Gabriel Hankins's Avatar

Gabriel Hankins

@gabrielh

Modernism, DH, psychoanalysis, horror, literary color. Editor, Cambridge Elements in Digital Literary Studies. Literary and Cultural Studies feed here: https://bsky.app/profile/did:plc:m22fqufavn4t3bpxa6y53jqz/feed/aaajitqeisltw .

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Latest posts by Gabriel Hankins @gabrielh

I am pregnant and die in July; in August I will return to orifice

06.03.2026 22:14 πŸ‘ 3 πŸ” 0 πŸ’¬ 0 πŸ“Œ 0

Typo in a student email makes this a great first line for a novel: "I am pregnant and die in July."

06.03.2026 17:42 πŸ‘ 72 πŸ” 8 πŸ’¬ 8 πŸ“Œ 4
Preview
Professions of Taste | Stanford University Press Henry James, British Aestheticism, and Commodity Culture

Still slaps www.sup.org/books/litera...

06.03.2026 22:12 πŸ‘ 1 πŸ” 0 πŸ’¬ 0 πŸ“Œ 0
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Florida’s Board of Governors is made up of β€œpolitical appointees from the business world, from insurance executives to roofing contractors, who are dictating how professors must teach their courses and even providing state-created textbooks for doing so.”

My new piece in @truthout.bsky.social

06.03.2026 16:43 πŸ‘ 228 πŸ” 137 πŸ’¬ 8 πŸ“Œ 16

good reminder!

06.03.2026 22:10 πŸ‘ 1 πŸ” 0 πŸ’¬ 0 πŸ“Œ 0

They aren’t helpful there sadly, though I’m sure it exists

06.03.2026 21:05 πŸ‘ 0 πŸ” 0 πŸ’¬ 0 πŸ“Œ 0

Do you suggest a better historically-informed synthetic work on the same terrain, for teaching or otherwise? Thanks for this, very helpful

06.03.2026 20:46 πŸ‘ 0 πŸ” 0 πŸ’¬ 1 πŸ“Œ 0

I am always amazed by how many people around me are reading (and teaching!) Caliban and the Witch and can now confirm this is a useful piece to share with those whose enthusiasm for marxist-feminist analysis (good!) outstrips their resources for critiquing Federici's historiography (which is bad)

06.03.2026 16:08 πŸ‘ 19 πŸ” 7 πŸ’¬ 2 πŸ“Œ 0

I do think we need more work on stabilized workflows -- right now we request a replicable methods section; if they don't address a last research question / bibliography in a core field I don't think these are useful.

06.03.2026 20:30 πŸ‘ 0 πŸ” 0 πŸ’¬ 0 πŸ“Œ 0

I'll have a fun one for you Johanna -- such a great project

05.03.2026 15:29 πŸ‘ 1 πŸ” 0 πŸ’¬ 0 πŸ“Œ 0
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Hardback and an affordable (but beautifully produced) paperback on the same day… it’s the latest in our Literature & Politics series from @academic.oup.com. Doug Mao and @duncanbell.bsky.social arrive at Utopia via different routes. It’s a fascinating read!

04.03.2026 16:37 πŸ‘ 9 πŸ” 3 πŸ’¬ 0 πŸ“Œ 1

so it's literal skynet, then

https://www.theguardian.com/technology/2026/mar/03/iran-war-heralds-era-of-ai-powered-bombing-quicker-than-speed-of-thought

03.03.2026 12:00 πŸ‘ 2 πŸ” 1 πŸ’¬ 0 πŸ“Œ 0

If a bunch of smart contemporary cultural criticism types got together to do a "Fight Club at 30" thing, I would read/listen to it the very moment it became available. Surely, something like this has to be in the works? It's timely in the worst way.

03.03.2026 14:44 πŸ‘ 18 πŸ” 2 πŸ’¬ 3 πŸ“Œ 0
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This book is so weird to read from the standpoint of someone who thinks about publishing and about how people talk to/about teachers. Published by Random House, it’s an anthology of readings β€œabout” teaching that includes readings from Dostoevsky, Camus, Sartre, Kafka, Heidegger-

03.03.2026 17:50 πŸ‘ 6 πŸ” 1 πŸ’¬ 1 πŸ“Œ 0

!! wow

02.03.2026 22:48 πŸ‘ 1 πŸ” 0 πŸ’¬ 0 πŸ“Œ 0

congrats!

02.03.2026 22:45 πŸ‘ 1 πŸ” 0 πŸ’¬ 0 πŸ“Œ 0

(Actually not that bad, a proto-slasher rather than actual slasher)

02.03.2026 17:26 πŸ‘ 1 πŸ” 0 πŸ’¬ 0 πŸ“Œ 0

yeah good point!

02.03.2026 17:24 πŸ‘ 0 πŸ” 0 πŸ’¬ 0 πŸ“Œ 0

I don't think you want to Anna! but the search / key final scene is incredible -- let me know if you want to chat about it

02.03.2026 17:23 πŸ‘ 1 πŸ” 0 πŸ’¬ 1 πŸ“Œ 0

We should also shift the argument to the now obvious point that no spending on further US weapons can ever be justified, ever again, by commitments to rule of law, liberal world order 3.0: we're out of the liberal parenthesis where it was pretty to think we upheld the promise of a better world.

