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Amophrast's picture

Mind your Ps and Qs

I'm an English major, gen/sex minor, and creative writing concentrator. Gen/sex and queer issues have always been of interest to me though I've never really figured out why. I was involved in my high school's Gay-Straight Alliance (GSA) and I'm involved in the Rainbow Alliance here at BMC. This interest in queer issues more or less a first in my immediate family. When I applied to intern at several AIDS organizations in Philly, I can quote my parents saying: "What is your connection to the gays? Are you aware of their wild and crazy parades?" to which I replied, "Yes, and I have practically been in some of them."

kganihanova's picture

Writing my story

Writing my educational autobiography was fine...for the first few pages. To muster the third page, I had to dig deep and really remember the little things that did not right away occur to me. That made me think about myself and I'm grateful that I got to do this assignment.

charlie's picture

Hi.

Hi. I am a sophomore at Haverford. I'm majoring in Art History and am pretty sure that I will be a Gender and Sexuality Studies concentrator. This is my first class that is officially focused on gender and sexuality although it has always been something that interests me. I am really excited about this class and the potential discussions we will have in the future. 

JHarmon's picture

Reflection!

Writing my educational autobiography was certainly more difficult than I had imagined. Plagued with the myriad of ways I could interpret education, I decided not to focus on the things I had learned in school because, as many of you will probably agree, education extends far beyond the walls of a classroom.

Much of my personal growth and education involved learning about myself and gaining a sense of independence and adulthood. By living in different cities throughout my life and eventually moving out of my parents house during my senior year, I began to understand the responsibilities associated with growing up, and I learned to appreciate the small community of which I grew up in contrast with the vibrant city I had integrated myself into.

Guy Walks Into a Bar

Alice Lesnick

Guy Walks Into a Bar


Guy walks into a bar --

My friend, this is changing:
Suspense, you know, breath
Without rhythm
You know what I'm talking about
A bout of fluid dreaming
I want, I want

Mucky memory lime-
Light crossing blades of grass . . .
Take it from the top! Take it
Away. Not for poison
But fish need cool slip, the
Potter's bone is spiral knowledge
Queasy, greasy, in it
We trust

Midnight toast
To you,
Consenting to come into the new
Far out from bar room singing
Far into --

I want this Lingua frankly
But see no teacher but need
But energy
But what I can't see here
Where losing and forming are
The same word

 

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HSBurke's picture

Reflection

After writing my education autobiography, I realized that my feelings toward high school are stronger than I had previously thought. I received a very rigorous academic education, but the lessons that stuck with me are actually what I learned on a social level. My experience had less to do with class, and more to do with competition and the actions of my fellow students. While I've realized that this education had a negative effect on me overall, I am now able to look into my future at Bryn Mawr in a positive way, because I know that what is to come will be better that what has happened in the past. 

LittleItaly's picture

My Educational Autobiography Reflection

So after writing my educational autobiography some questions had popped into my head about the position I took. I believe the classroom was not the key component in my education instead my community was. I made the claim that because of the way people in different economic background created their own world within their own class that it pushed me to become more aware of myself and taught me how to understand different people's stories. It also pushed me away from being open to the influences of the neigherborhood that I viewed as destructive. So this is where I am at now. I have been known to want to help people out and get them on a better path. But in my paper I had said that class has turned into being what defines a culture. So because I made the claim that people of lower class have their own culture, is it right for people to try to change them? Yes, the lower class are associated with high health risks, high poverty and crime but if that is their culture, who are we to say that the way they live is wrong? After reflecting on that another question arose. Maybe that is my culture? Maybe that it part of the American culture? To come in unannounced, and change what we see unfit. Looking at American history we can see several times when we stepped in and justified with a 'we're creating change' campaign. So maybe it is part of my culture to want to help people I think are on the 'wrong path?' But does that still make it right?

essietee's picture

"Queen of the Water, Queen of the Old Main Drag"

I’m Steph, a Senior English major concentrating in Creative Writing here at Bryn Mawr. While I’ve never taken a course exclusively on Gender and Sexuality, I’ve read a good deal of literature in this area and have incorporated it into my last three years of undergraduate study. I’m hoping to write my Senior Thesis on perceptions of mental illness in twentieth century women’s literature, and feel that this course will expand my previous knowledge and enrich my studies this semester. And if you’re wondering about my unusual username, it’s nothing more than the sound of my initials: SCT. I also like to use song lyrics in my statuses/post titles — this one is from The Decemberists' "Down By The Water."

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