Info Session_FLP London 020924

CEHS Global Experiences Author

02/13/2024 Added

2 Plays

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Info Session: Faculty-led Program to London 2024 https://events.unl.edu/cehs/2024/02/08/178706/

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[00:00:00.000]Ashley, how are you doing?
[00:00:01.110]Can you hear me?
[00:00:02.070]Yes, I can.
[00:00:03.090]I'm doing great.
[00:00:03.923]Am I the only one attending today?
[00:00:06.545]You are our person.
[00:00:08.856]All right.
[00:00:09.768]Yep, hopefully I will answer lots of your questions
[00:00:14.610]and if not, you have my undivided attention,
[00:00:17.580]which is super exciting.
[00:00:18.745]Great!
[00:00:19.890]You know.
[00:00:21.900]So let me walk you through
[00:00:25.350]the "Exploring Children's Literature,
[00:00:27.030]Study Abroad" experience.
[00:00:28.146]Tell me one quick thing
[00:00:30.780]'cause that'll help me think through
[00:00:33.120]graduate student, undergraduate student.
[00:00:34.892]Yep. I'm a doctoral candidate,
[00:00:37.560]so I've finished all my coursework
[00:00:39.270]and I'm working on my dissertation proposal this semester,
[00:00:42.523]hoping to graduate May, 2025.
[00:00:45.690]Okay, brilliant.
[00:00:47.520]So then I will talk this through in terms of 802,
[00:00:51.120]which is the graduate component to that.
[00:00:54.499]So the study abroad is structured in such a way
[00:00:58.950]that there's an undergraduate component 302
[00:01:02.391]and a graduate component 802.
[00:01:04.851]The 802 is more theory based,
[00:01:08.580]where we're leveraging theory as a lens
[00:01:11.430]to think both about children's literature,
[00:01:14.730]children's responses to literature,
[00:01:16.247]and the city of London itself.
[00:01:20.040]And then undergraduates will be working
[00:01:22.230]really on thinking about strategies for motivation
[00:01:25.395]and for more deeply understanding
[00:01:28.710]the ways in which children's literature resonates with us
[00:01:32.610]and creates an informed populace.
[00:01:39.420]Let's go with that.
[00:01:41.230]So I've got a couple of slides but feel free to interrupt.
[00:01:46.560]Let me know if you have questions.
[00:01:47.970]Happy talk through.
[00:01:49.808]So we'll just get started
[00:01:51.180]with a who am I and why am I doing this?
[00:01:54.243]Then we'll move into kind of what the class is
[00:01:56.889]and I can talk a bit more
[00:01:58.710]about how that framework is structured.
[00:02:02.220]We can talk a a lot about London
[00:02:04.077]and I can always talk about London
[00:02:05.551]and then just generalized timeline.
[00:02:09.150]So that's kind my overview.
[00:02:12.334]So there's two of us that would be going on this,
[00:02:17.220]so it'd be myself and then Shawna's right there.
[00:02:22.439]And she would be the academic advisor person
[00:02:26.730]to support all of the work that we're going to do.
[00:02:31.140]I've personally loved London
[00:02:33.960]ever since I went there the first time,
[00:02:36.390]I don't know, a decade ago.
[00:02:38.077]Randolph Caldecott, who's like the father
[00:02:41.400]of children's literature,
[00:02:42.480]his house is in London.
[00:02:43.802]This really terrible picture of me
[00:02:46.620]not looking like I have any skincare routine
[00:02:48.734]is in front of his house near the British Museum.
[00:02:53.280]And so that makes London this really rich space
[00:02:58.260]to begin thinking about children's literature
[00:03:01.500]and how children's literature came to be
[00:03:04.200]and how children's literature
[00:03:06.387]is this prism of really
[00:03:13.050]what are the big ideas that we are grappling with
[00:03:15.974]at any given time
[00:03:17.601]and that we're communicating to young people.
[00:03:22.200]And so, London is magical for that reason.
[00:03:26.400]There is so much history there.
[00:03:28.980]It's literally where children's books were born
[00:03:32.537]and the rich heritage of JK Rowling and A.A. Milne
[00:03:38.070]and artists like Quentin Blake
[00:03:41.970]make London kind of an epicenter
[00:03:44.580]and an ideal place to begin thinking about
[00:03:47.494]and learning about that particular content area.
