The Semester Story was a three-day, multimodal activity (in preparation for the Final Exam) that I first created/deployed in a non-survey, non-major American Literature course (17 students) in Spring 2018. Its curation started with two writing process research studies (re)calibrated via posthumanism and has become just one concrete strategy/assignment in my toolbox that not only helps me more ethically and responsibly observe and assess the classroom as a whole but also offers students the chance to research and assess their own learning and growth–the story of their semester–using data they’ve been creating and curating for months. The Semester Story played a huge role in my dissertation and is, to my mind, a practical distillation of what teaching elsewhere can be. The below recording was my first time presenting on this assignment (March 2020) outside of my defense and offers a (very) brief introduction to the concept of it, particularly the two composition studies articles it started from.
“And yet when essays draw on the work of Barad or Haraway but do not attend to nonhuman life, environments and material agencies, the lack is notable. Feminist materialisms, especially in their posthuman forms, are worlds apart from the conventional classroom, an all too-human place cordoned off from more-than-human liveliness. The chasm between the two suggests how intrepid and inventive we must be to teach with a (posthumanist) feminist materialism”
–Stacy Alaimo / “Book Review: Teaching with Feminist Materialisms” (179)
I should feel ecstatic for plowing through this round of journal checks in a single afternoon. Instead a fresh stack of Blue Book midterms mocks me and Blackboard awaits with several columns of exclamation points. #treading#donthavetimetobesick