Teaching Documents by Sarah Ray Rondot
Sexuality, Identity, and Action asks students to explore a range of topics: medical, historical, ... more Sexuality, Identity, and Action asks students to explore a range of topics: medical, historical, and social models of sexual diversity and embodiment; cultural norms of sexual behavior and desire; gender- and sexuality-based violence and discrimination; LGBTQI identities, diversities, cultures, communities, and spaces; mainstream and alternative media representations of sexual and gender diversity; and more. In these explorations, we will pay particular attention to differences (of race, gender, embodiment, class, ability, religion, etc.), which inform yet often disrupt the category of sexuality. In addition, Sexuality, Identity, and Action focuses on the relationship between knowledge and activism. Because of this foundation, we will ask the following questions throughout the class: how does knowledge affect action? How does widening our perspectives increase our social and political responsibilities? What alternative realities, sexual educations, and politics do we need that have not yet been created, and how do we begin to create them?
We will explore the gendered viewpoints and voices of a variety of essayists, writers, filmmakers... more We will explore the gendered viewpoints and voices of a variety of essayists, writers, filmmakers, storytellers, historians, and activists. In particular, we will investigate how personal & political identities (like gender, race, class, and sexuality) position individuals differently in society, which contributes to how individuals experience and make sense of their world. We will study how our own relationships within American cultural systems of privilege and oppression contribute to the theories, ideas, narratives, norms, and stories we see as the " norm. " We will examine how individuals resist inequalities, create new systems of change, and engage in transformational politics. Although some of the focus of the course is women's experiences, we will question what the term " woman " actually means by expanding the category to include a range of diverse perspectives. We will consider women, men, and non-binary individuals equally as agents of change, whose lives and projects impact the direction of feminism, culture, and " voice " on a wider scale.
This course will introduce students to key directions and themes in contemporary feminist discour... more This course will introduce students to key directions and themes in contemporary feminist discourse and encourage students to cultivate the art of critical thinking about gender relations and inequalities. Covering foundational works and current developments in feminist theory, this course stresses the historical, political, and collective context within which theoretical discussions take place. In addition, we will practice feminist theory through writing based on topics that interest students. Finally, the course foregrounds the relationship between theory, social justice, and activism and explore how these can and should be mutually-informing projects. Rather than presume the content of the term " feminism, " we will interrogate the politics of what and who is attributed to this name in an effort to work through the political, cultural, economic, and academic work that this term does. Through discussion, class presentations, and research assignments, students will explore the varied ways gender, feminism, and theory are produced through constellations of race, ability, sexuality, and class in different historical and cultural contexts. The selected readings represent different approaches to theoretical inquiry as well as feminist work conducted from within a wide range of disciplines: anthropology, cultural studies, literary analysis, history, media studies, philosophy, psychology, and science.
“To intervene in the name of social transformation means precisely to disrupt what has become set... more “To intervene in the name of social transformation means precisely to disrupt what has become settled knowledge and knowable reality.” - Judith Butler, Undoing Gender
This course introduces students to the major ideas, questions, and movements that have shaped and continue to shape contemporary thinking about sexuality in the U.S.
Sexuality Studies asks students to explore a range of topics: medical, historical, and social models of sexual diversity and embodiment; cultural norms of sexual behavior and desire; gender- and sexuality-based violence and discrimination; the politics of marriage, motherhood, and reproductive justice; the corporatization of birth; LGBTQI identities, diversities, cultures, communities, and spaces; mainstream and alternative media representations of sexual and gender diversity; and more. In these explorations, we will identify how and if “sexuality” functions as a coherent category of analysis and pay particular attention to differences (of race, ethnicity, gender, embodiment, class, ability, nationality, etc.), which inform yet often disrupt the category.
In addition, this course centers the relationship between knowledge, social justice, and activism. Some of the questions we will ask include: How might widening our perspectives increase our social and political responsibilities? What alternative realities and politics do we need that have not yet been created, and how do we begin to work towards them?
