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The Minority Scholars’ Committee of the American Studies Association invites nominations for the 2013 Richard A. Yarborough Mentoring Award. The prize was established in 2012, and will honor a scholar who, like Richard Yarborough, demonstrates dedication to and excellence in mentoring. The winner will be announced at the Mentoring Breakfast of the Minority Scholars’ Committee during the annual meeting of the association to be held November 21-24, 2013, in Washington, DC.
Nominations for the 2013 Richard A. Yarborough Mentoring Award
Nomination materials should include:
1. A letter of nomination (no longer than 5 single-spaced pages) describing the nominee’s achievements in mentoring underrepresented students and faculty. This statement should include his or her contributions locally (at their home institution), nationally, and internationally. This statement might also address the nominee’s scholarly contributions, as well as the impact of the nominee’s research on the careers of underserved and underrepresented publics.
2. Supporting letters from collaborators, colleagues, postdoctoral fellows, undergraduate and graduate students mentored. Although these letters can be individually authored, nominators are urged to solicit a smaller set of collectively authored letters with multiple signatories.
3. URLs for any relevant websites.
Published on February 22, 2013 by John F Stephens.
The American Studies Association is pleased to announce the scholars participating in its Distinguished Speaker’s Bureau. Speaking on a wide range of topics, the Distinguished Speakers’ Bureau brings leading scholars to your institution.
Speakers listed here are willing to give at least one lecture in the academic year on behalf of the ASA. Speakers donate their time to the ASA in order to participate. Host institutions pay a $1,000 speaker’s fee directly to the ASA, in addition to the speaker’s travel and lodging expenses.
All speakers’ fees are deposited into the ASA’s Community Partnership Fund. The Community Partnership Fund supports a competitive grants program open to members of the American Studies Association. The Fund encourages projects developed in collaboration with community-based organizations, school districts, public libraries, local historical societies, community museums, and other non-profit entities.
Published on March 12, 2013 by John F Stephens.
This website provides scholars with a one-stop shop for the latest research published in American studies journals throughout the world. Organized by the International Initiative of the American Studies Association and funded by the Andrew W. Mellon Foundation, this site is the outcome of a collaboration between numerous journal editors around the world.
Published on March 12, 2013 by John F Stephens.
The voting in the ASA Election is now completed. The following members have been elected to three-year terms that shall last from July 1, 2013, to June 30, 2016.
Lisa Duggan, New York University
Ann Cvetkovich, University of Texas, Austin
J. Kehaulani Kauanui, Wesleyan University
Sunaina Maira, University of California, Davis
Martin Manalansan, University of Illinois, Urbana-Champaign
Juana Rodriguez, University of California, Berkeley
Marisol Lebron, New York University
Siobhan Somerville, University of Illinois, Urbana-Champaign
Judy Wu, Ohio State University
The Council extends its appreciation to all those who agreed to run for office, congratulates the new leaders of the Association, and wishes them success in their undertakings over the next three years.
The Council also extends its gratitude to those who are completing their term of service. The councilors whose terms expire on June 30, 2013 include:
Evelyn Alsultany, University of Michigan, Ann Arbor
Jennifer Doyle, University of California, Riverside
Robert Lee, Brown University
Sarah Melton, student councilor, Emory University
Nayan Shah, University of California, San Diego
Priscilla Wald, immediate past president, Duke University
Cynthia Young, Boston College
The Nominating Committee members whose terms expire on June 30, 2013 are:
Jasbir Puar, Rutgers University, New Brunswick
Meredith Raimondo , Oberlin College
Published in News on March 13, 2013 by ASASTAFF.
The San Juan ASA Conference represented an important moment to continue thinking deeply about the conceptual and methodological demands of a truly transnational American Studies. The location of the conference was itself a powerful call for reflection—reflection on indigeneity and dispossession; reflection on the course of US empire; reflection on rich histories of resistance; reflection on American Studies as a set of interpretive and pedagogical practices in that zone where Indigenous Studies, Atlantic World, Caribbean Studies, Diaspora Studies, and Pacific Rim all come together. From the outset the Program Committee felt an awesome responsibility to organize sessions and events that would do justice to the significance of this Caribbean locale and its (anti-) colonial history.
