faculty-grants

Teaching Ethnography for Social Engagement Faculty Pedagogy Workshop

Anonymous — Fri, 03 Apr 2020 22:02:19 +0000

Teaching Ethnography for Social Engagement Faculty Pedagogy Workshop Anonymous (not verified) Fri, 04/03/2020 - 16:02

Date(s) of activity: March 6, 2020

Total number of attendees: 40

Number of student attendees: 9

Target audience: Faculty and community members who have experience collaborating with faculty, grad students designing courses with community-engaged research focus

Presenters and their affiliated institutions: In order of presentation: Kathryn Goldfarb (CU �鶹ӰԺ), Eric Hirsch (Franklin & Marshall College); Steve McKay (presenter and keynote) (University of California Santa Cruz); Claire Dunne (CU �鶹ӰԺ IRB); Paul Casey (Westwood Unidos), Dana Coelho (Metro Denver Nature Alliance), Karen Hollweg (Open Space Board of Trustees), Magnolia Landa Posas (Denver Public Schools); Stephen Sommer (CU �鶹ӰԺ), Jennifer Pacheco (CU �鶹ӰԺ); Veronica House (CU �鶹ӰԺ), Tobi Jacobi (Colorado State University).

Please provide a short description of your activity, including themes addressed:

This pedagogy workshop was the first event in the Teaching Ethnography for Social Engagement Collaborative Initiative. Overall, the Initiative’s objectives are to:

build a faculty network of ethnographers to teach hands-on research classes, in which instructors collaborate in course design. Each instructor would choose one of three contemporary problems for their class to focus on: climate change, gun violence, or immigration.
This initiative will train undergraduates and graduate students to sensitively engage and collaborate with community members on problems that require dialogue. Students across academic institutions will collaborate online as they develop research questions, learn ethnographic methods (semi-structured and life history interviewing; participant-observation; focus group interviews), and publish their results in diverse genres for public audiences. The students’ ethnographic research will involve interviewing policymakers, members of community organizations, and journalists; they will conduct participant-observation at community meetings and local events; and they will partner with community stakeholders.
Our third objective is to use the student research process to cultivate relationships with diverse community constituents, work alongside community partners to develop research questions and methodologies, communicate findings, and produce university research relevant to locals. This curriculum is rooted in forging connections between students and members of their communities, including minority and underrepresented demographics and people identifying as conservative, who often feel alienated by university and college communities.
Finally, we will disseminate information about our pedagogical approach, including posting syllabi and assignments, on a publicly accessible project website, which will feature student research results in multimedia formats (video, photography, podcast, essay). Kate Goldfarb and Eric Hirsch introduced these objectives at the start of the workshop.

Steve McKay (UC Santa Cruz) participated as presenter and keynote. Steve has developed a model of community-initiated student-engaged research that is inspirational in the scope of student involvement, in the collaborative engagement he has inspired from faculty who have joined to teach classes targeting the same social problem, and in the impact his students’ work has had on policy and public discourse in Santa Cruz. He spoke informally about this work after our brief Introduction, and then later extensively in a keynote. (After a very long day, we still had people peppering Steve with questions past 5:30pm!)

Claire Dunne, director of IRB at CU, led a session considering the pragmatic aspects of teaching classes where students are conducting hands-on projects using ethnographic methods like participant-observation, interviewing, and focus groups. How should faculty view IRB clearance in these contexts? What from IRB protocols might faculty incorporate into their own classes, even if the classes themselves are not pursuing IRB clearance?

Four community members who have experience in community-university partnerships then discussed in roundtable format their experiences partnering with CU faculty and students, and proposed some best practices for faculty who want to incorporate community engaged elements into their courses: Paul Casey of Westwood Unidos, Dana Coelho of Metro Denver Nature Alliance, Karen Hollweg of the Open Space Board of Trustees and the CU Center for Sustainable Landscapes and Communities, and Magnolia Landa Posas from Denver Public Schools. We continued this conversation over lunch.

We broke into two groups for the CU Dialogues session. The CU Dialogues facilitators, Stephen Sommer and Jennifer Pacheco, helped us collectively learn tools that we can both bring to our classes in our teaching pedagogy, and also to incorporate into our and our students’ research practices.

Finally, our last workshop session was with Veronica House and Tobi Jacobi from the Coalition for Community Writing. This organization centers around a concept of writing as an anti-racist, feminist and mindful community interactive practice. Veronica and Tobi focused this session on ways that instructors can (re)conceptualize student writing as a form of social engagement, public scholarship, and innovative research practice culminating in new forms to disseminate student knowledge.

