I have studied, taught, and worked toward social justice since before I discovered the concept of social justice and began to understand the legacies of the multi-pronged struggles for justice, equity, and basic human rights. Still, as I have embraced and espoused an intersectional framework, I have continued to struggle with the ways in which ability fits within the race, class, gender, and sexuality framework that undergirds what I teach, write, and research.

I have been that professor that feels exacerbated and frustrated when that one more thing is asked of me. For instance, the captioning of videos for my classes. I still do not feel that it is my sole responsibility to make my classes accessible, in part because I lack the knowledge and training—but, mostly, the time—to do so. I think that the institution needs to take more responsibility and recognize that we need time and support to develop new skills. Support exists—extra time does not. (Our current model is not sustainable. . . more on that shortly.) But part of this institutional responsibility is mine. I have to shift my perspective about accommodations. I have to understand my own responsibility to make changes that impact these larger systems and structures.

I have been using the opportunity of our academic theme, Disability Visibility, to not only educate our students, but to educate myself. This is one of the privileges and benefits of working in academia—we always have the opportunity to learn alongside our students. In the spring, I will be offering a one-credit class on the topic of Disability Visibility, not as an expert on the subject but as a facilitator in co-creating an environment of learning.

I recently attended the NWSA conference and tried to attend as many panels as possible that dealt with disability. The first session I attended practiced some of the norms of disability accommodation that I do not regularly engage with (for instance, descriptions of the presenter’s physical appearance and the images on the screen and print outs or QR codes for “access copies”). I panicked for a moment. I was scheduled to present in the next time slot and I had not prepared accommodations. Was this the new norm and I was out of the loop? Yes and no.

Only the disability rights-related panels at the NWSA made such accommodations (of the sessions I attended, which were not that many). Such norms are still making their way into academia, even in the most progressive of spaces. At UMA, we have been slowly implementing tools like automatic closed captioning in Zoom and software that rates the accessibility of documents and materials in our BrightSpace courses. Perhaps we have also been assessing the efficacy of our accommodation processes. But I regularly hear from students who feel frustrated and othered by the process, and I hear stories from students whose professors refuse to accept the accommodations that are required of them.

One thing that I learned at NWSA is that I have been practicing many of the suggested techniques for accommodations and for working toward disability rights for as long as I have been teaching. I have developed accommodations for all of my students that have also benefitted me, for instance flexible deadlines. Sometimes these make more work for me, but they also allow me to feel less guilty if I fall behind in grading. (Since I give my students leeway, the least they can do is extend me the same!) By creating this accommodation, I changed the culture of the classroom. I often get emails from students about the struggles of their lives and asking for an extension; it is easy to say: “my deadlines are flexible for just such reasons.”

Through my work over the last year or so, I have also developed a larger understanding of what accommodations are all about. Disability accommodations are not (just) about making academia more accessible for students who live and work with disabilities, they are about transforming a culture of impossible expectations and arbitrary (and insidious) barriers that we are all expected to function within without complaint or recognition.

Two related ideas that came up at a panel at NWSA were sustainability and collective access. Impossible expectations are not sustainable for individuals or for institutions. Impossible expectations lead to burn out and I know that many of my colleagues and students are feeling this, even if only some of us are willing or able to admit it. Collective access means that we need to rethink the bigger picture of what our classrooms, campuses, and curriculum look like. This too can help us to live and work in a sustainable way and can also help us to better care for ourselves and each other.

Can we imagine a world where accommodations don’t exist because we have changed the structures, systems, norms, and expectations of our culture as well as the ways in which we treat each other and the ways we expect to be treated? The short answer is: yes, because we have to.

One of the panels I attended drew from the work of Ruth Wilson Gilmore who calls for the creation of “life-affirming institutions.” They argued that we can reimagine and transform academia which is, by design “inherently, intentionally, and iconically ablest.” Building on the idea of “prefigurative politics,” following the work of Leah Lakshmi Piepzna-Samarasinha, they argued that “another university is possible” and, in fact, “it is already here.” If we live the world that we want, that we need, then we realize that that world already exists.

We collectively make the present and the future that we want to live in, even when the structures that we work and live within seem impenetrable and inflexible. Our academic theme is an opportunity to shape our institution and bend it toward a better way of teaching and learning for all of us.

When I was invited to be the keynote speaker at the 8th Annual Harry Potter Festival at Chestnut Hill College, I had never read a word of the Harry Potter books. I had heard a paper about HP at an academic conference and, of course, I had heard and seen a variety of advertisements for the movies and merchandise. My friends and colleagues were big fans; my nephews and niece were super-fans. I knew more than one family of five who decided to all dress up as Harry Potter for Halloween. I had sat through countless HP references and inside jokes with only minimal understanding. In fact, it was kind of a thing that I had never read Harry Potter, and my closest friends and colleagues knew that eventually I would have to read them, even as I resisted the idea. Given my Girls on Fire work, the people I talked to were often shocked to hear that I had never read Harry Potter. But I was invited to the conference not because I was a HP scholar, but because I was not one—because my work speaks to HP fans and scholars in new ways. I was an experiment, and a successful one, I hope.

Until I accepted the invitation, I had no intention of picking up the HP books any time soon. But I knew that I had to have something beyond superficial familiarity if I was going to walk into the belly of the beast. I knew that every person at the conference would have read every book, and probably re-read every book. I knew that they would have seen all the movies and that many would probably be wearing HP clothing and accessories. I knew that they would all have at least a decade, if not a two-decade head start. I knew I could get nowhere near their level of interest, insight, or expertise. But I read the first two books and began the third one, and read some introductory scholarship, so that I would feel at least a little less than clueless.

The reasons I had never read HP were mostly coincidental. When the first book was published, I was just beginning grad school. And even if I had wanted to read HP, I was not reading anything that was not assigned for my classes or instrumental for my teaching. I also don’t tend to read a lot of books that are centered around male protagonists and I have never been a big fan of British literature. Because I do not have children, the books were never really on my radar and when I did begin reading again, I was much more inclined to read science fiction and dystopia and only turned to YA fiction when I ran out of Octavia Butler books. And soon I was deep in the world of YA dystopia with female protagonists—the “guilty pleasure” obsession that became my academic obsession. And, finally, I tend to be one of those readers/pop culture consumers who turn their nose up at wildly popular trends. For years, I was quite sure that HP was over-rated, but I certainly could not deny the impact that these books had on my family, friends, and colleagues.

So, I accepted the invitation to speak at the conference, in part, because I knew that this gig would challenge me and, in part, because the conference organizers assured me that my work would be relevant to the conference attendees. I accepted the invitation because I try to keep an open mind, and because I love to learn new things. And I accepted the speaking invitation because I will really accept any invitation that allows me to share my passion for young adult dystopia’s Girls on Fire. I was interested in finding out more about this HP world—or Potterverse, as the fans know it. I had assumptions and preconceived notions, but I also had a curiosity. As I have since confirmed via a few online sorting hat quizzes, I am Ravenclaw after all.

Overall, the conference was a wonderful experience, from the setting to the atmosphere created by a bunch of people who are passionate about Harry Potter and the work that they do—in and out of academia. Despite the fancy private college setting, the conference is put together with very few resources and with a lot of energy, and the conference organizers are committed to keeping the conference accessible to a diverse range of people. The papers accepted and presented are selected not based upon the academic credentials, but on the merit of the ideas presented in the abstract. There is also a clear effort to include undergraduates, independent scholars, and even high school students. The energy, the joy, the untapped possibility—they were all palpable.

As I noted during my plenary talk, what’s better than the HP books or the Girls on Fire books, is what readers, fans, scholars, and activists do with the texts. Even when I was unfamiliar with certain aspects of the overall story or later books, I found all of the talks to be interesting, insightful, enlightening, and some were even entertaining. More than once I was moved to tears by the passion of the participants, especially at the reaction of the two high school students who presented their papers and were awarded with scholarships to Chestnut Hill College.

I saw so many wonderful presentations and met so many incredible people. Dare I say the conference was … magical?! And, of course, the conference also did not disappoint in terms of my own learning and new insights I was able to glean regarding my Girls on Fire work. (Ravenclaw, again!) But for these insights, you’ll have to read the second part of this two-blog series! Stay tuned!

The end of a semester and the finality of grades is always difficult for me. Here in Denmark, the end of the semester bleeds into the next. So, while I started my new class yesterday, today I finished grading from last semester (until the re-exams are submitted).

Exams were my biggest concern when I thought about coming to Denmark to teach. I am an “easy’ grader. If I could, I would not give out grades. I would write a personal note to each student about their work over the course of the semester, what they did well and what they need to work on. This is how grading was done in my program during my first year of college. Since then, I have been chained to numbers.

I do not—and I have never—assigned exams. Instead, the students’ work over the course of the semester is scaffolded with assignments building upon each other and leading to a final paper of some kind. When I calculate final grades for students, there is some math involved, but there is also some wiggle room. There are many scaled variations between A and F to reflect an “almost A” or a “barely C.” I can reward ambitious efforts or excellent attendance.