Race, Class, and Gender is an interdisciplinary course that touches on the fields of sociology, p... more Race, Class, and Gender is an interdisciplinary course that touches on the fields of sociology, psychology, philosophy, history, science, literature, media, and art to introduce students to the study of identity in American society. Placing experiences at the center of interpretation, Race, Class, and Gender introduces basic concepts and perspectives in the field of Women's and Gender Studies. Focusing on contemporary issues (with reference to historical trends), we will examine lived experience with an emphasis on how gender interacts with other identities (in particular, race, class, ability, and sexuality). The central goal is to foster critical thinking about how interlocking systems of racism, sexism, ableism, and heterosexism shape who we are, based on our individual social location and experiences of privilege and oppression. We will also examine how individuals have resisted inequality, worked to create new systems of change, and engaged in transformational and liberatory politics. Specific topics include beauty ideals, body image, non-binary gender identity (trans* and intersex), sexuality, gender violence, reproductive justice, birthing practices, and disability. We will place these contemporary issues within their historical, cultural, and theoretical contexts, and students will have the opportunity to engage in active discussion on a daily basis.
Women's Voices is an introductory course that explores the viewpoint of women writers, filmmakers... more Women's Voices is an introductory course that explores the viewpoint of women writers, filmmakers, poets, storytellers, and activists in a variety of genres from differing cultural locations and times in order to learn more about the particular positions of women in society and the way social location affects voice, perspective, experience, and storytelling. In addition, this course prepares students to foster critical reading and thinking skills, which will encourage us to think more deeply about our lives and how the interlocking systems of racism, sexism, and heterosexism shape our world. We will examine how individuals have resisted inequalities, worked to create new systems of change, and engaged in national and global transformational politics. Although the focus of the course is women's experiences, we will question what the term " woman " actually means by expanding the category to include a range of diverse perspectives. We will consider women, men, and non-binary individuals equally as agents of change whose lives and artistic productions have impacted the direction of feminism, culture, and storytelling on a wider scale.
COURSE OVERVIEW
WR 123 is a course in research and argumentative writing designed to help you acq... more COURSE OVERVIEW
WR 123 is a course in research and argumentative writing designed to help you acquire necessary skills that will be critical for your success in college and beyond. As in other composition courses at the University of Oregon, WR 123 will provide instruction on constructing well-reasoned arguments using a focused thesis and line of reasoning. Library presentations, writing abstracts and annotated bibliographies, sharing ideas with classmates, and other activities, will prepare you to write a sustained research paper, which analyzes the validity and effectiveness of your sources and ideas. The skills you will learn and practice in WR 123 emphasize the processes of inquiry and revision in your thinking and writing.
COURSE CONTENT & FOCUS
This course will focus on texts and discussions related to the broad field of Disability Studies. Because we live in a culture fixated on ideal bodies, we are constantly bombarded with often unattainable standards of physical appearance, athletic performance, and intellectual prowess. Ideal representations of how our minds and bodies should function are so prevalent, we often mistake them as ‘natural’ or ‘normal’ without considering the impact such representations have when we fail to match these ideals ourselves. Disability Studies examines the impact of cultural assumptions of ‘normalcy’ and the oppressive nature of marking physical or mental impairments as abnormal, damaged, or subject for ridicule. How might we use disability theory to challenge assumptions of ‘normalcy,’ which remain exclusionary, unethical, or socially irresponsible?
You will respond to this deepened understanding in class discussion, and in your final research essay. While your research essay can investigate nearly any subject matter, that subject matter must fall under the banner of Disability Studies. We will discuss this further in the coming weeks.
