Introduction| April 01 2015 Introduction: Encounter Tradition, Make It New: Essays on New Approaches for Teaching the Harlem Renaissance Fran L. Lassiter Fran L. Lassiter Guest Editor Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 353–358. https://doi.org/10.1215/15314200-2845081 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Fran L. Lassiter; Introduction: Encounter Tradition, Make It New: Essays on New Approaches for Teaching the Harlem Renaissance. Pedagogy 1 April 2015; 15 (2): 353–358. doi: https://doi.org/10.1215/15314200-2845081 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. © 2015 by Duke University Press2015 Article PDF first page preview Close Modal You do not currently have access to this content.

The renewed interest in personal essays in composition complicates the contested, tricky personal identity negotiations for students and faculty in first-year writing, particularly in manifestations and representations of the body in both the classroom and writing spaces. This is especially complex for minority subjects, including queer students and faculty. Such collections as The Teacher’s Body (edited by Freedman and Holmes) and Professions of Desire (edited by Haggerty and Zimmerman) explore the pedagogical underpinnings of the body, and Ellis Hanson’s essay in the Gay Shame collection (2009) further complicates and interrogates the ways queer bodies are represented and problematized in the classroom. This article explores our own experiences in first-year writing: as students within a mind/body binary exploring through the scaffolding of composition, and as faculty who are increasingly exposed through our body projections in the classroom and depictions of our body and sexuality in an increasingly savvy media in which Google, Facebook, and social networking sites create matrices of identifications and disidentifications that inform our classroom experiences. The article traces the ways our bodies are aligned with cultural norms, and the ways that first-year writing complicates, contests, reifies, or disrupts these norms—for both students and faculty.

Review Article| October 01 2014 A Cognitive Route to Social Justice: Mark Bracher’s Radical Pedagogies Literature and Social Justice: Protest Novels, Cognitive Politics, and Schema Criticism. By Bracher, Mark. Austin: University of Texas Press, 2013. Eric Leake Eric Leake Search for other works by this author on: This Site Google Pedagogy (2014) 14 (3): 553–559. https://doi.org/10.1215/15314200-2715850 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Eric Leake; A Cognitive Route to Social Justice: Mark Bracher’s Radical Pedagogies. Pedagogy 1 October 2014; 14 (3): 553–559. doi: https://doi.org/10.1215/15314200-2715850 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. © 2014 by Eric Leake2014 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| October 01 2014 What We Value but Cannot Name The Centrality of Style. Edited by Duncan, Mike and Vanguri, Star Medzerian. Fort Collins, Colorado: WAC Clearinghouse/Parlor Press, 2013. Gretchen L. Dietz Gretchen L. Dietz Search for other works by this author on: This Site Google Pedagogy (2014) 14 (3): 569–575. https://doi.org/10.1215/15314200-2716963 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Gretchen L. Dietz; What We Value but Cannot Name. Pedagogy 1 October 2014; 14 (3): 569–575. doi: https://doi.org/10.1215/15314200-2716963 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. © 2014 by Duke University Press2014 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| October 01 2014 The Multimodal Turn in Higher Education: On Teaching, Assessing, Valuing Multiliteracies Multimodal Literacies and Emerging Genres. Edited by Bowen, Tracey and Whithaus, Carl. Pittsburgh, PA: University of Pittsburgh Press, 2013. Lauri Bohanan Goodling Lauri Bohanan Goodling Search for other works by this author on: This Site Google Pedagogy (2014) 14 (3): 561–568. https://doi.org/10.1215/15314200-2715859 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Lauri Bohanan Goodling; The Multimodal Turn in Higher Education: On Teaching, Assessing, Valuing Multiliteracies. Pedagogy 1 October 2014; 14 (3): 561–568. doi: https://doi.org/10.1215/15314200-2715859 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. © 2014 by Lauri Bohanan Goodling2014 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Other| October 01 2014 Contributors Pedagogy (2014) 14 (3): 577–579. https://doi.org/10.1215/15314200-2716945 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Contributors. Pedagogy 1 October 2014; 14 (3): 577–579. doi: https://doi.org/10.1215/15314200-2716945 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. © 2014 by Duke University Press2014 Article PDF first page preview Close Modal Issue Section: Contributors You do not currently have access to this content.