Results:

First, I want to highlight the diversity of the academic backgrounds and affiliations of participants. Thirteen people were from Anthropology. Others were from Environmental Studies, School of Education, Ethnic Studies, Sociology, Communication, Renee Crown Wellness Institute, Geography, Women and Gender Studies, Political Science, Program for Writing and Rhetoric, Department of Theater and Dance, CU Engage, and more. It was really exciting being able to connect with other ethnographers from such diverse backgrounds. Academic participants came from CU �鶹ӰԺ, University of Denver, Colorado State University, Franklin & Marshall College, University of California Santa Cruz, University of California Irvine, University of Notre Dame, Allegheny College, Southern Methodist University, University of Illinois Urbana-Champagne, University of Toronto, and University of British Columbia. Further, the community member participants offered their own unique perspectives and were able to network and create new ties to folks at CU and beyond.

We got extremely positive feedback from the participants in this event. There was lots of conversation during each session and between sessions and over meals. Everyone was excited to continue the conversation, and one participant immediately approached me after the session was over to offer to host “next year’s event” at University of Notre Dame. People were obviously not content to imagine that this would be the only time to share ideas and develop connections. We have websites with sub-domain names for each of our core topics, and collaborators are planning to include their own teaching materials, in addition to their students’ work, on these pages. Finally, we are creating a google group for continued discussion and collaboration.

Thank you so much for the support for this event!

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Development and Underdevelopment in the Global South: Histories, Forms, Alternatives

Anonymous — Fri, 05 Apr 2019 06:00:00 +0000

Development and Underdevelopment in the Global South: Histories, Forms, Alternatives Anonymous (not verified) Fri, 04/05/2019 - 00:00

The Department of English Presents "Development and Underdevelopment in the Global South: Histories, Forms, Alternatives" on April 5th, 2019 from 10:00 AM to 5:00 PM at the Center for British and Irish Studies (Norlin M549)

9:30-10:00   Light breakfast refreshments

10:00-11:00    Duncan Yoon, Assistant Professor, Gallatin School, New York University: “Africa, China, and the Global South Novel: In Koli Jean Bofane’s Congo, Inc.” Respondent: Robert Wyrod, Assistant Professor of Women and Gender Studies

11:00-12:00    Melanie Yazzie, Assistant Professor of Native American and American Studies, University of New Mexico: "The Anti-Development Alternative: Resource Extraction and Resistance in the Navajo Nation” Respondent: Clint Carroll, Assistant Professor of Ethnic Studies

12:00-2:00    Catered lunch (Please RSVP tohttps://whoozin.com/WGE-UH3-ADW3-4E76) RSVP by March 15th

2:00-3:00    Brian Larkin, Professor of Anthropology, Barnard College: “The Political Aesthetics of Infrastructures” Respondent: Janice Ho, Associate Professor of English

3:00-4:00    María Josefina Saldaña-Portillo, Professor of Social and Cultural Analysis, New York University: “What is the Decolonial? Who Speaks for the Dispossessed? Roma and the Settler Colonial Paradigm.” Respondent: John-Michael Rivera, Associate Professor of English

4:00-5:00    Joseph Slaughter, Associate Professor of English and Comparative Literature, Columbia University: "Running out of (Narrative) Options: Conquering the Right to Development”Respondent: Nan Goodman, Professor of English

Sponsored by the Departments of English, Anthropology, Ethnic Studies, History, Women and Gender Studies, the Center of Native American and Indigenous Studies, and the Center of Western Civilization.

The Center for Western Civilization, Thought and Policy funds research and educational initiatives that contribute to critical reflection on the development of Western civilization. All CU �鶹ӰԺ faculty and students are eligible to apply. If you are interested in applying for a CWCTP faculty grant, deadlines are rolling throughout the year.

