Get to Know Our Fellows: Four Questions with Alycia LaGuardia-LoBianco

LaGuardia-LoBianco

-What is your academic background and what is your current position in UCHI/at UConn/Your Home Institution?

I am a Ph.D. candidate in the Philosophy Department here at UConn, where I have studied for five years. I received my B.A. in Philosophy from Stony Brook University. 

-What is the project you’re currently working on?

 During my fellowship year, I will be finishing my dissertation, “Action Guidance in Complicated Cases of Suffering,” in which I assess ethical responses to suffering given the nuanced ways in which someone may suffer. Ethicists hold that suffering is ethically relevant: another’s suffering calls for some ethical response, often relief of that suffering. However, this general formula hides some problematic assumptions. It takes the suffering agent as an unwitting victim who ought to be helped but does not necessarily owe anything to herself. It also assumes that, barring extreme circumstances, suffering ought to be relieved. My dissertation challenges these assumptions, arguing that the suffering agent is a moral agent, not just a victim dependent on others, and who therefore has obligations to herself. Additionally, I argue that relief of suffering is not always ethically appropriate. Rather, ethical responses to suffering are not unidimensional, but are as complex as suffering itself.

-How did you arrive at this topic?

I was lucky to take a philosophy course with Joel Kupperman here at UConn. During our discussion of Buddhism, which takes as its starting point the elimination of suffering, I was stuck on the question, why should we want to eliminate suffering? From there, I started thinking about the potential value of suffering, arguing that there are virtues that come from suffering that make it worthwhile. I then pivoted and became interested in internalized trauma and self-caused suffering. I turned to oppression literature for a framework to discuss cases in which someone unwittingly contributes to their own suffering because of oppressive or abusive forces. I realized that much ethical literature treats suffering as a blanket emotional or physical pain, and in so doing, oversimplifies widely varying experiences. These nuances matter: we should expect that the right ethical response to suffering depends on variables like the appropriateness of that suffering, whether suffering is caused by internalized behaviors, or whether an individual wants to suffer. This led me to take the suffering agent, rather than the phenomenon of suffering, as the focus of study, in an effort to recast her as a moral agent rather than a mere victim. Now, my dissertation is driven by analyzing difficult cases of suffering (such as self-injury or self-defeating behavior) with the suffering agent at the focus of analysis. 

-What impact might your work have on a larger public understanding of your topic?

I’m interested in messy, real-life problems that have been overlooked by philosophical analysis yet which can benefit from it. I think philosophy is meant to deal with just these sorts of difficulties, rolling up its sleeves and trying to untangle a problem knowing that the solution won’t be neat and pretty but trying to find an answer anyway. Real suffering is complicated. It can change someone from the outside in, it can test and destroy close relationships, and it can become something an individual depends on to feel like herself. It matters to our lives, to who we are and who we care about. So, suffering and suffering agents deserve the careful attention that philosophy provides to make some headway in understanding and addressing this painful reality. My hope is that this work will give others (philosophers or not) a new avenue to reckon with their own experiences of suffering. 

Publishing NOW!

George Thompson, CLAS, Publisher-in-Residence
October 24-27, 2017 

George Thompson has been a professional editor since 1984, beginning his career at Johns Hopkins University Press as an acquisitions editor. At JHUP, George developed the geography and environmental studies list, including the “Creating the North American Landscape” series.  In 1990, George founded the Center for American Places, which he directed and served as publisher until November 2010, when he founded his own imprint. Books developed and published under George’s care have won more than 100 book awards, honors, and prizes, including best-book recognition in 31 academic fields.  George is also the editor, co-editor or author of five books of his own and has served as publisher-in-residence at a number of universities. More information is available here http://www.gftbooks.com/about.html 

If you would like to meet with George during his visit, please contact Maria Shah (alldnof@uconn.edu) 860-486-2713 in the CLAS Dean’s Office to schedule an appointment.

Appointment times are listed in Google Docs at: https://docs.google.com/document/d/14gMkYc2Y1m1PyFxcF_40R65Wg5Ofb8kdQmNPBH4HrAI/edit?usp=sharing

Get to Know Our Fellows: Four Questions with Sarah Berry

 

-What is your academic background and what is your current position at UConn?

I am a PhD candidate in the English department at UConn. I began the program in 2012. Before that, I earned a bachelor’s degree in an interdisciplinary Great Texts program from Baylor University and a master’s degree in English literature from Boston College.

