114th Annual Conference - Pasadena, California
Friday, November 11 - Sunday, November 13, 2016

Teaching for the Post-Anthropocene II

Session Chair: 
Suzanne LaLonde, University of Texas-Rio Grande Valley
Sierra Madre


  1. This paper suggests water encounters as a pedagogical method of engaging with Rob Nixon's concept of slow violence.
  2. Anastassiya Andrianova, North Dakota State University
    This paper proposes teaching animal studies in undergraduate literature classes to raise students’ awareness of the anthropogenic degradation of the environment and to promote humane scholarship grounded in critical thinking and empathy.  Pedagogical approaches to both activist/theoretical texts and fiction, including Tolstoy’s “Strider” and Albee’s The Goat, are discussed.
  3. Camille Mathieu, Independent Scholar
    As a digital dark age looms over the work of modern preservationists, the idea that “those who do not learn history are doomed to repeat it” is more an immutable prophecy than a mere aphorism. Exploring the intersection of the impermanent Internet, online cultures of misinformation, and the philosophy behind preserving toxic ideologies, this paper makes a case for the active archiving of born-digital climate change denialism materials to ensure a human future less doomed to repeat its past mistakes. 
  4. Jonathan Farbowitz, New York University
    This paper focuses on the ethics of caring for films and videos that depict Indigenous peoples in archival collections. These images were often captured in the context of colonialism, and their care and possible repatriation proves complex—handling of these materials may become “a further site of colonial dispossession.” How can collaborative projects between Indigenous communities and cultural heritage workers become an important moment of instruction?
Session Cancelled: