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Seascape - Framing the Global
http://framing.indiana.edu/teaching-3/entry-points/seascape
From Fellow Sean Metzger:. Because I am interested both in contemporary manifestations of and historical antecedents to globalization, I chose an entry point that precedes any notion of globalization yet might help define it that entry point is seascape. A seascape is the watery equivalent of landscape. It is a kind of epistemology, one in which knowledge accrues by visualizing or tracking oceanic flows but one that also connotes an aesthetic project. The study of knowledge, particularly its nature and l...
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The Particular - Framing the Global
http://framing.indiana.edu/teaching-3/entry-points/particular
From Fellow Rachel Harvey:. My entry point is The Particular. The concept is borrowed from Dennis Wrong ( The Persistence of the Particular. And refers to the irreducible specificity of all sociocultural processes in terms of, at the very least, their spatio-temporal location. Objects and dynamics associated with globalization are not exempt from this condition. The irreducible specificity of all sociocultural processes in terms of, at the very least, their time-space location. Global in the Particular.
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Visiting Scholars - Framing the Global
http://framing.indiana.edu/visiting-scholars
Matthew Connelly talks about teaching global history at the Global Studies Positioning Series brown bag lunch discussion. We welcomed our fourth Visiting Scholar, Matthew Connelly. To Bloomington in March 2013. Professor Connelly is Professor of History at Columbia University. His public lecture. 8220;The History and Future of Official Secrecy: The Last Frontier of State Sovereignty, was included as part of the Global Perspectives Speaker Series of the School of Global and International Studies. Saskia S...
framing.indiana.edu
Pedagogical Resources - Framing the Global
http://framing.indiana.edu/teaching-3/pedagogical-resources
Here we are building a repository of tools, techniques, and approaches that help students (at the undergraduate and graduate levels) begin to tease apart the complexities of global phenomena. Tools that perhaps are also useful in the evolution, or creation, of curricula around global studies. Do you have particular pedagogical resources that have worked in your classes? We’d love to hear from you. You can reach as us at framing@indiana.edu. Seeing Beyond Visual Approaches in Global Learning.
framing.indiana.edu
Materiality - Framing the Global
http://framing.indiana.edu/teaching-3/entry-points/materiality
From Fellow Zsuzsa Gille:. Materiality has become for me the best way to demonstrate how the seemingly ever so mobile, elusive, and fluid processes we associate with globalization need to be grounded somewhere, crafted and maintained by someone for particular reasons and with particular tools. A network of human and nonhuman actors organized in a particular way. A term designating the connections among various organizations (corporations, non-governmental organizations, social movements, etc.) that a...
framing.indiana.edu
Entry Points - Framing the Global
http://framing.indiana.edu/teaching-3/entry-points
The scholars who are taking part in the Framing the Global project are looking to unsettle the dichotomies those engaged in global research sometimes find themselves caught in; they seek to challenge traditional approaches to the study of “the global” by adopting what they call a “grounded” approach to global studies; they seek to engage scholars in the social sciences as well as the humanities who study aspects of globalization. Image via nazmi hamidi. (Flickr Creative Commons.). On the following pages ...
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Affect - Framing the Global
http://framing.indiana.edu/teaching-3/entry-points/affect
From Fellow Deirdre McKay:. Affect is my entry point. By affect I mean that primal energy that flows between people and attaches us to each other, our ideas and institutions and relationships. A space of desire where hope, possibility and the future exist as potentials; the global is an imaginary. A specific expression of a particular aspect or valence of affect. An emotion is named within a particular language frame and embodied in a specific but culturally-variable location. Can you give some examples?
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Teaching - Framing the Global
http://framing.indiana.edu/teaching-3
An ability to cross and actually break down barriers is at the core of global learning. Categories must be challenged to achieve global learning and instill cultural insight in our students. Global understanding rests on the acquisition of skills and abilities that break through boundaries and chip away at established categories about selves, nations, geography, communities, and identities, as well as academic paradigms and accepted hierarchies. Framing the Global: Entry Points for Research. First Nation...
framing.indiana.edu
Location - Framing the Global
http://framing.indiana.edu/teaching-3/entry-points/location
From Fellow Stephanie DeBoer:. I chose location as my entry point. Location, alongside concerns for the formation of place or space, has been a central term through which the significance of film and media has been debated in their global frames (by producers, curators, directors, artists, critics, state workers, and citizens alike). Understanding the contested formation of media locations is key to adequately interrogating the impacts of global cultural forms and processes. Space, Place and Gender.
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Conference Videos - Framing the Global
http://framing.indiana.edu/conference/conference-videos
In September Framing the Global hosted its three day conference which brought together Framing Fellows with other scholars to discuss, and sometimes debate, approaches to studying and understanding the global. We live-blogged and live-tweeted all the sessions — a few key talks were also streamed live via video. Those live streams are archived and you can access them below. Framing the Global: A Grounded Approach to Global Studies, Hilary E. Kahn and Framing the Global Fellows. Follow Us On Twitter. 2017 ...
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