Mail Code CSI
Michele Hardesty
Franklin Patterson Hall G4
413.559.5490
On sabbatical spring 2026.
Michele Hardesty received her M.A. and Ph.D. in English and comparative literature from Columbia University, and her B.A in English from the University of Wisconsin-Madison.
Professor Hardesty’s courses explore the multiple literary cultures of the United States, in national and transnational frameworks. She teaches that any reckoning with the literary history of the U.S. must include not only the canonized genres of novel, short story, and poetry, but also oral forms such as storytelling and slam poetry, and popular forms such as science fiction and comics. Studying these different forms requires students to pay attention to their distinct contexts of emergence, modes of circulation, and measures of value. Understanding context also means understanding power, and Hardesty’s courses explore how texts and canons have both shaped and contested dominant formations of power along the lines of nation, gender, race, ethnicity, class, and sexuality.
Hardesty’s research focuses on the crosscurrents of social movements and literary cultures during the Cold War era, with a focus on the cultural politics of international solidarity. She is currently working on a book manuscript entitled Writers Take Sides: Internationalism and U.S. Literatures, 1959-86. Her essay “Looking for the Good Fight: William T. Vollmann Comes of Age in Afghanistan” was published in the journal boundary 2 in 2009, and her essay “If All the Writers of the World Get Together: Allen Ginsberg, Lawrence Ferlinghetti, and a Writers’ International in Sandinista Nicaragua” appears in the edited volume Transnational Beat Generation (Palgrave, 2012), edited by Nancy Grace and Jenny Skerl. In addition, Hardesty’s work has appeared in Critical Quarterly and The Monthly Review, and in the historical comics encyclopedia Comics Through Time: A History of Icons, Idols, and Ideas, edited by M. Keith Booker.
Hardesty is also working with Hampshire digital pedagogy librarian Alana Kumbier and Mount Holyoke archivist Leslie Fields on a project called “Zine Scenes,” supported by a Mellon-funded Five Colleges Digital Humanities project development grant. The goal of this project is to create an ongoing archival research initiative in which students, faculty, and library staff will examine queer and feminist zines from the 1990s within the countercultural contexts in which they were produced and circulated. This initiative will develop digital tools (games, mapping, timelines) to publish research findings on a dedicated website hosted by Five Colleges, Inc. A major part of this project is a Five College archival research seminar called “Beyond the Riot: Feminist and Queer Zine Histories,” hosted by Hampshire College.
Professor Hardesty has been a member of the Hampshire in Havana program since 2012, and was Faculty-in-Residence in Havana for the spring 2015 semester. Find more information on the program.
This course invites a series of guests to speak on topics related to contemporary Cuban culture and society, including US-Cuba relations; Cuban literature, theater, music, cinema, and visual art; racial dynamics; and gender and sexuality. Guest lecturers will teach primarily in Spanish, with translation when necessary. Past guest lecturers have included Rafael Rodriguez Beltran on Alejo Carpentier and contemporary Cuban literature, Zuleica Romay on race in Cuba, and Graciela Chailloux on US-Cuba relations. Between these lectures, students will complete readings, attend concerts and screenings, and visit museums related to the week's lecture; they will write weekly responses; and they will develop one response paper into a longer, formal essay. Classes will be taught in simple academic Spanish and English; students will be free to ask questions, make comments, and write in either language. Students are expected to spend 6-8 hours per week outside class completing readings and viewings, attending concerts and art exhibitions, and/or completing writing assignments for this course.
As the ability to communicate depends largely on a good understanding of the culture, this Spanish course attempts to enhance students' understanding, respect, and appreciation for the rich traditions and customs of Cuba. The course seeks to build students' colloquial language use, strengthening their ability to converse in daily life and on topics of interest such as social life, family, culture, art, race, gender, etc. Spanish instruction in Cuba relies on a combination of structured class time and daily informal exchange at the students' homestays. This combination provides the kinds of real-life situations that will permit students to expand their vocabulary and practice grammar studied in class, and to develop comfort speaking the Spanish language. Students will be placed in specific classes according to their incoming level of Spanish; students with advanced levels or fluency will propose a language-related semester-long project commensurate to their ability. In class, students will focus on analyzing texts and film/video, building vocabulary, and engaging in conversation and discussion in Spanish on various topics. Students will occasionally visit museums, cultural sites, and performances; they will interact with invited speakers; and they will conduct small research projects on cultural and social topics.