In Denmark, the student’s Exam is the only basis for their grade in the class. And since most of the Exams I have graded are anonymous, I am grading only the words on the paper. This is extra torture. Further, there is a 7-point scale with 12, 10, 7, 4, 02, 00, and -3 being the only grades given. When grading, we talked about a “strong 10” or a “weak 7,” but this is not reflected in the grade. Further, a 12 is more or less an A+ and is not awarded easily.

In my U.S. classes, I want students to succeed and I tell them at the start of each semester that I have designed the class toward success. Much of the students’ grades are based upon attendance and participation assignments and the final is usually not more than half of a student’s grade. Most of my final assignments are 20% of the final grade. When I am grading, I am able to take into account every assignment the student has completed as well as other things I know about the student.
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While the day to day teaching has not been that much different in Denmark, the exam process is quite different. I did not have the opportunity to see any of my students’ writing before they submitted their exams and everything I graded was anonymous. Grading at home is a drag; grading in Denmark is beyond stressful.

In the U.S. exams take place, for the most part during the course of the last week of the semester. Grades are usually submitted before Xmas. Then it is done and time to move forward, even if I give too many incompletes.

The Exam system in Denmark is interesting and messy. In Denmark, Exams—the final exams and papers for fall courses—are spread throughout December and January, scheduled independently of when the class may have met during the semester. Some of these exams are oral presentations; some are timed writing. Some are take-home and the time students are given to complete these assignments varies from 24 hours to 3 days to 5 days or more. Most exams have either an internal second grader or an external second grader. The grade on the Exam is the grade for the class.

For my B.A. elective class about Hip Hop America, I assigned a pretty standard paper and was the sole grader. This was a small class and the grading was relatively easy.

For my co-taught M.A. theory and methods course, the students considered three questions for a week and then had 24 hours to write about a question we selected from the three. My colleague and I read about 30 papers (about 15 pages each) and then decided on a grade together. This was also fairly easy and we only argued about a couple of papers that we disagreed on.

For my M.A. elective course about Girls on Fire and YA dystopia, I had an internal grader who read the students’ papers. I did not realize I had an internal grader until the students had already started the exam. This was the toughest set of papers to grade. It was a small class and I came to love each of my students over the course of the semester. I read and graded and re-read and graded the essays three times, each time trying to make myself be more objective. Still, most of my grades were higher than the agreed-upon assigned grades ended up being.

On top of regular exams, I also supervised a B.A. thesis project this fall. This was also a new experience for me though I have supervised many similar kinds of student projects over the years. The most difficult part about this B.A. thesis advising, however, is the dual role that I play—as mentor and supervisor as well as the grader. I work with an outside reader in assessing the student’s thesis; together we assign a grade. So, throughout the semester I have been commenting and encouraging and wanting this student to do the best, but then I have to do my best to evaluate her project objectively. I am still second guessing myself, especially since this was the first thing I graded in Denmark.

This spring I will be a grader and an internal grader. The class I am co-teaching (really two classes in one big experiment) will have a mid-term for each of our classes and the final will have a paper and an oral exam. I am grateful for this experience teaching, working, and grading in a different mode. It is one of the reasons why I applied for a Fulbright, but it is tough. I hate to make decisions, generally, especially when such decisions can impact someone’s life like a grade can.
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And, here’s the ultimate contradiction within the Danish educational system. Everything is rather laid back most of the time. Students come to class or they don’t come to class and most classes do not have any kind of participation or attendance requirement. I still don’t know which paper belongs to which student though I have invited all of my students to seek my feedback. The only thing that rescues me from my grading despair is that I get to work with many of the same students in the spring. And even if I don’t know what each individual needs, I have been able to identify what the collective needs. And maybe that is part of the point of this system.

As I noted in a past blog about some of the initial things I have learned through observation and orientation, there are many similarities between the university system in Denmark and the university where I teach in the U.S., the University of Maine at Augusta. But there are also some interesting differences and quirks I have discovered in Denmark (so far!).

9:00 is not 9:00. 9:01 is 9:00
Fortunately I was team-teaching my first class when I found out about the fact that classes start on the quarter hour. So, if a class is scheduled at 9:00 in the morning, it actually starts at 9:15. If a class is scheduled at noon, it actually begins at 12:15. If something begins at 9:00 sharp, it is usually listed as 9:01 to help avoid confusion.

Further, they use the 24-hour clock in Denmark, which I have always understood as “military time.” I can handle telling the time for the most part, but can’t quite get over the weirdness of feeling like I must be living in a war movie.

No equivalent of “general education.”
Students specialize early on and so by the time they are working on their bachelor’s degree, it is assumed that they have already gotten all of that general knowledge from their previous studies. Thus, in my classes I have students who have all chosen to study American studies (for a variety of reasons), which is quite different than my previous teaching where students had to take, for instance, a humanities or cultural diversity elective or were “forced” to take college writing.

I can see the logic in this system, but I did take a lot of really great classes during my undergraduate education that I never would have taken if I did not have to. I learned many things that still resonate with my life and work today. Without the general education requirements for things like cultural diversity or fine arts, we might never know what we are missing out on!

My Hip-Hop America class is full of English majors.
I assumed that the elective classes (one MA-level and one BA-level) that I am teaching would be filled with American studies majors. Both are small classes, which was also a little surprising. I was surprised to find in my Hip-Hop America class that half the students there on the first day were actually English majors (a major that studies literature as well as language and more). I don’t know if they were nervous or if they were not really excited about the subject.

Only the Japanese exchange student seemed really excited, but he was nervous and apologetic about his English (which was very good!). My technology worked perfectly and I had made a kick-ass power point with music videos and engaging content, but it mostly fell flat. I’m a little worried, but will remain optimistic!

Many international students are in the American studies program.
My MA-level “Girls on Fire” class is almost entirely international students. I have students from Germany, Brazil, Slovakia, and more countries I can’t remember… and one of the few Danish students is originally from the Faroe Islands. In my BA-level Hip Hop class I have two German exchange students and a Japanese exchange student.

Gender not so equitable?
In much of my women’s studies work, Denmark (and other Scandinavian counties are often cited as having superior gender equity). With a few of my initial observations and conversations, I am not sure that it is all that more advanced than the U.S. I was told by a couple of colleagues, anecdotally, that they think that young men in Denmark today are “down on” feminism and they would probably not take a class they thought would be about women or feminism. And, this just happens to relate to part of my research project, so I hope I will be learning more about girls and women and feminism in Denmark!

Related, there are a lack of opportunities to do gender studies at my university here (and, again anecdotally, it seems this is a lack in some European countries more generally). After my first Girls on Fire class, two students approached me after class to see if I was willing to work with them on their Master’s thesis projects since they wanted to do gender studies but had not been able to find anyone to work with.

Part of my Fulbright orientation was an introductory comparison between the Danish educational system and the U.S. educational system, including what we might expect from Danish students.

In terms of comparing the educational systems and experiences with students, I have found that some of the observations between Denmark and America don’t ring true to my experience as a professor at the University of Maine at Augusta (even though some resonate with my undergraduate and graduate experiences). There are certainly differences, but the distance between my American students in Maine and my Danish students in Denmark may not be as wide as it could be.

At Danish universities, there are no fraternities or sororities and there is no sports culture, particularly the kind you find at big American universities. So, while I got plenty of Go Cougs! and Beaver Nation! at Washington State and Oregon State Universities during my graduate studies, at UMA we don’t really have much of a sports culture and we don’t have a football team.

Related: much of Danish students’ social life takes place off campus. Since UMA is a commuter campus (or, rather, a set of commuter campuses), this rings true for my students as well. In both contexts, we work to try to make spaces and opportunities for students to socialize.

Few students live on campus in Denmark. UMA has no dorms so no students live on campus!

UMA has a confusing name. The University of Southern Denmark also has a confusing name, or set of names. The abbreviation of SDU throws us American off and I have heard the Danish name for the university, but have yet to pin it down with my developing language skills.

Danish students call their professors by their first names. One professor explained that when he taught at Mississippi State e could not get his students to call him by his first name, but in Denmark he can’t get them to address him formally. I have always asked my students to call me by my first name and feel very uncomfortable when students address me with the American version of respect.

While I have been told the Danes can be big drinkers, and there are even bars on campus (whether formal or informal), at UMA we are not allowed to purchase alcohol with university funds and we are rarely allowed to consume alcohol on campus.

I have been told: Here in Denmark many students don’t attend classes since it is not required. There is an understanding that Danish students are adults and they should have independence and freedom. It is the students’ responsibility to learn the class material so they can pass their exam at (or after) the end of the semester. Further, students may not participate in classes as fully as American students and may have a more ambivalent attitude toward their education. While attendance may be sorely lacking at UMA, and I have certainly encountered students who do not wish to participate, I do find that most of my students (who are “non-traditional” compared to the Danish) are highly engaged and invested in their educations. They have often sacrificed a lot for their education and end up with crippling debt.

