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Martin Kevorkian, Chair CAL 226, Mailcode B5000, Austin, TX 78712 • 512-471-4991

Ann Cvetkovich

Professor Ph.D., 1988, Cornell University

Ann Cvetkovich

Contact

Biography

Ann Cvetkovich is Ellen Clayton Garwood Centennial Professor of English and Professor of Women’s and Gender Studies at the University of Texas at Austin.  She is the author of Mixed Feelings:  Feminism, Mass Culture, and Victorian Sensationalism (Rutgers, 1992); An Archive of Feelings:  Trauma, Sexuality, and Lesbian Public Cultures (Duke, 2003); and Depression:  A Public Feeling (Duke, 2012).  She co-edited (with Ann Pellegrini) “Public Sentiments,” a special issue of The Scholar and Feminist Online, and (with Janet Staiger and Ann Reynolds) Political Emotions (Routledge, 2010).   She has been coeditor, with Annamarie Jagose, of GLQ:  A Journal of Lesbian and Gay Studies. Her current writing projects focus on the current state of LGBTQ archives and the creative use of them by artists to create counterarchives and interventions in public history.

 

Additional department affiliations:

Comparative Literature

Women's and Gender Studies

Courses taught:
E370W Gender Sexuality and Migration 

WGS 345 30-Gay and
Lesbian Literature and Culture-W

Interests

Gay and lesbian studies; public feelings; trauma studies.

E 338E • Brit Lit: Victorian Era-Wwii

35965 • Spring 2014
Meets TTH 200pm-330pm PAR 101
show description

Instructor:  Cvetkovich, A

Unique #:  35965

Semester:  Spring 2014

Cross-lists:  n/a

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing

Description: This course surveys British literature of the Victorian and Modern period with attention to how literary forms – the novel, poetry, and the essay – engage with social and cultural transformations in this important period of British and world history. We will pay particular attention to Britain’s status as a global colonial empire, to shifts in gender and sexuality, including the rise of feminism and modern homosexual identities, and to Britain’s role in the development of modern forms of urban life, consumer capitalism, and visual culture.

In addition to reading some longer novels in detail, we will also read some clusters of poetry and essays. We will also access archival and online museum resources (including the Harry Ransom Center Collections) in order to read British literature alongside material culture. We will pay particular attention to gothic and sensation genres as a lens through which to read the period, as well as to the work of women writers.

Tentative Readings:

Novels:  Mary Elizabeth Braddon, Lady Audley’s Secret; Bram Stoker, Dracula; Oscar Wilde, The Picture of Dorian Gray; Virginia Woolf, Mrs. Dalloway.

Poetry by Christina Rossetti, Alfred Tennyson, Elizabeth Browning, “Michael Field,” W.B. Yeats, T.S. Eliot, and others.

Prose by George Eliot, Matthew Arnold, John Ruskin, Walter Pater, William Morris, and others.

Requirements & Grading: Regular discussion questions posted to Blackboard (4-5 posts): 15%; 2 short (2-3 pages) writing assignments (close reading and historical research essay): 20%; Take-home exam essay: 15%; Final (7-8-page) essay, including proposal, peer review, and revision: 30%; Attendance and participation: 20%.

E 370W • Feminism And Creative Non-Fict

35940 • Fall 2013
Meets TTH 200pm-330pm PAR 204
(also listed as WGS 345 )
show description

Instructor:  Cvetkovich, A Areas:  V / G

Unique #:  35940 Flags:  Global Cultures; Writing

Semester:  Fall 2013 Restrictions:  n/a

Cross-lists:  WGS 345 Computer Instruction:  No

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: This course will explore the increasing visibility of creative non-fiction in fostering public debate and making social and political interventions.  We will consider whether the genre of “creative non-fiction” differs from non-fiction prose or the essay, as well as how it overlaps with memoir, fiction, and experimental writing.