This interdisciplinary course critically engages a range of frameworks (geopolitical, historical, sociological, literary, artistic) to study the complex and contested reality of Cuba. The course will begin by critiquing and decentering the stereotypical images of Cuba that circulate in U.S. popular and official culture. Then we will learn about the revolutions that have defined the nation in the context of colonialism and neocolonialism: the impact of the Haitian Revolution on colonial Cuba; the forging of a nation in the late-19th century revolutions for independence from Spain; and the victory of the 1959 Cuban Revolution that defied U.S. neocolonial power. From there, we will examine how intersecting constructions of race, gender, and sexuality have defined Cuba since the 1959 revolution, and what it means to think about Cuba as transnational. This course is reading-intensive and is best suited to students beyond their first semester of study. The class will be conducted in English, with many readings and viewings available in Spanish and English. For students wishing to apply for the Hampshire in Havana spring semester program, this course is a requirement and offers critical foundational knowledge and application support. (Concurrent enrollment in a Spanish language class is strongly recommended for non-fluent speakers considering the Hampshire in Havana program.) Keywords:Cuba, history, Latin America, Caribbean, revolution
This course explores literatures of the United States from the post-World War II period to the end of the century. We will traverse a range of literary genres (fiction, poetry, essay, drama, comics, spoken word), movements (e.g., Beat Generation, Black Arts, the Asian-American Movement), and periods (e.g., the Cold War, the Vietnam era, the birth of Neoliberalism). The goals of the course are to familiarize students with both canonical and counter-canonical U.S. literary figures, trends, genres, and texts from 1945-present; to question what is the "American" in "American Literature" and consider questions of U.S. as nation, empire, and settler colony; to practice skills of close reading and contextualized analysis; to create a reading community that focuses on collaborative critical discussion; and to extend what we read in class through a research project and final presentation. We will read a new piece or pieces in every class in order to expose ourselves to a broad range of literary texts and contexts. All students are welcome: this course is an introductory survey that requires no previous studies in literature. Keywords:literature, american, twentieth century, postwar
The Hampshire College Zine Collection (HCZC) is a non-circulating library of over 1,000 zines. It was created by student zinemakers in the 1990s. In the late 2000s, the Zine Collective, a student group, reorganized and enlarged the collection, moving it to the Harold F. Johnson Library. Now, in the 2020s, the collection has been recategorized and expanded by a new generation of students, librarians, archivists, and professors. In this practicum and research workshop, students will study the politics and ethics of zine librarianship, while learning practical (if unconventional) skills of zine cataloging. Together, we will conduct an audit of the HCZC and make recommendations for its ongoing growth and stewardship. Additionally, students will conduct a research study in the collection, aided by the lenses of critical archives and librarianship studies. The end product of this research will be a zine of the student's design. Collaborative zines are possible and encouraged. This course is best suited to Division I and early Division II students.The modest materials fee will support zine production. Keywords:Zines, library, archives, research
How have newspapers, magazines, newsletters, pamphlets, zines, and even comic books defied racism and fascism, spoken back to settler colonialism, represented marginalized communities, and created cultures of liberation? What does it mean to talk about culture (radical culture, cultures of resistance, or even cultural revolution) in relation to print? What is the relationship between print and the changing technologies that have created it, from the printing press to the photocopier? From our vantage point in a largely digital culture, what does print culture mean today? This seminar will ask these questions as we learn how radical political organizations, social movements, and countercultures seized the modes of (re)production in the Americas from the 19th to 21st centuries. By the end of this seminar, you should be able to analyze serial publications in terms of their (re)production technologies, circulation networks, (un)conventional formats, as well as how they have been preserved and archived; recognize how the study of periodicals and print culture, as well as the production of print periodicals themselves, has been affected and/or informed by race and power; gain critical, ethical, and self-aware methods for researching (with) periodicals individually and collaboratively; navigate Hampshire College's in-person and online academic resources; and understand the College's academic program.
