ENGL 745 "Fandom and Fan Studies"
Course Modality: We will meet in person for most class sessions, pending the need to go online for COVID or weather. On selected weeks (noted below on the schedule of classes with [A]), we will meet for a portion of our scheduled time, and you will complete an asynchronous activity (shared on Wednesday, due by 11:59pm on Friday) which will represent the balance of your weekly time in class.
Readings and Class Participation: Given the course objectives stated above, this class will foreground discussion. Class participation is therefore expected and will count for 20% of your final grade. This portion of your grade includes your contributions to our discussions in class (in large and small groups) and to our discussions on the online message board (further information below). Your goal is to be an active presence in the class: you should complete the reading and viewing assigned for each class session, think carefully about it, and be ready to share your ideas -- in class and online, synchronously and asynchronously.
I will read these discussions and assess a grade (at the end of the semester) based on the thoughtfulness of your comments, their ability to foster discussion among your classmates, their responsiveness to our readings, and their ability to "translate" scholarly discussions for a general audience. I'll provide weekly question prompts as I follow these conversations, and I may also participate, but I see the online discussion primarily as a way for you to raise issues we haven't addressed -- or addressed fully or to your satisfaction -- during our regular class meetings. The work contributed to the message board can become source material for more formal writing assignments.
The weekly message board will run from Saturday to Friday, to encourage you to post right after as well as before our weekly class discussions, but I encourage you to contribute your ideas throughout the week and to check the board for others' postings. Postings will count for half (10%) of your class participation grade (20%). If you would like to know your message board grade to date at any point in the semester, please ask. I will offer models of successful comments early in the semester.
Conferences: I want you to succeed in this course, and I am happy to meet with you about your work and your progress. I encourage you to see me before exams or papers are due, or if you have questions about material we discuss in class. Please feel free to set up an appointment during office hours (M, W 9:00-10:00 a.m.), or contact me by phone or email to arrange a more convenient time to meet.
Students with Disabilities: Students with disabilities who need classroom accommodations, access to technology, or information about emergency building/campus evacuation processes should contact the Student Access Center and/or their instructor. Services are available to students with a wide range of disabilities including, but not limited to, physical disabilities, medical conditions, learning disabilities, attention deficit disorder, depression, and anxiety. If you are a student enrolled in campus/online courses through the Manhattan or Olathe campuses, contact the Student Access Center at email@example.com, 785-532-6441; for K-State Polytechnic campus, contact Academic and Student Services at firstname.lastname@example.org or call 785-826-2974.
Academic Honesty: Kansas State University has an Honor System based on personal integrity, which is presumed to be sufficient assurance that, in academic matters, one’s work is performed honestly and without unauthorized assistance. Undergraduate and graduate students, by registration, acknowledge the jurisdiction of the Honor System. The policies and procedures of the Honor System apply to all full and part-time students enrolled in undergraduate and graduate courses on-campus, off-campus, and via distance learning. The honor system website can be reached <http://www.k-state.edu/honor/>. A component vital to the Honor System is the inclusion of the Honor Pledge which applies to all assignments, examinations, or other course work undertaken by students. The Honor Pledge is implied, whether or not it is stated: "On my honor, as a student, I have neither given nor received unauthorized aid on this academic work." If you have any questions about your work in relation to the Honor System, please ask.
Expectations for Student Conduct: All student activities in the University, including this course, are governed by the Student Judicial Conduct Code as outlined in the Student Governing Association By Laws, Article VI, Section 3, number 2. Students who engage in behavior that disrupts the learning environment may be asked to leave the class.
Statement on Mutual Respect and Inclusion in K-State Teaching and Learning Spaces: At K-State, faculty and staff are committed to creating and maintaining an inclusive and supportive learning environment for students from diverse backgrounds and perspectives. K-State courses, labs, and other virtual and physical learning spaces promote equitable opportunity to learn, participate, contribute, and succeed, regardless of age, race, color, ethnicity, nationality, genetic information, ancestry, disability, socioeconomic status, military or veteran status, immigration status, Indigenous identity, gender identity, gender expression, sexuality, religion, culture, as well as other social identities.
