There will be 80 individuals participating, and everyone will have roles. Some are having their papers workshopped. Others will be participating as panelists in one of 4 roundtables. We have assigned the remaining participants to be either discussants of a specific paper or to moderate a workshop.
To enroll in your assigned and preferred workshop sessions, you must update your registration online.
The daily schedule:
Each day will begin with all participants attending the roundtable session for that day. We will then have lunch.
Lunch will be followed by breakout workshops (Sessions 1, 2, and 3). In each workshop, two authors will briefly present their working papers, a discussant will give brief feedback, and all members of the session will collaboratively workshop the papers and discuss common themes.
Each participant must sign up by June 15th for their 4 workshop sessions through the Registration Form found in the Agenda section on RegOnline. Note that because workshops limited to 25 participants, you may not receive your first preference.
Please prepare for your assigned workshop each day by reading and commenting on each working paper (for a total of 8 working papers). This will ensure that those presenting their work will benefit from both the collaborative discussion during the workshops and your individual written comments.
After the breakout workshops, there will be time for people to interact informally with each other. As noted in the institute call for applications, this is a collaborative institute. We have all have committed ourselves to collaborate during the institute with the goal of generating dialogue about transnational feminisms, creating community, and contributing to each other’s work. All participants are expected to read and comment on the papers for the 4 workshops they are attending (a total of 8 papers; please provide your comments to the presenters at the end of each session), to attend all four roundtables, and to take the opportunity of how the institute is structured to get to know people across fields, interests, and disciplines. Our hope is that the institute will be a site that inspires further conversations, collaborations, and exciting and productive ways of thinking about transnational feminisms.
On Friday, instead of a roundtable, we will visit the Newark Earthworks. The Institute will visit Earthworks to both acknowledge and learn about the indigenous peoples of the land upon which we are meeting (more information follows below). This is an opportunity as an institute to be mindful of the histories that brought indigenous peoples to gather together, and to be mindful of the ways in which those of us who gather at the institute have complex relations with indigenous communities today and the continued histories of colonization, settler colonialism, and transnational inequalities.
Upon our return to Columbus, we will lunch together and wrap up the Institute, which will include discussion of future directions.
ROLES AND RESPONSIBILITIES:
Roundtable participants have been asked by the facilitators to speak to key questions from their own scholarship. They will engage in dialogue with each other and the participants in the audience.
Paper presenters will submit their works in progress by May 31 through RegOnline (Agenda section) so that those attending their workshop and their discussant will have time to read their work. Each paper has been allotted 10 minutes for presentation. The author/s will not have time to present the entire work submitted for the workshop, but should address the key points, arguments and significance of their work.
The discussant is responsible for reading the assigned paper thoroughly and carefully, and of presenting key questions, making suggestions (asking clarifying questions about points or connections; ideas for connections to other scholarship or ideas and themes), and providing written feedback (about organization, grammar) on the paper to give to the author. Discussants may also wish to draw connections with the other paper/s being workshopped in the same session.
The discussant will have 10 minutes to present comments (which should be encouraging and positive as well as productively critical).
The moderator (and also the roundtable facilitator) has the role of keeping the discussion on track and making sure that everyone has a chance to speak. Since some people feel more comfortable than others in settings like these, we ask facilitators to keep a "progressive stack" of speakers, asking those who have already spoken in the session to wait until all others have spoken once before speaking again. (For more on the "progressive stack" and its relationship to Jo Freeman's critique of the "tyranny of structurelessness," see http://www.truth-out.org/news/item/4419:where-are-the-women-at-occupy-wall-street).
All participants, and especially the moderators, please note the breakdown of the workshop time:
• 10 minutes each paper for author/s presentation (as people will have read them beforehand)
• 10 minutes each discussant raising specific themes and providing specific comments to the author about the working paper
• 60 minutes for Q&A about the specific papers and discussion about the common themes and questions raised by workshopped papers
For the workshop with 3 presenters, please add 10 minutes to presentations and discussants, leaving 40 minutes total for Q&A and discussion.
The Roundtable and Breakout Session audiences will not only respond to specific points, but are also charged with thinking about the papers in relation to larger themes of transnational feminisms—whatever those may be (methods, theorizing, power, reflexivity) and ensure that the discussion be inclusive of all perspectives presented on the roundtable or in the workshop. It is important then for all participants to read the workshop papers carefully for those common themes and ways in which the papers speak to each other.
As far as practical, we ask all participants to privilege the voices of those who might easily be marginalized in academic conversations in the US--students, people from outside the US, those whose first language is not English, people of color, less senior faculty, people with disabilities--even as we recognize that not all our differences are obvious and we may not know each other well enough to practice this very well.