[00:03:53.051]Like I said, for 802,
[00:03:55.440]we're really gonna be thinking about theory
[00:03:59.820]and bringing theory into the work that we do
[00:04:04.470]with children's literature,
[00:04:05.730]both place-based theories
[00:04:07.590]as well as theories
[00:04:11.130]around things like disability, queer studies,
[00:04:16.140]et cetera, et cetera,
[00:04:17.130]to help us think through some of the ways
[00:04:20.370]that children's literature
[00:04:23.580]is really those time pieces that help us convey questions
[00:04:29.280]that we want young people to be thinking about
[00:04:31.705]and sometimes things
[00:04:32.643]that we don't want them to be thinking about.
[00:04:35.419]So I'm very interested in the cultural side of things.
[00:04:40.530]I know culture can mean a lot of different things,
[00:04:44.190]but specifically like race, ethnicity
[00:04:46.479]and how young children
[00:04:49.830]being able to see themselves in books
[00:04:51.720]and being able to relate to the books that they're reading.
[00:04:57.420]Is there any focus on that form of a cultural component
[00:05:01.290]and how to make children's literature relevant
[00:05:03.826]to all cultures, all ethnicities of children?
[00:05:08.622]Yeah, well we talk a lot about the ways
[00:05:13.650]in which children's literature
[00:05:15.030]is really a mirror for the societies that produce it, right?
[00:05:17.820]And one of the interesting things
[00:05:19.830]about the United Kingdom, Great Britain,
[00:05:23.250]is they have a slightly different relationship
[00:05:30.907]with all of those categories of difference
[00:05:35.790]that become so salient here in America
[00:05:38.760]versus over there, it's much more about,
[00:05:44.100]is social class is the primary index, right?
[00:05:48.420]And so yeah,
[00:05:50.160]there is going to be lots of thinking
[00:05:53.263]about how once you're in a new culture,
[00:05:57.660]the hierarchies of hegemony shift and change.
[00:06:01.290]You can't assume
[00:06:02.483]that those same patterns of power and discourse
[00:06:07.380]shift from culture to culture.
[00:06:08.721]That's not how that works.
[00:06:11.404]And particularly in a British context,
[00:06:15.980]that social class piece is,
[00:06:20.490]that's not saying that race,
[00:06:21.480]that's not saying that all of those other categories
[00:06:23.940]are not in to play,
[00:06:26.820]but it really does say some of the quiet stuff
[00:06:32.610]that we have here in America, out loud in Britain.
[00:06:36.330]So there is attention to that, right?
[00:06:39.030]So thinking about,
[00:06:42.173]let me zip through a little bit.
[00:06:45.360]So we'll be thinking about
[00:06:48.000]oh, how those kinds of understandings
[00:06:53.940]about not only who children are,
[00:06:57.510]but the kinds of products that get designed for children
[00:07:00.360]and children's literature is a product, right?
[00:07:03.229]How all of that becomes kind of crystallized
[00:07:08.070]within picture book - text, picture book - art.
[00:07:10.880]We'll be thinking about,
[00:07:14.160]how do these illustrators, how do these artists
[00:07:17.262]portray particular things about childhood?
[00:07:21.120]And right now we're in kind of a second golden age
[00:07:23.711]of multicultural children's literature.
[00:07:26.289]What has that looked like across time?
[00:07:28.680]And London has the cultural resources
[00:07:32.335]to be able to think about those things.
[00:07:35.029]We're also gonna be spending a lot of time
[00:07:37.110]with middle grades' novels and informational texts.
[00:07:41.040]How do we learn about the world?
[00:07:42.240]How do we create a sense of story across the genre?
[00:07:45.852]And I think what you're thinking through and about
[00:07:50.940]is going to be apparent in the picture books of course,
[00:07:53.310]but the middle grades novels
[00:07:55.020]really provide a lot of opportunity to dig deeply.
[00:07:58.110]So if we think about,
[00:08:00.916]let me move into some adventure stuff really fast.
[00:08:04.530]I'm gonna jump around in a way that I wouldn't otherwise.
[00:08:07.514]So if we're thinking about, for instance, fantasy,
[00:08:14.010]as a middle grade genre
[00:08:15.502]and we're thinking about social class.
[00:08:18.415]This is a fantasy novel
[00:08:20.100]that takes place in the kind of Victorian era of London
[00:08:25.563]and it's a really rich exploration
[00:08:28.770]of how separated social class was
[00:08:32.790]and leverages the use of fantasy
[00:08:35.111]in order to really drive that point home.
[00:08:39.270]And we're pairing that
[00:08:40.950]with the magical world of Harry Potter.
[00:08:43.920]How those divisions between worlds,
[00:08:46.915]whether it's magical or muggle or rich get created
[00:08:53.940]and how fantasy as a genre
[00:08:56.400]that's really based upon a series of rules
[00:08:59.236]for setting up both how magic works
[00:09:02.670]and who gets to have it,
[00:09:04.860]but also how those things get to play out within the novel
[00:09:10.170]is really, really important.
