Thanks to Jules for completing our presentation series with a thoughtful engagement of Bi, Butch, and Bar Dyke: Pedagogical Performances of Class, Gender, and Sexuality by Michelle Gibson, Matha Marinara, and Deborah Meem. “We must think seriously about identities we bring with us into the classroom, remain conscious of the way those identities interact with the identities our students bring, and insert ourselves fully into the shifting relationships between ourselves and our students at the same time that we resist the impulse to control those relationships.” 

With this reading, we further explored the role that voice plays in writing – specifically that it is connected to both embodiment and subjectivity.  (Voices via bodies are metaphors – marked and read in particular ways, bearing the sway of power and politics.)  Thinking about the link between voice & identity, and the yearning/reach for authenticity and “true self” -We have covered much ground regarding the important link between vulnerability, voice, and empowerment.  If vulnerability is an important seed for authentic learning, then it is the writing process (and finding a voice within that process) that serves as a middle ground to help steady us on our own terms as we continue on a  somewhat risky journey.  We also spoke a bit about the potent potential of silence in a pedagogical context (who should come out, in what context and why??).  Perhaps not talking (to wait and listen, to be willing to let the silence hang in the air) has generative power.  Perhaps ironically, silence can be an important way to learn to communicate.

Our class agenda:

Your Final Project plans!

We conducted Class Workshop #3 to settle your shared design vision for your collective final project. I think you are really progressing and working together efficiently. This week, , before our next class, everyone has agreed to finish their own individual remix story, and also write their own three sentence author bio. It seems that you will all write an introduction to your collection which highlights the remix concept for writing – you will co-write this statement together in class next Tuesday evening. In addition, you will work with each other to complete your mood boards (so it might be prudent to collect some artifacts that might work for you in constructing your princess mood board). 

You have also set up 3 teams to divide and conquer the overall tasks:

• Theresa & Kerri will take on the overall organizational helm as “site managers” or project directors. They will create the project shell for all of you to work on together.
• Ricki & Jules will be at the helm of the group effort to write the Introduction or Project Description (the Remix statement). They will also be in charge of making sure the Author Bio page is complete.
• Gianna & Giselle will work together on creating the cover page (the visual-design “entry point”) which will be created in Thingthink. 
• All of you will serve as copyeditors for each other.

Here again is the list of your remix story selections:

1. Kerri:  Belle
2. Theresa:  Ariel
3. Ricki:  Pocahontas
4. Jules:  Sleeping Beauty
5. Gianna:  Rapunzel
6. Giselle:  Alice

Your to-do list:

Your final blog is a Progress Report on your ongoing project work.

Remember that next week (12/13) is our final gathering and it will be a “Potluck” Working Session. We will celebrate the close of the semester together.  So bring something tasty to eat!

**Remember that your Self-Assessment & Class Portfolios are due on December 20th via email.