1986. New Orleans. The Conference on College Composition and Communication. The two of us and Elaine O. Lees are presenting on a panel titled “ReaderResponse Theory and the Teaching of Writing: The Teacher as Responding Reader.” Our titles? Salvatori: “Some Implications of Iser’s Theory of Reading for the Teaching of Writing.” Donahue: “Barthes and the Obtuse Reader.” Lees: “Is There an Error in This Text? What Stanley Fish’s Theory of Reading Implies about the Teaching of English.” There was something special about the Conference on College Composition and Communication that year, especially for anyone concerned about reading. A few books had already been published: Composition and Literature: Bridging the Gap, edited by Winfred Bryan Horner (1983); Writ­ ing and Reading Differently, edited by G. Douglas Atkins and Michael Johnson (1985); Only Connect, edited by Thomas Newkirk (1986); and Conver­ gences: Transactions in Reading and Writing, edited by Bruce T. Peterson (1986). More appeared to be on the way, for instance, Reclaiming Pedagogy: The Rhetoric of the Classroom, edited by Patricia Donahue and Ellen Quandahl (1989). College English and College Composition and Communication were brimming with provocative investigations. Interest in reading was, paradoxically, both bourgeoning and at its apex, which we came to recognize only in retrospect. Over the next few years, while we and a few others (most notably David Bartholomae, Elizabeth Flynn, Joseph Harris, David Jolliffe, Kathleen McCormick, Susan Miller, Thomas Newkirk, and Donna Qualley)

This article argues for the importance of teaching reading in first-year composition courses within a metacognitive framework called mindful reading. Crucial for developing more comprehensive literacy practices that students can transfer into other courses and contexts, this framework encourages students to actively reflect on a range of reading practices in order to become more knowledgeable and deliberate about how they read. This work is intended to prepare students to successfully engage with the range of complex texts they will encounter throughout their postsecondary academic careers and beyond.

I address how participating as a parent in the Individualized Education Program (IEP) process has helped to transform my own approach to teaching by reinforcing how important it is to endorse a pedagogy that recognizes and values the individuality of my students. Universal Design for Instruction (UDI) has served as the best model I have found to help me move closer to my ideal classroom, and the course that most reflects this ideal classroom is my upper-level Disability and Literature course. The course's greatest strength lies in the extent to which its format and delivery are inextricably tied to its subject matter through an ethic of care(taking), especially through the incorporation of a number of UDI features into this course. What is more, while the traditional class meetings remain a privileged site of collaborative engagement and learning, the course blog is an equally crucial component to such collaboration, as the students create nearly all of its content. Indeed, the blog space serves not only as a place for students to record their responses to the assigned readings and in-class discussions but also as a student-driven supplement to the instructor-supplied focus points, a supplement that truly expands the range of possibilities implicitly represented in my choice of readings. I now understand such a pedagogical orientation not simply as a generic model for “good teaching” but as a reflection of a disability-inflected pedagogy of care.

This special issue of Pedagogy , titled “Caring From, Caring Through: Pedagogical Responses to Disability” explores the complex dynamics of disability, pedagogy, and care work and thus augments important scholarship on the personal experiences of disabled teachers, on how mental and physical variation shapes classroom encounters, and on parenting disabled children while inside the academy. Different from these conversations, though, this special issue applies disability theory more explicitly to pedagogical techniques and teaching philosophies. Put another way, the issue outlines pedagogical logics, classroom practices, and ethical considerations that might provoke radical institutional change and that testify to the generative symbiosis of lived disability, disability research/scholarship, and disability content/practices in the classroom. The articles in this issue grow out of authors’ situated, embodied knowledges and experiences of caring from or through disability; contributors contemplate what — and how — caring for/with/through disability has taught them about teaching. At the heart of each of these articles lies the belief that our common humanity is evidenced, paradoxically, through diverse human variation. Questions about how to enact in our lives and classrooms a politics that honors, engages, and conserves that variation — a politics of inclusion, equity, and access — motivate the meditations that follow.

This article discusses how the experience of caring for my severely autistic son, Charlie, and my academic research in disability studies have given me insights into teaching the ancient Greek and Latin languages to university students. My efforts to teach Charlie, who is almost nonverbal, to talk and communicate have inspired me to create strategies that help students review grammatical material for exams in a highly effective way. Teaching, I have learned, can happen in the absence of speech. My research about the history of the treatment of individuals with intellectual disabilities has shown me how to make mundane vocabulary-building exercises come alive. For example, explaining what certain ancient Greek words mean with reference to contemporary medical and ethical questions about the care of children with disabilities, born and unborn, has been of great benefit to students learning medical terminology for their science classes and preparing for careers in the health professions.

