite contemporary, something that's happened in the 90's mostly. And so it's been interesting to think back on how her, kind of, encapsulating that the present is a historical moment as well was really poignant for me.
One other thing I wanted to mention is that there was a particular lesson that she gave that really kind of made me realize that you could study history as a career and not just study, you know, the math and the science and the English, you know. That actually history could be something that you spent much of your college career dedicated to, which was something I didn't realize even though I loved it so much. So one day she, I don't actually recall what the lesson was about, but I'm assuming it was the Civil War because of what I will tell you in a minute, but she took the time to tell us a little bit about a paper she wrote in college, and I remember that she was writing, she was asked to write a paper about two years in the Federal Congress, so to examine two years in which of the House and Senate and what they did during that one session. So, she, I remember she told us that she chose to write about the 37th United States Congress which was the Congress that was sitting during the Civil War, so half of the Congress was not actually attending, half the members were not actually attending the sessions and going to Congress and D.C. because they had seceded.
And I just remember being so fascinated by this, and I couldn't even explain why I was so fascinated, I just thought wow that sounds so fascinating, and I wanted to write something similar. And, I remember thinking, well, that must, I don't think everyone's probably having this reaction to her explaining a paper she wrote in college, but I did remember also thinking that in that moment, realizing, oh, you can actually choose to major in history, and you can focus and learn, you know, in depth, about this topic, and that that was, in fact, what I really wanted to do, that I just loved history so much, and the idea of making this thing that I loved a career was truly remarkable and really poignant for me.
And so pretty much after that day, I told anyone who cared that I was going to, in fact, major in history and that I wanted to do something related to history as a career. I didn't know what that would be yet, but I did, in fact, go and do that, and I was really, I'm just so grateful that Mrs. McClain made that something that felt accessible to me, that she made it so that it felt like you can absolutely go and do this, and she kind of also gave me further insight as to how colleges worked which was really helpful as I was entering high school and starting to think about college in a more serious way, so I am very very indebted to Mrs. McClain, and I haven't spoken with her in a while, so I hope to try and maybe track her down and tell her how much I appreciated what she did for me way back then.
So, thank you so much, I appreciate it, and that is my humanities moment. Okay, thanks.
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Justina Licata, 32 years old, Ph.D. Candidate
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When I was 12 or 13 in the eighth grade.
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A teacher's lesson
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Graduate student Justina Licata explains how a junior high school teacher's passion and influence led her to embrace the study of history as a lifelong vocation.
Title
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The Day I Decided to Major in History
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day-I-decided-to-major-in-history
High School Students
History
Presidential Elections
Self-Realization
Teachers & Teaching
Yorba Linda, CA
-
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Women's Suffrage Parade
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https://commons.wikimedia.org/wiki/File:Suffragists_Parade_Down_Fifth_Avenue,_1917.JPG
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women's-suffrage-parade
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Graduate Student Summer Residents 2019
Description
An account of the resource
The National Humanities Center's graduate student summer residency program, <a href="https://nationalhumanitiescenter.org/nhc-welcomes-graduate-student-summer-residents/">“Objects and Places in an Inquiry-Based Classroom: Teaching, Learning, and Research in the Humanities”</a> took place July 15–26, 2019. Representing 28 universities in 18 states, these participants worked with leading scholars and educators from across the United States as they learned how to add value to their research by focusing on teaching and learning.
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GSSR #gradsinthewoods19
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Katie Schinabeck
Date
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2016
Source
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A first person interpreter at Mystic Seaport in Connecticut
Description
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The year 2020 marks the 100th anniversary of women gaining the right to vote in the United States. I don’t think I truly grasped the reality that (white) American women have only had the right to vote for a century until I met a woman living in the year 1876.
I’ll explain. I met Louisa at Mystic Seaport- an outdoor museum in Connecticut. I first met her when I was watching a cooking demonstration in a historic house. Louisa came by and chatted with the cooking demonstrator. Before she left, she invited everyone to join her at the Seamen’s Friends building at 2:00. When she flitted away, the demonstrator said to us conspiratorially, “Louisa is such a nice woman. But be careful, I hear she advocates for women’s suffrage.”
