Breathing, Becoming, Together and Apart

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TODAY'S CLASS: pattern for paired readings
>>>NOTICE THIS SECOND SECTION OF THE COURSE ENDS WITH OUR PAPER SESSIONS 5 APRIL, which is next week 

Go around and ask all: What are you doing in your papers? 

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THIS CLASS IS THE THIRD CLASS OF THE SECOND SECTION OF FOUR SECTIONS.
The second section is called <<Staying with the Trouble>>>
Why is this class called Breathing, Becoming, Together and Apart?

What does this mean? How many meanings could it have? Why might it matter? What does "mattering" do? How could it "matter" to you? How could it matter very differently to other feminists? to other ...what?

>>>AGAIN: NOTICE THIS SECOND SECTION OF THE COURSE ENDS WITH OUR PAPER SESSIONS 5 APRIL -- next week

Co-creating phenomena .... 

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Wednesday 29 March, Breathing, Becoming, Together and Apart 

• READINGS: Svedmark or Górska  
(sections worked out with Dir. Presentations: Peskin but individuals should choose which book to be an expert on, and the class as a whole should have read everything altogether in these individual bits)
• PRESENTERS:  Peskin & Knowles

>>ON ARRIVAL: Dir. Posters Hagen will distribute materials for Attendance Portraits and time them for only but all of 2 mins. You can always bring materials for these yourselves too.

>>BEFORE BREAK:

• 3:45: PRESENTATION led by Peskin & Knowles ON BOTH Svedmark & Górska (with handouts) will start at 3:45 and go for ONLY TWENTY minutes (timed!)
• 4:05: DISCUSSION led by Peskin & Knowles until break at 4:45
it is the responsibility of the WHOLE class to bring in text details AND CONNECT THEM TO CONTEXT offered by Peskin & Knowles!

>>BREAK @ 4:45

>>AFTER BREAK:

• 5: SYNTHESIS created by all of us
DISCUSSION on ALL materials IN ORDER TO INTEGRATE these new two.

Linköping Tema Genus: the thesis tree 

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Svedmark: Co-creating Others: pp. 131-135: 

=Speculators: "They feed us with speculative and alternative versions of the truth.... Flashback...." Fake? is it real? is that the most important thing? 

=Helpers: "These "helpers' seem to be attracted to places where emotional content is shared freely, with few filters...." You may need to "join" to know about. 

=Lurkers: "...they can be spotted every now and then when things get rough and situations demand action." Difficult to study.... 

=Other others: 1) those with honest intents. 2) Trolls: "to provoke, to upset and to do harm...." How does one tell which ones are which? 

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Svedmark: TechnoEmotions: pp. 161-181: 

"Although this thesis is empirically dense my mission has never been to look at -- but through -- these sometimes extreme cases in search for postman relations and practices apart from our first encounter."

=(dis)Trust
=(fiction)Truth
=(dis)Embodiment
=(eternal)Time

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QUESTIONS 

1) process metabolize, through instances of hyperventilation

talk about metabolization in reconfigurations of power: 

=shared air & bio communication p 208

=situated dispersed 

=orgasm/relaxation – Anna & ? read from p 173

=sniffing/smell – Tarik and Matt & ? olfactory life together & play p 267

=danger/hazard – Marik & ? combat breathing? Flow of intensities? p 272

=panic/suffocation – Marik & ? read p 295

=un/containability – apparatus? Use with hyperventilation: p 218 realities read

=puffs/helping – politics? Hyperventilation read p 307 with eye to change

2) form, apparatus, matterwork

=for dissertation, Parts I & II

=for further uses, perhaps writings, how to alter this apparatus? 

3) intersectionality and its transnational, transdisciplinary, trans-identity: co-constitutions & origins 

=problematize origin stories and their narrative structures in Part 2, re panic p 230, how would you do something similar with intersectionality? How would it be the same, how different?

=fuzzy studies, boundary objects (situated and dispersed)

=hard to articulate: read p 238

4) politics of salience, ambivalence, identity and social movements

=ambivalence? Ambiguity, non coherence, transcontextual paradox and tangles

=situated and dispersed

=Matt's social movement projects: breathing skills for protest p 279 

=white and the racial projects of intersectionality

=cis and masculinities Matt & Marek; the sexual politics of Anna and clients p 174; the embodiments of Lina and perhaps the autoethno attentions

=BlackLives Matter and I cannot breathe: social movements. p 277 

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more to think with about fixing....

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Just saw this video on Facebook and thought we might want to consider its messages in our musings on "just fix it, anyway" --

took me a while to find the url and could not find any embed code, so I am posting a screen shot and the url. Check it out and consider these questions:

=in what ways could this logic apply to feminist concerns?
=is already used by feminists both literally and figuratively?
=what might be exceptions to this logic of invisible design?
=what would Leigh Star say?
=why is there no easy to get at embed code?

https://www.facebook.com/Vox/videos/651251625062443/  

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Staying, Ending, Refuge, Collaboration

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TODAY'S CLASS: pattern for paired readings
>>>NOTICE THIS SECOND SECTION OF THE COURSE ENDS WITH OUR PAPER SESSIONS 5 APRIL -- two weeks after Spring Break, which is next week.

THIS CLASS IS THE SECOND CLASS OF THE SECOND SECTION OF FOUR SECTIONS.
Why is the second section called <<Staying with the Trouble>>> ?
Why is this class called Staying, Ending, Refuge, Collaboration?

What does each mean? How many meanings could each have? Why might it matter? How could it matter to you? How could it matter very differently to other feminists? to other ...what?

>>>AGAIN: NOTICE THIS SECOND SECTION OF THE COURSE ENDS WITH OUR PAPER SESSIONS 5 APRIL -- two weeks after Spring Break, which is next week.
 

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Wednesday 15 March, Staying, Ending, Refuge, Collaboration 

• READINGS: Haraway or Tsing  
(sections worked out with Dir. Presentations: Peskin but individuals should choose which book to be an expert on, and the class as a whole should have read everything)
• PRESENTERS:  Hagen & Lundy-Harris
• SYNTHESIZERS: Attia & Walker

>>ON ARRIVAL: Dir. Posters Hagen will distribute materials for Attendance Portraits and time them for only but all of 2 mins. You can always bring materials for these yourselves too.

>>BEFORE BREAK:

• 3:45: PRESENTATION led by Hagen & Lundy-Harris ON BOTH Haraway & Tsing (with handouts) will start at 3:45 and go for ONLY TWENTY minutes (timed!)
• 4:05: DISCUSSION led by Hagen & Lundy-Harris until break at 4:45
it is the responsibility of the WHOLE class to bring in text details AND CONNECT THEM TO CONTEXT offered by Hagen & Lundy-Harris!

>>BREAK @ 4:45 

>>AFTER BREAK: 

• 5: SYNTHESIS led by Attia & Walker
DISCUSSION on ALL materials IN ORDER TO INTEGRATE these new two.

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Participating in Women's Strike

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Many women will not be able to strike on Wednesday because they have responsibilities that make that impossible, or it is too dangerous for them in various ways. Other women will strike in the face of dangers, and many women will strike in solidarity in whatever ways they can. 

We will not meet in class Wednesday 8 March, International Women's day, to make it possible to 

stop work as usual

on this day for students, teachers, staff, and others who will participate in the strike according to their needs and hopes. 

We will drop the texts we were going to examine this week, and instead continue on to what we had planned for next week. We will discuss at another time how to include those dropped texts later in the term.

May this action be powerful around the world  

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http://www.womenstrike.org

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The World Needs You

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Wednesday 1 March, The World needs you, flesh and blood, for coproduced freedoms 

• INVESTIGATE WEBSITE: THE SELF CARE PROJECT: www.theselfcareproject.org
• READ: Shotwell: Introduction, Part II, Part III.6; McKittrick: Chapters 4, 5, 7, 8, 9, 10
• MAKING: 2 min. Attendance Portraits (Barry. 2014) HAND THESE IN AT BREAK TO DIRECTOR OF POSTERS Hagen. Damien will collect these through the semester, to be returned to folks as they work first on website and then on final posters.
• MAKE SURE HANDOUTS HAVE BOTH NAMES OF PRESENTERS ON THEM ALONG WITH DATE. Make enough copies to hand out to everyone in class (8 copies).

>>BEFORE BREAK: pattern for core readings 

PRESENTATION ONE led by Peskin & Walker  
• 3:45 and go for ONLY TWENTY minutes (timed!)
• 4:05 Peskin & Walker facilitate discussion until break at 4:45
DISCUSSION: it is the responsibility of the WHOLE class to bring in text details AND CONNECT THEM TO CONTEXT offered by Peskin & Walker!
Details to be drawn from: McKittrick: Chapters 4, 5, 7, 8, 9, 10 and THE SELF CARE PROJECT and other as appropriate.

Walcott on McKittrick, p. 190: "Wynter is very attentive to biology as both a known and unknown quality of what it means to be human. Her writings evidence the ways in which culture and knowledge are implicit to producing scientific descriptive statements of humanness, as well as disclosing the very scientific underpinnings of a flesh-and-blood worldview." 

[Quotation image from Real Human Being: https://loveandragemedia.org/2015/03/12/real-human-being/  ]

>>AFTER BREAK: pattern for core readings 

PRESENTATION TWO led by Knowles & Hagen
• start at EXACTLY 5 pm (timed!) and go for ONLY TWENTY minutes (timed!)
• 5:20 Knowles & Aftab facilitate discussion until class ends at 6 pm.
DISCUSSION: it is the responsibility of the class to bring in text details AND CONNECT THEM TO CONTEXT offered by Knowles & Aftab!
Details from: Shotwell: Introduction, Part II, Part III.6 and THE SELF CARE PROJECT and other as appropriate.

Shotwell, p. 166: "articulations of prefigurative politics -- the practice of collectively acting in the present in a way that enacts the world we aspire to create." & p. 171: "Identifying into disability praxis means that everyone, however situated, can shape their life's practice in a way that contributes to self-determination and coproduced freedoms." 

[image from Building Successful Social Movements: http://hollyroach.com/toward-collective-liberation-building-successful-social-movements/   ]

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