On the final day of the conference, participants are invited to take part in an hour-long workshop on teaching LGBT and transnational issues. We will meet in small groups for discussion facilitated by a Syracuse faculty member. Please make sure that you are registered for the conference, as these workshops will be organized from the list of registered participants.

Questions that the pedagogy workshops may engage: What are your pedagogical and curricular goals and aims in transnationalizing your LGBT/queer courses? What challenges have you faced, or expect to face? What surprises have you encountered? How do you incorporate “a dynamic selection of diverse and provocative international materials” (Hall) in your courses? What kind of ‘global analytic’ (Rupp) have you designed for making sense of so much material and so many perspectives? How do you address the U.S./English-speaking bias in LGBT/Queer studies in the context of teaching undergraduates and graduate students? How do you understand what ‘the transnational’ means and what “specific material and ideological practices . . . constitute [it]at this historical juncture” (Alexander and Mohanty)?

References

M. Jacqui Alexander and Chandra Talpade Mohanty’s “Cartographies of Knowledge and Power: Transnational Feminism as Radical Praxis” in Critical Transnational Feminist Praxis ed. by Amanda Lock Swarr and Richa Nagar (SUNY, 2010), pp. 23-45.

Donald E. Hall’s “Can We Teach a Transnational Queer Studies?” in Pedagogy 10.1, winter 2010, pp. 69-78.

Leila J. Rupp’s “Toward a Global History of Same-Sex Sexuality” in Journal of the History of Sexuality 10.2, April 2001, pp. 287-302.