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Elizabeth Engelhardt, Chair Burdine 437, Mailcode B7100, Austin, TX 78712 • 512-471-7277

Elizabeth Engelhardt

Professor Ph.D., Women's Studies, 1999, Emory University

Department Chair, Professor
Elizabeth Engelhardt

Contact

Biography

Elizabeth Engelhardt has taught in American Studies and the Center for Women’s and Gender Studies here at the University of Texas, Austin from 2004 until the present. Since receiving her doctorate in Women’s Studies in 1999, Dr. Engelhardt has held academic positions at Emory University, Ohio University, and West Virginia University as well. A native of western North Carolina, she is never happier than when she can write and read with her feet in a mountain stream.

Research Interests

Dr. Engelhardt’s scholarly interests include food studies, feminist theories, ecological literature and culture, Appalachian Studies, Southern Studies, material culture studies, and the intersections of race, class, and gender in American literature and society. She uses a variety of texts, including photographs, letters, diaries, novels, poems, and recipes and employs interdisciplinary methodologies to understand them. Her newest research looks at gender, food, and foodways across the US South.

Recent Publications

Dr. Engelhardt’s most recent book emerged from one of her graduate seminars. She is the lead author of Republic of Barbecue: Stories Beyond the Brisket (University of Texas Press, 2009), with Marsha Abrahams, Marvin Bendele, Gavin Benke, Andrew Busch, Eric Covey, Dave Croke, Melanie Haupt, Carly A. Kocurek, Rebecca Onion, Lisa Jordan Powell, and Remy Ramirez. The book explores the life and culture of Central Texas barbecue and is an example of collaborative scholarship and community-based pedagogy.

She has also written Beyond Hill and Hollow: Original Readings in Appalachian Women’s Studies (2005) and Tangled Roots of Feminism, Environmentalism, and Appalachian Literature (2003). She has published articles in journals such as Southern Cultures, Women’s Studies Quarterly, Legacy, and the Journal of Appalachian Studies. Her work also appears in books such as American Vein and Cornbread Nation 3. She is the coordinator, with the Southern Foodways Alliance, of the Texas branch of the Southern Barbecue Trail Oral History Collection, www.southernbbqtrail.com.

Courses Taught

Undergraduate: AMS 370: American Food; AMS 370: Southern Cultures; AMS 370: Nature and Gender in America; AMS 679: Honors Seminar.

Graduate: AMS 393: Introductory Readings in American Studies; AMS 390: American Foodways; and AMS 390: Ecology, Feminism, and American Literature. 

Media Appearances

 

Dr. Engelhardt on UT's "Knowledge Matters" Web Series

Dr. Engelhardt speaks at the Emma Bell Miles Symposium

Interests

food studies, feminist theories, ecological literature and culture, Appalachian Studies, Southern Studies, material culture studies, the intersections of race, class, and gender in American literature and society

AMS 310 • Intro To American Studies

30700 • Fall 2013
Meets TTH 800am-930am WEL 3.502
(also listed as HIS 315G )
show description

Daniel Boone. Davy Crockett. Nellie Bly.  Uncle Tom. Nancy Drew. Jacqueline Baker. Emma Goldman. Gloria Steinem. Hattie McDaniel. Bessie Smith. Pocahontas. Angela Davis. Bruce Lee. Lucille Ball. Tony Hawk.  What makes an American man?  What makes an American woman?  How do the answers change over time and why?

This course will emphasize the nineteenth century roots of contemporary American culture as we investigate the cultural work done by American models of how to be men and how to be women in the nation. We will ask questions about the intersections of race, class, gender, place, sexual orientation, and nation. What work do their words, images, and selves do in the larger social worlds they inhabit? What does it mean to be gendered raced, classed in this country? How do the patterns and models explored in the previous centuries feed our narratives, metaphors, and identities today?

 

Requirements

“Introduction to American Studies” will involve both lecture and discussion.  Students are expected to engage the day’s reading before the class meets, bring the reading materials to lecture, and be prepared to discuss them in the context of the class day.  Students in this course will be evaluated on a combination of in-class exams, research, and occasional assigned reading responses; participation and attendance are also important for the final grade in the class.

 

Possible Texts

E. Anthony Rotundo, American Manhood: Transformations in Masculinity from the Revolution to the Modern Era

Gail Collins, America’s Women: Four Hundred Years of Dolls, Drudges, Helpmates, and Heroines

Additional articles and films on reserves

 

Partially fulfills legislative requirement in American History.

Flag(s): Cultural Diversity

AMS 310 • Intro To American Studies

30650 • Spring 2013
Meets TTH 800am-930am WEL 2.246
(also listed as HIS 315G )
show description

Daniel Boone. Davy Crockett. Nellie Bly.  Uncle Tom. Nancy Drew. Jacqueline Baker. Emma Goldman. Gloria Steinem. Hattie McDaniel. Bessie Smith. Pocahontas. Angela Davis. Bruce Lee. Lucille Ball. Tony Hawk.  What makes an American man?  What makes an American woman?  How do the answers change over time and why?

