A SCHOLARLY BOOK REPOSITORY
Part I of the volume is topic-oriented and focuses on explorations of important issues and perspectives, while Part II features several chapters reporting classroom-based studies of a variety of instructional approaches that expand our understanding of how argumentative writing can be taught. The book will be of value to pre-service and in-service teachers in varying instructional contexts, as well as teacher educators and L2 writing scholars/researchers.
Merleau-Ponty’s Sorbonne lectures of 1949 to 1952 are a broad investigation into child psychology, psychoanalysis, pedagogy, phenomenology, sociology, and anthropology. They argue that the subject of child psychology is critical for any philosophical attempt to understand individual and intersubjective existence. Talia Welsh’s new translation provides Merleau-Ponty’s complete lectures on the seminal engagement of phenomenology and psychology.
Class in the Composition Classroom considers what college writing instructors should know about their working-class students—their backgrounds, experiences, identities, learning styles, and skills—in order to support them in the classroom, across campus, and beyond. In this volume, contributors explore the nuanced and complex meaning of “working class” and the particular values these college writers bring to the classroom.
The real college experiences of veterans, rural Midwesterners, and trade unionists show that what it means to be working class is not obvious or easily definable. Resisting outdated characterizations of these students as underprepared and dispensing with a one-size-fits-all pedagogical approach, contributors address how region and education impact students, explore working-class pedagogy and the ways in which it can reify social class in teaching settings, and give voice to students’ lived experiences.
As community colleges and universities seek more effective ways to serve working-class students, and as educators, parents, and politicians continue to emphasize the value of higher education for students of all financial and social backgrounds, conversations must take place among writing instructors and administrators about how best to serve and support working-class college writers. Class in the Composition Classroom will help writing instructors inside and outside the classroom prepare all their students for personal, academic, and professional communication.
Contributors: Aaron Barlow, Cori Brewster, Patrick Corbett, Harry Denny, Cassandra Dulin, Miriam Eisenstein Ebsworth, Mike Edwards, Rebecca Fraser, Brett Griffiths, Anna Knutson, Liberty Kohn, Nancy Mack, Holly Middleton, Robert Mundy, Missy Nieveen Phegley, Jacqueline Preston, James E. Romesburg, Edie-Marie Roper, Aubrey Schiavone, Christie Toth, Gail G. Verdi
Using Mark as a test case, scholars address questions like: How should my research and my approach to the text play out in the classroom? What differences should my academic context and my students' expectations make? How should new approaches and innovations inform interpretation and teaching? This resource enables biblical studies instructors to explore various interpretative approaches and to begin to engage pedagogical issues in our changing world.
Features:
- Ideas that may be adapted for teaching any biblical text
- Diverse perspectives from nine experts in their fields
- Essays include tips, ideas, and lesson plans for the classroom
In this innovative new study, Sean Franzel charts the concurrent emergence of German Romantic pedagogy, the modern research university, and modern visions of the politically engaged scholar. At the heart of the pedagogy of Immanuel Kant, Johann Gottlieb Fichte, K. P. Moritz, A. W. Schlegel, Adam Müller, and others was the lecture, with its ability to attract listeners and to model an ideal discursive community, reflecting an era of revolution, reform, and literary, philosophical, and scientific innovation.
Along with exploring the striking preoccupation of Romantic thinkers with the lecture and with its reverberations in print, Franzel argues that accounts of scholarly speech from this period have had a lasting impact on how the pedagogy, institutions, and medial manifestations of modern scholarship continue to be understood.
"Sean Franzel’s archaeology illuminates both the bourgeois public sphere and discourse network 1800 by showing the romantic lecture to be the key cultural form in a pivotal moment of German intellectual history, a history long obsessed with the mediation of oral discourse and written text."—John Durham Peters, author of Speaking into the Air
Parallel to these research and policy interests, academic institutions and professional organizations have begun to develop training programs for future professionals in the creative and cultural industries. In this book, more than fifty scholars from across the globe shed light on this phenomenon of cultural entrepreneurship. Readers will find conceptual frameworks for building new programs for the creative industries, examples of pedagogical approaches and skills-based training, and concrete examples of program and course implementation.
Cutting and the Pedagogy of Self-Disclosure is the first book to explore how college students write about their experiences as cutters. The idea behind the book arose when Patricia Hatch Wallace, a high school English teacher, wrote a reader-response diary for a graduate course taught by Professor Jeffrey Berman in which she revealed for the first time that she had cut herself twenty years earlier. At Berman's suggestion, Wallace wrote her Master's thesis on cutting. Not long after she finished her thesis, two students in Berman's expository writing course revealed their own experiences as cutters. Their disclosures encouraged several students in another writing class to share their own cutting stories with classmates. Realizing that so many students were writing about the same phenomenon, Berman and Wallace decided to write a book about a subject that is rarely discussed inside or outside the classroom.