 

-What is the project you’re currently working on?

The title of my dissertation is “The Politics of Voice in Twentieth-Century Verse Drama.” It is a transatlantic study of plays that are written in verse (instead of prose) during the last hundred years. I argue that verse drama gets revived in the twentieth century not as a genre in its own right but as a hybrid of poetry and drama, which makes it a venue for experimentation with different literary and dramatic forms as well as literary and dramatic voices. All this experimentation with voice has political implications as well, since voice is as much a political concept as a literary one. Twentieth-century playwrights use the different vocal possibilities of verse drama to respond creatively to a variety of contemporary political crises, including fascism, colonialism, the struggle for civil rights, class conflict, and sectarian violence.

 

-How did you arrive at this topic?

I came to this topic from an interest in weird plays: radio plays, plays with stage directions written in verse, plays in which characters blur together or become someone else. I realized that what makes these plays so weird is that they are half drama, half poetry. They combine the rules and conventions of lyric poetry with those of modern drama, but sometimes these rules and conventions contradict one another. So I set out to investigate the tension between the dramatic elements and lyric elements of these plays.

 

 

-What impact might your work have on a larger public understanding of your topic?

My hope for this study is that it will make people rethink the relationship between poetry and drama. We often think of poetry, especially lyric poetry, as the opposite of drama, but there is a long history, right up to the present day, of the interaction between these two genres. In fact, I think our conceptions of these genres are interdependent—that is, our understanding of lyric poetry is based on shifting notions of what drama is, and our understanding of what drama is has been informed by the emergence of lyric poetry as its own genre during the nineteenth century. This study is timely in genre studies, where scholars are contesting the value of categories like the lyric. But verse drama also provides us with an opportunity to think more broadly about the way that genres are created and reinforced.

I also hope that my study will demonstrate the inextricable relationship between form and genre on the one hand and politics on the other. Genre theory can sometimes seem abstract—or only of interest to literature scholars—but I think these plays show that questions of genre are necessarily intertwined with questions of politics, specifically through voice, which is always both literary and political.

Publishing NOW!

Angie Hogan, University of Virginia Press
October 10, 2017, 4pm 

Angie Hogan is Associate Editor and Rights Manager at the University of Virginia Press, where she has worked in the acquisitions department since 2004. Prior to joining U.Va. Press, she spent several years as an editor at InteLex Corporation, a pioneer in humanities electronic publishing best known for the Past Masters series. At Virginia, Ms. Hogan maintains a broad, multidisciplinary list focused primarily on early-modern, eighteenth-century, and Enlightenment studies. She also manages the Walker Cowen Manuscript Prize competition as well as the Press’s contracts and subsidiary rights. Books for which Ms. Hogan served as acquiring editor have been chosen for the Baker-Burton Award, the NeMLA Book Award, and the Choice list of Outstanding Academic Titles.

Publishing NOW!

 

 

 

 

Adam McGee, Boston Review
October 2, 2017, 4pm 

Adam McGee is the Managing Editor of Boston Review. He previously was Acting Managing Editor for Transition. He also served as Associate Editor for the Harvard Art Museums. Adam earned his Ph.D. in African and African American Studies from Harvard University. He has taught religious and cultural studies and cultural anthropology at Harvard University, Tufts University, and Northeastern University, and has published a number of scholarly articles on Haitian Vodou. In addition, Adam is a Pushcart nominee whose poetry has appeared or is forthcoming in Cimarron ReviewPainted Bride QuarterlyMemoriousAssaracusRHINOThe Doctor T.J. Eckleburg ReviewSAND JournalBayou Magazine, and other places. To learn more or to contact him, visit www.adammichaelmcgee.com.

 

 

 

Get to Know Our Fellows: Four Questions with Deirdre Bair

Deirdre Bair

-What is your academic background and what is your current position at UConn?

MA and PhD from Columbia University, comparative literature major.  Tenured professor at U. of Pennsylvania.  Visiting professor, writer in residence, or distinguished scholar at (among other titles) Ohio State University; Bennington College; Macquarie and Griffith Universities. Humanities Institute at Australian National University, Canberra, (all Australia),  Visiting lecturer at Paris VII, Kassel U. (Germany), Upsala U. (Sweden), James Joyce Summer School ( University College, Dublin).  These are selected.  Currently independent scholar and writer.

-What is the project you’re currently working on?

