The Glasscock Center partnered with the Grand Stafford Theater in October 2015 to host Sarah Bird, novelist, screenwriter, essayist, and photographer.
Call for Roundtable Participants
A Symposium co-sponsored by The Critical Childhood Studies Working Group, The New Modern British Studies Working Group, the Melbern G. Glasscock Center for Humanities Research, and the Department of English, Texas A&M University
February 16, 2016
Organizers: Susan Egenolf, Lucia Hodgson, Emily Johansen, Claudia Nelson
This one-day symposium features two keynote speakers whose work explores and troubles the concept of “Victorian intimacies.” In addition to their talks, we plan a roundtable discussion at which six TAMU faculty and graduate students will showcase their own work relating to this area. We invite proposals for 8- to 10-minute roundtable presentations on any aspect of the symposium theme—for instance, textual representations of romantic relationships, interior/private spaces, the body (health, wellness), undergarments, domestic servants, private journals and correspondence, family structures, pets, and more. Please email your proposal (title with one paragraph) to the symposium organizers (firstname.lastname@example.org; email@example.com; firstname.lastname@example.org; email@example.com) by 18 December.
9-10:30: Roundtable with TAMU faculty and graduate students
11-12:30: Keynote lecture by Dr. Monica Flegel
12:30-2: Lunch for registered participants
2-3:30: Keynote lecture by Dr. Suzanne Rintoul
“Victorian Intimacies” Invited Speakers
Monica Flegel is an associate professor of English at Lakehead University (Canada). Her publications focus on cultural studies: specifically, Victorian literature and culture, animal studies, child studies, and contemporary fan and media studies. She has published extensively on the subject of cruelty to animals and children; on Victorian animal autobiographies; and, with Dr. Jenny Roth, on fanfiction and its relation to legitimate authorship and copyright law. Her articles have appeared in Children’s Literature, Victorian Literature and Culture, Victorian Review, Victorian Periodicals Review, the Journal for Critical Animal Studies, Transformative Works and Culture, Continuum, the Journal of Fan Studies, and The Australasian Journal of Popular Culture. She is the author of two books: Conceptualizing Cruelty to Children in Nineteenth-Century England (Ashgate, 2009) and Pets and Domesticity in Victorian Literature and Culture: Animality, Queer Relations, and the Victorian Family (Routledge, 2015). Her talk for us will be connected to an article that is forthcoming in Children’s Literature Association Quarterly, entitled “Everything I Wanted to Know about Sex I Learned from My Cat: Working-Class ‘Life Troubles’ and the Child Reader in Victorian England.”
Suzanne Rintoul is a professor at Conestoga College (Canada). She is a specialist in nineteenth-century British literature and print culture. She recently published Intimate Violence and Victorian Print Culture (Palgrave Macmillan). This book considers the way representations of abuse worked to both expose and obscure the violence done to women in intimate relationships, making it both spectacular and unspeakable. Reading a variety of texts, including sensational crime street literature, pamphlets, slave narratives, and canonical nineteenth-century texts, Rintoul posits that the abused woman became a space through which to explore gendered, class, and racial anxieties of the time. Her work has also appeared in English Studies in Canada, Nineteenth-Century Gender Studies, Women Writers, and Victorians Institute Journal. Her talk will draw on the material from her monograph.
We invite paper proposals for an edited volume tentatively entitled Studying Race Relationally, which will examine the relational nature of racial formations in the US, including both theoretical and empirically grounded work that moves beyond an analysis of how individual groups are formed in relation to whiteness to consider how they are formed in relation to one another. Authors of accepted proposals will be invited to participate in a conference at the University of Chicago on May 12-13, 2016 at which they will present, discuss, and further develop their papers for publication. Professor Claire Jean Kim will be our keynote speaker at the conference.
Background: Scholars across the humanities, social and natural sciences today commonly recognize and conceptualize race as a social construction shaped in specific historical, social and cultural contexts. Much of the scholarship in this field has focused on sustained analysis of individual racialized groups, shedding light on their particular role and standing within the hierarchy of race in the United States.
An emerging body of work has also begun to consider the relational nature of racializations moving beyond the analysis of how individual groups are formed in relation to whiteness to consider how they are formed in relation to each other. Relational studies of race posit that racialization happens dynamically; group-based racial constructions are formed not only in relation to whiteness, but also in relation to other devalued and marginalized groups (e.g. African Americans, Native Americans, Latinos, and Asian Pacific Islanders), whose own racialization is itself constantly in play. By studying race relationally, scholars are able to make visible the connections among racialized groups and the logic that underpins the particular forms of inclusion and subordination they face. This process crosses both time and space. Even when groups do not directly interact they may be shaped by the same factors and phenomena that affect other racialized groups.