This article explores how the experience of being a caregiver and service provider informs teaching disability studies to students who are also frontline workers in service agencies. I discuss my own history as a service provider and stepparent of an adult with disabilities who has a long history as a service recipient. The history of the City University of New York (CUNY) disability studies program and target student population is reviewed, enabling readers to understand that the approach CUNY takes may be different from that of other programs in the country. The article also describes frustrations students encounter as course readings emphasizing the social construction of disability and the importance of self-determination collide with students' lived experiences of program structures and processes required by regulations and funding sources. Additional sources of tension for students who are frontline workers are the expectations of self-advocates and their parents, and the conflicts in values that may surface when serving a multicultural population in a large urban area. Disability studies courses provide a safe place for students to raise and examine these conflicts in the context of larger disability theory. I utilize my multiple roles and the perspectives they allow to deepen class discussions and offer a more nuanced reflection of disability theory as it is expressed in service praxis.

This article describes the unique journey both of a blind student in our Physical Therapist Assistant (PTA) Program and of the faculty who taught him as they all navigated through uncharted territories. We were unable to identify any programs that had enrolled students with this particular impairment; thus, there were no previous parameters set by other PTA programs, nor were we able to seek advice from any other physical therapy educators. For instance, we knew that we needed to make certain accommodations but were very aware, as was the student, of the necessity of not overaccommodating. Despite the fact that the physical therapy profession trains practitioners to help clients with disabilities to maximize their physical function and teaches them how to adapt to the challenges of daily activity, we initially assumed that a blind student would not be able to complete the program or be able to become a self-sufficient practitioner. We were very wrong. This article describes our learning process over the course of an eighteen-month program and details a valuable pedagogical experience pertinent to anyone in the teaching profession. We particularly stress the importance of being flexible and open in modifying one's teaching style to accommodate the needs of the individual student and offer tips on doing so without bias or overcompensation.

Responding to evidence of a steep decline in the reading of poetry, this article advocates a set of broad principles for poetry teaching that address the aesthetic function and materiality of poetry, and argues for a dialectic relationship in the poetry classroom between thoughtful analysis and interpretive freedom.

This article explores The Crisis magazine as a framework for students to gain a better understanding of the historical and cultural contexts of the works produced during the Harlem Renaissance. Ortega’s essay details the benefits of archival research for undergraduate students and specific ways in which to use The Crisis as a teaching tool in an interdisciplinary curriculum. Finally, her essay examines the ways in which The Crisis helps facilitate an understanding of canon formation during the Harlem Renaissance.

This article shares tactics for teaching Blu’s Hanging as a text assigned because of its controversy, though not necessarily subsumed by it. The novel is presented so as to grapple with the stakes of ethnic/racial representation alongside careful textual analysis, using the controversy around Yamanaka’s work to “teach the conflicts” of literary studies.

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.

In view of the constant bombardment of esoteric theory in all aspects of academic life, and especially in composition studies, what can writing instructors do to help their students in a practical way? This article argues that even before teaching craft, writing instructors must foreground the student’s somatic body, not the culturally constructed, body-based identity or the body of text students produce. To place this emphasis on the body is wholly in line with historical pedagogy, and a return to such an emphasis in contemporary writing classrooms may be instrumental in students overcoming their dread of the writing process. In order to reorient composition instruction and focus on the somatic body, the author looks to contemporary philosopher Richard Shusterman’s oeuvre of somaesthetics, a pragmatic and melioristic body-centered approach to philosophy broadly applicable to the humanities. His project can be liberally applied in the writing classroom, and doing so will help students overcome the consternation associated with writing. Through somaesthetic instruction, students can develop personalized writing rituals and identify aesthetically conducive environments in which to write. Only after establishing the primacy of the students’ mental and physical state, essentially freeing students from the anxiety broadly associated with writing, may writing instructors begin the debate over compositional praxis.

The authors invite English studies faculty to reconsider traditional graduate seminar pedagogies in light of the changing academy and evolving professional identities. Recommendations include balancing currently conventional methods that may emphasize lecturing, content coverage, or scholarly production with a workshop-style focus on writing, teaching, and metacognition. Examples from several graduate classroom experiences are provided.

This article makes a case for the value of literary field studies as a way both to reframe familiar narratives about texts and to open up regions and sites to the analytic mode of close reading. The authors describe their experiences teaching a seminar and week-long field study exploring the literature and culture of the American South.