As a “Gender, Literature, Culture” offering, the course will focus on women writers in order to consider how creative non-fiction has been shaped by feminist work and how it promotes feminist concerns.  We will explore the feminist history of creative non-fiction in Virginia Woolf’s essays; the innovative prose formats used by women of color feminists such as Gloria Anzaldua, Cherrie Moraga, and Audre Lorde; and the new journalism of Joan Didion. Building on that background, we will explore the many ways that women writers are documenting global histories and cultures through creative non-fiction, including subjects such as following:  histories of slavery (Hartman), lesbian modernisms (Cohen), South Africa’s Truth and Reconciliation Commission (Krog), a husband’s death (Didion), postcolonial tourism (Kincaid), Hurricane Katrina (Trethewey), democracy (Roy), environmentalism (Solnit), multiculturalism (Smith), the Haitian earthquake (Danticat).  Although not all of this work is explicitly concerned with women and gender, we will consider how feminist sensibilities inform its concern with the relation between local experience and global cultures and economies (reflecting the Global Cultures flag). 

In keeping with the course’s Writing flag designation, students will be encouraged to write in a range of forms, including discussion questions, personal narrative, an ethnographic report, and a critical review, some of which will enable them to practice writing their own forms of creative non-fiction.  The final project will include opportunities for revision and peer review.

Texts will be selected from among the following:

Virginia Woolf, Three Guineas

Audre Lorde, “Poetry is not a Luxury” and “The Uses of the Erotic”

Cherrie Moraga, from Loving in the War Years and/or A Xicana Codex

Gloria Anzaldua, from Borderlands/La Frontera

Joan Didion, from Slouching Toward Bethlehem

     *******

Saidiya Hartman, Lose Your Mother

Jamaica Kincaid, A Small Island

Joan Didion, The Year of Magical Thinking

Antje Krog, Country of my Skull

Lisa Cohen, All We Know

Natasha Trethewey, Beyond Katrina

Essays by Rebecca Solnit, from Storming the Gates of Paradise; Arundhati Roy, from Field Notes on Democracy; Zadie Smith, from Changing My Mind; Edwidge Danticat, from Create Dangerously

Requirements & Grading: Discusssion questions posted to Blackboard every other week, 10%; 4 short writing assignments: personal narrative, ethnographic report, review of additional author; critical reading, 10 each%; final essay (7-8-page paper, including proposal, rough draft, peer review, group presentation), 30%; class attendance and participation, 20%.

E 384K • Approaches To Disciplnry Inqus

36070 • Fall 2013
Meets W 630pm-930pm PAR 204
show description

Approaches To Disciplinary Inquiries

Course objectives.  This required, one-semester course will:

  • Allow students to gain a fuller sense of the complexity and variety of research methods available to literary scholars
  • Better position students to embark on Masters Report and dissertation research
  • Introduce students to the Harry Ransom Center and other collections-based resources
  • Offer a shared, “cohort” experience for all second-year graduate students
  • Help students further orient themselves to both the department and the profession.

Method of Instruction.  This course will be organized into 3-5 modules, each of which will center on a specific mode of research or criticism. Modules will be organized around major methodological issues, which may include:

  • Archives (e.g., book history; bibliography and textual studies; digital humanities)
  • Cultures (e.g., multiculturalism; cultural studies; observational methods)
  • Histories and historicisms
  • Professions (e.g., history of the profession; humanities in the 21st century)
  • Readings (e.g., close reading; deconstruction; translation; reception)
  • Theories (e.g., the life and “death” of theory)

Texts.  Required texts may include:

  • Wayne Booth, et al, The Craft of Research Third Edition (Chicago, 2008) ISBN: 9780226065663
  • Harryette Mullen, Sleeping with the Dictionary (California, 2002) ISBN: 9780520231436

NB: Although the course is scheduled for a three-hour block, we will meet for only two hours each week. This will allow students to visit on-campus archives, conduct research, attend talks, &c.