This course will emphasize the nineteenth century roots of contemporary American culture as we investigate the cultural work done by American models of how to be men and how to be women in the nation. We will ask questions about the intersections of race, class, gender, place, sexual orientation, and nation. What work do their words, images, and selves do in the larger social worlds they inhabit? What does it mean to be gendered raced, classed in this country? How do the patterns and models explored in the previous centuries feed our narratives, metaphors, and identities today?

 

Requirements

“Introduction to American Studies” will involve both lecture and discussion.  Students are expected to engage the day’s reading before the class meets, bring the reading materials to lecture, and be prepared to discuss them in the context of the class day.  Students in this course will be evaluated on a combination of in-class exams, research, and occasional assigned reading responses; participation and attendance are also important for the final grade in the class.

 

Possible Texts

E. Anthony Rotundo, American Manhood: Transformations in Masculinity from the Revolution to the Modern Era

Gail Collins, America’s Women: Four Hundred Years of Dolls, Drudges, Helpmates, and Heroines

Additional articles and films on reserves

 

Partially fulfills legislative requirement in American History.

Flag(s): Cultural Diversity

AMS 390 • American Food

30910 • Spring 2012
Meets T 100pm-400pm BUR 436B
show description

This class explores diverse American food cultures from a humanities perspective. Along with scholarship in the new field of food studies, we will use cookbooks, novels, poetry, photographs, songs, documentaries, and oral histories to investigate the past and present of American food communities. We will certainly engage our senses to listen, taste, and touch, as well as read about the food practices we are investigating. We will trace a history of diverse American foodways over roughly the past three hundred years; we will also trace a historiography of food scholarship, looking at how this field has blossomed in the past ten years. We will explore the definitions of the "texts" of food studies—from secondary scholarship to recipes, food labels, garden histories, newspaper columns, literary musings, and corporate archives. We are not aiming to define food studies, but are looking at the conflicting questions, problems, theories, and methods.

Requirements

Partnering with Foodways Texas, the major project for this class will be gathering oral histories around the legacy of Austin’s urban farms, restaurants, culture, and history. No previous experience in oral histories or archival methods is required for the course. This is a fast-developing project that we will work out with our partners over the course of the semester. We will draft guidelines for the project, including potential questions; we will gather the oral histories; and they will be archived online. As a class, then, we will begin to edit the raw tapes and photographs. Depending on how the project takes shape, students may write introductory essays for the online archive; we may craft a book proposal out of the material; and we may compose thematic or life history essays for a potential written project. We will culminate with participation in the Spring Symposium for Foodways Texas, presenting our findings in an innovative format for a popular audience.

Possible Texts

Williams-Forson and Counihan, Taking Food Public (2011).

De La Pena, Carolyn, Empty Pleasures (2009).

Eden, Trudy, The Early American Table (2010).

Walsh, Robb, Texas Eats (2012).

AMS 310 • Intro To American Studies

30490 • Fall 2011
Meets TTH 930am-1100am ECJ 1.202
(also listed as HIS 315G )
show description

Description

Daniel Boone. Davy Crockett. Nellie Bly.  Uncle Tom. Nancy Drew. Jacqueline Baker. Emma Goldman. Gloria Steinem. Hattie McDaniel. Bessie Smith. Pocahontas. Angela Davis. Bruce Lee. Lucille Ball. Tony Hawk.  What makes an American man?  What makes an American woman?  How do the answers change over time and why?

This course will emphasize the nineteenth century roots of contemporary American culture as we investigate the cultural work done by American models of how to be men and how to be women in the nation. We will ask questions about the intersections of race, class, gender, place, sexual orientation, and nation. What work do their words, images, and selves do in the larger social worlds they inhabit? What does it mean to be gendered raced, classed in this country? How do the patterns and models explored in the previous centuries feed our narratives, metaphors, and identities today?

 

Requirements

“Introduction to American Studies” will involve both lecture and discussion.  Students are expected to engage the day’s reading before the class meets, bring the reading materials to lecture, and be prepared to discuss them in the context of the class day.  Students in this course will be evaluated on a combination of in-class exams, research, and occasional assigned reading responses; participation and attendance are also important for the final grade in the class.

 

Possible Texts

E. Anthony Rotundo, American Manhood: Transformations in Masculinity from the Revolution to the Modern Era

Gail Collins, America’s Women: Four Hundred Years of Dolls, Drudges, Helpmates, and Heroines

Additional articles and films on reserves

 

Partially fulfills legislative requirement in American History.

