Hi, everyone.
After last week's library session on web communities as archives, Lou Malcomb and Emily Okada said it was exciting to see you moving forward with your issues. I tend to agree, especially as some of you are making real breakthroughs in either noticing or articulating a nuance that can powerfully inform your final project.
For Thursday's class (3/31) -- which is dedicated to focus, thesis, and organization of the ethnographic essay -- I need you to do the following to prepare:
1) As you read through our final set of articles (Blume, Battistoni, and Magalhaes), be on the lookout for one or more of their concepts that could help to ground your own projects, or that you think would inform your projects in a significant way. Our class discussion may follow what we did near the beginning of the semester when we put three service-learning articles into conversation, so please bring the readings to class in print or digital form.
2) Please spend some time filling out the large triangulation heuristic in as much detail as you can. We will spend some time workshopping them in class, so any opportunity you have to start considering a triangulated response to your issue will only serve to get you ahead.
Many thanks,
Professor Graban
Mar 24, 2011
Tuesday's "Big Ethnography"
Hi, everyone.
This is a reminder that on Tuesday (3/29) we will be reading and unpacking an ethnography by Christopher Goodwin called "Intensive Care," and in it I think you will recognize a number of methodologies and approaches that resonate with your own this semester. (Reminder: the access password is "visual".) As you read, I'd love it if you would keep in mind a few things:
Many thanks,
Professor Graban
This is a reminder that on Tuesday (3/29) we will be reading and unpacking an ethnography by Christopher Goodwin called "Intensive Care," and in it I think you will recognize a number of methodologies and approaches that resonate with your own this semester. (Reminder: the access password is "visual".) As you read, I'd love it if you would keep in mind a few things:
- How much of Goodwin's research seems intrinsically versus extrinsically motivated?
- How much of his research issue/question is situated in the clinic and how much seems to be situated beyond the clinic? (By "situated," I don't just mean "talks about," but rather "stems from a conflict or a gap.")
- What ideas, concepts, or theories seem to dominate his triangulation?
Many thanks,
Professor Graban
Mar 20, 2011
Final Extra-Credit Blogging Assignment
So far, many of your blogging assignments are coming along nicely! Later in the semester, we will discuss how to convert your blog into your final portfolio. Ideally, your final portfolio will not only showcase your major projects, it will also make visible the preparation steps that you take to complete them, which is how these blogging assignments have been functioning so far. If you need a make-up post or would simply like the opportunity to make your portfolio more "complete," I offer you one final extra-credit blogging assignment of the semester.
Have fun with it!
-Professor Graban
Mar 10, 2011
Critical Bibliographic Essay - Duedate and Sources
As a reminder, the upcoming Critical Bibliographic Essay assignment is due on Friday, 3/25/11 (uploaded to Oncourse dropbox by 2:30 p.m.), and not on Thursday, 3/24/11 as originally indicated on the syllabus.
I will still need to collect your actual sources with the final version of your Critical Bibliographic Essay, and you have several options for getting them to me: providing me with hard copies in class on Thursday (3/24) if you are ready to hand them over; delivering hard copies to my office (BH 474) on Friday (3/25); or uploading digital copies to your Oncourse dropbox with the final version of your Essay. Of course, if your sources come from our coursepack or eReserves, you do not need to submit copies to me -- I already have them.
Many thanks, and have an excellent spring break,
-Professor Graban
Mar 7, 2011
Dworkin, Bodybuilding, and Multivocal Reading
As promised, I have (again) compiled the results of our in-class analysis of Shari Dworkin's "A Woman's Place is in the ... CV Room??" As before, I combined some of your responses with other groups' responses and filled in the gaps where I could. It occurred to me as I was compiling them, that each section analysis shows how Dworkin builds her argument. She triangulates in order to raise a new question, which she then answers by triangulating more data in the subsequent sections. I will bring copies of this to Tuesday's class.
See you then,
-Professor Graban
Mar 2, 2011
Blog Assignments #4/#6 - Complete One
Of the remaining three Blogging Assignments, Assignment #5 offers direct preparation for the Critical Bibliographic Essay, while Assignments #4 and #6 ask you to write reflections on your fieldnotes. Because each of you keeps a different schedule, and because some of you have already been able to schedule your observation hours while others have not, I will ask you to complete only one or the other -- either Assignment #4 or Assignment #6. Practically speaking, this means you may either submit an early fieldnotes reflection, or a late fieldnotes reflection. I will evaluate whichever one you submit by its duedate.
Many thanks,
-Professor Graban
Mar 1, 2011
Freire, Liberatory Education, Praxis, and Service-Learning
As promised, I have compiled the results of our in-class analysis of Paulo Freire's Pedagogy of the Oppressed (Chapter 2). I contributed the first and last section, and I combined some of your responses with other groups' responses. Collectively, we came up with much more than I realized! I'll bring copies of this to Thursday's class, to aid our discussion, before we move on to Dworkin's "A Woman's Place."
See you in LH 030,
-Professor Graban