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The Rest does the West: Global Uses and Experiences of Western Civilization

Anonymous — Fri, 01 Mar 2019 20:29:39 +0000

The Rest does the West: Global Uses and Experiences of Western Civilization Anonymous (not verified) Fri, 03/01/2019 - 13:29

Friday, March 1, 2:00 – 6:30pm
Benson Earth Sciences 380

Over the centuries, the notion of Western Civilization (or its equivalents) has been used, both within and outside of what is commonly considered the West, as a powerful signifier. This signifier has served vastly different purposes by different agents. It has served to legitimate the state repression that was carried out in Latin America during the 1960s and 1970s in the name of saving Western Christian Civilization from “godless communism”. But it has also served to justify the creation of stable and prosperous democracies in Asia and elsewhere. It has provided a legitimating narrative for colonial enterprises and/or exploitative economic arrangements throughout Latin America, Africa and Asia. However, the same notion(s) of Western Civilization has also served as a powerful narrative to oppose said colonial arrangements, to oppose religious fundamentalism in the Middle East or even to give credence to the fight for women’s rights (witnessed by the contemporary appropriation of the #metoo movement in the global arena, or how the idea of “not being left behind” vis-à-vis the West has recently shaped the debate on the legalization of abortion in Argentina and elsewhere).

Western Civilization is also a lived experience upon which identities are constructed: it is an object of desire (or rejection) and it is a source of pleasure or anxiety. The doubt about who “really” belongs to the west (and, conversely, how to “perform the West” by those who want to belong to the West) are drivers of behaviors trivial and momentous, from dietary options to voting patterns.

Of course, the desires and anxieties surrounding Western Civilization aren’t exclusive to the so called periphery. We can see that in the United States as well. The right (and the far right in particular) considers the Western project under assault due to recent demographic and immigration patterns, cultural trends, and government policies. Interestingly enough, the left also feels that it is under assault, but by different forces: the emergence of authoritarian leaders throughout the world and the increasing success of ethnonationalist parties in the West’s core. These are clearly vastly different explanations of the root causes on the perceived crisis of Western Civilization. Yet they underscore the degree to which both groups’ conception of the West diverge in important ways.

It is precisely this diversity of conceptions and experiences that we would like to discuss in the colloquium that we are organizing. We envision a colloquium that would bring together scholars from CU who work on geocultural areas outside the “core” of the West (such as Latin America, Eastern Europe, the Middle East, Eastern Asia and Africa) in order to share with their colleagues and the public at large their perspectives on how the notion of the West (and its synonyms and modifiers) is currently or has been used and “lived” in said geocultural areas.

This will be a hybrid event, organized around conversation panels: there will be brief participant presentations (5 minutes) followed by discussion between the participants themselves and the public. The participants’ contribution does not have to be directly related to his or her current research, since we conceive of this colloquium as a scholarly-informed, yet informal event. Each participant can present on a specific case, or comment on the general topic, as it applies to his or her area of expertise.

Schedule:

Panel I: 2pm to 3:20pm

• Andrés Prieto (Spanish and Portuguese), Imperial Spain and the Birth of the Idea of the West

• Timothy Weston (History), 20th Century China and the West as Signifier

• Peter Elmore (Spanish and Portuguese), The Idea of Latin America 1860s-1970s

• Brian Quinn, (French and Italian), France, Francophone Africa and the “Civilizing Mission”

Break: 3:20pm to 3:30pm

Panel 2: 3:30pm to 4:50pm

• Adela Pineda (Boston University), Emiliano Zapata and the Republican Ideal

• Marcia Yonemoto (History), Japan, late 19th-early 20th century: the West and the Birth of the Imperial Project

• Robert Buffington (Women and Gender Studies), Proletarians and High Culture in Turn of the Century Mexico

• David Shneer (Religious Studies/Jewish Studies/History), Soviet and post-Soviet Jews and the yearning for “the West”

Break: 4:50pm to 5pm

Panel 3: 5pm to 6:20pm

• Micheline Ishay (Josef Korbel School of International Studies, DU), Arab Uprisings, Human Rights and the Future of the Middle East

• Juan Pablo Dabove (Spanish and Portuguese), US Identity Politics and/in Latin America

• Ajume Wingo (Philosophy), Cameroonian Identity and Philosophy in the Western Academy

• Patricia Limerick (History, CAW), Dilemmas of Conventional Thinking about Western Civilization

Featuring:

Robert Buffington
Juan Pablo Dabove
Peter Elmore
Patricia Limerick
Andrés Prieto
David Shneer
Brian Valente-Quinn
Timothy Weston
Ajume Wingo
Marcia Yonemoto

With special guests:

Micheline Ishay (University of Denver)
Adela Pineda (Boston University)

For more information, email the organizers:

Juan Pablo Dabove
Robert Pasnau

The "The Rest does the West: Global Uses and Experiences of Western Civilization" Colloquium will take place on March, 1st, 2019, from 2:00 PM to 6:30 PM in Benson Earth Sciences 380.

