Project 1

Sequence of Steps and Classes

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.

Course Info

Learning Resource Types

group_work Projects