Image-Making and Justice

1. What is the role of visuality in the digital work you assign to students? 
2. What are the roles that visual rhetoric/visual design might play in gender justice? Another way of asking this is: given the ways that marginalized communities seldom control racist/ heterosexist/ phobic/ ablist images against them, how can spaces like gender studies give image-making back to them?

Audiovisual Design and Justice

1. What is the role of video-making in the digital work you assign to students? 
2. What are the roles that video-making might play in gender justice? Another way of asking this is: given the ways that marginalized communities seldom control racist/ heterosexist/ phobic/ ablist images against them, how can spaces like gender studies give image-making back to them?

Sound and Justice

1. What are the roles of sound and sonic philosophies in the digital work you assign to students? 
2. Given the role that music has played in resistance and protest (think Jazz, Soul, Hip Hop), how can spaces like gender and sexuality studies use protest music, etc in shaping how students digitally design justice and resistance?

Rhetoric and Justice

1. For the most part, students are expected to write traditional, alphabetic essays in their college classrooms that conform to modes of white, western logic and organization.  How does this model work with and/or against 21st century digital spaces?  (We might also ask ourselves here why/if we are bothering to do 21st century digital work with students if we can't relinquish the 19th century alphabetic essay.)
2. Who are students' audiences when they design/create/write for gender/sexuality justice in open, public, accessible digital spaces? How is that similar to/different from the usual protocol of writing for a teacher and classroom peer reviewers?  

Digital Feminisms, Classrooms, and Justice

1. How do OUR ePortfolio projects and processes--- as teachers--- express our desires and visions for alternative futures for our students and marginalized communities?
2. How do students’ ePortfolio projects and processes express THEIR desires and visions for alternative futures for themselves and marginalized communities?

Click here for PDF of the session agenda.