Thinking with Things: Reimagining Object Lesson as Feminist Pedagogy

THINKING WITH THINGS: REIMAGINING THE OBJECT LESSON AS A FEMINIST PEDAGOGICAL DEVICE IN THE HUMANITIES CLASSROOM by Krista Grensavitch A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in History at The University of Wisconsin-Milwaukee August 2019 ABSTRACT THINKING WITH THINGS: REIMAGINING THE OBJECT LESSON AS A FEMINIST PEDAGOGICAL DEVICE IN THE HUMANITIES CLASSROOM by Krista Grensavitch The University of Wisconsin-Milwaukee, 2019 Under the Supervision of Professor Merry Wiesner-Hanks In this dissertation, I continue nascent discussions of incorporating material culture in humanities classrooms in higher education. Primarily, this conversation stems from the material turn in the discipline of history, and in the humanities, more generally. It responds to calls that students in higher education must acquire the modes of thinking particular to practitioners within their discipline. My contribution sits at the intersection of material culture theory, feminist pedagogy, and the scholarship of teaching and learning (SoTL), and is a work of feminist praxis.

I centralize my own teaching practice and draw extensively from my experiences developing curricula and facilitating spaces of teaching and learning. Knowing that the full breadth of the human experience cannot be understood from consulting written texts alone, I turn to material culture to address gaps and silences. This move, I contend, allows for teachers and learners to represent, highlight, and interrogate a broad range of identities. When rooted in material culture theory, it offers novel epistemological routes for exploring knowledge and meaning-making.

My object-centered teaching and learning approach builds from an extant pedagogical form: the object lesson. In the nineteenth century, the object lesson emerged from the theoretical basis that knowledge is to be gained through sensation and reflection. Object lessons provide a scaffolded approach to learning through and with material objects. I have made ii liberal use of the term and idea throughout this dissertation, as have other researchers and pedagogues.

By bringing practices of engaged pedagogy - that which seeks to create and maintain well-being within the classroom - to bear on object-centered teaching and learning, I make this a distinctively feminist endeavor. I address both why others should engage in similar practices and, through modeling and creating usable resources, how they could undertake such a pedagogical shift. I expand theoretical discussions on authority, identity, and unknowability and how they can be manifest in spaces of teaching and learning and the impact they can have on well-being. Thus, what is distinctive about my research is that I promote, not simply describe and analyze, a material turn in teaching and learning for a broad audience.

iii © Copyright by Krista Grensavitch, 2019 All Rights Reserved iv DEDICATION I acknowledge that in Milwaukee we live and work on traditional Potawatomi, Ho-Chunk, and Menominee homelands along the southwest shores of Michigami, part of North America’s largest system of freshwater lakes, where the Milwaukee, Menominee, and Kinnickinnic rivers meet and the people of Wisconsin’s sovereign Anishinaabe, Ho-Chunk, Menominee, Oneida, and Mohican nations remain present. First and foremost, I thank the ants on my peony bush, those women who come before and whose work (often invisible, silenced, and denigrated) has allowed this bloom to flourish. Your tireless and steady labor supported me well before I was aware of the scope of work I would take on and in times when I thought completing this dissertation was an impossibility. You took on jobs and fulfilled roles you did not ask for.

Though we do not often talk about it, it is fully possible that you did not live the life you wanted to; perhaps you abandoned plans for a different path, or maybe your situation constrained you so that you could not imagine what could be possible if you were given a choice or an opportunity. I cannot name most of you, but I know that your names include Anna, Cecelia, Mildred, Audrey, Phyllis, Theodora, Juanita, Carol, Mary Jean, Debbie, June, Erlene, Shannon, JoBeth, Laurie, Jane, Sherry, and Debi. I thank my family – my parents Mary and Joe, and my brothers, Joe and Tyler – who model for me the value of staying curious, never being too old to play, that many hands make light work, that you leave things better than you found them, and that you never forget the corners when you sweep the floor. I struggle to find words enough to thank my partner Scott, whose unwavering humor, compassion, and support see me through.

I love you all. This dissertation is the product of collaboration. Though many of my collaborators are mentioned in the content that follows, it would be impossible to create an exhaustive list of those v who have supported me and my work. So, to every person who has shared insight, time, labor, and talents: I thank you.

I commit myself to supporting others, in kind, so that your work can continue to know value. My sincere thanks to the University of Wisconsin-Milwaukee, Merry Wiesner-Hanks, and the Chipstone Foundation – all who provided valuable resources and support, making it possible for me to research, write, and create this dissertation creatively and without compromise. vi TABLE OF CONTENTS 1. Thinking with Things: Introduction 1 A Starting Observation: Teaching and Learning in History and the Humanities 2 Incorporating Engaged Pedagogy 12 Chapter Outlines 15 2.

Review of Literature 19 Material Culture Studies 20 Feminist Interventions in Material Culture Studies 27 Feminist Pedagogy 32 Teaching and Learning in History 34 Using Non-Traditional Source Material in a Humanities Classroom 37 Moving Toward the Object Lesson 41 3. The Supper Club: Objects in a Women’s History Classroom 46 Object History: Grandma’s Relish Tray 46 Introduction 49 Discussion: Authority and Feminism 53 Designing a Women’s History Course 61 Choosing a Text Book 64 Learning to Interrogate Objects 69 The Supper Club 74 Conclusions 81 4. Memory Keepers: Objects in a Women’s and Gender Studies Classroom 87 Object History: WAR Dolls 87 Introduction 89 Accounting for Push and Pull Factors 90 Discussion: Identity 100 Designing an Introduction to Women’s and Gender Studies Course 111 Memory Keepers 116 Conclusions 125 Object Lessons: The Ultimate Pull Factor 127 5. Experiment in Education: Objects and Public History 131 Object History: Holy Hill 131 Introduction 132 The Encyclopedia of Milwaukee Project 138 Discussion: Unknowability and Queer Pedagogy 143 Designing Assignments for a Public History Project 150 Experiments in Education 162 EMKE Assignment in Collaboration 167 Developing the Infographic Assignment 168 Infographic Assignment Outcomes 173 Conclusions 175 vii 6.

Conclusion 185 Authority, Identity, Unknowability, and Well-Being 186 A Final Charge 197 Bibliography 200 Appendices Appendix A: Course Syllabus, HIST 243 212 Appendix B: Assignment Sheet, Discussion Leader Group, HIST 243 215 Appendix C: Assignment Sheet, Final Project, HIST 243 218 Appendix D: Assignment Sheet, Mid-Point Assignment 1, Final Project, HIST 243 221 Appendix E: Assignment Sheet, Mid-Point Assignment 2, Final Project, HIST 243 222 Appendix F: Artists’ Statement, The Supper Club, HIST 243 224 Appendix G: Teaching and Learning Video Resource, Creating The Supper Club 227 Appendix H: Course Syllabus, WGS 201 228 Appendix I: Assignment Sheet, Androgyny Engagement Activity, WGS 201 231 Appendix J: Course Schedule, WGS 201 232 Appendix K: Assignment Sheet, Object Reflection 1, WGS 201 234 Appendix L: Assignment Sheet, Object Reflection 2, WGS 201 235 Appendix M: Assignment Sheet, Object Reflection 3, WGS 201 236 Appendix N: Assignment Sheet, Object Reflection 4, WGS 201 238 Appendix O: Assignment Sheet, Object Reflection 5, WGS 201 239 Appendix P: Teaching and Learning Video Resource, Memory Keepers 241 Appendix Q: Engagement in Education, Holy Hill 242 Appendix R: Engagement in Education, Increase Lapham 245 Curriculum Vitae 248 viii Chapter 1 Thinking with Things: Introduction This dissertation is a work of feminist praxis. It is meant to serve as a space for reflection: on my identity, my social locations,1 my approaches to teaching and learning in higher education - and on how each of these facets square with available scholarship. Importantly, it is an opportunity to challenge conventions, including the form and structure of a typical dissertation as well as the possibilities for teaching and learning in a humanities classroom in higher education. I present this dissertation in a number of formats: in the written word, assignment sheets, and reflective and instructive videos.

In each format, I hope to reach and impact a diverse audience of teachers and learners who, if they so choose, will use my suggestions in their own classroom spaces. I hope that what I offer will serve as a starting point for creating and maintaining well- being through and with objects in humanities classrooms in higher education. I write this dissertation with equal training and footing in the disciplines of women’s and gender studies (WGS) and history, and each comes to bear on my work in specific and enduring ways. First, informed by my work in women’s and gender studies, I identify as a feminist pedagogue.

For me, this means that engagement is at the heart of my approach to teaching and learning. I understand that my role in the classroom is to ensure that all members become active 1. I identify as an able-bodied, cisgender, sapiosexual woman. I am white, a feminist, and a first-generation college student.

While members of my family have had some access to higher education and have completed extensive vocational training themselves, I am the only person in my immediate family to receive a four-year degree. The relative stability of my economic and relationship statuses allows me the time and space to pursue advanced degrees and focus on my own education and teaching practice. I earned undergraduate degrees in both Classical Studies and Psychology, both from different institutions (Carthage College and North Park University, respectively); my master’s level work was completed in Women’s and Gender Studies (then, Women’s Studies) at the University of Wisconsin-Milwaukee (UWM) and I completed my PhD coursework in the Department of History at the same institution. What appears to be a diverse course of study grounds me as an interdisciplinary scholar, teacher, and learner.

9 participants in learning: challenging, questioning, reflecting, and undertaking critical analysis. Along with my students, I engage to identify, and then seek to know my place within, the systems of power that privilege few and oppress and marginalize the greater majority in order to dismantle them. Next, I continue my challenge to disciplinary conventions and employ what some might consider a rather loose definition or usage of the terms “history,” “history classroom” and “historian.” I build from the rather simple idea that history is a narrative (which may manifest in any variety of forms) that describes change over time. With this understanding, any number of disciplines, including women’s and gender studies, could be said to fall under the purview of history.

Some institutions and individuals may think of the discipline of history as a discrete body, but in practice (and in my usage), the boundaries of history are quite porous. Therefore, I take a both/and approach here: history is both a discrete field of study and research and an inclusive approach to knowing and creating knowledge based on the paradigm of change over time. Finally, building from my foundation in WGS and history, what I offer in the pages and resources to follow draws from material culture theory and is a contribution to the scholarship of teaching and learning (SoTL). What is distinct about this dissertation is that I promote, not simply describe and analyze, a material turn in the teaching and learning in higher education: in history, WGS, and in the humanities, writ large.

A Starting Observation: Teaching and Learning in History and the Humanities Introductory-level history students, ones taking a course perhaps to fulfill a general education requirement, do not necessarily have a significant impulse to engage in primary source research and position themselves as historians. Much of students’ contact with teaching and 10 learning in history asks them to memorize names, dates, and events. Rarely are students asked to engage in the kind of critical inquiry we historians ask of ourselves.