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CCB_PhD's profile
Dr. Courtney Barajas
Dr. Courtney Barajas
Dr. Courtney Barajas
@CCB_PhD

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Dr. Courtney Barajas

@CCB_PhD

Asst Prof, English / Chair, Medieval & Early Modern Studies @Whitworth. Feminist, medievalist, Tejana. OLD ENGLISH ECOTHEOLOGY: THE EXETER BOOK coming 8/16 ⬇️

aup.nl/en/book/978946…
Joined February 2013

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    1. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

      I'll be tweeting thoughts from our panel on Inclusive Pedagogies in Medieval Studies for the next three days--feel free to mute me if you're not into that!

      4 replies 7 retweets 34 likes
      Show this thread
    2. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

      First up: Nick Hoffman (@GlitterOnVellum) on "The Queer and Trans Medievalisms Syllabus". First point: inclusive pedagogies should--indeed must--integrate inclusive medievalisms.

      1 reply 1 retweet 6 likes
      Show this thread
    3. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

      Hoffman: medievalism strikes at the heart of perception of the middle ages, as well as who can safely imagine themselves in that space. What do your classes on medievalism offer? Who do they appeal to?

      1 reply 0 retweets 5 likes
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    4. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

      Hoffman: If we only center Tolkien and Game of Thrones, what kind of medievalism are we offering? Who are we inviting into the classroom?

      1 reply 0 retweets 6 likes
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    5. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

      A queer and trans medievalism would make space for queer students to imagine themselves in the medieval past and the future of medieval studies.

      1 reply 0 retweets 5 likes
      Show this thread
    6. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

      Hoffman's current project is a collaborative site collecting texts for building a queer and trans medievalism syllabus: topics include fashion, disruption, saintly bodies, kinship, resistance, and "misreading chivalry"

      1 reply 0 retweets 7 likes
      Show this thread
      Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

      Check it out: https://qtmedievalsyllabus.home.blog/ 

      8:57 AM - 11 Apr 2019
      • 9 Likes
      • The Ike Dyke🌹🏳️‍🌈 🐉 Dr. Leah Haught 🐉 Gordon Gross Dr. Dorothy Kim Dr Amy Louise Morgan Dr Stephenie McGucken Erik "Mr. Bloodaxe" Wade
      1 reply 0 retweets 9 likes
        1. New conversation
        2. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          Next up: Dr. Leanne MacDonald (@medievalmac) on "Decolonizing the Classroom Through Two-Spirit Critique." Dr. MacDonald shares how indigenous thinking shapes her work on gender and her pedagogy.

          1 reply 2 retweets 5 likes
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        3. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          MacDonald's primary text is "A Handbook of Educators of Aboriginal Students". Best practices include: focus on experiential learning, storytelling, sharing circles, and attention to the "whole" student.

          1 reply 0 retweets 4 likes
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        4. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          MacDonald: "Two-Spirit" is an umbrella term describing indigenous folks who identify outside or beyond the gender binary. Weaving Two Spirit critique into medieval studies can illuminate the colonial and heteropatriarchal structures which underlie modern conceptions of gender.

          1 reply 0 retweets 5 likes
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        5. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          MacDonald's reading of Eugenia shows that the Old English martyrology acknowledges the possibility of saintly bodies outside the gender binary: Eugenia is male, female, neither, and both.

          1 reply 0 retweets 5 likes
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        6. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          MacDonald: Crucially, OE saints did not face the same colonial violence as indigenous folks in North America, and should not be painted with the same brush. However, Two-Spirit critique can help to explain the relationship between gender and faith in the OE texts.

          1 reply 0 retweets 5 likes
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        7. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          MacDonald shares a pedagogical exercise: ask students about experiences with gender before reading BEOWULF, or about experiences with being an outsider before reading "Wonders of the East". Limit students to 90 seconds and emphasize the importance of learning from others.

          1 reply 0 retweets 5 likes
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        8. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          Next up: my dearly beloved @krmaude on "Teaching Women and Queerness, but Without Interrogating Whiteness." Begins by admitting that she wrote a Brit Lit before 1800 syllabus without dead white men--but full of dead white women. (I am also guilty of this!)

          1 reply 1 retweet 7 likes
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        9. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          Teaching Brit Lit before 1800 at the American University of Beirut, Maude teaches primarily Lebanese students, mostly English majors. For many of her students, this is the first time they encounter medieval texts. How can we introduce students to the medieval in an inclusive way?

          1 reply 0 retweets 3 likes
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        10. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          "They don't know what the canon is--which is very freeing."pic.twitter.com/plAlCwPlXP

          1 reply 1 retweet 5 likes
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        11. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          Maude assumed race and ethnicity would "just happen" in the classroom, given her position. It didn't: "By not foregrounding race, my class was inadvertently adding to the idea that 'whiteness' was unmarked and the norm in the medieval world."

          1 reply 0 retweets 4 likes
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        12. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          (That last is me summarizing Kath poorly but it was so good that I wanted it in)

          1 reply 0 retweets 3 likes
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        13. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          Maude: adding more people of color (in primary and critical texts) to the syllabus is not enough. We have to do more. Maude adds a new goal to the course: for students to think about the continuities and discontinuities in thinking on race in the medieval and modern worlds.

