CLAGS/NYU Pedagogy Workshops on Teaching Gender and Sexuality

CLAGS and the NYU Center for the Study of Gender and
Sexuality announce LESSON PLANS: Pedagogy
Workshops on Teaching Gender and Sexuality.

This ongoing series of workshops, scheduled for three
Wednesday evenings in the Spring semester (Feb 16,
March 29, and May 10) is designed for higher education
teachers of all kinds and at all stages of their careers, from
the newest graduate teaching assistant to the veteran of
many long semesters. We want to offer a useful
information-sharing, envelope-pushing, idea-sparking
conversation for people who are already committed to
teaching in these areas, and we want to introduce
possibilities to interested graduate students or faculty who
haven’t yet imagined that they could teach such courses.
The sessions will take place at the CUNY Graduate
Center, 365 Fifth Avenue. Please call the CLAGS office for
room numbers.

The sessions, led by Carolyn Dinshaw, Director of the
NYU Center for the Study of Gender and Sexuality, and
Alisa Solomon, Executive Director of CLAGS, will
consider such questions as: How can gender and sexuality
enter the syllabus in a “traditional” course? How is a
course that focuses on gender and/or sexuality different
from “traditional” courses? Is teaching gender and
sexuality different from teaching other political and
personal topics? What is a feminist classroom nowadays—
does it, can it, should it exist? In this age of confession
and memoir, how do you use personal experience in the
classroom? How can we think about sexual harassment
laws in ways that engage the complex dynamics of
teaching, learning, and mentoring? What do you put on
your syllabus? How much about your own life do you
reveal in class? What do you wear?

February 16
Queer in the Classroom
Discussion will take as its starting point Jonathan G. Silin’s
Teaching as a Gay Man: Pedagogical Resistance or Public
Spectacle? and Didi Khayatt’s Sex and Pedagogy:
Performing Sexualities in the Classroom, both published in
GLQ 5:1 (1999). Please read these essays in advance. GLQ
is available in university and public libraries and from the
CLAGS office. Please call the office by February 10th to
request copies.

March 29
Class Discussions: Moving Beyond Anecdotes
How do we make meaning out of the personal testimonies
that students often resort to in class discussions? How can
the particular be generalized—or should it? How can
students be encouraged to see beyond their own
experiences? How do we encourage students to craft
logical arguments instead of relying only on anecdotes?

May 10
Syllabus Development and Critique
What should you choose, and why? How important is
“balance”—and according to what criteria? When should
we choose breadth over depth? How much “difficult”
theoretical language can we assign each week? We’ll
discuss various strategies and respond to specific syllabi
that participants bring in.

To register, call the CLAGS office at 212.817.1955.