Flag(s): Cultural Diversity

AMS 310 • Intro To American Studies

30725 • Spring 2011
Meets TTH 930am-1100am GEA 105
(also listed as HIS 315G )
show description

Description

Daniel Boone. Davy Crockett. Nellie Bly.  Uncle Tom. Nancy Drew. Jacqueline Baker. Emma Goldman. Gloria Steinem. Hattie McDaniel. Bessie Smith. Pocahontas. Angela Davis. Bruce Lee. Lucille Ball. Tony Hawk.  What makes an American man?  What makes an American woman?  How do the answers change over time and why?

This course will emphasize the nineteenth century roots of contemporary American culture as we investigate the cultural work done by American models of how to be men and how to be women in the nation. We will ask questions about the intersections of race, class, gender, place, sexual orientation, and nation. What work do their words, images, and selves do in the larger social worlds they inhabit? What does it mean to be gendered raced, classed in this country? How do the patterns and models explored in the previous centuries feed our narratives, metaphors, and identities today?

 

Requirements

“Introduction to American Studies” will involve both lecture and discussion.  Students are expected to engage the day’s reading before the class meets, bring the reading materials to lecture, and be prepared to discuss them in the context of the class day.  Students in this course will be evaluated on a combination of in-class exams, research, and occasional assigned reading responses; participation and attendance are also important for the final grade in the class.

 

Possible Texts

E. Anthony Rotundo, American Manhood: Transformations in Masculinity from the Revolution to the Modern Era

Gail Collins, America’s Women: Four Hundred Years of Dolls, Drudges, Helpmates, and Heroines

Additional articles and films on reserves

 

Partially fulfills legislative requirement in American History.

Flag(s): Cultural Diversity

AMS 370 • Southern Cultures

30890 • Spring 2011
Meets TTH 800am-930am GEA 114
(also listed as WGS 345 )
show description

Description

Is there such a thing as southern culture?  Should we more appropriately speak of southern cultures? Can we speak in one breath of Appalachia, Delta, Tidewater, Cotton Belt, Sunshine Belt, Gulf Shores, Ozarks, Piedmont? This course will explore not a single, solid south (though we will investigate how that concept has been deployed over time and for specific political purposes), but rather multiple, fluid, and diverse southern cultures. We will explore borders and boundary making from not only geographical and political, but also cultural perspectives.  Fair game for our study, then are NASCAR, mega-churches, beauty pageants, birthplace of jazz, country music, the Dirty South, Black Mountain College, Little Havana, migrant farm culture, matzo ball soup with collards, Trail of Tears, Gullah, Sweet Auburn, Tara, Graceland, and Disneyworld. We will begin with the states themselves: Virginia, Tennessee, Kentucky, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas. But we will also consider who and what else fits or does not fit: East Texas? Maryland? Cuba? West Virginia? Oklahoma? What are the stakes involved in defining “The South”? What are the stereotypes and what are the individual truths about “women,” “men,” and “southern” in this context?  We will look at the multiple experiences of diverse Americans living in the southern United States—black, white, Native American, Hispanic, Asian, working class, middle class, upper class, etc. We will study how ideas about “The South” have changed over time and across the country. We will use fiction, film, popular culture, letters, diaries, and a grounding in scholarship for this interdisciplinary exploration.

 

Requirements

This course will combine the writing of essays, research presentation, and exam. By successfully completing the course, students will be able to:  discuss historical and contemporary connections between ideas of region, culture, and diverse people; analyze how racial, class, gender, and ethnic differences affect experiences of place in this context; research in depth individual, societal, and material details; and develop creative and academically rigorous methods to analyze representations of southern cultures in multiple media sources.

 

Possible Texts

Mark Howell, From Moonshine to Madison Avenue: A Cultural History of NASCAR

Gary Pomerantz, Where Peachtree Meets Sweet Auburn

Jeff Biggers, The United States of Appalachia

Florence King, Confessions of a Failed Southern Lady

Jones, Gray, and Monteith, eds. South to a New Place

Films, articles, and novels to be announced.

 

Upper-division standing required.  Students may not enroll in more than two AMS 370 courses in one semester.

Flag(s): Writing, Cultural Diversity

AMS 310 • Intro To American Studies

29670 • Spring 2010
Meets TTH 930-1100 GEA 105
show description

AMS 310/HIST 306N
Introduction to American Studies: Femininity and Masculinity in the US
Spring 2010:  TTh 9:30-11:00am:  GEA 105
Dr. Elizabeth Engelhardt


Dr. Engelhardt’s Office Hours:  Mondays 1-4pm and by appointment.  
Telephone: 232-2707. Dr. Engelhardt can also be reached by email: E.Engelhardt@mail.utexas.edu
Her office is located in BURDINE 440.            

