Based on a study of collected teaching statements, this article analyzes how compositionists use metaphors of writing and teaching to describe their pedagogical practice and philosophy. I argue that the interactive use of metaphors within teaching statements shows how a teacher's pedagogical identity is endorsed by disciplinary values.

This essay discusses the personal experiences of a US Army soldier transitioning from military life to academia, focusing on lessons of isolation learned from the author's experiences teaching foreign soldiers and then international students. These lessons can inform our approach to successful veteran integration into our classrooms and into our broader campus communities.

This article uses Laurence Sterne's Tristram Shandy to explore how literature instructors can use eighteenth-century novels, many of which bring attention to themselves as creations of the writing process, to encourage their students to reflect on their position as writers in the twenty-first century. Gulya proposes teaching Tristram Shandy and other self-referential texts within the context of writing studies. This approach helps our students recognize the close relationship between writing and cognition and, by so doing, brings their attention to writing as a process as well as a product. Gulya also outlines some of the major benefits of encouraging students to think about writing as a process, including more vibrant peer-revision sessions and an increase in students' tendencies to take intellectual risks in their writing.

English has a peculiar way of redefining the selves and locations of readers, especially in countries where Anglo-American texts are studied with a multicultural awareness. Ernest Hemingway's “Hills like White Elephants” creates a world elsewhere not only for the couple who travel elsewhere but also for the students who read their story in Kerala (India) when they explore the “elsewheres” they create together as a class by translating it into Malayalam. The student-translators are apt to discover that there is more to Jig's unspoken anguish and the largely unspeakable differences that surface between the two lovers. While Hemingway's lean style is understood for what infinite suggestions it evokes in English, students surprise themselves with meanings—pregnant possibilities that suggest themselves in Malayalam, and unbeknownst to English/monolingual readers. Translation, like the extremely sparse exchanges between Jig and her lover, must exercise extreme caution, however, in committing no more words than must essentially be committed. Concealing what no longer needed concealment, or was soon to be found too big for concealment anyway, is a worrisome theme here whose reflection in translation is hard to sustain unless the Malayali translators match Hemingway's superior command of language. Besides such knowledge, a translator's intertextualities are as invisible as, and perhaps much harder to share with others than, a teacher's challenges and excitement of teaching “Hills” in English in a multilingual classroom. Perhaps from such dreams begin the responsibilities of reading a story as yet unwritten in Hemingway's classic every time we read it elsewhere.

Other| October 01 2016 Call for Papers: Special Issue of Pedagogy Pedagogy (2016) 16 (3): 587–589. https://doi.org/10.1215/15314200-3755517 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Call for Papers: Special Issue of Pedagogy. Pedagogy 1 October 2016; 16 (3): 587–589. doi: https://doi.org/10.1215/15314200-3755517 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. © 2016 by Duke University Press2016 Article PDF first page preview Close Modal You do not currently have access to this content.

While other students were planning their moves to big universities across the nation, Micah Wright had a different post–high school plan. He wanted to join the Marine Corps. He left for boot camp in September 2002 and started a four-year life-changing experience that resulted in him earning a Combat Action Ribbon and a Purple Heart. After his active service, he decided to start another venture: college. Though his resolve had been tested many times before, attending a university, where the halls were filled with unfamiliar college students and the classes were led by professors whose teaching styles did not match his Marine Corps training, was more difficult than he anticipated, until he realized that his identity as a Marine could be a formidable force in achieving his degree.

Review Article| October 01 2016 Code-Meshing and African American Literacy Other People's English: Code-Meshing, Code-Switching, and African American Literacy. By Young, Vershawn Ashanti, Barrett, Rusty, Young-Rivera, Y'Shanda, and Lovejoy, Kim Brian. New York: Teachers College Press, 2014. 190 pages. Alexis McGee Alexis McGee Search for other works by this author on: This Site Google Pedagogy (2016) 16 (3): 577–582. https://doi.org/10.1215/15314200-3600957 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Alexis McGee; Code-Meshing and African American Literacy. Pedagogy 1 October 2016; 16 (3): 577–582. doi: https://doi.org/10.1215/15314200-3600957 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. © 2016 by Duke University Press2016 Article PDF first page preview Close Modal You do not currently have access to this content.

