9 10 142 https://woosterdigital.org/wgssatwoo/files/original/21629c5422ac1387067d359dbba190a2.jpg 800d7f628e499280cd48582dbe7ee15a https://woosterdigital.org/wgssatwoo/files/original/f853ea5b026e6e82d23397428d2295eb.jpg a32636c56ceee1b7892dd30d98d7a283 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Campus and Community Activism Description An account of the resource This collection contains oral histories, pictures, statements and other historical works that document the history of the College of Wooster and the Wooster community's communal activism. Items come from different leaders in the community and other individuals who have participated in and documented Wooster's activist history. Creator An entity primarily responsible for making the resource Feminist Pedagogy in Action Students, Fall Semester 2018-2019 as follows: Harris-Ridker, Matthew Remtulla, Amrin Bonhomme, Isabel Malzeke, Hailey White, Andrew Lang, Abigail Vogt, Anna Day, Morgan Kouyaté, Alicea Stewart, Emery Publisher An entity responsible for making the resource available Unpublished Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Pamphlet Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Clothesline Project Description Information Date A point or period of time associated with an event in the lifecycle of the resource 2007-10-02 Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource Eng Subject The topic of the resource Violence; Victims; Intimate partner violence; T-shirts; Awareness; Visibility Description An account of the resource This is a pamphlet that describes The Clothesline Project. The Clothesline Project is a visual way to represent intimate partner violence, sexual assault and other forms of violence particularly against women and children. The project has people create T-Shirts that allows them to give voice to the violence they have experienced for public display. The pamphlet describes how this project was a joint effort of Wooster community groups and the College of Wooster to display this project. The pamphlet gives details of the project, display places and contributors of this 2007 project. It provides a list of display locations for the Wooster display, those who have helped the project happen, and resources. Source A related resource from which the described resource is derived Craven, Christa Contributor An entity responsible for making contributions to the resource Artists, Evans, Deb; Pevec, Stephanie; Steiner, Sue; Community Groups and Organizations, Every Woman's House; Friends & Neighbors of Every Woman's House; The Bead Café; The College of Wooster (Wooster Activities Crew, the Women's Resource Center, and the Women's Studies Program), Unitarian Universalist Fellowship of Wayne County (Social Action Committee); Wayne Center for the Arts; Wayne County Victim Witness Assistance; Wayne County Domestic Violence and Sexual Assault Coalition Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/" target="_blank" rel="noopener">In Copyright</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Wooster Creator An entity primarily responsible for making the resource Sue Steiner; Wayne Country DV/SA Coalition https://woosterdigital.org/wgssatwoo/files/original/dfb301a64a9b991b727c4e88a7097298.jpg 1e7a971bc497f06eb014741b801974eb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Campus and Community Activism Description An account of the resource This collection contains oral histories, pictures, statements and other historical works that document the history of the College of Wooster and the Wooster community's communal activism. Items come from different leaders in the community and other individuals who have participated in and documented Wooster's activist history. Creator An entity primarily responsible for making the resource Feminist Pedagogy in Action Students, Fall Semester 2018-2019 as follows: Harris-Ridker, Matthew Remtulla, Amrin Bonhomme, Isabel Malzeke, Hailey White, Andrew Lang, Abigail Vogt, Anna Day, Morgan Kouyaté, Alicea Stewart, Emery Publisher An entity responsible for making the resource available Unpublished Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photo Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Drs. Christa Craven, Barbara Thelamour, and Leslie Wingard at the 2017 Women’s March in Wooster, Ohio. Subject The topic of the resource Women's studies; Feminism; Social justice; Black lives matter movement Description An account of the resource This photo depicts Drs. Christa Craven, Barbara Thelamour, and Leslie Wingard at the 2017 Women's March in Wooster, Ohio. On the left is Dr. Craven, Associate Professor of Anthropology and Women’s, Gender, and Sexuality Studies at the College of Wooster (Chair of WGSS Program 2012-2017). In the middle is Dr. Thelamour, Assistant Professor of Psychology at the College of Wooster. On the right is Dr. Wingard, Associate Professor of English at the College of Wooster. Dr. Wingard is holding a Black Lives Matter protest sign and Dr. Thelamour is wearing a #BlackLivesMatter shirt. Creator An entity primarily responsible for making the resource Susan Lehman Publisher An entity responsible for making the resource available Unpublished Date A point or period of time associated with an event in the lifecycle of the resource 01-2017 Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Still Image Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant January 2017; Wooster, Ohio https://woosterdigital.org/wgssatwoo/files/original/596e79c6fa06e2c8f15dde5764391f44.jpg cb370a0c36b88286aad505ae1a34697a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Campus and Community Activism Description An account of the resource This collection contains oral histories, pictures, statements and other historical works that document the history of the College of Wooster and the Wooster community's communal activism. Items come from different leaders in the community and other individuals who have participated in and documented Wooster's activist history. Creator An entity primarily responsible for making the resource Feminist Pedagogy in Action Students, Fall Semester 2018-2019 as follows: Harris-Ridker, Matthew Remtulla, Amrin Bonhomme, Isabel Malzeke, Hailey White, Andrew Lang, Abigail Vogt, Anna Day, Morgan Kouyaté, Alicea Stewart, Emery Publisher An entity responsible for making the resource available Unpublished Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photo Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Drs. Christa Craven and Olivia Navarro-Farr at the 2017 Women’s March in Wooster, Ohio. Subject The topic of the resource Women's studies; Social justice; Feminism Description An account of the resource This photograph is of Drs. Christa Craven and Olivia Navarro-Farr at the 2017 Women's March in Wooster, Ohio. One the left is Dr. Craven, Associate Professor of Anthropology and Women’s, Gender, and Sexuality Studies at the College of Wooster (Chair of WGSS Program 2012-2017). On the right is Dr. Navarro-Farr, Assistant Professor of Anthropology and Archaeology at the College of Wooster. Creator An entity primarily responsible for making the resource Susan Lehman Publisher An entity responsible for making the resource available Unpublished Date A point or period of time associated with an event in the lifecycle of the resource 01-2017 Contributor An entity responsible for making contributions to the resource Craven, Christa Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Still Image Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant January 2017; Wooster, Ohio https://woosterdigital.org/wgssatwoo/files/original/4b91c26c7d1d83ae7d315f9d104b5df7.mp4 07d7a56fc82264ee70e8cec0c66bc493 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Feminist and Queer Pedagogies Workshop Subject The topic of the resource Feminism; Teaching; Pedagogy; Education, Higher; Queer community; Race Description An account of the resource This is a collection of oral histories from professors in WGSS disciplines from across the country who came together for this Feminist and Queer Pedagogies Workshop at the College of Wooster in the fall semester of 2018. Each professor discusses how they incorporate queer and feminist perspectives in the classroom as well as the struggles when implementing these techniques in higher education. Creator An entity primarily responsible for making the resource Harris-Ridker, Matthew Remtulla, Amrin Bonhomme, Isabel Malzeke, Hailey White, Andrew Lang, Abigail Vogt, Anna Day, Morgan Kouyaté, Alicea Publisher An entity responsible for making the resource available Unpublished Contributor An entity responsible for making contributions to the resource Sirot, Laura; Shange, Savannah; Huston-Findley, Shirley; LeMaster, Benny; Costa, LeeRay; Proctor, Brittnay; Hester, Scarlett; Gill, Harjant; Rapport, Jeremy; Ng, Margaret Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/" target="_blank" rel="noopener">In Copyright</a> Format The file format, physical medium, or dimensions of the resource Mp3; Mp4 Language A language of the resource eng Type The nature or genre of the resource Sound; Moving Image Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Savannah Shange Subject The topic of the resource Feminist Studies; Race; Blackness; Anthropology; Queer Theory; Performance; Pedagogy Description An account of the resource This is an interview with Savannah Shangey who is an Assistant Professor at the University of California, Santa Cruz where they teach in the Anthropology department. In