Usually, after reviewing class readings, I start an essay with the expectation of knowing (at least the guidelines of) what to write about. With readings, the argument is logically outlined and easy to follow. However, due to the open structure of my interview questions, I had to entrust my subjects, the international students, to guide me through their story, convoluted stories that involved different contradictory factors which made it harder to follow and produce a thesis.  Furthermore, never having been an international student, I didn’t know what to aspect from them - what they want me to take away from their experiences, their needs and their story. I took this as a blessing because, having read Tuck, I did not want to taint my data with my assumptions and bias. I wanted my data to be raw and genuine.

In any case, working with the international students for this paper reminded me of our reading of Tuck in which I was researching not only to build a greater understanding but utilize it towards change. The paper wasn’t just about collecting what they were saying but trying to piece together what to do with this understanding, to create a message that would give these encounters meaning. Sometimes, I take for granted conversations and encounters with different people but having to develop a deeper meaning for this encounter helped me to remember the potential in interaction and in turn, active learning beyond the self.

Bodies in Alliance and the Politics of the Street

* gender politics in alliance w/ that of other precarious peoples
* expand the "we"

chelseam and I listened to this song all the time last year. It was only tonight, though, when we revisited the video, that we realized that Barad could totally jam to this! Enjoy-- and remember, "we are all connected." 

chelseam and I listened to this song all the time last year. It was only tonight, though, when we revisited the video, that we realized that Barad could totally jam to this! Enjoy-- and remember, "we are all connected." 

figure out how to delete this. sorry, guys. 

This is DEFINITELY the most non-traditional blog post I’ve done, but I’d like to explain my reactions to the previous class in a format similar to the one that Karen Barad uses in “Quantum Entanglements and Hauntological Relations of Inheritance: Dis/continuities, SpaceTime Enfoldings, and Justice-to-Come." I think the way in which she embodies the electron is a pretty decent representation of the way I feel about the Right to Appear as it relates to gender non-normative and intersex victims of rape and sexual assault.

 Act 1, Scene 1

SpaceTime Coordinates: The internet, as altered through PPPP, sieved through Bryn Mawr and Haverford students and faculty, diffracted through the 1993 murder of Brandon Teena, extruded through the 1999 movie Boys Don’t Cry which depicted Brandon’s brutal murder, mixed with the medical treatment of intersex and gender non-normative individuals, shone through a three-slit experiment in which the slits represent Judith Butler’s notions of the “Right to Appear,” Sharon Welch’s ideas on personification of a disastrous event by knowing someone affected, and  Karen Barad’s ideas of entanglement and diffraction, explained by a 21-year-old, female-bodied, FAAB, genderqueer college senior with a history of sexual trauma and a considerable number of friends and family members who have experienced some sort of trauma, as well.

What is something you learned, and something that you taught, during the times we walked and talked w/ one another on Tuesday? (If you weren't able to join us then, name something in the last week that you learned, and something that you taught--not necessarily in school.)