People run into bodies everywhere. You exchange a handshake with a person you just met, hug an ol... more People run into bodies everywhere. You exchange a handshake with a person you just met, hug an old friend, or knock someone down (intentionally or unintentionally) on the field or court while playing a sport. But everyday encounters with bodies can also be much subtler. You see bodies in person as you move through your daily activities and as you interact with representations of bodies in film, television, literature, social media, advertisements, and other mediums of communication. You assess each of these bodies based on qualities like gender, race, age, weight, height, fitness, ability, and disability. You might judge whether bodies are attractive by your own cultural standards as well as based on how bodies are adorned with clothing, accessories, tattoos, or body modifications. While some individuals may be able to occasionally forget about their bodies, others are reminded constantly. For example, a person may remember their body when they experience pain or pleasure, stigma or sexualization, cultural value or lack thereof. Not all bodies are treated the same, but all bodies are subject to assumptions, presumptions, and stigmas based on how they work, who they represent, and what context they inhabit-physically, historically, and socially. A body is not simply a lens through which to study our cultural beliefs, assumptions, and values, but a tangible site to assess and interrogate those ideas. Course Objective: Writing 122 will help you to continue developing argumentative writing and critical inquiry skills. Specifically, you will learn to read closely, critically, and sympathetically; engage in productive and ethical discussion about contemporary arguments that matter to you and your colleagues; compose essays that present a focused, reasoned response to a question; revise an essay to strengthen its logic, style, and rhetoric; incorporate relevant sources to support strong, intelligible claims; and introduce, format, and cite sources following MLA citation guidelines. Please see me if you have questions about on-campus resources that might be beneficial as you begin, continue, or finish your time at the UO. Upon completion of this course, students should be able to achieve the following outcomes: 1. Write essays that develop and respond to a significant question that is relevant to the context in which it is written and appropriate for the audience to which it is addressed. 2. Provide logical answers to questions at issue and develop lines of reasoning in support of those answers, while taking into account and responding to objections or competing answers and lines of reasoning. 3. Write an essay that is unified around a main claim, proceeds in a logical way, and consists of cohesive paragraphs that separate and connect ideas effectively. 4. Produce written work that displays adherence to the conventions of academic writing, including control of grammar, spelling, word usage, syntax, and punctuation; appropriate tone, style, diction, and register; proper formatting, use, and documentation of sources. 5. Improve the content and organization of an essay draft in a revision process, both by reevaluating the reasoning and context of the essay and by responding to critiques from peers and instructors.
Drawing from an interdisciplinary background in trans*, intersex, and queer studies, feminist the... more Drawing from an interdisciplinary background in trans*, intersex, and queer studies, feminist theory and pedagogy, and media studies, my teaching approach focuses on my obligation to take students seriously as knowledge producers rather than empty vessels. Adrienne Rich frames this responsibility as a teacher-student contract. For students, it is a matter of taking responsibility toward themselves – to " claim " an education rather than " receive " one. My responsibility as a teacher, then, is to show respect for students' potential by challenging them with complex intellectual work and encouraging critical thinking, empathetic discussion, and excellent writing skills. In my classroom, I aim to empower rather than discourage students; focusing on empowerment allows students to see themselves as agents of change rather than passive learners. In my introductory gender studies course, for example, instead of focusing on overwhelming gender-based violence statistics, I emphasize bystander intervention, survivor support, enthusiastic consent, and empowerment through activist-based projects. As I mentioned in my cover letter, I conclude each introductory course with a project that asks students to propose, troubleshoot, carry out, and reflect on a " liberating act, " which connects the course's theoretical material to their own lives, identities, and experiences. In the past, students have created spoken word and photography projects, organized protests in the community, created pamphlets to distribute on campus, safely confronted violent partners, started counseling related to sexual assault, and completed many other innovative projects. This assignment's success has been overwhelming. In the eight courses I have taught that conclude with this assignment, even students who did not previously display active engagement with the course reported that they were newly invigorated because they were able to apply the material to their lives and realize the potential in claiming an education.
