rmclaycomb.bsky.social
English, Theatre, trying to make things better from the inside out. *In the Lurch: Verbatim Theater and the Crisis of Democratic Deliberation* (UMichiganP 2023)
Sr. Assoc. Dean, Prof. @ Colorado State University College of Liberal Arts.
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Compelling among this body of scholarship is Fritz Breithaupt's The Dark Sides of Empathy (Cornell UP, 2019). www.cornellpress.cornell.edu/book/9781501...
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Reading alongside Joseph North's Literary Criticism: A Concise Political History should become a great occasion for these students to consider not just what literary theory and criticism *has been* but points (in this fraught moment) to what it *might become*
www.hup.harvard.edu/books/978067...
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And teaching it this week in the context of (waves hands vaguely) is especially palpable. Should we continue to heed Eagleton's exhortation toward the political? What would be the alternative?
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In that context, it's imperative to find other avenues to build trust and connection. Solidarity must become a goal.
Let's find ways to shore up why we value one another's ideas and differences, so that we can stay in the conversation then those differences become an issue.
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I once had a student do a project where he tried to perform all of “To be or not to be” in World of Warcraft, starting over every time he was killed. After four hours he had not gotten to the fourth line.
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Ordering
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If Winter comes, can Spring be far behind?
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I feel less and less proud of my 14 years there, and mourn the good folks who remain in the vortex of cowardliness.
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Here' s a photo of the Pacific in December in return. Good vibes galore!
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Note: these questions may seem opposed to one another, but they're not either/or. Asking myself these baseline questions can help frame why I'm including what I'm including. 6/6
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Is there an imperative to succeed consistently in the class? Are there places to fail productively? 5/
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Are the assessments sussing out what the students don't know? Are the assessments giving students an opportunity to highlight their strengths? 4/
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Am I building a syllabus with concepts for them to *know*? Am I building a syllabus with dispositions, skills, and thinking habits for them to *learn*? 3/
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How much am I teaching the *content*? How much are you teaching the *students*? 2/
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Ah! Noting that @kfitz.info is here on Bluesky, too.
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I’m headed to your part of the world this week, so thinking about the roads is a welcome distraction from thinking about the madness on the news.
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My teenager says emphatically no, but I trust your interpretive judgment infinitely more.
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Great list, fantastic company. Thanks for the shout-out!
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Seriously, the book is so on-brand for me, I was worried you might be lurking around my bookshelves and spying on my syllabi. Bonus points for the high degree of execution on top of the high degree of difficulty.
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As a scholar of feminist life writing in performance, I consider this the only way I can meaningfully engage this extraordinary text. Discouraging comments will be politely disregarded.