Creative writing is divided between instructors upholding New Critical emphasis on texts and those challenging the goals of the discipline. While innovators propose reform, reconceptions put instructors at odds with one another and with students. In compromise, I propose praxes that incorporate lore-based methodology with innovations from critical and rhetorical theory.

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.

Educational theorists emphasize the importance of creating a classroom environment that encourages positive or productive student resistance to dominant social discourse. This article revisits work in critical pedagogy, feminism, and composition by focusing on the challenges of teaching a first-year writing course on the theme of masculinity. The gender imbalance of this class, with a majority of male students, combined with the course theme, contributed to an environment that raised unanticipated questions, which prompted the reconsideration of the intersections of critical, feminist, and composition pedagogies. In this class, the dynamics worked against a process of critical inquiry and reflection and instead often reified dominant view-points and social positions, specifically with respect to gender. This article concludes with evidence of how practices in composition studies, especially student-instructor conferences, helped to redirect some of the reactive resistance encountered in the classroom.

This coauthored article argues that a team-taught format can make the literature survey more engaging and meaningful for students while also addressing some of the course’s traditional challenges. The article fills a gap in team-teaching scholarship, which emphasizes interdisciplinary and/or loosely collaborative arrangements over intensely collaborative models like the one the authors propose.

The outsider ethos established by Ken Macrorie, Peter Elbow, and Donald Murray in their early books is a driving force behind process pedagogy. Close textual analysis of these theorists can help writing instructors better understand the role of ethos in process pedagogy and in their own teaching.

Drawing on a semester-long qualitative study of teaching writing at a men’s medium-high security prison, this article explores the complex ways in which literacy and incarceration are configured in students’ narratives, as well as my own as their teacher.

Drawing on the notion that revision involves the performance of a writer’s identity in a conversation with herself, this article argues for conceptualizing revision as ecstasis and ventriloquism. By using the metaphor of ventriloquism to translate theory into heuristics for teaching revision, it enacts an underlying argument that pedagogy is metaphor. In doing so, it offers four practical strategies for teaching students to revise.

Teaching nontraditional themes in first-year writing courses sometimes confuses students and frustrates instructors. This article shows how using a transformative, critical-thinking pedagogy challenges the content and purpose of “English” courses—making such themes more accessible while improving students’ use of rhetorical inquiry to both analyze and compose texts.

This essay provides an approach to teaching T. S. Eliot’s The Waste Land. The approach is designed to disassociate the student from the annotation usually provided by either Eliot or an editor. The assignment is presented in multiple frameworks and hopes to make students deal with the poem’s specific lines. The process described has students identify voice shifts in the poem. It is certainly true that there are differing opinions about voice in The Waste Land, but the point of the assignment is not to involve the student in this debate (at least initially). The explicit pedagogical goal of the approach described in this essay is to enable students to develop their own views on the poem and to create a reading that is independent of editorial direction. This develops their ability to read critically and increases their comfort level with a difficult text.

Even if the United States remains mostly monolingual, it seems imperative—politically, economically, and ethically—that American college students begin to develop some understanding of the processes of translation. A focus on linguistic and cultural translation can serve as a fruitful approach for teaching early world literature, since students need some invitation to enter into a conversation with the reading and crave some sense of present relevance. Encountering a text in multiple English translations directs our attention away from an arrested sense of its existence in the past and toward a more dynamic sense of its present in cultural circulation.

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.

Why would an English professor enroll in an upper-level biology class? This article describes an experiment in interdisciplinarity: an English professor takes a class titled Scientific Imaging in order to enhance her teaching of nature writing. The author outlines thirteen specific lessons imparted by her experience as a student in a class devoted to photographing elements of the natural world and creating images suitable for scientific presentation, and then she explains how she adapted the principles from Scientific Imaging for use in a creative nonfiction class focusing on nature writing. The article concludes with a discussion of the results of this interdisciplinary experiment and suggestions for promoting interdisciplinary learning as a mode of faculty development.

In this article, Schiewer examines the idea of hospitality in the classroom, which she notes has garnered a little more attention in recent scholarship. Though some of these examinations are quite complex, Schiewer offers a simplified approach marked by three principal ideas: provide simple instruction, build community while maintaining authority, and “befriend” students. To illustrate how this might be accomplished in the classroom, Schiewer reviews ideas put forth by Jerry Farber and Marshall Gregory, who promote being fully present and engaged with students. Schiewer concludes that by actively engaging students and knowing how to fairly balance critique, the hospitable classroom is ultimately a productive one.