Teaching Assistants:
Ms. Rebecca Dorsogna            Mr. Kwangjin Lee                 Ms. Lisa Powell    
rdorsogna@mail.utexas.edu    pynchon69@gmail.com        ta.lisa.powell@gmail.com
OH: Tu 11:30-1; W 1:30-3      OH: M 8:30-11:30am          OH: Tu 8:15-9:15am
BUR 436                                BUR 436                             BUR 436                    

This class has been selected to have Supplemental Instruction (SI). SI consists of optional discussion sections led by a member of the teaching team. These sessions will help reinforce and clarify course content PLUS help you to learn the material more effectively. SI also gives you a smaller forum for discussing course content and getting to know your classmates. Regular participation in SI discussion has been shown to improve students’ performance by an average of one-half to a full letter grade higher than the class mean.  
Times:      Tu 4:30-5:30pm                  MEZ 1.210    
                W 3:30-4:30pm                  RLM 5.112    

Course Description and Objectives:
Daniel Boone. Davy Crockett. Nellie Bly.  Uncle Tom. Nancy Drew. Jacqueline Baker. Emma Goldman. Gloria Steinem. Hattie McDaniel. Bessie Smith. Pocahontas. Angela Davis. Bruce Lee. Lucille Ball. Tony Hawk.  What makes an American man?  What makes an American woman?  How do the answers change over time and why? This course will emphasize the nineteenth century roots of contemporary American culture as we investigate the cultural work done by American models of how to be men and how to be women in the nation. We will ask questions about the intersections of race, class, gender, place, sexual identity, and nation. What work do their words, images, and selves do in the larger social worlds they inhabit? What does it mean to be gendered, raced, and classed in this country? How do the patterns and models explored in the previous centuries feed our narratives, metaphors, and identities today?

Expected Learning Outcomes:  By successfully completing this course, students will be able to:
1. Discuss the historical constructions of femininity and masculinity in the United States.
2. Analyze how racial and class differences affect masculinity and femininity in this context through critical reading and writing.
3. Become critical readers of a variety of primary and secondary sources—textual, visual, multi-media.  
4. Develop creative and academically rigorous methods to analyze embedded concepts of nation in the stories we tell about ourselves and others.

Required Books:
E. Anthony Rotundo, American Manhood: Transformations in Masculinity from the Revolution to the
Modern Era (Basic, 1993).
Gail Collins, America’s Women: Four Hundred Years of Dolls, Drudges, Helpmates, and Heroines
(HarperCollins, 2003)
Also required:  one pack of 3x5 index cards for daily attendance quizzes.


Class Policies:

“Introduction to American Studies” will involve both lecture and discussion.  Students are expected to engage the day’s reading before the class meets, bring the reading materials to lecture, and be prepared to discuss them in the context of the class day.  Students in this course will be evaluated on a combination of in-class exams, reading quizzes, and one research essay; participation and attendance are also important for the final grade in the class.

Attendance:  Because we are building a community of scholars in this class, the regular participation of each class member is crucial. Attendance in this class is, thus, simply mandatory.  If you arrive on time and prepared for every class and class activity and participate in them for the full class meeting, you will be well on your way to success. Chronic lateness can result in being counted absent for the day. Being prepared for class means more than skimming the reading for the day.  Students are expected to engage the day’s reading before the class meets, bring the reading materials to class, and be prepared to discuss them.

Finally, I expect that you will each visit me during my office hours over the course of the semester.  The office hours held by Ms. Dorsogna, Mr. Lee, and Ms. Powell, as well as the supplementary discussion sections, are all resources we offer to you to help you in the course.  Please take advantage of them.

In this course, you are a public scholar and writer.  All sources used in any of your assignments (directly or indirectly) must be cited; use a standard style for documentation (such as MLA). Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University.  Since such dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced.  For further information, please visit the Student Judicial Services web site at www.utexas.edu/depts/dos/sjs/.

Any student with a documented disability (physical or cognitive) who requires academic accommodations should contact the Services for Students with Disabilities area of the Division of Diversity and Community Engagement at 471-6259 (voice) or 471-4641 (TTY for users who are deaf or hard of hearing) as soon as possible to request an official letter outlining authorized accommodations.

Grading Policies:

Midterm and Final Exams (30% each):  Students will complete in-class, written exams covering materials from the readings and from the lectures.  The exams will be a combination of short answer and essay questions and will be discussed further as the semester continues.

Daily Attendance Quizzes (10%):  Cannot be made up if missed.  These will occur everyday, at some time during the class period, and may cover the week’s reading or lecture topics.  They will consist of one or two questions, to be answered on the index cards you will bring to class everyday. Your two lowest quiz grades will be dropped, with no penalty.   Answers to quizzes, where appropriate, will be posted to the course Blackboard pages.

Research Profile (30%):  Early in the course, you will be assigned an American woman, man, or object, historical or fictional, about which you will write a five-page research profile.  The assignment will be discussed further as the semester continues.
 
