Upload new images. The image library for this site will open in a new window.
Upload new documents. The document library for this site will open in a new window.
Show web part zones on the page. Web parts can be added to display dynamic content such as calendars or photo galleries.
Choose between different arrangements of page sections. Page layouts can be changed even after content has been added.
Open the Navigation Management window, which can be used to view the full current branch of the menu tree, and edit it.
Move this whole section down, swapping places with the section below it.
Check for and fix problems in the body text. Text pasted in from other sources may contain malformed HTML which the code cleaner will remove.
Accordion feature turned off, click to turn on.
Accordion featurd turned on, click to turn off.
Change the way the image is cropped for this page layout.
Cycle through size options for this image or video.
Align the media panel to the right/left in this section.
Open the image pane in this body section. Click in the image pane to select an image from the image library.
Open the video pane in this body section. Click in the video pane to embed a video. Click ? for step-by-step instructions.
Remove the image from the media panel. This does not delete the image from the library.
Remove the video from the media panel.
My work builds webs across and through
the fields of modernist studies, feminist science studies, feminist
theory, women’s sports and contemporary culture. I have published on
graphic memoirs and disability, sex-gender testing, racism, and
transphobia in women’s running, dildonics and prosthetic gender in the
work of Ernest Hemingway, and on British-Mexican artist and writer
Leonora Carrington’s inhuman human. I am currently revising my first book
manuscript, which articulates a theory of the modernist “bodymind”
grounded in the body and concerned with the spirit, based on a reading
of a system of thought called Gurdjieffianism.
my teaching, I pull from a range of media objects to engage students
and prompt more incisive questions about gender, sex, race, class and
the politics of literary canon formation. I construct my syllabi with an
eye towards encouraging my students to examine their own standpoints,
biases and differences, and enhance their critical capacities and
facilitate their use of different media and creativity. I am fascinated
by the flexibility and capaciousness of language and the many genres and
styles of argumentation and writing, and I try and share that enthusiasm
with my composition students.
Move this whole section up, swapping places with the section above it.