Working within this framework, for example, scholars have considered the interdependent racialization of African Americans and Chinese Americans in the U.S. South under Jim Crow. They have examined particular spheres of urban life–such as public health, law enforcement, housing, employment and cultural production—to understand the ways that racialized groups have interpreted and formed their identities, interests and power in relation to one another. They have come to understand the articulations between claims for tribal sovereignty and authority and Black political responses to vigilante violence and discrimination.
Such work also bears directly on historic and contemporary policy debates. Relational frameworks can help explain why, for example, major federal initiatives such as the Civil Rights Act of 1964 or the War on Poverty that were conceived of within a black-white paradigm faced a particular set of challenges when applied to immigrant or refugee populations. They can help us understand how a contemporary debate about birthright citizenship and “anchor babies”—now imagined as a Mexican immigration issue—in fact operated in nearly identical terms one hundred years ago, but subjected Asian immigrants to the assault of this racial script. They permit us to imagine the way that immigrant groups’ experiences in the United States are shaped by the institutions and cultural understandings of race that immigrant and native-born groups before them faced.
We seek paper proposals around the following three themes as well as any others themes and topic appropriate to this project.
(1) Theories of Studying Race Relationally: What paradigms and frameworks are most productive to study race relationally? What is generative about studying race relationally? How do prevailing theories of racial formation, intersectionality, and social construction help to explain this process?
(2) Historical case studies: How do historically grounded case studies demonstrate the theories of studying race relationally? How might it be productive, for example, to study Japanese internment and the Bracero Program together? Possible topics might include studies of race and space in multi-ethnic and racial areas, race and citizenship, or policies that affect racialized groups differently.
(3) Contemporary Issues: How can scholarship within law, sociology, anthropology and other social sciences illuminate the relational dimensions of race? How can a relational approach light on the legal status and claims of Native American groups that have large numbers of Afro-descended members? How might it explain the dynamics of political conflict and cooperation in many US cities between long-standing Black and Latino/a communities?
Submissions: We welcome proposals from scholars of all ranks to contribute critical and innovative scholarship for consideration for the public conference and proposed publication. Selected participants will meet at the University of Chicago on May 12-13, 2016 to present their pre-circulated papers in a public forum. Travel, meals and housing will be provided for accepted participants. First drafts of papers are due one month before the conference, or on April 12, 2016. Participants will then be expected to revise their papers for publication, based on conference comments and feedback.
Paper proposals should consist of a 500-800 word essay describing your project, the research thus far undertaken, and its connection to the conference and volume themes, along with a two-page CV. These materials should be sent to each of the following conference organizers: Natalia Molina (firstname.lastname@example.org), Ramón Gutiérrez (email@example.com), Dan Martinez HoSang (firstname.lastname@example.org), and Niels Hooper (email@example.com) with the subject line “Studying Race Relationally.” Submissions must be received by January 8, 2016.
The Melbern G. Glasscock Center for Humanities Research at Texas A&M University has awarded the Seventeenth Annual Susanne M. Glasscock Humanities Book Prize for Interdisciplinary Scholarship to Natalia Molina, Professor of History and Urban Studies at the University of California, San Diego, for her book How Race is Made in America: Immigration, Citizenship, and the Historical Power of Racial Scripts, published by the University of California Press in 2014.
Professor Molina’s work lies within the intersections of race, gender, culture, and citizenship. Molina received the Noris and Carol Hundley book prize of the PCB-American Historical Association for her first book, Fit to be Citizens? Public Health and Race in Los Angeles, 1879-1939. Professor Molina earned her PhD from the University of Michigan, Ann Arbor. She serves as the Associate Vice Chancellor for Faculty Diversity and Equity at UC San Diego. She is a member on the board of Cal Humanities, a non-profit partner of the National Endowment for the Humanities, a Distinguished Lecturer for the Organization of American Historians. Molina recently concluded a five-year term on the American Quarterly, the flagship journal in American Studies, editorial board.
In her second Glasscock prize-winning book, How Race Is Made in America: Immigration, Citizenship, and the Historical Power of Racial Scripts, Molina examines Mexican immigration—from 1924, when immigration acts drastically reduced immigration to the U.S. until 1965, when many quotas were abolished—to understand how broad themes of race and citizenship are constructed. During these years Molina concludes that an immigration regime emerged to define racial categories that influence perceptions of Mexican Americans, race, and ethnicity in the United States.
How Race is Made in America is a groundbreaking study of a century of immigration policy that illuminates the ways in which citizenship is constructed and labor is controlled so as to create and maintain racial hierarchy. One reader stated that How Race is Made in America offers a compelling and cogent historical account of the racialization of Mexicans and Mexican Americas in the context of multiple processes of “racing” minority groups in the United States.
