What is CLIP?
The Collaborative Learning and Interdisciplinary Pedagogy (CLIP) Fellows Program
CHID recognizes the vital role that graduate student instructors and part‐time faculty play in the creation and maintenance of the vibrant learning community that is CHID. The CHID CLIP Fellows Program is designed to support their participation in innovative, collaborative teaching and research that incorporates faculty, graduate students, and undergraduate students in a diverse learning community organized around a central theme. In addition to fostering collaboration across disciplines, this award provides structural and monetary support for research and teaching as well as professional development.
2019 - 2020: Indigeneity, Diasporas, and Empire
Proposals were due Monday, October 29, 2018. The 2019-2020 CLIP Fellows Program will focus on Indigeneity, Diasporas, and Empire, with courses utilizing approaches from science studies to the environment, from queer studies to critical ethnic studies, from intellectual history to social movements, and from area studies to material cultures.
2018 - 2019: Critical Justice Education
Caleb Knapp and Alan-Michael Weatherford have received the 2018-2019 CLIP Fellows award to offer their course series, Interrogating Carceral Logics, Practices, and Histories. This series explores the meanings and possibilities of critical justice education across a range of geographies, objects, methods, and periods. It begins with the assumption that carceral processes enact forms of material and epistemological violence against people who have most often been criminalized on the basis of race, gender, class, sex(uality), religion, and/or ability. The courses center these marginalized voices and conjoins the fellows' scholarship on Atlantic Slavery, Racial Capitalism, Sexuality Studies, Postcolonial Studies, and Transnational Studies. While their expertise differs, their courses ask the same question: how can we understand carceral logics, practices, and histories and how have people developed modes of resistance to them?
2017 - 2018: Critical Approaches to Race and Equity
Logan O'Laughlin, MA, and Jey Saung, MA, were selected as the 2017-2018 CLIP Fellows. They will teach courses on the theme of Race, Reproduction, and Sexuality, bridging their overlapping scholarship on queer studies, trans studies, and reproductive justice. Through intersectional lenses, each of these courses asks: What constitutes reproduction and how does it inform ideologies of race, sexuality, and the environment? They critically examine how nuclear family narratives, fertility discourses, and reproductive technologies are not just liberatory tools for individuals but also have long histories of colonialism, environmental racism, and eugenics, particularly against queer and trans people of color. These oft-ignored histories lead us to explore the roles of the state as well as the implications of the globalization of reproductive economies (such as oocyte donation, transnational surrogacy, and reproductive tourism). These courses use feminist and queer scholarship as foundations to foster critical thinking and turn to experiences from reproductive justice and environmental justice activists to conceptualize modes of resistance.
2015 - 2017: Food, Environmental, and Multispecies Justice
The inaugural, 2015-2017 CLIP Fellows included David Giles, PhD (participated 2015-2016), Kathryn Gillespie, PhD (participated 2015-2016), Logan O'Laughlin, MA (participated 2016-2017), and Nancy White, PhD (participated 2015-2017). Each fellow taught two classes across the two-year program and engaged in extracurricular activities focused on the theme. In these classes, students critically and carefully considered how capitalism, racism, sexism, classism, and ecological degradation are (re)produced in society through food and our relationships with animals and the environment. Students critiqued the global agricultural industrial complex, animal slaughterhouses, extractive practices like fracking and mining, and other violent agricultural and environmental practices. They also examined resistance movements and struggles for justice, and evaluated whether they serve to perpetuate the existing system, suggest modest reform, or open pathways for radical systems transformation. They studied food and environmental justice issues at various scales, from the individual human and animal body and local Seattle-based organizations, to U.S. national policies and discourses and the global corporate food regime and resistance movements. Students engaged with literature and film, examined and articulated their own personal ethics and politics, and participated in and reflected on on-the-ground activism and alternatives.