14 comments

  • I really like the incorporation of different themes around race in your syllabus. It isn’t just covered in one week or explored through a monolithic lense, but through multiple angles (power, diversity/multiculturalism, etc.).

    Also, the final project in media form is appealing.

  • I really love your proposed focus for the final question. I also like the prison article you are proposed.

  • I like some of the juxtapositions you’ve included: Du Bois and Foucault, Berlant and Rojas Durazo. I read a portion of Cruel Optimism last semester and found it really interesting but very tough reading because of her writing style (which epitomizes, for me, much of what I dislike about academic discourse). A good portion of the class may involve breaking it down.

  • The video format (and idea) for the final project is great. (I included video as an option too) But, given the rigor of the assignment along with everything a video production requires (not least of which is software), plus the complex and sometimes difficult nature of extended group collaboration, it is a frighteningly ambitious proposal! It seems like that would be the kind of project a semester-long course would be devoted to. (Which is an intriguing idea for a course!)

  • I’d be curious to read more of “Ebony and Ivy.” I thought the intro was a little disappointing–I was hoping for something more like the article on how modern business practices directly trace back to slavery. But I’d be curious to see if the book makes a more direct link between slavery and the university, showing how the university’s particular form was shaped by slavery. I think it’s a really important subject and would like to learn more about it.

  • I also am curious to read DuBois, and I agree with Lisa: you’ve got a generative pairing with Foucault.

  • Ditto on the DuBois & Foucault pairing. I haven’t read any Foucault and am curious about the prison connection. I will also echo the appreciation of the distinctions you have made around race and multiculturalism.

    Neoliberalism and the University doesn’t get much attention (at least in my small world) so it was good to see it on your syllabus.

    What is the Sarah Schulman event?

  • Great syllabus structure Zeb. Feel free to fix my grid errors please. Looking forward to that section on the math revolution. Math is still one of my love/hate classes. Great reading selections as well and you didn’t give us too many pages to read (until the end of the semester 🙂 .

  • Yes, some of my faves here in your readings, glad Foucault finally made an appearance… maybe we should consider going over some of the other keystone cops tomorrow & see where we are. Also, videos are very easy to produce. Which I am saying as a good thing and in contrast to some of the comments… especially with the vast division of skills and labor we have in the class, a video element (in terms of its technicality) would not at all be disabling. I have a lot of experience at all ends of video production, I love it. It can be an incomparable tool.

  • Zeb,
    I really appreciate your “Other Relevant Events” section here, to extend our work in class beyond the walls of the classroom to connect to other pertinent events in the GC community (and beyond). Great texts too. There are some productive thematic connections between your syllabus and some of the others (including mine I hope), and we should figure out which texts to read and how exactly to construct classes addressing , for example, race and power, and/or the decades-long sustained neoliberal attack on higher education. Postcolonial and globalist/transnationalist texts could be included in an investigation of neoliberal policies in the university too, right? I think that examining privitization, austerity measures, and federal/state disinvestment in education could resonate powerfully with an investigation of writings by postcolonial theorists.

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