Happy to say the proposal that my friend Danielle Harms put together was accepted. So I’ll be presenting with her and with Nora Boxer about creative writing pedagogy.
The 16th Annual Midwest Interdisciplinary Graduate Conference at The University of Wisconsin-Milwaukee
Virtual Conference February 4th-7th, 2021
Alfred L. Martin, Jr., The University of Iowa
The 15th annual Midwest Interdisciplinary Graduate Conference is an annual graduate conference organized by graduate students at the University of Wisconsin-Milwaukee.
Title: “Pure Craft is a Lie,” Now What?
The field of creative writing pedagogy has established with growing clarity the many ways that the concept “good craft” in writing is a problematic tool of literary “gatekeeping” and creates harm. Still, the work of deconstructing pedagogical practices that adhere to outdated and corrosive ideas about “quality” and “craft” is ongoing. Writers like Matthew Salesses, Janelle Adsit, Renée M Byrd, and Ocean Vuong have clarified and expanded the conversation around how “pure craft is a lie,” as Salesses argues, one derived from a literary tradition that evolved to accommodate violent structures like sexism, colonialism, and white supremacy. And yet teachers often continue to bring problematic ideas around craft into the classroom, from college settings to community workshops. This panel will explore ways to turn this awareness into pedagogical action. What can it mean to offer a more expansive, equitable, and socially just vision of “craft” in creative writing pedagogy? How can educators work to examine their pedagogy and practice to recognize the impact of how “literary writing” or “good craft” is applied and conceived? What action needs to happen, and what research still needs to be done? This panel will offer a conversation of the theoretical background and history of “craft” as a concept in creative writing, provide pedagogical strategies and practices participants can apply to their own work.
DJ Lee’s book Remote: Finding Home In the Bitterroots. How does “place” function as an archive? How is writing also a spiritual experience? What were mental hospitals like in the 40s and 50s? What does it mean to write through shame? How is mental illness in some ways un-boundaried like the wilderness?
The importance of multimodality and making online classes accessible with Kristine Koyama. What were the challenges and accessibility issues you faced when moving classes online amidst the pandemic? What are some of the tenets of creating an accessible online classroom? How does multimodality fit with creating an online learning space?
Karen Tang on the correlation between addiction and mental health, and developing mindfulness and self-compassion. How can we design classes so that we as instructors help to minimize burnout? What is mindfulness and why is it important for self-compassion? How can mindfulness and meditation lead to better engagement and studying and working within the academy?
Having lupus, the perception of attendance and the accessibility of Dungeons & Dragons for training with Chrissy Mackey. How can we better support students who suffer from chronic autoimmune diseases? How does it affect attendance? What policies could instructors put in place in the syllabus so students could show how they are engaged in the coursework? How does gaming apply to industrial/ organizational psychology?
Authority, identity and unknowability in the classroom, as well as the intersections of feminist pedagogy and disability studies, and incorporating objects into teaching and learning with Krista Grensavitch. What does feminist pedagogy look like in the classroom? How do we make the material personal? How might we think about teaching in terms of creating learner communities? How might feminist pedagogy intersect with disability studies and making our classrooms accessible?
Connecting with Dr. Katie Rose Guest Pryal on her book, Life of the Mind Interrupted: Essays on Mental Health and Disability in Higher Education. What are some of the pros and cons for keeping a psychiatric disability hidden? How do we challenge stereotypes and the notion that seeking accommodations is cheating? How do we raise awareness and change the narrative? How do we practice care for ourselves and for our students while also protecting ourselves inside of a neoliberal university system? What advice would you give to those who are thinking of leaving academia?
What are the pros and cons of keeping a psychiatric disability hidden? (3:04)
Raising awareness and creating communities of care (7:56)
How do we navigate intersectionality and de-centering authority in the classroom in terms of socioeconomic background, race, gender and other kinds of privilege (11:02)
How do we challenge the narrative that people who need accommodations are faking their disability? (16:31)
The mad genius stereotype (24:19)
Persevering in the midst of a mental illness, the challenges of working inside a neoliberal university system, and saying “no” (30:14)
Advice for those working in academia (36:30)
Advice for those wanting to leave academia (40:00)
The fourth episode of Stereotype Life came out today. Apologies for the two day delay. As someone who wears hearing aids, I was struggling with creating the transcripts despite using a program (transcripts need to be double checked since the software isn’t perfect).
