MemberKalle Westerling

Kalle Westerling is a Ph.D. Candidate in Theatre and Performance and a Futures Initiative Graduate Fellow at the Graduate Center, CUNY, and Director of HASTAC Scholars, a vibrant student network within The Humanities, Arts, Science, and Technology Alliance and Collaboratory (HASTAC). Currently, he is completing his dissertation on the history and aesthetics of male-identified bodies in 20th-century burlesque and 21st-century boylesque, “The Roots and Routes of Boylesque: Queering Male Striptease and Burlesque in New York City from 1930s Golden Age Burlesque to the New York Boylesque Festival in the 2010s.” His monograph, La Dolce Vita (Normal 2006) treats the history of the Swedish drag company After Dark. He regularly delivers scholarly papers at the annual conferences for the American Society for Theatre Researchers (ASTR) and the Association for Theatre in Higher Education (ATHE). Recently, his performance-related theatre work has included an English translation and dramaturgy of August Strindberg’s The Pelican for the Voyage Theatre Company’s 2016 production in New York City. In 2017, he will also dramaturge Parts Unknown—their reading series of newly written drama. Kalle has taught courses at Villanova University, New York University, Baruch College, Hunter College, and Stockholm University, and has guest lectured at Yale University, The New School, Carleton University, and Stockholm Academy of Dramatic Arts. He regularly presents on the topics of queer and LGBT studies, the digital humanities, the public humanities, and on how to leverage digital technology for effective pedagogy. As part of his service to the academic profession, Kalle frequently blogs and employs social media to connect others and build communities. He has organized many conferences, including contributions to HASTAC’s annual international conferences in 2015 and 2016, and the After Marriage Conference in New York City. Kalle has also held board appointments with CLAGS: Center for LGBTQ Studies (Chair of Programming), the open-source publishing platform OpenCUNY, and the CUNY Doctoral Theatre Students’ Association.

DepositAnimism among Western Buddhists

Myriad instances of animist phenomena abound in the Buddhist world, but due to the outdated concepts of thinkers such as Edward Tylor, James George Frazer, and Melford Spiro, commonly scholars perceive this animism merely as the work of local religions, not as deriving from Buddhism itself. However, when one follows a number of contemporary scholars and employs a new, relational concept of animism that is based on respectful recognition of nonhuman personhoods, a different picture emerges. The works of Western Buddhists such as Stephanie Kaza, Philip Kapleau Roshi, and Gary Snyder express powerful senses of relational animism that arise specifically from Buddhist thought and practice. Recognizing the role of relational animism within Buddhism opens a new window on the dynamics of the tradition and this perspective can clarify issues such as the distribution of Buddhist (non)vegetarianism.

MemberJoseph Paul Fisher

Joseph P. Fisher holds a Ph.D. in English from The George Washington University, where he works as a Learning Specialist in the Office of Disability Support Services. Joe also teaches in George Washington’s College of Professional Studies and at Northern Virginia Community College-Alexandria. Additionally, Joe co-edited the collection _The Politics of Post-9/11 Music: Sound, Trauma, and the Music Industry in the Time of Terror_, which was published by Ashgate Publishing in 2011. He is also a staff blogger for the website PopMatters. His current research explores the connections between late-twentieth century disability activism and the ethos of Western punk music.

DepositMusic as Narrative in American College Football

American college football features an enormous amount of music woven into the fabric of the event, with selections accompanying approximately two-thirds of a game’s plays. Musical selections are controlled by a number of forces, including audio and video technicians, university marketing departments, financial sponsors, and wind bands. These blend together in a complex design that offers audible and visual stimulation to the audience during the game’s pauses. The music chosen for performance in these moments frequently communicates meaning beyond entertainment value. Selections reinforce the game’s emotional drive, cue celebrations, direct specific audience actions, and prompt behaviors that can directly impact the game. Beyond this, music is performed to buttress the successes of the home team, and to downplay its failures. As this process develops over the course of the game, the musical selections construct a sonic narrative that comments on the game’s action, enhancing or suppressing audience members’ emotional reactions to the events on-field, and informing their understanding of the game’s developments. By preparing for and responding to in-game situations, music creates a coherent narrative out of football’s unpredictable events. This project demonstrates the use of musical narrative in American college football via close consideration of case studies of games representing five of the most prominent college athletic conferences, the Atlantic Coast Conference, the Big 10, the Big 12, the Pac 12, and the Southeastern Conference. These sources include interviews with college football’s musical agents, including sound operators, band directors, and producers, as well as documentation of the games’ on-field developments and the music that accompanies them. Finally, this project utilizes of musical narrative as a new means of critically considering the power lines of race and gender in college football culture.

DepositUnder One Management: The Jesuit Colleges in the Maryland-New York Province, 1879-1926

Examines the organization and curriculum of the Jesuit colleges in the Maryland-New York Province from the creation of the province in 1879 through the establishment of the New England Province in 1926. Explores how the provincial and collegiate administrations worked to adapt to the changing educational landscape during this period, focusing specifically on curriculum, organizational structure, and culture.