The ASA membership responded to the call and the challenges of the conference with terrific energy, innovation, insight, commitment, and with a spirit of true collaboration and intellectual generosity. This was one of the best-attended and most vibrant ASA meetings in recent memory. The program was expanded in order to accommodate as many of the very fine submissions as possible; the final program comprised over 400 panels, round tables, caucus meetings, screenings, readings, lightening rounds, and installations, involving the participation of over 1500 scholars, writers, artists, and activists from 25 countries in North and Latin America, the Caribbean, Asia and the Pacific, the Middle East, and Europe. Sessions represented a vast and ingenious array of methods, approaches, and orientations, as well as scholarly and politically committed conversations that ambitiously crossed disciplines, geographic regions, and historical periods. A brief sampling of the interpretive modalities and the intellectual concerns running through the program includes comparative empires, US regions/cities in the context of empire, the Puerto Rican diaspora, empire and migration, political economy, activism and public scholarship, liberalism (in both its broad and narrower meanings), legal structures and juridical discourses, public pedagogy, transnational activism, the carceral state, neoliberalism, militarism and state violence, biopolitics, hegemonic and alternative archives, tourism, commodity chains, settler colonialism, borderlands, cartography, indigeneity and anti-imperialist strategies, digital humanities, consumption and the commercial cultures of empire, religion as oppression and as resistance, oral history, missionaries and explorers, feminist internationalism, environmental justice, sexuality and imperial power, global health, hemispheric solidarities, the politics of water, the global South and the “resource curse,” radical poetics, human rights discourse, photography as a technology of empire, modernities and modernisms, museums and curation, sonic landscapes, narco-empire, graphic novels and animation, race and real estate, and trauma.
This was a tremendously rich, varied, and productive program. Among the most meaningful of the many conversations enabled at the meeting were those between colleagues from different parts of the world, between Puerto Rican scholars and activists and their colleagues from the US, between scholars in the humanities and in the social sciences, and between early Americanists and their colleagues who work on later periods. The program committee worked especially hard to raise the profile of early America in the conference and to invigorate the conversations across the temporal spectrum from the seventeenth century to the twenty-first.
The committee likewise assembled a slate of extracurricular exhibits, screenings, and events meant to augment and anchor the anti-imperialist spirit of the conference agenda and to provide routes into San Juan and its history quite distinct from those laid out by the normal circuitry of tourism. These included tours of the Hacienda La Esperanza Nature Reserve, one of the largest sugar plantations in Puerto Rico in the latter half of the nineteenth century; historical tours of Viejo San Juan, led by Edwin Quiles Rodríguez, author of San Juan Tras la Fachada: Una Mirada Desde Sus Espacios Ocultos (1580-1900); and a tour of the ENLACE Caño Martín Peña Project, whose residents seek to overcome poverty and attain social and environmental justice. Special events also included a reading by Puerto Rican poet and writer Giannina Braschi, whose work explores themes of US-Caribbean relations, the politics of empire and independence, and the migrant’s experience of marginality and liberation; and installations by two artists-in-residence: Nao Bustamante presented her multimedia project, Personal Protection, which activates the tactile and tactical histories of women in wa; and Adál Maldonado presented his multi-media project, Blueprints for a Nation: Construction of an Imaginary State, weaving diverse perspectives on the Puerto Rican Diaspora, the significance of creative expression in fostering new political imaginations, and the subversive tropicalization of new environments. All of these events were heavily attended and enthusiastically received.
Finally, an in-house Anti-Imperialist Film Festival provided continuous screenings of important documentary films. These included Roberto Clemente, followed by a discussion with director Bernardo Ruiz; Aquel Rebaño Azul [The Blue Herd], a historical account of police brutality in Puerto Rico, sponsored by Puerto Rico’s Civil Rights Commission; Más de 800 Razones, on the 2010-2011 University of Puerto Rico student strikes; and a number of films provided by the feminist collective, Women Make Movies. The festival culminated in a screening and director’s discussion of John Sayle’s Amigo, on a Philippine baryo in the crossfire of empire and resistance, and a ragtag but lethal detachment of U.S. soldiers who find themselves halfway around the world walking point for their country’s new imperialist policy in 1899.