E 370W • Gay And Lesbian Lit And Cul

35655 • Spring 2013
Meets TTH 200pm-330pm PAR 304
(also listed as WGS 345 )
show description

Instructor:  Cvetkovich, A            Areas:  II / G

Unique #:  35655            Flags:  Cultural diversity; Writing

Semester:  Spring 2013            Restrictions:  n/a

Cross-lists:  WGS 345            Computer Instruction:  No

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: This course will explore how literature and culture have played a role in creating LGBT identities, public cultures, and social movements. We will do some background reading in histories and theories of sexuality and modern notions of sexual identity. We will explore key moments in the history of “homosexuality,” including modernist cosmopolitanisms, the radical literatures of the gay liberation movements of the 1950s-70s, the culture of AIDS and AIDS activism, the explosion of queer visibility in the 1990s and beyond, transnational gay and queer cultures. Our aim will be to provide a “history of the present,” that is, to consider how knowledge of previous generations of culture and activism can inform the present. Another of the primary goals of the course will be to consider the ongoing role of alternative culture in an era of marriage equality and neoliberal sexual politics.

It will be useful for students to have taken at least one course in women's studies or have equivalent background in women's studies or gay and lesbian studies. If you're not sure about your preparation, please consult with me.

Texts [tentative]: Henry Abelove, Michele Barale, David Halperin, The Lesbian and Gay Studies Reader (essays by Gayle Rubin, Adrienne Rich, Judith Butler, David Halperin, John D'Emilio, and others); Oscar Wilde, “Portrait of Mr. W.H.”; Radclyffe Hall, “Miss Ogilvy Finds Herself”; Lisa Cohen, All We Know; Audre Lorde, Zami:  A New Spelling of My Name; Shyam Selvadurai, Funny Boy; Dorothy Allison Two or Three Things I Know for Sure; Tony Kushner, Angels in America; Alison Bechdel, Fun Home.

Requirements & Grading: Writing Portfolio (includes Discussion questions every other week; and 4 short writing assignments: personal narrative, queer ethnography, review of a cultural event; critical reading), 50%; Final Project (7-8-page paper, including proposal, rough draft, peer review, group presentation), 30%; Class attendance and participation, 20%.

E 389P • Queer Affect, Queer Archives

35795 • Spring 2013
Meets T 500pm-800pm CLA 0.108
(also listed as WGS 393 )
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Queer Affect, Queer Archives

This course will explore the combined impact of the affective turn and the archival turn in literary and cultural studies with particular emphasis on queer studies.  We will read theoretical texts in these areas alongside selected primary texts that will serve as case studies.  The course will also involve some work in the HRC with the aim of exploring the queer dimensions of its collections and the study of them. The course will also concern itself with questions of documentary form and the role of fiction, literature, and experimental genres in representing archival and affective histories.  We will also focus on creative interventions with existing archives to create counterarchives.

We will focus on writing affect and archive through a series of texts (both fiction and creative non-fiction) to be read as case histories alongside of relevant theory.  These texts will represent areas such as the histories of slavery and colonialism, the Holocaust, histories of 9/11, histories of sexuality and AIDS activism, everyday life.   Topics to be explored will include archive theory; queer temporalities; oral history, testimony, and memoir as documentary genres; ephemera and theories of the ordinary and everyday; photography and visual archives; the current state of LGBT archives; indigenous approaches to the archive; artists working with archives.

Tentative Texts

Saidiya Hartman, Lose Your Mother

Cheryl Dunye, The Watermelon Woman (film)

W.G. Sebald, Austerlitz

Orhan Pamuk, Istanbul and/or Museum of Innocence

Lisa Cohen, All We Know

Alison Bechdel, Are You My Mother?

Art projects by Zoe Leonard, Tammy Rae Carland, Allyson Mitchell, fierce pussy, Ulrike Mueller, Catherine Lord, Onya Hogan-Finlay

Essays by Jacques Derrida, Walter Benjamin, Roland Barthes, Gayatri Spivak, Ann Stoler, Antoinette Burton, Anjali Arondekar, Marianne Hirsch, Diana Taylor, Beth Freeman, Carolyn Dinshaw, Jose Munoz, Heather Love

Archives

ACT UP Oral History Archive

September 11, 2001 Oral History Narrative and Memory Project Archive

Harry Ransom Humanities Research Center and other UT archival resources

Assignments

40% Writing exercises, including a report from the archives, a review of a related novel or non-fiction, a close reading, a piece of documentary writing.

