An essay written for “Neuroscience and Fiction,” a special issue of SubStance guest-edited by Pierre Casso-Nogues

An essay written for “Neuroscience and Fiction,” a special issue of SubStance guest-edited by Pierre Casso-Nogues

This article gestures to the 1930s through 1950s inter­national anarchist literary networks that ran from Paris to London and Athens, Cairo and Alexandria, Shang­hai, Oxford and Cambridge, New York and San Francisco, and finally Big Sur and Vancouver. The distribution across these nodes was intense and sustained, but this project only hints at t…[Read more]

Abstract: This article poses a challenge to contemporary historicist tendency to silence significant semantic threads within Hamlet, attempts to restore our critical interest in the age-old problem of delay of the protagonist, and thus distinguish the text in itself from its historicised version. In doing so, my over-all argument proposes an…[Read more]

The poetics and esthetics of “natural occupancy” are relevant to the ways in which settlers’ colonists artistically and discursively produce their subsequent cultural formations. I focus on the decade of the 1950s to chart specific settler ideologies of ownership that emerged in
Israel after the establishment of the state in 1948. What are the v…[Read more]

This syllabus was my third version of a course aimed at introducing the digital humanities at an undergraduate level. The course was organized around four projects, each of which was oriented by a theoretical reading: mapping a novel; text analysis with archival sources; reading a novel collaboratively with courses at other colleges and…[Read more]

This syllabus was my second version of a course aimed at introducing the digital humanities at an undergraduate level. The course was organized around three projects: mapping a novel; text analysis with archival sources; reading a novel collaboratively with courses at other colleges and universities while building a multimedia response; and text…[Read more]

Vertov’s early years in film: the Kino-Nedelia newsreels, the work on the agitational trains, the anti-religious propaganda films.

Vertov in 1917, and an investigation of some of his shaping contexts: musical practice, Futurist poetry, early non-fiction filmmaking, and Marxism.

Dziga Vertov’s education during the early years of World War: his changing personal situation as a war refugee, the connections he made at the Institute, the ideas that exerted an influence.

On Dziga Vertov’s early life and the city (Bialystok) and situations in which he grew up.

Adam Mickiewicz’s “Lilije,” Miron Białoszewski “Lilie,” and Agnieszka Kuciak’s “Ballada elektroniczna” in a Polish heritage composition class.

PowerPoint on the use of Bolesław Leśmian’s Fairy Tales in Polish Advanced Heritage Composition Classes.

This syllabus describes a group of meetings among faculty, proposing a sustained course of study in which we would ask:
1) Can humanities methods be made available to the public?
2) Do digital methodologies capture and operationalize humanities principles, advance humanistic methodologies, or impede humanities work?

This course focuses on developing skills of close reading and literary analysis, both in class discussion and in assignments, through the study of major black writers. This section will be a study of global black literature—novels, drama, and poetry—written in English from the twentieth century to the present. We will consider how major aut…[Read more]

Students will become familiar with Modernist literature and the various artistic movements designated under the term “Modernism.” Students will learn to critically examine modernist materials by drawing on the critical perspectives most common in modernist studies: the New Criticism, Cultural Studies, and various forms of analysis. After com…[Read more]