This course will familiarize students with the debates, key concepts, and conflicts that have in... more This course will familiarize students with the debates, key concepts, and conflicts that have informed contemporary articulations of feminist discourse. Rather than presume the content of the term " feminism, " the course will interrogate the politics of what and who is attributed to this name in an effort to work through the political, cultural, economic, and academic work that this term does. Through discussion, class presentations, and research assignments, students will explore how gender, feminism, and theory are produced through constellations of race, ability, sexuality, and class in different historical and cultural contexts. The course will foreground the relationship between theory, social justice, and activism to explore how these can and should be mutually-informing projects. By the end of the summer, students will be able to understand and critically engage feminist theoretical writings not only as abstract philosophical statements but also as products of and responses to specific historical moments. The selected readings represent different approaches to theoretical inquiry as well as feminist work conducted from within a wide range of disciplines: anthropology, cultural studies, literary analysis, history, media studies, philosophy, psychology, and science. The goals of this course include: sharpening critical/analytical skills; appreciating the diversity of approaches and assumptions of feminist theorists; applying feminist theories to disciplinary issues; and developing one's own voice as a theorist. Citizenship: A Exceptional: To achieve an A, the expectations are that the student has near perfect attendance (0-1 absences), she/he is recognized as a leader in discussion and consistently both contributes to and brings the conversation to a deeper level, without dominating the discussion to such an extent that it inhibits participation by other students. Shows excellent listening skills. Evidence of thorough preparation. B Very Good. To achieve a B, expectations are that the student will have very good attendance (no more than 2 absences). Takes a very active role in discussion and remarks are consistently
This course is primarily designed to support and assist facilitators for Women's and Gender Studi... more This course is primarily designed to support and assist facilitators for Women's and Gender Studies 101. However, feminist pedagogies are useful in a variety of disciplines and provide a strong foundation for future teaching endeavors, whether in an academic or informal community setting. It is my intention that this course provides students with an introduction to facilitating the discussion of issues related to gender and intersectional lives, particularly in relation to race and class, power and privilege, sexuality and the body, violence, emotion, and empowerment. We will learn and practice strategies for encouraging critical thinking, aiding student engagement in the learning process, addressing sensitive and controversial material, and developing awareness of intersecting forms of oppression. In addition to discussing teaching philosophies, we will have the opportunity to examine our own educational experiences and our relationship to systems of privilege and oppression. Our readings will reflect the dual focus of this course, i.e. teaching + diverse personal experiences and horizons outside of academia. All Student Requirements: Critical Pedagogy Journal: You will keep a journal throughout the term as a space where you can reflect on your facilitation experience, your observations of others' teaching, and the material from this course. The purpose of this journal is for you to have a space to think through any challenges and/or positive experiences you have during the facilitation process, your understandings of feminist pedagogy, and the development of your teaching philosophy. The critical component, however, requires that you think through these experiences in light of your course readings and discussions. You will be required to write at least 2 pages (or equivalent if handwritten), typed and double spaced, per week that describes your reflections on this course, your WGS 101 lectures, and your own facilitation section. Journal entries will be turned in twice during the term—during Weeks 6 and Finals Week. If you prefer to handwrite these reflections and/or you want to incorporate art, collage work, or other media components (creating a weekly zine, for example), see me before Monday of Week 3 and we can mutually decide on page requirements and goals. Participation: Everyone must actively participate in class discussions. This is an open and supportive environment where we will all work on improving our discussion skills. You may be counted absent if you do not participate in class discussion. Undergraduate Student Requirements: Discussion Facilitation: Beginning in week 4, groups of 2 students will lead an activity and discussion on selected readings and topics from 101 (25 minutes maximum). This will be a mini mock-facilitation section where you can practice your pedagogical skills and experiment with new ways to teach and discuss the material. Guidelines for facilitation will be distributed during week 1. I strongly encourage all groups to meet with me before scheduled presentations.
Television Studies is an established field within media studies, and with the dominance of realit... more Television Studies is an established field within media studies, and with the dominance of reality television in particular, a research emphasis on this style is growing exponentially. Reality television and documentary film have important relevance for sociological studies because of their assumed but tenuous relationship to the real world as well as creative and strategic use of social representation. In this course, students will explore the world of reality television, documentary, and digital storytelling: the categories, sociological & consumption messages, audience interaction, and media coverage. In addition, students will learn important aspects of the history and theories of screen culture, as well as how to analyze and interpret a wide variety of media texts using key film and TV studies concepts and vocabulary.