In Denmark, there are high dropout rates, especially in the first year and many students just never finish their education at the bachelor’s, master’s, and doctorate levels, even though that education is “free” and they are paid a generous stipend to be a student once they reach the age of eighteen. (PhD students are actually employees of the university with a full salary!) UMA suffers from a similar set of problems (low attendance and completion rates), but for what may (possibly) be an entirely different set of reasons. I will have more to say about these similarities and their fundamental differences in future blogs!

All of these observations are based upon my preconceived notions from research, conversation, and Fulbright orientation, so I am excited to see what more I learn this year… beginning with my first class on Wednesday!

Besides understanding almost nothing spoken to me by the Danish and being lost every time I have tried to find my way around Odense (Copenhagen has been far easier to navigate!), the things I share in common with the Danish (according to my orientation and observations so far) make me think I might be Danish…

The Danes wear a lot of black. Welcome to my wardrobe.

The Danes mostly wear what we call tennis shoes or sneakers. I don’t believe in wearing uncomfortable shoes and pretty much wear my (Saucony or Adidas) tennis shoes all the time.

The Danes respect privacy and I tend to be a rather private person (not counting my professional life!). I’ve been told it can be difficult to make friends with the Danish and their established social circles, but (being shy and a bit of a homebody) I have always found it hard to make friends.

The Danish cultural staple of hygge is pretty much what I strive for in my life (of course I have much more to learn about hygge!).

The Danish believe in work/life balance and taking care of people. I have often let my work/life balance suffer because of my tendency to take care of people (and myself), but this is one of the things I have been working on over the last few years and have gotten closer to achieving through my recent sabbatical and current Fulbright.

The Danes like to eat and drink. Clearly I do not enjoy these activities (sarcasm!). Bread and cheese (after pork and fish) are staples of the Danish diet and I have fallen in love with at least four varieties of bread that I have had. (Stay tuned for more on brød!)

There are other similarities as well, but not everything can be the same. I am not much of a bike-rider and prefer to walk; however, I have certainly experienced the pleasure and freedom that a bike can bring and may end up becoming a bike lover or at least biking out of necessity.

And, while I have read that the Danes are literal-minded and don’t understand sarcasm, I have been assured by at least several Danes that this is totally true (but their answer was delivered sarcastically!). Since most of my daily conversation and teaching is rather sarcastic, I was really worried that my students would not understand my sarcasm or sense of humor at all. So, now I don’t have to worry quite as much!

Finally, the Danes value their participatory democracy, support their welfare state, and believe in equality (achieved through an interventionist state and the redistribution of wealth) and strive for flat hierarchies and egalitarian ethos. My “socialist” tendencies mesh much better with the Danes, but I still have much to unpack regarding these similarities, particularly the Danish tendency toward social cohesion that may lead toward resentment toward immigrants in some cases.

When I wrote my applications for a sabbatical (spring 2018) and a Fulbright (Fall 18 and Spring 19), I expected to get neither. Instead, I got both. My proposed sabbatical project(s) ended up being very different, in part because I was not quite ready to dive into that particular project. And project directions always change. This is the case for my Fulbright as well.

My proposed Fulbright project resulted from my attempts to imagine this place I had not been and what I might like to learn. It was ultimately not one cohesive project, but reflections on the ways in which my Fulbright experience would complement and extend my work in three general areas: girls’ cultures, fitness cultures, and educational systems. My title: Consciousness and Movement in Girls’ Cultures and Fitness Cultures.

Teaching in a foreign educational system will certainly be a challenge and will, I hope, help me to develop my pedagogies and programs for American studies and interdisciplinary studies. I will also be co-teaching an American studies theory and methods course with one of my Danish colleagues; we started working on the syllabus when I was on sabbatical. Perhaps most exciting, I will also have the opportunity to work with graduate students for the first time, and I am already advising a B.A. student's thesis project about black feminism and Beyoncé’s Lemonade.
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When I had more time to really start doing some pre-Fulbright research about Denmark (again, during my sabbatical), the part of my project surrounding girls’ cultures and fitness cultures evolved into a more specific project that considers the Danish concept and practice of hygge (hoo-gah) and the concept and practice I have taught and studied (and preached and tried to practice) in the U.S.—self-care. I am interested in how Danes understand and practice hygge and how these practices and understandings can help me understand, develop, and extend the concept of self-care. My new working title is: Understanding Self-Care through Hygge (hoo-gah): An Interdisciplinary Exploration of Danish and American Culture.

Hyyge has no one-word translation in English, but is often understood as “cozy.” This simplification stems, at least in part, from the fact that hygge is not just a concept or a style or something you adopt for certain occasions or certain spaces, it is a foundational aspect of Danish culture and identity. In the U.S. and the U.K., we look to the concept of hygge to help explain why the Danes are cited as some of the happiest people in the world as well as to give advice on how to find this concept in, for instance, the design of classroom spaces and having a cozy lifestyle to survive winter. But this is, I think, a shallow understanding of a much deeper concept.

I’m excited to learn more about hygge and Denmark, and I plan to learn many other things along the way… I have already learned so much in just a few days!

When I teach American Studies to U.S. students, I often have to help them unpack the years of stereotypes and partial truths that they were raised on and brainwashed by, I mean, educated through. For some students, the critiques and questions of American Studies click right away and they usually take as many of my classes as they can fit into their program. For other students, the discomfort and discord is a constant struggle though almost all of them report that it was a worthwhile struggle.

My Denmark students have chosen to study America and I want to know why. I want to know what is different about the ways in which Danish students see and understand America, and what interests them about America as a subject of study—whether they are taking an undergrad class for elective credit or have chosen to pursue a graduate education in the subject.

How do Danish students learn about America—in school and outside of school? Are they critical? Curious? Confused? Will they be interested in the subject matter I will be teaching? (How could they not be: hip-hop and young adult dystopia?!) Or will they prefer the more conventional (and still fascinating) subject matter of American studies—the histories and the classics, for instance.

And, of course, I expect I will learn far more than I will teach—about Denmark, about my subject matter, about myself. While the American Studies I teach is “critical,” I wonder if I will discover a latent American exceptionalism that is part of the core of being an American. I wonder if my enthusiasm and passion and some of my less conventional approaches will scare them or engage them (or both).

While I am prepared to teach my subject matter, this is the least prepared I have felt this close to the start of a semester. In addition to not really knowing what to expect from my students, I also have not been to campus and I have not seen my office or my classrooms. I have no idea how many students are in my classes, and I don’t even know what day and time I am teaching one of my classes. While these questions will be answered soon enough, the bigger questions will take more work.
To quote Hamilton (which I will be teaching): “Let’s go.”

Well, I guess I better let the cat out of the bag. … Not that I would ever keep a cat in a bag, of course. I mean I love cats, so I would if I could, but….

You see I am totally stalling for a few reasons…

First, this news that I am breaking still feels a bit unbelievable to me.

Second, it is really hard for me to tell my students and colleagues that I will be away not just for the spring semester sabbatical that I am currently enjoying, but also for a new opportunity that I have accepted.

So, here it is:
For the academic school year 2018-2019, I will be the Fulbright Danish Distinguished Chair at the Center for American Studies, University of Southern Denmark in Odense. This means, I will not be teaching at UMA during the academic school year.

I will, however, be teaching for UMA this summer and next summer, so there’s that.

Despite that I applied for this Fulbright back in August, the news that I was selected was a bit of a shocker. With each application update I was sure that I would receive a rejection at any time. I was kind of looking forward to rejection because it would make my life far less complicated.

But I also told my dean, colleagues, family, and friends that of course I would get this Fulbright because I feel so completely unprepared for it at this current juncture in my life. But, I guess that we are never fully prepared for the opportunities that life throws at us. So, to add to my sabbatical list of projects: I will be getting prepared to spend next year living, teaching, and researching in Denmark.

Thus, my adventures (and blogging) will continue beyond my sabbatical project/adventure and into my Fulbright year abroad. … But until then, there is much to explore!

One of the women in my YogaFit Warriors training wore a tank top on day two that said: “Peaceful Warrior.” She said that she had found it in her closet and it seemed appropriate. A veteran in our group said: “No one loves peace more than a warrior.” In my American Studies courses, with a diverse cross-section of veterans and civilians, I would have to agree.

In my work as a professor of American Studies, I teach about state violence—war, the prison industrial complex, poverty, structural racism—and the ways in which individuals and communities (and our nation and our world) are impacted. In my introduction to American studies this last fall, one of the students had a particularly difficult time with this material because her husband was currently deployed. It is not easy to read about the lies, the history, the patterns, and the hypocrisies of war, let alone when a loved one is on the front lines.

And, yet, the veterans I have had in my classes over the years have been some of the most critical thinkers and some of the quickest to see through the propaganda and lies—not only about war, but about American history, culture, and society.

Veterans need tools to help them reintegrate into society—to heal the wounds of war. In addition to tools for personal transformation (like those provided by YogaFit for Warriors), tools for critical thinking are also important. It might not be easy to face the truths of American war; it is certainly not easy to face the realities of American war. And America does not do enough to take care of its veterans, which is why we so need programs like YogaFit for Warriors.

