Communication for Social Change: A Panel & Networking Session for Graduate Students

Are you interested in using your communication skills to serve the common good?  Attend this panel and networking session to learn from professionals in non-profit management, public relations, and communications.  Light refreshments will be served.  Event is cosponsored by the Temple Career Center and Klein College of Media and Communication.

Temple University National Coming Out Week 2018

“It is the mission of National Coming Out Week (NCOW) to provide resources through active and passive programming to members of the LGBTQIA+ community as well as advocates/allies.

The “X” theme for this year symbolizes intersectionality, gender inclusion, and X in Roman numbers represent the number 10. As we celebrate the 10th anniversary of NCOW, this image will be visible across the campus community.”

Brown Bag Lunch Talks on Archaeology of the African Diaspora

For the month of October the Temple University Department of Anthropology  and the Anthropology Graduate Student Association will be holding a two-part brown bag lunch series on Archaeology of the African Diaspora. October 5th we invite you to attend a talk by Dr. Christopher Fennell, Professor at the University of Illinois, Urbana-Champaign titled“Interdisciplinary Approaches to Investigating African Diaspora Histories”. On October 19th we invite you to attend a talk by Dr. Theresa A. Singleton, Associate Professor at Syracuse University, on her current research on Maroon landscapes in the Dominican Republic, “In Search of Maniel de Ocoa:  Mapping Slave Runaways Landscapes in Hispaniola.”  Pizza will be provided at both lunches!

Fall 2018 MAP Reading Group – ‘The Lies that Bind – Rethinking Identity’ by Kwame Anthony Appiah

Join Temple University’s MAP chapter for their Fall 2018 reading group! We will be doing a close reading of Kwame Anthony Appiah’s new book, The Lies That Bind – Rethinking Identity. The group will meet one to two times per month, covering a few chapters in each meeting. The reading group is designed as a ‘brown bag meet-up’ so bring your lunch and join us for what is sure to be exciting discussion!

If you are interested in joining, please email no later than September 17th,

Join us for a talk by Steven Epstein – The New Truths of Sex: Operationalizing Sexual Health

Steven Epstein
John C. Shaffer Professor in the Humanities and Professor in the Department of Sociology at Northwestern University
The new truths of sex: Operationalizing sexual health 
In recent decades, the idea that people may aspire to something called “sexual health” has traveled widely in both professional and lay domains. My book project examines the rise of new conceptions and formal definitions of sexual health in the 1970s; the remarkable proliferation and diversification of sexual health meanings and projects beginning in the 1990s; and the implications of these new ways of conjoining sexuality and health for science, politics, and selfhood. My talk draws on material from a chapter of the book that considers scientific and bureaucratic projects that seek to operationalize the concept of sexual health in formal ways—in particular, to measure, standardize, survey, and classify it. I focus on one salient example involving the remaking of diagnostic categories related to sexuality in the forthcoming eleventh edition of the World Health Organization’s International Classification of Diseases. The example demonstrates both how sexual politics affects classification practices and how sexual truth-making is transformed by its conjunction with the imperative of health.
September 17, 2018
Walk Auditorium
Ritter Hall
Reception will follow in Walk Auditorium lobby
Department of Sociology
Department of Philosophy
College of Liberal Arts
Center for the Humanities at Temple
Biosocial Studio/Bodies in Geography Studio @Temple
Gender, Sexuality, and Women’s Studies
Global Studies
Geography and Urban Studies
Department of Epidemiology and Biostatistics
School of Social Work

Women in Core Conference at Temple University

“Welcome to Women in Core! While it’s clear that more texts by and about women appear on core text syllabi than ever, integrating women into core curricula continues to present special challenges and opportunities. The next two days promise a rich array of considerations: we will hear arguments for the inclusion of texts by women authors or about women characters in curricula that still emphasize canonical works by men. We will strategize ways to expand our syllabi. We will take up questions concerning the canon and the archive, the dynamics of gender identity in the classroom and in publishing, critical developments in feminism and gender studies, and intersectionality. Building on the success of six panels hosted at 2017 conference of the Association of Core Texts and Courses, the Intellectual Heritage Program at Temple University, in collaboration with ACTC and the Gender, Sexuality, and Women’s Studies Program, has invited scholars and university professionals from across the country to address these and other issues. We’re glad you’ve chosen to join us in this important project!”

