Spring 2018 | CUNY Graduate Center | IDS 70100: Introduction to Queer Studies


Brainstorming for Queer Studies Texts for Class Presentations (Brim)

Hi everyone,

For those of you who want some guidance choosing a queer studies text to teach to the class, I’m posting my syllabus from the last time I taught this course in 2015. I used the Routledge Queer Studies Reader as the primary course text, but you’ll also see readings, films, etc., that I grabbed elsewhere. Take a look. You can get a sense of what the workload looked like as well, not only in terms of how much  we read but in terms of how I imagined “the work” of the class. Here’s the link to the syllabus: Introduction to Lesbian and Gay /Queer Studies, 2015  

I also want to mention my own attempt at creating an open educational resource. You’ll see that on the above syllabus on Friday, Feb. 20 we watched United in Anger: A History of ACT UP,  which is an HIV/AIDS activist documentary film. At the request of the director, Jim Hubbard, and the producer, our CUNY colleague Sarah Schulman, I wrote on open access online study guide to help instructors and students think about the film. You can find it here: United in Anger Study Guide. This project represented a couple months of pretty intense work (I didn’t create the website, just the content), and it grew out of my having taught the film in class several times. Not incidentally, I posted the Study Guide in my Academic Works account (the CUNY equivalent of Academia.edu, except not for profit), and it gets more hits/views than any of my regular publications.  –Matt




  1. Matt, I really love the disability statement in your syllabus. I haven’t seen that wording thus far in the GC, or at any of my schools. It’s usually something like… “it is your responsibility as the student to advocate for yourself etc.”

    • Comment by post author

      The thing about that disability statement is it allows from a discussion of what I mean when I say that accommodations have been made for everyone…like printing the syllabus in 12 point font or larger (as opposed to 1 point font, which no one could read), holding the class in a room that has a doorway everyone can enter (as opposed to a doggy door), etc. That discussion begins by me asking students what accommodations that can identify as having been made for “able-bodied” people that go unnoticed (like the two examples above). We eventually get to a pedagogical theory of what is sometimes called “universal access,” a phrase that ought to be linked to *everyone* but is usually not, and a phrase that can never live up to its universalizing promise as well. –Matt

Leave a Reply