Review Article| January 01 2008 Forging a Pedagogical Community Dale Bauer; Dale Bauer Search for other works by this author on: This Site Google Rebeccah Bechtold; Rebeccah Bechtold Search for other works by this author on: This Site Google Mike Behrens; Mike Behrens Search for other works by this author on: This Site Google Nick Capell; Nick Capell Search for other works by this author on: This Site Google Adam Deutsch; Adam Deutsch Search for other works by this author on: This Site Google Zia Gluhbegovic; Zia Gluhbegovic Search for other works by this author on: This Site Google Marilyn Holguin; Marilyn Holguin Search for other works by this author on: This Site Google Merton Lee; Merton Lee Search for other works by this author on: This Site Google Carl Lehnen; Carl Lehnen Search for other works by this author on: This Site Google Kim O'Neill Kim O'Neill Search for other works by this author on: This Site Google ... Show more Christy Scheuer; Christy Scheuer Search for other works by this author on: This Site Google Melissa Tombro; Melissa Tombro Search for other works by this author on: This Site Google Jason Vredenburg Jason Vredenburg Search for other works by this author on: This Site Google Pedagogy (2008) 8 (1): 179–193. https://doi.org/10.1215/15314200-2007-034 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Dale Bauer, Rebeccah Bechtold, Mike Behrens, Nick Capell, Adam Deutsch, Zia Gluhbegovic, Marilyn Holguin, Merton Lee, Carl Lehnen, Kim O'Neill, Christy Scheuer, Melissa Tombro, Jason Vredenburg; Forging a Pedagogical Community. Pedagogy 1 January 2008; 8 (1): 179–193. doi: https://doi.org/10.1215/15314200-2007-034 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

This collaboratively written essay offers an account of a group of graduate students preparing to teach a literature course at the University of Illinois Urbana-Champaign. The students, guided by their professor, Dale Bauer, immerse themselves in current debates about teaching by reading Patrick Allitt's I'm the Teacher, You're the Student, Shari Stenberg's Professing and Pedagogy, Paul Kameen's Writing/Teaching, Gerald Graff's Clueless in Academe, and one textbook, Mariolina Salvatori and Pat Donahue's The Elements (and Pleasures) of Difficulty. The essay references a range of additional writing on the college and university classroom—including works by bell hooks, Ira Shor, Jane Tompkins, and Elaine Showalter. The essay includes excerpts from teaching statements the students composed as they worked through the current debates in literature pedagogy.

Cooks describes how she incorporates her personal experience viewing Without Sanctuary: Lynching Photography in America, a traveling exhibit from 2000 to 2005, in her art history and ethics studies classes. For the purpose of analysis alone, she divides the photographs into four categories: crowd, crowd with lynching victim(s), lynching victim(s) alone, and souvenirs. Students respond in speechless and somber disbelief when confronted with the shameless desire to document and openly celebrate the destruction of the human body. However, the lynching photographs (four of which are included in the essay) are a catalyst for a complex system of varied responses beyond the immediate paralyzing effect. The history of lynching and the continued threat of racial violence are difficult subjects to teach, but the engagement with this history through lynching imagery and the exhibition history of Without Sanctuary has proven to be an important life experience for both Cooks and her students.

Both Azar Nafisi's and Mark Edmundson's recent books argue that the study of literature teaches a socially crucial set of critical thinking skills. But both take as dogma a liberal-capitalist framework and thus fail as models for how students can learn to think in genuinely critical ways.

Research Article| January 01 2008 Learning to Transgress: Embedded Pedagogies of the Gothic Jan Wellington Jan Wellington Search for other works by this author on: This Site Google Pedagogy (2008) 8 (1): 170–176. https://doi.org/10.1215/15314200-2007-032 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jan Wellington; Learning to Transgress: Embedded Pedagogies of the Gothic. Pedagogy 1 January 2008; 8 (1): 170–176. doi: https://doi.org/10.1215/15314200-2007-032 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

In the face of bleak circumstances facing academe, Jeffrey J. Williams calls for us to “Teach the university!” It is particularly relevant to our students, who are its future constituents, and it is a fitting topic centering on the tradition of the humanities. He urges that we should teach not only academic fiction or well-known “ideas of the university,” but the combination of history, theory, fiction, and film, and other data on the university.