Bio/Memoir: the Accidental Biographer (working title, subject to change).  It is the history of the seven years for each biography I wrote, of Samuel Beckett and Simone de Beauvoir. During those years I knew and worked with each subject on the research and writing.  It will include new information that was not appropriate to publish during their lifetimes, and it will also detail my coming of age as a writer and feminist.  It will be both a history of my personal evolution throughout this historical moment and will also address the many professional decisions I made as I created a new form of contemporary biography. It will also elaborate on how the genre evolved over the last several decades.

-How did you arrive at this topic?

I decided to write this book because so many individuals and organizations have asked me about my experiences. Other biographers, historians, psychologists, and art historians want my testimony for their books and because they sometimes change what I tell them to fit it into their particular theories or world views, I’ve decided to write my own account first so that my version of “the truth” (in all the post-modern ramifications of that term) will be on the record. After that, they are free to interpret it as they wish.

-What impact might your work have on a larger public understanding of your topic?

I hesitate to make assumptions about the impact my work will have.  I simply offer it as part of a historical record so that future scholars and writers may use it as they will.  I think of Margaret Atwood here, who said how can we think we are providing permanent answers now when we don’t even know what questions future generations will be asking.

Debapriya Sarkar joins the English Department and the Maritime Studies Program at Avery Point in Fall 2017.

Sarkar_ACLS

She works on early modern literature and culture, poetry and poetics, the history and philosophy of science, and environmental humanities. She is currently working on a book titled Possible Knowledge: The Literary Forms of Early Modern Science. She joins UConn after having taught at Hendrix College, and after spending the 2016-2017 academic year at the Folger Shakespeare Library as a NEH/ Folger Shakespeare Library Long-Term Fellow.

 

Although you started your education in engineering, you ended up studying early modern literature.  How did that shift happen?

The intellectual connections between my background in electrical engineering and my current research are only clear in retrospect. My engineering education was quite technical, practical, and instrumental. I worked on fascinating topics, but I now recognize that I was less curious about "how" things worked (the foundation of my engineering education) and more interested in the historical and conceptual issues behind these technologies: Where did scientific ideas emerge from? What are the theoretical paradigms that underlie the practical and instrumental aspects of modern engineering? What historical, social, and institutional pressures led to the emergence of modern scientific practices? Who has access to scientific and technical knowledge in a society? These were the kinds of questions that animated my intellectual interests, and these are the concerns of humanists—literary and cultural critics, historians and philosophers of science. Thus, when I had the opportunity to explore these questions in a more formal setting (as I was completing my Master’s in Electrical Engineering in UW-Madison), I embraced the opportunity and took several classes in the English department. I was fortunate to meet generous faculty in the department who not only welcomed me into their classes, but also gave me advice about what other courses to take and how to build a curriculum in English around my Master’s courses.

How do you think your background has shaped your literary scholarship?

My background has deeply influenced my current interests. I work on the history of scientific probability and experimental practice, and I write on ideas of possibility and uncertainty in the sixteenth and seventeenth centuries. These are clearly questions related to my engineering background. Engineers are tasked with actualizing possibilities, after all, and they often develop what we might call imperfect models, as they adapt scientific theories to workable and instrumental ends. In my current research, I consider the imaginative and creative practices that often undergird such scientific work. Thus, you could say that my current research is a response to the kinds of knowledge-making that I saw in operation, but that were never discussed, in my earlier education. In both my research and teaching, I trace the changing configurations of imaginative and natural knowledge into the modern disciplines of the humanities and the sciences. However, I also stress that literary methods not only represented or enacted scientific practices, but that the lines of influence often worked in the opposite direction: imaginative techniques also shaped modern scientific theories and methods.

What appeals to you about the early modern period, and why should it be a presence in curriculum and research today?



The sixteenth and seventeenth centuries were periods of tremendous religious, political, and intellectual upheavals. Whether you think about the Copernican revolution in the sixteenth century that displaced both earth and man from the center of the universe, or consider the Civil War in the seventeenth century that beheaded a king and disrupted political order, early moderns were grappling with new understandings of self, society, even cosmology. It is in this atmosphere that poets, dramatists, and writers of prose fiction—from More to Spenser, from Shakespeare to Jonson, from Milton to Cavendish—used imaginative writing to grapple with the biggest political, moral, ethical, and philosophical questions of their time. And it is in this era that philosophers from Machiavelli to Galileo, from Descartes to Bacon, from Hobbes to Pascal attempted to redefine paradigms of truth, of norms, of existence. Working with such rich archives expands and complicates our own parameters of inquiry. For instance, Francis Bacon was writing utopian fiction and natural philosophy at the same time. What I find most rewarding about writing on and teaching such materials is that their capacious cross-convergence provokes us to make connections between disparate intellectual methods, disciplines, and ideas.

