BiblioVault - Books by Peckham, Irvin

Going North Thinking West

The Intersections of Social Class, Critical Thinking, and Politicized Writing Instruction

Irvin Peckham

Utah State University Press, 2010

A long-time writing program administrator and well-respected iconoclast, Irvin Peckham is strongly identified with progressive ideologies in education. However, in Going North Thinking West, Peckham mounts a serious critique of what is called critical pedagogy—primarily a project of the academic left—in spite of his own sympathies there.

College composition is fundamentally a middle-class enterprise, and is conducted by middle-class professionals, while student demographics show increasing presence of the working class. In spite of best intentions to ameliorate inequitable social class relationships, says Peckham, critical pedagogies can actually contribute to reproducing those relationships in traditional forms—not only perpetuating social inequities, but pushing working class students toward self-alienation, as well.

Peckham argues for more clarity on the history of critical thinking, social class structures and teacher identity (especially as these are theorized by Pierre Bourdieu), while he undertakes a critical inquiry of the teaching practices with which even he identifies.

Going North Thinking West focuses especially on writing teachers who claim a necessary linkage between critical thinking and writing skills; these would include both teachers who promote the fairly a-political position that argumentation is the obvious and necessary form of academic discourse, and more controversial teachers who advocate turning a classroom into a productive site of social transformation.

Ultimately, Peckham argues for a rereading of Freire (an icon of transformational pedagogy), and for a collaborative investigation of students’ worlds as the first step in a successful writing pedagogy. It is an argument for a pedagogy based on service to students rather than on transforming them.

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Gray Love

Stories About Dating and New Relationships After 60

nan Bauer-Maglin

Rutgers University Press, 2023

Gray Love narrates stories about the most common themes – searching for and (perhaps) finding love. Forty-five men and women between ages 60 and 94 from diverse backgrounds talk about dating, starting or ending a relationship, embracing life alone or enjoying a partnered one. The longing for connection as old age encroaches is palpable here, with more and more senior singles searching online. Those who find new partners explore issues that most relationships encounter at any age, as well as some that are unique to elder relationships. These include having had previous partners and a complicated and deep personal history; family and friends’ reactions to an older person’s dating; alternative models to marriage (such as sharing space or living apart); having more than one partner at the same time; one’s aging body, appearance, and sexuality; and the pressure of time and the specter of illness and death.

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Very Like a Whale

The Assessment of Writing Programs

Edward M. White

Utah State University Press, 2015

Winner of the 2015 CPTSC Award for Excellence in Program Assessment

Written for those who design, redesign, and assess writing programs, Very Like a Whale is an intensive discussion of writing program assessment issues. Taking its title from Hamlet, the book explores the multifaceted forces that shape writing programs and the central role these programs can and should play in defining college education.

Given the new era of assessment in higher education, writing programs must provide valid evidence that they are serving students, instructors, administrators, alumni, accreditors, and policymakers. This book introduces new conceptualizations associated with assessment, making them clear and available to those in the profession of rhetoric and composition/writing studies. It also offers strategies that aid in gathering information about the relative success of a writing program in achieving its identified goals.

Philosophically and historically aligned with quantitative approaches, White, Elliot, and Peckham use case study and best-practice scholarship to demonstrate the applicability of their innovative approach, termed Design for Assessment (DFA). Well grounded in assessment theory, Very Like a Whale will be of practical use to new and seasoned writing program administrators alike, as well as to any educator involved with the accreditation process.

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