It was a perfect hook. I dutifully arrived at the appropriate building at 2:00. After Louisa’s performance, the rest of the audience left and Louisa and I were alone.
“So, Louisa, I heard you have an interest in women’s suffrage,” I prompted.
“I don’t know where you heard that,” she answered, looking around.
She was good. She pulled me in.
We started up a conversation. She told me about how unfair it was that she couldn’t vote even though she owned property and paid taxes on that property. She also talked about how difficult it was to voice her opinion, much less actively engage in the suffrage movement, in her small town. We talked about women’s suffrage, her life in Mystic, and her past experiences.
My humanities moment came as we finally left the building. By this point I had started to suspend disbelief, and I wanted to leave Louisa with a sense of hope for her future. So I turned to her and told her not to give up on the dream of women’s suffrage. And then I realized that I was being ridiculous. Not because I was acting like I was actually having a conversation with a woman from 1876 (well partly because of that) but because there was a high chance that she would never actually see the right to vote in her lifetime. And that was my humanities moment. The moment when something I knew became something that I knew- white women have had the right to vote for 100 years in the country. Many people of color only gained the right to vote (in all practical ways) in living memory.
This new understanding led to a shift in how I engage in civic life. But before that moment, I was regrettably one of those millenials that didn’t vote because I didn’t think my vote mattered or that I was knowledgeable enough to vote. But since that conversation, I started voting in all levels of elections partly because of the past. I vote now because of how many women fought for me to have this right.
Title
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Votes for Women at Mystic Seaport
Identifier
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votes-for-women-at-mystic-seaport
Black History
Museums
Women's History
Women's Rights
-
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James Meredith at University of Mississippi
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https://commons.wikimedia.org/wiki/File:James_Meredith_OleMiss.jpg
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james-meredith-at-university-of-mississippi
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Graduate Student Summer Residents 2019
Description
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The National Humanities Center's graduate student summer residency program, <a href="https://nationalhumanitiescenter.org/nhc-welcomes-graduate-student-summer-residents/">“Objects and Places in an Inquiry-Based Classroom: Teaching, Learning, and Research in the Humanities”</a> took place July 15–26, 2019. Representing 28 universities in 18 states, these participants worked with leading scholars and educators from across the United States as they learned how to add value to their research by focusing on teaching and learning.
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During the NHC 2019 Graduate Summer Residency Program
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Kiran Garcha; 35 years old; PhD candidate in the Department of History at University of California, Santa Cruz.
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During the end of my time in college, about 13 years ago.
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Paul Hendrickson, Sons of Mississippi: A Story of Race and its Legacy
Description
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I think I’ve always been an oral historian, but I didn’t always know to call myself one. When I was a young kid, I used to spend countless evening hours bombarding my father—always at the end of his long workdays—with questions about his life in India. He was the only person in my family who was born and raised there. He and my American-born mother decided that life would be easier for my siblings and I if we grew up learning and speaking English alone, and as such, our knowledge of Punjabi was reflected through a scattered and very limited vocabulary. There was a clear cultural gap between my father and his children. My ethnic identity was tied to a place that he had called home for the first twenty-six years of his life, the same place in which I had spent perhaps less than twenty-six days up until my twenties. I wanted to know more about my dad, his life before he had kids, and the part of my own history that remained unknown to me. So I asked him questions…ad nauseam.
As a college student I majored in American Ethnic Studies with a history focus, and in the time leading up to my graduation I came across a few books that would change the direction of my young adulthood and the course of my life more broadly. One such text was Sons of Mississippi: A Story of Race and its Legacy by Paul Hendrickson. Hendrickson is a journalist by training, but this particular text is a history of the integration of the University of Mississippi in 1962. The author tells this story by interviewing some of the major players involved in that tense and violent moment, including James Meredith—the first African American to enroll in the school—as well as a number of sheriffs who coalesced from around the state to prevent Meredith from entering the university. For me, one of the most fascinating aspects of the text was Hendrickson’s conversations with the children—now in adulthood by the time of the book’s publication—of some of these sheriffs, as he examined how they made sense of their parents’ role in this history and their own relationship to this past. These were questions of political inheritance- questions with which we are all confronted at particular moments in our lives. How do we make sense of our familial legacies- the good and the bad? What do we choose to acknowledge, celebrate, reject, or forget? They are inquiries without simple answers, to be sure. Upon finishing Hendrickson’s text, however, I was left with the urgent feeling that, particularly for historians, it is our responsibility to become aware of the histories we are born into. And in many cases when the archives are silent, we may do well to turn our attention to the very people who helped create the past, even if our inquiries are met only with memories.