40% An 8-10 page conference paper to serve as the basis for presentation at a symposium to be organized by the class for the end of the semester.

20%  Attendance and participation, including discussion questions posted to Blackboard

E 360S • Historical Fictions

35545 • Fall 2012
Meets MW 500pm-630pm CAL 200
(also listed as LAH 350 )
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Instructor:  Cvetkovich, A            Areas:  V / G

Unique #:  35545            Flags:  Global cultures, Writing

Semester:  Fall 2012            Restrictions:  English Honors

Cross-lists:  LAH 350            Computer Instruction:  n/a

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: Focusing on contemporary fiction inspired by actual historical events, this course will explore literature’s value as a forum for cultural memory and public history, with particular emphasis on how it articulates affective histories. A key point of departure for the course will be the use of fiction to explore the absent archive of slavery, in works such as Toni Morrison’s novel Beloved and Saidiya Hartman’s combination of memoir, field work, archival research, and speculative imagination in Lose Your Mother. The course will also draw significantly on the role of fiction in the historical archive of queer sexuality, through texts such as Monique Truong’s The Book of Salt, which imagines the queer life of Gertrude Stein and Alice B. Toklas’s Indochinese cook, and Alison Bechdel’s graphic narrative, Fun Home.  It will consider the literature of the Holocaust and 9/11 through Sebald’s Austerlitz and Foer’s Extremely Loud and Incredibly Close, as well as how histories of colonialism and the Americas are represented through a specific focus on the Dominican Republic and the Caribbean in Diaz’s Brief Wondrous Life of Oscar Wao. We will consider how this literature’s historical concerns are also global ones that touch on a range of geopolitical regions beyond the U.S., including Europe, Africa, Latin America, and Asia.

The course will also take up the history of historical fiction, turning back to Sir Walter Scott and/or Nathaniel Hawthorne to consider the intersections of history and fiction in the formation of the novel as a genre. This historical perspective will inform our discussion of the contemporary relation between fiction and creative non-fiction, including anxieties about memoir’s claims to truth and its usurpation of the novel.

With its focus on how literature produces counterhistories, the course will encourage students in the honors program to explore the role of contemporary writers as public intellectuals. We will, for example, look closely at how the novels we read are situated within popular media, and students will practice writing reviews. Students will also be encouraged to develop critical tools for writing about contemporary fiction, including historical and archival research, so that those who want to write theses in this area can develop a critical relation to the fiction and popular criticism that interests them. In addition to reading the novels themselves, we will likely do some secondary reading in the areas of archive theory, affect theory, history of the novel, and narrative theory.

Texts (tentative): Toni Morrison, Beloved; Saidiya Hartman, Lose Your Mother; W.G. Sebald, Auschwitz; Monique Truong, The Book of Salt; Jonathan Safran Foer, Extremely Loud and Incredibly Close; Alison Bechdel, Fun Home; Junot Diaz, The Brief Wondrous Life of Oscar Wao.

Requirements & Grading: 35%, 1 long research paper (10-15 pages, including proposal, draft, revision, and peer review); 35%, 3-4 short assignments (a review of a contemporary novel, a historical research assignment, an archive assignment, a report on a public on-campus event); 30%, 3-5 short responses to readings and class participation.

E 370W • Gender, Sexuality, Migratn

35620 • Fall 2012
Meets MW 300pm-430pm PAR 204
(also listed as WGS 345 )
show description

Instructor:  Cvetkovich, A            Areas:  V / G

Unique #:  35620            Flags:  Cultural diversity, Writing

Semester:  Fall 2012            Restrictions:  n/a

Cross-lists:  WGS 345            Computer Instruction:  No

Only one of the following may be counted: Asian American Studies 320 (Topic: Gender, Sexuality, and Migration), E 370W (Topic 9), 370W (Topic: Cultures of Immigration and Dislocation).