Ultimately, what is most exciting to me—and what I try to demonstrate to students—is that literature was a vibrant philosophical endeavor in its own right: at a moment when astronomers and natural philosophers were grappling with new accounts of the cosmos, literary writing was generating the forms of thinking that were vital to the exchange of ideas about natural and imaginary worlds. Thus, teaching and writing on early modern texts has the potential to make us rethink our own approaches as humanists: the cross-disciplinary nature of early modern thinking was made possible by stepping across the boundaries of the humanities and the sciences that we often take for granted. Recognizing the value of such interdisciplinary convergences might help us see our own institutional networks in new ways. 

 

How do you envision your scholarly work and teaching on early modern studies to benefit from and contribute to UConn?

 

I am thrilled to be joining the early modern community at UConn. I am especially excited to be in conversation with faculty and graduate students in the Early Modern Studies Working Group—the varied research interests of colleagues will no doubt expand my thinking, and the interdisciplinary nature of the group seems ideal to foster discussions that expose us to new methodologies and ideas. I would be delighted to get involved in venues such as the Humanities Institute; from participations in similar collaborative networks in the past, I have realized that such conversations are invaluable in introducing us to approaches and methods with which we are unfamiliar. At the same time, our scholarship as early modernists can also advance and diversify the research goals of such forums by allowing us to track the changing contours of knowledge across a broad historical span and theorize its future institutional and disciplinary divisions.

 

I am eager to offer graduate courses that are conceptual and theoretical in scope—on science and philosophy, on environmental humanities, and on poetry and poetics—which will be of interest both to specialists and non-specialists, as well as classes on Renaissance women writers and on genres such as romance and epic that will be of particular interest to early modernists. At Avery Point, I am looking forward to tapping into the campus’s strong maritime tradition when I teach courses on Shakespeare—many of whose plays feature sea voyages and shipwrecks—or Early Modern Travel and Utopia: I expect a lot of our classes will ruminate on the relations between land and sea, between coast and shore, as we look out on the beautiful Long Island Sound every week.

The UCONN Collaborative to Advance Equity Through Research on Women and Girls of Color and The Humanities Institute

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The UCONN Collaborative to Advance Equity Through Research on Women and Girls of Color (“The Collaborative”) is a part of the national Collaborative, comprising over 50 institutions and universities, with Dr. Melissa Harris-Perry and the Anna Julia Cooper Center at Wake Forest University, serving at its helm. These institutions and universities are signatories to a national commitment to support research on women and girls of color. UCONN committed to this effort as early as November 2015, and 2016-2017 served as the inaugural year of full programming dedicated to promoting research and campus and community engagement of research and discourses on women and girls of color.

Part of UCONN’s commitment included funding two post-doctoral fellowships and several research projects on women and girls of color, related to environment and public health and STEM and pipeline issues. (See the research abstracts, here). In an effort for The Collaborative to build a brain trust committed to sorting through research topics, discourses, and contemporary issues affecting women of color, as they relate to the two themes, it co-sponsored research workshops with the Humanities Institute.

The Collaborative also joined with UCHI in co-sponsorship of its research workshops to promote The Collaborative’s Brain Trust(s) for its Post-Doctoral Fellows, Research Fellows, and contributing scholars at the University of Connecticut. The Humanities Institute has contributed to these Research Workshops by hosting a welcoming, supportive, and enriching intellectual space to flesh out ideas and refine multidisciplinary and interdisciplinary research on women of color.

UCHI looks forward to continued work with the Collaborative to Advance Equity Through Research on Women and Girls of Color!