The strength, vitality, and rich programming regarding Puerto Rico and Puerto Ricans, the Caribbean, and the Americas created a larger space from which to theorize, reflect upon, and produce knowledge that advances our understanding of the consequences of empire. The inclusion of local scholars from the Island, the participation of former Puerto Rican political prisoners, and the performances of Bustamante and Maldonado were particularly important. ASA members came away from San Juan having taken serious stock of the voluminous and electrifying interdisciplinary work that has recently been produced on empire, but also with a new, deeper charge to expand on conversations that cross disciplines, national boundaries, and period-specific specializations. Most agreed that this was an energizing and important set of meetings.
Published in News on March 15, 2013 by ASASTAFF.
The American Studies Association publishes an online registry of American Studies and American Ethnic Studies doctoral dissertation abstracts. American Studies and American Ethnic Studies graduate programs and their recent Ph.D.s may submit entries. These abstracts are added to the ASA website on a continuing basis. This list is now comprised of abstracts of doctoral dissertations written in the United States since 1986. Click here to access the abstracts, sorted by author’s last name, or click here to submit your abstract using our online form.
Each year, the ASA conducts a survey of recent Ph.D. recipients’ immediate employment and career plans. Doctoral degree recipients are invited to participate in the survey as well as submit abstracts of their dissertations. This survey has been recorded since 1996-1997, and encompasses sources of funding received, time taken to completion, short-term and long-term employment and career plans. For past survey reports, please visit the following web page, or click here to submit your survey response using our online form.
Published on April 15, 2013 by John F Stephens.
How should I prepare for graduate work in American Studies?
An undergraduate degree in American Studies is probably the best preparation for graduate study since it builds the foundation for the interdisciplinary research and analysis required to complete a Master’s or Ph.D. degree. But many undergraduates don’t have the opportunity to major in American Studies and others discover an interdisciplinary approach only later in their undergraduate studies. Students who major in more traditional disciplines—literature, history, the social sciences, even the natural sciences—often have the opportunity to take courses outside their major as electives which can improve their interdisciplinary range and strengthen their application to American Studies graduate programs. Students who come to American Studies from the social or natural sciences, or from a humanities field with a non-Americanist focus, can bring fresh perspectives and useful skills. These students find it useful to gain a background in U.S. history on their own (or as a part-time student in a graduate program where they can take one course) before starting graduate-level work in American Studies.
What is the best American Studies graduate program for me?
You should weigh factors such as faculty, professional goals, quality of program, funding opportunities, and geography in choosing where to apply. Applicants should first research American Studies programs to determine which programs have faculty who work specifically in the areas of research that most interest them. In the course of this research, an applicant should try to contact faculty members who share his/her research interests to find out if they currently advise graduate students and to ask more specific questions about their department. Applicants need to find programs that best suit their intellectual interests and this is best determined through direct communication with faculty. While it is crucial to enter a program where you have identified a mentor with whom to work, you shouldn’t plan your entire course of graduate study around one faculty member, as faculty do not always stay at one university throughout their career. Therefore, students should find a program in which there are several faculty members with whom they could potentially study. If applicants are geographically restricted in where they can apply, they will need to determine which programs in their area have faculty available to mentor their work, communicating with faculty to see how flexible they can be in advising students outside their specific research areas. Many department websites have lists of current students and their research interests. Contacting students who are currently enrolled, or recent graduates, is an excellent way to gauge the suitability of the program for your individual interests. Faculty and departmental representatives will be able to provide you with contact information.
Applicants should also consider which programs best suit their professional goals. For example, some American Studies programs are strong in placing their graduate students in jobs in public history or archival work, while other programs are known for helping students find tenure-track teaching jobs and/or others focus on an activist, engaged scholarship. Some programs have special strength in African American studies, whereas others have a concentration of specialists on the Asia-Pacific region and so forth.
The amount and types of funding available for graduate students has a major impact on the time to completion of the degree as well as to the range of teaching and research experiences one will gain while in graduate school. It is important to find out what kind of funding (e.g. teaching assistantships, research assistantships, fellowships, tuition waivers) are available in the program of one’s interest. We think teaching experience is important preparation for all graduate students, no matter their career plans, but too much teaching takes time away from research and writing.