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: Contemporary literature in the U.S. has been transformed by a new generation of writers who address the diverse cultures produced by histories of migration. We will consider how literature, with its attention to the relation between personal and historical experience, provides an especially valuable document of migration and intervenes in public discourse about it. We will read contemporary fiction, mostly by women of color, with particular attention to how migration is shaped by gender and sexuality. Regions and cultures to be explored include the Mexican borderlands; African diaspora in the Caribbean; indigenous cultures in Canada; Vietnamese and South Asian diaspora and exile in the context of war; and gay migration from the rural to the urban. Issues to explored include how personal narrative articulates the intersections of gender, race, sexuality, and nation; how diaspora transforms notions of home and ancestry; and how history and memory shape the present. We will also consider the role of the contemporary writer as public intellectual in contributing to cultural and historical understanding.

The course will also provide students with an opportunity to reflect critically on their own national identities as residents and/or citizens of the United States – what does it mean, and what can it mean, to be “American”? Through critical readings and written assignments that construct a range of archival sources (the personal, the historical, the ethnographic), students will be encouraged to situate their own experience within a broader historical and transnational context.

Texts: Sandra Cisneros, Caramelo; Junot Diaz, The Brief Wondrous Life of Oscar Wao ; Monique Truong, The Book of Salt ; Marjane Satrapi, Persepolis I; Eden Robinson, Monkey Beach ; Carolyn Steedman, Landscape for a Good Woman.

Requirements & Grading: (Note: +/- grading will be used for portfolio assessment and for the longer paper and group presentation and the final grade will be averaged based on those grades.)

Writing Portfolio:            40%

1) Statement of Goals; Mid-term Self Assessment; Final Self-Assessment

2) Discussion Questions posted to BB every other week

3) 3 short writing assignments: Personal Narrative; History; Ethnography

Final Project: Personal/ Critical Essay            40%

            (includes rough draft, peer editing, group presentation)

Attendance and class participation            20%

E 370W • Gender, Sexuality, Migratn

35455 • Fall 2011
Meets MW 330pm-500pm PAR 103
(also listed as WGS 345 )
show description

Only one of the following may be counted: Asian American Studies 320 (Topic: Gender, Sexuality, and Migration), E 370W (Topic 9), 370W (Topic: Cultures of Immigration and Dislocation).

 Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: The history and culture of the United States and the larger Americas have been profoundly shaped by migrations: colonization by European peoples and the resulting displacements of indigenous peoples; the African diaspora forced by slavery and the Great Migration from South to North; the shifting and unstable border between the U.S. and Mexico; the arrival through Ellis Island and other ports of Eastern and Southern Europeans; the long and multiple histories of immigrants from East and South Asia; the movement of gays and lesbians to urban centers; the arrival of refugees from war and genocide; and contemporary transnational and diasporic connections with nations and regions around the world. Although migration is sometimes represented as a threat to the integrity of the nation, it is, in fact, at the center of it.

We will explore the impact of this history by reading contemporary literature mostly by women, with particular attention to how migration is shaped by gender and sexuality. We will consider how literature, with its attention to the relation between personal and historical experience, provides an especially valuable document of migration and intervenes in public discourse about it. The course will also provide students with an opportunity to reflect critically on their own national identities as residents, and in some cases, citizens of the U.S. – what does it mean, and what can it mean, to be “American”? 

Texts: Sandra Cisneros, Caramelo; Junot Diaz, The Brief Wondrous Life of Oscar Wao ; Monique Truong, The Book of Salt ; Marjane Satrapi, Persepolis I; Eden Robinson, Monkey Beach ; Carolyn Steedman, Landscape for a Good Woman.

Requirements & Grading: (Note: +/- grading will be used for portfolio assessment and for the longer paper and group presentation and the final grade will be averaged based on those grades.)

Writing Portfolio:            40%

1) Statement of Goals; Mid-term Self Assessment; Final Self-Assessment

2) Discussion Questions posted to BB every other week

3) 4 short writing assignments: Personal Narrative; History; Ethnography; Report on Outside Reading

Paper: Personal Narrative as Critical Essay            20%

Group Presentation and Critical Reflection            20%

Attendance and class participation            20%

E 384K • Approaches To Disciplnry Inqus

35580 • Fall 2011
Meets W 600pm-900pm PAR 210
show description

Methods of Literary Research

Course objectives

This required, one-semester course will:

  • Allow students to gain a fuller sense of the complexity and variety of research methods available to literary scholars
  • Better position students to embark on Masters Report and dissertation research
  • Introduce students to the Harry Ransom Center and other collections-based resources
  • Offer a shared, “cohort” experience for all second-year graduate students
  • Help students further orient themselves to both the department and the profession.

