82 research outputs found
2018 MLK Keynote Address: Roxane Gay
No full text2017|18 MLK Series Keynote and Honoree, author and cultural critic Roxane Gay hosts the lecture An Evening with Roxane Gay in the RISD Auditorium,17 Canal Walk, Providence RI Friday, March 2, 2018 at 7pm.
Roxane\u27s writing is unmatched and widely revered. Her work garners international acclaim for its reflective, no-holds-barred exploration of feminism and social criticism. With a deft eye on modern culture, she brilliantly critiques its ebb and flow with both wit and ferocity. Words like “courage,” “humor,” and “smart” are frequently deployed when describing Roxane. Her collection of essays, Bad Feminist, is universally considered the quintessential exploration of modern feminism. Roxane is a contributing op-ed writer for The New York Times, w co-editor of PANK, and formerly w non-fiction editor at The Rumpus. Her writing also appeared in McSweeney’s, The Nation and many other publications. She recently became the first black woman to ever write for Marvel, writing a comic series in the Black Panther universe called World of Wakanda. Roxane fronts a small army of avid fans on social media and when she finds the time, she dominates the occasional Scrabble tournament.
www.roxanegay.co
MLK 2017|18: Roxane Gay
No full text2017|18 MLK Series Keynote and Honoree, author and cultural critic Roxane Gay hosts the lecture An Evening with Roxane Gay in the RISD Auditorium,17 Canal Walk, Providence RI Friday, March 2, 2018 at 7pm.
Roxane\u27s writing is unmatched and widely revered. Her work garners international acclaim for its reflective, no-holds-barred exploration of feminism and social criticism. With a deft eye on modern culture, she brilliantly critiques its ebb and flow with both wit and ferocity. Words like “courage,” “humor,” and “smart” are frequently deployed when describing Roxane. Her collection of essays, Bad Feminist, is universally considered the quintessential exploration of modern feminism. Roxane is a contributing op-ed writer for The New York Times, w co-editor of PANK, and formerly w non-fiction editor at The Rumpus. Her writing also appeared in McSweeney’s, The Nation and many other publications. She recently became the first black woman to ever write for Marvel, writing a comic series in the Black Panther universe called World of Wakanda. Roxane fronts a small army of avid fans on social media and when she finds the time, she dominates the occasional Scrabble tournament.
www.roxanegay.com
Poster designed by FAVOR Design & Communications.https://digitalcommons.risd.edu/studentaffairs_MLK_posters/1046/thumbnail.jp
Euroscepticism - challenge or change? : an analysis of the Austrian presidential elections in 2016
No full textAuthor: Tamara Roxane Stangl, BALiteraturverzeichnis: Blatt 132-145Masterarbeit University of Salzburg 201
Roxane, A Study in Visual Factors Effecting Legibility
No full textRoxane is an original typeface designed by the author in response to a design analysis of visual attributes that enhance the legibility of font characteristics. The author takes issue with scientific legibility studies which focus on isolating variables to obtain verifiable results, but which are not useful in the more complex and holistic design of specific type faces. Visual analysis of type form attributes and visual principles provide the framework for this more holistic enterprise. The principles and attributes are demonstrated visually throughout the article, ending with Roxane, a typeface developed with these principles in mind
MLK 2017|18: Lee Mun Wah and Roxane Gay
No full textMLK 2017|18 Visiting Speaker, Chinese American documentary film maker, author, poet, Asian storyteller, educator and community therapist Lee Mun Wah leads multiple events including the workshop An Unfinished Conversation: Diversity Conversations in the Classroom , the student dinner/dialogue How to Have a Dialogue Across Cultures , the lecture Only A World Away! and the lecture/film screening If These Halls Could Talk . It is Lee Mun Wah’s belief that we cannot wait until tomorrow for some charismatic leader to appear who will bring us all together. We each must take a stand and personally participate in this important journey of confronting our fears and beginning a conversation not only with those we love but also with those we have been taught to fear. We cannot continue being separate and unequal without there being a cost to each and every generation. Our survival and the very future of our children depend on all of us embracing our differences as well as our mutuality. If we can accomplish this in our lifetime, we can then look back and know that we have found a way to live together authentically and harmoniously, using and honoring all of our gifts and special contributions. To Lee Mun Wah, that is the true meaning of multiculturalism. - Stirfry Seminars and Consulting
2017|18 MLK Series Keynote and Honoree, author and cultural critic Roxane Gay hosts the lecture An Evening with Roxane Gay in the RISD Auditorium,17 Canal Walk, Providence RI Friday, March 2, 2018 at 7pm.