Most graduate programs designate one faculty member to advise graduate students and/or speak with prospective students. You can find this person’s contact information on the website or by phoning or emailing the department office. You should be in touch with this faculty member as well to insure that your interests can be served by the program, to receive suggestions on your application, and to understand the available financial aid and how to apply for it.
Do I need a Masters degree in American Studies before applying to a doctoral program?
Many applicants apply to doctoral study directly from undergraduate work—especially if they have already earned a B.A. degree in American Studies. Nevertheless, if a student applies without much previous background in interdisciplinary study, it can be useful to start with a Master’s program to explore the field of American Studies before making the commitment to doctoral study. Earning an M.A. in American Studies may also be useful to enhance one’s application for, and acceptance into, doctoral programs.
What makes an effective personal statement?
Applicants should describe the academic and other relevant backgrounds that have prepared them for graduate-level work in American Studies. A strong personal statement in an American Studies application offers a concise description of the applicants’ research interests and goals with a particular emphasis on why the interdisciplinary approach of American Studies is the most effective way to pursue those interests and goals. In addition, applicants should make a clear case for why the particular program they are applying to best suits their goals. You should avoid digressions into personal biography, unless there is an appropriate intellectual reason to do so. For instance, a formative experience might be a helpful introduction to your interests, but anecdotal material must have a clear purpose such as helping explain one’s intellectual development. Applicants to doctoral programs need not have a dissertation topic drafted for a personal statement, but they should be able to lucidly describe their general interests and specific fields/subfields, theoretical frameworks, methodologies, scholars, or books that have influenced their intellectual development and interest in American Studies.
What kind of writing sample should I submit?
An effective writing sample for American Studies would be a research paper (15-20 pages in length) that had both a clear argument and provided evidence of the applicant’s ability to do primary and secondary research. Papers that incorporate an interdisciplinary approach to research would also be helpful, but are not required. Depending on the work you have done, and want to do, a shorter piece of writing aimed at a more general audience might also be appropriate.
Who should write my letters of recommendation?
Recommendations from faculty with whom you have taken a class and who know you personally are most helpful. In general, letters from employers or friends are not as effective because they often don’t adequately assess an applicant’s abilities as a researcher or writer.
How important are the GRE scores?
Many programs require applicants to submit their GRE scores and how the scores are weighed in the overall application varies from program to program. Higher scores are certainly better than lower scores; however, in general American Studies programs do not see the GRE scores as the most important factor in the application package. The personal statement, writing sample, recommendation letters, and previous academic records read together can go a long way in making up for lower GRE scores.
For international students, many programs see TOEFL scores as a replacement for GRE scores. Good TOEFL scores not only increase the chances of admission but the language ability they measure is also necessary for actually doing graduate work in American Studies.
What kind of jobs do graduate students in American Studies get after graduation?
Graduate students in American Studies can go into a variety of fields, but most are interested in teaching jobs or museum work. They can also be competitive for jobs at historical societies, archives, state and federal humanities and cultural resource agencies as well as community cultural development organizations.
Published on April 28, 2013 by John F Stephens.
Introduction. By Simon J. Bronner (Pennsylvania State University, Harrisburg)
1. Being an American. By Isabelle Culpepper (The Lovett School, Atlanta, GA)
2. Learning American Studies: An Education Anyone Can Use. By Molly Fay (La Salle University, Philadelphia)
3. Learning What It Means to Be an American. By Brant Ellsworth (Pennsylvania State University, Harrisburg)
Although teaching is a component of learning, there is much more discussion on instructional pedagogy than on how students, particularly those in integrated and interdisciplinary studies such as American Studies with goals of “connected learning,” process and apply knowledge. In the theory behind connected learning is a counter-disciplinary premise that presented with problems, students should be taught to find patterns across subjects. In other words, they thematize knowledge and find correspondences in an assortment of evidence to arrive at conclusions, or rather, interpretations taken from different vantages. For American Studies there is also an implication of relevance to contemporary issues apparent in references within learning objectives and goals of many courses to interpret American culture and society, both past and present. The EAS Forum previous to this one (no. 3) was devoted to “Teaching American Studies” and with its professorial contributors, it contained suggestions from the instructor’s side of the classroom that such a thematic or cognitive style constituted a distinction of American Studies pedagogy. But if professors or curators encode knowledge in this style, do their audiences decode it as the teachers intend? The question remains as to how and what people learn, or perceive they have gained, when presented with an “American Studies approach,” whether in the lecture hall, exhibition, seminar, essay, or public program. Another aspect of this inquiry are the institutional settings in which learning occurs and the difference across the life course. In the three essays here, representatives speak to these questions from their seats in high school, undergraduate, and graduate school classrooms. My hope is that this inquiry can be expanded to other venues as American Studies scholars contemplate not only what they know but how they know.