In Part 1, Wallace discusses clinical and theoretical aspects of cutting and then applies these insights to several memoirs and novels, including Susanna Kaysen's Girl, Interrupted, Caroline Kettlewell's Skin Game, and Patricia McCormick's Cut. The motivation behind Wallace's research was the desire to learn more about herself, and she reads these stories through her own experience as a cutter. In Part 2, Berman focuses on the pedagogical dynamics of cutting: how undergraduate students write about cutting, how their writings affect classmates and teachers, and how students who cut themselves can educate everyone in the classroom about a problem that has personal, psychological, cultural, and educational significance.
Hevia analyzes British Foreign Office documents, diplomatic memoirs, auction house and museum records, nineteenth-century scholarly analyses of Chinese history and culture, campaign records, and photographs. He shows how Britain refigured its imperial project in
China as a cultural endeavor through examinations of the circulation of military loot in Europe, the creation of an art history of “things Chinese,” the construction of a field of knowledge about China, and the Great Game rivalry between Britain, Russia, and the Qing empire in Central Asia. In so doing, he illuminates the impact of these elements on the colonial project and the creation of a national consciousness in China.
This book examines environmental justice in its social, economic, political, and cultural dimensions in both local and global contexts, with special attention paid to intersections of race, gender, and class inequality. The first book to link political studies, literary analysis, and teaching strategies, it offers a multivocal approach that combines perspectives from organizations such as the Southwest Network for Environmental and Economic Justice and the International Indigenous Treaty Council with the insights of such notable scholars as Devon Peña, Giovanna Di Chiro, and Valerie Kuletz, and also includes a range of newer voices in the field.
This collection approaches environmental justice concerns from diverse geographical, ethnic, and disciplinary perspectives, always viewing environmental issues as integral to problems of social inequality and oppression. It offers new case studies of native Alaskans' protests over radiation poisoning; Hispanos' struggles to protect their land and water rights; Pacific Islanders' resistance to nuclear weapons testing and nuclear waste storage; and the efforts of women employees of maquiladoras to obtain safer living and working environments along the U.S.-Mexican border.
The selections also include cultural analyses of environmental justice arts, such as community art and greening projects in inner-city Baltimore, and literary analyses of writers such as Jimmy Santiago Baca, Linda Hogan, Barbara Neely, Nez Perce orators, Ken Saro-Wiwa, and Karen Yamashita—artists who address issues such as toxicity and cancer, lead poisoning of urban African American communities, and Native American struggles to remove dams and save salmon. The book closes with a section of essays that offer models to teachers hoping to incorporate these issues and texts into their classrooms. By combining this array of perspectives, this book makes the field of environmental justice more accessible to scholars, students, and concerned readers.
The first book-length investigation of a pioneering English professor and theorist at Vassar College, A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck explores Buck’s contribution to the fields of education and rhetoric during the Progressive Era. By contextualizing Buck’s academic and theoretical work within the rise of women’s educational institutions like Vassar College, the social and political movement toward suffrage, and Buck’s own egalitarian political and social ideals, Suzanne Bordelon offers a scholarly and well-informed treatment of Buck’s achievements that elucidates the historical and contemporary impact of her work and life.
Bordelon argues that while Buck did not call herself a feminist, she embodied feminist ideals by demanding the full participation of her female students and by challenging power imbalances at every academic, social, and political level.
A Feminist Legacy reveals that Vassar College is an undervalued but significant site in the history of women’s argumentation and pedagogy. Drawing on a rich variety of archival sources, including previously unexamined primary material, A Feminist Legacy traces the beginnings of feminist theories of argumentation and pedagogy and their lasting legacy within the fields of education and rhetoric.
A trenchant examination of the political dynamics of autobiography in education.
How do historically marginalized groups expose the partiality and presumptions of educational institutions through autobiographical acts? How are the stories we tell used to justify resistance to change or institutional complacency? These are the questions Wendy S. Hesford asks as she considers the uses of autobiography in educational settings. This book demonstrates how autobiographical acts-oral, written, performative, and visual-play out in vexed and contradictory ways and how in the academy they can become sites of cultural struggle over multicultural education, sexual harassment, institutional racism, hate speech, student activism, and commemorative practices.