Professor Molina will receive the award and present a lecture on Wednesday, February 24, 2016, at 4 p.m. in the Glasscock Center Library, Room 311 of the Glasscock Building on the campus of Texas A&M University.
The Susanne M. Glasscock Humanities Book Prize for Interdisciplinary Scholarship was endowed in December 2000 by Melbern G. Glasscock, Texas A&M University Class of ’59, in honor of his wife. Together, among many other generous gifts to Texas A&M University, they provided a naming endowment for the Center
For more information about the Glasscock Book Prize, please visit http://glasscock.tamu.edu/programs/bookprize.
The Melbern G. Glasscock Center for Humanities Research and Texas A&M University’s Cushing Memorial Library and Archives are pleased to announce the recipients of the 2015 Cushing-Glasscock Graduate Award. The 2015 recipients are graduate students Kate Ozment and Hilary Anderson. This award supports research projects in the humanities that are based on the collections of the Cushing Memorial Library and Archives. The awards provide graduate students in the humanities with $2,000 to cover research expenses for projects based in the collections of Cushing Library. Both students will present their research at the Cushing Library in fall 2015.
Kate Ozment, PhD candidate in the Department of English, will work on a project titled, “The Page and the Stage: Women’s Commercial Writing in the Long Eighteenth Century.” This project examines the female author as she conceived herself as a commercial proprietor of a literary commodity in the long eighteen century in England. Of primary interest are investigations of why these writers made the decision to participate in multiple genres of commercial literature, specifically fiction and drama, and what monetary or social gains they envisioned they could amass. While at the Cushing Memorial Library & Archives, Kate will study the work of four authors: Aphra Behn, Delarivier Manley, Eliza Haywood, and Frances Burney. She hypothesizes that these authors saw fiction and drama as different but equally fruitful opportunities for commercial success, and she intends to discover what conclusion can be drawn about audience appetites and the commercial literary market from exploring authorial changes or adaptation between genres. In addition, Kate will explore what role the author plays in imagining expectations of genre when that position is complicated by the desires of a diverse reading public and the publisher.
Hillary Anderson, PhD candidate in the Department of History, will work on a project titled, “Radicalizing the South: Race and Sexuality in the 1970s Civil Rights Struggles.” This project focuses on the activism of and treatment of lesbians of color in civil rights movements during the 1970s. Contemporary documents as well as monographs in women’s history, women’s and gender studies, and sociology have noted the interplay of race and sex. Scholars assert that sexism existed in the civil rights and Black Power movements, as well as the movement for gay rights, and it is also argued that racism existed in the feminist and gay rights movements. In addition, some scholars contend that there was homophobia present in within Black Power and feminism. But often these works neglect the role that conceptions of sexuality played or they do not explain how race changed the equation of gender and sexuality. Hillary’s proposed research will examine more deeply these entanglements of race, gender, and especially sexuality as they affected the activism of African American lesbians in the South. In order to do so, she will make use of both the Africana Collection and the Don Kelly Collection of LGBTQ literature.
Applications will be accepted again spring 2016 for summer 2016. For further information visit http://glasscock.tamu.edu/grants-funding or contact the Glasscock Center at firstname.lastname@example.org or (979) 845-8328.
Crystal Dozier, PhD student in the Department of Anthropology and a winner of the Glasscock Award at Student Research Week 2015, will be presenting her research in an oral presentation on Friday, 3 April 2015 from 10:45-11:05 a.m. in 237 Anthropology Building. The Glasscock Award is meant to acknowledge exceptional interdisciplinary projects in the humanities. Awards for both oral and poster presentations are provided to undergraduate and graduate students.
Concepts of race and ethnicity are undeniably some of the most important ideas confronted in anthropology. The American Anthropological Association, among many institutions, has publicly denounced race as a biological fact, yet this concept remains normative for large parts of the United States. Proper instruction in the concept of race as a historical and cultural construct can help combat implicit and explicit discrimination. This research project aims to assist collegiate instructors in choosing teaching methods that result in high retention of anthropological understandings of race. Presented here are the patterns in six sections of an introductory anthropology course, ANTH205: Peoples and Cultures of the World. Student learning was assessed through pre- and post-instruction questionnaires; students were asked basic questions about the nature of race as well as how they related to race in their own lives. Each course was taught by a different graduate instructor, who also reported their teaching methods. We compare the learning outcomes for the different class sections in order to understand what instructional methodologies, class formats, and demographics impact student learning. Analysis of over 200 student responses shows perceptions of race after instruction moved towards more anthropological conceptions in small, but significant, ways. Although our results are preliminary, classes that employed video within their lecture strategy, as well as classes that used a weekly reading quiz, had significantly more student change than those sections that did not. These results are consistent with current educational theory about student engagement and a reminder of the importance of reflective teaching practices.