this interview Shangey talks about how she always looks for how blackness shows up, typically in an educational environment, and how the afterlife of slavery is being lived in this moment by a variety of people. They also talk about ways in which gender and sexuality are not just vectors of oppression, but also of liberation. They also talk about how pedagogy is in the classroom, but it also about how you teach someone to be something, so for them she learnt that on the dance floor as those spaces were places where someone would figure out their identity. Creator An entity primarily responsible for making the resource Remtulla, Amrin Shangey, Savannah Publisher An entity responsible for making the resource available Unpublished Date A point or period of time associated with an event in the lifecycle of the resource 2019-09-14 Contributor An entity responsible for making contributions to the resource Feminist and Queer Pedagogies Workshop, College of Wooster, funded by the Hewlett-Melon Foundation Rights Information about rights held in and over the resource Presented With Permission From Savannah Shangey <a href="http://rightsstatements.org/vocab/InC/1.0/" target="_blank" rel="noopener">In Copyright</a> Format The file format, physical medium, or dimensions of the resource Mp4 Language A language of the resource eng Type The nature or genre of the resource Moving Image Identifier An unambiguous reference to the resource within a given context Savannah_Shangey-Interview.Mp4 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Wooster https://woosterdigital.org/wgssatwoo/files/original/f6ba36f2b96bf124cfe857fad59369bd.mp3 d092386f9c7a05db7b9bc4a49f368a07 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Feminist and Queer Pedagogies Workshop Subject The topic of the resource Feminism; Teaching; Pedagogy; Education, Higher; Queer community; Race Description An account of the resource This is a collection of oral histories from professors in WGSS disciplines from across the country who came together for this Feminist and Queer Pedagogies Workshop at the College of Wooster in the fall semester of 2018. Each professor discusses how they incorporate queer and feminist perspectives in the classroom as well as the struggles when implementing these techniques in higher education. Creator An entity primarily responsible for making the resource Harris-Ridker, Matthew Remtulla, Amrin Bonhomme, Isabel Malzeke, Hailey White, Andrew Lang, Abigail Vogt, Anna Day, Morgan Kouyaté, Alicea Publisher An entity responsible for making the resource available Unpublished Contributor An entity responsible for making contributions to the resource Sirot, Laura; Shange, Savannah; Huston-Findley, Shirley; LeMaster, Benny; Costa, LeeRay; Proctor, Brittnay; Hester, Scarlett; Gill, Harjant; Rapport, Jeremy; Ng, Margaret Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/" target="_blank" rel="noopener">In Copyright</a> Format The file format, physical medium, or dimensions of the resource Mp3; Mp4 Language A language of the resource eng Type The nature or genre of the resource Sound; Moving Image Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Shirley Huston-Findley Subject The topic of the resource Feminist Studies; Theatre and Performance Studies; Feminist Pedagogy Description An account of the resource This is an interview with Professor Shirley Huston-Findley who is a Professor at The College of Wooster, where she teaches in the theatre and dance department. In this interview Huston-Findley talks about how she has found intersections between the world of theatre, especially as a director as well as finding ways to incorporate feminist theory in everything she does. Even though her courses aren’t theoretically based around feminism, she does make sure to incorporate female playwrights, as well as female directors into the readings and discussions in the classroom. She also talks about the way bell hooks influenced the way she looks at pedagogy, and how to incorporate feminist pedagogy into the classroom. She has also been influenced by trying to find ways in which worlds intersect, and looking beyond second wave feminism. Creator An entity primarily responsible for making the resource Remtulla, Amrin Huston-Findley, Shirley Publisher An entity responsible for making the resource available Unpublished Date A point or period of time associated with an event in the lifecycle of the resource 2018-09-14 Contributor An entity responsible for making contributions to the resource Feminist and Queer Pedagogies Workshop, College of Wooster, funded by the Hewlett-Melon Foundation Rights Information about rights held in and over the resource Presented With Permission From Benny LeMaster <a href="http://rightsstatements.org/vocab/InC/1.0/" target="_blank" rel="noopener" title="In Copyright">In Copyright</a> Format The file format, physical medium, or dimensions of the resource Mp3 Language A language of the resource eng Type The nature or genre of the resource Sound Identifier An unambiguous reference to the resource within a given context Huston-Findley_Shirley_Interview.mp3 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Wooster https://woosterdigital.org/wgssatwoo/files/original/3b1fb6f43de36dd3e7561b55e858743e.m4a 0041cca1b7a6a1b03e072aeeae96d94b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Feminist and Queer Pedagogies Workshop Subject The topic of the resource Feminism; Teaching; Pedagogy; Education, Higher; Queer community; Race Description An account of the resource This is a collection of oral histories from professors in WGSS disciplines from across the country who came together for this Feminist and Queer Pedagogies Workshop at the College of Wooster in the fall semester of 2018. Each professor discusses how they incorporate queer and feminist perspectives in the classroom as well as the struggles when implementing these techniques in higher education. Creator An entity primarily responsible for making the resource Harris-Ridker, Matthew Remtulla, Amrin Bonhomme, Isabel Malzeke, Hailey White, Andrew Lang, Abigail Vogt, Anna Day, Morgan Kouyaté, Alicea Publisher An entity responsible for making the resource available Unpublished Contributor An entity responsible for making contributions to the resource Sirot, Laura; Shange, Savannah; Huston-Findley, Shirley; LeMaster, Benny; Costa, LeeRay; Proctor, Brittnay; Hester, Scarlett; Gill, Harjant; Rapport, Jeremy; Ng, Margaret Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/" target="_blank" rel="noopener">In Copyright</a> Format The file format, physical medium, or dimensions of the resource Mp3; Mp4 Language A language of the resource eng Type The nature or genre of the resource Sound; Moving Image Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Bonhomme, Isabel Interviewee The person(s) being interviewed Costa, LeeRay Transcription Any written text transcribed from a sound [00:00:03] IB: Hello everyone, so I am here with Dr. LeeRay Costa. My name is Isabel Bonhomme, I am a student at the College of Wooster who is majoring in Anthropology and Women’s Gender and Sexuality Studies. It is September 17th, 2018, um and once again I’m here with Dr. Costa from Hollins University. Hi Dr. Costa. [00:00:21] LC: Hi! [00:00:23] IB: Um, so I’ll just jump right in! First question, what is your primary area of study and also how do you incorporate a feminist or queer approach into your teaching? [00:00:33] LC: Okay so um I’m actually trained as a feminist anthropologist, and I’ve been teaching for 18 years and I’ve sort of moved away from anthropology being my primary area of research and teaching, to really Gender and Women’s Studies, um I do that full time now. And so I’d say the thrust of my research focuses on that, and um historically it’s really been around issues of women’s activism, social movements, and non-governmental organizations, and currently my area of research focuses on the intersection of sort of feminist, and womanist, um, approaches, to, um, activism and spiritual activism, in particular, so how do we use spiritual approaches, um in the service of social justice and making social change. [00:01:23] IB: I actually saw on your, um, website on Hollins’ website, that you did spiritual feminism and spiritual activism, I thought that was really interesting, I’d never really heard of that before so- [00:01:32] LC: Yea! [00:01:33] IB: -interesting. Um, so I also saw on the website that you teach about feminist and contemplative pedagogies? [00:01:38] LC: Mm-hm. [00:01:39] IB: I was wondering if you could speak to how that has impacted how you have approached teaching, um, since, um, including that into your classroom. [00:01:46] LC: Mm-hm. Well so, um, I think- for a long time I-I’ve taken a feminist approach to my pedagogy. And, um, I’d say within- well, and, I think what I realized is when I discovered contemplative pedagogy I realized that I’d already been doing a lot of, um contemplative pedagogical approaches and didn’t really know it, um but then I became much more focused on exploring that and what does it look like to bring those, um approaches to a feminist classroom. So a lot of what this has to do with is creating spaciousness, um, for students, and their learning, and also to go deeper in their learning. So there’s a lot of self-reflection, um in, in the ways that I teach, and so that’s something I was already doing but now I think I’ve brought into that, um, some new techniques to enhance that. So, for