The Summer 2020 two-part workshop, held remotely via Zoom on June 11-13 and July 6-8, brought together Penn State faculty and graduate students, as well as guest facilitator Dr. Vinay Dharwadker of the University of Wisconsin-Madison, for generative discussions and productive working sessions for projects within the Redesigning Modernities project.
Some highlights from the workshops include:
- A welcome by Associate Dean of Research and Graduate Studies, Dr. Scott Bennett;
- Introductions to the project and to the terms of the seed grant by Summer 2020 Faculty Coordinator, Dr. Townsend, and Director of the School of Global Languages, Literatures, and Culture, Dr. Caroline Eckhardt, respectively; and
- Guidance from Bryan McGeary, Learning Design and Open Education Engagement Librarian, on creating the Project’s OER archive.
Participants also benefited from theoretical and academic discussions, including:
- Discussions of relevant reading materials on modernity facilitated by Project Director, Dr. Thomas O. Beebee, in order to familiarize participants with key terms and questions related to the Project:
- A review of Jürgen Habermas’ “Modernity’s Consciousness of Time and Its Need for Self-Reassurance” and a selection from Karl Marx’s The Communist Manifesto were key texts for the session’s first discussion.
- Arjun Appadurai’s “Here and Now” from Modernity at Large: Cultural Dimensions of Globalization accelerated the participants’ discussion of the key terms, definitions, and questions regarding the words modernisms and modernity as well as how they are used differently in various cultures.
- Special sessions led by Dr. Vinay Dharwadker, Professor of English, World Literature, and South Asian Studies at the University of Wisconsin – Madison on theories of modernity as well as on some of the literatures, theatre, and poetry related to ideas of modernity.
- The “Theory” session provided a comparative discussion of Krishna Kumar’s concept of “modernization” in social theory, Max Weber’s “Introduction” to The Protestant Ethic and the Spirit of Capitalism that belonged to comparative theory of cultures and cultural histories, while Vinay Dharwadker’s “Modernism and Its Four Phases” from literary studies and cultural history focused on literary modernity and modernism.
- The “Fiction” session covered several genres of imaginative narrative. For example, discussions worked through “the Modernist Novel” as it relates to Indian literature, as well as short story discussions featuring Rabindranath Tagore, Dhanpat Rai Srivastava Premchand, and Mahasweta Devi. The workshop also discussed Aparna Dharwadker’s “Modern Indian Theatre” and “Poetics of Modernity,” alongside an analysis of related topics such as translation, spectatorship, and their theorization within literary studies.
The workshop also saw the establishment of the Project’s four key working groups:
Contents
Borders and Migration
The “Borders and Migration” working group considers the many internal contradictions, varied experiences, and conflicting narratives of “modernity” by examining embodiments and representations of borders and migrations globally. We read Tell Me How it Ends by Valeria Luiselli, which discusses immigration into the U.S. from the perspective of a Spanish-English interpreter working with children seeking asylum, and “Diaspora and Cosmopolitanism” by Vinay Dharwadker, which analyzes how scholars in the Humanities and Social Sciences have defined these phenomena and their relationship. We also viewed the film Sleep Dealer by Alex Rivera, which imagines the future U.S.-Mexico border when technologies will have reconfigured work and workers’ bodies. In our discussions of these texts, we grappled with such questions as: Can we think about linguistic translation in its material aspects, in terms of the power relations that enable (or do not enable) the crossing of language borders? How can we attend to discounted forms of human movement that take place outside the western tradition of understanding movement itself? How do certain (Western) genres and forms (crime fiction, graphic novels, bildungsroman, home-away-home) render visible or invisible different kinds of migrations (intra-regional) or certain aspects of migration (bureaucracy)? Our projects include developing OER modules on “ships” and on the “Zong massacre,” a course proposal on “displacement,” and a publication on Sleep Dealer.