The purpose of this article is to share how classroom incorporation of technology with feminist pedagogy in mind both elicited and constrained learning opportunities in a large, blended class setting. Technology selection, assignment revision, and changes to teaching practices are addressed. We conclude with recommendations for teachers facing similar circumstances.

This article describes a sequence of assignments to guide students through an informed effort at making contributions to Wikipedia that persist, and suggests ways this set of exercises in social informatics may also serve a number of common goals in a variety of writing, literature, and other courses: analyzing and writing for explicit editorial guidelines (“standards” in information science, “house style” in editorial practice); understanding, conforming to, and even negotiating conventions of genres and subgenres; collaborating online; writing for an audience that not only is real but also talks back; and developing deep understanding of revision and the writing, editorial, and publication processes. Students first learn Wikipedia policies and practices and analyze the historical development of articles before they make contributions. The pedagogical opportunities arguably outweigh the concerns of those who doubt the credibility of an open-authored encyclopedia.

This article asserts the importance of disciplinary vocabulary, especially in literature classes. Disciplinary trends in the last few decades shifted our focus away from “surface” features like poetic form, leaving our students bereft of the vocabulary for describing those features. In light of recent scholarly emphases, I argue that we need to recover this vocabulary and that, as research in cognitive science and education demonstrates, merely asking students to look up terms in a glossary does not allow them to master it. I then describe two methods for systematically integrating disciplinary vocabulary into a course syllabus, using digital tools both to give students practice in applying these terms and to increase their motivation to do so.

Both creative writing and composition seek to teach writing, yet their pedagogical approaches are poles apart, especially concerning instructors. Creative writing instructors serve as “mentor-models,” whose authority comes from their writing practice rather than (only) departmental sanction. Despite potential pitfalls, a mentor-model approach could reaffirm composition instructors' identities as writers.

At 10,938 lines, Elizabeth Barrett Browning's Aurora Leigh would seem unsuited for the present-day classroom, with its focus on short, simple texts adapted for readers with little experience of long poems. Yet it teaches quite readily and, indeed, is often a student favorite. This article emphasizes the multigeneric quality of Browning's epic and the advantages of presenting its successive layers. The poem functions as a veiled autobiographical narrative of development, a fast-paced novel plot centering on gender and class relationships, and a closet drama utilizing features of the contemporary stage. Other aspects of the poem include its appeal as a travel narrative, as Aurora responds to European sites still unfamiliar to many of Browning's readers, and its self-reflexivity as a critical treatise on poetics, as Aurora attempts to enunciate the principles that have guided the poem's author. Certain aspects of the poem's imagery and characterization are especially effective in prompting classroom debate; among these are the ideologically laden symbols of a burned aristocratic manor, a blinded hero, the final vision of a New Jerusalem, and the remarkable portrayal of the aggrieved seamstress Marian, who protests her victimization by rape and rejects marriage with an upper-class suitor.

Students in freshman composition classes often assume that the goal of college writing is to sound like someone else, so they struggle to frame their own questions in response to the world around them. This article analyzes the potential for student-driven learning to redress this problem. It focuses on a team-taught freshman composition course that asked students to collaborate in designing a section of their curriculum. The article argues that control over the curriculum inspired many students to push themselves intellectually and adopt the roles of teachers. On the other hand, increased autonomy sometimes disempowered students who had not yet acquired skills to assess their own strengths and weaknesses and who thus reverted to oversimplified ideas or avoided actively taking on responsibilities. If agency constitutes the power to carry out effective action, this course illustrated the capacity of autonomy both to foster and to subvert student agency.

Caroline Bowles's long narrative poem Ellen Fitzarthur (1820) offers a seduction tale reminiscent of Amelia Opie's The Father and Daughter (1801), tracing the seduction of a cloistered young woman by an unscrupulous military sailor taken in by Ellen's widower father after a shipwreck. Deceived by the sailor, Ellen follows him but is abandoned, pregnant, and subsequently travels home with her infant daughter, arriving repentant and exhausted at her ancestral home after a long and difficult journey. There she discovers her recently deceased father's grave, upon which she dies in shock, leaving her daughter to be taken in by the family of a villager who turns out to be Ellen's foster brother. Pairing Bowles's poem with Opie's novel allows students to explore the roles of genre (and generic conventions) in the presentation of similar tales and to examine both the technical and the aesthetic effects and consequences of authorial choices grounded in these different literary genres.