Syllabus:   Readings should be completed by day they are listed.

Week    Day    What are we doing in class?    What should I have done BEFORE I get to class?
1    19 January
      21 January
           Introductions, Syllabi
           Goals, Class Contract, What is American Studies? How do I read and take notes for this class?
           Read Collins, Introduction and Rotundo, Preface, Intro Buy one package of 3x5 index cards and bring           to class each day.

2    26 January
      28 January    Pioneers and Settlers     Read Rotundo, chapters 1 and 2

3    2 February
      4 February    Boys and Young Men    Rotundo, chapters 3 and 4

4    9 February
    11 February
         Marriage and Spheres Model    Rotundo, chapters 5-7
         Choose: Male, Female, Object for Profile Project

5  16 February

    19 February   

         Work and Glass Ceilings    Rotundo, chapters 8 and 9

6  23 February
    25 February    Nature and Manliness    Rotundo, chapters 10-end

7  2 March
    4 March    [discussion, questions]
IN-CLASS MIDTERM    Study for midterm

8  9 March
  11 March     Food
    Collins, chapters 1-3
    Be working on profile

Spring Break    Class Cancelled    Class cancelled

9 23 March
   25 March    Social Change and Education
    Collins, chapters 4-6
   Be working on profile

10   30 March
      1 April  Crossing Roles    

          Collins, chapters 7-9
          Be revising profile

11  6 April
      8 April  Citizens/Reformers
PROFILES DUE, Beginning of class    Collins, chapters 10-12

12  13 April
      15 April    Business Cultures
         Collins, chapters 13-15

13   20 April
       22 April    Popular and Consumer Cultures     Collins, chapters 16 and 17

14   27 April
       29 April    Sexuality
           Collins, chapters 18-end

15   4 May
      6 May    Evaluations, Modern Roles
Final Discussion, Past and Future Men and Women    Review for Final

FINAL EXAM: Given during scheduled exam period.

AMS 370 • American Food-W

30000 • Fall 2009
Meets W 300pm-600pm BUR 228
show description

Course Description and Objectives:

Polenta or grits? Spaghetti or udon? Pancakes, crepes, or galettes? Biscuits, cornbread, tortillas or sourdough? Regardless of what we call them, individual ingredients, recipes, and food choices tell stories of race, class, ethnicity, gender, and region in the United States. Thanksgiving dinner at grandma’s house, fast food from the drive-through, a slow food meal harvested from the community garden, or five-star haute cuisine at this month’s hippest restaurant?  Where we eat, how much we pay for it, and who labors to create it tell us about capital, nation, and connections between global and local economies. This class will explore diverse American food cultures from a humanities perspective.  Along with scholarship in the new field of food studies, we will use cookbooks, novels, poetry, photographs, songs, documentaries, and oral histories to investigate the past and present of American food communities.

 

Expected Learning Outcomes:  By successfully completing this course, students will be able to:

1. Discuss the historical and contemporary connections between food and cultures in the United States.

2. Analyze how racial and class differences affect work, family and food choices in this context through critical reading and writing.

3. Research in-depth the individual, societal, and material details of a recipe, ingredient, or food ritual. 

4. Develop creative and academically rigorous methods to analyze representations of food in the stories we tell about ourselves and others.

 

Required Books:

Warren Belasco. Meals to Come: A History of the Future of Food (Berkeley: University of California

Press, 2006).

Donna Gabaccia. We Are What We Eat: Ethnic Food and the Making of Americans (Cambridge: Harvard

University Press, 1998).

Harvey Levenstein. Revolution at the Table: The Transformation of the American Diet (Berkeley:

University of California Press, 2003).

Psyche Williams-Forson. Building Houses Out of Chicken Legs: Black Women, Food and Power (Chapel

Hill: University of North Carolina Press, 2006).

 

Class Policies:

 

This upper-division seminar is primarily a discussion class. Thus, students are expected to engage the day’s reading before the class meets, bring the reading materials to lecture, and be prepared to discuss them in the context of the class day.  Students in this course will be evaluated on a combination of in-class exams, reading journals, and a revised research essay; participation and attendance are also important for the final grade in the class.

 

Attendance:  Because we are building a community of scholars in this class, the regular participation of each class member is crucial. Attendance in this class is, thus, simply mandatory.  If you miss more than one week of class, I reserve the right to lower your final grade for each additional absence. If you arrive on time and prepared for every class and class activity and participate in them for the full class meeting, you will be well on your way to success. Chronic lateness can result in being counted absent for the day. Being prepared for class means more than skimming the reading for the day.  Students are expected to engage the day’s reading before the class meets, bring the reading materials to class, and be prepared to discuss them. Finally, I expect that you will each visit me during my office hours over the course of the semester.

