Articles and Chapters by Faith Borland
Studies in Social Justice, 2024
In this co-authored reflection by seven graduate students and one instructor, we revisit the “Apo... more In this co-authored reflection by seven graduate students and one instructor, we revisit the “Apocalyptic Feminisms” graduate class taught in Fall 2020, at the height of the pandemic, in which students were asked to engage with interdisciplinary writing on the Anthropocene and to hone their own feminist praxes through going on and documenting their walks. We reflect on the “Walk and Movement Reading Instagram Engagements” assignment, exploring what walking can offer to deepen theoretical, methodological, and praxis-based approaches to environmental and place-based learning. We do this by writing from a cascading voice approach, where each reflection stands on its own and together builds into a whole greater than its parts. Following on an introduction to the course and assignment, we begin with a conceptual outlining of the meanings of place, decolonization, and academic community. Next, each of the graduate student collaborators responds to the following prompt, “How did the walking project on IG [Instagram] influence how you thought about questions of place, decolonization, and classroom community during a pandemic?” Each co-author develops a robust engagement with this question drawing on their own pandemic Fall 2020 semester, their photographs from the course, and the insights and practices they developed in conversation with each other throughout the span of the semester. Together, this reflection offers thoughts on the feminist and place-based utilities of walking pedagogy as well as, through collaboration, challenges the very way in which academic scholarship is done at the site of the late capitalist academy and its topos of success, competition, and meritocracy.
Papers by Faith Borland
This thesis investigates the distinction between terror and horror that Robert Hume first establi... more This thesis investigates the distinction between terror and horror that Robert Hume first established in his 1969 article on categories of the gothic novel, a distinction that I redefine as a scholar working after the #Metoo movement and broader cultural recognition of the terror that women face in their everyday lives. “Terror” illustrates the sustained sensations produced in women’s lives as powerless and marginalized. Eighteenth-, nineteenth- and twenty-first-century women writers of the gothic, including Ann Radcliffe, Mary Shelley, and Silvia Moreno-Garcia, depict female characters who overcome terror through domestic, scientific and medical, familial, experiential, cultural, and academic education. Linking recent feminist recuperations of the gothic to foundational conversations about gender in the genre, this thesis expands the idea of education as a defense from terror and argues that the gothic form was and is a kind of pedagogy
My paper discusses the impact that Mary Shelley's theistic views and the science of her time had ... more My paper discusses the impact that Mary Shelley's theistic views and the science of her time had on the writing of Frankenstein. Her Christian ideals helped her to shape the character of Victor and play out the consequences of his actions. She discusses many questions about the human soul and the afterlife in her novel. Using writings from her diary, it is clear that Shelley was a very dedicated Christian and believed absolutely in the presence of an eternal soul. A large theme in the story is the question of whether or not the Creature has a soul and, if so, where he received it from. Shelley was also very interested in the science of her time and her story is full of examples of the most up to date technology such as the interest in electricity. Shelley took the interest in electricity and took it to its furthest reaches by using it to reanimate a corpse in her story. She also discusses the current debate on whether or not science should medal so intricately with human life. Shelley makes many comparisons between the Christian God and Victor Frankenstein by contrasting how they handle their situations and the love they feel for their creations. Victor is appalled by his Creature and leaves it to fend for itself. Frankenstein contains an incredible mix of theistic principles and scientific questions both of which Shelley was very passionate about.
This thesis investigates the distinction between terror and horror that Robert Hume first establi... more This thesis investigates the distinction between terror and horror that Robert Hume first established in his 1969 article on categories of the gothic novel, a distinction that I redefine as a scholar working after the #Metoo movement and broader cultural recognition of the terror that women face in their everyday lives. "Terror" illustrates the sustained sensations produced in women's lives as powerless and marginalized. Eighteenth-, nineteenth-and twenty-first-century women writers of the gothic, including Ann Radcliffe, Mary Shelley, and Silvia Moreno-Garcia, depict female characters who overcome terror through domestic, scientific and medical, familial, experiential, cultural, and academic education. Linking recent feminist recuperations of the gothic to foundational conversations about gender in the genre, this thesis expands the idea of education as a defense from terror and argues that the gothic form was and is a kind of pedagogy.
Uploads
Articles and Chapters by Faith Borland
Papers by Faith Borland