Introduction| October 01 2013 Editors’ Introduction: What Is College For? Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2013) 13 (3): 411–414. https://doi.org/10.1215/15314200-2266387 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors’ Introduction: What Is College For?. Pedagogy 1 October 2013; 13 (3): 411–414. doi: https://doi.org/10.1215/15314200-2266387 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. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Other| October 01 2013 Contributors Pedagogy (2013) 13 (3): 563–565. https://doi.org/10.1215/15314200-2377700 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 October 2013; 13 (3): 563–565. doi: https://doi.org/10.1215/15314200-2377700 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. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal Issue Section: Contributors You do not currently have access to this content.

Public writing spaces, such as blogs and social media sites, are expanding quickly with new websites, web applications, and other interfaces constantly available to users. As these digital composing spaces continue to expand, it is important that writers are capable of operating within them, yet many composition students lack the rhetorical awareness to present effective arguments in multimodal digital interfaces. To address this issue, the author designed a project to introduce students to public writing while reflecting on the implications of the permanence of their writing, the searchability of these public spaces, and their responsibility as writers. This project began by asking students to reflect on their own online personae, be it through Facebook profiles, personal blogs, or online class forums. Utilizing websites like Yelp and YouTube offered students the opportunity to see how others present themselves online and the effectiveness of composers in these digital spaces. Taught in an online course format, this project demonstrates how writing can live outside of the traditional classroom space and contribute to the students’ community. For the writing teacher, it creates the occasion to delve into students’ understandings of ethics in online writing while illustrating the rhetorical components necessitated by composing in digital media.

Review Article| April 01 2013 “We therefore ben tawht of that was write tho”: Teaching Gower in the Classroom Approaches to Teaching the Poetry of John Gower. Edited by R. F. Yeager and Brian W. Gastle. New York: Modern Language Association, 2011. Conrad van Dijk Conrad van Dijk Search for other works by this author on: This Site Google Pedagogy (2013) 13 (2): 383–385. https://doi.org/10.1215/15314200-1958530 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Conrad van Dijk; “We therefore ben tawht of that was write tho”: Teaching Gower in the Classroom. Pedagogy 1 April 2013; 13 (2): 383–385. doi: https://doi.org/10.1215/15314200-1958530 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. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2013 Teachable Henryson, Accessible Middle Scots Robert Henryson: The Complete Works. Edited by Parkinson, David J.. TEAMS Middle English Texts Series. Kalamazoo, MI: Medieval Institute Publications, 2010. Julie Orlemanski Julie Orlemanski Search for other works by this author on: This Site Google Pedagogy (2013) 13 (2): 387–390. https://doi.org/10.1215/15314200-1958539 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Julie Orlemanski; Teachable Henryson, Accessible Middle Scots. Pedagogy 1 April 2013; 13 (2): 387–390. doi: https://doi.org/10.1215/15314200-1958539 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. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| April 01 2013 John Lydgate’s “Noble Devices” John Lydgate: Mummings and Entertainments. Edited by Sponsler, Claire. TEAMS Middle English Text Series. Kalamazoo, MI: Medieval Institute Publications, 2010. Corey Sparks Corey Sparks Search for other works by this author on: This Site Google Pedagogy (2013) 13 (2): 395–397. https://doi.org/10.1215/15314200-1958557 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Corey Sparks; John Lydgate’s “Noble Devices”. Pedagogy 1 April 2013; 13 (2): 395–397. doi: https://doi.org/10.1215/15314200-1958557 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. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2013 De-centering Chaucer, Emphasizing His Contemporaries A Companion to Chaucer and His Contemporaries: Texts and Contexts. Edited by Laurel Amtower and Jacqueline Vanhoutte. Peterborough, ON: Broadview Press, 2009. Nathanial B. Smith Nathanial B. Smith Search for other works by this author on: This Site Google Pedagogy (2013) 13 (2): 391–393. https://doi.org/10.1215/15314200-1958548 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Nathanial B. Smith; De-centering Chaucer, Emphasizing His Contemporaries. Pedagogy 1 April 2013; 13 (2): 391–393. doi: https://doi.org/10.1215/15314200-1958548 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. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Editorial| April 01 2013 A Note from the Editors Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2013) 13 (2): 203–204. https://doi.org/10.1215/15314200-1963195 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; A Note from the Editors. Pedagogy 1 April 2013; 13 (2): 203–204. doi: https://doi.org/10.1215/15314200-1963195 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. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2013 Re-forming Our Early English Curricula Form and Reform: Reading across the Fifteenth Century. Edited by Shannon Gayk and Kathleen Tonry. Columbus: Ohio State University Press, 2011. Katherine Steele Brokaw Katherine Steele Brokaw Search for other works by this author on: This Site Google Pedagogy (2013) 13 (2): 371–373. https://doi.org/10.1215/15314200-1958503 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Katherine Steele Brokaw; Re-forming Our Early English Curricula. Pedagogy 1 April 2013; 13 (2): 371–373. doi: https://doi.org/10.1215/15314200-1958503 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. © 2013 by Duke University Press2013 Article PDF first page preview Close Modal You do not currently have access to this content.

