Applying the complexities of literacy development and personal ethos to the teaching of composition, Zan Meyer Goncalves challenges writing teachers to consider ethos as a series of identity performances shaped by the often-inequitable social contexts of their classrooms and communities. Using the rhetorical experiences of students who identify as lesbian, gay, bisexual, and/or transgender, she proposes a new way of thinking about ethos that addresses the challenges of social justice, identity, and transfer issues in the classroom.
Goncalves offers an innovative approach to teaching identity performance theory bound by social contexts. She applies this new approach to theories of specificity and intersectionality, illustrating how teachers can help students redefine the relationship between their social identities and their writing. She also addresses bringing social activism and identity politics into the classroom, helping writers make transfers across rhetorical contexts and linking students' interests to public conversations.
Theoretical and practical, Sexuality and the Politics of Ethos in the Writing Classroom provides teachers of first-year and advanced composition studies with useful, detailed assignments based in specific identity performance. Goncalves offers techniques to subvert oppressive language practices, while encouraging students to recognize themselves as writers, citizens, and active participants in their own educations and communities.
Cochlear implants, mainstreaming, genetic engineering, and other ethical dilemmas confronting deaf people mandated a new, wide-ranging examination of these issues, fulfilled by Signs and Voices: Deaf Culture, Identity, Language, and Arts. This collection, carefully chosen from the 2004 Signs and Voices Conference, the Presidential Forum on American Sign Language at the Modern Language Association Convention, and other sources, addresses all of the factors now changing the cultural landscape for deaf people. To ensure quality and breadth of knowledge, editors Kristin A. Lingren, Doreen DeLuca, and Donna Jo Napoli selected the work of renowned scholars and performers Shannon Allen, H-Dirksen L. Bauman, Adrian Blue, Brenda Jo Brueggemann, Teresa Blankmeyer Burke, Peter Cook, David P. Corina, Michael Davidson, Kristen Harmon, Tom Humphries, Sotaro Kita, Heather Knapp, Robert G. Lee, Irene W. Leigh, Kenny Lerner, Carole Neidle, Peter Novak, AslI Özyürek, David M. Perlmutter, Anne Senghas, and Ronnie Wilbur.
Signs and Voices is divided into three sections—Culture and Identity, Language and Literacy, and American Sign Language in the Arts—each of which focuses on a particular set of theoretical and practical concerns. Also, the included DVD presents many of the performances from the Arts section. Taken together, these essays and DVD point to new directions in a broad range of fields, including cognitive science, deaf studies, disability studies, education, linguistics, literary criticism, philosophy, and psychology. This extraordinary showcase of innovative and rigorous cross-disciplinary study will prove invaluable to everyone interested in the current state of the Deaf community.
What do we mean when we refer to our “identity,” and how do we represent it in the stories we tell about our lives? Is “identity” a sustained private core, or does it change as circumstances and relationships shift? In this thoughtful and learned book, a recognized master of research interviewing explores these questions through analyses of in-depth interviews with five craftartists, who reflect on their lives and their efforts to sustain their form of work as committed artists in a world of mass production and standardization.
The artists describe their families of origin and the families they have created, and the conscious decisions, chance events, and life experiences that entered into the ways they achieved their adult artistic identities. Exploring these continuities, discontinuities, and unresolvable tensions in an analysis that brings new sophistication to a much-used term, Elliot Mishler suggests that “identity” is always dialogic and relational, a complex of partial subidentities rather than a unitary monad. More a verb than a noun, it reflects an individual’s modes of adaptation, appropriation, and resistance to sociocultural plots and roles.
With its critical review of narrative research methods, model of analysis for the systematic study of life stories and identity, and vision of how narrative studies may contribute to theory and research in the social sciences, Storylines is an eloquent and important book for narrative psychology and lifespan development.
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