Within the context of Oberlin, a small liberal arts college in Ohio, and beginning with a speak-out organized by Asian American students in 1995, this book looks at the uses of autobiographical practices in empowering groups traditionally marginalized in academic settings. Investigating the process of self-representation and the social, spatial, and discursive frames within which academic bodies and identities are constituted, Framing Identities explores the use of autobiographical acts in terms of power, influence, risks involved, and effectiveness. Hesford does not endorse autobiography as an unequivocal source of empowerment, however. Instead, she illustrates how autobiographical practices in the academy can mobilize competing and often irreconcilable interests. Hesford argues that by integrating self-reflection into cultural, rhetorical, and material analyses-and encouraging students to do the same-teachers not only will largely justify attention to the personal in the classroom, they will help their communities move beyond a naive identity politics. Framing Identities provides a model for teacher-researchers across the disciplines (education, English, composition, cultural studies, women’s studies, to name a few) to investigate the contradictory uses and consequences of autobiography at their own institutions, and to carve out new pedagogical spaces from which they and their students can emerge as social, political, and intellectual subjects.
Although Kant was involved in the education debates of his time, it is widely held that in his mature philosophical writings he remained silent on the subject. In her groundbreaking Kant’s Conception of Pedagogy, G. Felicitas Munzel finds extant in Kant’s writings the so-called missing critical treatise on education. It appears in the Doctrines of Method with which he concludes each of his major works.
In it, Kant identifies the fundamental principles for the cultivation of reason’s judgment when it comes to cognition, beauty, nature, and the exercise of morality while subject to the passions and inclinations that characterize the human experience.
From her analysis, Munzel extrapolates principles for a cosmopolitan education that parallels the structure of Kant’s republican constitution for perpetual peace. With the formal principles in place, the argument concludes with a query of the material principles that would fulfill the formal conditions required for an education for freedom.
New Digital Worlds traces the formation of postcolonial studies and digital humanities as fields, identifying how they can intervene in knowledge production in the digital age. Roopika Risam examines the role of colonial violence in the development of digital archives and the possibilities of postcolonial digital archives for resisting this violence. Offering a reading of the colonialist dimensions of global organizations for digital humanities research, she explores efforts to decenter these institutions by emphasizing the local practices that subtend global formations and pedagogical approaches that support this decentering. Last, Risam attends to human futures in new digital worlds, evaluating both how algorithms and natural language processing software used in digital humanities projects produce universalist notions of the "human" and also how to resist this phenomenon.
Caughie's discussion of passing illuminates a recent phenomenon in academic writing and popular culture that revolves around identities and the ways in which they are deployed, both in the arts and in lived experience. Through a wide variety of texts—novels, memoirs, film, drama, theory, museum exhibits, legal cases—she demonstrates the dynamics of passing, presenting it not as the assumption of a fraudulent identity but as the recognition that the assumption of any identity, including for the purposes of teaching, is a form of passing.
Astutely addressing the relevance of passing for pedagogy, Caughie presents the possibility of a dynamic ethics responsive to the often polarizing difficulties inherent in today's culture. Challenging and thought-provoking, Passing and Pedagogy offers insight and inspiration for teachers and scholars as they seek to be responsible and effective in a complex, rapidly changing intellectual and cultural environment.
Engage fourteen essays from an international group of experts
There is little direct evidence for formal education in the Bible and in the texts of Second Temple Judaism and early Christianity. At the same time, pedagogy and character formation are important themes in many of these texts. This book explores the pedagogical purpose of wisdom literature, in which the concept of discipline (Hebrew musar) is closely tied to the acquisition of wisdom. It examines how and why the concept of musar came to be translated as paideia (education, enculturation) in the Greek translation of the Hebrew Bible (Septuagint), and how the concept of paideia was deployed by ancient Jewish authors writing in Greek. The different understandings of paideia in wisdom and apocalyptic writings of Second Temple Judaism are this book's primary focus. It also examines how early Christians adapted the concept of paideia, influenced by both the Septuagint and Greco-Roman understandings of this concept.
Features
Pedagogy of Democracy re-interprets the U.S. occupation of Japan from 1945 to 1952 as a problematic instance of Cold War feminist mobilization rather than a successful democratization of Japanese women as previously argued. By combining three fields of research—occupation, Cold War, and postcolonial feminist studies—and examining occupation records and other archival sources, Koikari argues that postwar gender reform was one of the Cold War containment strategies that undermined rather than promoted women’s political and economic rights.
In a book that itself exemplifies the dialogic scholarship it proposes, Kay Halasek reconceives composition studies from a Bakhtinian perspective, focusing on both the discipline's theoretical assumptions and its pedagogies.
