... The Student of Metaphor In March 2001 Barbara Johnson took part in a symposium to commemorate the three-hundredth “birthday” of Yale. The following year, a version of her remarks, titled “Art for Something’s Sake,” was published...

... in feminist conversations but also its rise to a prominence that qualified its productivity both in the classroom and in doctoral dissertations. By reintegrating literature and literary history in discussions of theoretical insights, students can stretch, undermine, qualify, or extend them. Literary...

...Anthony C. Wexler Between the late 1960s and the mid-1980s, Primo Levi, the great Italian survivor and writer, visited classrooms across Italy to talk with students about the Holocaust. During these visits, students openly challenged Levi’s testimony or failed to understand what he had to say. How...

... to a bureaucratic technocratic logic, and if the academy is at risk, it is because it has fueled false hopes that college degrees guarantee jobs and continues to sink students into debt. Rhody extends Chun’s assertion, pointing to ways in which digital humanities are often touted as a “bright hope” for all...

... to this essay a growing tension, between the outlooks and prospects of DH faculty and graduate students and those of faculty and graduate students in the mainstream humanities. This divide is not only economic but theoretical as well. Put most starkly, academics on the left blame the crisis in the humanities...

... historians, students of sound, and feminists tend to dismiss the philosopher’s work as incompatible with the critical agenda they espouse. Yet there exists a surprising, if largely unacknowledged, parallel between the unstable place of Cartesian thought within the feminist project and the troubled...

... and because this amplification has been made possible by the labor of student activists, often under the mantle of feminism. Part of what is fascinating about Sex Signals is its paradoxical insistence that campus sexual climates and interactions are marked by the complexity of gender roles...

...; de Groot and Maynard 153-54). I raise the following questions that may help women's studies faculty rearticulate their function in the academy and in the lives of students: Would retaining the name "women" make any substantive difference to the existing research and teaching offeminist theory, method...

... and across the globe—imagining alternative epistemological, psychological, and social structures for the future. One of my former students, now a tenured professor, has secured a grant from the Pembroke Feminist Theory Archives to teach the required undergraduate/graduate feminist theory course using...

... the students we teach. There are, of course, exceptions to what I’m saying about the university, bureaucracy, and the state. I’m sure there are counterex- amples in various contexts, and to be clear, I’m not arguing...

... in general in these colleges, even for example with respect to African American studies. And there is still the assumption that women's studies is not critical to the education of students at historically black colleges. It is also the case that there just hasn't been a critical mass of faculty willing...

... the processes used by campus administrators to address discrimination, harassment, and abuse involving students. It promises that “no person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education...

..., it is not worth expending one's d iff ere nee s: A Journal of Feminist Cultural Studies 7.2 (1995) 2 The Lecherous Professor ingenuity to demonstrate that a text you think is dumb is, in fact, dumb. I have carried this lesson fervently to my students, trying to teach them the difference between valuable critique...

...Barbara Christian; Ann duCille; Sharon Marcus; Elaine Marks; Nancy K. Miller; Sylvia Schafer; Joan W. Scott Conference Call d iff ere nee s thought it a timely project to set up an "inter- generational polylogue" between, on the one hand, several advanced graduate students with a strong interest...

... studies in light ofthe example offeminism's triple practice as women's studies, feminist theory, and the women's liberation movement, three topics emerge immediately for consideration. First, the politics of women's studies, especially in relation to students, who constitute one of the most important...

... that is formally strong and robust with its five full-time faculty, two hundred majors, and introductory courses that annually enroll more than seven hundred students (and hence reach nearly one-quarter of the undergraduate population of the university as a whole). Several years ago, my program undertook...

... about Study Abroad: Images of France in Reid Hall Student Experience .” Reid Hall Centennial Colloquium . Paris , 28 June 1993 . Bloch Ernst . The Principle of Hope . Trans. Plaice Neville , Plaise Stephen , and Knight Paul . Cambridge : MIT P , 1986 . 3 vols...

... as naturalized for students or that attempt to undermine conventionality entirely) tend to be the most likely targets of trigger warning demands: I have heard of cases of students in media studies courses complaining about preclassical, non-Western, or avant-garde films, but not about popular u.s. television...

... thing unravels” (qtd. in Patton). The dimensions of this garment will surprise no one: overproduction of gradu- ate students, casualization of the professoriate, and programs that seem to exacerbate the glut of PhDs as opposed...

... WALLACH SCOTT L what follows, guest editor Joan Wallach Scott discusses the state of women's studies with two Brown University students, Renea Henry, a PhD candidate in American Civilization, and Kathryn Cook, a Women's Studies concentrator who received her AB degree in May 1998. Both were participants...