example in many of my classes we begin each class with two or three minutes of silence and centering, focusing on our breathing and making sure that we’re actually in our bodies, because so often in academe we’re up here in out heads and we’re off somewhere else and you forget that we have to take care of this vessel, that allows us to do all that we do. So things like that and I also focus a lot um, on deep listening and- and practicing how to really listen to one another, because nobody really teaches us that. And um in terms of the kinds of things that we teach and learn about in Gender and Women’s Studies which often have to do with really difficult issues and conflict, um, oppression and inequality, actually listening to one another and each other’s experiences is really important, so, um, I’ve focused a lot on that as well. And then just, in terms of, kind of, self-exploration, uh self-reflection in the process of learning because when you come to Gender and Women’s Studies in particular, you often have to, um, kind of own up to the privileges that you have, um whatever they might be whether it’s around gender or sexuality or race, um and that can be a hard process for people, because it means that they’re actually having to confro- confront things that they haven’t had to in the- in the past. So that kind of deep self-reflection creates space for exploring that. [00:03:56] IB: Alright, thank you. Um, so sort of going off of that, who or- [00:04:00] LC: Mm-hm. [00:04:00] IB: -what were some of your biggest influences in feminist and queer pedagogies? [00:04:05] LC: Oh, wow. Well, um, some of the folks that I’ve been reading a lot, um, lately, that have been influencing this teaching I do around spiritual activism, um are Gloria Anzaldúa and AnaLouise Keating. AnaLouise Keating’s, um work really grows out of, um Gloria Anzaldúa’s work. Um, and, um people like bell hooks, for example. Um a lot of the work that inspires me is actually written by women of color. Um I think that they- that centering their work is really important, um in learning about- learning how to think differently about some of these issues, and how, um they speak from a perspective of really being able to see the complexities of the structures of power that we live within, that I think white, um feminists in particular don’t always see- can’t recognize because of the ways that we’ve been socialized into white supremacy. So um, those would be a few. Some other people would be Leela Fernández, um and Layli Mapa- Maparyan, um I’m not sure if I say her name correctly. Um, and also Becky Thompson. Those are probably some of the key figures that I’ve been reading and- and um really using their work. [00:05:13] IB: Great. Um, and then when was a time where you saw queer or feminist pedagogy have a positive influence or work well within your classroom? [00:05:23] LC: Oh, wow. That happens all the time! (laughs) Umm…ah, specific example. Um, well I- I will speak to- [00:05:32] IB: [unintelligable] [00:05:34] LC: What was that? [00:05:35] IB: I was saying, if you can’t think of a specific example, maybe a technique that works well? [00:05:38] LC: Yea, yea. So something that I’ve started doing over the past year and a half that I’ve used in both my undergraduate and graduate classes, is something called horizontal inquiry. And, um, and I got this concept from a professor of dance, um, from Canada. And, so basically what it is, is taking students outside, to lay on the grass, and inviting them to just rest and daydream. Maybe for 5 to 10 minutes- and really giving them no specific prompt, but letting them just sort of look at the sky, and the clouds, or the trees, or to just rest. And then, at, at the- at the close of that, sort of restfulness, um inviting them to do some reflective writing. And then coming back to the content of the class, and having a discussion. And each time that I’ve done this, we’ve had profound conversations, where students are so much more focused, on the topic of the class, they’re able to go deeper, they’re able to really listen to their classmates. Um, and we recently- we did this in my Spiritual Activism class, for example- and, um, the students were so tender with each other, when they were really grappling with this issue of how do we talk to someone who is different from us, who has a very different life experience? So there’s something about, again, creating that space, for restfulness, um, and centering and sort of clearing the mind that, um, allows for a more focused, um, and in-depth discussion. So that’s one of the things that I’ve done. [00:07:05] IB: Yea. Um, and then what kind of challenges do you think that, um, professors such as yourselves face when bringing that kind of feminist and queer pedagogy into the classroom? [00:07:17] LC: Um, well, first of all, um, it- sometimes it makes people uncomfortable. I think that’s the first thing- it’s, it’s sort of not, what’s typical. And, and also people have very different relationships to their bodies, to their breath, to the idea of what a classroom space is like, or should be like. And so, sometimes introducing these kinds of techniques can be unsettling. Um, and, so I try- I try to prime students for that by talking about, at the very beginning of the semester, you know, this is what these techniques are, this is why I’m teaching them to you, this is what some of the outcomes could potentially be- so they sort of know going in, why, you know, I’m using them. And then, once we begin to practice, I always have reflection, um, wri- reflective writing, and, so it’s a way for me to constantly be checking in to see where students are. So if they have individual particular challenges, I can address that with them individually. Um, and, for example, um, sometimes trauma, can be, an issue that comes up for individual people- especially in relationship to their bodies. So having, um, more knowledge on that and being able to check in with individual students when necessary, I think is helpful, because it can be, um, you know, it’s different, it can be unnerving for people until they start to begin to see what this practice is like, and how it actually enhances their learning. [00:08:41] IB: And, I know you weren’t able to actually make it out to the workshop- [00:08:44] LC: Oh I know, I’m so sad! [00:08:46] IB: Um, what motivated you to want to participate in the workshop in the first place? [00:08:50] LC: Oh my gosh. Well, um, I mean, I consider myself to be a lifelong learner, and I love to teach, and so I always want to be learning new approaches to teaching so that I can be the best teacher that I can be. And that whole idea of being, you know, at- at a conference, with a bunch of other teachers and scholars and learning from them, um, is just so attractive and inspiring, and I think, you know, because- again, people are coming to this from their different life experiences, they’re going to be thinking about and approaching things in a way very different from me, and that can, you know, help me recognize things I might have been missing, um and introduce me to new ways of approaching teaching. Um, and, um, so, that, I think that was the primary reason that I, you know, wanted to participate. And I’ve also, you know, um, Christa and I have been working together for a number of years, and so anything that she plans and organizes, I want to be a part of. [00:09:47] IB: That’s awesome to hear. Well thank you, and is there anything else that we haven’t brought up in the interview, that you would just really like to talk about, or, ask about- anything like that. [00:09:56] LC: Um, I guess I would just say, that, um, again when it comes to sort of looking at the intersections of feminist and contemplative pedagogy, what I’ve found is that, um it sort of freed students in a lot of ways to, um think about their own learning and the particular issues that they’re grappling with in new ways, so I hope that it is something that other faculty will consider engaging with and I hope that students will be more open to that because it really, um, the techniques that are used, are excellent for learning but they’re also things that you can take into your everyday life. And into, you know, your work, beyond the academy. So, that’s about it. [00:10:33] IB: Well thank you so so much for participating in this interview, and, um, I wish you all the best with your teaching and with the storm, and everything like that. So, thank you once again. [00:10:43] LC: Thank you, Isabel. [00:10:45] IB: Bye. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Sound Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:10:45 Location The location of the interview Virtual Interview; College of Wooster, Wooster, Ohio and Hollins University, Roanoke, Virginia Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with LeeRay Costa Creator An entity primarily responsible for making the resource Bonhomme, Isabel Costa, LeeRay Publisher An entity responsible for making the resource available Unpublished Date A point or period of time associated with an event in the lifecycle of the resource 2018-September-17 Rights Information about rights held in and over the resource Presented with permission from LeeRay Costa<br /><br />In Copyright<br /><a href="http://rightsstatements.org/vocab/InC/1.0/" target="_blank" rel="noopener">http://rightsstatements.org/vocab/InC/1.0/</a> Format The file format, physical medium, or dimensions of the resource Mp4 Language A language of the resource eng Type The nature or genre of the resource Sound Identifier An unambiguous reference to the resource within a given context LeeRay_Costa_Interview.mp4 Description An account of the resource This is an interview with Dr. LeeRay Costa, professor of Anthropology and Women's, Gender, and Sexuality Studies at Hollins University. Costa reflects upon her feminist and contemplative pedagogical approaches in the classroom. Contributor An entity responsible for making contributions to the resource Feminist and Queer Pedagogies Workshop, College of Wooster, funded by the Hewlett-Melon Foundation Subject The topic of the resource Women's studies; Teaching; Critical Pedagogy; Feminism; Anthropology; Minorities; Intersectionality Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Hollins University; Canada https://woosterdigital.org/wgssatwoo/files/original/3ecbda3ce90ae9bfe25373aea0bd2883.mp3 4ec258571f644b00f470fc3e641c840c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Feminist and Queer Pedagogies Workshop Subject The topic of the resource Feminism; Teaching; Pedagogy; Education, Higher; Queer community; Race Description An account of the resource This is a collection of oral histories from professors in WGSS disciplines from across the country who came together for this Feminist and Queer Pedagogies Workshop at the College of Wooster in the fall semester of 2018. Each professor discusses how they incorporate queer and feminist perspectives in the classroom as well as the struggles when implementing these techniques in higher education. Creator An entity primarily responsible for making the resource Harris-Ridker, Matthew Remtulla, Amrin Bonhomme, Isabel Malzeke, Hailey White, Andrew Lang, Abigail Vogt, Anna Day, Morgan Kouyaté, Alicea Publisher An entity responsible for making the resource available Unpublished Contributor An entity responsible for making contributions to the resource Sirot, Laura; Shange, Savannah; Huston-Findley, Shirley; LeMaster, Benny; Costa, LeeRay; Proctor, Brittnay; Hester, Scarlett; Gill, Harjant; Rapport, Jeremy; Ng, Margaret Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/" target="_blank" rel="noopener">In Copyright</a> Format The file format, physical medium, or dimensions of the resource Mp3; Mp4 Language A language of the resource eng Type The nature or genre of the resource Sound; Moving Image Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Malzeke, Hailey Interviewee The person(s) being interviewed Proctor, Brittnay Location The location of the interview College of Wooster, Wooster, Ohio Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:12:05 Transcription Any written text transcribed from a sound Brittnay Proctor Interview Edited by Hailey Malzeke and Brittnay Proctor for clarity. [00:00:00] HM: I am Hailey Malzeke. I am a double major in Sociology and Women’s, Gender, and Sexuality Studies. Today is September 14th and I am here with Dr. Brittnay Proctor, and she is a professor in the WGSS Department here at The College of Wooster. So, the first question that we’re going to start with is what is your primary area of study and how do you incorporate a feminist or queer approach into your teaching? [00:00:26] BP: Thank you for your question. My primary research interests are Black feminist theory, popular culture studies, but mostly I research Black music. I also am writing about the relationship between sound cultures and visual cultures in Black popular music. So, thinking about the relationship between album art and sound as it relates to how we theorize Black -- or what I call Black gender and, to a lesser degree, Black sexuality. In my own teaching I am interested in using and teaching materials that are invested in Black feminism, invested in what was once called Third World Feminisms but now we know it to be more so transnational feminisms, but primarily I teach the work of feminists of color from the United States as well as thinking more globally. I think my approach, or my use of queer studies in my course revolves around again the using the work of Black queer scholars, teaching queer color critique, and using some of the research that is a part of queer color critique as a field, and more generally I try to construct my... my courses around a kind of nonnormative understanding of the field. My hope is to not always center, you know, cis white women or their work in the kind of courses I teach. So, that’s always my aspiration, but you know, sometimes, the institutionalization of WGSS doesn’t always allow for that, but that’s definitely my intention. [00:02:21] HM: Who or what were some of your biggest influences in feminist and queer pedagogy? [00:02:26] BP: That’s a great question... One of my biggest influences is a... scholar named Jayna Brown. She was one of my mentors as an undergraduate at the University of California Riverside, and she, you know, I don’t know if she self-identifies as a Black feminist, but she’s definitely invested in the project of Black feminism and some of my first exposure to Black feminist text was through her. Her work is invested in thinking about Black feminism alongside performance. So, she’s definitely been a big influence to me and she encouraged me to apply to PhD programs, which at the time right out of, or at least two years removed from, undergraduate studies, I didn’t feel very prepared for. She said, “yeah, you’ll never know what people think.” So, I applied to one PhD program and all the rest Masters programs because of her, and I got into the one PhD program that I applied to because of her. Yeah, it’s kind of -- Not to say it’s all because of her, but that’s part of my investment in teaching the work of feminists, particularly Black feminists and... transnational feminists, or women of color or people of color that identify as feminists. I also think that, you know, my kind of... background in the working class has inspired my relationship to... understanding the importance of... you know... the labor of, not just women, but thinking about the labor of those that are... -- that cannot adhere to normative categories of gender and sexuality. In particular I think about my grandmothers and my mother who took...well, both of my grandmothers were domestic workers, and my mother similarly had done in-home service. So, I was exposed to the feminization of certain type of labor early on. Especially as they relate to the labor of Black woman, and Black women’s relationship to domesticity for, not necessarily in relation to their home, but to others -- other folks’ homes. So, you know, to kind of see -- to be exposed to those kinds of disparities early on also makes me feel invested in teaching the work that articulates the kinds of... ways that certain folk have to do certain types of labor and are more vulnerable and susceptible to being exploited when it comes to... labor or having to, in the case of my grandmothers and my mother, having to engage in an occupation that carried the taint of slavery, right? Like, what does it...not to say that being a domestic worker is slavery by another world, but in many ways the kind of primacy of Black women working in the homes of often white people that was reproduced in that I saw my grandmother – my grandmothers having to do and what my mother had to do to survive. So, all of those kinds of things have inspired my investments in... feminist and queer pedagogy. And, in queer pedagogy thinking through a critique of, you know, heteronormativity or heteropatriarchy, right? Like, that field or that analytic being, the way that I engage in that way. [00:06:10] HM: So, when was a time when you saw queer or feminist pedagogy have a positive influence or work well in the classroom? [00:06:17] BP: I think Andrea Smith’s... Three Pillars of White Supremacy is a great text to use to think about... the stakes of gender and sexuality as they relate to race outside of, you know, a kind of identity based formulation or understanding that I think really strikes students, so that in a structural way they have to think about... race, right? And gender and sexuality alongside one another so it’s not so much how one identifies but how, you know, in the case of Andrea Smith’s -- that particular piece, the ways in which being indigenous and a women, or being Black and a woman, or being brown and a woman is a problem for the kind of social order that we live in. It’s not that our identities in and of themselves are... what we kind of have to articulate as the primacy but kind of how who we are is made a problem by this current social order that we’re in. I think that piece and Kimberle Crenshaw’s work on intersectionality is a really profound piece. Especially in the moment which we think intersectionality is meant to articulate identities. Like... I have six intersectionalities. I am a woman, and I am Black, and I’m queer, and I have a mental disability, etcetera, etcetera, right? You know, that’s not the kind of way in which she’s articulating or using intersectionality, or conceiving intersectionality, right? It’s about a structural scaffolding that allows the... matrices of race and gender and class to make Black women and women of color more vulnerable to facing certain forms of violence, right? Make them more vulnerable towards living in poverty, etcetera, etcetera. So, in that way I think her reading is also a great feminist and work that can be considered queer studies work that is trying to disarticulate...you know, identity. You