Published on June 6, 2013 by John F Stephens.
The Nominating Committee is preparing a ballot for the 2014 annual ASA elections. Members of the American Studies Association are invited to submit recommendations for elected positions. Letters suggesting or recommending a candidate should relate the member’s experience to the association’s work and his or her vitae. All candidates must be current members of the American Studies Association.
The following positions will appear on the 2014 election ballot: president-elect, councilor (4 positions), K-12 member of council (1 position), international member of council (1 position), student councilor (1 position), and nominating committee member (2 positions).
Please submit your recommendations no later than September 1, 2013, to the Nominating Committee:
The final slate must provide representation of the diversity of the Association’s membership. Those nominated must be current members of ASA in order to serve. All persons elected serve three-year terms and will take office on July 1, 2014.
Nominations may also be made by petitions carrying in each case the signatures of at least twenty-five members of the association in good standing and indicating in each case the particular vacancy for which the nomination is intended. The Chair of the Nominating Committee must receive nominations by petition no later than October 1st. The Chair shall ascertain that all candidates nominated by the committee or by petition have consented to stand for election.
Published on June 17, 2013 by John F Stephens.
The conference theme Beyond the Logic of Debt, Toward an Ethics of Collective Dissent called for discussions of “debt” in its many historical, contemporary, and allegorical dimensions, and invited thinking not only about the dominant logic of debt but also the alternative practices of collective dissent that disrupt and deregulate its coercive power. We could not be more pleased with the multiple ways in which ASA panels, sessions, and roundtables have engaged and elaborated on the theme. The program committee received almost 300 individual paper proposals and 377 session proposals representing an exciting range of projects that foreground practical, material, and institutional contexts such as Indigenous land theft, home foreclosure, environmental devastation, health care inequities, military violence, occupation, prison, and education, as well as rich historical and conceptual work around key words like debt, obligation, ethics, collectivity and dissent.
The topic of student debt is represented by panels such as the Program Committee and Students’ Committee panel, The Cruel Optimism of the University of Debt, which investigates how the future-oriented, aspirational logics of contemporary universities, particularly with regard to diversity, encourage student debt. The panels Mortgaging Higher Education and Reordering Higher Education both represent perspectives in critical university studies while the Committee on Programs and Centers’ workshop, Strategies for Financial Survival in an Age of Austerity and the International Committee’s American Studies and the State of Collective Dissent in the Arab World promise to provide forums for discussing American Studies in the U.S., Europe, and the Middle East.
“Debt” serves as a kind of hinge linking schools and prisons and a number of panels focus on carceral spaces and practices of occupation. Downsizing Prisons or a Jubilee for Debts to Society, organized by the Critical Prison Studies Caucus, brings together practitioners and theorists working to reduce the number of people who incur the multiple debts generated by the prison industrial complex. The roundtable Prison Abolition and the Queer Commons centers queer/trans politics in anti-prison activism and scholarship while Deficiency, Debt, and Deportation: The Carceral Space of Migrant Removal connects histories and experiences of incarceration and deportation.
A number of panels focus on how regimes of debt generate and hide settler colonialism while informing Indigenous resistance. The Ethnic Studies Committee, for example, has organized two linked panels, Accumulation: Settler Colonialism and Military Occupation as Paradigms for Neoliberal State Formation I and II: Knowing Settler Colonialism and Legal Legacies, which analyze the ongoing history of settler colonialism in order to understand military occupation and neoliberal state formations. Meanwhile, the panel Indigenous and Critical Settler Cartographies: Mapping Labor and Debt in Public Spaces of Dissent counters the settler state’s maps with those produced by Indigenous and critical settler cartographers that present alternative economies to regimes of debt. Debt and “The Palestine Question” in Latin America: Colonization, Zionism, Imperialism and Dissent theorizes the colonial “debt” of land owed to the Palestinian people as it intersects with the complex dynamics of colonialism, slavery, imperialism, dictatorship and the overdue “return” to democracy in the Americas.