Method of Instruction

This course will be organized into 3-5 modules, each of which will center on a specific mode of research or criticism. Modules will be organized around major methodological issues, which may include:

  • Archives (e.g., book history; bibliography and textual studies; digital humanities)
  • Cultures (e.g., multiculturalism; cultural studies; observational methods)
  • Histories and historicisms
  • Professions (e.g., history of the profession; humanities in the 21st century)
  • Readings (e.g., close reading; deconstruction; translation; reception)
  • Theories (e.g., the life and “death” of theory)

Texts

Required texts may include:

  • Wayne Booth, et al, The Craft of Research Third Edition (Chicago, 2008) ISBN: 9780226065663
  • Harryette Mullen, Sleeping with the Dictionary (California, 2002) ISBN: 9780520231436

NB: Although the course is scheduled for a three-hour block, we will meet for only two hours each week. This will allow students to visit on-campus archives, conduct research, attend talks, &c.

E 370W • Gender, Sexuality, Migratn-W

34970 • Spring 2010
Meets TTH 1100-1230pm PAR 206
show description

English 370W/ WGS 345                                    Ann Cvetkovich
Unique:  34970/48570                                       cvet@mail.utexas.edu
Spring 2010                                                      Parlin 323;   471-8374
T-Th 11-12:15                                                   Office Hours:  T-Th 1:30-3           

 

Gender, Sexuality, and Migration

The history and culture of the United States and the larger Americas have been profoundly shaped by migrations:  colonization by European peoples and the resulting displacements of indigenous peoples; the African diaspora forced by slavery and the Great Migration from South to North; the shifting and unstable border between the U.S. and Mexico; the arrival through Ellis Island and other ports of Eastern and Southern Europeans; the long and multiple histories of immigrants from East and South Asia; the movement of gays and lesbians to urban centers; the arrival of refugees from war and genocide; and contemporary transnational and diasporic connections with nations and regions around the world.  Although migration is sometimes represented as a threat to the integrity of the nation, it is, in fact, at the center of it. 

            We will explore the impact of this history by reading contemporary literature mostly by women, with particular attention to how migration is shaped by gender and sexuality.  We will consider how literature, with its attention to the relation between personal and historical experience, provides an especially valuable document of migration and intervenes in public discourse about it.  The course will also provide students with an opportunity to reflect critically on their own national identities as residents, and in some cases, citizens of the U.S. – what does it mean, and what can it mean, to be “American”?

Texts:

Sandra Cisneros, Caramelo
Junot Diaz, The Brief Wondrous Life of Oscar Wao
Monique Truong, The Book of Salt
Marjane Satrapi, The Complete Persepolis
Eden Robinson, Monkey Beach
Jamaica Kincaid, My Brother
Jhumpa Lahiri, from The Interpreter of Maladies (tentative)

Grading and Requirements:

(Note:  +/- grading will be used for portfolio assessment and for the longer paper and group presentation and the final grade will be averaged based on those grades.)

Writing Portfolio:                                              40%
        1)  Statement of Goals; Mid-term Self Assessment; Final Self-Assessment     
        2)   Discussion Questions posted to BB every other week
        3)   4 short writing assignments: Personal Narrative; History; Ethnography; Report on Outside Reading
Paper:  Personal Narrative as Critical Essay         20%
Group Presentation and Critical Reflection           20%
Attendance and class participation                      20%

Download the file to view the full syllabus.

Publications

Cvetkovich, A. (2008, March) Drawing the Archive in Alison Bechdel's Fun Home. Women's Studies Quarterly, 36(1), 111-128.

download

Cvetkovich, A. (2007, June) Public Feelings. SAQ: South Atlantic Quarterly, 106(3), 459-468.

download

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