Introduction| January 01 2013 Introduction Kirilka Stavreva; Kirilka Stavreva guest editor Search for other works by this author on: This Site Google Christopher Kleinhenz Christopher Kleinhenz Search for other works by this author on: This Site Google Pedagogy (2013) 13 (1): 43–47. https://doi.org/10.1215/15314200-1814161 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Kirilka Stavreva, Christopher Kleinhenz; Introduction. Pedagogy 1 January 2013; 13 (1): 43–47. doi: https://doi.org/10.1215/15314200-1814161 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. © 2012 by Duke University Press2012 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| January 01 2013 Notes from Post–9/11 Classrooms: Parsing Representation and Reality Teaching the Literature of Today's Middle East. Allen Webb, David Alvarez, Blain H. Auer, Monica Mona Eraqi, Jeffrey A. Patterson, Vivan Steemers. New York: Routledge, 2012. Beth Stickney Beth Stickney Search for other works by this author on: This Site Google Pedagogy (2013) 13 (1): 189–197. https://doi.org/10.1215/15314200-1814449 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Beth Stickney; Notes from Post–9/11 Classrooms: Parsing Representation and Reality. Pedagogy 1 January 2013; 13 (1): 189–197. doi: https://doi.org/10.1215/15314200-1814449 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. © 2012 by Duke University Press2012 Article PDF first page preview Close Modal You do not currently have access to this content.

