Long Reads

The following post is meant to a practical way to discuss the HIV/AIDS crisis in an academic setting, while focusing on using knowledge about HIV/AIDS history, arts and culture to generate new activist potentials.

Action Appendix #1

Sample Lesson Plan For Course on HIV/AIDS Justice

Given the misinformation, or lack of information, being taught about HIV/AIDS, one of the biggest tangible steps to build justice for people living with HIV and for stronger sexual health programs in general is to educate individuals about the complexities of HIV/AIDS and its effects on LGBTQ individuals. I have tried to build in levels of complexity that can be adapted for different audiences. Any of these individual sessions can also be adapted for single classes or workshops in a variety of ways. Importantly, a major component of this syllabus is based in practical design, whether for a research project, community action, or intervention.

(Given the sensitive or challenging nature of the materials, this is suggested for individuals over the age of 18, though certain sources can be adapted for even younger audiences who we know are also at risk for contracting HIV.)

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Introduction To Social Innovation Methodology

When I started in the SIS program, the concept of “social innovation” in relation to Our Viral Lives felt like an unnecessary abstraction. I remember at one point even considering switching out of the SIS concentration because I felt my work didn’t “fit in” to the mold of a social innovation project. But the more I started to concretely plan out Fall 20015—both in regards to launching new programming and also solidifying travel plans in South Africa— I realized how clearly I was doing something that was in fact innovative and was focused on making a social, political and historical impact on discourse around HIV/AIDS for LGBTQ-identified people.

To make sense of the potential social impact and innovation of Our Viral Lives, it’s necessary to consider three different elements of the project: content, design, and method. They are all interrelated but they serve to highlight unique components of social innovation discourse.

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This essay was originally finished in December 2013 for MFA in Creative Writing program at Goddard College. I’ve returned to a year later because I think the questions explored: those of haunting and the desire to connect to the past of HIV/AIDS while trying to move forward resonate today. It is a long read, and uses some conventional academic language and citation, but it’s also unique in its creative and liberatory impulse throughout. Enjoy.


“Sometimes people try to destroy you, precisely because they recognize your power — not because they don’t see it, but because they see it and they don’t want it to exist.” – bell hooks

I have been told many times, even if indirectly, that I do not deserve to exist. The exploration begins here because, in the question of my presence, I recognize my own words as simultaneously representing today’s grief and the future of my body, as words, to survive in a haunting against these attempts to destroy me. As I look at Kristin Prevallet’s I, Afterlife and Hervé Guibert’s Ghost Image, I do not intend to show that these works necessarily detail grief and haunting in the same way I see my own experiences. However, what I will show is that through narratives of grief, their bodies (or those of others) loom over me, as the reader. Through literature, particularly that which fuses together various forms, the traces of these narratives become embedded in my own. To this extent, in Prevallet and Guibert’s works I can use the ways they bring ghosts back to life to better understand the ghosts that haunt me personally, working beyond grief and anger to find pleasure in this reanimation. At the same time, I will ask exactly what can be reclaimed, and what it means to structure my own narrative writing with an understanding of incompleteness.

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