Other| April 01 2016 Contributors Pedagogy (2016) 16 (2): 377–379. https://doi.org/10.1215/15314200-3436044 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 April 2016; 16 (2): 377–379. doi: https://doi.org/10.1215/15314200-3436044 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. © 2016 by Duke University Press2016 Article PDF first page preview Close Modal You do not currently have access to this content.

This article addresses the teaching of Amy Levy's “Xantippe” (1880), a poem 279 lines long, in an upper-division survey of British literature from 1800 to the present focused on life stories. Though the poem is short enough to be read in a single sitting, it is also long enough to pose the pedagogical challenges common to teaching all long poems: asking students to read both closely and at length, to discern unifying tropes or themes across manifold details or narrative episodes, to engage in sufficient discussion commensurate with the long poem's complexity, and to discover the pleasures of the long poem (deep immersion, sweep of vistas, narrative propulsion, and more). Since Levy is not anthologized in most survey textbooks, the article also concerns teaching noncanonical poetry. The methods presented include prompts posing questions and explaining the work's poetic and cultural contexts, and student reading diaries listing what students found challenging and what they learned. The article thus incorporates real-time student responses, as well as discussion of teaching strategies.

“The Fairy of the Fountains” is one of Letitia Landon's most enigmatic and disturbing poems. It makes for particularly difficult reading because Landon sought in this poem to translate the forms of ballad and medieval lay into her own nineteenth-century poetic idiom. Her replication of the ellipses and abrupt transitions common to folkloric forms renders the poem both demanding and powerfully suggestive. These significant challenges to a coherent reading of the poem are magnified by its length. Based on the author's experience of teaching “The Fairy of the Fountains” in an upper-division course on gothic and supernatural literature, this article elucidates how placing it in the context of other, better-known Gothic texts significantly enhances students' appreciation of this long poem by helping to illuminate the most puzzling aspects of Landon's narrative. This approach implicitly asserts that Landon's poem is worthy to be read alongside these equally enigmatic canonical poems and also offers students two much more accessible prose versions of the Melusine legend. Through this comparative, intertextual approach, students gain a rich sense of the variations possible on an ancient folkloric motif and develop an understanding of the place of these texts in nineteenth-century literary history.

In the wake of the influential 2011 Framework for Success in Postsecondary Writing, this article extends the conversation along two related tracks: historical and theoretical. We situate the Framework historically with respect to the philosophies and cultural pressures behind the “habits of mind” structure so central to the text. We then read success against queer theory's recent turn to negative emotion, notably in Ahmed's The Promise of Happiness, Berlant's Cruel Optimism, and Halberstam's Queer Art of Failure. Our goal is to think about how the Framework can be understood with respect to a longer social turn in writing studies.

This article offers an innovative pedagogical technique for teaching students to think critically and analytically about race, especially for student populations most accurately characterized as white and middle class. I illustrate this technique by relating my experiences designing and teaching a first-year writing course called the Monstrous and the Human at the University of Delaware. The concept of monstrousness and the problem of race may at first appear unrelated, yet this is precisely the strength of the course, which relies on a method of defamiliarization. Course readings begin by exploring monstrousness in Victorian science fiction novels, such as Mary Shelley's Frankenstein, and then shift to a study of how conventions of these novels recur in novels that examine race in American society, such as Harper Lee's To Kill a Mockingbird. In combination with class discussion and course writing assignments, this reading progression invites students to see race from a new perspective. In this article I share my reasons for creating this course, detail its assignments, and show how the course can help students expand their understanding of race in American society. I argue that by teaching race through defamiliarization, we encourage students to arrive at their own understanding of race and racism without inculcating our own beliefs.