The Glasscock Center would like to congratulate two of its Undergraduate Research Scholars on winning awards at this year’s Student Research Week.
Laura Reid won Second Place Undergraduate Oral Presentation in the Health, Nutrition, Kinesiology, Physiology section. Her project proposes curricular reform at Texas A&M through the implementation of an educational course to help students learn about the prevention and remediation of rape culture and also about factual reproductive health information. Laura’s pilot program was creating using empirical evidence from state and federal legislation, as well as from other existing health education programs.
Maci Greene won First Place Undergraduate Oral Presentation in the History, Communication, Literature, Philosophy, & Language section. Her project examined the role of female biblical figures in three plays written by Tirso de Molina during Spain’s Golden Age. Applying Althusser’s definition of the church as an ideological state apparatus, Maci’s project draws connections between messages about feminine virtue in these three plays and Molina’s own dual profession as dramatist and Roman Catholic monk.
The objective of Glasscock Undergraduate Scholars Program is to expand undergraduate research in the humanities by providing an intensive summer research experience in which students are introduced to important research questions, trained in methods of research and analysis, and guided in the development of critical thinking, independent learning, and communications skills. Students enroll in a two-week intensive seminar taught by an A&M faculty person in their field. In the seminar, the students are immersed in a focused topic and develop a research question that they continued to investigate under the mentorship of their faculty member for the next academic year. Their research culminates in a scholarly thesis completed through the Honors and Undergraduate Research program, as well as a public presentation at Student Research Week.
We would also like to congratulate the recipients of the special Glasscock Award awarded at this year’s Student Research Week. The award is meant to acknowledge exceptional interdisciplinary projects in the humanities. Congratulations to Taylor Laufenberg and Edna Ledesma de Leon for their outstanding oral presentations and to Hunter Hampton and Crystal Dozier for their outstanding poster presentations!
To learn more about the 2014-15 Glasscock Undergraduate Scholars, please visit:
Dialogues in Philosophy and Religion Annual Lecture by Helen De Cruz featuring Helen De Cruz, Department of Philosophy, VU University Amsterdam, with commentary by Charity Anderson, Baylor University.
Under what circumstances does religious experience provide support for religious belief? Philosophers of religion have commonly taken ordinary perception as a relevant model for the epistemology of religious experiences, in particular mystical perception. For instance, Alston uses the term “doxastic practices” for forms of mystical perception analogous to ordinary sense perception. However, recent cognitive psychological and anthropological research shows that many instances of religious experience are more akin to skilled perception (as displayed by scientists and art connoisseurs) than they are to ordinary perception. In order to gauge the epistemology of religious experience, a closer examination of such skilled practices is in order. I discuss two cases—the practices of Evangelical Christians and of Latina Catholics—and examine how their religious practices are conducive to religious experiences. I argue that these practices exhibit some features characteristic of epistemically virtuous skills; however, the fact that religious skilled perception can support a very wide variety of religious experiences presents a challenge.
Call for papers:
International Netowrk of Address Research (INAR 3)
The International Network of Address Research (INAR) is pleased to announce its annual meeting, to be held in Texas A&M University in College Station, Texas, on October 9-10, 2015. This will be the third annual meeting of the group, and the first to be held in the United States.
INAR was formed in 2013, following the workshop “Sociolinguistics and Grammar of Terms of Address” at the Freie Universität Berlin. It met again in 2014 in Hildesheim, Germany. The aim of the network is to share research that describes and analyzes address systems in as wide an array of languages as possible, to arrive at an overarching model of address systems. It aims to do so by creating strong ties between linguists who are working on address in typologically diverse languages and from various perspectives. If you would like to read more about INAR, please visit our website: https://inarweb.wordpress.com
We welcome researchers in historical linguistics, syntax, semantics and pragmatics, politeness studies, sociolinguistics, language contact, and translation, among other fields. If you would like to receive regular updates by joining our listserv, please contact Leo Kretzenbacher at email@example.com.
Papers in all fields of linguistics and all language families are welcome at our workshop. We are especially interested in papers on the representation and negotiation of address in media, especially in computer mediated communication (social media, blogs, and so on).
Abstracts in English for 20-minute talks followed by 10-minute discussion should be sent to the meeting email below. They should not exceed one page (500 words); a second page may be included for examples and references.
Deadline for receipt of abstracts: June 1, 2015.
Notification of acceptance: July 1, 2015.
Date: October 9-10, 2015
Place: Department of Hispanic Studies, Texas A&M University, College Station, TX 77843-4238, United States
Contact: María Irene Moyna (firstname.lastname@example.org)
Meeting email: INAR3@tamu.edu