 

In this course, you are a public scholar and writer.  All sources used in any of your assignments (directly or indirectly) must be cited; use a standard style for documentation (such as Chicago or MLA). Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University.  Since such dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced.  For further information, visit the Student Judicial Services web site at www.utexas.edu/depts/dos/sjs/.

 

Any student with a documented disability (physical or cognitive) who requires academic accommodations should contact the Services for Students with Disabilities area of the Division of Diversity and Community Engagement at 471-6259 (voice) or 471-4641 (TTY for users who are deaf or hard of hearing) as soon as possible to request an official letter outlining authorized accommodations.

 

Grading Policies: (Note: Plus/Minus grades will be assigned for the final grades)

 

Two in-class exams (20% each):  Students will complete in-class, written exams covering materials from the readings and from discussion. The exams will be a combination of short answer and essay questions and will be discussed further as the semester continues.

 

Response Papers (10%):  Every other week, as marked in the syllabus, each course member will produce a two-page response paper (do not cheat! It will not count if it is shorter than one page, double-space, one inch margins, 12-point font). This paper will be due at the beginning of class and may include written demonstration of critical reading, book reviews, personal responses to theoretical issues, or biographical research on an author (specifics to be discussed later). You should bring ten copies to class. To complete the assignment, every week, you should read and be ready to comment on at least five of your colleague's papers.  Response papers should be edited and revised; you will be rewarded for depth of thought, creativity of insight, and close, careful analysis. 

 

Research Paper Portfolio (50%):  Early in the course, you will choose a recipe, ingredient, or specific food practice to investigate. Over the course of the semester you will produce a ten-page research paper on the cultural, historical, material, and symbolic resonance of the item. This project will be completed in stages, with peer review, revision, and presentation.  The assignment will be discussed further as the semester continues.


Syllabus:   Readings should be completed by day they are listed.

 

Week

Day

What are we doing in class?

What should I have done for the week BEFORE I get to class Tuesday?

1

26 August

Introductions—BBQ: A Texas Love Story

 

 

2

2 September

 

Goals, Class Contract, What is American Studies? How do I read and take notes for this class? Beginning discussion.

Group A response papers

Gabaccia, chapters 1-3

3

9 September

 

US Food history—whose food, who says?

Group B response papers

Levenstein, chapters 1 and 2

4

16 September

 

Ethnic Notions

Group A response papers

Williams-Forson, chapters 1-3

5

23 September

 

Cookbooks and Advice

$10 Dollars Enough

 

Group B response papers

Levenstein, chapters 3-9

6

30 September

 

Etiquette, advertising, and desire

1-page description due in class: project proposal

Group A response papers

Levenstein, chapters 10-16

7

7 October

 

First IN-CLASS Exam

 

Study for exam.

8

14 October

Food companies

Group B response papers

Gabaccia, chapters 4-6

9

21 October

 

Race and food

 

Group A response papers

Williams-Forson, chapters 4-8

10

28 October

 

 

Food fights

10-page research paper due in class: peer review workshop

Belasco, preface and chapter 1

11

4 November

 

Selections from Super-size Me, Food Inc., and/or King Corn

Group B response papers

Belasco, chapters 2 and 3

12

11 November

 

 

Utopia/Dystopia and Futures

Group A AND B response papers

Belasco, chapters 4-end

13

18 November

 

Second IN-CLASS Exam

 

Study for Exam.

 

14

25 November

 

CLASS CANCELLED—Thanksgiving

Final Portfolios DUE in BUR 440 by 3pm on Tuesday, 25 November: Research Paper, Response papers, Presentation notes.

TURN IN YOUR PORTFOLIOS before you leave for holiday! Final Portfolios DUE in BUR 440 by 3pm on Tuesday, 25 November. LATE PAPERS WILL NOT BE ACCEPTED.

15

2 December

 

Research presentations. Evaluations.

 

Prepare for in-class presentations of research.

 

AMS 390 • American Food

30020 • Fall 2009
Meets T 330pm-630pm BUR 436B
(also listed as WGS 393 )
show description

 

Course Description and Objectives:

 

Polenta or grits? Spaghetti or udon? Pancakes, crepes, or galettes? Biscuits, cornbread, tortillas or sourdough? Regardless of what we call them, individual ingredients, recipes, and food choices tell stories of race, class, ethnicity, gender, and region in the United States. Thanksgiving dinner at grandma's house, fast food from the drive-through, a slow food meal harvested from the community garden, or five-star haute cuisine at this month’s hippest restaurant? Where we eat, how much we pay for it, and who labors to create it tell us about capital, nation, and connections between global and local economies.