[00:09:13.740]Same things with kind of,
[00:09:15.773]this is the science fiction choice,
[00:09:18.973]or science fiction title,
[00:09:20.617]"Flights and Chimes: Mysterious Times,
[00:09:23.370]which is really taking authentic science
[00:09:28.920]and stretching it to its utmost.
[00:09:31.230]So in this novel we're really exploring
[00:09:34.110]who gets to have access to particular things.
[00:09:36.889]So again, that theme of who gets, who does not,
[00:09:43.825]how are certain identities valued
[00:09:48.510]and others are not as valued.
[00:09:51.867]And then the same with the informational text set
[00:09:55.200]that we'll be doing,
[00:09:56.180]like having just gone through a pandemic
[00:09:59.220]London's also the home of epidemiology,
[00:10:01.619]and so it seems like it would be silly
[00:10:04.952]to not explore that while we're there.
[00:10:07.830]And so one of the things that we have done
[00:10:10.320]is our historical fiction novel
[00:10:11.790]would be "The Great Trouble,"
[00:10:13.227]which is the novelization
[00:10:17.880]of the cholera outbreak in London
[00:10:20.940]and we will pair that with informational texts
[00:10:23.070]like "History Smashers"
[00:10:24.501]and will explore the ways
[00:10:27.390]in which certain health concerns were both taken up
[00:10:32.675]but also ignored within London.
[00:10:35.790]And how these informational texts
[00:10:37.296]and this historical fiction text
[00:10:39.679]allow us to understand
[00:10:41.790]the way that that played out in real life
[00:10:44.970]and kind of the adaptions that London has had to make
[00:10:48.385]in order to make sure
[00:10:50.910]that something like that doesn't happen again.
[00:10:54.150]So my goal in all of this class as I was designing it,
[00:10:57.630]was really creating an opportunity for us
[00:11:01.376]to explore both children's literature
[00:11:04.560]but then use children's literature as a lens
[00:11:06.803]to understand ourselves and the city more.
[00:11:11.390]And so each of them has a very concrete London connection
[00:11:16.950]that's not just, "Oh, takes place in London, right?
[00:11:23.863]The science fiction novel is very much steampunk
[00:11:27.571]and so the science museum has a very robust collection
[00:11:31.570]of the industrial age in England, right?
[00:11:37.500]And so you see the impacts
[00:11:39.510]that steam had on what was happening there
[00:11:43.050]and how that functions
[00:11:44.286]and it gives you a better sense and understanding
[00:11:47.100]of why that book had to take place in London,
[00:11:50.430]the importance of that setting.
[00:11:53.160]I'm trying to remember what my first slide was.
[00:11:55.380]Hold on.
[00:11:56.213]Oh yes, picture books.
[00:11:58.715]So some of the resources
[00:12:00.150]that we'll use for those picture books,
[00:12:01.890]both in terms of texts
[00:12:03.330]and in terms of illustrations and culture.
[00:12:08.215]So British Library contains manuscripts
[00:12:11.340]for a variety of our most treasured picture books.
[00:12:14.765]The first edition or the first draft of Harry Potter
[00:12:18.282]is located in the British Library.
[00:12:20.910]So there's opportunities to interface
[00:12:23.550]with these really foundational children's literature texts
[00:12:28.830]and see what that looks like from an author's perspective
[00:12:33.390]and to really think through and contextualize
[00:12:38.970]how those titles capture a particular moment in time
[00:12:44.970]and how we read that moment in time
[00:12:47.070]against our current moments in time.
[00:12:48.690]And in order to kind of understand that again,
[00:12:53.160]'cause there's the risk of there's enough similarities
[00:13:01.128]when one is in Britain to be like,
[00:13:04.417]"Oh yeah, this is exact like.
[00:13:05.820]Oh they must have had all the same experiences
[00:13:07.124]that we have had.
[00:13:08.175]Childhood must mean the same thing."
[00:13:12.090]So in terms of that cultural piece,
[00:13:14.160]the Young V & A is this phenomenal museum
[00:13:18.420]that's really dedicated to British childhood
[00:13:21.020]and the materials that have kind of shaped British childhood
[00:13:27.690]across the ages.
[00:13:29.760]So you'll see things like TV specials
[00:13:34.410]that we are not familiar with,
[00:13:35.760]toy lines that we are not familiar with,
[00:13:37.812]that have really shaped the ways
[00:13:40.740]in which a British childhood is constructed and conceived.