Introduction| January 01 2013 Editors’ Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2013) 13 (1): 1–2. https://doi.org/10.1215/15314200-1814143 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors’ Introduction. Pedagogy 1 January 2013; 13 (1): 1–2. doi: https://doi.org/10.1215/15314200-1814143 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. © 2012 by Duke University Press2012 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| January 01 2013 Everything Old Is New Again The Evolution of College English: Literacy Studies from the Puritans to the Postmoderns. Miller, Thomas P.. Pittsburgh, PA: University of Pittsburgh Press, 2011. Yvonne Bruce Yvonne Bruce Search for other works by this author on: This Site Google Pedagogy (2013) 13 (1): 179–187. https://doi.org/10.1215/15314200-1814440 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Yvonne Bruce; Everything Old Is New Again. Pedagogy 1 January 2013; 13 (1): 179–187. doi: https://doi.org/10.1215/15314200-1814440 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. © 2012 by Duke University Press2012 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| October 01 2012 Integrating Writing, Thinking, and Learning: A New Edition of a Faculty Development Treasure Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, 2nd ed.Bean, John. San Francisco: Jossey-Bass, 2011. Larry M. Lake Larry M. Lake Search for other works by this author on: This Site Google Pedagogy (2012) 12 (3): 579–584. https://doi.org/10.1215/15314200-1625343 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Larry M. Lake; Integrating Writing, Thinking, and Learning: A New Edition of a Faculty Development Treasure. Pedagogy 1 October 2012; 12 (3): 579–584. doi: https://doi.org/10.1215/15314200-1625343 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. © 2012 by Duke University Press2012 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| October 01 2012 Class Considerations: An Exploration of Literacy, Social Class, and Family A Taste for Language: Literacy, Class, and English Studies. Watkins, James RayJr. Carbondale: Southern Illinois University Press, 2009. Sheri Rysdam Sheri Rysdam Search for other works by this author on: This Site Google Pedagogy (2012) 12 (3): 585–590. https://doi.org/10.1215/15314200-1625352 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Sheri Rysdam; Class Considerations: An Exploration of Literacy, Social Class, and Family. Pedagogy 1 October 2012; 12 (3): 585–590. doi: https://doi.org/10.1215/15314200-1625352 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. © 2012 by Duke University Press2012 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Introduction| October 01 2012 Introduction: Meeting Students Where They Are Ashlie K. Sponenberg Ashlie K. Sponenberg Search for other works by this author on: This Site Google Pedagogy (2012) 12 (3): 541–543. https://doi.org/10.1215/15314200-1625289 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Ashlie K. Sponenberg; Introduction: Meeting Students Where They Are. Pedagogy 1 October 2012; 12 (3): 541–543. doi: https://doi.org/10.1215/15314200-1625289 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. © 2012 by Duke University Press2012 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Review Article| January 01 2012 If I Don't Know What I'm Teaching, How Can I Make the Best of It? Teaching What You Don't Know. By Huston, Therese. Cambridge, MA: Harvard University Press, 2009. Adam Pacton Adam Pacton Search for other works by this author on: This Site Google Pedagogy (2012) 12 (1): 187–191. https://doi.org/10.1215/15314200-1416576 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Adam Pacton; If I Don't Know What I'm Teaching, How Can I Make the Best of It?. Pedagogy 1 January 2012; 12 (1): 187–191. doi: https://doi.org/10.1215/15314200-1416576 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. © 2011 by Duke University Press2011 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| January 01 2012 The Canon and the Cutting Edge: On Teaching the Graphic Novel Teaching the Graphic Novel. Edited by Tabachnick, Stephen E.. New York: Modern Language Association of America, 2009. Jennifer H. Williams Jennifer H. Williams Search for other works by this author on: This Site Google Pedagogy (2012) 12 (1): 193–199. https://doi.org/10.1215/15314200-1416585 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer H. Williams; The Canon and the Cutting Edge: On Teaching the Graphic Novel. Pedagogy 1 January 2012; 12 (1): 193–199. doi: https://doi.org/10.1215/15314200-1416585 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. © 2011 by Duke University Press2011 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Introduction| January 01 2012 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2012) 12 (1): 1–3. https://doi.org/10.1215/15314200-1416513 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 January 2012; 12 (1): 1–3. doi: https://doi.org/10.1215/15314200-1416513 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. © 2011 by Duke University Press2011 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2011 Promoting Cooperation and Respect: “Bad” Poetry Slam in the Nontraditional Classroom Rebecca Brown Rebecca Brown Search for other works by this author on: This Site Google Pedagogy (2011) 11 (3): 571–577. https://doi.org/10.1215/15314200-1302804 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Rebecca Brown; Promoting Cooperation and Respect: “Bad” Poetry Slam in the Nontraditional Classroom. Pedagogy 1 October 2011; 11 (3): 571–577. doi: https://doi.org/10.1215/15314200-1302804 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. © 2011 by Duke University Press2011 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Review Article| October 01 2011 Countering the Pedagogy of Regression Poets on Teaching: A SourcebookWilkinson, Joshua Marie, ed. Iowa City: University of Iowa Press, 2010 Kevin Craft Kevin Craft Search for other works by this author on: This Site Google Pedagogy (2011) 11 (3): 609–614. https://doi.org/10.1215/15314200-1302899 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Kevin Craft; Countering the Pedagogy of Regression. Pedagogy 1 October 2011; 11 (3): 609–614. doi: https://doi.org/10.1215/15314200-1302899 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. © 2011 by Duke University Press2011 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| October 01 2011 Traditions and Trajectories: Composition Studies, Norton, and the Shaping of a Field The Norton Book of Composition Studies Edited by Miller, Susan. New York: Norton, 2009. Christina Ortmeier-Hooper Christina Ortmeier-Hooper Search for other works by this author on: This Site Google Pedagogy (2011) 11 (3): 591–597. https://doi.org/10.1215/15314200-1302872 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Christina Ortmeier-Hooper; Traditions and Trajectories: Composition Studies, Norton, and the Shaping of a Field. Pedagogy 1 October 2011; 11 (3): 591–597. doi: https://doi.org/10.1215/15314200-1302872 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. © 2011 by Duke University Press2011 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| October 01 2011 Pencil Traces: The Conversations of Composition Thomas L. Burkdall Thomas L. Burkdall Search for other works by this author on: This Site Google Pedagogy (2011) 11 (3): 598–602. https://doi.org/10.1215/15314200-1302881 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Thomas L. Burkdall; Pencil Traces: The Conversations of Composition. Pedagogy 1 October 2011; 11 (3): 598–602. doi: https://doi.org/10.1215/15314200-1302881 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. © 2011 by Duke University Press2011 Article PDF first page preview Close Modal Issue Section: Roundtable: Reviews of The Norton Book of Composition Studies, edited by Susan Miller You do not currently have access to this content.