Drafts by Sarah Ray Rondot
This course will cover American "speculative fiction," which incorporates science fiction, as wel... more This course will cover American "speculative fiction," which incorporates science fiction, as well as utopian and dystopian literature. We will explore how individuals have imagined better and worse worlds, including apocalyptic societies and the modern post-9/11 U.S. Because speculative fiction expresses what an author sees as possible, hopes is possible, and fears is possible, it is inherently a political and social critique. We will discuss the causes and effects of these critiques as well as how to interpret them. Using key vocabulary and concepts, such as character, plot, setting, symbolism, narrative, theme, and focalization, among many others, we will explore how to read, interpret, and write about speculative fiction. At the end of the term, students will test out their knowledge and creative skills to craft unique speculative fiction short stories.
Conference Presentations by Sarah Ray Rondot
This talk analyzes two popular trans*-masculine YouTube vloggers, SkylarkEleven and KyFord23, to ... more This talk analyzes two popular trans*-masculine YouTube vloggers, SkylarkEleven and KyFord23, to illuminate how they record their changing bodies and identities yet resist medical legitimation discourses, which tend to pathologize and limit trans* individuals. Blurring the boundaries between conceptions of individual and collective knowledge of the self, digital storytelling offers some trans* youth the possibility of sharing life stories and publicly negotiating trans* knowledges. Digital storytelling is thus a creative tool these and other trans* individuals employ to archive and embody previously unrecognizable gender positions.
Talks by Sarah Ray Rondot
Papers by Sarah Ray Rondot
a/b: Auto/Biography Studies, 2016
a/b: Auto/Biography Studies, 2019
Abstract In opposition to the sensational, simplified, and pathological gender ideologies in twen... more Abstract In opposition to the sensational, simplified, and pathological gender ideologies in twentieth and early twenty-first century documentary film, Jules Rosskam's Against a Trans Narrative [Rosskam, Jules., dir. Against a Trans Narrative. 2008; Chicago, IL: MamSir Productions. DVD.] and Gwen Tara Haworth's She's a Boy I Knew [Haworth, Gwen Tara, dir. She's a Boy I Knew. 2008; Durham, England: Shapeshifter Films. DVD.] expand representational horizons for autobiographical trans* narratives films. Rather than risking their stories' re-appropriation by cisgender directors and editors, trans* documentarians are increasingly telling their own gender stories.
Research Methodologies for Auto/biography Studies
Auto/Biography Studies, 2019
In opposition to the sensational, simplified, and pathological gender ideologies in twentieth and... more In opposition to the sensational, simplified, and pathological gender ideologies in twentieth and early twenty-first century documentary film, Jules Rosskam's Against a Trans Narrative [Rosskam, Jules., dir. Against a Trans Narrative. 2008; Chicago, IL: MamSir Productions. DVD.] and Gwen Tara Haworth's She's a Boy I Knew [Haworth, Gwen Tara, dir. She's a Boy I Knew. 2008; Durham, England: Shapeshifter Films. DVD.] expand representational horizons for autobiographical trans* narratives films. Rather than risking their stories' re-appropriation by cisgender directors and editors, trans* documentarians are increasingly telling their own gender stories.
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Teaching Documents by Sarah Ray Rondot
This course introduces students to the major ideas, questions, and movements that have shaped and continue to shape contemporary thinking about sexuality in the U.S.
Sexuality Studies asks students to explore a range of topics: medical, historical, and social models of sexual diversity and embodiment; cultural norms of sexual behavior and desire; gender- and sexuality-based violence and discrimination; the politics of marriage, motherhood, and reproductive justice; the corporatization of birth; LGBTQI identities, diversities, cultures, communities, and spaces; mainstream and alternative media representations of sexual and gender diversity; and more. In these explorations, we will identify how and if “sexuality” functions as a coherent category of analysis and pay particular attention to differences (of race, ethnicity, gender, embodiment, class, ability, nationality, etc.), which inform yet often disrupt the category.
In addition, this course centers the relationship between knowledge, social justice, and activism. Some of the questions we will ask include: How might widening our perspectives increase our social and political responsibilities? What alternative realities and politics do we need that have not yet been created, and how do we begin to work towards them?