It holds true here as much as anywhere else: we have to deal with our own shit before we can help other people deal with theirs. We have to deal with our own daemons before we might feel ready to fight the daemons with power. Healing the body and mind must happen before we can heal the nation.

Last year, thinking I would never get a break from my arduous job, I took an “unauthorized sabbatical”—a two-month trip across country, which included some work (sometimes a lot of work) with a lot of play. Not long after I returned, I was awarded an actual sabbatical—a semester of paid leave (and a research project).

For some people, the idea of walking away from work (and being paid while doing so) sounds easy. Further, walking into what might be perceived as “vacation”—the fun and selfish part of work—is certainly something to be jealous of. (I would be too.) But, it is not so easy.

What exactly is a sabbatical?
A sabbatical is an opportunity to take a break from teaching and committee work and crisis counseling and advising and all of the little things that add up to a lot of time and a lot of work throughout the semester, every semester, year after year. The sabbatical is an opportunity to focus on research—the part of our work that is so often marginalized by the “have-to” work.

At more elite institutions, faculty get an automatic sabbatical that does not necessarily have a significant research project. At UMA, faculty propose projects and compete for three sabbaticals per academic year. I did not expect to get one.

It is an honor and a privilege to be granted a sabbatical. I am excited to focus on my research. Because my research-related release time has been focused on developing Interdisciplinary Studies and the INT program and major AT UMA, I am trying to be selfish in choosing what I spend my time working on during my sabbatical.

I already have a long list of projects, and many are carry-over research-related projects:
Any time now (or later) I will receive my proofs from McFarland for my forthcoming book, Girls on Fire: Transformative Heroines in Young Adult Literature. I will proofread and index my book. This work is a total nerd fest and I have done it in the past in the midst of hectic semesters. Now I can give it singular attention.

In January, I will receive feedback on an article I submitted about teaching American Studies through Octavia Butler’s work. I will have to revise this article for publication.

And some are projects that have been a long time in the making: 
In March, I will complete the last of my 200-hour Registered Yoga Teacher certification (RYT-200). I took my first training in March of 2005 and have chipped away at the training while also teaching countless yoga classes as well as workshops and retreats.

Some projects are the things I don’t usually have time for (namely, writing):
I will also be doing yoga-related research and blogging about my yoga research and training, as well as my other adventures.

I may re-write and re-imagine my Women and Fitness in American Culture book along the lines of my original idea, and with the support of my students—as a feminist fitness memoir and manifesta.

There will certainly be other projects and variations of projects.

So, clearly a sabbatical is exciting and rewarding and a privilege I cannot refuse. But it is not easy to walk away from the responsibilities that shape my days and nights, occupy my mental and emotional space, and reward and exhaust me. This work goes home with me; it makes me who I am.

But I tell my students how important self-care is, and a sabbatical is the crown jewel of self-care. And I am making the most of it—extending it before and after the spring semester, so even though I am not working, I will be working.

But, I will sabbatical. I will read and write. I will play in the snow. I will hike miles and drive miles. I will take yoga classes and commit to a daily yoga practice. I will finish projects and imagine new ones. For a few months I will try to avoid email as much as possible; I will try not to worry about the details left undone, the work left to my colleagues.

I will return rejuvenated and ready to dig back into the trenches, but I will take my time getting there.

I’ll be posting on Facebook and my website/blog: www.cultureandmovement.com.

Intersections and Beginnings
Years ago, at my first job interview I was asked which aspect of race, class, gender, and sexuality I paid the least attention to in my teaching and research. I was not prepared for this question. My go-to answer, probably like most candidates’ answers, was that I really worked to be sure that I covered all of these aspects in my teaching. Each time I named one, I would second-guess that answer and talk myself out of it--my rambling process made awkwardly verbal. Race was central. So was gender. Class cannot be separated from race. I think I finally settled on sexuality, but I didn’t really have a good explanation for why. I could say out loud that I didn't focus on sexuality because I was not ready to be "out."

There were many reasons I did not get that job. One of those reasons could have been my lack of development as a scholar. I had not yet written my dissertation. I was still trying to figure out exactly what I should concentrate my work on, exactly which sub-field I should seek employment in. I was also naïve about politics and appearances. Because I was a white woman seeking a position in African American studies, I was immediately discounted by most of the students and potential colleagues that I met. The political climate--and the students' raw need for a professor of color--created a pretty tense situation, and understandably so. My intersectional approach, my commitment to diversity and social justice, my excellent teaching record, my published book and many conference presentations, the respect I had earned among my colleagues at my home institution--none of these mattered.

I was only what my appearance reflected, and my discount-store suit, untamed frizzy hair, and overall lack of polish didn't help. As much as I wanted a job, I knew that this job was not for me (and I was right; it was a failed search). I could not be the person they wanted and, in fact, each constituency--the students, the faculty, the administration--wanted a different person. The students wanted a black person who could understand where students of color were coming from. The faculty wanted a scholar who understood intersectionality within and beyond African American studies. And the administration wanted a person of color that they could parade around as a symbol of diversity. I was only one of these people, and I wanted my work to speak for itself.

Through my work, I have matured as a scholar and have come into my own; I feel (mostly) confident, especially in my abilities as a teacher, and especially in my interdisciplinary/intersectional approach. My work has grown from my educational foundations in American studies, women's studies, and comparative ethnic studies, and has given me the tools to write about Hip-Hop, literature, television, pedagogy, and so much more. I have also had the privilege to reconcile my personal and political interests through my work related to my book, Women and Fitness in American Culture, and my current research project about young adult dystopia.

I have found that my specialization is in the connections between and among all of the areas that I (am forced to) work in, but it is not easy to navigate the spaces between and among. As I have continued to teach, research, and write about race, class, gender and sexuality, this interview question--and my inability to answer it--has been at the back of my mind and I have worked hard to be sure that I am doing justice to each tenant of intersectionality, especially in their interlocking/intersecting/overlapping. This is not easy work. But it is work that I am passionate about.

The sexuality aspect of my work has not developed at the same rate as the race, class, or gender components. My radical ideas about sexuality have mostly stayed at the fringes of my work and the edges of my life. I have been afraid to engage with sexuality as a component of intersectionality for a variety of reasons, mostly because it is difficult to come out as something specific when I am still struggling to understand myself. I have not engaged this vector of intersectionality because I have the privilege to ignore it.

Just like my whiteness dictated how I was perceived as a candidate for a job teaching about race, my assumed heterosexuality means that I don't have to worry about being judged, belittled, or dismissed because my gender and sexuality are queer. I can stay silent and let people assume what they want to. Many times in the past people have assumed I am a lesbian (or so I have been told). I don't wear a wedding ring. I teach women's studies. I talk about my dog but not my partner/husband. I must be a lesbian, right?
 
But the beauty of the work that I do is that I have the freedom to explore my personal and scholarly interests from a variety of angles. I can rework the pieces and fill in the gaps. Recently I decided—for personal and professional reasons—that I need to bolster that sexuality piece of the puzzle. So, being the academic nerd that I am, I selected a number of books and started my own little reading/research/writing project.

I find time to read these books in the spaces in between my other work and they have already begun to inform my teaching and my thinking. They have already helped me to know myself better, to feel more confident in who I am, to feel less shame is being queer. So, when I have some spaces, I will share some of these books and the interesting intersections they push and pull. I am not sure exactly where this project will lead, but I am excited for the ride.

I have tried many names and many incarnations of my particular "brand" of fitness dance: Pleasure, Power, and Movement; Feminist Fitness; Just Dance; Organic Dance (the biggest failure); and, most recently, Mind/Body Fitness Dance.

During the fall semester I previewed Mind/Body Fitness Dance at UMA-Bangor. I had positive feedback to this fitness class, and I decided to offer it this spring as a two-part series. While I have struggled to keep consistent attendance at this kind of fitness/dance class at the YMCA, I think that teaching this class on campus allows me to more fully share all of the nuanced aspects of this fitness form.

Starting this Thursday I will be offering Mind/Body Fitness dance on campus, Thursdays from 5:15 to 6:15. I have created a pamphlet that explains a little more about this form of fitness and dance, but it is really something that has to be experienced and embodied.

People are often afraid to dance, afraid to move outside of culture’s strictly draw boundaries of body and space. This is especially true of women and girls. We are taught to take up as little space as possible and we fear judgment and doing things wrong. I know this because I used to feel this way too.

I found confidence in fitness classes that allowed me to follow directions--and to give those directions when I became an instructor. In both cases, movements were rigid, linear, contained. In group exercise classes we generally know what to expect and the rise of manufactured fitness classes (like Zumba, Les Mills, and MOSSA) make for consistent, predictable workouts. While not everyone enjoys classes, many find safety in proscribed movements.

Invitations to try Mind/Body Fitness Dance are met with: I can’t dance. I only dance when no one’s home. I have no rhythm. I can’t follow directions. I need to be told what to do. I am so out of shape. These are excuses I hear often.