Review Article| April 01 2011 What's Right and Wrong with the Workshop: A New Collection of Essays Examines the Effectiveness of the Creative Writing Workshop Does the Writing Workshop Still Work? Edited by Dianne Donnelly. Tonawanda, NY: Multilingual Matters, 2010 Adam Breckenridge Adam Breckenridge Search for other works by this author on: This Site Google Pedagogy (2011) 11 (2): 425–430. https://doi.org/10.1215/15314200-1218148 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Adam Breckenridge; What's Right and Wrong with the Workshop: A New Collection of Essays Examines the Effectiveness of the Creative Writing Workshop. Pedagogy 1 April 2011; 11 (2): 425–430. doi: https://doi.org/10.1215/15314200-1218148 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. © 2011 by Duke University Press2011 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| April 01 2011 The Divine Error Dead Letters: Error in Composition, 1873 – 2004. By Tracy Santa. Creskill, NJ: Hampton Press, 2008. Andrea Olinger Andrea Olinger Search for other works by this author on: This Site Google Pedagogy (2011) 11 (2): 417–424. https://doi.org/10.1215/15314200-1218139 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Andrea Olinger; The Divine Error. Pedagogy 1 April 2011; 11 (2): 417–424. doi: https://doi.org/10.1215/15314200-1218139 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. © 2011 by Duke University Press2011 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| January 01 2011 Introducing Students to College Writing: Moving Beyond Humanities-Centered Practices Cary Moskovitz Cary Moskovitz Search for other works by this author on: This Site Google Pedagogy (2011) 11 (1): 211–218. https://doi.org/10.1215/15314200-2010-025 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Cary Moskovitz; Introducing Students to College Writing: Moving Beyond Humanities-Centered Practices. Pedagogy 1 January 2011; 11 (1): 211–218. doi: https://doi.org/10.1215/15314200-2010-025 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. © 2010 by Duke University Press2010 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| January 01 2011 Science in the Writing Classroom: Interdisciplinary Rhetorical Explorations Paula Comeau Paula Comeau Search for other works by this author on: This Site Google Pedagogy (2011) 11 (1): 233–240. https://doi.org/10.1215/15314200-2010-028 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Paula Comeau; Science in the Writing Classroom: Interdisciplinary Rhetorical Explorations. Pedagogy 1 January 2011; 11 (1): 233–240. doi: https://doi.org/10.1215/15314200-2010-028 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. © 2010 by Duke University Press2010 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2010 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2010) 10 (3): 455–456. https://doi.org/10.1215/15314200-2010-001 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 October 2010; 10 (3): 455–456. doi: https://doi.org/10.1215/15314200-2010-001 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. © 2010 by Duke University Press2010 Article PDF first page preview Close Modal You do not currently have access to this content.