This class will explore diverse American food cultures from a humanities perspective. Along with scholarship in the new field of food studies, we will use cookbooks, novels, poetry, photographs, songs, documentaries, and oral histories to investigate the past and present of American food communities. We will certainly engage our senses to listen, taste, and touch, as well as read about the food practices we are investigating. We will trace a history of diverse American foodways over roughly the past three hundred years; we will also trace a historiography of food scholarship, looking at how this field has blossomed in the past ten years. We will explore the definitions of the "texts" of food studies—from secondary scholarship to recipes, food labels, garden histories, newspaper columns, literary musings, and corporate archives. We are not aiming to define food studies, but are looking at the conflicting questions, problems, theories, and methods.

 

Course Projects:

 

Weekly assignments: So that our discussions can begin with substance, each seminar member will submit three discussion questions for the day’s readings. A longer version of each question will be submitted to me by email BY 8AM TUESDAY MORNINGS. For the class, create a shorter version of each question that fits on a standard index card. We will share these in class, so please make them legible and clear to someone not in your head. One question should address the overall argument/significance/or method of the reading. One should involve close reading/analysis of a particular passage in the work. And one should incorporate context/comparison with an outside work/historiography. Your longer version for me (approximately 350-500 words) could include a restatement of the authors’ theses, their research methods and types of evidence, progression of their argument, and or conclusions. You should also discuss how you arrived at the question and your tentative thoughts on answering it.

 

In addition, each week, one person will take responsibility for bringing some kind of primary material to class to support our discussion—a cookbook, an advertisement, an original recording, etc. It should be something that we can read/view/listen to in approximately ten minutes. You only have to prepare one discussion question on the week you are presenting primary materials; you should, however, prepare a short presentation to contextualize the material and target your question to a discussion of it. Please be prepared to turn in your presentation notes at the end of class.

 

Major assignment: Each student will produce a long essay (20 double-spaced pages, plus endnotes and bibliography) at the end of the course.

 

Writing workshop: Students will present preliminary research findings/arguments in a workshop scenario two weeks before the final essays are due. Students are required to read and edit each other’s essays; we will regroup for a final meeting to discuss the essays and to assess the semester’s experience.

 

Course Readings:

 

Meredith Abarca. Voices in the Kitchen (College Station: Texas A&M Press, 2006).

Avakian and Haber. From Betty Crocker to Feminist Food Studies (Amherst: University of Massachusetts

Press, 2005).

Warren Belasco. Meals to Come: A History of the Future of Food (Berkeley: University of California

Press, 2006).

E. Melanie DuPuis. Nature’s Perfect Food (New York: New York University Press, 2002).

Donna Gabaccia. We Are What We Eat: Ethnic Food and the Making of Americans (Cambridge: Harvard

University Press, 1998).

Harvey Levenstein. Revolution at the Table: The Transformation of the American Diet (Berkeley:

University of California Press, 2003).

Marion Nestle. Food Politics (Berkeley: University of California Press, 2007).

Andrew Warnes. Savage Barbecue (Athens: University of Georgia Press, 2008).

Pat Willard. America Eats (New York: Bloomsbury, 2008).

Articles from J-Stor or Project Muse as marked on syllabus

 

Class Policies:

 

Attendance:  Because we are building a community of scholars in this class, the regular participation of each class member is crucial. Attendance in this class is, thus, simply mandatory.

 

In this course, you are a public scholar and writer.  All sources used in any of your assignments (directly or indirectly) must be cited; use our field’s style for documentation (Chicago; see the style guidelines for American Quarterly). Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University.  Since such dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. For further information, visit the Student Judicial Services website www.utexas.edu/depts/dos/sjs/.

 

Any student with a documented disability (physical or cognitive) who requires academic accommodations should contact the Services for Students with Disabilities area of the Division of Diversity and Community Engagement at 471-6259 (voice) or 471-4641 (TTY for users who are deaf or hard of hearing) as soon as possible to request an official letter outlining authorized accommodations.

 

Syllabus:

 

Week

Day

To be discussed

Additional/Recommended

1

1 September

Introductions, syllabi, goals.

Join ASFS; pick a food-related journal to follow for the semester.

 

Gastronomica; Food and Foodways; Food, Culture, and Society; etc.

2

8 September

 

____________________

Susan Leonardi, “Recipes for Reading;” Arjun Appadurai, “How to Make a National Cuisine;” Mark McWilliams, “Distant Tables”

All available on Project Muse or J-Stor.

