Class 2
Generating questions for inquiry (KAQ framework [Knowledge-Action-Questions; Taylor and Szteiter 2012, 105-106]) & looking for answers in the texts.
Focal Reading
Haraway, Donna. “Teddy Bear Patriarchy: Taxidermy in the Garden of Eden, New York City, 1908-1936.” Social Text 11 (Winter 1984–1985): 20–64.
Prompt for Journal Entry (between class 2 and 3)
Reactions at this early stage to be asked to identify and pursue one’s own inquiries
Class 3
Five-phase dialogue process (aka Dialogue Hour) to share and clarify what we are inquiring into regarding the project.
Focal Reading
Duchamp, L. Timmel. “The Forbidden Words of Margaret A.”
Prompt for Journal Entry (between class 3 and 4)
At the time Delaney wrote, he, like you are now, was grappling with learning how to read Haraway.
Class 4
Presentations and submission of written product = mock-up of a museum display and text interpreting Haraway’s video or texts in their 1980’s context.
Focal Reading
Delaney, Samuel R. “Reading at Work, and Other Activities Frowned on By Authority: A Reading on Donna Haraway’s ‘Manifesto for Cyborgs: Science, Technology, and Socialist Feminism in the 1980’s.’” Longer Views: Extended Essay. Wesleyan, 1996. ISBN: 9780819562937.
Prompt for Journal Entry (between class 4 and 5)
- Digest comments on presentation.
- Between class 4 and 5: Comment on the written product of another student.
- Class 6: Resubmit your product, revised in response to comments from an instructor and a peer.