This article introduces a roundtable on teaching long poems by British women writers, presented as a special session at the 2014 Modern Language Association conference in Chicago. The articles in the roundtable provide teaching strategies that are pertinent to the writers under review but can easily be extended to many more writers and works. The resistance of students to long poems by any poet, much less by women, reveals that professors still have much work to do in establishing lesser-known women writers as coequal with their better-known male contemporaries. This resistance is a teaching opportunity to address issues of genre, gender, and canonicity. In a larger sense, the articles argue for the potential of pedagogical practice to reconstitute the canon.

Against the background of available pedagogical advice, this article describes the challenges faced and innovations undertaken in a large lecture-discussion literature class for nonmajor undergraduates. The professor and graduate teachers found the task fraught with problems but also fertile in possibilities for improving undergraduate literacy and pedagogical skills and techniques.

This article depicts a multimodal approach to teaching Charlotte Smith's Beachy Head that has proved successful in a sophomore-level survey. As a greater romantic lyric fragment of twenty-one blank-verse paragraphs with sixty-four footnotes and two embedded rhyming poems by the “stranger” poet, Beachy Head poses many difficulties for students. Ruwe identifies student difficulties with the poem's form and content and suggests practical methods for overcoming these barriers. She provides a reading guide to the poem's various sections and suggests ways to help students experience the poem's auditory, visual, gestural, spatial, and linguistic design through a process akin to reverse engineering. The article includes student responses, handouts, and links to useful websites for a multimodal approach.

This article argues that the short-story cycle should be central to teaching American literature, because the genre crystallizes major tensions of American literary history: marginality and inclusion, the individual and the community, and the formation of a national literature from transnational and local materials.

Recent arguments against today's digital reading practices rely on contradictory implicit claims: that digital technologies harm the way we read, and that reading is a set of monolithic and unchanging practices. Both claims are mistaken. Digital reading practices illuminate the diverse forms of value in the labor and capital associated with textual work.

This article explores the transition from a world where the final destination of thought was assumed to be paper to a world where that destination is now assumed to be the screen. How can we best teach students to read and write in the Age of Distraction? Strategies for cultivating the habits of creative and curious minds are discussed.

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 illuminates how reading serves as the foundation for writing workshops in both composition and creative writing courses. It discusses cooperative learning and improved student writing as two main goals for workshop and explains how both are completely reliant on student reading. The article introduces a particularly effective way to teach students to read in preparation for workshop and concludes by revealing how asking students to read published and student-produced texts in different ways can inadvertently devalue student writing and limit workshop's effectiveness.

This article examines a series of popular books about how to read that appeared in the first decade of the twenty-first century. It critiques these books for placing acts of reading into an impossibly utopian time, for imagining readers as translucently susceptible to instruction in reading, and for imagining reading as pure. As an antidote to this decade of advice, the article argues for (and demonstrates) an “impure” reading of visual-material texts that demand a reader's tactile engagement and self-aware participation in time.

While reading research often collapses or creates a binary between print and digital reading, this article argues that this approach ignores the overlap between the reading strategies we use when reading both print and digital texts. Using a genre-based approach to digital reading, this article proposes that greater attention to students' reading practices and to the genres (including conventions and contexts) students read will help them become more purposeful readers in our classrooms.

This article introduces an interdisciplinary service project performed with undergraduate literature students at the University of Idaho in Moscow, Idaho. The project, Literary Flowers, was modeled after New York City's Library Way and challenged students to plant a “literary garden” of formative voices. Further, it encouraged students to consider cultural translatability: how texts—some centuries old—fit into their final narratives today. This article provides a detailed description of the project, a consideration of its place among similar service projects, and examples of student work and response.

This article argues that writing centers must recognize themselves as already reading centered and prepare tutors to teach multiple ways of reading because current writing center scholarship does not help sufficiently with nonliterary reading work and because doing so would position centers to fully support students as they work within the wealth of “new” reading pedagogy and curriculum that has surfaced (or resurfaced) in recent years. It discusses the limitations of tutor handbooks in supporting tutors in reading-focused sessions and offers a tangible tool for helping tutors begin thinking and talking about reading work, ending with a call for writing centers to reconceptualize themselves as reading centered in order to embrace and explore “new” reading pedagogies through research and practice.