Faculty and staff are committed to promoting equity and believe the success of an inclusive learning environment relies on the participation, support, and understanding of all students. Students are encouraged to share their views and lived experiences as they relate to the course or their course experience, while recognizing they are doing so in a learning environment in which all are expected to engage with respect to honor the rights, safety, and dignity of others in keeping with the K-State Principles of Community https://www.k-state.edu/about/values/community/.If you feel uncomfortable because of comments or behavior encountered in this class, you may bring it to the attention of your instructor, advisors, and/or mentors. If you have questions about how to proceed with a confidential process to resolve concerns, please contact the Student Ombudsperson Office. Violations of the student code of conduct can be reported here https://www.k-state.edu/sga/judicial/student-code-of-conduct.html. If you experience bias or discrimination, it can be reported here https://www.k-state.edu/report/discrimination/
Conceal Carry Statement: In this class, students will be asked on a regular basis to participate in activities (i.e., engaging in group work) that may require students to either be separated from their bags or be prepared to keep their bags with them at all times during such activities. Students are encouraged to take the online weapons policy education module <http://www.k-state.edu/police/weapons/index.html> to ensure they understand the requirements related to concealed carry.
Wearing of Face Coverings: To protect the health and safety of the K-State community, students, faculty, staff and visitors must wear face coverings over their mouths and noses while on K-State campuses in all hallways, public spaces, classrooms and other common areas of campus buildings, and when in offices or other work spaces or outdoor settings when 6-feet social distancing cannot be maintained. In addition, all students, faculty, and staff are required to take the COVID-19 and Face Mask Safety training. For more information, visit <https://www.k-state.edu/provost/resources/teaching/course.html>.
Note: All assigned reading should be completed by the date listed.
[CP] = Online Class Pack. [W] = Web.
Fandom and Fan Studies: An Introduction
Duffett, “Introduction” (1-34); From Keywords for Media Studies (2017): Jenkins, “Fan” (65-67) and Rentschler, “Affect” (12-14); Booth and Williams, “Introduction” to A Fan Studies Primer: Method, Research, Ethics (2021) (1-5) [CP & shared in advance via email]
Foundational Voices and Historical Perspectives
|25||• Duffett, “Fan Stereotypes and Representations” (35-52) and “Beyond the Text” (53-83)
• Althusser, “Ideology and Ideological State Apparatuses” (1970) (302-312); Hall, “Encoding/Decoding” (1973) (90-103); Hebdige, “The Function of Subculture” (1979) (441-450) [CP]
Response Paper #1 due (2 pages) on Duffett (choose one of the bolded words as the focus for your response)
|February||1||• Duffett, “How Do People Become Fans?” (123-163)
• Jenkins, “Fandom, Negotiation, and Participatory Culture” (2018) (13-26); Cavicchi, “Foundational Discourses of Fandom” (2018) (27-46); Edwards, “Literature Fandom and Literary Fans” (2018) (47-64); and Pearson, “Janeites and Sherlockians: Literary Societies, Cultural Legitimacy, and Gender” (2018) (495-508) [CP]
Class Discussion Questions #1: Jenkins, Cavicchi, Edwards, and Pearson
Practicing Fandom / Practicing Fan Studies
|8||• Duffett, “Fan Practices” (165-190) and “The Fan Community: Online and Offline” (235-254)
• Hellekson, “The Fan Experience” (2018) (65-76); Zubernis and Larsen, “Make Space for Us! Fandom in the Real World” (2018) (145-159) [CP]; Nel, “Dispatches” from Comic-Con (2013-2017) [W]
