One Big Mixed Race Classroom: New Models for Digital, Transnational, and Cross-Disciplinary PedagogyPosted in Live Events, Media Archive, My Articles/Point of View/Activities, Teaching Resources, United States on 2013-11-21 05:03Z by Steven |
One Big Mixed Race Classroom: New Models for Digital, Transnational, and Cross-Disciplinary Pedagogy
Annual Meeting of the American Studies Association
Beyond the Logic of Debt, Toward an Ethics of Collective Dissent
2013-11-21 through 2013-11-24
Washington Hilton
1919 Connecticut Avenue, NW
Washington, D.C.
Washington Hilton, Columbia Hall 9 (T)
Friday, 2013-11-22, 12:00-13:45 EST (Local Time)
CHAIR: Asha Nadkarni, Assistant Professor of English
University of Massachusetts, Amherst
PANELISTS:
Zelideth María Rivas, Assistant Professor of Japanese
Marshall University, Huntington, West Virginia
Michele Elam, Martin Luther King, Jr. Centennial Professor of English and Olivier Nomellini Family University Fellow in Undergraduate Education
Stanford University
Lawrence-Minh B. Davis
University of Maryland, College Park
Catherine Ceniza Choy, Professor Ethnic Studies
University of California, Berkeley
Steven F. Riley, Independent Scholar
MixedRaceStudies.org
In Fall 2013 and Spring 2014, the Mixed Race Initiative, a new digital pedagogy project, will stage a global conversation about mixed race, virtually connecting over 70 classrooms in 9 countries, exploring how notions of race vary—and remain constant—across regions and borders. Transnational and cross-disciplinary in character, the project will exist at once inside and outside of American studies, with numerous participating Americanists and American studies classrooms in dialogue with an even greater number of scholars and students in other fields.
This engages the hows and whys of the initiative, thinking through its guiding theoretical and ethical concerns, its challenges and opportunities. Roundtable participants, all of whom helped develop the project curriculum and/or took part in the teaching program, will discuss their particular points of entry, the cross-disciplinary and transnational work in which they engaged, and how that work has grown or could grow the humanities, American studies, and mixed race studies. How, we might consider, can mixed race pedagogy be a critical means of rethinking American studies—and vice versa? How can a global initiative, extending beyond U.S. borders and the English language, explore mixed race as a necessarily inter- and transnational subject? What does it mean to teach—and craft curriculum—communally?
For more information, click here.