Other panels highlight financial instruments of (neo) colonial power in histories and theories of money, credit, and financialization, including two ASA Program Committee Panels, What Does Money Mean? World-Making through Currency and Credit, which historicizes credit and currency as forms of Western (neo) colonial power from the early modern empires through the twentieth century rise of deterritorialized sovereignty; and Economies of Dispossession III: Life, Death, and Financialization, which focuses on how the genealogies and present-day constellations of financialization, debt, and expropriation in the U.S. work through social relations informed by imperial conquest and racial capitalism.
The conference theme prompted a number of submissions that analyze debt as a force for the normalization of race, gender, sexuality, and ability. Panels that turn a critical gaze on health care, for example, include Dying for Work: Latina/o Labor and the Price of American Health, 1930-1965 and the Women’s Committee’s Critical Conjunctures of Debt: Women of Color, Healthcare Disparities, & Advocacy; while other submissions, recalling the AQ special issue Race, Empire, and the Crisis of the Subprime, focus on housing such as ‘Burning Down the House’: Violence, Race, and Development (struggles over housing from the Cold War to the present in Chicago, the San Francisco Bay Area, East Baltimore, and Brooklyn). Similarly, Normalizing Debt in the Americas analyzes how lending discourses and practices directed at working class Blacks and Latino and indigenous migrants serve as forms of social control in urban spaces in the U.S., Mexico, and Canada.
A series of panels engage histories of slavery, racial capitalism, anti-blackness, and social death. Drawing on disability studies and studies of race and slavery, Morbid Accumulation: The Body as Capital, Bodies in Debt, Embodied Resistance, historicizes 18th and 19th century forms of capital accumulation based in the production of morbidity. Acknowledging a debt to Clyde Woods and the special issue of AQ he edited titled In the Wake of Hurricane Katrina, the panelists on Lessons in Hegemony from the Neoplantation/Neoliberal Laboratory: Contests for Justice in New Orleans historicize anti-blackness and forms of neoliberal asset stripping in post-Katrina New Orleans. Ethical Confrontations with Antiblackness: To Whom is the Human Indebted? argues for a Black Studies framework, based in the particularity of anti-blackness, as essential for meeting the challenge of justice elaborated in the ASA meeting theme. Also referencing Woods, Life After Debt: The Politics of Afro Pessimism and Social Death shifts focus from social death in order to develop a critical framework for analyzing forms of Black dissent.
Many submissions center debt and related dynamics in critical histories of imperialism and militarism. For example, the Program Committee’s Imperialism, Freedom, Refuge, Reparations, and The “Debt” of U.S. Cold War “Liberation”: Rethinking Transnational Circuits of Labor in the Philippines, Taiwan, and South Korea investigates debt as a mode of colonial subjection, military expansion, and imperial warfare. The roundtable Hemispheres of Debt, Crises of Ecologies, Ethics of Collective Dissent: The Caribbean and Pacific Islands in American Studies calls attention to narratives of “first contact” between conquerors and Indigenous peoples on islands in the Caribbean and Pacific and examines the contemporary consequences of colonization for diverse groups and ecologies. Similarly, the panelists on Refugee Archival Memory: Disrupting the US Logics of Freedom and Debt in Hmong/Laotian History engage refugee art and literature to explore the absence of the “secret war” in histories of the Cold War and to invoke alternative knowledges and memories. Finally, the town hall session titled The United States and Israel/Palestine uses the theme of debt and dissent to encourage a discussion of historic and contemporary relationships between the U.S. and Israel/Palestine with a particular focus on their significance for American Studies.
Many proposals investigate cultures of debt in literature, film, music, performance, and visual culture, including Seeing and Being Seen as a Citizen: Collective Dissent in a Transnational Culture of Photography; This Debt We Pay: Black Identity, Labor, and Performance at the Nadir; and Toxic Debt: Creative Research on Crises of Ecology, Capital, and Sovereignty in Risk Society. Also noteworthy in this context are the Sound Studies Caucus panels, Musical Debts: Appropriations, Reparations or New Traditions?, and Sound Studies: Sampling Phonographies: Sonic Memory and the Long History of Sampling; as well as the Visual Culture Caucus panels, Spectacles of Debt: Visualizing Indebtedness in Landscape Painting, Documentary Photography, and the Mass Media, and Recuperating Disabled Spaces: Intimacies of Visual and Tactile Cultures (both held at the Smithsonian American Art Museum).