know, the primacy of identity and women’s, gender, and sexuality studies, and get students to really think about... structurally and institutionally what is the root of a lot of the violence and ills we face in the world. Those work really well in the classroom I believe. [00:08:56] HM: So, last question. What motivated you to participate in this workshop, and what do you hope to get out of it? [00:09:03] BP: Oh, that’s a great question. I think as a -- someone who is embarking upon their first job outside of -- or after getting my doctorate it’s important for me to kind of sharpen the tools of my pedagogy belt, per say. I feel like (pause) I’m sure many folk coming out of graduate school don’t feel like they’ve gotten adequate training when it comes to thinking about pedagogy and I’ve been fortunate enough to have mentors and experiences in graduate school that allowed me to teach and allowed me, you know, to kind of learn certain forms of pedagogy and engage in skills and learn methods and tools. But I also think this is a great opportunity for me to kind of hone in on some of those skills and think about what might be working for... you know... how I see my own pedagogy and what I want to be as a teacher. Which, from graduate school to now has... you know -- has started to shift and change. Also, because, quite honestly, this... I’m a visiting new faculty and this is my first job and teaching two sections of Intro to Women’s, Gender, and Sexuality Studies, I’ve had somewhat of a hard time engaging students. Or rather, getting students to feel like they can talk and take up space in the classroom, so I think this was also a way for me to kind of... talk about some of the challenges I’ve been facing and also think about how I might tailor the rest of the course -- And also, just think that sometimes it’s not me, as much as it is a set of circumstances that make teaching this kind of work hard. It’s been really great to just have a sounding board amongst other folk in the field of WGSS and just think about more concretely what it means to do this work in the classroom... because I don’t think that always happens, which is pretty sad. I’m pretty grateful to have been here and have participated. [00:11:21] HM: It sounds like the workshops that I’ve seen the description for sound really cool. So, I’m happy that you were able to experience some great speakers and some great topics that you could actually grow from. [00:11:32] BP: Absolutely, I think so too. [00:11:33] [Both laugh] [00:11:35] HM: Well, thank you for your time and we really appreciate you providing... the voice... that you have. [00:11:42] BP: Thank you so much. Thank you for having me, and I think it’s really cool that you guys get to do this in your class. You know, in thinking about pedagogy, this is a great way to expose students to... an alternative means to kind of engage with some of the ideas that you guys are learning in the context of class. So, I think that’s always really cool. Really cool. Okay, well I’ll stop talking. [00:12:04] [Both laugh] [End of Recording] Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Brittnay Proctor Creator An entity primarily responsible for making the resource Malzeke, Hailey Proctor, Brittnay Publisher An entity responsible for making the resource available Unpublished Date A point or period of time associated with an event in the lifecycle of the resource 2018-9-14 Contributor An entity responsible for making contributions to the resource College of Wooster Libraries Feminist and Queer Pedagogies Workshop Rights Information about rights held in and over the resource Presented with permission from Brittnay Proctor.<br /><br /><a href="http://rightsstatements.org/vocab/InC/1.0/">In copyright</a> Format The file format, physical medium, or dimensions of the resource Mp3 Language A language of the resource eng Type The nature or genre of the resource Sound Identifier An unambiguous reference to the resource within a given context Brittnay_Proctor_Interview.mp3 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant The College of Wooster; University of California Riverside Subject The topic of the resource Feminist theory; Popular culture--study and teaching; Popular music; Description An account of the resource This is an interview with Dr. Brittnay Proctor. Dr. Proctor is a Visiting Assistant Professor at the College of Wooster in the WGSS department. This interview revolves around her studies in black popular music, black feminist theory, visual cultures, gender and sexuality studies, and performance. Dr. Proctor talks about what has influenced her in her research pursuits, including the women in her family and her own experiences, as well as discusses influential texts she has worked with. https://woosterdigital.org/wgssatwoo/files/original/dbab3e72fab0c25600aef8acd0207008.mp3 1819508f46a8024506163e1ef5053819 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Feminist and Queer Pedagogies Workshop Subject The topic of the resource Feminism; Teaching; Pedagogy; Education, Higher; Queer community; Race Description An account of the resource This is a collection of oral histories from professors in WGSS disciplines from across the country who came together for this Feminist and Queer Pedagogies Workshop at the College of Wooster in the fall semester of 2018. Each professor discusses how they incorporate queer and feminist perspectives in the classroom as well as the struggles when implementing these techniques in higher education. Creator An entity primarily responsible for making the resource Harris-Ridker, Matthew Remtulla, Amrin Bonhomme, Isabel Malzeke, Hailey White, Andrew Lang, Abigail Vogt, Anna Day, Morgan Kouyaté, Alicea Publisher An entity responsible for making the resource available Unpublished Contributor An entity responsible for making contributions to the resource Sirot, Laura; Shange, Savannah; Huston-Findley, Shirley; LeMaster, Benny; Costa, LeeRay; Proctor, Brittnay; Hester, Scarlett; Gill, Harjant; Rapport, Jeremy; Ng, Margaret Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/" target="_blank" rel="noopener">In Copyright</a> Format The file format, physical medium, or dimensions of the resource Mp3; Mp4 Language A language of the resource eng Type The nature or genre of the resource Sound; Moving Image Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview White, Andrew Interviewee The person(s) being interviewed Hester, Scarlett Transcription Any written text transcribed from a sound [00:00:00] Andrew White: Hello, this is Andrew White. I am a senior psychology major with a double minor in WGSS and sociology. Today is September 14th. I am here with Dr. Scarlett Hester in the Communications department and she is a professor at the College of Wooster. So the first question is, what is your primary area of study and how do you incorporate a feminist or queer approach into your teaching. [00:00:27] Scarlet Hester: I use a critical rhetorical and media approach in my research. Feminist pedagogy is really just so deeply embedded in my research and my approach to the classroom that this question is actually kind of funny because it makes me have to stop and rethink how I use it. I think that the way I use it the most is that I am constantly trying to have students think about their identity and the way that they self-identify and the way that their identity is perceived by others and the impact of that. Also, in the classroom how that impacts their ability, or not even ability, but comfort in participating in the classroom and in different topics. So, a lot of the classes I teach center race, gender, those types of things so I feel like inherently feminist pedagogy is always part of that and making sure students are comfortable discussing those things. [00:01:44] AW: Next question is, who or what were some of your biggest influences in feminist and queer pedagogies. [00:01:50] SH: I think that I’ve been very fortunate in having mentors that model really good feminist and queer pedagogy. In particular, my master’s program mentor and advisor was really open about trying to make sure everyone was comfortable in the classroom but comfort doesn’t mean not being challenged. So Dr. Kristen McCauliff at Ball State University is one of the really big influences that I try to model after her. I’m also a really big fan of bell hooks and her approaches to pedagogy. Teaching community is something that I kind of try to base my approach to the classroom off of. I would say that they were some of the two biggest influences. [00:02:49] AW: When was a time where you saw a queer or feminist pedagogy have positive influence or work well in the classroom? [00:02:55] SH: I think I’m gonna push back on this question a little bit because I think working well, and this is something I’m bringing into this interview from this workshop is that working well kind of indicates success. And I think that the things that I grapple with as a professor is that sometimes good pedagogy doesn’t always mean success. Sometimes it means a failing either as me facilitating a conversation or if there’s moments of tension in the classroom. I think that traditionally that would be viewed as maybe not successful. But I think that those are maybe not being done well right if people are uncomfortable. But I think that a specific moment that I have seen feminist pedagogy at work perhaps would be when I have students take a privilege quiz. So it’s just a Buzzfeed quiz that I put onto a