This article describes an assignment that involves students in an exploration of the rhetorical practices common in Facebook, making use of rhetorical savvy that they have—but generally are not aware of—to teach the often-challenging skill of rhetorical analysis. The class discusses articles about Facebook use and redefines traditional Aristotelian rhetorical concepts in the context of the visually rich and collage-like texts that are Facebook profiles. Students take their cues from an anthropologist's analysis of identity representation on dorm doors to explore rhetorical practices of exaggeration also discernable in Facebook profiles. Students and teacher note features from Facebook pages that suggest tendencies to be popular versus being an individual or signs of addiction to the networking tool. This assignment that brings academic analysis to bear on non-academic literacy practices like the construction of Facebook profiles encourages students to reflect critically on daily activities that involve more complex rhetorical skills than they might otherwise notice. In addition to making students' often-tacit rhetorical knowledge explicit, breaking down the usual division between school and non-school rhetorics in this exploration of Facebook helps to educate teachers about their students' digital literacy practices.

Research Article| April 01 2010 Note from the Editors Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2010) 10 (2): 269–270. https://doi.org/10.1215/15314200-2009-037 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Note from the Editors. Pedagogy 1 April 2010; 10 (2): 269–270. doi: https://doi.org/10.1215/15314200-2009-037 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. © 2010 by Duke University Press2010 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| January 01 2010 Paradigms, Conversation, Prayer: Liberal Arts in Christian Colleges Donald G. Marshall Donald G. Marshall Search for other works by this author on: This Site Google Pedagogy (2010) 10 (1): 183–200. https://doi.org/10.1215/15314200-2009-031 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Donald G. Marshall; Paradigms, Conversation, Prayer: Liberal Arts in Christian Colleges. Pedagogy 1 January 2010; 10 (1): 183–200. doi: https://doi.org/10.1215/15314200-2009-031 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. © 2009 by Duke University Press2009 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| January 01 2010 Who We Are, Why We Care Mark C. Long Mark C. Long Search for other works by this author on: This Site Google Pedagogy (2010) 10 (1): 257–262. https://doi.org/10.1215/15314200-2009-036 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Mark C. Long; Who We Are, Why We Care. Pedagogy 1 January 2010; 10 (1): 257–262. doi: https://doi.org/10.1215/15314200-2009-036 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. © 2009 by Duke University Press2009 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| October 01 2009 Editors' Introduction Jennifer L. Holberg; Jennifer L. Holberg Search for other works by this author on: This Site Google Marcy Taylor Marcy Taylor Search for other works by this author on: This Site Google Pedagogy (2009) 9 (3): 385–387. https://doi.org/10.1215/15314200-2009-001 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction. Pedagogy 1 October 2009; 9 (3): 385–387. doi: https://doi.org/10.1215/15314200-2009-001 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. © 2009 by Duke University Press2009 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| April 01 2009 Motivating Students to Write: Some Empirical Answers (and Questions) Danielle A. Cordaro Danielle A. Cordaro Search for other works by this author on: This Site Google Pedagogy (2009) 9 (2): 361–367. https://doi.org/10.1215/15314200-2008-038 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Danielle A. Cordaro; Motivating Students to Write: Some Empirical Answers (and Questions). Pedagogy 1 April 2009; 9 (2): 361–367. doi: https://doi.org/10.1215/15314200-2008-038 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 Press2009 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| April 01 2009 Practical Answers, Four Perspectives: “What Is College-Level Writing?” Kathleen M. Hunzer Kathleen M. Hunzer Search for other works by this author on: This Site Google Pedagogy (2009) 9 (2): 375–379. https://doi.org/10.1215/15314200-2008-040 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Kathleen M. Hunzer; Practical Answers, Four Perspectives: “What Is College-Level Writing?”. Pedagogy 1 April 2009; 9 (2): 375–379. doi: https://doi.org/10.1215/15314200-2008-040 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 Press2009 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| January 01 2009 Recognizing Identity David A. Brenner David A. Brenner Search for other works by this author on: This Site Google Pedagogy (2009) 9 (1): 177–183. https://doi.org/10.1215/15314200-2008-026 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation David A. Brenner; Recognizing Identity. Pedagogy 1 January 2009; 9 (1): 177–183. doi: https://doi.org/10.1215/15314200-2008-026 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. © 2009 by Duke University Press2009 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| January 01 2009 Learning from Giants: Using the Inklings as Writing Mentors Sheryl O'Sullivan Sheryl O'Sullivan Search for other works by this author on: This Site Google Pedagogy (2009) 9 (1): 159–165. https://doi.org/10.1215/15314200-2008-024 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Sheryl O'Sullivan; Learning from Giants: Using the Inklings as Writing Mentors. Pedagogy 1 January 2009; 9 (1): 159–165. doi: https://doi.org/10.1215/15314200-2008-024 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. © 2009 by Duke University Press2009 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| April 01 2008 The Lesson of the Line: A Parable for Travelers of the Tenure Track William H. Wandless William H. Wandless Search for other works by this author on: This Site Google Pedagogy (2008) 8 (2): 391–397. https://doi.org/10.1215/15314200-2007-018 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation William H. Wandless; The Lesson of the Line: A Parable for Travelers of the Tenure Track. Pedagogy 1 April 2008; 8 (2): 391–397. doi: https://doi.org/10.1215/15314200-2007-018 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. © 2008 by Duke University Press2008 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| April 01 2008 War of the Left Worlds John Marsh John Marsh Search for other works by this author on: This Site Google Pedagogy (2008) 8 (2): 375–382. https://doi.org/10.1215/15314200-2007-017 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation John Marsh; War of the Left Worlds. Pedagogy 1 April 2008; 8 (2): 375–382. doi: https://doi.org/10.1215/15314200-2007-017 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. © 2008 by Duke University Press2008 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| April 01 2008 If They Say Academic Writing Is Too Hard, I Say Read Graff and Birkenstein Laura M. Grow Laura M. Grow Search for other works by this author on: This Site Google Pedagogy (2008) 8 (2): 363–368. https://doi.org/10.1215/15314200-2007-016 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Laura M. Grow; If They Say Academic Writing Is Too Hard, I Say Read Graff and Birkenstein. Pedagogy 1 April 2008; 8 (2): 363–368. doi: https://doi.org/10.1215/15314200-2007-016 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. © 2008 by Duke University Press2008 Article PDF first page preview Close Modal Issue Section: Roundtable You do not currently have access to this content.