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A Lecture and Seminar with Dr. Martin Shuster (Goucher College)

Anonymous — Thu, 21 Feb 2019 20:48:32 +0000

A Lecture and Seminar with Dr. Martin Shuster (Goucher College) Anonymous (not verified) Thu, 02/21/2019 - 13:48

The Graduate Certificate Program in Critical Theory is pleased to host Dr. Martin Shuster for a two-day critical theory event. We invite all interested faculty and graduate students to join us for an exciting lecture on Thursday Feb 21st and for a engaging seminar-style discussion on Friday Feb 22nd.

Martin Shuster is Assistant Professor, Director of Judaic Studies, and a faculty member in the Center for Geographies of Justice, at Goucher College. He is an accomplished philosopher and interdisciplinary scholar whose research and teaching interests span philosophy, Judaic studies, religion, genocide studies, media studies, and critical theory. He is the author of New Television: the Aesthetics and Politics of a Genre (University of Chicago Press, 2017) and Autonomy after Auschwitz: Adorno, German Idealism, and Modernity (University of Chicago Press, 2014)

Thursday February 21, 2019 at 5:15pm (McKenna 112)

Public lecture: The Newness of New Television: Ontology, Storytelling, and the World

This talk will examine the aesthetic and political significance of ‘new television’ (the plethora of new television series like The Sopranos, Mad Men, The Wire, and many others), and will argue that the sorts of aesthetic objects these shows present (their ontology) and the ways in which they tell their stories (their storytelling) places them into broader debates around aesthetic modernism. The talk will conclude with a brief consideration of how such a placement helps us understand the political character of new television. Light refreshments will be provided.

Friday February 22, 2019 at 3:15pm-5pm (Macky 230)

Seminar session: Dialectic of Enlightenment

After a brief presentation, Dr. Shuster will lead a seminar-style discussion of Adorno and Horkheimer’s classic text, Dialectic of Enlightenment, and its standing as a fundamentally post-Kantian text, intimately concerned thereby, as many such texts in this tradition, with the philosophical theme of apperception. Seminar texts will also include selections from Sigmund Freud’s Beyond the Pleasure Principle, as well as recent commentary by Shuster and Owen Hulatt. This event is open to CU faculty and graduate students. For electronic copies of the readings, please email lauren.stone@colorado.edu

Reception to follow

The Graduate Certificate Program in Critical Theory presents a 2-day critical theory event, "A Lecture and Seminar with Dr. Martin Shuster (Goucher College)" from February 21-22, 2019.

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The Fifth Glossary of Nonius Marcellus

Anonymous — Mon, 08 Oct 2018 06:00:00 +0000

The Fifth Glossary of Nonius Marcellus Anonymous (not verified) Mon, 10/08/2018 - 00:00

The Classics Department presents "The Fifth Glossary of Nonius Marcellus" on Monday, October 8th at 4:30 in HUMN 135, by speaker Jarrett Welsh, Associate Professor at the University of Toronto.

No work of late-antique scholarship can rival Nonius Marcellus' De compendiosa doctrina for the sheer number of Latin literary fragments it preserves, a distinction owed to the fact that Nonius worked from a collection of forty texts, excerpting them and mechanically assembling the remendous riches it contains. Intermingled iwth Nonius' collection of republican literature were several imperial-era scholarly works, as Lindsay (1901) demonstrated. Whereas Nonius' citations of Lucilius (e.g.) have long been studied for information about the state of that text, the scholarly texts--Lindsay's 'glossaries'--have attracted less attention. Consideration of the quotations assigned to those glossaries, provide valuable guidance for the modern editor (Welsh [2012, 2013] on Nonius' third glossary shows the kind of information to be recovered).

Results

Welsh's dialogue, “The fifth glossary of Nonius Marcellus” animated a lively audience of about 25 graduate students, faculty and members of the general public. Welsh’s depth of understanding of the fourth century CE encyclopaedist is astonishing, but what was equally impressive, as several members of the audience commented, is the degree to which he made his subject accessible and fascinating both to those such as myself with an established interest in understanding Nonius and to those who may never previously have heard of him. Building on the work of W.M. Lindsay and D.C. White, Welsh can not only show that Nonius worked from 40 sources of an incredible variety—some of them primary texts dating to the era of the Roman Republic, others of them the works of grammarians working in traditions that tended only to the fossilization of the subject-matter, miscellanists such as Aulus Gellius (c. 2 CE) and a great variety of others—but can characterize those sources individually. He effectively guided us through a workshop on how to identify the traits of one of Nonius’ 40 sources, known simply as the “fifth glossary”, and showed us how a knowledge of those traits is an essential prerequisite for the work of an editor looking to present the literary materials preserved in Nonius via that source. It was a thoroughly informative and a thoroughly engaging presentation.