document and I add some questions right but I think in order to grapple with and engage with the conversations that I want students to have they have to be able to acknowledge their own privilege. I have to do that as well in the classroom so having that be a point of reference for students. Even for students that identify from marginalized groups if there’s any privilege that exists there for them I think that’s something that I’ve seen work in my classroom or that I’ve used and engaged with. [00:04:46] AW: What kind of challenges do you think that professors face when bringing feminist and queer pedagogies to the classroom? [00:04:48] SH: I think one of the challenges is being willing to accept failure; accepting that it may not always work, and being vulnerable. Vulnerability is a huge part I think of queer and feminist pedagogy and as a professor being willing to exhibit that vulnerability because I think for me as a young female professor, a female professor of color, I think that a lot of times I feel like I have to maintain this position of authority. Just because of the identity I embody so sometimes authority and vulnerability don’t necessarily correlate so I think one of the biggest challenges is modeling what I want some students to do and it’s difficult and being vulnerable and allowing those moments of vulnerability with failure I think is really difficult. [00:05:45] AW: What motivated you to participate in this workshop and what do you hope to get out of it? [00:05:51] SH: Well, A I’m a really big nerd and I always want to look for the opportunity to learn. But I think a commitment to feminist and queer pedagogy means that you are always learning. It’s not like you can go I’ve accomplished the ultimate feminist or queer pedagogy like I’m good to go forever. There is always new things to consider, different perspectives to learn and just the opportunity to be a part of other conversations with really dedicated individuals was really exciting to me. So things I’m excited to learn are just being able to expand my approach and how to navigate the classroom space. [00:06:38] AW: Is there anything that we haven’t talked about that you’d like to bring up? [00:06:40] SH: I don’t think so, these are really good questions. [00:06:43] AW: Thank you very much. [00:06:44] SH: Thank you. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Sound Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:06:45 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Scarlett Hester Subject The topic of the resource Feminist studies; Pedagogy; Intersectionality; Identity Description An account of the resource This is an interview with Perry-Williams Postdoctoral Fellow in Communication Scarlett Hester. In this interview, Dr. Hester reflects on how she integrates feminist and queer pedagogies into her teaching. She also discusses her own inspirations in feminist pedagogy. Creator An entity primarily responsible for making the resource White, Andrew Publisher An entity responsible for making the resource available Unpublished Date A point or period of time associated with an event in the lifecycle of the resource 2018-09-14 Contributor An entity responsible for making contributions to the resource Feminist and Queer Pedagogies Workshop, College of Wooster, funded by the Hewlett-Melon Foundation Rights Information about rights held in and over the resource Presented with Permission from Scarlett Hester<br /><br /><a href="http://rightsstatements.org/page/InC/1.0/?language=en" target="_blank" rel="noopener">In Copyright</a> Format The file format, physical medium, or dimensions of the resource Mp3 Language A language of the resource eng Type The nature or genre of the resource Oral History Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Wooster Identifier An unambiguous reference to the resource within a given context Scarlett_Hester_Interview.mp3 https://woosterdigital.org/wgssatwoo/files/original/8a1a6890e792d6b07cf26acfd8aab820.mp4 9b7bb384971e663f1d080c8528d8b39d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Feminist and Queer Pedagogies Workshop Subject The topic of the resource Feminism; Teaching; Pedagogy; Education, Higher; Queer community; Race Description An account of the resource This is a collection of oral histories from professors in WGSS disciplines from across the country who came together for this Feminist and Queer Pedagogies Workshop at the College of Wooster in the fall semester of 2018. Each professor discusses how they incorporate queer and feminist perspectives in the classroom as well as the struggles when implementing these techniques in higher education. Creator An entity primarily responsible for making the resource Harris-Ridker, Matthew Remtulla, Amrin Bonhomme, Isabel Malzeke, Hailey White, Andrew Lang, Abigail Vogt, Anna Day, Morgan Kouyaté, Alicea Publisher An entity responsible for making the resource available Unpublished Contributor An entity responsible for making contributions to the resource Sirot, Laura; Shange, Savannah; Huston-Findley, Shirley; LeMaster, Benny; Costa, LeeRay; Proctor, Brittnay; Hester, Scarlett; Gill, Harjant; Rapport, Jeremy; Ng, Margaret Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/" target="_blank" rel="noopener">In Copyright</a> Format The file format, physical medium, or dimensions of the resource Mp3; Mp4 Language A language of the resource eng Type The nature or genre of the resource Sound; Moving Image Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Lang, Abigail Interviewee The person(s) being interviewed Gill, Harjant Location The location of the interview College of Wooster, Wooster, Ohio Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:08:14 Transcription Any written text transcribed from a sound [00:00:02] Abigail Lang: Ok. I am Abby Lang (waves) I am a WGSS and History double major. I am here today on September 14th, 2018 with Harjant Gill from Towson University. So, my first question today is about your primary area of study and how you incorporate queer and feminist pedagogy into your approach to teaching? [00:00:25] Harjant Gill: Yeah. Well, thank you for having me here. I teach anthropology and I’m an ethnographic filmmaker. I teach courses that are in gender, that are in ethnographic film, that are based in South Asia. Most of my work is on masculinities, gender, and sexuality in South Asia. So, in addition to focusing specifically on queer and feminist issues in South Asia, a lot of the courses that I teach tend to focus on, looking at queer and feminist representations in ethnographic film. And also… I try to privilege narratives that are made by or from the perspective of queer and feminist film makers, as well as diasporic film makers, as well. So, kind of broadly, transnational feminist filmmakers. [00:01:26] AL: Mmhmm. Alright, and who or what are some of your biggest influences in feminist and queer pedagogies? So that could be anything from teachers, mentors, books, even life experiences or people just within you field? [00:01:41] HG: Well, I will talk about films instead of books, because there aren’t a lot of books out there that are very influential [where ethnographic film is concerned. Although] I should say, you know, Inderpal Grewal and Caren Kaplan’s work, [specifically, the book Scattered Hegemonies” on] feminist critique and pedagogies is very influential. But most importantly in terms of films I think the filmmakers who’ve had the most sort of influence on my work is Marlon Riggs, who is a queer African American filmmaker and he made Tongues Untied, which is the film that made me to want to pick up a camera and make a film and be a filmmaker. As well as the work of Trinh T Minh-ha. She’s an ethnographic filmmaker. You know, I think a lot of the people who really inspire me tend to be people who are working on the margins or the boundaries or not necessarily part of the canon or are usually excluded from the canon. And you know, so that tends to be my, my sort of area where I draw my influence. [00:02:59] AL: Ok, and when was a time where you saw feminist or queer pedagogy have a positive influence or work well implemented in the classroom? [00:03:08] HG: (pause) Hmm. That’s a good question. [00:03:17] AL: Mmhmm. And the follow up question to that would be what kind of challenges do you think professors face bringing these into the classroom? [00:03:25] HG: Mmhmm. [00:03:26] AL: So like, in implementing the techniques, even the classroom dynamic or even a more institutional level, bringing queer and feminist pedagogy into the hiring process, reviews, promotion, and tenure, like the institutional level. [00:03:41] HG: Of course. So, let me begin with the challenges first and then I’ll take about, you know, successes that I’ve had. I’d say that often times when you’re teaching a kind of knowledge base such as anthropology, which is you know, [an] established discipline, there is an impulse to do kind of do a chronological history of anthropological thought or anthropological theory or ethnographic film or visual anthropology, whatever discipline you’re in. When you’re in sort of a more established discipline you tend to kind of do a chronology and what that does is that tends to privilege a very particular non-queer, you know, non-margins narratives tend- things that are already partly established, academic (makes finger quotes) framework, you know, and knowledge base and what I find that in my work what I do is I tend to kind of flip that around and we begin