Class Discussion Questions #2: Hellekson, Zubernis and Larsen, and Nel
|15||• Duffett, “Fandom, Gender, and Sexual Orientation” (191-207)
• Wanzo, “African American Acafandom, and Other Strangers: New Geneologies of Fan Studies” (2015) [W]; Thomas and Stornaiuolo, “Restorying the Self: Bending Toward Textual Justice” (2016); Pande, from Squee from the Margins: “Preface,” “Introduction,” and “Dial Me Up, Scotty: Fandoms as Platforms for Women’s Online Identity” (2018) (xi-44); Wilson, “Red Pillars, Sad Puppies, and Gamergaters: The State of Male Privilege in Internet Fan Communities” (2018) (431-445) [CP]
Response Paper #2 due (2 pages) on Pande
Class Discussion Questions #3: Wanzo, Pande, Thomas and Stornaiuolo, and Wilson
• Duffett, “Researching Fandom” (255-275)
|F 25||Paper #1 due (4 pages) by 11:59 p.m. to Canvas. M.L.A. documentation format.|
Case Study: The Harry Potter Fandom
• Rowling, Harry Potter and the Prisoner of Azkaban (1999)
|F 4||Prospectus (1 p.) for Final Project due by 11:59 p.m.|
• Tosenberger,"'Oh my God, the Fanfiction!' Dumbledore's Outing and the Online Harry Potter Fandom" (2008) [W]; Jacobs, "Harry Potter and the Battle against Bigotry" (2014) [W]; Bennett, "What a Racebent Hermione Granger Really Represents" (2015)
[W]; Seymour, “Racebending and Prosumer Fanart Practices in Harry Potter Fandom” (2018) (333-347) [CP]
|F 15||No Class -- Spring Break|
|22 [A]||The Harry Potter Alliance / Fandom Forward; Wikipedia entry for "Fandom Forward"; HPA website in 2009 and HPA website in 2015 (links courtesy of the Internet Archive); Jenkins, "'Cultural acupuncture': Fan activism and the Harry Potter Alliance" (2012); Hinck, "Theorizing a public engagement keystone: Seeing fandom's integral connection to civic engagement through the case of the Harry Potter Alliance" (2012) [W]; Jenkins, Ito, and Boyd, from Participatory Culture in a Networked Era (2016) (152-170, 180-187); Yasharoff, "'Dumbledore's Army': How 'Harry Potter' Inspired a Generation of Young Activists" [CP]
Guests: Matt Maggiacomo, Lauren Fairweather, and Steph Anderson
Case Study: The Hamilton Fandom
|29||• Hamilton (Original Broadway Cast Recording) (2015); Lin-Manuel Miranda, annotated libretto for Hamilton, including "Introduction" (10-11), Chapter I (14-15), Chapter III (32-33), Chapter VII (58-59), Chapter XIII (107-109), Chapter XIX (164-7), Chapter XXX (263-265), Chapter XXXI (270-71); performance of Hamilton [W]
• Selected readings about Hamilton's representations of history: Schuessler, from the NYT; Kelly, Freeman, Schocket, Carp, and Isenberg, from the Journal of the Early Republic; Delman, from The Atlantic [CP]
|April||F 1||Progress update for Final Project due by 11:59 p.m. to Canvas|
|5||Selected readings about Hamilton's representations of gender, race, and ethnicity [CP]; Miranda and McCarter: Chapter XXIII (205-8), Chapter XXV (222-3), and "The Slavery Debate" (212); deleted songs [W]; Coppa, “Slash/Drag: Appropriation and Visibility in the Age of Hamilton” (2018) (189-206) [CP]
Response Paper #3 due (2 pages) on your choice of the day’s reading
Class Discussion Questions #6:Readings on gender, race, and ethnicity
• Selected readings about Hamilton's impact on education and young audiences [CP]; Miranda and McCarter: Chapter XVIII (156-60)
|19||Writing Workshop: Bring draft of Final Project to class|
The Future of Fan Studies
• Duffett, “Conclusion: The Frontiers of Fan Research” (277-288)
|F 29||Final Project (and, for grad credit, an abstract) due by 11:59 p.m. to Canvas. M.L.A. documentation format.|
|3||Final Project Presentations|
|10||Final Reflection due by 9:00 p.m.|