The Classics Department presents "The Fifth Glossary of Nonius Marcellus" on Monday, October 8th at 4:30 in HUMN 135, by speaker Jarrett Welsh, Associate Professor at the University of Toronto.

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What about Expertise? Climate Change, Territory, and the Global South

Anonymous — Fri, 28 Sep 2018 19:03:18 +0000

What about Expertise? Climate Change, Territory, and the Global South Anonymous (not verified) Fri, 09/28/2018 - 13:03

Dr. Sarah Vaughn (University of California Berkeley) will give a dialogue called "What about expertise? Climate change, territory, and the global South" on Friday, September 28, 2019 at 4:30 P.M. in Hale Sciences 230.

For postcolonial, low-lying nation-states that are acutely vulnerable to sea-level rise, sea defense is associated with promises of decolonization, or the collective recognition of bounded territory with an independent nation-state. Building on a case study of Guyana's sea defense adn related engineering expertise, I suggest that the boundaries of national territor and freedom were never a guarantee even with the end of colonial rule. Engineers' claims to territory have always been in direct conflict with the aspirations of the liberal adn amergent nation-state. As I will show, engineers have etched out a space of legitimacy through other 'scalar-concepts' of territory, such as with "developed/developing world" that work to mark who belongs to their epistemic community. The brunt of engineers' inter-territorial claim-making, not only offers an alternative genealogy of decolonization, but also allows for an assessment of the distoring effects of climate change on contemporary engineering discourse about territory. Engineers, in other words, are essential storytellers of the nation-state and its climatic futures. Beyond calling out the limitations of sovereign power, they make possible an interconnected world based in expertise and the recognition of vulnerability.

Co-sponsored by Anthropology, Linguistics, Sociology, Women and Gender Studies, the Environment and Society Program at the Institute of Behavioral Science, the Center for Humanities and the Arts, and the Center for Western Civilization, Thought & Policy.

Results

Dr. Vaughn’s visit was highly productive and fostered at least two faculty collaborations in the future. Dr. Alison Cool is an assistant professor of anthropology with a specialization in science and technology studies. She and Dr. Vaughn are currently making plans to co-organize a panel on expertise and ethics at the next major Science and Technology Studies conference known at the 4S: Society for Social Studies of Science. My interactions with Dr. Vaughn have resulted in a future collaboration on an article on intersectionalities and the environment – examining how race, gender, class, etc., lead us into new directions of research on human-environmental relations. 35 of 45 attendees were students.

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Lester Lecture: Contesting Muhammed: Contemporary Controversies in Historical Perspective

Anonymous — Thu, 13 Sep 2018 19:12:08 +0000

Lester Lecture: Contesting Muhammed: Contemporary Controversies in Historical Perspective Anonymous (not verified) Thu, 09/13/2018 - 13:12

The Religious Studies Department presents "Contesting Muhammed: Contemporary Controversies in Historical Perspective" with Dr. Kecia Ali (Boston University) on September 13, 2018 at 5 PM in the Center for British and Irish Studies, Norlin Library.

The Prophet’s life story has been told from the earliest days of Islam to the present, by both Muslims and non-Muslims, in myriad ways. Since the nineteenth century, hagiographic and polemical writings have merged into a single, contentious, story, usually devoting substantial attention to Muhammad’s relationships with women, especially his first wife, Khadija, and his young favorite, Aisha. Modern Muslim accounts of these marriages arose in tandem and in tension with Western depictions, and were shaped by new ideas about religion, sexuality, and marriage. Exploring these contested images of Muhammad as a husband illuminates key forces at play in contemporary thinking about this vital figure and serves as a corrective to simplistic depictions of a timeless clash between Islam and the West.

Results

The Lester Lecture is an annual activity of the department, and each year, the talks keep getting better and better. The Lester Lecture is an annual activity of the department, and each year, the talks keep getting better and better. 40 of 75 attendees were students.