from the margins and work towards the center and what I find [is] that students then are not thinking about my discipline of anthropology as something that is done in the past, you know? Which, that, if they don’t get or they don’t understand what anthropologists from a hundred years ago or even fifty years ago were talking about or what, that they’re not getting the discipline, you know, I think it can be very sort of, a way of freeing them up to allow them to experiment and realize that this is a discipline that has- that is very multi- it’s multifaceted and has all sorts of different approaches and lots of people who have experimented in different ways and some experiments that have been successful, some haven’t really been successful, some theoretical models that have been useful, some that haven’t been useful. So, by kind of breaking out of that chronological order of things, of that progressive movement of knowledge or acquisition of knowledge, you know, I like to think that my students have a much more transformative experience when I approach my field, my course, with a specifically queer feminist pedagogical perspective… An intention really, because that requires a particular kind of intention to be able to do that. [00:06:25] AL: And what motivated you to participate in this workshop today and what do you hope to get out of it? [00:06:33] HG: Well, it’s… So, I’m just in the process… of starting my position as an associate professor. I just got tenured and this next coming year I will hopefully have a sabbatical and that’ll give me an opportunity to revamp and revise some of my courses that I’ve been teaching for the past 5, 6 years. And even though I really enjoy teaching them, they’re beginning to get a little stagnant. So, I thought being- participating in this workshop would allow me to be able to you know, sort of think about and learn from other queer feminist scholars in my field and in related fields and look at their approaches to teaching and maybe that will inspire me to do the same and as I think about how my classes and my pedagogy evolves, how can I improve on what I’ve been doing and these sort of workshops are really great places to do that because it’s a very intimate environment where you can have this exchange of ideas and suddenly like lots of lightbulbs go off in your head and so that’s why I’m here really, to just be stimulated intellectually. (laughs) And, you know, to sort of recharge almost. [00:08:02] AL: And finally, is there anything that we have not discussed that you would like to bring up? [00:08:06] HG: Uh, no, I think we’ve covered a lot of it. (laughs) [00:08:09] AL: Ok, well, thank you for coming today. [00:08:10] HG: Thank you so much, thank you for having me. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Harjant Gill Creator An entity primarily responsible for making the resource Lang, Abigail Gill, Harjant Publisher An entity responsible for making the resource available Unpublished Date A point or period of time associated with an event in the lifecycle of the resource 2018-9-14 Contributor An entity responsible for making contributions to the resource College of Wooster Libraries Rights Information about rights held in and over the resource Presented with permission from Harjant Gill <br /><br /><a href="http://rightsstatements.org/vocab/InC/1.0/">In copyright</a> Format The file format, physical medium, or dimensions of the resource Mp3 Language A language of the resource eng Type The nature or genre of the resource Sound Identifier An unambiguous reference to the resource within a given context Harjant_Gill_Interview.mp3 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant College of Wooster; Townsen University Subject The topic of the resource Women's studies; Women's rights--Cross-cultural studies ; Ethnographic films; Transnationalism; Transnational education; Motion pictures and transnationalism; South Asia Description An account of the resource This is an interview with Harjant Gill. Dr. Gill is a Professor of Anthropology at Towson University. His course focus on topics of visual anthropology and filmmaking. Gill is also an awarded filmmaker who continues to produce films about gender, sexuality, religion, and transnational movement in South Asia, particularly in India. The interview covers topics of visual anthropology, ethnographic film, and alternative pedagogical practices that can be used in these fields. https://woosterdigital.org/wgssatwoo/files/original/77b89ff4df558987c6151e054cb5ec5c.mp3 6c63670646cb6b3c8434552a87c35af4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Feminist and Queer Pedagogies Workshop Subject The topic of the resource Feminism; Teaching; Pedagogy; Education, Higher; Queer community; Race Description An account of the resource This is a collection of oral histories from professors in WGSS disciplines from across the country who came together for this Feminist and Queer Pedagogies Workshop at the College of Wooster in the fall semester of 2018. Each professor discusses how they incorporate queer and feminist perspectives in the classroom as well as the struggles when implementing these techniques in higher education. Creator An entity primarily responsible for making the resource Harris-Ridker, Matthew Remtulla, Amrin Bonhomme, Isabel Malzeke, Hailey White, Andrew Lang, Abigail Vogt, Anna Day, Morgan Kouyaté, Alicea Publisher An entity responsible for making the resource available Unpublished Contributor An entity responsible for making contributions to the resource Sirot, Laura; Shange, Savannah; Huston-Findley, Shirley; LeMaster, Benny; Costa, LeeRay; Proctor, Brittnay; Hester, Scarlett; Gill, Harjant; Rapport, Jeremy; Ng, Margaret Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/" target="_blank" rel="noopener">In Copyright</a> Format The file format, physical medium, or dimensions of the resource Mp3; Mp4 Language A language of the resource eng Type The nature or genre of the resource Sound; Moving Image Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Transcription Any written text transcribed from a sound [00:00:01] AV: My name is Anna Vogt. I am a senior double major in Psychology and Women’s, Gender, and Sexuality Studies. Today is Friday the 14th of September 2018, and I am here today with Jeremy Rapport who teaches at the College of Wooster and who is currently the department chair for Religious Studies. What is your primary area of study and how do you incorporate a feminist or queer approach into your teaching? [00:00:23] JR: My primary area of study is, um, new and alternative religious movements, uh, especially in the United States and especially in the late 19th and early 20th centuries. Um, so that’s what I would call my research area. Now, to some extent I guess I would say I would sort have came in to interest in gender issues, feminist issues, um, kind of as a result of that. So for example, uh, there are a lot of, uh, women leaders in the movements that I study, there are a lot of, um, sort of concerns about how gender is conceived among these sorts of religious movements and late 19th century. Um, and so to some extent the data that I was being presented in the material that I was interested in studying and learning about contained issues that the more I worked on them and the more I thought about them, um, became for me, you know, questions about gender, questions about women’s rights, women’s positions in society, uh, that sort of thing. [00:01:30] AV: Right. Who or what were some of your biggest influences in feminist and queer pedagogy? [00:01:36] JR: Oh boy, that’s a hard one. So, I feel like much of what I would consider to be, um, my use of feminist and queer pedagogy is actually sort of an ongoing developing project. So, when I was in graduate school that sort of thing would not have existed really at all. And I finished my PhD twelve years ago [eight years ago] so it’s not like ancient history or anything like that, um, and, uh, so for example what I would have encountered when I did my work was people who were very interested in figuring out how women functioned in these sorts of movements, right, so, a scholar of Religion, uh, who teaches at Loyola, New Orleans named Catherine Wessinger, who, um, has been, was very influential in giving me to think about why we should be paying attention to women, um, in the ways that she argued we should, um, handful of other, uh, scholars who, um, sort of did this sort of work from the Religious Studies viewpoint, right, so to that extent, right, I think that what is really interesting for me, personally, is that it is a developing process, right, so what I would take to be my use of, say feminist pedagogies in the classroom really comes out of continuing to try to think about 1), what interested my students, 2), what sorts of issues did I think were important to teach about, um, related to, uh, especially religious takes on, uh, women’s issues, gender issues, um, things like that, um, and then 3), just trying to think more specifically about, um, what I thought was a value in the educational process, right, so what’s a value in the educational process? Lots of things, but one of the most basic things that I would think, is that I would hope is happening in my classrooms, is that my students learn that you can’t understand people without respecting them, and so, the various ways that you can study people should always presume that we respect them first and that who they are and what they’ve