Last semester, I taught the course ENG 245, Introduction to Film Decades, with the theme “Teen Films of the 1980s.” I found that our classroom conversations often led students to puzzle over what teens were “really like” back in the 1980s. I would sometimes remind them that for those of us who grew up in that era, life was not, in fact, anything like a John Hughes film.
In my quest to find a documentary about teen life in the 1980s, I stumbled upon All American High, a film by Keva Rosenfeld , which was nominated for the 1987 Sundance Film Festival Documentary Grand Jury Prize and aired on PBS in 1988. As it turns out, the film had recently been remastered and has found a new audience nearly thirty years later; it will screen in the upcoming 2014 South by Southwest Film Festival (SXSW) as part of a program with the Austin Film Society.
So I decided to contact Keva Rosenfeld and interview him about the production and re-release of the film and its own portrait of teen life. As I discovered, the film, which was filmed about a contemporaneous moment, has now become something of a nostalgia film for the 1980s, in the Jamesonian sense. You can read the resulting interview at The Independent.
On December 6th, Tim Amidon (PhD candidate, Rhetoric and Composition) gave a Brown Bag talk in which he presented work from his dissertation, “‘You Can’t Just Learn That Knowledge—That Unspoken Knowledge’: Firefighters’ Multi-modal Literacies.”
Tim, who has been a firefighter for fifteen years, began his talk by explaining that firefighters are too often considered to be “people who do, not people who think.” The research he conducted—which included interviews and field observations—challenges that assumption, and it also challenges our understanding of literacy practices and knowledge work.
What is cool? Used so frequently in everyday vernacular, the “cool” has acquired various ambiguous shades of meaning. In a talk on December 4, Beazley Kanost (PhD candidate, English) challenged our ordinary notions of the cool, taking up and carefully theorizing both the idea of the “cool” in 60s counter culture and the implications of the political stance that lies behind our assumptions about the “cool.” Kanost’s “Whose Cool? The Direction Truth Takes in Portrait of Jason” draws from her work on experimental film of the 60s, particularly material from her visit to the Shirley Clarke Papers archive at the Wisconsin Center for Film and Theater Research in Madison, Wisconsin, funded by a graduate research grant from the University of Rhode Island Center for the Humanities. Central to Kanost’s argument is the way in which the subject of Clarke’s film projects is often the “cool man.”
Comedy is no laughing matter, or at least, it’s not just a laughing matter. This year scholars and students at URI set out to afford humor the attention and respect it deserves through a series of events that will culminate in an all-day, interdisciplinary symposium on Saturday, March 22nd entitled “Open Mic, Open Minds: An Exploration of Social Issues Through Stand-up.” Associate Professor of Writing and Rhetoric Dr. Jeremiah Dyehouse is the faculty advisor to the committee, which includes Writing and Rhetoric Ph.D. students Krysten Manke and Jillian Belanger.
On December 12th, 2013, students from Professor Peter Covino’s creative writing class held a public poetry reading at the Wickford Art Association. Students delighted a packed room of listeners as they read from chapbooks they created during the semester. The nine graduate students participating in the reading (calling themselves The Thunder Room Collective) were: Jenna Morton-Aiken, Derick Ariyam, Jessica Brigges, Julie Hassett, Mark Hinkley, Charles Kell, Danielle Sanfilippo, Rhiannon Sorrell, and Hillary Trimbach.
What does Alan Turing’s famous thought experiment have to do with writing essays?
On Wednesday, November 13th, 2013, Kenna Barrett, (PhD candidate, English) delivered a talk exploring the possible relationship between Alan Turing’s commonly known “Turing Test” and Automated Essay Evaluation (AEE). Throughout what Barrett named an “interdisciplinary, work-in-progress” she explored parallels between the Turing Test’s questionable ability to produce human-like responses and AEE’s controversial abilities to “score” the writing of humans.
LearningWorks for Kids — a growing web start-up based in Wakefield, Rhode Island– has been home to a number of University of Rhode Island students and graduates. LearningWorks, which educates parents, teachers, and children about the educational benefits of games, apps, and other new technologies, has put students from a variety of disciplines at URI into critical roles within its organization. Amongst these disciplines the English department at URI has been strongly represented. Students and graduates of the English department have reveled in the opportunity to gain real-world experience in a rapidly growing market and LearningWorks has provided a unique opportunity to accomplish just that.
Dr. Carolyn Betensky’s talk based on her recent article “Envying the Poor: Contemporary and Nineteenth-Century Fantasies of Vulnerability” examines the envy of vulnerability as an underlying tension that structures relations between 19th-century bourgeois readers and literary representations of the working poor. What makes Dr. Betensky’s argument especially illuminating is its transhistorical significance; she offers a unique pairing between the nineteenth-century novel and the right-wing rhetoric of the 2012 presidential campaigns, highlighting “resentment from above” and “fantasies of mastery.” The contemporary relevance is grounded in Mitt Romney’s avowal that the discontent of the “99%” with the “1%” betrays “a very envy-oriented, attack-oriented approach.” At issue in both the nineteenth century and our present moment is the vulnerable poor’s alleged special power, as perceived by the rich, derived from the sympathy aroused by the “precarity” of their situation.
The weekend of Nov. 1-2 was hectic yet exhilarating for Beth Anish, a PhD student in English at URI and an Assistant Professor at CCRI. Beth hosted the 2013 New England Regional Meeting of the American Conference for Irish Studies, which drew scholars from the entire eastern seaboard to the CCRI venue in Warwick, RI. As the conference theme Beth chose “the hybridity of Irish culture in Ireland or in diaspora.”
From the natural sciences and the behavioral sciences to communication studies and the arts, scholars across innumerable and sometimes seemingly disparate disciplines turn their attention to transformations, crises, and anxieties crashing at our (real and metaphorical) shores. The urgency propelled by climate science stirs up consciousness, fears, and controversies about the future of our ecosystems, economies, policies, and cultures. The threat of rising tides—whether a shift in our natural environment, technological advancement, or paradigm shifts—increasingly call for collaborations among scholars, professionals, stakeholders, advocates, and citizens.
Our responses invite opportunities for conversations across disciplines that produce value, both for the climate crisis at hand as well as for the re-invention and renewal of scholarship in the twenty-first century. Interdisciplinarity creates a unique opportunity for us to begin to re-imagine the shape and function of collaboration, an opportunity to push the boundaries. Talking Beyond Disciplines: Rising Tides and Sea Changes invites graduate students from all disciplines to share their scholarly research and work that examines literal sea change or figurative sea change.