Framing her discussions at every level of the discipline—theoretical, historical, pedagogical—Halasek provides an overview of portions of the Bakhtinian canon relevant to composition studies, explores the implications of Mikhail Bakhtin's work in the teaching of writing and for current debates about the role of theory in composition studies, and provides a model of scholarship that strives to maintain dialogic balance between practice and theory, between composition studies and Bakhtinian thought.
Halasek's study ranges broadly across the field of composition, painting in wide strokes a new picture of the discipline, focusing on the finer details of the rhetorical situation, and teasing out the implications of Bakhtinian thought for classroom practice by examining the nature of critical reading and writing, the efficacy and ethics of academic discourse, student resistance, and critical and conflict pedagogy. The book ends by setting out a pedagogy of possibility, what Halasek terms elsewhere a "post-critical pedagogy" that redefines and redirects current discussions of home versus academic literacies and discourses.
In this interpretive commentary on Theaetetus, Gregory Kirk makes a major contribution to scholarship on Plato by emphasizing the relevance of the interpersonal dynamics between the interlocutors for the interpretation of the dialogue’s central arguments about knowledge. Kirk attends closely to the personalities of the participants in the dialogue, focusing especially on the unique demands faced by a student—in this case, Theaetetus—and the ways in which one can embrace or deflect the responsibilities of learning. Kirk’s approach gives equal consideration to the dual demands of dramatic interpretation and philosophical argument that constitute the unique character of the Platonic text, and he develops an original interpretation of the Theaetetus, concluding that the uncertainty that characterizes wisdom supersedes the certainty of knowledge.
In Reclaiming the Rural: Essays on Literacy, Rhetoric, and Pedagogy, editors Kim Donehower, Charlotte Hogg, and Eileen E. Schell bring together a diverse collection of essays that consider literacy, rhetoric, and pedagogy in the United States, Canada, and Mexico. The essays move beyond the typical arguments for preserving, abandoning, or modernizing by analyzing how rural communities sustain themselves through literate action. The contributors explore the rhetorics of water disputes in the western United States, the histories and influences of religious rhetorics in Mexico, agricultural and rural literacy curricula, the literacies of organizations such as 4-H and Academia de la Nueva Raza, and neoliberal rhetorics. Central to these examinations are the rural populations themselves, which include indigenous peoples in the rural United States, Canada, and Mexico, as well as those of European or other backgrounds.
The strength of the anthology lies in its multiple perspectives, various research sites, and the range of methodologies employed, including rhetorical analyses of economies and environments, media, and public spaces; classroom-based research; historical analysis and archival work; and qualitative research. The researchers engage the duality between the practices of everyday life in rural communities and the practices of reflecting on and making meaning.
Reclaiming the Rural reflects the continually changing, nuanced, context-dependent realities of rural life while acknowledging the complex histories, power struggles, and governmental actions that have affected and continue to affect the lives of rural citizens. This thought-provoking collection demonstrates the value in reclaiming the rural for scholarly and pedagogical analysis.
How does orthodoxy maintain its power over culture? In Remaking the Citizen for New Times, Deepa Sreenivas explores how the Amar Chitra Katha, a widely read comic series started in 1967 in India, influenced the historical and national consciousness of young readers in a conservative direction. Tacitly blaming Nehruvian welfarism of the time for the moral decline of the nation, the Amar Chitra Katha emerged as a literary articulation of the Indian right’s Hindu-nationalist ideology in a modern, bourgeois guise. To renew Hindutva hegemony, the comic series gave orthodox ideas a new sheen, both in its form and content, merging Western comic styles with Indian visual storytelling traditions on the one hand, and combining mythological characters with political figureheads into harmonious narratives on the other—making it difficult to sift history from myths and legends. Sreenivas deftly argues that these mythological-political tales emphasized the instructive rather than the informative potential of history, encouraging neoliberal values such as merit and hard work while ignoring caste or class as systemic issues.
Rethinking Rhetorical Theory, Criticism, and Pedagogy: The Living Art of Michael C. Leff offers answers to these questions by introducing the central insights of one of the most innovative and prolific rhetoricians of the twentieth century, Michael C. Leff. This volume charts Leff ’s decades-long development as a scholar, revealing both the variety of topics and the approach that marked his oeuvre, as well as his long-standing critique of the disciplinary assumptions of classical, Hellenistic, renaissance, modern, and postmodern rhetoric.
Rethinking Rhetorical Theory, Criticism, and Pedagogy includes a synoptic introduction to the evolution of Leff ’s thought from his time as a graduate student in the late 1960s to his death in 2010, as well as specific commentary on twenty-four of his most illuminating essays and lectures.
