In my next paper, I would like to further observe Price's concept of kairotic space that enables or disables (wow) mental illness. I will use her manifestations of this concept as well as interview a student, preferably who has been involved in TLI and observed one or many classes critically, and a professor who is interested in accommodations for mental illness in the classroom.

I will reference Price’s observations, the accounts in my interviews, as well as “’Coming into Presence’ as Mentally Ill in Academia: A New Logic of Emancipation” by Rochelle Skogen and “Dispel the Stigma of Mental Illness” by Alice Andors. Ideally, I would include equal parts of student and teacher perspective.

Some questions I currently have include:

Humans have been destroying the Earth even when they are not aware of it; The entering of Anthropocene is already finished before the humans even realize that they are in it. What happened? Do we know? How can we possibly change the situation now if we do not know what exactly happened? Like the author said, some time among the evolution process, humans have been escaped and developed in their own way. 

I want to focus on parents with disabilites. I found an article written by a mother with a physical disabilites about her impact on her son and an article written by the National Council on Disability about parents with disabilites. I want to analyze how having a parent with disabilities has been shown to impact children through both the personal account and the statiscal account. I plan to try to find more articles since these are both rather short. I also want to see if I can find anything about the difference between parents with mental and physical disabilities as well stigmas that surround being a parent who has disabilities.

This showed up on my newsfeed and I thought you guys would appreciate it:

http://www.huffingtonpost.com/2014/11/13/mental-illness-physical-i_n_6145156.html

For this paper, I'm interested in exploring the presence of anxiety in the classroom--something many of us have expressed experiencing throughout our lives. In particular, I would like to look into gender, race, and class differences in classroom anxiety, and perhaps gain an understanding of how Bryn Mawr as a primarily women's space might actually ameliorate some symptoms of anxiety in classroom settings (and, in turn, how a co-ed institution might disable those living with an anxiety disorder). I intend to tie this into a number of articles we have already read for class (including the web event written by Anne and a student about stress factors at an institution like Bryn Mawr, and the articles we read more recently about invisible disabilities in academic settings).

I have been thinking of you all a lot through the past few days…

Chandra Mohanty is a big presence @ the NWSA conference here, and I’ve been to three of her sessions: very powerful testimonies to democratizing knowledge, collaborative scholarship, and anti-colonial struggles. I’m all fired up to form a collective @ BMC!

bell hooks’ keynote talk last night was repetitive (how often can you say “imperialist white supremacist capitalist patriarchy”?), but the Q&A was sharp and good, and the plentary Mohanty hosted today on "The Imperial Politics of Nation-States: U.S. Israel and Palestine" was phenomenal.

I found this video and I feel very torn about it. It's about a restaurant in Canada where all the workers a deaf and when customers come in they have to speak only in sign language. It has created a lot of jobs for the deaf community there but it makes me uncomfortable that people are coming to eat there to have the "deaf experience".

http://siz.io/s/meaningful-videos/v/new-toronto-restaurant-staffed-with-deaf-waiters?srctum