02.03.2026 17:22 πŸ‘ 0 πŸ” 0 πŸ’¬ 0 πŸ“Œ 0

Just preceded by that other classic of the telephone as infrastructural unconscious, Black Christmas

02.03.2026 17:18 πŸ‘ 3 πŸ” 0 πŸ’¬ 2 πŸ“Œ 0

for what it cost for our allies to shoot down three of our own planes by accident in a murderous illegal war we could have funded the NEH at 150% of its historic peak funding for a year

02.03.2026 12:14 πŸ‘ 664 πŸ” 294 πŸ’¬ 15 πŸ“Œ 11
In 2026, colleges must teach students that this is not the end of the world. We must teach hope. Current undergraduates can barely remember a time before the threats of climate change and authoritarianism loomed to catastrophic scale. Since 2010, the future depicted in TV, books, and games has been dystopian or apocalyptic, so for our current students the end of the world feels more familiar and realistic than a future with hope. Now we are asking them to choose majors and life paths when the desirability, indeed the very existence, of whole sectors of employment are in question, due to the overwhelming promises of LLMs and machine learning. As young people hear daily that vocation after vocation may vanish into automation’s maw, and that democracy, liberty, land, sea, and sky are all in jeopardy, despair is growing. Despair is very emotionally tempting. It means freedom from the responsibility to shape the future. This is a terrifying turning point, but many generations before us have faced such turning points, and met them. We can offer our students perspective. Only a few dozen institutions on Earth are more than 900 years old, and the vast majority are universities. The university system is not a house of straw to buckle in this storm: We are the rocks that have sheltered the knowledge, hope, and truth through tumults which have toppled kingdoms while classrooms endured. We can endure this, and be a guiding light through it, but only by recentering, by teaching citizens, not workers; power, not PowerPoint; aspiration, not apocalypse. Despair is how we lose. The classroom is where we battle it. All other battles flow from here.

Ada Palmer is an associate professor of history at the University of Chicago.

In 2026, colleges must teach students that this is not the end of the world. We must teach hope. Current undergraduates can barely remember a time before the threats of climate change and authoritarianism loomed to catastrophic scale. Since 2010, the future depicted in TV, books, and games has been dystopian or apocalyptic, so for our current students the end of the world feels more familiar and realistic than a future with hope. Now we are asking them to choose majors and life paths when the desirability, indeed the very existence, of whole sectors of employment are in question, due to the overwhelming promises of LLMs and machine learning. As young people hear daily that vocation after vocation may vanish into automation’s maw, and that democracy, liberty, land, sea, and sky are all in jeopardy, despair is growing. Despair is very emotionally tempting. It means freedom from the responsibility to shape the future. This is a terrifying turning point, but many generations before us have faced such turning points, and met them. We can offer our students perspective. Only a few dozen institutions on Earth are more than 900 years old, and the vast majority are universities. The university system is not a house of straw to buckle in this storm: We are the rocks that have sheltered the knowledge, hope, and truth through tumults which have toppled kingdoms while classrooms endured. We can endure this, and be a guiding light through it, but only by recentering, by teaching citizens, not workers; power, not PowerPoint; aspiration, not apocalypse. Despair is how we lose. The classroom is where we battle it. All other battles flow from here. Ada Palmer is an associate professor of history at the University of Chicago.

This, from Ada Palmer as part of The Chronicle's survey of 11 scholars on the future of higher ed, is what I needed to end the week.

28.02.2026 00:54 πŸ‘ 404 πŸ” 211 πŸ’¬ 4 πŸ“Œ 37
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As a professional military strategist, I just wanted to make sure everyone has a full understanding of the American strategy in Iran, thank you for your attention to this matter

28.02.2026 08:27 πŸ‘ 6165 πŸ” 1821 πŸ’¬ 157 πŸ“Œ 96

Why is everything possibly better in that font

28.02.2026 14:00 πŸ‘ 1 πŸ” 0 πŸ’¬ 1 πŸ“Œ 0
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28.02.2026 12:47 πŸ‘ 15605 πŸ” 4746 πŸ’¬ 378 πŸ“Œ 348
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Trump’s unprovoked attack on Iran has no mandate – or legal basis US president violates UN charter just days into his Board of Peace era, and chooses to take the biggest gamble of his administration

"Over [the] half century, Iran has arguably never posed less of a threat than now" www.theguardian.com/us-news/2026...

28.02.2026 13:43 πŸ‘ 2 πŸ” 0 πŸ’¬ 0 πŸ“Œ 0

An excellent piece throughout

28.02.2026 13:16 πŸ‘ 6 πŸ” 3 πŸ’¬ 0 πŸ“Œ 0
The first war of Donald Trump’s Board of Peace era has begun – an unprovoked attempt at regime change in collaboration with Israel, with no legal foundation, launched in the midst of diplomatic efforts to avert conflict, and with minimal consultation with Congress or the American public.

The first war of Donald Trump’s Board of Peace era has begun – an unprovoked attempt at regime change in collaboration with Israel, with no legal foundation, launched in the midst of diplomatic efforts to avert conflict, and with minimal consultation with Congress or the American public.

What an opening passage!

www.theguardian.com/us-news/2026...

28.02.2026 13:00 πŸ‘ 35 πŸ” 22 πŸ’¬ 2 πŸ“Œ 1

Cool essay about how designed environments shape our cognitive practices, especially in libraries, which the author calls "a gymnasium for attention"

26.02.2026 17:10 πŸ‘ 7 πŸ” 2 πŸ’¬ 0 πŸ“Œ 0