An Open Courseware version of a Spring 2017 graduate course in which students developed their abilities to expose ways that scientific knowledge has been shaped in contexts that are gendered, racialized, economically exploitative, and hetero-normative. The course used a Project-Based Learning format that allowed students to shape their own directions of inquiry in each project, development of skills, and collegial support. Students’ learning was guided by individualized bibliographies co-constructed with the instructors, the inquiries of the other students, and a set of tools and processes for literary analysis, inquiry, reflection, and support.
(Discuss the promises, fears, and claims being made about genetics in this evolving digital era. What and who is to believed?)
I have drafted a quick activity to get input that extends this multi-party conversation from 2000 about “How do we know there is a population-environment problem?” to bring in the following additional 3 discussants:
Novelo–Novelist concerned that climate change has been omitted from most literature
Futuro–Sci Fi writer concerned with gender and race as well as the usual fantasizing about scientific and technological developments
Litero–Interpreter of literature who is prepared to branch out from fictional literature to all discourses about knowledge.
I welcome comments on this blog post so as to a) glean ideas to weave into a Part 2 of this multi-party exchange and b) begin to address the issue Activo points to at the end: what are the “conditions make interactions among people from different fields as open as our were today”? (This activity relates to Project 2 in a course on gender, race, science, and literature.) Continue reading