Syllabus

Queer Rhetorics, Queer Performances: 

An Introduction in Theory, Literature, and Cultural Studies

Description:

What is “theory,” and how can we use it in our everyday lives? Maybe the more interesting question is, what is this thing called “queer theory” and how can queer be a noun, an adjective, and a verb? And why is Spongebob Squarepants on the same syllabus as Judith Butler? This class will address all these questions and more. This course is meant to serve as a basic introduction to the concept of critical theory – a way of reading texts and the world around you through specific philosophical/cultural/social lenses. To do this, we’ll be focusing on queer theory, which stems from a combination of postmodern theories and LGBTQ+ activism. We’ll rely on select theoretical texts as a way of establishing intersectional background knowledge for participants, and will use the lenses of rhetorical studies and performance studies to analyze queer performance in literature and pop culture along the way. Our central goal will be to establish a greater understanding of the broad implications of queer theory as an interdisciplinary method of scholarly interrogation – in other words, to see how using queer theory can help us think through problems from alternative perspectives, question traditional societal expectations, find glamour in texts where we wouldn’t otherwise think to look, and interrogate gender-based power structures in new ways in the world around us. 

 

Learning Goals:

  • Demonstrate ability of how to read critical theory 
  • Demonstrate ability of how to analyze literary texts and pop culture using close reading and techniques from the rhetorical tradition
  • Demonstrate knowledge of queer theory, including major authors, themes, terminology, and tensions
  • Demonstrate ability to apply theoretical lenses during textual analysis
  • Demonstrate ability to apply a queer theoretical lens to an analysis of a text or piece of popular culture
  • Demonstrate ability of how to apply a queer theoretical lens to an analysis of power structures in a diverse range of socio-political scenarios drawn from everyday life 
  • Demonstrate knowledge of how queer theory and gender studies intersects with other identity-based theory and studies such as critical race theory, feminist theory, dis/abiltiy studies, etc.

 

Requirements:

  • Digital Materials
    • A laptop, tablet, or other reliable digital device that you can bring to class, charged.
    • Regular access to a reliable internet connection. (This could be the library here on Centenary’s campus.) 
    • Regular access to a computer with Adobe Acrobat Reader (The computers in the library at Centenary should already have this downloaded. You can download this for free on your personal computer at http://get.adobe.com/reader/.)
    • A Google Drive account (also free; this comes with a Gmail account).
    • In addition to our textbooks, theoretical readings will be provided by me in PDF format online via Perusall. (This is a free online site. Our course code is ANDERSEN-HRHTC) 
  • Textbooks
    • James Baldwin, Giovanni’s Room, 1956, ISBN# 9780345806567
    • Jeanette Winterson, Sexing the Cherry, 1989, ISBN# 9780802135780
    • Kai Cheng Thom, Fierce Femmes and Notorious Liars: A Dangerous Trans Girl’s Confabulous Memoir, 2016, ISBN# 9780994047137
    • Audre Lorde, Zami, A New Spelling of My Name, 1982, ISBN# 9780895941220
  • Readings and Homework
    • All course information, including homework assignments, can be found on our course website. Links to all important information will also be posted in Moodle throughout the semester. 
    • Theoretical readings will be posted as PDFs in Perusall and linked on Moodle and our website.
    • Other assigned readings (listed above) will be available for purchase through the university bookstore.
  • Assignment Submission
    • Directions for submitting assignments will be posted on Moodle.
  • Grading Policy and Course Expectations
    • For descriptions of the attendance policy, expected classroom behaviors, technology use policy, assignment deadline policy, grade calculation rubric, and my expectations of the labor you’ll need to put into this course in order to successfully pass it, please see our course’s Grading Contract, posted on our course website. 
    • For policies including the academic integrity policy, please refer to the Centenary University Syllabi Statements linked in our course’s Moodle site.
    • Special policy on inclusive language and gender-neutral pronouns: English is an evolving language that continuously changes to meet cultural, technical, and sociopolitical needs. In recent years, discussions of identity and inclusion have been shaping the way we use pronouns. With that in mind, please respect the pronoun choices of your classmates as we participate in class discussions and peer review. When appropriate, gender-neutral pronouns should be used. They/them/their/theirs/themself are commonly accepted forms of gender-neutral pronouns, but by no means are those the only, or even the most common, options. I encourage you to identify your pronouns when you feel comfortable doing so, and to refer to others in ways that align with their identities. Additionally, our awareness of harmful terminology in everyday speech is constantly shifting as we learn and grow as individuals. As a result, this class will be a place for us to think critically about the ways our words impact those around us. Language that degrades the humanity of others in- and outside of our classroom (i.e., words or phrases that are classist, ableist, racist, gender-exclusionary, anti-LGBTQIA, etc.) will be analyzed critically with an eye towards respectful communication and thinking, as our classroom community develops greater awareness of identity in the texts we confront. This class values inclusion, kindness, diversity, and thoughtful conversations that interrogate cultural concepts, and it is important for our language use to reflect that.

 

Assignments:

  • Perusall annotations (See detailed instructions posted on course website)
    • For these informal assignments, you’ll make communal marginal notes on the PDFs of our theoretical readings. 
  • Moodle discussion board posts (See detailed instructions posted on course website)
    • At a few points throughout the semester, I’ll ask you to synthesize your responses to readings in a post on a Moodle discussion forum.
  • Theory presentation (See detailed instructions posted on course website)
    • For these informal presentations (which can be done collaboratively if you’d like), you’ll choose a bi-weekly topic to synthesize and explain to the class, helping to lead our class discussion and bring up questions we will address during our time together. 
  • Final project (See detailed instructions posted on course website)
    • This formal project can take a variety of shapes – a multimodal or digital project, a traditional research paper, an art or performance piece, etc. – but will need to incorporate scholarly research, a theoretical text we’ve addressed in the course, and an analysis of a text/film/etc. At the end of the semester, we can meet to discuss any creative ideas you have for your project to make sure it meets the necessary standards. 

 

Academic Assistance:

  • Accommodations: Students with documented disabilities are entitled under the law to reasonable accommodations. I am committed to an access-friendly classroom, and am willing to do whatever I can to help you succeed in this course. If you have a disability and need accommodations, please notify me as early as possible during the semester and contact the Office of Disability Services: dso@centenaryuniversity.edu or call 908-852-1400, ext. 2251.
  • Academic Success and Advising Center: The Academic Success and Advising Center offers assistance in a variety of areas, including study skills and content-based tutoring. Contact academicsuccess@centenaryuniversity.edu or call 908-852-1400, ext. 2353. 
  • Writing Collaboratory: Students seeking help with writing assignments, as well as those wishing to develop their writing skills in general, are invited to visit The Writing Collaboratory, a tutoring center specializing in writing. The tutors, who offer one-on-one assistance, are some of your fellow undergraduates specifically trained in proven methods for writing tutoring. The Collaboratory hours are 10:00 a.m. to 7:00 p.m., Monday through Thursday. To get more information or to set up an appointment, send an email to writing.collaboratory@centenaryuniversity.edu or call 908-852-1400, ext. 2400.