BODY: The complete physical form of a person or animal; the assemblage of parts, organs, and tissues that constitutes the whole material organism. (OED def. 1a)
Bodies and issues of embodiment provide a throughline through my research and practice. In my current position, I work to support active, whole-person learning through technology, and I am particularly interested in issues of accessibility. My research enacts several interventions into questions of embodiment, from critical disability studies to the embodied experience of gender to racially Othered bodies in literature. Of particular note is my forthcoming article with Victorian Review, “‘Take it When Tendered’: M.E. Braddon’s Thou Art the Man (1894) and the Weekly Telegraph’s Media Model of Disability.”
- “Printing Synesthesia: Sensory Epistemologies in the Nineteenth-Century Newspaper.” North American Studies Association (NAVSA), St. Petersburg, FL, October 2018.
- “‘Take it when tendered’: Medicine, Material Texts, and the Creation of (Dis)Ability in the Nineteenth-Century Newspaper.” The Body and the Page in Victorian Culture: An International Conference, Research Society for Victorian Periodicals (RSVP) and Victorian Studies Association of Western Canada (VSAWC), Victoria, B.C., July 2018
- “Preserving Reputation, Transforming Identity: Victorian Gender and Sexuality in/and the Fictional Archive.” North American Victorian Studies Association (NAVSA), Banff, Alberta, November 2017
- “Feverish Imperial Eyes and Victorian Geography Primers: Illness as Ideological Subversion in Charlotte Yonge’s Little Lucy’s Wonderful Globe.” North American Victorian Studies Association (NAVSA), Honolulu, HI, July 2015
- “The Sphinx Plays the Provider: Interrogating Masculinity and Ideal Identity in The Female Barber Detective and The Golden Slipper.” Annual Rocky Mountain Modern Language Association (RMMLA), Vancouver, WA, October 2013
Blog Posts on Teaching & Embodiment
- Valuing the Quiet Instructor, a talk I gave about teaching personas, extraversion, introversion, and participation in the classroom
Disability Studies in the Classroom
As a Graduate Teaching Fellow at the University of Oregon, I developed the following Writing course, in which students and I not only focused on disability, but made accessibility and embodiment an integral part of our learning and community building.
Sounding the Body
What happens when you ask 30+ people to record themselves reading an iconic passage from Mary Shelley's Frankenstein, "Beware, for I am fearless and therefore powerful," and then visualize those recordings? In a Frankenreads event I organized in 2018, I found out. In between helping people who had never recorded before learn to navigate the microphone and digital audio workstation I had set up, I got to watch students, faculty, and staff––all stressed out by the approach of midterms––straighten their shoulders, lift their chins, and, however momentarily, bask in the power of those words emanating from their lips. We compared their visualized recordings, noting the ways that some readers got louder with the word "powerful," the way some dawdled through the words as if their power had never been in question, the way others belted the whole fragment, decibels clipping with their enthusiasm. For reasons of confidentiality, I can't share those recordings here. But, I can share a small selection of the visualizations: