The Simpson Center’s offices are currently all online. Our staff is available by phone and email. We do our best to respond as soon as possible. Thank you for your patience.
Simpson Center for the Humanities

Scholars at Work

This summer, the University of Washington was one of two schools, along with the University of Massachusetts, to host the pilot program of the Mellon Foundation-funded MLA Teaching Institute, aimed at strengthening the teaching of English at access-oriented institutions through collaboration. For one week in June, thirty-two participants—a mix of faculty members from access-oriented institutions and doctoral students at regional universities—met to discuss and develop pedagogical research projects that they’d conduct for the rest of summer and then present at the 2020 MLA Conference in Seattle. 

This week, they’ll do just that when they present the findings of their research on the MLA panel, “Research Projects from the MLA Reading-Writing Institute.” The panel will be held from 1:45 to 3 pm on Saturday, January 11 in Room 4C-2 of the Washington State Convention Center, where folks can also learn more about the Institute and how to apply to be part of next year’s cohort.

As the panelists prepare their presentations, we asked University of Washington-affiliated doctoral students to reflect on being part of the first MLA Teaching Institute cohort—both what they learned and what they’ll be sharing during the conference. Here’s what they said:  

Leah Rubinsky (Comparative Literature):

We talk, quite a bit, in my department and across campus about collaboration and interdisciplinarity, but rarely do we practice these things. Participating in the MLA Summer Teaching Institute in June gave me the wonderful opportunity to be part of a diverse and collaborative learning community made up of PhDs, graduate students, creative writers, professors and instructors, some working at community colleges, some working at four year institutions, all brought together to learn about and share strategies for teaching academic writing and reading. And this was, perhaps, the most memorable and refreshing part of the experience: the invitation to be part of a professional community of teachers talking about how we show up in classrooms, what we grapple with at access oriented institutions or four year colleges and how we define and teach critical college-level reading and writing skills. Along with this, it was also valuable to do the hands-on, experiential work that we did, including sharing and peer-reviewing our writing assignments, prompts and syllabi, and actually doing, in our group, some of the discussion-based assignments and activities that we have our own students do.

As I reflect on the Institute, I am so grateful to have been able to take part in it. Not only did it rekindle my love of writing, reading and the teaching of both, it also gave me a glimpse of how academia can be done differently. What possibilities open up if we look beyond ideas of hierarchy, gate-...

Read more

#UWtranslators is a series of interviews with translators by the UW Translation Studies Hub.

By Jesús Hidalgo

An active member of the UW Translation Studies Hub, Professor Cynthia Steele is a Professor Emerita of the Department of Comparative Literature, Cinema and Media, and former Chair of that department. She has taught courses on Literature of the Americas, Latin American cinema, world literature, and literary translation.

Tell us about your research in the Comp Lit Department.

I’ve been a critic of Latin American narrative for many years, primarily the Mexican novel. I published two books on Mexican narrative: Narrativa indigenista en los Estados Unidos y México (1985) and Politics, Gender and the Mexican Novel: Beyond the Pyramid (1992). Over the years I have published numerous articles on Mexican narrative and film and on the literature of Chiapas and Oaxaca. Beginning in the 1990s, I also began to translate both fiction and poetry. I published a translation of Inés Arredondo’s Underground River and Other Stories (1996) and of José Emilio Pacheco’s City of Memory and Other Poems (2001, with David Lauer). Also during the 1990s, I translated numerous short stories and poems for two special issues of TriQuarterly, one on Recent Mexican Literature and the other on Literature of Chiapas.

How did you become interested in the Translation Studies field?

My earliest translations were of Mexican writers who had become friends during my stays in Mexico City: Elena Poniatowska, José Emilio Pacheco, and Inés Arredondo. As time went by I found that, when I would read a Spanish text that I loved, I would feel the urge to translate it, and that I found the process very gratifying. I have also been motivated by wanting to make more wonderful works by Latin American and Spanish writers available to English readers.

How do you use Translation Studies in your undergraduate classes?

I once had the opportunity to teach an undergraduate practicum on translating from Spanish to English. Students worked in groups, translating short stories by Mexican women authors. It was a lot of fun! Also, on several occasions I have taught a graduate seminar on translation.

I was going to ask about that graduate seminar. Tell us about the CLIT511 class you taught in Winter 2017. What was the aim of the course?

At various points I have emphasized more or less translation theory in my seminars; on this occasion I focused primarily on the practice of translation. I had each student translate three poems and a short story from their source language to English, workshop the translations with the other members of the seminar, and then submit them to literary journals for publication.

... Read more
Little Women by Maira Kalman

by Laura Griffith

Fifty-six people got up on a Saturday morning to celebrate the 150th anniversary of Louisa May Alcott’s Little Women. The event was March Madness, hosted by the Eighteenth- and Nineteenth-Century Graduate Research Cluster and held in the Research Commons in Allen Library on November 23.

Members of the University of Washington community and the community at large gave lightning talks on a variety of subjects, including women’s clothing in the 1860s, Little Women and sustainability, the legacy of Little Women in China, Alcott’s assessment of Transcendentalism, and the stakes of being a woman artist in the nineteenth century.

Graduate Student Laura Griffith (English) and March Madness co-organizer, Laura Griffith, giving a lightning talkIn between panels of lightning talks, attendees visited tables displaying desserts baked from nineteenth-century recipes, reproduction clothing and artefacts in the style of the nineteenth century, art in the style of the nineteenth century (which was being painted on the spot by UW’s own Joey Xiaoyi), and the University Bookstore’s collection of books by and about Louisa May Alcott, among other things. Re-enactors from the Washington Civil War Association, at the University of Washington for the first time, were also there in full 1860s costume.

Finally, the event finished with a talk from Sandra Kroupa, the Rare Books Curator for UW Special Collections, followed by a trip downstairs to see the more than 150 books Sandra had displayed, including a first edition of Little Women. An endowment for the collection of works by nineteenth-century American writers has enabled Sandra to collect an impressive array of books by Alcott and her contemporaries. 

March Madness was a fun opportunity for fans and scholars to unite over their shared love of Little Women. Attendees could vote on their favorite of the four March sisters in the novel by putting money into jars bearing each character’s name. Donations went to the University District Food Bank in honor of the March sisters, who feed the hungry at the beginning of the novel. Participants also chatted about why it is that everyone likes Beth but she’s nobody’s favorite character, and argued over whether or not Jo should have married Professor Bhaer.

March Madness also provided a platform for scholars to share their work with an audience beyond the university, breaking down the invisible barriers that often separate academia from non-academic communities. This ensures that the insights and questions raised within university walls reach beyond them; it further ensures that the knowledge and concerns of the broader...

Read more

In anticipation of winter break, we asked Simpson Center-affiliated scholars and staff what books they’re excited to dig into once the end-of-the-quarter frenzy has wound down. Here’s what they said:  

Rachel Arteaga, Assistant Director, Simpson Center:

"Last winter, I compulsively pre-ordered a hardcover book of essays and speeches. I couldn’t resist the title, and I knew that the author wouldn’t fail me. The book is The Source of Self-Regard by Toni Morrison. A speech from 2005, included in the selections, has stayed with me. It’s called “Hard, True, and Lasting,” and in it Morrison explains that in her own writing, “in order to reveal what seems to me the hard and the true and the lasting things, I am drawn to describing people under duress, not in easy circumstances.” Since her passing in August, my gratitude for her unflinching work has only deepened, and I’ve returned to this collection again and again."

Michael Biggins, Affiliate Professor, Slavic Languages & Literature

"Over the holidays I’ll be reading Claudio Magris’s Trieste, un’identità di frontiera, published in 1982 and supposedly one of the first works about Trieste by an Italian author ever to make a serious effort at encompassing the broad totality of the city’s complex cultural heritage, including its very considerable and age-old Slovenian presence. 

I’ll also be reading 2018 Nobel Prize winner Olga Tokarczuk’s Primeval and Other Stories (Prawiek in inne czasy in Polish) in preparation for the January meeting of a local Central European book club that I helped organize and belong to, which we’ve dubbed Stories from the Heart of Europe. Anyone with an interest in Central European literature, or in a particular book that’s on our reading/discussion agenda, is more than welcome to join us.  Our schedule of meetings and authors/books up for discussion at each one are posted...

Read more

In mid-November, the Simpson Center sent three of its past fellows in digital humanities and public scholarship to the National Humanities Conference in Honolulu, Hawai'i. Their panel, “Digital Public Humanities: Navigating Community and Identity in the 21st Century,” was designed for a broad professional audience in the humanities, including leadership of state humanities councils, scholarly societies, and advocacy organizations. Sessions at the conference ranged from presentations on measuring the impact of humanities programming to discussions of place-based education (with an emphasis on the islands of Hawai'i, American Samoa, Guåhan, and the Northern Mariana Islands, which jointly hosted the conference) to workshops on grant-writing for funding opportunities through the National Endowment for the Humanities. Below, our presenters—pictured above at the conference along with the Simpson Center's Assistant Director Rachel Arteaga (second from left)—share their reflections on the conference and its contexts.

Julian Barr (Geography)

The National Humanities Conference by the National Humanities Alliance and the Federation of State Humanities Councils was an exciting experience and one of the most unique conferences I have been able to engage with and not only because of the magnificent choice in location. The conference was hosted by Hawai’i Council for the Humanities in partnership with Humanities Guåhan, Northern Marianas Humanities Council, and the Amerika Samoa Humanities Council. This coming together of the states and territories of Oceania made for a thoughtful conference that put the work of those councils in the spotlight, which meant the work was by people of color and local indigenous communities. They presented the struggles of natural disasters that affected the Northern Marianas to the struggle to preserve culture and language in Guåhan. It showed that this conference cared about bringing a diverse set of voices to the forefront and honoring the local communities we were visiting.  

However, it was the Capps Lecture by Dr. Jonathan Kay Kamakawiwo‘ole Osorio and Dr. Jamaica Heolimeleikalani Osorio from the University of Hawai‘i at Mānoa that really showcased this approach. They presented a phenomenal keynote together that wove together various approaches from traditional lecture to poetry and music. The topic was a wide look at the legacy of US colonialism in Hawai’i and the political movements against US colonialism in the past but also currently with the struggles surrounding the building of a telescope on sacred lands at Mauna Kea. It showed the strength of the humanities approach to present a complicated history and tie it back to the present to understand current injustices.

Lastly, I had the opportunity to present along with my three other colleagues on our digital humanities approaches. It was a great chance...

Read more
Amelia Glaser

By Jesús Hidalgo

Professor Amelia Glaser is a peculiar case in the Translation Studies field—her Culture, Art, and Technology undergraduate class on translation at University of California San Diego boasts approximately 300 students. Nationwide, this type of course typically has a reduced number of students—if it's even offered at all. To explain how Professor Glaser has managed to attract so many students at a STEM campus, the Translation Studies Hub invited her to give a talk on Oct. 29.

“The University of California San Diego is like the MIT for the UC system, so the humanities need to find a way to engage with these students,” said the UCSD Associate Professor while holding a 13-page handout that included her syllabus and some of the translation activities she uses with her students.

Originally, her class was designed to explore translation theory heavily, with readings by Jacques Derrida, Walter Benjamin, and other usual suspects in the field. However, Professor Glaser noticed that students became more active when the class transitioned towards a workshop on translation. Students who spoke English as a second language were particularly involved as they had been translators for their own parents and family their whole lives.

“It was a different kind of student who was now the expert, who was speaking up, who was speaking from experience,” Professor Glaser said. “It was really incredibly gratifying. I had a couple of native speakers of Spanish, others who were English language learners, others who were first-generation college students, who were managing to explain very complex concepts to the class because they got it.”

With this experience in mind, she developed an assignment for which students have to work in pairs or, ideally, in groups of three, with at least one of the members being an English native speaker and one or two native speakers in another language.

Teaching translation to middle-school and high-school students as a community service activity and keeping an online journal, Alchemy, where students could publish their translations are some of the additional assignments and projects Professor Glaser developed for her class. The K-12 outreach project was a collaboration with the San Francisco-based Center for Art in Translation (CAT), which generously shared their own translation curriculum and poetry pages with Amelia Glaser and her students. (Samples can be found on the Alchemy website.)

The UCSD Associate Professor also shared some of the in-class activities included in her syllabus. For instance, a few of the attendants of her talk were invited to read a poem by Japanese author Matsuo Basho aloud. Professor Glaser explained that she makes...

Read more

#UWtranslators is a series of interviews with translators by the UW Translation Studies Hub.

By Jesús Hidalgo

José Alaniz is a Professor in the Department of Slavic Language and Literature and Comparative Literature (adjunct) at the University of Washington. He has published two books, Komiks: Comic Art in Russia (University Press of Mississippi, 2010) and Death, Disability and the Superhero: The Silver Age and Beyond (UPM, 2014). He chaired the Executive Committee of the International Comic Arts Forum (ICAF), a leading US comics studies conference, from 2011 to 2017. He is also a founding board member of the Comics Studies Society and served as Director of the UW Disability Studies Program from 2014 to 2018. He is currently translating Lena Uzhinova’s 2014 graphic memoir My Sex.

Professor Alaniz will be presenting on Comic Narrative and Translation at the Translation Studies Hub colloquium on November 22.

Tell us about your research in the Slavic Department.

My current research project builds on my first book, Komiks: Comic Art in Russia (University Press of Mississippi, 2010), to examine the post-Soviet era, especially the Putin years, in Russian comic art. I am also working on a monograph devoted to the representation of twentieth century history in Czech graphic narrative. With Martha Kuhlman (Bryant University), I have co-edited a collection of essays titled Comics of the New Europe: Intersections and Reflections, which should see release in Spring 2020. Finally, I am slowly writing a book on the depiction of people with disabilities in Russo-Soviet cinema, from Eisenstein to the present. These projects reflect my interests in Slavic Studies, Comics Studies, and Disability Studies.

In addition, I am taking advantage of my sabbatical year to translate some major Russian comics works, including Lena Uzhinova’s My Sex (2014); Vladimir Rudak and Uzhinova’s I Am an Elephant (2017); and Olga Lavrenteva’s Survilo (2019). They all deserve a wider readership.

How do you use Translation Studies in your classes?

I have never taught a course on Translation Studies, but in teaching a lot of material in translation (mostly modern Russian literature), the question of choices in translation comes up all the time. Sometimes I will ask native or heritage speakers in class to chime in on what they think of a particular translation of a word or passage, other times I highlight alternative renderings by myself or others, to spark discussion of what the original Russian is doing (and how an English translation often cannot capture what’s “really” going on). A well-known example, a line of dialogue from a buffet manager in...

Read more

By Denise Grollmus

On November 20, Joel Alden Schlosser will be giving a talk, “Politics is for the Dogs: Diogenes the Cynic and Political Refusal,” that emerges from his current work as a 2019-2020 CHCI-ACLS Visiting Fellow in Residence at the Simpson Center for the Humanities, where he is also a fellow in the Society of Scholars.

An Associate Professor of Political Science at Bryn Mawr College, Schlosser has published numerous essays on ancient political thought, politics and American literature, and pedagogy. He is also the author of What Would Socrates Do? Self-examination, civic engagement, and the politics of philosophy (Cambridge, 2014) as well as the forthcoming Herodotus in the Anthropocene (Chicago, 2020).

In anticipation of his lecture, I sat down with Joel to discuss how his current work on the practice of refusal in ancient Greek philosophy compliments concepts of refusal that emerge out of Indigenous Studies and Black Studies by linking ethical concerns with the self to political concerns with the collective, as well as attending to the broader politics of flourishing.

Tell me a bit about the project you’re working on while a CHCI-ACLS fellow.

This project is, like my earlier work, asking: what is the practice of philosophy and the practice of inquiry? That is, how is political theory not just something you do in a tower that's apart from everything, but how is it an activity which is part of the practice of philosophy—which is also a central concern of Herodotus in the Anthropocene. There, I’m exploring Herodotus’s ways of thinking about ecologies and how he shows that reciprocal interaction can develop through conventions, laws, and cultural practices that would lead to Earthly flourishing—practices that must be rooted in practices of equality that extend beyond human beings to non-humans, too. My argument is that this whole sort of worldview works toward this concept of Earthly flourishing, which is inseparable from human flourishing, and the belief that these two things are mutually co-constitutive.

The difference is that now, I’m thinking about this notion of flourishing in terms of refusal. So, for example, I’m exploring how Diogenes the Cynic imagines refusal as a practice that is anti-political, but also political—anti-political because it’s opposing the political order and may not actually be trying to offer any political order as an alternative, but political insofar as that it’s politically really important. It has consequences. It has a political edge to it, even if it’s directed towards a different form of community or a different form of social organization.

What do you mean by “refusal?” And why has this become a generative term for you?

My interest is partly coming out of the work of Bonnie Honig, who’s a...

Read more
Carbonless Conference

By Rachel Arteaga

On Thursday, September 19, organizers and activists were in the final phases of preparing for what would become the largest climate mobilization in history. Over the course of the following week, an estimated 7.6 million people would strike for climate action. Aerial photos of the protests vividly show that the scale of involvement—much of it led by young people around the world—was meant to match the scale of the climate crisis, and to bring to bear the actions of the many upon the decisions of the powerful few.  

On that same morning, a group of humanities scholars gathered at the University of Washington to hear a keynote panel featuring Gary Handwerk, Professor of Comparative Literature and Director of the interdisciplinary Program on the Environment at the University of Washington, on a highly specialized area of research: the ecological and religious aspects of nineteenth-century literature and culture. As is typical of academic conferences, the featured speakers were from disparate locations around the world. Unlike other scholarly gatherings, none of the speakers had flown there. Instead, participants in the Ecology and Religion in Nineteenth-Century Studies Conference had committed to using digital technologies and hyper-local meeting sites—rather than using air travel to meet in a shared location—seeking to bring the carbon footprint of the event as close to zero as possible.

The five physical locations for the conference spanned from Seattle to Texas, from Atlanta to Washington, D.C., and on to Lancaster in the UK. The institutions formally participating in the conference as live, in-person meeting sites were the University of Washington, Armstrong Browning Library at Baylor University, Emory University, Georgetown University, and Lancaster University. Participants from nearby institutions—anyone willing to drive, bike, or travel by train—could join in. At the Seattle gathering, the Pacific Northwest region was well represented by scholars from Oregon and British Columbia, as well as various colleges and universities in Washington State. Organizers report that the conference had over 250 in-person participants across the five conference sites. Another 600 people or so from 165 cities in 19 countries watched events through the conference website.

Faculty organizers used a constellation of digital platforms to make the conference possible. Research paper presentations were streamed and recorded online through Webex, Zoom, and Facebook Livestream. On Twitter, audience members posted questions, notes, relevant links, and commentary using the hashtag #EcoReligion19c. For those who couldn’t log on or bike in, all of the keynotes and sessions—including...

Read more

By Denise Grollmus

On the night after the 2016 presidential election, fifty students and alumni gathered in the Samuel E. Kelly Ethnic Cultural Center Theater. The mood was funereal as everyone took their seats and waited for Professor of Communication Ralina Joseph to get them started. For the past month, the group had been meeting weekly for intergenerational dialogue around issues of race as part of a ten-week course called Interrupting Privilege. Though those in attendance had signed up for challenging conversations meant to push them out of their comfort zones, that night felt particularly charged with anxiety, fear, shock, grief, and anger. Shock at how high the tide of hate had grown, anger at that shock, fear of what was to come, anxiety over how to respond. Joseph could feel it all as soon as she walked in the room. 

Rather than extinguish that charge—or let it run wild—she harnessed it. After all, Joseph had developed Interrupting Privilege for the purpose of helping people learn how to productively listen to and converse about these exact issues outside of their race and age bubbles. Both a class and a philosophy, Interrupting Privilege is an intergenerational, skills-building, anti-racism space of dialogue and critique that argues that everyday people can work together across generations and race to combat racism with the support of youth leadership, commitment to critique-in-action, spaces to share and hear racial hurt, and careful training modules. For the next two hours, Joseph modeled how to critique with love and how to engage in radical listening, fostering a space where people felt safe to acknowledge what they didn’t know, ask questions, and make mistakes, while the most vulnerable voices were centered and lifted up. 

For students like Embeba Hagos, the interracial and intergenerational space Joseph cultivated was a revelation. “I felt as though institutions like UW didn't care about racial equity. But when I started seeing people in my Interrupting Privilege class share their own experiences and be emotional in front of so many people, it was inspiring, because it gave me hope and courage to be that vulnerable, to be comfortable with my own experiences outside of my friends and family, especially at UW.”

Alumni like Salley Anderson also describe Interrupting Privilege as “life-changing.” “It was the right thing at the right time,” Anderson says. “It literally changed how I walk through the world, changed what I see, and cracked me wide open to view the world in a different way.” 

For both Hagos and Anderson, the success of Interrupting Privilege, which is now in its third year, is due to Joseph. From students and facilitators to alumni and administrators, everyone involved with Interrupting Privilege says that Joseph’s profound...

Read more