Roxane\u27s writing is unmatched and widely revered. Her work garners international acclaim for its reflective, no-holds-barred exploration of feminism and social criticism. With a deft eye on modern culture, she brilliantly critiques its ebb and flow with both wit and ferocity. Words like “courage,” “humor,” and “smart” are frequently deployed when describing Roxane. Her collection of essays, Bad Feminist, is universally considered the quintessential exploration of modern feminism. Roxane is a contributing op-ed writer for The New York Times, w co-editor of PANK, and formerly w non-fiction editor at The Rumpus. Her writing also appeared in McSweeney’s, The Nation and many other publications. She recently became the first black woman to ever write for Marvel, writing a comic series in the Black Panther universe called World of Wakanda. Roxane fronts a small army of avid fans on social media and when she finds the time, she dominates the occasional Scrabble tournament.
www.roxanegay.com
Poster designed by FAVOR Design & Communications.https://digitalcommons.risd.edu/studentaffairs_MLK_posters/1048/thumbnail.jp
Beyoncé, Roxane Gay, and Bad Feminism Presentation
No full textThis talk was presented as part of Breakout Session 5 | Panel 2: "Transformative Critical Thinking." This is the full PDF of the talk's powerpoint presentation slides.In this teaching demonstration, I will model a shorter version of a lesson that encourages students to practice critical thinking and introduces them to media literacy. In this lesson, I have students watch a Beyoncé musical performance. I then ask students to consider what Roxane Gay, author of Bad Feminist, says about feminism and Beyoncé in her TED talk. We look at our preconceived notions of feminism, and we consider both where we acquire our assumptions about feminism and how Gay complicates those assumptions. In each case, the media plays a major role in how we conceptualize feminism. We discuss why basing our ideas about feminism on what we see in the media is a problem. My ultimate goal in this lesson is to help students begin to question how the media can be used to promote stereotypes and express subliminal messages; in addition, I want them to start thinking about how analyzing media can move our collective thought-process about a topic forward. This lesson engages with the first FW Hallmark because it introduces students to academic discourse. But I would also contend that this lesson demonstrates the importance of critical thinking—which is, I believe, not emphasized enough in the current Hallmarks. This lesson implicitly argues that strong writers are born out of strong critical thinkers and that teaching students how to think critically is an important part of teaching the entire writing process
Vivências escolares em aulas de português que não acontecem: a (não) formação do aluno leitor e produtor de textos-enunciado
No full textDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Linguística, Florianópolis, 2011Esta pesquisa teve como tema a aula de Português, com foco em fatores que comprometem a formação dos alunos como leitores e produtores de textos-enunciado escritos em diferentes gêneros discursivos. O objetivo foi identificar razões pelas quais as aulas de Português não acontecem no espaço escolar em estudo, em se tratando do ensino e da aprendizagem da leitura e da produção textual escrita, experienciando possibilidades de coconstrução de caminhos para que aconteçam; respondendo, assim, à seguinte questão-problema: Por que as aulas de Português não acontecem, no espaço escolar em estudo, em se tratando do ensino e da aprendizagem da leitura e da produção textual escrita? É possível coconstruir caminhos para que aconteçam? Essa questão foi desdobrada em três questões-suporte, que guiaram nossa geração de dados e que focalizam, respectivamente, a formação/ação docente; as vivências intersubjetivas dos alunos; e a natureza da ação institucional. A pesquisa partiu, assim, de dois grandes eixos teóricos: a