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invited presentation for The Department of Women and Gender Studies' Diversity Research Caf. University of Delaware
Feminisms, Women's Studies Multiplicities, "States"
Katie King, Women's Studies, University of Maryland, College Park / Email: katking@umd.edu
Home Page: http://katiekin.weebly.com/ ; follow on twitter @katkingumd
When a set of feminist educators wanted to come up with an alternative to privatizing MOOC
platforms they companioned with the web, partner and workshop, making FemTechNet, a
Distributed Open Collaborative Course or DOCC. They inhabited their DOCC with what Alex
Juhasz and Anne Balsamo, media designers and technologists, called caringly boundary objects
that learn. All of these feminist specialists in emergent learning processes wanted to enable
companionships in which such an object participates in the creation of meanings: of identity, or
usefulness, of function, of possibilities. Juhasz and Balsamo reminded us that Susan Leigh Star
(and her various collaborators) came up with the concept of a boundary object to assert that
objects (material, digital, discursive, conceptual) participate in the co-production of reality. At
base, the notion asserts that objects perform important communication work among people:
they are defined enough to enable people to form common understandings, but weakly
determined so that participants can modify them to express emergent thinking. (Juhasz &
Balsamo 2012) Boundary objects that learn are always up for redesign, up for speculative
feminisms.
BIBLIOTRANSFER
The rigor of trancontextual feminist methods comes into play when we welcome peripheral participations (robust across fields) as
well as work for an enlivened sensitivity to privileges of possible resources and infrastructures, local exigencies, and differential
belonging. Transcontextual feminisms as I have come to understand them, work to remain curious, even about and in the midst the
public feelings-realities of marginality and membership among Ecologies of Knowledge. (In memory of Susan Leigh Star and her
work such as Star 1995)
Being inside and moved around literally by the very material and conceptual structures you are analyzing and writing about is a kind
of self-consciousness only partially available for explicit, or direct discussion
Under global academic restructuring we are obliged to network among all these lively agencies, as we look to see things as they exist
for others, in different degrees of resolution, of grain of detail. (See King 2011)
INTERSECTIONALITY VISUALIZATIONS:
Why put Race at the center? Is it a center? What Networks & Tangles & Fields & Powers are shown here?
Additive? Interactive? Intra-actions? Transversal? Trans-sectoral? (See also Yuval-Davis 2016, 2012; Carter 2015;
Lykke 2012; Squires 2010; Davis 2008) image from: Critical Race Theory and Intersectionality in ESL Education:
http://1.bp.blogspot.com/-mQkvsKBKUf4/VagTirsJPdI/AAAAAAAAAJw/f_9P4v3kzhY/s1600/intersectionallensgraphicorganizer.jp
MICROAGGRESSIONS: http://www.microaggressions.com
'A compilation of community submissions, in solidarity with #Baltimore, #Ferguson, and #BlackLivesMatter. The micro only matters
because of the macro.' - The Microaggressions Project. Facebook page, April 29, 2015:
https://www.facebook.com/microaggressions?fref=ts
MISSINGMORE
1) the Trans-Knowledges: for starters:
transgender, transing, trans*
transnational, transversal, transcontexual
transgenic, translation, tranimal
transdisciplinary, trans-sectoral, transmedia
2) Political Being, ontologies and makings of action: prefigurative politics <=> diegetic prototyping
prefigurative politics: movement practices that enact political goals in real time.
diegetic prototyping: objects made for film sets that become functional technologies.
Some references [more on talksite]: With appreciation and wonder always from inspirations from speculative feminisms.
Anzalda, G. 2002. (Un)natural bridges. In eds. Anzalda, G. & Keating, A. this bridge we call home, pp. 1-5. Routledge.
Bowker, G.C., & Star, S.L. 1999. Sorting things out: classification and its consequences. MIT.
Collins, P.H., & Bilge, S. 2016. Intersectionality. Polity.
Grebowicz, M. & Merrick, H. 2013. Beyond the Cyborg. Columbia.
Haraway, D. 2011. Sf: Speculative Fabulation and String Figures. (Book 99). Hatje Cantz.
Imarisha, W. & Brown, A.M. (Eds). 2015. Octavia's Brood: Science Fiction Stories from Social Justice Movements. AK Press.
Juhasz, A. and Balsamo, A. 2012. An Idea Whose Time is Here: FemTechNet A Distributed Online Collaborative Course (DOCC). Ada, a journal of Gender,
New Media & Technology, No.1. http://adanewmedia.org/2012/11/issue1-juhasz/
King, K. 2011. Networked Reenactments: stories transdisciplinary knowledges tell. Duke.
Lothian, A. 2016. Choose not to warn. Feminist Studies 42/3: 1-14.
Pierce, C. 1970. 'Offensive Mechanisms.' In The Black Seventies. Barbour, F.B. (Ed.) Porter Sargent, pp. 26582.
Sandoval, C. 2000. Methodology of the oppressed. Minnesota.
Suchman, L. & Scharmer, C.O. 1999. I have, more than ever, a sense of the immovability of these institutions.
http://www.dialogonleadership.org/interviews/Suchman.shtml
Star, S.L. 2010. This is Not a Boundary Object. Science, Technology & Human Values, 35/5: 601-617.
Star, S.L. & Ruhleder, K. 1996. Steps toward an ecology of infrastructure. Information Systems Research 7(1), 127.
Star, S.L., ed. 1995. Ecologies of Knowledge: Work and politics in science and technology. SUNY.
Sue, D., Capodilupo, C.M., Torino, G.C., Bucceri, J.M., Holder, A.M.B., Nadal, K.L,. & Esquilin, M.. 2007. Racial Microaggressions in Everyday Life:
Implications for clinical practice. American Psychologist 62/4: 271-286.