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Archive for the 'CHID 390 PF' Category

[B]odies as objects of knowledge are material-semiotic generative nodes. Their boundaries materialize in social interaction. Boundaries are drawn by mapping practices; ‘objects’ do not pre-exist as such. Objects are boundary projects. But boundaries shift from within; boundaries are very tricky. What boundaries provisionally contain remains generative, productive of meanings and bodies. Siting (sighting) boundaries is […]

I’ve been wondering for a while now what the point of protesting [fill in the blank] is – what purpose does it serve? For example, protesting the recent bombings on Falluja isn’t going to stop the bombings; the largest protest in history didn’t stop the attack on Iraq, so why is a smaller protest going […]

I’m reading Ivo Kamps’ article New Historicising the New Historicism in preparation for class this afternoon; Kamps is basically deconstructing new historicism through the filter of the ever present year of 1968 and the Vietnam war. It’s an interesting take and criticism of both Greenblatt and the field of new historicism, and offers some good […]

The Teaching Conspiracy

So, as I believe I’ve mentioned, I’m functioning as a teacher’s assistant (technically considered a peer facillitator, as I’m an undergrad) for CHID 390. I’m keeping a running log of my thoughts on this, largely because it’s my first time teaching at the university level, and I want to remember the lessons learned for future […]