[00:13:45.940]So as we're working through these kind of British novels,
[00:13:49.290]we have a sense of, "Okay, what are the histories there?
[00:13:52.800]Because there's a very different kind of sense
[00:13:55.738]of what that means for them.
[00:13:59.552]So within this program
[00:14:01.290]there's also going to be lots of opportunities to explore.
[00:14:04.230]When we designed the program,
[00:14:06.384]we intentionally came in midweek
[00:14:09.030]and we're leaving midweek
[00:14:10.230]in order to give as many weekends as possible to explore.
[00:14:14.240]'cause London's just great.
[00:14:17.608]So if like you want to go explore,
[00:14:22.620]if thrifting is your thing,
[00:14:24.000]I highly recommend like the Shoreditch Neighborhood.
[00:14:26.940]It has a massive number of thrift shops,
[00:14:31.042]it has lots of great secondhand clothing stores
[00:14:36.480]My goal is to find a vintage Burberry trench.
[00:14:39.619]I have not yet.
[00:14:41.466]Especially if it's below 50 pounds sold.
[00:14:44.157]But that has not happened yet.
[00:14:45.962]Liberty of London expensive,
[00:14:49.110]but oh my gosh, the building.
[00:14:50.820]It's this Tudor building here,
[00:14:54.000]it hails from very, very, very long ago
[00:14:57.150]and is just gorgeous.
[00:14:58.170]I do not recommend buying anything but just walking around
[00:15:01.719]and the woodwork just ugh, the woodwork.
[00:15:04.847]And then thinking about the Tate Museum
[00:15:07.380]and all of the other museums,
[00:15:08.610]the National Portrait Gallery that are available.
[00:15:10.719]There will be stuff to do every single weekend.
[00:15:16.620]Additionally, there's lots of open green spaces
[00:15:19.530]if that's your thing.
[00:15:20.460]One of the things that I love about the idea of this trip
[00:15:23.850]is there's enough time
[00:15:26.100]that I love going and pretending I live somewhere.
[00:15:29.460]And part of that is I'm just gonna take my book
[00:15:31.530]and go to the park
[00:15:32.430]or I'm just gonna go sit in a coffee shop
[00:15:34.200]and there's not this
[00:15:35.293]" I have to do everything
[00:15:36.600]'cause I have to milk this time on this trip
[00:15:38.670]for all that it's worth.
[00:15:40.470]It feels like there's enough time to do a variety of things.
[00:15:44.040]So stroll across the Thames to the South Bank,
[00:15:48.030]go to see Big Ben,
[00:15:49.350]Buckingham Palace, if that is your jam.
[00:15:51.219]Also just lovely parks like Q Gardens
[00:15:56.613]though, you know, if you happen to see an open beach chair,
[00:16:01.110]just be careful.
[00:16:02.550]'cause normally those are charged.
[00:16:04.560]They aren't free, lesson learned,
[00:16:08.143]passing that knowledge on.
[00:16:10.884]So there's lots of delightful things to do there.
[00:16:15.960]And so just a couple of things, if you are interested
[00:16:20.438]to be thinking about your passport expiration date.
[00:16:24.420]'cause I believe England
[00:16:25.253]you need to have six months before it expires
[00:16:27.962]and if you don't have one,
[00:16:32.438]expedited would be the way to go at this point in time.
[00:16:37.590]There is a MAPS Scholarship Application.
[00:16:39.600]I'm not quite sure, how does that work for grad students?
[00:16:43.464]This is only for undergrad students.
[00:16:44.943]It's for undergrads, sorry.
[00:16:46.827]Oh, forgive me.
[00:16:48.634]Yes, certain sections are open
[00:16:53.500]for graduate students as well.
[00:16:55.591]So yes, please do submit.
[00:16:57.465]So that could be a resource.
[00:16:59.816]Some upfront costs.
[00:17:01.540]So US passport would be something,
[00:17:06.106]airfare would be another thing.
[00:17:08.600]If you fly out of Lincoln or Omaha,
[00:17:12.900]it tends to be a bit more expensive.
[00:17:14.610]But if you think through,
[00:17:16.113]there's some possible ways around that.
[00:17:20.610]But that would be an upfront cost
[00:17:23.381]that would need to be to be thought of.
[00:17:26.270]Kind of our hard deadline.
[00:17:28.950]Our hard deadline, not kind of, I can't even hedge
[00:17:31.050]just February 12th
[00:17:32.610]just to give an idea of that.
[00:17:34.623]But in terms of like flights,
[00:17:39.347]there's some flexibility there.
[00:17:41.550]If we're open to where we're flying out of.
