As we close out this series of reports on the Humanities Core (HumCore) Workshops, it is worth returning to the two questions that have driven every session so far: 1. Can we conceptualize the Global Humanities at all? 2. How have our ideas created teaching structures in California, Karachi, and Singapore?

How might one design or adapt a course to make it more responsibly global? How might we teach important texts, long disappeared into the morass of the “canon,” in such a way that highlights their inherent globality and renders them new?

I do not at all see why we must make an either-or choice between reading Beckett or reading Aimé Césaire, between calling out and into question “cultural desires, drives, anxieties, or prejudices” or analyzing metonymy, chiasmus, sprung rhythm, lineation, anaphora, parataxis, trochees, and so forth.

Khaled Furani’s Silencing the Sea (2012) and Michael Dowdy’s  Broken Souths (2013) bring a global perspective to post-1945 and contemporary traditions of Palestinian and Latina/o poetry.

This piece, "The Real Reasons to Support Language Study," published July 27, 2009 in The Chronicle of Higher Education, is particularly relevant given the recent announcement by UCLA to issue lay-off letters to its state-funded, "post-six" lecturers.