Hosted by the Intellectual Heritage Program at Temple University

Co-Sponsored by the Association of Core Texts and Courses (ACTC)

Supported by Temple’s Gender, Sexuality, and Women’s Studies Program

For more information, contact

Dr. Genevieve Amaral, Associate Director for Special Programs, Intellectual Heritage Program


Beyond Apu: A Community Conversation

When was the first time you remember seeing yourself reflected onscreen? Or have you yet to truly experience this?

On March 10th, Drexel University and the South Asian American Digital Archive (SAADA) will host the Philadelphia premiere of Hari Kondabolu’s The Problem With Apu documentary, followed by a community discussion about representations of South Asian Americans in popular culture. All proceeds will benefit our work to document and share South Asian American stories. In the vein of SAADA’s award-winning First Days Project and Road Trips Project, we will also be collecting personal memories from the audience to permanently preserve in our archive.

Sat, March 10, 2018 – 4:00 PM – 6:00 PM EST

Drexel University, URBN Center Screening Room – 3401 Filbert Street, Philadelphia, PA 19104

Tickets: $10 to $15

To purchase tickets or for more event information, visit

To learn more about SAADA, visit

Curation and Community in the Age of Art + Feminism: Panel and Wikipedia Edit-a-thon

woman calling out edit

Tuesday, March 13, 2018 // 11:00 am

Paley Library: Ground Floor Lecture Hall — 1210 W. Berks Street, Philadelphia, PA 19122

Join Temple University for a panel discussion about representation and identity in art, moderated by Dr. Jennifer Zarro, art historian, writer, curator, and faculty at the Tyler School of Art, with:

  • Kate Kraczon, Laporte Associate Curator, ICA Philadelphia

  • Mechella Yezernitskaya, co-curator of Beyond Boundaries: Feminine Forms

  • Kelli Morgan, associate curator at the Indianapolis Museum of Art

In the afternoon, participate in the fifth (and our third!) annual Art+Feminism Wikipedia Edit-a-thon, a communal updating of Wikipedia entries on subjects related to gender, art, and feminism. Wikipedia’s gender trouble is well-documented. In a 2011 survey, the Wikimedia Foundation found that less than 10% of its contributors were women. While the reasons for the gender gap are up for debate, the practical effect of this disparity is not: content is skewed by the lack of representation from women. Let’s change that.

Tutorials will be provided for the beginner Wikipedian, along with reference materials, and refreshments. People of all gender identities and expressions are invited to participate, particularly transgender and cisgender women.

Panel starts at 11:00 AM/Training starts at 12:30 PM/Editing in full swing at 1:30 PM. Drop in at any time!

Kindly register at

Diversity in the Philosophy Classroom

Diversity in the Philosophy Classroom, by Kate Brelje

As I think about diversity in my everyday life in philosophy, my thoughts are pulled towards teaching. Diversifying the philosophy classroom is essential, not only for inclusion of more individuals, but also for creativity and improving our philosophical inquiry.

In my own classroom, I’ve been developing tools for doing this. One of the front lines of diversification is the syllabus. Not all subject matters or pre-concocted syllabi allow much room for an instructor’s creativity and freedom – but most allow at least a little wiggle room. This wiggle room is essential for getting broader representation of authors and philosophical approaches. Getting new readings in on the ground floor allows students to witness the sheer breadth of philosophical thought and might help facilitate them finding representation of themselves in our broad tradition.