Research Article| January 01 2008 The Importance of Storytelling: Students and Teachers Respond to September 11 Roberta Rosenberg Roberta Rosenberg Search for other works by this author on: This Site Google Pedagogy (2008) 8 (1): 145–154. https://doi.org/10.1215/15314200-2007-029 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Roberta Rosenberg; The Importance of Storytelling: Students and Teachers Respond to September 11. Pedagogy 1 January 2008; 8 (1): 145–154. doi: https://doi.org/10.1215/15314200-2007-029 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Research Article| October 01 2007 Toward Criteria for Creative Assessment in the English Honors Degree Program Lesley Coote; Lesley Coote Search for other works by this author on: This Site Google Fiona Wright Fiona Wright Search for other works by this author on: This Site Google Pedagogy (2007) 7 (3): 544–555. https://doi.org/10.1215/15314200-2007-014 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Lesley Coote, Fiona Wright; Toward Criteria for Creative Assessment in the English Honors Degree Program. Pedagogy 1 October 2007; 7 (3): 544–555. doi: https://doi.org/10.1215/15314200-2007-014 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Research Article| October 01 2007 Explaining the Actions of Men and Gods: Elements of English Pedagogy John Hardcastle John Hardcastle Search for other works by this author on: This Site Google Pedagogy (2007) 7 (3): 453–480. https://doi.org/10.1215/15314200-2007-009 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation John Hardcastle; Explaining the Actions of Men and Gods: Elements of English Pedagogy. Pedagogy 1 October 2007; 7 (3): 453–480. doi: https://doi.org/10.1215/15314200-2007-009 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| October 01 2007 Creative Writing as a Site of Pedagogic Identity and Pedagogic Learning Rebecca O'Rourke Rebecca O'Rourke Search for other works by this author on: This Site Google Pedagogy (2007) 7 (3): 501–512. https://doi.org/10.1215/15314200-2007-010 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Rebecca O'Rourke; Creative Writing as a Site of Pedagogic Identity and Pedagogic Learning. Pedagogy 1 October 2007; 7 (3): 501–512. doi: https://doi.org/10.1215/15314200-2007-010 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| October 01 2007 Guest Editors' Introduction Ben Knights; Ben Knights Search for other works by this author on: This Site Google Nicole King Nicole King Search for other works by this author on: This Site Google Pedagogy (2007) 7 (3): 323–333. https://doi.org/10.1215/15314200-2007-002 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Ben Knights, Nicole King; Guest Editors' Introduction. Pedagogy 1 October 2007; 7 (3): 323–333. doi: https://doi.org/10.1215/15314200-2007-002 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2007 Taking the Imaginative Leap: Creative Writing and Inquiry-Based Learning Duco van Oostrum; Duco van Oostrum Search for other works by this author on: This Site Google Richard Steadman-Jones; Richard Steadman-Jones Search for other works by this author on: This Site Google Zoe Carson Zoe Carson Search for other works by this author on: This Site Google Pedagogy (2007) 7 (3): 556–566. https://doi.org/10.1215/15314200-2007-015 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Duco van Oostrum, Richard Steadman-Jones, Zoe Carson; Taking the Imaginative Leap: Creative Writing and Inquiry-Based Learning. Pedagogy 1 October 2007; 7 (3): 556–566. doi: https://doi.org/10.1215/15314200-2007-015 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Research Article| October 01 2007 A Desk and a Pile of Books: Considering Independent Study Andrew Green Andrew Green Search for other works by this author on: This Site Google Pedagogy (2007) 7 (3): 427–452. https://doi.org/10.1215/15314200-2007-008 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Andrew Green; A Desk and a Pile of Books: Considering Independent Study. Pedagogy 1 October 2007; 7 (3): 427–452. doi: https://doi.org/10.1215/15314200-2007-008 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| October 01 2007 The CAPITAL Centre: Teaching Shakespeare (and More) through a Collaboration between a University and an Arts Organization Jonathan Bate; Jonathan Bate Search for other works by this author on: This Site Google Susan Brock Susan Brock Search for other works by this author on: This Site Google Pedagogy (2007) 7 (3): 341–358. https://doi.org/10.1215/15314200-2007-004 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jonathan Bate, Susan Brock; The CAPITAL Centre: Teaching Shakespeare (and More) through a Collaboration between a University and an Arts Organization. Pedagogy 1 October 2007; 7 (3): 341–358. doi: https://doi.org/10.1215/15314200-2007-004 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2007 Crossing Liminal Spaces: Teaching the Postcolonial Gothic Gina Wisker Gina Wisker Search for other works by this author on: This Site Google Pedagogy (2007) 7 (3): 401–425. https://doi.org/10.1215/15314200-2007-007 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Gina Wisker; Crossing Liminal Spaces: Teaching the Postcolonial Gothic. Pedagogy 1 October 2007; 7 (3): 401–425. doi: https://doi.org/10.1215/15314200-2007-007 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Contains advice specifically for teachers on methods for identifying the performance implications of Shakespeare's language

Research Article| October 01 2007 In Virtuality Veritas Graham Mort; Graham Mort Search for other works by this author on: This Site Google Lee Horsley Lee Horsley Search for other works by this author on: This Site Google Pedagogy (2007) 7 (3): 513–525. https://doi.org/10.1215/15314200-2007-011 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Graham Mort, Lee Horsley; In Virtuality Veritas. Pedagogy 1 October 2007; 7 (3): 513–525. doi: https://doi.org/10.1215/15314200-2007-011 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Research Article| October 01 2007 Helicopters, Jigsaws, and Plaits: Revealing the Hidden Language and Literature Curriculum Helen Day Helen Day Search for other works by this author on: This Site Google Pedagogy (2007) 7 (3): 534–543. https://doi.org/10.1215/15314200-2007-013 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Helen Day; Helicopters, Jigsaws, and Plaits: Revealing the Hidden Language and Literature Curriculum. Pedagogy 1 October 2007; 7 (3): 534–543. doi: https://doi.org/10.1215/15314200-2007-013 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.