Title
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The Power of Oral History
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power-of-oral-history
American history
Black History
Books & Reading
Family Histories
Oral History
-
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Waste bins
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waste-bins
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Graduate Student Summer Residents 2019
Description
An account of the resource
The National Humanities Center's graduate student summer residency program, <a href="https://nationalhumanitiescenter.org/nhc-welcomes-graduate-student-summer-residents/">“Objects and Places in an Inquiry-Based Classroom: Teaching, Learning, and Research in the Humanities”</a> took place July 15–26, 2019. Representing 28 universities in 18 states, these participants worked with leading scholars and educators from across the United States as they learned how to add value to their research by focusing on teaching and learning.
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National Humanities Centre
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Lené Le Roux, 34, Urban planner, Urban Geography PhD candidiate, South African
Date
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Summer 2018
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Walking through the busy streets of Jo'burg, South Africa - my home city.
Description
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The image I chose for my humanities moment is representative of how I have come to understand myself, society and the cities around the world. While many might see poverty and struggle in Africa, this man is a waste-picker (recycler) in Johannesburg who plays a critical role in the overall sustainability of the city. After my early career as an urban planner in South Africa thinking through many ways of reducing urban poverty I have had to unlearn the developmental approach to cities in the 'global South'. This image is representative of the shift I believe urban specialists need to make. That is, following normative global trends in urban design, policy and planning is not always the most appropriate change to make in a particular context due to its situated differences. In Johannesburg a waste-picker's lane or a shared bike/waste-picker's lane would address environmental and economic sustainability more holistically. In a postcolonial world teachers and researchers of urban-related disciplines need to be critical of extant theories and practices that disenfranchise cities through entrenched mechanisms of spatial violence.
More personally, this relates to a life-long journey of understanding 'difference'. As I white child born at the end of the Apartheid era, having anti-racist liberal parents but also born into an Afrikaans family, I am exposed to stark identity juxtapositions. Being sent to one of the first multi-racial and multi-cultural schools in South Africa I grew up fortunate enough to build strong, life-long relationships across social borders. Without knowing it, from a young age I embarked on a process of unlearning unjust, societal norms. In my career and personal life I continuously work to understand differences that exist within me; those that are and that which is different to me.
My doctoral research delves into understanding and articulating the tensions that exist from stark differences found in urban space and how this may change the meaning making and conceptualization of 'place'.
Title
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Rolling with Difference
Identifier
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rolling-with-difference
Geography
Interdisciplinarity
Johannesburg, South Africa
Poverty
Race Relations
Sustainability
Urban Planning
-
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grocery store shelves
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Graduate Student Summer Residents 2019
Description
An account of the resource
The National Humanities Center's graduate student summer residency program, <a href="https://nationalhumanitiescenter.org/nhc-welcomes-graduate-student-summer-residents/">“Objects and Places in an Inquiry-Based Classroom: Teaching, Learning, and Research in the Humanities”</a> took place July 15–26, 2019. Representing 28 universities in 18 states, these participants worked with leading scholars and educators from across the United States as they learned how to add value to their research by focusing on teaching and learning.
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NHC Internship West
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Transcription
Any written text transcribed from a sound
My Humanities Moment goes back to when I was an exchange student in high school in 2008/2009. I lived for a year in Indiana with an American host family and we did everyday stuff together. So for example, going to a supermarket or going out to eat. They would drive me to school and I remember that one day I was in the supermarket with my host mom and we were by the cashier checking out and the cashier said to me, "Hi, how are you?" and I didn't answer because I felt that it was, in a way, inappropriate, that a person that I didn't know was asking me, "How are you?" And my host mom said to the cashier, referring to me, "Oh, she's not rude. She's just not from here."
