I’m headed to Atlanta tomorrow for the annual meeting of the AAR/SBL (#aarsbl15). I’ll be on three panels, so here’s a sneak peek of each my talks. I’m discussing the 1920s Klan, labor, and academic freedom, which is a lot of ground to cover in one weekend. Please feel free to say “hello,” especially all of you […]
I just sent an essay on bell hooks’ Teaching to Transgress off to my lovely editors at Chronicle Vitae. This essay was one I had to wrangle because there were so many things that I wanted to say alongside all the things I needed to say. Or maybe, this essay wrangled me because it refused to let
I’ve received a few emails asking about my approach to pedagogy. These are mostly in response to my “Dear Liberal Professor” essay published at Vitae, in which I call for empathy in the classroom and take down the silly suggestion that students are the center of all that ails higher ed. I haven’t written about pedagogy
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I’ve been thinking about academic writing and the absence of the I, the signifier of the first person. Some disciplines find the I useful as a method to that places you, the author in the text. The scholarship marked explicitly by your person, as if it could be any other way. Religious studies, however, is not
First comes an email. A senior colleague in your field needs your opinion on contingent labor. You message back with your opinion. You also send links to posts, articles, and thinky pieces. Senior colleague responds, “Can we talk about contingency more?” You agree, but admit that you are no expert. Senior colleague is contacting you
Here’s my second paper for #sblaar14, which was an invited talk about activism at the junior level. This was another strong panel with a small audience. Unsurprisingly, I took the prompt “Can we BE activists at the junior level?” as an excuse to think about activism’s relationship to not only religious studies but also the