Gloria Evangelina Anzaldúa—theorist, Chicana, feminist—famously called on scholars to do work that matters. This pronouncement was a rallying call, inspiring scholars across disciplines to become scholar-activists and to channel their intellectual energy and labor toward the betterment of society. Scholars and activists alike have encountered and expanded on these pathbreaking theories and concepts first introduced by Anzaldúa in Borderlands/La frontera and other texts.
Teaching Gloria E. Anzaldúa is a pragmatic and inspiring offering of how to apply Anzaldúa’s ideas to the classroom and in the community rather than simply discussing them as theory. The book gathers nineteen essays by scholars, activists, teachers, and professors who share how their first-hand use of Anzaldúa’s theories in their classrooms and community environments.
The collection is divided into three main parts, according to the ways the text has been used: “Curriculum Design,” “Pedagogy and Praxis,” and “Decolonizing Pedagogies.” As a pedagogical text, Teaching Gloria E. Anzaldúa also offers practical advice in the form of lesson plans, activities, and other suggested resources for the classroom. This volume offers practical and inspiring ways to deploy Anzaldúa’s transformative theories with real and meaningful action.
Contributors
Carolina E. Alonso
Cordelia Barrera
Christina Bleyer
Altheria Caldera
Norma E. Cantú
Margaret Cantú-Sánchez
Freyca Calderon-Berumen
Stephanie Cariaga
Dylan Marie Colvin
Candace de León-Zepeda
Miryam Espinosa-Dulanto
Alma Itzé Flores
Christine Garcia
Patricia M. García
Patricia Pedroza González
María del Socorro Gutiérrez-Magallanes
Leandra H. Hernández
Nina Hoechtl
Rían Lozano
Socorro Morales
Anthony Nuño
Karla O’Donald
Christina Puntasecca
Dagoberto Eli Ramirez
José L. Saldívar
Tanya J. Gaxiola Serrano
Verónica Solís
Alexander V. Stehn
Carlos A. Tarin
Sarah De Los Santos Upton
Carla Wilson
Kelli Zaytoun
Jewish Americans are divided in their views on Israel. While scholars have outlined philosophical principles to guide educators who teach about Israel, there has been less scholarship focused on the pedagogy surrounding the country. This book resituates teaching—the questions, dilemmas, and decision-making that teachers face—as central to both Israel studies and Israel education. Contributors illuminate how educators from differing pedagogical orientations, who teach in a range of educational settings learn, understand, undertake, and ultimately improve the work of teaching Israel. The volume also looks at the professional support and learning opportunities teachers may need to engage with these pedagogical questions.
Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.
Contributors examine the faculty’s fundamental responsibilities to classroom teaching, the university, and the community. Attending to the relationship between changing technologies and literacy in a global environment, the issue not only argues for a reassertion and reimagining of the humanities in the contemporary university but, perhaps as important, helps articulate a way forward.
Contributors: Michael Bérubé, Martin Bickman, Marc Bousquet, Elizabeth Brockman, Sheila T. Cavanagh, Danielle Nicole DeVoss, Patricia Donahue, Gerald Graff, Donald E. Hall, Gail E. Hawisher, Jennifer L. Holberg, Colin Jager, Paul Lauter, Shirley Geok-lin Lim, Julie Lindquist, Harriet Kramer Linkin, Mark C. Long, Donald G. Marshall, Richard E. Miller, James Phelan, Mariolina Rizzi Salvatori, Robert Scholes, Cynthia L. Selfe, Marcy Taylor
Bringing together decades of teaching experience, contributors offer perspectives from school- and community-based programs, as well as the tribal, district, and university level. They address special education, language revitalization, wellness, self-determination and sovereignty, and university-tribal-community partnerships. These contributions foreground Diné ways of knowing both as an educational philosophy and as an active practice applied in the innovative programs the book highlights. The contributors deepen our understanding of the state of Navajo education by sharing their perspectives about effective teaching practices and the development of programs that advance educational opportunities for Navajo youth.
This work provides stories of Diné resilience, resistance, and survival. It articulates a Diné-centered pedagogy that will benefit educators and learners for generations to come. Transforming Diné Education fills a need in the larger literature of curricular and programmatic development and provides tools for academic success for all American Indian students.
Contributors
Berlinda Begay
Lorenda Belone
Michael “Mikki” Carroll
Quintina “Tina” Deschenie
Henry Fowler
Richard Fulton
Davis E. Henderson
Kelsey Dayle John
Lyla June Johnston
Tracia Keri Jojola
Tiffany S. Lee
Shawn Secatero
Michael Thompson
Pedro “Pete” Vallejo
Christine B. Vining
Vincent Werito
Duane “Chili” Yazzie
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