experienced is something real, and, um, that is, that’s a first step towards understanding people who may be very different from oneself. So.. [00:04:14] AV: Right. So, I took the interdisciplinary course with you, [00:04:24] JR: uh, Race, Gender, uh, Class, and Religion. [00:04:27] JR: Yup. [00:04:27] AV: Uh, a few years back, and I remember that it influenced me a lot in so many ways, because you made me think critically about intersectionality or intersectional issues, uh, that I never thought about before, and that is something that I have taken from your class ever since. When was a time when you saw queer, feminist pedagogy have a positive influence or work well in your classroom? [00:04:52] JR: Well that class is I think the primary example, um, I mean when I first thought of teaching that class, um, you know what I was thinking about primarily was, you know we, this is something that I think needs to be in the Religious Studies curriculum. Right, there is no explicit class that deals with these critical social location issues and identities in our curriculum right now and there needs to be. And, um, uh, so my thinking when I first started doing this class was, students need to be hearing it, students need to be thinking this and students need to be thinking about the ways in which, um, you know, again sort of understanding that person very different from them, means understanding the intersections of different things, right. I don’t know if you remember this, I may not even have used this example in the class, but, um, I frequently talk about how interpreting a person’s experience is like looking at a spider web, right. [00:05:58] AV: I think I do remember that. [00:06:00] JR: [laughs] Exactly. And so, there is a person sitting in the center of the web with all these lines of the web and each line of the web is another aspect of who they are, right. Their gender, their race, their socioeconomic location, their religious history, their family history. Um, and so I really just saw it initially as serving a need that I thought um was critical, um, and I, you know one of the things that’s been really interesting for me, really important for me, um, is the chance that that’s given for me to push my own knowledge, my own experience, my own, um, interactions with students especially, um forward in ways that, you know keep I think, sort of, how would I put it, they keep me on my toes, I guess, maybe that’s how I would put it! [laughs] [00:06:57] AV: What kind of challenges do you think that professors face when bringing feminist and queer pedagogies into the classroom? [00:07:04] JR: Yeah, uh, very good question. Um, so I think there’s a lot actually, um, and they come from lots of different places, right. So, one challenge is that this is not an easier obvious way of teaching, right. So, it’s not apparent what you should be doing in the classroom if you want to engage the concerns of feminist and queer pedagogies. So that’s one issue, the complexity of the task itself. Um, another issue I think is that, um, I mean again, it hasn’t been that long since graduate school, but certainly those concerns were not part of a graduate education, at least not where I came from. Um, and I would say my best guess is certainly in Religious Studies, um, that is largely still not the case although it’s somewhat, it’s slowly getting better. So that’s another challenge, right, there simply isn’t the training of doctoral candidates in these modes of thinking or at least not in any sort of wide scale or levels. So, then there’s what students are bringing into the classroom, right, uh, and some students are very aware and very interested, and very, um, very much willing to participate in the project, some students are not. Um, and I think to some extent, right, is the burden of the professor to demonstrate why this should matter. You know, so in other words, it’s not the fault of the student whose never been exposed to any of these ideas or any of these modes of thinking or interpretation that they come into a classroom and they don’t get it. [laughs] Um, that’s, I mean that’s a part of the educational system process, period. Uh, but that’s a challenge, you know, their gonna be, um, as you mentioned earlier in Religion, Race, Class, and Gender, um, the, uh, you know, that class is, um, it’s a 200 level class, right, so it’s sort of an intermediatory level class, um, and part of what that means is that there’s gonna be students from across the campus from that class. Um, and there’s gonna be students who are very enthusiastic and interested and know quite a bit already, and there’s gonna be students who don’t know anything, um, and so you have to be very aware of who’s in the room, what are their concerns, where are they coming from. Um, but again, I think for me, right, the challenge of that, right, is, um, it’s important and it’s complicated, but at some level, as I said earlier, right, I think much of this goes back to, is you start with respect, you start with assuming that everyone you’re dealing with and talking about and studying and communicating with, and whatever, you know, whoever your discourse partners are in any way, that those people automatically deserve your respect. And so, I guess that, for me, is the first principle. [00:10:21] AV: So, is that maybe one of the reasons that motivated you to participate in this workshop today? [00:10:26] JR: Oh absolutely, yeah! Yeah, I mean, uh, you know, the, my interest in this workshop is, um, especially coming from that place of, this is something I’m still learning, this is something that I need to understand better, to be a more effective teacher, to understand my students better, to understand, um, what that process of respect entails. Um, so yeah, absolutely! [00:10:55] AV: Well, is there anything else that we haven’t discussed yet that you would like to talk about? [00:11:00] JR: Yeah, I, you know, I think a lot about these issues, uh, quite a bit and, you know, my own positionality is something that I still struggle with. You know, I am a white cis-gendered hetero male, right, so I am the thing that everybody sort of expects to be the standard or normal, or everybody’s taught to think is the standard or normal. And that gives me a lot of privileges in the classroom that I know a lot of other people don’t have. And so, I think it becomes, to some extent, really important for people like me, um, to engage these issues, um, because to the extent that anyone who wants to affectively work with students, wants to help students develop their own education, um, anyone who wants to do that really sincerely, has to know the complexity of identity that they’re dealing with, even when it doesn’t necessarily look like it. I don’t know, that seems like a little bit of a wandering response, but yeah, that’s just, uh, I mean it’s one of the challenges of working in education today, and I think, what I appreciate about this workshop is the opportunity to explicitly address these kinds of concerns and think about them and think about how to address them. [00:12:18] AV: Well, thank you for your time. [00:12:20] JR: You’re welcome. [00:12:21] AV: This was all. [00:12:21] JR: Thanks for having me. [00:12:23] AV: [laughs] [00:12:24] JR: And, uh, yeah, I hope your project goes well! [00:12:27] AV: Thank you! Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Sound Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:12:28 Interviewer The person(s) performing the interview Vogt, Anna Interviewee The person(s) being interviewed Jeremy Rapport Location The location of the interview College of Wooster Digital Studio Time Summary A summary of an interview given for different time stamps throughout the interview 00:12:27 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Jeremy Rapport Subject The topic of the resource Feminist studies; Feminism; Religious studies; Pedagogy; Intersectionality; Religion, race, and ethnicity Description An account of the resource This is an interview with Professor Jeremy Rapport. Jeremy Rapport is a Professor and the current Department Chair of Religious Studies at The College of Wooster. In this interview, Rapport talks about his experiences with teaching feminist and queer pedagogy in his own classroom. He stresses the importance of feminist and queer pedagogy and the challenges that he faces with feminist and queer pedagogy. Rapport also comments on his position as a white, cis-gendered male incorporating feminist and queer approaches into his teachings. Creator An entity primarily responsible for making the resource Vogt, Anna Rapport, Jeremy Publisher An entity responsible for making the resource available Unpublished Date A point or period of time associated with an event in the lifecycle of the resource 2018-9-14 Contributor An entity responsible for making contributions to the resource College of Wooster Libraries, Feminist and Queer Pedagogies Workshop Rights Information about rights held in and over the resource Presented With Permission From Jeremy Rapport <br /><br /><a href="https://rightsstatements.org/page/InC/1.0/?language=en" target="_blank" rel="noopener">In Copyright&nbsp;</a> Format The file format, physical medium, or dimensions of the resource Mp3 Language A language of the resource eng Type The nature or genre of the resource Sound Identifier An unambiguous reference to the resource within a given context Jeremy_Rapport_Interview.mp3 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Wooster