I also hear the unspoken reasons. I am insecure about my body (too fat, too thin, too something wrong). I am uncomfortable trying new things. I’m scared. I have anxiety. (I have made all these excuses too.) But all of these discomforts are exactly what Mind/Body Fitness Dances offers to alleviate.

Movement helps us let go. Music gives us a landscape. Structure and freedom help us feel safe while we also have literal and figurative space to explore.

Mind/Body Fitness Dance has changed my approach to fitness and has helped me to find more confidence, wellness, balance, and joy in my life. Sharing this movement--my art--with those who are brave enough to try something different is scary and rewarding. I share Mind/Body Fitness Dance as a tool of self-care; it is my gift to my community.

Eastport 124, on a Thursday afternoon, is private and the environment is conducive to freedom of movement. Music fills, but does not overwhelm the space and the play of light and dark enhance the dance fitness experience.

I want to invite students, faculty, staff, and community members to try this form of mind/body fitness dance. When we step into the dance, we leave these roles and become movement. Lose yourself. Find Yourself. Move and Be Moved.

From the first few notes of Spearhead’s album Home, I was hooked on Hip-Hop. This isn’t the origin story that most Hip-Hop heads tell, and it certainly fits with my demographics. As I am reminded any time I am in Hip-Hop spaces: I do not look Hip-Hop. I do not speak Hip-Hop. I do not move Hip-Hop (well kind of, sometimes). But I am a part of Hip-Hop.

I feel Hip-Hop—physically, mentally, emotionally, spiritually, politically, pedagogically. I am Hip-Hop because Hip-Hop is so many different things. I have published and presented at academic conferences on the subject of Hip-Hop. I teach a multivalent vision of Hip-Hop to my students in a variety of academic classes and I choreograph “freestyle” fitness routines.
My teaching in both these spaces brings Hip-Hop to populations that might not otherwise engage with this culture and art form.

I love Hip-Hop for its power, its depth, its edge, its truth, its flow.

But it is easy to get distracted from the things that I love. I have too much to do, and I am spread too thin. I am interested in too many things, and I have too many commitments. When I have time to listen to music, I am often memorizing Group Groove choreography and I listen to the same ten tracks over and over again. I repeat a song over and over until the music and choreography are a part of me.

But this is also how I listen to music that I enjoy. I get obsessed with a song (or an album) and it haunts me and follows me, and the songs that resonate most with me often becomes a part of one of my fitness classes. Hip-Hop is part of this obsession, but to keep up with the Hip-Hop that isn’t most readily available--on TV, on the radio--takes work.

I stumble upon new songs. I circle back to favorites. I rediscover. And my friends and students send me links.

Last semester, I noticed that something felt off. I was busy (as usual). Generally happy (as usual). I was stressing over the details of life and feeling frustrated. I felt disconnected and disconcerted. I was reminded of the power of Hip-Hop when the BreakBeat Poets visited campus; I witnessed (again) this power of Hip-Hop through my students and colleagues. I realized that what was missing was my connection to life through Hip-Hop.

On my next long drive, I listened to Lupe Fiasco’s album, L.A.S.E.R.S. I was transported, pulled into that swirl of love, and politics, and beat, and flow, and soul. I felt renewed and reminded about what is important in life and why I love what I do. In the past I had connected with "Letting Go," "Words I Never Said," and "I Don't Wanna Care Right Now" but this time new songs on the album stuck out to me. I was haunted by "Beautiful lasers (2 Ways)" and “Coming Up” became a regular on my rotation and a part of my fitness classes.

Lupe Fiasco explains in his album notes: "Lasers are shining beams of light that burn through the darkness of ignorance. Lasers shed light on injustice and inequality. .... Lasers act and shape their own destinies. Lasers find meaning and direction in the mysteries all around them. Lasers stand for love and compassion. Lasers stand for peace. Lasers stand for progression. Lasers are revolutionary. Lasers Are The Future."

Lupe Fiasco’s words resonate beyond his music. It’s easy to pass by the moments, to let our lives run out in our responsibilities, obligations, distractions. Hip-Hop brings me home in ways that no other form of art and culture can. Hip-Hop saves my life over and over. It reminds me who I am and who I want to be. It reminds me that I am still coming up.

The first year I got involved with my university's colloquium theme was the year that "revolution" was chosen and I was asked to speak on the theme at our annual convocation event. It was exciting to explore this theme in my classes and to share an American studies take on revolution. The next year I found the food theme to be at least as fruitful in the classroom, and the excuse to focus on food meant that we could nourish our minds as well as our bodies. I was less excited by the bioethics theme that followed, but I found myself learning new things and expanding the tried and true topics that have made my classes engaging and challenging.

When our committee settled on "innovation," I wasn't really seeing how "innovation" was anything more than a tool to promote the idea of a linear path of progress that pushes forward in attempts to fulfill mainstream definitions of success, weaving--and sometimes challenging--myths along the way.

But, the theme of innovation nagged at the back of my brain. It got me thinking, and, ultimately this is the point of having an academic theme. Taking innovation out of these obvious contexts of science, technology, and business only makes room for further innovation. Somewhat obviously, innovation in the arts and humanities is coveted. We celebrate innovative filmmakers, innovative artists, innovative writers, innovative thinkers.

I never think about my work as being innovative; I think about it being flexible, dynamic, engaging, challenging, tireless. But seeking new ways of looking at old ideas is certainly innovative (as James Cook confirms for me in his framing of the theme at Convocation), and this is at the heart of my interdisciplinary teaching and scholarship. Interdisciplinary studies are studies in innovation, finding connections in spaces where strict boundaries are drawn, creating new methods and new forms of knowledge.

The innovation theme invites us to think about what we teach and how we teach it, and part of the point of such a theme is to approach it from a variety of angles. A quick search reveals ways of teaching innovation that coalesce with interdisciplinary approaches, like this Mind/Shift list of ways to teach innovation.

While there is a long list of innovative pedagogies, and maybe even a short list of innovative technologies, at play in my teaching, what is most immediately on my mind are my ongoing explorations of fitness in humanities and interdisciplinary contexts. In our AME/WGS 306: American Fitness class this fall, we will consider fitness in a variety of texts and contexts and through an interdisciplinary lens.

We expect to see fitness as a topic in the sciences. Bodies are measurable. Time, distance, expenditure are measurable. And in the social sciences--attitudes, behaviors, and demographics are measurable and comparable and surveys and interviews provide qualitative analyses. Interdisciplinary fields like women's studies considers strong women and women who break gender norms in sports and physical education as well as the ways in which gender is portrayed in magazines, for instance. These approaches produce important insights and a foundation for innovation.

Innovations in fitness are often met with the rigid resistance of minds and bodies trained in certain kinds of movement--linear, purposeful, exacting. People drawn to the linear, competitive aspects of running might be threatened by the choreography and hip movements of a Zumba class. People drawn to dance might resist the regimented movements of weight training or the aggressive nature of kickboxing.

Innovations in scholarship meet similar kinds of resistance. Interdisciplinary inquiry threatens definable boxes and known quantities. Certainly Luddites push back against innovations in technology, ethicists push back against innovations in science, activists push back against innovation in business. When innovation meets at the intersection of fitness and academia, push back is often stillness, a lack of engagement, a quiet anger, a refusal or inability to embrace change let alone the possibility of transformation.

I detail, analyze, and extrapolate many of these fitness innovations in my book, Women and Fitness in American Culture. I also continue to highlight the work of my colleagues in this field through resources on my culture and movement website and features on my blog. My students' blogs and projects this fall will help to make this class--and interdisciplinary inquiries in the realm of fitness--more dynamic and innovative. Those interested in such innovations can join our Google+ Community.

My initially limited view of innovation in business, science, and technology left me with an underdeveloped idea of what innovation means. Innovation challenges norms, disrupts comforts, and shapes expectations. Innovation is now a conscious hammer in my toolbox and I look forward to sharing this tool with my students this fall.

I meant to write this blog some time ago, inspired when Be Steadwell (B Steady) performed at UMA in connection with my Hip Hop class and sponsored by our Women Invigorating Curriculum committee and a Presidential minigrant. I have so many passions that it can be difficult to balance them all, and Hip Hop is one of those passions that is a common thread through all I do.

In the academic classroom, across disciplines, I use Hip Hop to talk about all kinds of issues from poverty to power to portrayals of women. In my fitness classes I use Hip Hop to inspire movement including two of my favorite Hip Hop yoga tracks: "Yoga Mat" by Stic Man and anything by MC Yogi. Hip Hop was what inspired me to dance outside the fitness box when I combined it with belly dancing.

But Be Steady's performance reminds me how important it is to promote women in Hip Hop by sharing knowledge of artists who don't get noticed in the narrow halls of mainstream Hip Hop. A recent interview with a graduate student working on a Master's thesis about women in Hip Hop rekindled my desire to share a few artists and observations about women and Hip Hop. But first things first...