This article argues that getting students to learn about archival preservation and research in the context of an underpreserved, underresearched history offers a number of pedagogical rewards. Colleges and universities are pushing to increase community-based learning opportunities for undergraduates. At the same time, digital humanities initiatives are making it increasingly possible for undergraduates to work hands-on with primary sources, and a number of university-sponsored efforts are being made to process and digitize neglected African American archives. Many of these projects make use of graduate student labor, but few have recognized the benefits of engaging undergraduates in processing local and minority archives as part of their classroom experience. This article argues that such classes would not only build mutually beneficial relationships between town and gown but also encourage students to recognize that the approach to history they are familiar with—one that emphasizes national leaders and “major” events—is part of the same tendency to value the powerful that has caused African American history to be underpreserved. Preserving and publicizing local histories counters this tendency and may help produce a younger generation of scholars who are attuned to politics of power and privilege within the scholarship they encounter and produce.

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.

Drawing from interviews and book discussions with eleven women who read popular romance fiction, in this article I examine the affective, embodied, and identificatory reading practices that constitute women's engagements with romance novels. I argue that while these women's reading practices do not resemble what typically are called critical reading practices, they nevertheless produce critical knowledges and should be examined as an alternative framework for approaching texts.

This article explores the emphasis on reading instruction in the classical pedagogical technique of imitatio. It briefly surveys scholarship in literary and composition studies to trace a short history of this pedagogy before turning to contemporary descriptions of reading pedagogy and showing how imitatio interacts with such practices.

This article details findings from a research study on learning transfer, in which most students reported transferring reading processes and explicitly linked their successes in writing to their successes in reading. Reading offered a pathway through their university learning experiences, improving self-efficacy and engagement.

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.

Other| October 01 2015 Index to Volume 15 Pedagogy (2015) 15 (3): 593–596. https://doi.org/10.1215/15314200-3149591 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Index to Volume 15. Pedagogy 1 October 2015; 15 (3): 593–596. doi: https://doi.org/10.1215/15314200-3149591 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 Article PDF first page preview Close Modal Issue Section: Index to Volume 15 You do not currently have access to this content.

This article explores the advantages of pairing disability studies with the study of rhetoric/composition in the first-year seminar classroom. Examining the ways in which both disability studies and rhetoric interrogate issues of construction, it argues that the two fields mutually reinforce one another when taught together since they both prioritize critical thinking, close reading, and careful argumentation. This article offers a number of specific examples of in-class activities, writing assignments, and possible texts for a class that merges disability studies and composition. In addition, it discusses the value of using superpowers as a context for the study of disability in a first-year seminar, arguing that superpowers provide a unique access point for engaging disability while also encouraging students to more carefully examine a wide variety of cultural texts.

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.

Review Article| October 01 2015 Crisis? What Crisis? Defending the Humanities—and Literary Study The Humanities “Crisis” and the Future of Literary Studies. By Jay, Paul. New York: Palgrave-Macmillan, 2014. Deborah H. Holdstein Deborah H. Holdstein Search for other works by this author on: This Site Google Pedagogy (2015) 15 (3): 577–585. https://doi.org/10.1215/15314200-2917217 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Deborah H. Holdstein; Crisis? What Crisis? Defending the Humanities—and Literary Study. Pedagogy 1 October 2015; 15 (3): 577–585. doi: https://doi.org/10.1215/15314200-2917217 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 Issue Section: Reviews You do not currently have access to this content.

This article seeks to center what lies before, beside, and beyond normative modes of linguistic communication in the classroom and in literary scholarship. Framed by my experiences with my disabled brother, I focus mainly on Disability and Difference, a section of English 2 that I developed and taught at Brooklyn College for five semesters between 2008 and 2010. Throughout, I pay particular attention to mental disability; stigmatized and silenced, it is often unspoken and unspeakable. I begin by outlining some of the ways that students can benefit from exploring disability and how it frustrates linguistic representation. I then discuss ways that academic discourse, as well as pedagogical practices and policies, may begin to better account for mental disability. I conclude by briefly considering a kind of disability aesthetics that privileges the inarticulate and inarticulable, one that might allow students and scholars to appreciate the extent to which literary studies is already enriched by the same kinds of non-normative articulations that are deprivileged in our modes of formal discourse.