ancoragem sociointeracionista vigotskiana e o conceito bakhtiniano de gêneros do discurso. Ao longo do estudo, outras teorias emergiram como necessárias para entender as especificidades das aulas de Português que não aconteciam como gênero discursivo (MATENCIO, 2001): buscamos algumas respostas #metodológicas# de teóricos da educação e estudiosos da linguagem # a exemplo de Antunes (2003), Batista (1997), Britto (1997), Geraldi (1997 [1991]), Kleiman (2001 [1989]), entre outros #; e outras de cunho social e antropológico, advindas dos estudos de letramento de autores como Street (1984), Barton (1994) e Gee (2004). A tipificação da pesquisa constituiu uma pesquisa-ação, com ancoragem etnográfica, cuja geração de dados partiu de nossa inserção em uma escola estadual do município de São José, nas aulas de Português de duas turmas: uma 7º série do ensino fundamental e um 1º ano do ensino médio. A operacionalização dividiu-se em duas grandes etapas: 1) a geração de dados, que incluiu um longo contato com a escola (quase dois anos), entrevistas, pesquisa documental e observação participante das aulas de Português com geração de notas de campo; e 2) minha ação protagonista, assumindo as aulas da turma de 1º ano do ensino médio ao longo de quase três meses. Essas aulas ministradas durante a pesquisa tiveram como foco norteador o gênero crônica, uma exigência local por conta das Olimpíadas de Português de que a escola iria participar na época. Os resultados sinalizam para uma provável divergência entre as práticas de letramento dos alunos e as práticas de letramento escolares. Mais do que uma divergência, concluímos que muitos dos gêneros do discurso que compõem a aula de Português # a exemplo da crônica # correspondem a propostas de eventos de letramento para os quais as práticas de letramento dos alunos não oferecem suporte. As atividades de leitura e escrita propostas pela escola, assim, não fazem sentido para os alunos, que, por sua vez, não se engajam nas aulas; não havendo engajamento, não há interação entre os alunos e o professor, por isso a aula de Português não acontece como gênero discursivo, na concepção de Matêncio (2001).This research is about the Portuguese class, focusing on factors that compromise the students development as readers and producers of written texts-utterance in different genres. The objective was identify reasons why the Portuguese classes do not happen in the school under study, when it comes to teaching and learning of reading and writing textual production, experiencing the possibilities of construction of ways to happen; answering, thus, the following question-problem: Why the Portuguese classes do not happen in the school under study, when it comes to teaching and learning of reading and writing textual production? It is possible to construct ways to happen? This question was split into three support issues that guided our data generation and focus, respectively, the teacher formation/action; the intersubjective experiences of students, and the nature of institutional action. The research started, thus, from two theoretical strands: the sociointeractionist anchoring from Vigotski and the concept of speech genres proposed by Bakhtin. Throughout the study, other theories have emerged as necessary to understand the specifications of the Portuguese classes that did not happen as a genre (MATENCIO, 2001): we searched some "methodological" answers of educational theorists and scientists of language # for example, Antunes (2003), Batista (1997), Britto (1997), Geraldi (1997 [1991]), Kleiman (2001 [1989]), among others -, and others of social and anthropological studies of literacy that come from authors such as Street (1984), Barton (1994) and Gee (2004). The type of the research was an action research, with ethnographic anchor, whose data generation came from our insertion into a state school in the city of São José, in the Portuguese classes of two groups: one 7th grade of the basic education and one 1st year of the high school. The