Nicki Minaj and Monsters in the Mainstream

Whenever I teach about Hip Hop, students often argue adamantly that Nicki Minaj is an "empowered" female rapper, and she is often the only example, besides Beyoncé and Rihanna, students can cite. I am not here to argue that Minaj is or is not empowered (especially since empowered can mean many different things); instead, I want to use her as an example of the problems with mainstream American culture and Hip Hop culture. It is no secret that the few women who have found marginal success are conventionally attractive and often use sex to sell themselves and their work (like American culture demands as much as Hip Hop does). My students overwhelmingly cite Nicki Minaj as "proof" that women can succeed in Hip Hop. Many of my students find her to be "strong" or "successful" or "powerful."

Even in a song like "Monster" (Kanye West featuring Jay-Z, Bon Iver, and Rick Ross as well as Minaj), a song that is blatantly misogynistic and highly disturbing, she is seen as holding her own and being empowered. I even had a student post a video on a social media site with only the verse that Minaj contributes and with a very long analysis of the empowering lyrics supported by the image of Minaj's split personalities. When I asked her to contextualize her analysis within the song as a whole, she declined because she didn't think that the bigger context (a video where the only other women are dead, hanging from meat hooks and being dragged around or used sexually) really mattered because of how "empowered" Minaj was in this one part of the song. Later, when her mother asked her not to post such disturbing things because grandma might see, the student removed her post.

Women who want to achieve mainstream success also have to fit stereotypes and so sexual confidence can be exploited just as much as sexual exploitation. For instance, when Nicki Minaj adds her voice to songs by popular male artists, many women see this as positive. They see her as empowered, as playing the game with the big boys, as holding her own. But this empowerment is all in a context where she has to play their game to find a place for herself. For instance, as I was writing this I came across an article where a quote, "I have bigger balls than the boys" is featured in the headline. If the headline doesn't say it all, then the tagline does: "She has a body like Marilyn and a mouth like Eminem. No wonder Nicki Minaj is the hottest female rapper in the world." No matter how big her balls, she will only ever be a female rapper.

Female artists who play this game gain success. Those who don't will stay at the margins or will achieve success only in limited and limiting ways. So, maybe it is actually a positive that women don't gain mainstream success. Maybe this means that female artists aren't willing to play a game that makes them a victim, a margin, a window dressing, a receptacle. Because Hip Hop is a powerful and empowering art form, because it is a form of social and cultural criticism, because it gives voice to the voiceless, maybe mainstream success is not what female rappers should waste their time trying to achieve. Women rappers are already challenging mainstream conventions by their mere existence; their messages do so even more. Women with a voice, women of color with a voice, are a real threat to mainstream America. So, I share these examples because they shatter mainstream perceptions of women in Hip Hop.

Angel Haze

A student in my classes introduced me to Angel Haze. Her covers of "Same Love" and "Cleaning Out My Closet" take two popular and iconic songs and twist these songs to meet her experience as a black, pansexual female artist. Certainly the mainstream success of "Same Love" has exposed many people to Angel Haze since someone who is searching for Macklemore's song will inevitably find Angel Haze's version. This provides opportunities to educate--in and out of the classroom. When I show students Angel Haze's version of "Same Love," most remark that it is more real, more meaningful then the original. But, the original exploded Macklemore's career for a variety of reasons that speak to the politics of the mainstream. He is white and not gay, so the song is safer and can have "anthem" status. When Angel Haze adds her story to his message, she is exposing the limitations of the mainstream. Her identity, sexuality, and experiences with oppression are in the forefront, amplified with her talent for words.

Mainstream America is not ready for Angel Haze, and yet she recently recorded the theme song for the film 22 Jump Street. Another contradiction--this recording features Ludacris, lending it mainstream validity. In this song, she is singing for most of the song, and when she does rap she is rapping about the film's characters. She isn't seen anywhere in the videos I found for the song and no one listening would guess that she was anything but a "lesser" Nicki Manaj. So, again, mainstream success is limited. But it might be a start!

Invincible

This picture of Invincible is a powerful statement about women in Hip Hop as well as queer women. When I first saw this picture, it brought tears to my eyes. I bought Invincible's Shapeshifters album, a title that is exactly in line with my passions for flexibility, interdisciplinarity, and transformation. "Shapeshifters" and "Sledgehammer" are my two favorite tracks and I use them in academic and fitness spaces often. Invincible opens "Shapeshifter" with: "Music's not a mirror that reflects reality/ it's a hammer/with which we shape it." Taking this popular revolutionary phrase and adapting it to her purpose speaks to the power we have to shape culture if not also reality.

Her politics are clear through her lyrics, but more so through her community activism and the larger picture of the projects in which she collaborates. A co-founder of Emergence Media, she produces her own music as well as videos about topics like women in Hip Hop and gentrification in Detroit. She's also involved with Detroit Summer, "a multi-racial, inter-generational collective in Detroit that is transforming communities through youth facilitative leadership, creativity and collective action" and other such social justice work. Her music plus her activism only strengthens the hammer.

Eekwol

I don't remember how I came across Eekwol, an indigenous artist whose songs speak to experiences of colonization, violence, and freedom. Her songs "Too Sick" and "I Will Not Be Conquered" provide perspectives that "represent the truth." As her ReverbNation profile notes, "she holds a lifelong background of Plains Cree Indigenous music and culture, and invites the audience into a space of experimental hip hop unique to her land and place while respecting the origins of hip hop." Eekwol's work raises consciousness and connects communities.

She also speaks to the roles of women in mainstream Hip Hop in this interview/video that was created as a part of a seminar/presentation and a teaching tool for use in high schools. In educational settings, these artists can be used to make connections to our communities as much as they can be used to raise individual students' consciousness. Artists like Eekwol and Invincible combine art and politics in powerful ways.

Be Steady

Which leads me full circle to Be Steady, an artist I discovered via Words Beats & Life. I started watching her videos and songs and fell in love with her. I didn't really imagine that I would be able to bring her to UMA to perform. I was almost surprised when I booked her so easily. At first she seemed shy and humble, so when she started singing, and her voice filled our little event room, I was speechless. The first few minutes of her performance and her first song "Worthy," hooked the audience. (Fast forward a couple of minutes through my awkward intro and movement of the camera!) I often play this haunting song over and over.

From there, the performance unfolded with songs combined with commentary about her music--the art and the subject matter. She fielded questions from the audience and wove her answers into her performance. She addressed everything I hoped she would address--including questions of identity and sexuality. (Click here for part two of Be's performance). My students were so energized by her visit and shared her music with other students and through social media. Be Steadwell was an amazing performer, but because she was a down-to-earth person, her work reached students even more. Will she gain mainstream success writing songs about her love for girls? Probably not. Will her fans continue to love her music? Will she continue to evolve as an artist, to connect communities, and inspire people? Outside the mainstream, such growth and transformation are possible.

Hip Hop cannot be contained by the mainstream as much as mainstream representations limit what people know about Hip Hop. Our heroes circulate in different spaces. None of these women have messages that mesh with mainstream American expectations let alone the narrow confines of women and Hip Hop. But they are changing Hip Hop as much as their work is transforming minds and lives. All we have to do is listen... and pass it on.

My newest research venture is, by default, YA Dystopia. And "by default" I mean because I am completely obsessed with dystopia in general, but I am particularly addicted to YA dystopia with female protagonists. I call these my "crack books" because I quite literally cannot stop reading them. I can't stop reading without concerted effort and when I put down one and pick up another. Life isn't the same without being engaged in this other world for part of the time. And so of course that obsession extends itself into a kernel for teaching and research.

My real interest in dystopia came via Octavia Butler's novels and Star Trek fantasies (next Gen, of course!). My YA obsession began, predictably, with the Hunger Games. Before I was a third of the way through I ordered the next two books because I didn't want to have any interruption in my reading experience. I read straight through. And I had to find more. I worried I would never find another  reading experience like HG. While I read plenty of books that did not fall into this "narrow" category, some related and some not, I read books like the Birthmarked trilogy and the Chemical Garden trilogy and my less favorite works that focus more on boys: the Maze Runner Trilogy and the Ender's Game series. But there is so much more!

When I began to find monotony in the plot and characters/characteristics of the protagonists, I was floored when my friend forwarded me a link to a blog via Bitch Magazine. This was exactly what I had been looking for, hoping for, longing for--books that had protagonists who were girls of color. Visions of the future that consider how race, ethnicity, and identity are factors in the future. This discovery is what sparked my interest in looking at YA Dystopia as more than just an obsessive fan. There is way too much to explore (and that's exciting!).

In the spring of 2015 I will be teaching an online topics course called "Girls on Fire: Gender, Culture, and Justice in YA Dystopia." When I proposed this course one of my colleagues suggested I spell out what "YA" is. Half joking, I told him that anyone who doesn't know what YA is, I don't want them in this course! There are so many other  readers out there who are interested in this genre and read just as--or almost as--voraciously as I do. I know this class will be in demand.

This interdisciplinary course is cross-listed between American studies, English, and Women's, Gender, and Sexuality studies and will consider the topics in the title as well as race, community, power, sexuality, technology, the environment, politics, etc. I am excited about the projects that we will engage with to explore this rich body of work. I'll be teaching online and developing resources related to the genre, including a guide to the best books.

Inevitably I'll be working on a book project related to this work as well. In many ways it mirrors the body of work that I explored in my first book, Pictures of Girlhood: Modern Female Adolescence on Film. YA Dystopia has many of the same themes--coming of age, absent parents, violence, limited representations, etc.--but it also has the context of the future and the bigger picture of the fate of the world (or at least a little piece of that world). These "girls on fire" give us hope in the present for the future.

Whenever I finish a project, when what I've written/birthed/sweated out goes off to the publisher, I start to find more sources that would be "perfect." I lament not finding them before I was finished even though I could not have included another source. In fact, the last of my writing process for my last book--and most things I write--is cutting out the excess, polishing the product.
 
There was a lot to cut from Women and Fitness in American Culture. It went through many incarnations and there was so much "perfect" evidence. But that doesn't mean that there weren't sources that would have been helpful, insightful, even key to the crux of my argument. The fact that there are always more examples to add to the mix speaks to the flexibility of interdisciplinary studies as well as the subject at hand.
 
Red Nails, Black Skates: Gender, Cash, and Pleasure On and Off the Ice is a book I not only highly recommend, but also wish I would have discovered before my book was written--for my own personal and professional reasons.
 
It is really quite ridiculous that I did not discover this book during my extended research process. In fact, as I scratch at the reaches of my brain, I am pretty sure that I clicked right past it. At one point I decided that I needed to narrow my scope of research, to only tangentially consider "sport." I wanted to consider sport mostly as it stood in for "fitness," as it narrows the overall quality of fitness to an athletic/competitive activity that relies upon the mastering of a set of specific skills. I remember scrolling by thinking "skating" is not "fitness." And it's not, but I didn't imagine at the time just how relevant skating is, at least in the context of Rand's work.

Since author, Erica Rand, is practically my neighbor and is a friend of a colleague of mine, and since I am pretty sure said colleague mentioned this book to me at one point, it is simply a travesty that I did not pick it up. Her arguments about pleasure, social justice, and queer bodies and queer approaches and spaces would have been helpful to round out some of my less developed arguments. For instance, while I write about the term "pleasure" scaring away participants, Rand boldly writes a whole chapter on the connection of skating and pleasure titled, "Skating Is Like Sex, Except When It Isn't" and in the first paragraph she proceeds to provide the best definition/description of sex I have ever read:

        For me, skating is a lot like sex. It's at once hot, intense, smooth, and sweet. It involves control, in ways that mix taking         and yielding it. It's rhythmic, you can improve with practice, little things can make all the difference, it can feel like flying,         and when it really works it's intensely in-body and out-of-body at the same time (46).

While I apologize, Rand embraces.

But the biggest reason I lament my oversight is that Erica Rand's book is so much like mine at the same time that it is so different from mine. It would have been helpful to have her book in a kind of role model/mentor kind of way. So many things that I was afraid to do with my book--tell my story (even the personal details), use myself as a research subject, put my body on display beside the product of my brain--Rand does with confidence, poise, and insight. She owns her work in a way that I want to own my work.
 
Even the structure/approach of my work has similarities to Rand's book. When I read her "Introduction: Skate to Write, Write to Skate," I felt like we had parallel projects. The thoughtful subtitles, the process laid bare, the personal narrative, the connection between the spheres of academia and physical embodiment/engagement, and the desire to reach audiences beyond academia, are all qualities that our work shares. She lays it out with confidence.
 
I lay it out with trepidation--a different language, a less-definable subject (skating is more concrete, fitness is diverse and abstract), an exploratory method, a distilling of theory, a weaving of less defined voices and more abstract ideas. I am still in the process of understanding how to do critical interdisciplinary work; and interdisciplinary theory and methodology will be one of my next research projects.

But, ultimately, for both of our works, transformation is the impetus. In conclusion Rand writes about "the principle of ethical fieldwork: Don't take from communities you study without giving back" (261). This is a principle that is embodied in my dual spheres of fitness and academia; for both of us, "fieldwork" is also life. She also reminds me that "there is not one single way to effect change ... in the rink only" or "to participate in anti-oppression struggles across categories of race, gender, sexuality, economics, and nation" (261). Academia and activism, pleasure and politics do not have to be binaries.
 
Our endings are even similar. She notes, "we need to get out there and do the work. And still, then again . . ." (261), while I note "if we are willing to do the work(out)." But neither of us can let that be the last word. I turn to final relaxation/rejuvenation. She turns to correcting a myth (that I perpetuate)--that Emma Goldman never actually said: "If I can't dance, I don't want to be in your revolution." But, Rand argues, she did express this sentiment. And to this sentiment, Rand adds, "And sparkle."
 
Next installment of additions and reconsiderations: Hanne Blank, The Unapologetic Fat Girl's Guide to Exercise: And Other Incendiary Acts.

In 2009 I was fortunate enough to have the experience of seeing Angelou speak at one of the largest events hosted by the University of Maine at Augusta. Students had dreamed big and worked hard to get Angelou as a speaker. We do not usually (ever?) have the budget for speakers of Angelou's fame or caliber. I will always remember that event, and her amazing, dynamic presence, but my "remembering" of Maya Angelou is not as a "hero" (as many people regard her).  My remembering is a lesson in critical consciousness.

As a complement and preparation to this event, in the spring of 2009, I taught a class about Maya Angelou. The event did not happen until late April so we had plenty of time to prepare. It was cross-listed between English, Women's Studies, Humanities (before we had an American Studies designator) and had multiple sites taught via compressed video. There were 40 students in this class and most were eager to have an opportunity to read Angelou's work and learn more about her. That's why they took my class. But this is not why I taught this class.

One student immediately dropped the class, noting that he thought this was a "read and write about it kind of class." We certainly read a lot--all of Angelou's autobiographies, all of her poetry, her short stories, her book of essays, and her children's books. We also watched videos of Angelou and considered her politics and her work as an African American woman writer. The opportunity to teach about Maya Angelou is an opportunity for engaged, critical, interdisciplinary education.

As my students know, I don't just teach about the great works or deeds of a person, even someone who is as great as Angelou. Instead, I asked students to consider Angelou in her social, cultural, and political context. I asked questions like "what is it about Angelou that makes her a 'hero' while other black women are vilified as dangerous or subversive?" And, "why I am I teaching this class about Angelou instead of a class about bell hooks or Angela Davis or Audre Lorde, for instance?" These are just two of the hard questions that we don't ask about our heroes.

I taught this class to give the students an opportunity to consider Angelou--her life and her work--deep and wide. And so even though I began the class proclaiming to not be a fan, and to not really love her work as her many fans love it, I learned a lot about Angelou and I really enjoyed reading her collected body of work. She certainly had a long, full life and has been an influential figure through decades of political shifts. She challenged racism and sexism and told her stories without fear or apology. She should certainly be on our list of heroes.

But we should see our heroes in more complicated light. The work I assigned for this class reflected the complicated nature I wanted students to explore. Students wrote academic papers, many of them analyzing her work and some of them critically considering her work in context. Some students took a stab at their own creative writing. Many dealt with their own histories of abuse. Students also created their own Angelou-inspired children's books. They were asked to share  what they had learned in class in a public setting, and many took Angelou into elementary and high schools. (And colleagues and I held a "Teaching Maya Angelou" workshop for teachers in three locations in Maine.)

The night of the event we had a "Welcome Table Potluck" where students could either make dishes from Angelou's cookbook or make their own recipes and tell their own stories. This remains one of my favorite assignments ever, and students brought friends and family to our pre-event potluck and post-event dessert and discussion. Some of us kept hoping that Angelou might make a surprise appearance, but I am sure she had no idea that this co-event was happening. I want to believe, for my students, that if she did, she would have stopped by ... at least for the grub.

The students embraced every assignment with passion that paid tribute to the works of Maya Angelou. One student even took on the project of collecting students' works and creating a book that was given to Angelou as a gift. The sad thing is, with all of this work that my students did, we don't know if Angelou ever received the book. Here's what happened:

When people hear that I taught this class and that Angelou visited campus, they assume I got to meet her. Not even close. (And I certainly didn't expect to meet her, ever, and I am okay with that.) I am not sure that anyone even ever told Angelou that there was a class being taught about her work. When I suggested that students write letters to her before the event, the organizers of the event pretty much freaked out. Because of stipulations in the contract (and no doubt due to her age), Angelou's visit was tightly controlled. There was a long list of don'ts and a limited number of people who could meet her. Any breech of this contract and they could walk away with our (very hard-earned) money. Understandable.

But what was not understandable to my students was why they could not present her with the gift of the book they created for her. Instead, the mayor of Augusta was invited to present her with the key to the city and the students' book was (supposedly) left in her backstage dressing area. I am sure that Angelou has received many, many such honors--the key to every city, the honorary doctorate, the accolades of millions. But, she may or may not have received a heart-felt collection of work produced by UMA students in her honor.