          1 reply 0 retweets 5 likes
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        14. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          A cool resource Maude uses in class: https://www.englandsimmigrants.com/ 

          1 reply 2 retweets 6 likes
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        15. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          I really can't emphasize enough how radical and brave and BRILLIANT it is for @krmaude to give a talk about her journey of revising a syllabus to be more inclusive.

          2 replies 0 retweets 9 likes
          Show this thread
        16. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          Last speaker: Jennifer Knight (University of South Florida) on "Making Boudicca a 'Global Citizen': Teaching Sexual Violence and Exploitative Colonization through a Celtic Queen."

          1 reply 2 retweets 5 likes
          Show this thread
        17. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          In their exploration of the story of Boudicca, Knight asks students to consider the portrayal of Boudicca as a female leader and the sexual violence against indigenous bodies.

          1 reply 0 retweets 3 likes
          Show this thread
        18. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          The irony of using Boudicca as a symbol of British empire is that she was clearly anti-imperialism. So why the comparisons to Margaret Thatcher (!!!) and Queen Victoria?

          1 reply 0 retweets 4 likes
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        19. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          Knight finds that Boudicca's story is useful for students thinking through the reality and violence of Roman imperialism: the ideal vector for helping shape students prepared for "a modern globalized world," as per USF's "global citizens project"

          1 reply 0 retweets 3 likes
          Show this thread
        20. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          The story of Boudicca helps students to identify sexual assault, exploitation, violence against indigenous bodies, and punitive enslavement as the impetus behind anti-colonial movements. That understanding of imperial power is crucial for students.

          1 reply 1 retweet 3 likes
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        21. Dr. Courtney Barajas‏ @CCB_PhD 11 Apr 2019

          Also, crucially: demystifies and challenges the Roman empire for students who may not have ever questioned its presence of expansion.

          1 reply 0 retweets 4 likes
          Show this thread
        22. Dr. Courtney Barajas‏ @CCB_PhD 12 Apr 2019

          Day two! First up: Melissa Heide (@vanderheathen) on "Native Medievalisms and the Graduate Experience." Heide begins by exploring how her identity as a Eastern Band Cherokee/Choctaw woman informs her work in medieval studies.

          1 reply 2 retweets 6 likes
          Show this thread
        23. Dr. Courtney Barajas‏ @CCB_PhD 12 Apr 2019

          "Where do I belong if I'm not quite Indian enough? Am I passing, or am I invisible?"

          1 reply 1 retweet 0 likes
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        24. Dr. Courtney Barajas‏ @CCB_PhD 12 Apr 2019

          Heide explains that graduate work in medieval studies "provided a set of tools so I could better begin investigating my private life." Those tools include archival work, better understanding of migration and oral traditions, etc.

          1 reply 1 retweet 0 likes
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        25. Dr. Courtney Barajas‏ @CCB_PhD 12 Apr 2019

          "There is a pedagogical necessity for vulnerability."pic.twitter.com/OLV6aUKVxh

          1 reply 0 retweets 2 likes
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        26. Dr. Courtney Barajas‏ @CCB_PhD 12 Apr 2019

          Heide's final thoughts: "Encourage your students to reclaim theory, and take it down from the Ivory tower. We can bring those skills back to our community...why choose to be a scholar or an activist, when we can be both?"

          1 reply 1 retweet 0 likes
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        27. Dr. Courtney Barajas‏ @CCB_PhD 12 Apr 2019

          Next up: Jay Paul Gates on "Making It Our Own: The Colonizers' Corpus in the HSI/MSI/MMI Classroom."

          1 reply 0 retweets 0 likes
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        28. Dr. Courtney Barajas‏ @CCB_PhD 12 Apr 2019

          Gates begin by contextualizing his teaching at CUNY: 15,000 working-class students, many of whom work full-time, part-time, and/or are caretakers for family. Most are bilingual. CUNY celebrates the "upward mobility" of its students. Gates asks: "what else are we offering them?"

          1 reply 0 retweets 0 likes
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        29. Dr. Courtney Barajas‏ @CCB_PhD 12 Apr 2019

          One of Gates' major goals in every class: help students develop skills that give them access to texts they don't have immediate access to. These skills carry over into any text they're interested in--in and outside of the classroom.

          1 reply 0 retweets 0 likes
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        30. Dr. Courtney Barajas‏ @CCB_PhD 12 Apr 2019

          Another goal: giving students the tools to be comfortable with and authoritative on "cultural capital" (i.e., the medieval canon) even if that capital is outside their own culture. Empowering students to take ownership of the colonizers' corpus!

          1 reply 0 retweets 0 likes
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        31. Dr. Courtney Barajas‏ @CCB_PhD 12 Apr 2019

          Gates: in a classroom where the vast majority of students don't identify culturally with the material, students are able to safely "try out" new theoretical and analytical modes.

          1 reply 0 retweets 0 likes
          Show this thread
        32. Show replies

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