This article presents the authors’ innovative approach to the challenges of teaching students in a large lecture survey course to perform effective close readings, and sets forth a rigorous qualitative assessment of students’ learning. It describes a combination of teaching strategies integrated to encourage students’ skills acquisition as well as content mastery, and to make the course writing intensive without also being grading intensive. It demonstrates the effectiveness of these strategies by analyzing evidence of student learning. The authors advocate for an instructional model that gives students ample opportunity for active learning and for practicing close reading skills. The authors conclude with a brief coda calling for more scholarship and reflection on faculty-graduate student collaboration in both scholarship and teaching.

The article discusses the necessary compromises inherent in choosing interesting, authentic, and appropriate texts for Middle Eastern classrooms. With nine years’ experience teaching literature in the Arabian Peninsula, Risse argues that the choice of texts and the methods of teaching should reflect local culture instead of transplanting Western syllabi.

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.

Innocent III’s 1215 decree requiring an annual confession of all Christians spurred the development of religious instructional works, some of the first texts written for nonnoble audiences and arguably the ancestors of working-class literature. This article explains the historical and cultural contexts that gave rise to these texts and the rich pedagogical opportunities they provide.

In modern usage, living “off the grid” means living totally independently, without the modern conveniences of publicly supplied gas, electricity, and water; it also refers to people who strive to remain unrecorded in governmental, financial, and medical documents. More generally, to live off the grid is to live against the grain of society, ideologically at odds with the mainstream. As we have put the idea to use for this guestedited issue, “Teaching Medieval Literature off the Grid,” instructors who incorporate noncanonical texts into their classrooms resemble the above definitions in several respects. For one thing, to teach “off the grid” is almost always to teach selfsufficiently — to locate the texts you think are important and figure out for yourself why they are important, to provide or create your own introductory notes, glosses, and other relevant contextualizing material for your students. It is to build a lesson literally from the ground up. You are certainly off the beaten path, without much assistance or advice from textbooks, teachers’ manuals, online resources, or other scholars’ work; there is little, if anything, to vouch for or justify your lesson plan. To put it simply, and most generally, to teach off the grid is to teach outside the comfort zone of the canon, without the builtin validations and pedagogies that literary tradition provides. The challenges of teaching off the grid are many, but this issue of Pedagogy argues that the rewards are great. Noncanonical texts can shed light on perspectives different from those represented by the culturally authoritative texts of the canon, often can serve the useful purpose of defamiliarizing traditional readings, and

Moving beyond the literary, this lesson on Hildegard of Bingen’s Physica touches on science, social studies, history, religion, music, and art to foster an imaginative and practical experience that encourages students to initiate productive conversations across several disciplines and to contribute to newly emerging fields such as the medical humanities.

Recent scholarship has emphasized the multilingualism of the medieval British Isles, but this has yet to translate into a fully integrated teaching practice free of anachronisms or stereotypes, particularly in the treatment of Irish and Welsh literature. This article suggests both theoretical and practical responses to this situation. Appendices offer specific guidance for teaching the Celtic-language texts now in the major anthologies of English and British literature.

This essay discusses five main topoi in the Divine Comedy through which teachers might encourage students to explore the question of the Divine Comedy’s treatment of philosophy: (1) the Divine Comedy’s representations in Inferno of noble pagans who are allegorically or historically associated with philosophy or natural reason; (2) its treatment of the relationship between faith and reason and that relationship’s consequences for the text’s understanding of the respective authoritativeness of theology and philosophy; (3) representations in the Divine Comedy that relate to the question of the practical value of philosophical (not to mention theological) speculation; (4) the text’s treatment of the respective merits of practical and contemplative activities; and (5) its implicit defense of philosophy’s authority with respect to ethical and political questions.

This article examines how Dante used history and suggests approaches to incorporate his texts into undergraduate history teaching. Examples of successful assignments are offered that encourage students to compare Dante’s historical figures in a work like the Commedia with “real” history. Such exercises introduce students to some of the creative ways that Dante shaped many historical figures to meet his purposes — personal, political, or spiritual. An extended case study of Dante’s inclusion of southern Italian historical actors is used to illustrate some of the more complex ways that Dante revised or reinvented historical events. It is argued that Dante’s use of history can be a valuable tool to teach the skills of critical analysis and close reading.

English programs like mine face a particular challenge: implementing a manageable assessment process in an institutional context featuring scarce resources, staff reductions, and heavy teaching loads. We believe our portfolio-based process enables us to assess our program’s effectiveness without reducing our students’ performance to a set of abstract, statistical data.

How to engage students in the Commedia and involve them in the pleasure of decoding the rich density of Dante’s allusions to historical, literary, and Biblical characters? This article suggests that a class on the Inferno can be enriched by creating a wiki that encourages and facilitates individualized research, peer evaluation, and frequent teacher feedback.