And this is one of the problems of heroes. The higher we hold you up, the harder it is for you to see the people. The more we scramble to provide appropriate honors (those that mayors and presidents deliver), the more we block out the honors of the little people who matter the most. I don't fault Angelou here but the layers of lawyers and keepers and contracts and event organizers and PR people who decide what an event like Maya Angelou speaking at a small, open-access university in Maine should be about.

I have been waiting for the opportunity to tell this story and, unfortunately, it is Maya Angelou's passing that has prompted me to share this "remembering." But it is an important lesson for all of our heroes--dead or alive. We made you heroes and we will examine every inch of your life and work so that we can better understand ourselves and our world. Then we'll look to see where we can make change.

Just when I thought that fitness was not on the American Studies Association annual conference program (see Yoga for a Cause), I attended the ASA Women's Committee session Saturday afternoon, "Critical Conjunctures of Debt: Women of Color,  Healthcare Disparities, and Advocacy." I was a little bit late. After two moving presentations by the other panel members, Shirley Tang and Jacki Rand, Koritha Mitchell gave the presentation I had come for: "Pay Yourself First and Pay It Forward: The Black Girls RUN! Project."

In Women and Fitness in American Culture I highlight the problematic aspects of the national healthcare agenda and the conversation around American fitness that we see in popular culture. I also highlight the ways in which fitness can help us work toward transforming these conversations and policies. Koritha Mitchell's presentation complements my work in important ways as her arguments about the bigger picture of American fitness mesh with mine, and she extends the conversation to speak specifically to black women's experiences, in all their diversity. At the end of the panel, chair and commentator, Alondra Nelson, remarked that it's about time that we consider health research in the Arts and Sciences. I couldn't agree more, and I hope that my work provides a jumping off point for many conversations, like those begun at ASA by professors Mitchell and Nelson.

Professor Mitchell framed her discussion of Black Girls Run! through a larger picture of American culture and politics, particularly the racism of "know-your-place aggression" seen in its most extremes in the recent Trayvon Martin and Renisha McBride cases. These cases are nothing new, and they are not rare. In this climate, Mitchell argues, "exercise has become invaluable"; it is a way to avoid despair and to prioritize self-care while equipping others to do the same. This is particularly important for black women and other women of color who are devalued--body and mind--by American culture and whose lives are often wholly devoted to the service of others. As Mitchell argues, "energy is our most precious resource" and black women deserve to put themselves first. Preserving such energy is the only way to continue to give that energy to our families, our communities, our work, and to social justice.

She also frames her discussion in terms of the national debate about health care and the emphasis in American culture on health and fitness as weight loss. Mitchell's presentation was not the only one at ASA to make a connection between the government initiatives of "My Plate" and "Let's Move" and the limited and limiting representations of "health" and "fitness" that target African American women. (Karisa Butler-Wall presented her paper, "Risky Business: Race, Citizenship, and the Biopolitics of Debt in the 'Obesity Crisis.'") But the problems that plague black women's health are not individual problems; they are structural problems. As Mitchell argues, Americans are sedentary. Americans eat too much salt and sugar. Americans eat too much fast food.

After framing the climate and arguing the importance of self-care, Dr. Mitchell discussed the ways in which The Black Girls Run! chapter that she organized in Columbus, OH, in April of 2011, helps to mitigate these circumstances and transform the experiences of black women individually and in community. The story she tells is one that echoes and extends the stories I tell in Women and Fitness in American Culture. While I weave other voices and stories into my own, I also make it clear that my experience in fitness is limited by my geographical locations, my whiteness, my middle-class status, and other factors that shape women's individual and collective fitness experiences. We need more stories.

We need to take up more space. The work of Black Girls Run! takes place in cyber spaces as well as in real life. Mitchell notes the supportive environment that Facebook offers through its daily activity and the ways in which this organization continues to resist the notion that losing weight is motivation for exercise. BGR! adopts the important ideas that exercise is beneficial no matter what size a woman is and that exercise is punishment if it is linked to weight loss. These are important messages in a culture that devalues "fat" while blaming the individual for structural problems.

Perhaps the most important philosophy expressed through Mitchell's chapter of BGR! is the idea: "I am grateful I can move, so I am moving." This is the basis for feminist and mind/body fitness that I discuss in Women and Fitness in American Culture. Likewise, BGR! is flexible, supports beginners, and operates with a "no woman left behind" philosophy. Everyone crosses the finish line and everyone does the level of activity they are able to do that day. Members support one another on the run and in life; they challenge each other to be their best. And yet, Mitchell argues, there is no flexibility with a culture of excuses. (And she provides fun motivational messages like those on her Pinterest page.) BGR! leaders must be reliable and on time, and must not let weather control their desire to run. Ultimately, building a community presence means being accountable to that community. Strong leaders like Koritha Mitchell, make a difference.

As I note of my own work in the sphere of fitness, Mitchell argues that the work she does with Black Girls Run! makes her work in academia possible. Running is crucial for Mitchell's intellectual self, just as my practice of yoga and cardio/dance are for me. For both of us, this fitness space allows us to interact with people outside of academia, to connect with our community in meaningful ways. For Mitchell, this is an important space of connection since the two activities that allow black women to interact (traditionally, and in Columbus specifically)--church and activities for children--are not spaces Mitchell is involved with. Further, she notes that this work has "really driven home for me just how diverse black women are. If we didn't have racism," she notes, then black women might not have much in common.

Diverse women come together in fitness spaces, and the benefits of fitness communities cannot be overlooked or underestimated. As Dr. Nelson pulled together the threads of the presentations on this panel, she included a slide show with quotes from the Black Panther Party and Audre Lorde. In both cases, the importance of self-care and health as an integral part of the "aspiration and practice" of "the liberation struggle" were highlighted. Her role call of women in academia lost too soon was a sobering reminder that the importance of self-care is both an individual and structural problem and priority, particularly for women of color whose bodies and minds are undervalued and exploited. Health and fitness are issues that cross categories and disciplines and deserve a more thorough look from the arts and sciences, and from interdisciplinary, feminist inquiry, as well as from American studies scholars.

Academic conferences are often difficult experiences for me. As a shy introvert, it is difficult to make connections, even with people I already know. It's also simultaneously intimidating and inspiring to see all of the amazing work being done in and around the fields I work in--American studies and Women's, Gender, and Sexuality studies. Inspiration is especially the case with the National Women's Studies Association conference, which I attended this past weekend in Cincinnati; these women are amazing.

I always learn so much at this conference, and it provides a number of opportunities that other academic conferences don't offer. For instance, the contributions by graduate students, and even undergraduate students, at this conference are welcome and encouraged. Simultaneously, the "big names" in women's and gender studies are accessible and approachable. There are certainly things that NWSA could do better, many of which are the usual weaknesses of academic spaces, but NWSA will continue to be my favorite conference. Here I'll share a few highlights (and see my related blog about Fitness at NWSA).

Women Everywhere. As one might imagine, the NWSA is attended by mostly women. There are certainly some men there, and they are as welcome as anyone else. And there is a diversity of people generally--women of all sizes, shapes, colors, sexual orientations, national and international origins, younger and older. It is inspiring simply to share the space with so many women. There are few other spaces where you can walk through crowds, make eye contact and smile, maybe even chat with someone you don't know. (In fact, after an embarrassing cash mishap at the airport, I hitched a ride with a couple of faculty members from Rutgers who welcomed me into their cab and trusted me to pay them back later.)

Workshops and Roundtables. While many conferences include alternate formats to the "talking head" presentation, NWSA does this particularly well. In fact, I walked out of a more traditional panel when one women read her paper--a critique about the One Billion Rising movement--quickly and in a monotone. People talking about their work is so much more powerful than listening to someone read, especially if they are reading in a disaffected manner. Further, I really hate it when I go to a panel to hear a particular panel and the one paper I wanted to hear is a no-show. The whole discussion is stunted with a missing piece. Roundtables and workshops are always worth attending.

I attended two roundtables that I want to share. One was with some of the editors from The Feminist Wire, a website and collective that does amazing work. The other was with the Crunk Feminist Collective who also publishes a blog. Both of these roundtables were amazing and inspiring. Both groups maintain and update their site regularly--daily and weekly, respectively. They do this work--for no pay--on top of their "real" work. Both provide insights that you will not see in the mainstream news media.

The Feminist Wire provides an extensive peer-review process and work collectively to edit articles. They publish well-known authors like bell hooks and Angela Davis as well as people who have never published. They also provide space for "college feminisms" and "elementary feminisms" and encourage young people to submit work to their site.

One of the most helpful aspects of both of these roundtable presentations was their discussion of self-care, a topic I presented on at NWSA this year, and a topic I start to explore in my book, Women and Fitness in American Culture. (More on this in my blog about Fitness at NWSA.) In an environment where everyone sacrifices their quality of life outside the academy--on my campus and in the academic world more generally--it is inspiring to hear women talk about the importance of taking a break, stepping away, or rewarding yourself for your hard work. Such is not easy to do, but it is necessary if we want to continue to serve our institutions, students, and communities.