ClexaCon 2019: Academic Lab

Queer academic fans of queer content, Scholars/educators of queer fandom:
Collaborate and connect at the ClexaCon Academic Lab

New for 2019, we welcome queer academic fans of queer content, Scholars/educators of queer fandom to join us for a day of panels, workshops and networking on Thursday April 11. The Academic Lab will give you access to Thursday’s academic-focused programming and Thursday’s Academic Lounge. You must have an Academic Pass to attend these sessions. Passes will be limited.

  • Entry to Academic Lab on Thursday with panels, workshops and networking events specific to academia

  • Access to Thursday’s Academic Lounge

Curricular lab
In this lab, we will be discussing ways to integrate queer fandom content in the classroom. Part presentation and part working group, this lab will be a space to bring course plans and discuss ways to use fandom to address learning goals and to make the classroom more inclusive. Using Dr. Abad’s primary syllabus and resource as the starting point of the conversation, we will brainstorm way we can work with school resources to a) diversify curriculum b) integrate students investment in queer media a unique opportunity to explore learning goals and c) troubleshoot questions and concerns regarding LGBT fandom integration in K-12 as well as at the college and university level.

Academic Research lab
Using the working qualitative study of a few scholars, this lab will be an opportunities for scholars in fandom and of fandom to talk about their short- and long-term goals regarding queer fandom research. This lab will also be a place to discuss overlapping and collaboration as well as set the foundation for an interconnected system of support and research promotion.

In this lab, we will interact with each other to discuss our experiences integrating queer fandom and research into our classrooms and professional agendas. We encourage attendees to bring cards and forms of contact as we think ahead of how to formalize dialog and support for using queer fandom to queer the classroom and to validate the critical necessity of fandom research within our respective fields.

If you are interested in using models of course design and/or research for the lab, contact Erika Abad, at [email protected]

An academic case about ClexaCon, by Dr. Abad

ClexaCon, as a convention, while geared towards fans, content creators and media critics, can also serve educators’ professional short- and long-term goals. Here are a few directions on how to ask for funds to attend and participate. These directions serve as recommendations of ways to look for funding and in no way guarantee funds from university institutions.

On campus funding sources – for undergraduate and graduate students

Student Government

Student government for graduate and undergraduate students may have professional development funds you can seek once a year and/or term. Information on those funds tends to be on the organization’s website

Student Organizations

If you are attending with a student organization as a part of professional development and/or outreach, there may be a broader source of funds for community outreach and/or professional development work from the office of student organizations (the name of the office, Student Life, Registered Student Organizations) are but a few names of this office.

Major’s Academic Department

Major – Inquire your academic major if they have professional development funds available to you. It may require writing a cover letter detailing how attending and/or participating in ClexaCon addresses department/college goals/mission as it relates to your professional development and/or intellectual inquiry.

Office of Undergraduate Research

If your institution has one, visit their website/office and ask about funding opportunities for students. Ask for directions on how to complete any documentation. Seek assistance from the office itself or from faculty mentors regarding completing the document.

Graduate College

Does the graduate college have discretionary funds for graduate students’ professional development? If so, inquire for more information.

Funding source recommendations for faculty, professors and educators

Professional Department

Various university have discretionary research and professional development funds for faculty. Pending use for other events and/or endeavors, this fund could be a source of support for (full-time) faculty seeking to attend/participate in the con. Faculty would have to make the curricular/research/professional development case for the department to fund the faculty member.

  • Are you bringing students from your department who will gain professional insight from attending/participating
  • How does attending the Con support curricular development and/or research development in your specific areas of expertise?
  • What potential marketing opportunities could there be to endorse the existing work of your department/college university?

Academic College

Depending on your college/university’s discretionary funds, there may be semester based fundings streams that faculty can access for research/professional development in addition to department funds. Funding sources may be for travel, for collaborative research across departments or awards based on supporting ongoing work.

  • What potential marketing opportunities could there be to endorse the existing work of your department/college university?
  • Are you attending the con with colleagues from other departments for cross-disciplinary research?
  • There may be college incentive funding for cross-disciplinary/cross-college research
  • How will your attendance/participation serve college/department/university long term goals/plans and/or mission?

Grant-funded Research

Depending on the nature of your research and discipline, there may be external grants that would allow you to include the significance of attending ClexaCon.

This brief summary of ways students can seek funding for attending ClexaCon, was written by Erika G Abad. Currently, Dr. Abad works as a professor of Interdisciplinary, Gender, and Ethnic Studies at the University of Nevada Las Vegas. Since ClexaCon 2017, Dr. Abad has been working with Nicole Espinosa on research based on Clexa fanfiction and ClexaCon community building. Nicole Espinosa was able to receive funding for her ongoing research from University of Nevada Las Vegas’s McNair Scholars’ Research Institute. For ClexaCon 2019, Espinosa and Abad intend to teach a ClexaCon volunteer course titled “Hashtags, Fandom, and Social Movements,” during which students will be framing their volunteer work at ClexaCon with existing literature on critical race feminist fandom studies and social media based-research.

Time and Location

Thursday, April 11. Details TBA


Tentative schedule (subject to change):

9:30-10 – Welcome
10-10:50 – Research – Fandoms
11-11:50 – Research – Tropes
12-1 – Break & networking/BYOB working lunch
1-1:50 – Teaching – Higher Ed
2-2:50 – Teaching – K through 12
3-3:30 – Closing remarks
3:30-4:30 – Networking lounge