In Spring 2014, Sam Terry and Anne Dalke pursued a shared reading list on this topic.

Not monolithic, prescriptive, conformist or singular, contemporary feminist theory covers a wide range of perspectives and approaches, which this class (part of a 360° on Identity Matters) showcases. The texts we examine focus on, but are not limited to, those that address the matters of reading and interpreting literature.

Grounding ourselves in the domains of identity matters and ecological studies, two Emily Balch Seminars @ Bryn Mawr College ask how different dimensions of human identity (such as race, class, gender, sexuality and religion) affect our ability to act in the social and natural worlds; simultaneously, we look at how these spaces shape and re-shape our identities and actions, individually and collectively.

Faculty and staff from the Alliance to Advance Liberal Arts Colleges are seeking concrete ways to bring collaboratively developed international experiences into our campus classrooms. Over the past several years, many of our colleges have initiated partnerships with institutions from around the world, and have begun to address the challenges of turning general memoranda of understanding into specific collaborative projects.  We offer here a place for our AALAC colleagues and international partners to come together and learn from one another as we pursue such directed work.

At the Twenty-Seventh Annual Meeting of the Society of Disability Studies (Minneapolis, June 2014), Jody Cohen, Anne Dalke, Kevin Gotkin and Clare Mullaney explore the gradations, shades and registers that mark both differences and similarities and open up disability into a capacious intellectual brainspace.   If disability is not just disability, or if disability is less a noun (an ascribed set of traits) than a verb, something through which we move (again and again) bot

Jody Cohen and Anne Dalke are two experienced teachers collaboratively creating a book and companion website. Now published by punctum books, the project brings together analytical frameworks from environmental studies with those that attend to the irreducibility and unknowability of the unconscious.

This cluster of courses, which have been co-designed by professors with shared interests in disability studies, gender studies, human development, literature, social work, visual studies and writing, considers how multiple systems of identity, as Rosemarie Garland-Thomson says, “intertwine, redefine, and mutually constitute one another.” Focusing, in particular, on those identity categories of “humans being” that may seem non-normative, we are reading, viewing and creating a range of self-representations: What stories do we tell about ourselves? What images do we construct?