WR 123 is a course in research and argumentative writing designed to help you acquire necessary skills that will be critical for your success in college and beyond. As in other composition courses at the University of Oregon, WR 123 will provide instruction on constructing well-reasoned arguments using a focused thesis and line of reasoning. Library presentations, writing abstracts and annotated bibliographies, sharing ideas with classmates, and other activities, will prepare you to write a sustained research paper, which analyzes the validity and effectiveness of your sources and ideas. The skills you will learn and practice in WR 123 emphasize the processes of inquiry and revision in your thinking and writing.
COURSE CONTENT & FOCUS
This course will focus on texts and discussions related to the broad field of Disability Studies. Because we live in a culture fixated on ideal bodies, we are constantly bombarded with often unattainable standards of physical appearance, athletic performance, and intellectual prowess. Ideal representations of how our minds and bodies should function are so prevalent, we often mistake them as ‘natural’ or ‘normal’ without considering the impact such representations have when we fail to match these ideals ourselves. Disability Studies examines the impact of cultural assumptions of ‘normalcy’ and the oppressive nature of marking physical or mental impairments as abnormal, damaged, or subject for ridicule. How might we use disability theory to challenge assumptions of ‘normalcy,’ which remain exclusionary, unethical, or socially irresponsible?
You will respond to this deepened understanding in class discussion, and in your final research essay. While your research essay can investigate nearly any subject matter, that subject matter must fall under the banner of Disability Studies. We will discuss this further in the coming weeks.
Drafts by Sarah Ray Rondot
Conference Presentations by Sarah Ray Rondot
Talks by Sarah Ray Rondot
Papers by Sarah Ray Rondot
This course introduces students to the major ideas, questions, and movements that have shaped and continue to shape contemporary thinking about sexuality in the U.S.
Sexuality Studies asks students to explore a range of topics: medical, historical, and social models of sexual diversity and embodiment; cultural norms of sexual behavior and desire; gender- and sexuality-based violence and discrimination; the politics of marriage, motherhood, and reproductive justice; the corporatization of birth; LGBTQI identities, diversities, cultures, communities, and spaces; mainstream and alternative media representations of sexual and gender diversity; and more. In these explorations, we will identify how and if “sexuality” functions as a coherent category of analysis and pay particular attention to differences (of race, ethnicity, gender, embodiment, class, ability, nationality, etc.), which inform yet often disrupt the category.
In addition, this course centers the relationship between knowledge, social justice, and activism. Some of the questions we will ask include: How might widening our perspectives increase our social and political responsibilities? What alternative realities and politics do we need that have not yet been created, and how do we begin to work towards them?
WR 123 is a course in research and argumentative writing designed to help you acquire necessary skills that will be critical for your success in college and beyond. As in other composition courses at the University of Oregon, WR 123 will provide instruction on constructing well-reasoned arguments using a focused thesis and line of reasoning. Library presentations, writing abstracts and annotated bibliographies, sharing ideas with classmates, and other activities, will prepare you to write a sustained research paper, which analyzes the validity and effectiveness of your sources and ideas. The skills you will learn and practice in WR 123 emphasize the processes of inquiry and revision in your thinking and writing.
COURSE CONTENT & FOCUS
This course will focus on texts and discussions related to the broad field of Disability Studies. Because we live in a culture fixated on ideal bodies, we are constantly bombarded with often unattainable standards of physical appearance, athletic performance, and intellectual prowess. Ideal representations of how our minds and bodies should function are so prevalent, we often mistake them as ‘natural’ or ‘normal’ without considering the impact such representations have when we fail to match these ideals ourselves. Disability Studies examines the impact of cultural assumptions of ‘normalcy’ and the oppressive nature of marking physical or mental impairments as abnormal, damaged, or subject for ridicule. How might we use disability theory to challenge assumptions of ‘normalcy,’ which remain exclusionary, unethical, or socially irresponsible?
You will respond to this deepened understanding in class discussion, and in your final research essay. While your research essay can investigate nearly any subject matter, that subject matter must fall under the banner of Disability Studies. We will discuss this further in the coming weeks.