And of course I understood why my host mom said, and she didn't mean it in a bad way, in a rude way. She was just justifying the fact that I didn't answer a simple question to a stranger. And in that moment I reflected about how I have been studying English since I was 6, and at that time I was 16. So for 10 years that I studied English, I still didn't know how to interact with speakers of the language in a culturally appropriate way. That was because when I studied English in the past we focused so much on grammar, on rules, on vocabulary, and not so much on pragmatics and ways to speak to other people in a way that is appropriate in their own culture.
And this experience just made me more interested in learning about other cultures and also understanding how we teach culture in foreign language courses. And there is a citation that particularly spoke to me in relation to my experience, and that is a citation by Bennett, Bennett, and Allen, 2003. And it says, "The person who learns language without learning culture risks becoming a fluent fool." And that's how I felt, a fluent fool who knew language, knew how to speak to people, knew how to use English with other people, but just didn't know how to use that same language in a culturally appropriate way.
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Margherita Berti, PhD Student
Date
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2008
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Living in a new culture
Description
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In this audio recording, graduate student Margherita Berti describes how an ordinary encounter while studying abroad gave her a new outlook on cultural differences, practices, and perspectives.
Title
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From a Cultural Perspective
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cultural-perspective
Cultural Awareness
Cultural Exchange
Indiana
Language & Culture
Study Abroad
-
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47daf8b7dd920e83d453954abd938728
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Symposium Ad
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symposium-ad
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Graduate Student Summer Residents 2019
Description
An account of the resource
The National Humanities Center's graduate student summer residency program, <a href="https://nationalhumanitiescenter.org/nhc-welcomes-graduate-student-summer-residents/">“Objects and Places in an Inquiry-Based Classroom: Teaching, Learning, and Research in the Humanities”</a> took place July 15–26, 2019. Representing 28 universities in 18 states, these participants worked with leading scholars and educators from across the United States as they learned how to add value to their research by focusing on teaching and learning.
Text
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NHC Graduate Student Summer Residency
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Sarah Scriven, 26, PhD Student in Women's Studies
Date
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2015
Source
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ShondaLand Symposium
Description
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I decided to go into academia at a panel about Scandal. It was 2015 and I was a college senior.
Like millions of other fans, one weekly joy was Shonda Rhimes’ Thursday night primetime takeover: Grey's Anatomy, Scandal, and How to Get Away with Murder. The thrill of these Thursdays was not only the juicy and ridiculous plots, but the chance to see dynamic stories of Black women on television. Between my friends, my mom, grandma, and Black Twitter as a whole -- we all had something to say. Yall remember the episode when Olivia is kidnapped, locked in a basement of sorts, but her hair remains frizz and kink-free?
The Shondaland symposium, hosted on my campus, brought together Black women scholars from an array of academic disciplines ( History, Women’s Studies, Law, Cultural Studies, Gender and Sexuality Studies, Black Diaspora Studies, and Media Studies) to discuss this beloved tv takeover. As speakers framed the moment, I learned how historic this cultural production was. There hadn’t been a Black woman lead on primetime TV in more than forty years. That day I entered a great cipher (as Gwendolyn Pough would call it)… brilliant Black feminists came together in the intellectual and honest riffing of ideas. The discussions were, of course, genius. No stone went unturned. These scholars took up everything from what it meant to envision a Black woman with the power to run the State, how Rhimes’ complex characters transcend archetypes of Black womanhood, to Black women's still unprotected status under the law. The panelists engaged in the more pressing issues too: Fitz or Jake?, favorite sex scenes, hand-bags, petticoats, and iconic Poppa Pope speeches. Between giggles, I feverishly jotted down notes.
In the humanities, we take up questions pertinent to the dynamism of personhood and complexity politics. Yet, Black women are often left out of the mix. By senior year of college, I had come to know that I loved the humanities. This moment was the moment I learned that the humanities could love me back.
Title
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All Thanks to Olivia Pope
Identifier
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all-thanks-to-olivia-pope
African American Studies
Black Women Scholars
Feminism
Rhimes, Shonda
Scandal
Television Series
Women's Rights