Research Article| January 01 2008 Mind the Gap: Teaching Othello Through Creative Responses Dan Mills Dan Mills Search for other works by this author on: This Site Google Pedagogy (2008) 8 (1): 154–159. https://doi.org/10.1215/15314200-2007-030 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Dan Mills; Mind the Gap: Teaching Othello Through Creative Responses. Pedagogy 1 January 2008; 8 (1): 154–159. doi: https://doi.org/10.1215/15314200-2007-030 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.

Review Article| January 01 2008 The Disciplinarity of Rhetoric Melissa Tombro Melissa Tombro Search for other works by this author on: This Site Google Pedagogy (2008) 8 (1): 199–204. https://doi.org/10.1215/15314200-2007-036 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Melissa Tombro; The Disciplinarity of Rhetoric. Pedagogy 1 January 2008; 8 (1): 199–204. doi: https://doi.org/10.1215/15314200-2007-036 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: Reviews You do not currently have access to this content.

Review Article| January 01 2008 Curating the Pedagogical Scene Merton Lee Merton Lee Search for other works by this author on: This Site Google Pedagogy (2008) 8 (1): 194–198. https://doi.org/10.1215/15314200-2007-035 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Merton Lee; Curating the Pedagogical Scene. Pedagogy 1 January 2008; 8 (1): 194–198. doi: https://doi.org/10.1215/15314200-2007-035 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: Reviews You do not currently have access to this content.

Research Article| January 01 2008 Teaching Native American Literature: Inviting Students to See the World Through Indigenous Lenses Carol Zitzer-Comfort Carol Zitzer-Comfort Search for other works by this author on: This Site Google Pedagogy (2008) 8 (1): 160–170. https://doi.org/10.1215/15314200-2007-031 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Carol Zitzer-Comfort; Teaching Native American Literature: Inviting Students to See the World Through Indigenous Lenses. Pedagogy 1 January 2008; 8 (1): 160–170. doi: https://doi.org/10.1215/15314200-2007-031 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.