Anyway, in the fourth episode of STL, we discuss self-accommodation, self-advocacy and building resilience with Jason Anderson. How do we make accommodations for ourselves, learn how to self-advocate, and figure out what we need so that we can get what we need to be successful? What does it mean to build resilience? What are some resources in the community to help students with disabilities?
How Jason became involved in disability services (3:01)
The differences between little “d” and big “D” in the Deaf community (4:53)
Asking for help (10:31)
What is self-accommodation and how do we build self-advocacy skills? (12:14)
The differences between 504, IDEA Act and ADA (16:12)
What is the process for working with an Access Specialist? (20:55)
How do you have the conversation about accommodations with your instructor? (23:06)
What is resilience and how do you build it? (24:55)
Jason’s example of advocating for captions as a student (28:10)
What are some resources out there to help students? (31:55)
The third episode of Stereotype Life came out today. Apologies for the one day delay. We decided it was important to re-record in light of the recent death of George Floyd and the subsequent protests.
In this episode, we discuss life as a first generation student and single mother from rural Minnesota with Beth Vigoren. What assumptions do we make about first-generation and/or rural students? How do we handle sensitive, but timely topics in our classroom, that could potentially divide the classroom community, and at the same time, take care of our students’ emotional well-being during these conversations? How do we develop skills in self-advocacy and asking powerful questions?
First experiences transitioning into college (2:15)
Self-advocacy and rural students’ perception of professors (6:55)
Student conferences and de-centering authority (10:15)
Finding and developing an on-campus community (13:02)
Stereotypes of rural students (14:57)
Being belittled in academia as a rural student (18:00)
Defining rural intersectional feminism (20:40)
The death of George Floyd and the recent protests (23:00)
Handling sensitive, but timely topics in the classroom and asking powerful questions (25:41)
Challenging thoughts and beliefs when one feels their identities are at-stake (35:47)
Process-Based Pedagogy (42:52)
What failure teaches about having good conversations (45:55)
The second episode of Stereotype Life drops tomorrow, May 20 at 12pm CT. In this podcast episode, I interview Meredith Williams, a PhD student in Public Health at the University of Wisconsin Milwaukee. Meredith talks about public health, universal design for learning and the DREAM organization. What Is public health? What things do we need to think about when teaching students with disabilities? How might the way we think about teaching change? What does college look like for a student with disabilities and how might they receive accommodations and mentorship?
What is Public Health? (2:00)
The relationship between income and psychological distress for people with disabilities (4:20)
Barriers students with disabilities may be facing (8:06)
Rethinking accessibility statement in the syllabus and how you teach and assess materials (14:23)
Universal Design for Learning (15:10)
Gaining a place at the table and how college systematically excludes students with disabilities (20:54)
Assessment vs. Labor-Based Grading (25:34)
Finding community and representation (28:59)
The founding of DREAM at UWM (32:00)
Advice for students with disabilities entering college for the first time (37:56)
To listen to the podcast and/or view show notes, resources mentioned, our guest’s brief biography, and a downloadable, accessible PDF transcript, please visit: http://stereotype.life/?p=590
The inaugural episode of Stereotype Life drops on May 6, 2020 at 12pm central. In this podcast episode, I interview John Thurgood, a PhD student, teaching assistant and fiction writer at the University of Wisconsin-Milwaukee. He talks about creative writing, skateboarding, grad school & teaching amid the coronavirus pandemic.
A quote from Kyle Minor’s Praying Drunk (1:45)
Creative writing and skateboarding (7:31)
Piquing students’ curiosities and getting them invested in composition through researching the communities they live in (13:15)
How we’re stories within stories (15:11)
Balancing a rigorous curriculum with teaching and learning amid the coronavirus pandemic (21:10)
Keeping an open dialogue with students and navigating what it is to be a student right now (27:13)
How we as instructors can be catalysts for our students (35:57)
To listen to the podcast and/or view show notes, resources mentioned, our guest’s brief biography, and a downloadable, accessible PDF transcript, please visit: http://stereotype.life/?p=697