Race, Gender, Sexualities, and Social Movements
The “Race, Gender, Sexualities, and Social Movements” group examines how our view of “modernity” changes when seen through the lenses of race, gender, and sexuality– precisely the perspectives that have been excluded from foundational accounts of modernity, such as those by Karl Marx, Max Weber, and Krishna Kumar. We discussed Silvia Federici’s Caliban and the Witch, noting its argument that, for proletarian women, European modernity did not necessarily bring “progress.” We discussed the sculpture A Subtlety by Kara Walker, looking at how this provocative work, installed in the former Domino Sugar factory in 2014, embodies intersections of race and gender. Sweetness and Power: The Place of Sugar in Modern History by Sidney Mintz informed our analysis. We considered contemporary BLM protest movements and demands for the removal of monuments as expressions of the breaking points of modernity and its internal contradictions. We read Bruno Latour’s We Have Never been Modern and drew on The Black Atlantic by Paul Gilroy to rethink the notions of “pollution and impurity” that rise from the dominance of “ethnic absolutism.” Building on these discussions, our current projects include an OER module on Kara Walker’s A Subtlety, short videos/OER modules on relevant social movements that we will share with each other for our courses, guest lecturing in each other’s courses with future plans (pending administrative approval) to team-teach, an article on asylum and the aesthetics of protest in Kivu Ruhorahoza’s film Europa: Based on a True Story, a proposal for a General Education course on “The Politics of Color,” and the revision of the Integrative Studies course “Social Justice and the Image” to include more global perspectives.
Ecologies, Commodity Chains, and Foodways
The “Ecologies, Commodity Chains, and Foodways” working group assembles two paths: environmental problems and the issues of commodity chains. Common themes and ideas of the group include environmental degradation and eco-catastrophe, the extraction and circulations of commodities such as silver, gold, oil, water, rubber, abalone, meat, lapis lazuli, seeds and superfoods as well as related issues of human rights, migrant labor, bio-piracy, fair trade value chains, the feminization of labor, colonization, de-peasantization, food sovereignty, and resistance.
The group collectively contemplates the following questions: What language do we use when we talk about nature and humans’ relationship to the natural world? What role do modernist aesthetics and other histories play in our understanding of them? What is the relationship between environmental politics and tradition? What are the cultural lives of commodities in different geographies? Where does the tourist industry stand among extractive practices? What ideas of cosmopolitan consumption do the selected commodities produce? How can we apply decolonial methodologies in our thinking about the natural world, extractive practices, and the circulation of commodities?
The projects of the group are comprised of course planning and creating curricular materials. The faculty and the graduate students from various disciplines enhance the interdisciplinary discussions of the selected commodities. The group aims to create one or two-week modules on each commodity and issue by including historical background, theoretical readings, and artistic/literary works for discussion.
Technologies, Infrastructure, and Performance
This working group brought together people interested in a wide array of topics—everything from road-building in the colonial Caribbean and Africa to surveillance technologies on the U.S./Mexico border to the circulation of cell phones recordings of acts of violence committed by the police. Perhaps not surprisingly, the possibilities and limitations of Zoom for both teaching and exchanges such as the Redesigning Modernities workshop was also a recurring topic.
Early on in our discussions the issue of temporality emerged as a key issue around which many of our concerns revolved, and we frequently returned to the issue of how technologies and infrastructures are bound up in ideas about futurity and obsolescence. Among the many questions we considered were: How do particular technologies become racialized? In what sense can large-scale infrastructure projects such as dams or stadiums take on aesthetic qualities, and how has infrastructure functioned in both colonial and anti-colonial projects? How does the notion of infrastructure complicate an older Marxist distinction between the superstructure and base? What insight can theater-based concepts of set design and the Brechtian “apparatus” offer into discussions of technology and infrastructure? The shared readings we found especially fruitful were Brian Larkin’s “The Politics and Poetics of Infrastructure”; Raymond William’s “Dominant, Emergent, and Residual”; Wendy Chun’s “Big Data as Drama”; and Bill Brown’s “Thing Theory.”
Some of our group’s projects included a syllabus for an undergraduate Comparative Literature course on “Stories of Infrastructure and the Built Environment”; an OER module on monster movies and modernity; and contributions to an essay on the 2008 film Sleep Dealer analyzed through the lens of Wendy Chun’s “Big Data as Drama.”
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As a result of these activities, some of the two-part workshop’s successes included the facilitation of research collaborations; the establishment of an OER (Open Educational Resources) archive of course materials; as well as the working groups’ development of projects for the coming year. Indeed, by the end of the two sessions, the project’s four working groups had drafted plans to develop projects as varied as creating new class syllabi, developing diverse modules for the Redesigning Modernities Open Educational Resource (OER) archive, hosting a film screening and discussion, and planning a symposium, among other activities.