The convention theme called for critical reflection on alternative logics of debt and dissent, and scholars, activists and artists have responded in productive and creative ways. Several panels rethink the significance of intellectual and institutional debts, as in the Program Committee’s The Burdens of Our Genealogies: Intellection, Indebtedness, and American Studies, and in the panels Intellectual Debts, Modernity and C.L.R. James: “Beyond a Boundary” Fifty Years On, and Our Debt to Michel-Rolph Trouillot: Haiti in the Americas and in the World. Other panels locate critical resources for reimagining survival, opposition, and transformation beyond dominant institutions and forms. The Politics of Exigency: Dispossession, Petitioning, and the Limits of Legal Recourse, for example, considers the potential but also limitations of legal petitions as means of opposing imperial occupations and removals in the late 18th and early 19th centuries. Similarly, the Program Committee’s Forgotten Histories, Continuing Pasts: Unaccounted Modes of Life, explores practices of life-making and creative survival within contexts of seemingly outmoded forms of expropriation such as debt-bondage, rent/tribute, and the theft of land and common resources. A Debt and A Dream: The Afterlives of the March on Washington reconsiders the significance of that seminal example of collective dissent for movements in the present. The roundtable Mobilizing Against Settler Colonialism: Idle No More and Allied Dissent discusses the renewed ethics of decolonization for Indigenous and non-Indigenous people in settler states and beyond. The panel Autonomous Knowledge builds on contemporary notions of radical pedagogy, street mobilizations, student strikes, and anti-corporate education, as well as Black, queer, and Crip theory, in order to link together emergent possibilities for dissent from neo-liberalism in educational sites in Latin America, Asia, Canada, and the U.S. And The Strike Debt Assembly brings to the ASA a format created by Strike Debt, an offshoot of Occupy Wall Street, that will address the debt system at the center of professional academic life in the context of the new academic majority of contingent faculty and student labor.
The ASA artist in residence is Ricardo Dominguez, one of the co-founders of the Electronic Disturbance Theater and a theorist and practitioner of “virtual sit ins.” For the convention he has organized the Disturbance Research Lab (DRL), which will focus on 3 initiatives: 1) a session providing training on how to create an “electronic disturbance,” from coding to final performance; 2) Debt Strike, a digital exhibition of net art projects focused on data-driven manifestations and the question of debt; 3) Dominguez will seek out temporary spaces, at random times, and present micro-gestures entitled Unexpected Interfaces, which will fall between “flash crash” cultures and the promissory algorithms of past social debts unmet.
The site resources committee is planning a series of events that are tied to the conference theme and that enable members to learn more about D.C. This will include on-site programs about the policing of sex work in D.C.; histories of gentrification and social protest; and activist strategies for fighting foreclosure on multiple scales, local to global; among more. Off-site events include “Off the Mall” tours and activities that examine the history-as well as activist and cultural responses to-sites of reconstruction and conversion in D.C., from readings by local poets to a walking tour of Harriet Jacobs’ 19th century Alexandria. These will be joined by events co-sponsored by the Visual Culture Caucus, including a reception and performance about artists and debt at the Smithsonian’s Archives of American Art; a tour of the Federal Reserve Board’s Fine Arts Collection; and a visit to “Our America: The Latino Presence in American Art,” among much, much more.
We are incredibly grateful to the inspired and inspiring members of the program committee: Abigail Boggs, Rachel Buff, Jodi A. Byrd, Sarika Chandra, Arlene Davila, Bethany Moreton, Naomi Paik, Shelley Streeby, and Neferti Tadiar. Big thanks as well to the amazing John Stephens, without whom the convention could never happen. Finally, thanks to T’Sey-Haye Preaster for her brilliant administrative work.
Roderick Ferguson, University of Minnesota
Lisa Lowe, Tufts University
Jodi Melamed, Marquette University
Published on June 17, 2013 by John F Stephens.
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