This article argues that prevailing approaches to research instruction in introductory composition courses, as represented in print and digital instructional materials, reflect outdated theoretical views and may damage students’ researcher identity. Teaching research as a closed, linear, universal process prevents students from leaving the liminal space of the composition classroom.

In this article, the author explains the habits that she brought to teaching English from the field of second-language acquisition. She began teaching in the Department of Germanic Languages and Literatures at the University of North Carolina, Chapel Hill, where graduate teaching assistants were trained to use the communicative language teaching method, especially as it is developed by Lee and VanPatten in Making Communicative Language Teaching Happen (1995). When the author switched to teaching world literature survey courses in the Department of English at North Carolina State University, she found that many of the techniques she had used in beginner language courses applied beautifully to what she was trying to do in her new field. After briefly explaining the characteristics of communicative language teaching, this article highlights the three main strategies that she found most useful: minimizing “teacher talk” and maximizing the work the students do in the classroom, emphasizing the process of learning to encourage the students’ metacognitive thinking about their own education, and making negotiation a key activity to engage their critical thinking skills. As universities and colleges increasingly decide to make critical thinking and student engagement key factors in their brand, it can be very useful to reexamine the habits that we adopt and to consider some of the best practices of our colleagues in other departments.

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.

In this article, the author discusses his experiences teaching a class on the Vietnam War, a controversial subject that divided a nation along generational, class, and racial lines. He argues that learning takes place in the encounter of differences — where students consider perspectives, worldviews, and cultures different from their own. As a literature teacher, he claims to use writings by American soldiers and journalists, North and South Vietnamese soldiers, Vietnamese Buddhists, and ethnic American poets in order to have students reflect on the many perspectives on the war, perspectives that may challenge their preconceived notions about Vietnam, likely deriving from family, history, and cultural productions such as Hollywood films. In teaching this class, he discovered that, like his students, his views were interpolated by history, politics, and culture; to teach ethically, he had to reflect on his own subject positions as both an Asian American, who identifies with the struggle of other minorities, and a Cambodian, who must come to terms with his country’s historical tensions with Vietnam. Overall, the article demonstrates the importance of humanities teaching — where students learn, through language, creativity, and the imagination, to reflect on the experiences of other people and become responsible world citizens.

Students can sometimes be resistant to discussing issues of diversity in the English classroom, making it a challenge for instructors to hold honest and enlightening exchanges about race, sexuality, gender, and other facets of human identity. This essay explores various pedagogical strategies the author has successfully employed when teaching texts that highlight diverse perspectives. She focuses specifically on global feminist literature by way of one primary example, the contemporary Australian Aboriginal novel Home by Larissa Behrendt, which highlights the “stolen generations” of Aboriginal and mixed-descent children and the many repercussions of those atrocities on future generations. After providing a brief overview of the novel, she discusses the successful techniques she has utilized in the classroom to help students prepare for and critically analyze this text. These approaches include interrogating the term diversity itself, providing historical and cultural context to the various issues illuminated in the novel, viewing related visual discourses such as film, and crafting writing and discussion assignments for the students to complete both in and out of class. These pedagogical strategies could be useful in any English classroom that focuses on issues of diversity.

Introducing Dante in a course on medieval visuality positioned the Commedia in relation to medieval women’s visionary and mystical literature. This article suggests how a comparison of the Commedia with this literature, particularly the works of Hildegard of Bingen, can illuminate the visionary mode of writing that Dante employed.

Survey courses on the history of rhetoric, especially as taught in American universities, often concentrate on classical and modern rhetoric, neglecting the way in which rhetoric was understood during the Middle Ages. This essay offers the teacher of the history of rhetoric a pedagogical answer to the question of how to incorporate medieval rhetoric within courses on the history of rhetoric, by providing a close reading of three symmetrical cantos of Dante’s Commedia that are specifically concerned with the ethics of persuasive discourse.

This article explores findings from a multiyear, multisite study of new college writing instructors. First, the authors describe the principles that guide new instructors’ teaching and reveal the number of resources that new instructors draw on beyond the pedagogy seminar. Second, they delineate how the kinds of classroom narratives these instructors choose to tell points to a range of understandings about what it means to teach writing. Finally, they argue that learning to teach writing is a complex process requiring sustained mentoring and support throughout the early years of teaching.

In response to the need for additional teacher-research on African American students, this article offers a case study of how one African American student-writer successfully produces expository writing in an Afrocentric first-year writing course at Michigan State University, a large land-grant midwestern research institution.