The second level of diversification is classroom activities. By broadening the ways that we talk about and witness philosophy, both academically and in the world, we can gain insight into all the ways philosophy could be meaningful to particular students. This might be a segment of John Oliver, who often at the very least provides short segments ordered around an argument on topics such as the death penalty, mass incarceration, and nuclear weapons. Or it might be an array of art examples, or a volunteer project, or a film. By extending the application of philosophy outside of the classroom, we can show students how what we’re doing, albeit occasionally esoteric, connects to their practical lives. But if the subject matter one’s teaching isn’t so easily applicable, even having different internal course structures – quizzes, surveys, discussions, question and answer sessions, debates, and town halls – can help students find a way that they best access the information.

A third level of diversification that I am going to appreciate is a transition from professor/instructor focused instruction to student focused instruction. Over the course of the semester, I move the structure of my class from interactive lecture, to large group discussions led and developed entirely by students, to individual student research presentations. This gradual transition, punctuated by group speakers, helps diversify participation in classroom instruction. It offers students a chance to participate in their learning direction – by guiding and building it, rather than having an instructor dominated education. I help to lay the conceptual foundations in the first part of the semester, so that we can all build the discussion together, using shared conceptual vocabulary. Finally, students are able to present their own research and insights, fully transitioning to intellectual leaders and participants in the classroom, and hopefully beyond.

This may not be the type of diversification that you expected to read about on a MAP blog. But I think it ties into the more MAP focused types of diversity in an essential way. By starting the conversation with everyone on board, so to speak, and facilitating every students’ capacity for leadership in the classroom, we can, in minor but important ways, assert the value and capabilities of each individual’s contribution. When students are supported in their learning in the classroom, they can better see themselves as worthy students of philosophers, as people who can gain something from philosophical learning and contribute to furthering philosophical thought. This requires alternative conduits for the teaching and doing of philosophy.

Sally Haslanger on ‘Ideology and Moral Knowledge’

Join Drexel University in welcoming Professor Sally Haslanger, PhD. for her talk on Ideology and Moral Knowledge, Thursday, March 1st 5:30-7:00pm in the Mitchell Auditorium, Bossone Center

“Culture, I argue, is a set of social meanings – what I call a cultural techne – that shapes and filters how we think and act.  Problematic networks of social meanings constitute an ideology.  Such networks prevent us from properly appreciating what is valuable (and how it is valuable) and organize us in unjust ways.  Entrenched ideologies are resilient and are barriers to social change, even in the face of legal interventions.  If, under conditions of injustice, our cognition is shaped by ideology, how can we gain the moral knowledge needed to critique the culture that is the source of injustice?  But culture is not a rigid frame; rather, it is a set of tools made ready for use in a variety of ways.  Not everyone uses the tools in the same way or finds them fitting for the jobs they need done. So even in cases where most participate in oppressive practices unknowingly, there will be some who are able to gain knowledge of morally relevant facts that are for others inaccessible or unavailable; this may be knowledge that the practices are morally problematic. If so, then they are entitled (even required!) to resist the practices and demand change. Resistance may be made by individuals, but there are many reasons that it is best undertaken as a collective enterprise through social movements.  My talk will elaborate this view and consider when social movements legitimately demand our support.”

Students and faculty are invited to a reception with Dr. Haslanger from 4:00-5:15PM in Suite 250 at 3101 Market Street.

Sally Haslanger is the Ford Professor of Philosophy in the Department of Linguistics and Philosophy at the Massachusetts Institute of Technology and holds the 2015 Spinoza Chair of Philosophy at the University of Amsterdam. Since 2009. She has also served as director of the Women’s and Gender Studies program at MIT. Her work has focused on metaphysics, feminist metaphysics, epistemology, feminist theory, ancient philosophy, and social and political philosophy.

Sponsored by Drexel’s Department of English & Philosophy, the Center for Science, Technology, and Society, the Women’s and Gender Studies Program, and the Department of Sociology.