[00:17:44.388]Food, the accommodations would have a kitchenette.
[00:17:48.810]So I can introduce you to the magic of Tesco
[00:17:51.960]and, or Marks & Spencer's
[00:17:53.460]where like we have like trash prepackaged food in America,
[00:18:01.710]it's not great.
[00:18:03.390]However, the Brits have this down,
[00:18:06.090]like that smoked ham and mustard mayonnaise,
[00:18:08.610]and (indistinct) sandwich
[00:18:09.930]is delicious, delicious and super cheap.
[00:18:14.100]So like there's some things that we can do
[00:18:18.000]in terms of like when we're there,
[00:18:20.859]how do we keep costs down?
[00:18:23.880]Taking the underground everywhere.
[00:18:25.740]The lodgings are very centrally located.
[00:18:28.230]You could take the tube pretty much anywhere
[00:18:30.030]that you want to go
[00:18:31.512]and be within a short walking distance.
[00:18:34.819]Most of the cultural attractions are free,
[00:18:38.160]et cetera, et cetera.
[00:18:40.825]But yeah, there's no shortage of things to do.
[00:18:46.620]So all of that, I feel like I've talked for a long time.
[00:18:50.202]Questions.
[00:18:56.490]So first of all, are the books you mentioned,
[00:19:00.120]the middle school novels that we'll be reading,
[00:19:02.023]are those included in like the cost of the class,
[00:19:06.510]like tuition and fees and all of that?
[00:19:09.030]Or is that something like out of pocket
[00:19:10.721]that we should purchase those in advance?
[00:19:13.589]So I would not recommend purchasing them.
[00:19:16.410]I would recommend
[00:19:17.248]getting a Lincoln City Public Library card,
[00:19:22.080]and most of them are on Libby, most of them are available.
[00:19:26.130]I'm also in talks with the library here
[00:19:28.055]to get them available in digital format.
[00:19:32.910]But most of them, the picture books,
[00:19:37.470]some of them are not available anymore
[00:19:38.674]and I'm figuring out some ways around that.
[00:19:41.340]But yeah, they are at that point.
[00:19:48.060]I would leverage the library service
[00:19:49.276]before I would buy them
[00:19:50.700]if you're okay with digital copies.
[00:19:53.040]Okay, and then, so I was born in England
[00:19:57.660]and my dad's retired military,
[00:20:00.900]so we were stationed over there when I was born.
[00:20:03.420]And so my mother is very interested
[00:20:05.520]in going to England with me.
[00:20:08.670]She's talked about meeting me there once the class is over
[00:20:11.884]so that we could kind of see
[00:20:14.070]some of like what she remembers together
[00:20:18.530]or I wanted to ask how you guys feel about like,
[00:20:23.430]if she came during the time that the class was going on,
[00:20:26.550]if I stayed with her at a different accommodations
[00:20:29.971]or kind of what your protocol is for all of that.
[00:20:37.080]We've had a case
[00:20:38.233]when parent would travel to the country
[00:20:46.110]while their child was doing the program,
[00:20:50.130]which we have no power to stop.
[00:20:52.598]So if your mother decides to join,
[00:20:57.019]decides to come to London and books her own hotel,
[00:21:04.182]even in the same hotel,
[00:21:06.480]we do not have power to stop her.
[00:21:08.968]And that has happened before.
[00:21:13.429]However, if your question was like,
[00:21:17.220]oh, can I have a single room
[00:21:22.500]so that I can invite my family member?
[00:21:25.189]Then the answer is no.
[00:21:27.359]Because we do not want
[00:21:29.490]to change the integrity of the program.
[00:21:34.080]Correct. So because
[00:21:35.880]you will be given free time
[00:21:37.680]during the program dates
[00:21:39.730]if your mother wants to spend time with you in London,
[00:21:45.330]I think that's wonderful.
[00:21:46.895]And yes, I think that's wonderful.
[00:21:55.140]Okay (chuckles), sounds good.
[00:22:00.360]And then I feel like I did have one other.
[00:22:02.910]What is the name of the hotel that we'll be staying at?
[00:22:06.861]Wilde Aparthotels, Aldgate
[00:22:10.654]Wild.
[00:22:13.003]And that's W-I-L-D-E.
[00:22:15.535]Okay. Hotels.
[00:22:18.510]You said All gate.
[00:22:20.310]Let me share. Aldgate, A-L-D-G-A-T-E.
[00:22:25.050]Thank you.
[00:22:29.550]All right, thank you so much.
[00:22:31.830]Thank you so much, we'll see you next time.
[00:22:34.170]See you next time. Yeah.

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Info Session_FLP London 020924

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