The talk addressed depictions of Muhammad, especially his relationships with his wives Khadija (a much older woman) and then after Khadija’s death to Aisha (a nine-year old girl), and how biographies of Muhammad treat his relationships. Dr. Ali argued that Muhammad biographies are really mirrors for the societies that produces them. She ranged over time and place, covering 16^7thcentury English-language biographies of the prophet to 20^th century Pakistani ones. She opened by showing a note that Dr. Ali received at her office recently with a bull’s eye and horrible words scrawled upon the note including calling Muhammad a “pedophile.” The end of her talk circled back to this story as she argued that today, when there are Amber alerts on highways and Catholic priests going to prison (or not) for pedophilia, that older people have sexual relations with younger people is considered one of the gravest sins. But she also pointed out that Muhammad’s ‘pedophilic’ relationship with Aisha has only recently become of interest to Muhammad biographers. In other words, western society’s new obsession with pedophilia appears in Muhammad’s biography about his marriage to nine-year old Aisha, but earlier biographies hardly mention her age as a factor at all. Earlier biographies extolled Khadija’s virtues as a wife and focused their attention on that. The talk was broadly based, pitched perfectly to an educated but lay audience, and she supported her argument with a vast array of scholarship. It was an impressive talk.

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Colin Dayan Dialogue

Anonymous — Thu, 13 Sep 2018 18:12:12 +0000

Colin Dayan Dialogue Anonymous (not verified) Thu, 09/13/2018 - 12:12

The English Department presents Colin Dayan's dialogue on October 12th at 4:30 PM at the Center for British and Irish Studies Room in Norlin Library.

What kind of legal history might account for the unique and continued practice of forfeiture in the United States? Your property is guilty until you prove it innocent. With civil forfeiture, owners do not have to be charged with a crime, let alone be convicted, to lose homes, cars, cash--or dogs.

Colin Dayan examines the generally invisible nexus of animality, human marginalization, and judicial authority to analyze how legal reasoning has historically contributed to literal expropriation.

Over the past ten years, Colin Dayan has written widely on prison rights, the legalities of torture, canine profiling, animal law, and the racial contours of US practices of punishment for The Boston Review, The New York Times, The London Review of Books, and Al Jazeera America, where Dayan is a contributing editor.

The English Department presents Colin Dayan's dialogue on October 12th at 4:30 PM at the Center for British and Irish Studies Room in Norlin Library.

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Resistance in the Spirit of Romanticism Conference

Anonymous — Thu, 06 Sep 2018 18:00:00 +0000

Resistance in the Spirit of Romanticism Conference Anonymous (not verified) Thu, 09/06/2018 - 12:00

The �鶹ӰԺ Romanticism Collective and the Romantic Bicentennials project will host a symposium on “Resistance in the Spirit of Romanticism” to be held in �鶹ӰԺ, CO, September 6 - 8, 2018.

This meeting will be part of the ongoing, international celebration commemorating the many milestones of the romantic period being sponsored by the Keats-Shelley Association of America and the Byron Society of America. Plenary talks will be given by Saree Makdisi, professor of English and comparative literature at UCLA, Marjorie Levinson, F. L. Huetwell professor of English at the University of Michigan and Deanna Koretsky, assistant professor at Spelman College. Although the conference call for papers is closed, you are encouraged to attend and support your community of scholars. Registration closed September 1. Please direct any questions about the conference to romanticresistance@colorado.edu.

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Archive Transformed: CU �鶹ӰԺ Artist/Scholar Collaborative Residency

Anonymous — Sun, 13 May 2018 21:04:23 +0000

Archive Transformed: CU �鶹ӰԺ Artist/Scholar Collaborative Residency Anonymous (not verified) Sun, 05/13/2018 - 15:04

The Archives Transformed Advisory Team presents "Archive Transformed: CU �鶹ӰԺ Artist/Scholar Collaborative Residency" at Old Main Theatre, CU �鶹ӰԺ from May 13th to 18th, 2018.

This residency is the first of its kind that brings together artists and scholars to take archival material, broadly conceived, and transform it or re-imagine it to create new knowledge. The archive under investigation can reflect the history of an individual, family, or institution, whether a government institution, NGO, or community group. Some examples would be a business, a hospital and its MR image archive, a Native American community, a church, synagogue, or mosque, or a photographer’s archive full of negatives.

The residency is wide ranging and can bring together anyone from a neuroscientist interpreting fMRIs working with a painter who visualizes the brain to a historian investigating slave trading routes and a musician working with music that reflects the slave experience. These collaborations will take archival material and transform it for the 21st century in some innovative way whether musical, filmic, dance, visual, digital, or other modes of presentation not yet imagined.

The Archives Transformed Advisory Team presents "Archive Transformed: CU �鶹ӰԺ Artist/Scholar Collaborative Residency" at Old Main Theatre, CU �鶹ӰԺ from May 13th to 18th, 2018.

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