Andrew Smith, Intro, Oxford Companion to American Food and Drink

3

 

15 September

____________________

Gabbaccia, We Are What We Eat

Crosby, Columbian Exchange

4

22 September

____________________

 Levenstein, Revolution at the Table

Edge, ed. Southern Foodways, vol. 7 Encyclopedia of Southern Culture

5

29 September

____________________

 

Warnes, Savage Barbecue

Opie, Hog and Hominy

6

6 October

____________________

DuPuis, Nature’s Perfect Food

 

Williams-Forson, Building Houses Out of Chicken Legs

7

13 October

____________________

Avakian and Haber, From Betty Crocker

Shapiro or Inness

8

20 October

____________________

Abarca, Voices in the Kitchen

Pilcher, Sausage Rebellion

9

27 October

____________________

Nestle, Food Politics

Shiva, Stolen Harvest

10

3 November

____________________

Belasco, Meals to Come

Madden and Finch, Eating in Eden

11

10 November

____________________

Willard, America Eats

 

Nelson and Silva, Hidden Kitchens

12

17 November

 

Workshop Papers.

Food films

13

24 November

 

CLASS CANCELLED. Work on papers.

 

14

1 December

Final Meeting

Final Papers Due

Writing Your Dissertation in 15 Minutes a Day, Joan Bolker

Bird by Bird, Anne Lamott

 

Books

A Mess of Greens: Southern Gender and Southern Food

Republic of Barbecue: Stories Beyond the Brisket.

Lead author, collaborative manuscript. University of Texas Press, Fall 2009.

Beyond Hill and Hollow: Original Readings in Appalachian Women.

Edited and Introduced by Elizabeth Engelhardt Athens: Ohio University Press, 2005. 

The Tangled Roots of Feminism, Environmentalism, and Appalachian Literature.

Athens: Ohio University Press, 2003.

The Power and the Glory: An Appalachian Novel.

Reprint. Grace MacGowan Cooke. Introduction by Elizabeth Engelhardt. Boston: Northeastern University Press, 2003.

Articles

The Power and the Glory: An Appalachian Novel.

 Reprint. Grace MacGowan Cooke. Introduction by Elizabeth Engelhardt. Boston: Northeastern University Press, 2003.

“Urbane Barbecue: Martinis, Meat and Alternative Texan Identities,”

Southern Spaces Special Issue on Documentary Expression and the American South. Lead author, with Melanie Haupt, and Carly Kocurek. Forthcoming, 2010.

“Canning Tomatoes, Growing ‘Better and More Perfect Women,’”

 Southern Cultures Special Issue on Food (Winter 2009). 78-92.

“The Henderson County Curb Market,”

Now and Then: The Appalachian Magazine, Special Issue on Appalachian Foodways. 25.1 (Spring/Summer 2009). 20-23.

“Effie Waller Smith: African American Appalachian Poetry from the Breaks,”

Appalachian Heritage Special Issue on Appalachia and Race. 36.3 (Summer 2008). 78-85.

“Writing that Old Moonshine Lit: Gender, Power, and Nation in Unexpected Places,”

Journal of Appalachian Studies. 13.1-2 (Spring/Fall 2007). 49-74.

“A Writer Everywhere and Nowhere: Recovering Appalachia’s Grace MacGowan Cooke,”

Journal of Kentucky Studies. 20 (Spring 2003). 140-156.

“Archive Survival Guide: Practical and Theoretical Approaches for the Next Century of Women’s Studies Research,”

Co-authors: Jennifer Bernhardt Steadman, Frances Smith Foster, and Laura Micham. Legacy: A Journal of American Women Writers. 19.2 (2002). 230-240.

“Wilma Dykeman and the Women of Appalachia: The Ecology of Mid-Century Environmental Activism,”

Women’s Studies Quarterly: “Earthwork: Women and Environments.” 29: 1-2 (Spring/Summer 2001). 155-169.

“Placing Their Feminism in the Southern Appalachian Mountains: Emma Bell Miles, Grace MacGowan Cooke, and the Roots of Ecological Feminism,”

Tulsa Studies in Women’s Literature. 20.1 (Spring 2001). 11-31.

Book Chapters

“Recovering Lost Voices: Black Appalachian Laundrywomen”

Teaching Appalachia, edited by Patricia Gantt and Theresa Burriss, Ohio University Press: 2011.

“Beating the Biscuits in Appalachia: Race, Class, and Gender Politics of Women Baking Bread,”

Cornbread Nation 3: Foods of the Mountain South. Ed. Ronni Lundy. Chapel Hill: University of North Carolina Press, 2005. 32-46.

“Creating Appalachian Women’s Studies: Dancing Away from Granny and Elly May,”

Beyond Hill and Hollow. Ohio University Press, 2005. 1-19.

“Nature-loving Souls and Appalachian Mountains: The Promise of Feminist Ecocriticism”

in An American Vein: Critical Readings in Appalachian Literature. Eds. Danny L. Miller, Gurney Norman, and Sharon Hatfield. Ohio University Press, 2005. 337-352.

“Beating the Biscuits in Appalachia: Race, Class, and Gender Politics of Women Baking Bread,”

Cooking Lessons: The Politics of Gender and Food. Ed. Sherrie A. Inness. Totowa, NJ: Rowman and Littlefield, 2001. 151-168.

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