Project 3

Sequence of Steps and Classes

Class 8

Situational map (Clarke 2005) of selection of readings from bibliography provided by instructors

Focal Reading

Clarke, Adele E. “Doing Situational Maps and Analysis.” Situational Analysis: Grounded Theory After the Postmodern Turn. SAGE Publications, Inc., 2005. ISBN:9780761930563

Prompt for Journal Entry (between class 8 and 9)

Compare and contrast your situational map and the others.

Class 9

Focal Reading

Jesser, Nancy. “Blood, Genes and Gender in Octavia Butler’s Kindred and Dawn.” Extrapolation 43, no. 1 (2002).

Prompt for Journal Entry (between class 9 and 10)

How does the focal reading connect with your (or depart from) your own work and how does it stimulate your own thinking and questioning?

Class 10

Presentation of a class for this imagined course, a semester-long course project, or a toolbox of methods.

Focal Reading

Taylor, Peter J. “Infrastructure and Scaffolding: Interpretation and Change of Research Involving Human Genetic Information.” Science as Culture 18, no. 4 (2009): 435–459. 

If you have read that already, watch  a video of the practice run of a talk to philosophers and biologists:

Taylor@ISHPSSB15. “His nature, her nurture—or what good are conceptual critiques for tackling practical concerns about the development of gendered individuals?” YouTube. June 11, 2015. 

Prompt for Journal Entry (between class 10 and 11)

Digest comments on presentation.

Looking Ahead

Between class 10 and 11: Comment on the written contribution of another student

Class 12: Resubmit your contribution, revised in response to comments from an instructor and a peer.