operationalization was divided into two major stages: 1) data generation, which included an extensive contact with the school (almost two years), interviews, documentary research and participant observation of the Portuguese classes with the field notes generation; and 2) my protagonist role, giving classes in the 1st year of high school for almost three months. These classes taught during the research have been focused on the chronic genre, a local requirement because of the Portuguese Olympics that the school would participate in that time. The results point to a probable divergence between the students literacy practices and the school literacy practices. More than a divergence, we conclude that many of the speech genres that constitute the Portuguese classes # for example, the chronic # correspond to proposals for literacy events of which the students' literacy practices do not support. The activities of reading and writing proposed by the school, therefore, do not make sense for students who, in their turn do not get engaged in class; if there is no engagement there is no interaction between students and teacher, so the Portuguese class does not happen as a speech genre, in the conception of Matencio (2001)
Carman ’20 and Paske ’20 Interview NYTimes Essayist
No full textIt’s not everyday you get to interview a celebrated author. But University of Minnesota Morris students Sara Carman ’20, Lutsen, and Sierra Paske ’20, Rochester, will have the chance. Carman and Paske will interview Roxane Gay in a public forum at UMN Morris on Friday, November 1
: A software platform for centralizing, enriching and spatializing heterogeneous data
No full textContributeurs : Violette Abergel, Marco Callieri, Isabelle Cao, Livio De Luca, Anaïs Guillem, Olivier Malavergne, Adeline Manuel, Ariane Néroulidis, Thomas Pouyet, Roxane Roussel, Miled Rousset, Sarah Tournon, Aurore Pfitzmann //Author contributions : Conceptualization: L.D.L.; Data curation: V.A., M.C., I.C., L.D.L., A.G., O.M., A.M., A.N., T.P., R.R., M.R., S.T.; Formal analysis: ; Funding acquisition: L.D.L.; Investigation: ; Methodology: ; Project administration: L.D.L., A.P.; Resources: ; Software: ; Supervision: L.D.L.; Validation: L.D.L.; Visualization: V.A., M.C., I.C., L.D.L., A.G., O.M., A.M., A.N., T.P., R.R., M.R., S.T.; Writing – original draft: V.A., M.C., I.C., L.D.L., A.G., O.M., A.M., A.N., T.P., R.R., M.R., S.T.; Writing – review & editing: L.D.L.International audiencePresentation of the tools making up the n-Dame ecosystem designed by members of the “Digital Data” Working Group of the Chantier Scientifique Notre-Dame.Présentation des outils composant l'écosystème n-Dame conçu par les membres du Groupe de Travail "Données numériques" du Chantier Scientifique Notre-Dame
: A software platform for centralizing, enriching and spatializing heterogeneous data
No full textContributeurs : Violette Abergel, Marco Callieri, Isabelle Cao, Livio De Luca, Anaïs Guillem, Olivier Malavergne, Adeline Manuel, Ariane Néroulidis, Thomas Pouyet, Roxane Roussel, Miled Rousset, Sarah Tournon, Aurore Pfitzmann //Author contributions : Conceptualization: L.D.L.; Data curation: V.A., M.C., I.C., L.D.L., A.G., O.M., A.M., A.N., T.P., R.R., M.R., S.T.; Formal analysis: ; Funding acquisition: L.D.L.; Investigation: ; Methodology: ; Project administration: L.D.L., A.P.; Resources: ; Software: ; Supervision: L.D.L.; Validation: L.D.L.; Visualization: V.A., M.C., I.C., L.D.L., A.G., O.M., A.M., A.N., T.P., R.R., M.R., S.T.; Writing – original draft: V.A., M.C., I.C., L.D.L., A.G., O.M., A.M., A.N., T.P., R.R., M.R., S.T.; Writing – review & editing: L.D.L.International audiencePresentation of the tools making up the n-Dame ecosystem designed by members of the “Digital Data” Working Group of the Chantier Scientifique Notre-Dame.Présentation des outils composant l'écosystème n-Dame conçu par les membres du Groupe de Travail "Données numériques" du Chantier Scientifique Notre-Dame
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