 

Self-Evident Truths: Contesting Equal Rights from the Revolution to the Civil War

Richard Brown, distinguished professor emeritus of history, on Jan. 16, 2014. (Peter Morenus/UConn Photo)
Richard Brown, distinguished professor emeritus of history, on Jan. 16, 2014. (Peter Morenus/UConn Photo)

- America’s Ongoing Struggle for Equal Rights -

- Kenneth Best - UConn Communications

Read More >

 

 Brown_newbookBook Information

Self-Evident Truths: Contesting Equal Rights from the Revolution to the Civil War

 A detailed and compelling examination of how the early Republic struggled with the idea that “all men are created equal”.
How did Americans in the generations following the Declaration of Independence translate its lofty ideals into practice? In this broadly synthetic work, distinguished historian Richard Brown shows that despite its founding statement that “all men are created equal,” the early Republic struggled with every form of social inequality. While people paid homage to the ideal of equal rights, this ideal came up against entrenched social and political practices and beliefs.Brown illustrates how the ideal was tested in struggles over race and ethnicity, religious freedom, gender and social class, voting rights and citizenship. He shows how high principles fared in criminal trials and divorce cases when minorities, women, and people from different social classes faced judgment. This book offers a much-needed exploration of the ways revolutionary political ideas penetrated popular thinking and everyday practice.
 

Richard D. Brown is Board of Trustees Distinguished Professor of History, Emeritus, and the Founding Director of the Humanities Institute at the University of Connecticut. His previous books include Knowledge Is Power: The Diffusion of Information in Early America, 1700–1865;The Strength of a People: The Idea of an Informed Citizenry in Early America, 1650-1870; and the coauthored microhistory The Hanging of Ephraim Wheeler: A Story of Rape, Incest, and Justice in Early America.

CLAS Book Fund Award

Frederick Biggs Professor of English, Co-Director of Medieval Studies, received a CLAS book fund award.

codexamiatinus3700"I have been involved for most of my career in a vast, collaborative project called SASLC, the Sources of Anglo-Saxon Literary Culture. As the name suggests, we have set out to survey all of the classical and medieval works that allowed creative minds in England before the Norman Conquest (1066) to compose works such as Beowulf that have endured through the centuries because they continue to teach us. But times do change, as the image opposite from a Bible produced in England under the direction of Bede (d. 735) may remind us: all knowledge no longer fits in a single bookcase. Jumping over that minor invention of 1451, printing, we are now in an age when books based on big data must be supported electronically,

biggs
Frederick Biggs 

and for the good of scholarship, in open-access form. One part is a wiki that we can run for free (https://saslc.wikispaces.com). But another is the construction of a database robust enough to handle many kinds of information, allowing all to be search in multiple ways. In collaboration with the University of Amsterdam Press and thanks to the support of the CLAS book fund, the volumes on Bede that George Hardin Brown and I have completed as part of the larger project will receive that support."

9789089647146Publication information:

Bede. Part 1, Faxcles 1-4. George Hardin Brown and Frederick M. Biggs. Amsterdam: Amsterdam University Press, 2017.

Bede. Part 2, Faxcles 1-4. George Hardin Brown and Frederick M. Biggs. Forthcoming. Amsterdam: Amsterdam University Press, 2018.

http://press.uchicago.edu/ucp/books/book/distributed/B/bo20267432.html

From the Introduction:

In any account of the literary culture of Anglo-Saxon England, Bede must loom large. While only one of many distinctive voices for whom we have a written record, Bede stands out as the author who turned a lifetime of study into the widest-ranging corpus of writings, many of which continued to influence later generations. Theodore, archbishop of Canterbury, and Hadrian, abbot of St Peter’s Canterbury, may have been better educated and more able teachers. Aldhelm, the Beowulf-poet, and, to choose one more example from among many, Cynewulf may have written better verse. Boniface, archbishop and martyr, may have changed more lives through his mission. Alcuin, abbot of Tours, may have carried English scholarship more effectively to the Continent. Alfred the Great’s support of education may have occurred at a more crucial moment in English history. Dunstan, archbishop of Canterbury, Æthelwold, bishop of Winchester, and Oswald, bishop of Worcester and archbishop of York, may have instituted a more significant reform. Ælfric, abbot of Eynsham, and Wulfstan, archbishop of York, may have preached better sermons. Bede, however, left writings that demonstrate his skills and influence in all these areas, ones that those who followed him, as these entries and the ones that will complete this survey in the next volume of SASLC show, would almost certainly have known.

Evaluating Bede’s place in this literary culture is sometimes complicated because, as these works demonstrate, his own reading, which was both wide and deep, appears often in his writing. When in the well-known autobiographical passage at the end of the Historia ecclesiastica gentis Anglorum (V.xxiv) he spoke of having been sent at the age of seven by his kinsmen to enter the monastery of Monkwearmouth.