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.

In March 2013, a New York Times cover story exposing the author's childhood relationship with disability forced Rodas to confront her usual practice of nondisclosure in the disability studies classroom. This article is both memoir and identity theory, a remembrance of the writer's childhood experience as guide and companion to a blind and spectacularly noticeable sibling, an exploration of the possibilities and politics of ambiguous disability identity, and a meditation on the responsibilities and pitfalls of disability identity politics and practice. Contextualized by theoretical writing about self-disclosure and pedagogy, the article traces the writer's own learning trajectory around public exposure, disability identity, and disability representation, visiting the politics of language, considering how disability insiders should respond to novice thinkers about disability, and contemplating questions of legitimacy, hierarchy, and political territory. While couched in autobiographical terms, at its heart the article explores implicit relationships of power and violence around the naming or claiming of disability identity—violating exposures, colonizing practices, grappling for ownership—and proposes a “satellite” model to figure the way many ostensibly nondisabled people discover and define themselves in relation to the apparent centrality and authenticity of disability.

This afterword looks back at the articles in this special issue to synthesize and complicate their arguments. It begins by acknowledging that care and protection have dominated the last fifty years of rhetoric around disability in the West, often directly in the face of protests for rights and equality. Thus, we think through care to consider not just who cares or how much but how that care gets implemented, to interrogate care from human rights and social policy perspectives, and to reconcile disability studies' denunciation of care with feminist reconsiderations of the topic. Finally, we grapple with more literal meanings of care by focusing on, per Lennard J. Davis, the language that often accompanies this term. We reconsider care of the body, care for the body, and care about the body to propose some alternate terminology: caring from and caring through. In other words, our afterword takes aim at the notion of care itself, asking whether care—and its attendant language—might provoke rather than preclude desire, love, and other positive associations that suggest transformation toward disability, not away from it.

Other| October 01 2015 Contributors Pedagogy (2015) 15 (3): 587–592. https://doi.org/10.1215/15314200-3149575 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Contributors. Pedagogy 1 October 2015; 15 (3): 587–592. doi: https://doi.org/10.1215/15314200-3149575 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.

This article offers readers a case study of a course-based tutoring partnership that frames and enhances the focus on the stories of three participants—two with learning disabilities. The first part engages arguments involving connections between learning-disabled and typical basic writing students to ask the important question: should learning-disabled students receive more institutionally sanctioned time, attention, and pedagogical care than mainstream students, especially if they are also in basic writing courses? I offer course-based tutoring and peer review and response groups as loci for exploring that query. In the article’s second part, I narrate the sorts of ethical choices that emerged as I began to focus on the participants in this study. I describe the interactions of the participants as they worked together, and with other students, in two peer review and response sessions. The article’s third part provides a more intimate gaze into the backgrounds and experiences of all three participants, offering readers a sense of just how compelling and unexpected the participant stories proved to be, behind the scenes and beyond the classroom. The article concludes with some thoughts on how this poignant experience with two students with learning disabilities taught us all the value of what it means to struggle, to persevere, and to make the most of what “others” of all backgrounds and abilities have to offer.

This article establishes how rhetorical intention is affected by the situation of writing instruction. Intention could be defined as the means through which a writer orients purposeful activity based on the projection of a desired outcome. The role of writing as a vehicle for communication is often taken as a given in instructional activities. Yet writers encounter the classroom primarily as a socially relevant situation, which often results in writing oriented toward compliance or in the service of extrinsic reward. Those within writing studies would recognize this problem as a part of the conversation regarding the acquisition of thinking dispositions and theories of transfer in writing pedagogy. Drawing upon what is known about intention from studies of communication disorder, this article posits that inquiry-based writing becomes procedural in instructional settings through a writer's affective response to perceived exigence: the activation of rhetorically situated communicative intent in response to a question to be answered or a problem to be resolved. As such, this article draws upon theories of cognition and learning in order to explore possible strategies of question generation in relationship to writing pedagogy.

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.