Research Article| October 01 2002 Teaching American Literature in Francophone West Africa David G. Nicholls David G. Nicholls Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 392–395. https://doi.org/10.1215/15314200-2-3-392 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation David G. Nicholls; Teaching American Literature in Francophone West Africa. Pedagogy 1 October 2002; 2 (3): 392–395. doi: https://doi.org/10.1215/15314200-2-3-392 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Reflections on Teaching America Abroad You do not currently have access to this content.

Research Article| October 01 2002 Teaching (Less of) Hollywood in Australasia Adam Knee Adam Knee Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 377–381. https://doi.org/10.1215/15314200-2-3-296 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Adam Knee; Teaching (Less of) Hollywood in Australasia. Pedagogy 1 October 2002; 2 (3): 377–381. doi: https://doi.org/10.1215/15314200-2-3-296 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Reflections on Teaching America Abroad You do not currently have access to this content.

Research Article| October 01 2002 Teaching Social Conflict in Turkish American Studies Stephanie C. Palmer Stephanie C. Palmer Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 396–408. https://doi.org/10.1215/15314200-2-3-396 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Stephanie C. Palmer; Teaching Social Conflict in Turkish American Studies. Pedagogy 1 October 2002; 2 (3): 396–408. doi: https://doi.org/10.1215/15314200-2-3-396 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Reflections on Teaching America Abroad You do not currently have access to this content.

Commentary| October 01 2002 The Scholarship of Teaching: Beyond the Anecdotal Mariolina Rizzi Salvatori Mariolina Rizzi Salvatori Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 297–310. https://doi.org/10.1215/15314200-2-3-297 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 Mariolina Rizzi Salvatori; The Scholarship of Teaching: Beyond the Anecdotal. Pedagogy 1 October 2002; 2 (3): 297–310. doi: https://doi.org/10.1215/15314200-2-3-297 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2002 Documenting the Other Others in Bicultural New Zealand Sharon L. Mazer Sharon L. Mazer Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 382–391. https://doi.org/10.1215/15314200-2-3-382 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 Sharon L. Mazer; Documenting the Other Others in Bicultural New Zealand. Pedagogy 1 October 2002; 2 (3): 382–391. doi: https://doi.org/10.1215/15314200-2-3-382 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Reflections on Teaching America Abroad You do not currently have access to this content.

Review Article| April 01 2002 Teaching American Literature Linda Wagner-Martin Linda Wagner-Martin Search for other works by this author on: This Site Google Pedagogy (2002) 2 (2): 271–275. https://doi.org/10.1215/15314200-2-2-271 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 Linda Wagner-Martin; Teaching American Literature. Pedagogy 1 April 2002; 2 (2): 271–275. doi: https://doi.org/10.1215/15314200-2-2-271 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

One of the many significant points made in Teaching the Literatures of Early America is that students often resist the nuances of early American texts, and for similar psychological or ideological reasons they are reluctant to link the themes to our own time. I met this resistance early in an American survey, at a Florida university, when attempting to direct the class’s examination of sixteenthand seventeenth-century colonialism to the World Conference on Racism, then unraveling in Durban, South Africa. I had photocopied and distributed to the class a newspaper article about the United States and Israel’s abandonment of the U.N. meeting. The article explained why Israel had rejected the label of a “colonialist” state, and it suggested through the Palestinian ambassador, Salman el Herfi, that the American delegation had left because it wanted to avoid discussing slavery and the injustices done to native peoples. The thematic interests and chronological structure of the course invited this brief digression. We were moving forward through time and addressing the same questions: What is a colonialist state, and what are the traits of colonial culture? What are the aesthetics of denial, when power is asserted and contested on an international stage? My strategy to this point had been to complicate the “colonialist” label by offering different versions of the encounter it implies. A comparison of Spanish, French, English, and indigenous texts was to foreground how “new worlds” were imagined and understood. The newspaper article, I thought, would cap off the week’s reading and use current events to suggest how the legacies of empire were with us still. For the Tuesday meeting I had assigned selections from the Puritan captive Mary Rowlandson, a staple of American survey courses. The students divided into small groups and, with little supervision, identified where a woman’s experiences on the frontier potentially challenged ecclesiastical authority. The reading assigned for the following Thursday was an English translation of the Nican mopohua, a Nahuatl account of the Virgin of Guadalupe written about the time of the Puritan narrative. To my mind, the two works yielded a striking contrast. Both defined religious experience through gender and the meeting of cultures, but where

Other| April 01 2002 Editors' Introduction: Teaching in a Time of War 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 (2002) 2 (2): 159–163. https://doi.org/10.1215/15314200-2-2-159 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jennifer L. Holberg, Marcy Taylor; Editors' Introduction: Teaching in a Time of War. Pedagogy 1 April 2002; 2 (2): 159–163. doi: https://doi.org/10.1215/15314200-2-2-159 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| January 01 2002 Postcolonial Theory and the Undergraduate Classroom: Teaching “The Red Convertible” Kristin Czarnecki Kristin Czarnecki Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 109–112. https://doi.org/10.1215/15314200-2-1-109 Cite Icon Cite Share Icon Share Facebook Twitter Email Permissions Search Site Citation Kristin Czarnecki; Postcolonial Theory and the Undergraduate Classroom: Teaching “The Red Convertible”. Pedagogy 1 January 2002; 2 (1): 109–112. doi: https://doi.org/10.1215/15314200-2-1-109 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

1. The timing could not be better for such a journal. It not only allows professors of English to write about teaching in an intellectually rigorous and reflective way (and, for me, serves as an incentive to do so) but establishes a forum for discussion on teaching unlike any other in the profession. This is important for many reasons, some of which have to do with the fact that the profession is so routinely critiqued—not only by know-nothing legislators and feeding-frenzy journalists but by leading figures in the profession, whose essays and books on the state of English studies mystify pedagogical matters at least as often as they clarify them. For my part, I have written about the state of English studies on a regular basis, but I have not, so far, attempted to say anything useful about how it inflects my pedagogical practices.

Research Article| January 01 2002 Hypertext and the Teaching of Modernist Difficulty Gail McDonald Gail McDonald Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 17–30. https://doi.org/10.1215/15314200-2-1-17 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Gail McDonald; Hypertext and the Teaching of Modernist Difficulty. Pedagogy 1 January 2002; 2 (1): 17–30. doi: https://doi.org/10.1215/15314200-2-1-17 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal You do not currently have access to this content.

Review Article| January 01 2002 On Becoming a Teacher Mark C. Long Mark C. Long Search for other works by this author on: This Site Google Pedagogy (2002) 2 (1): 135–142. https://doi.org/10.1215/15314200-2-1-135 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mark C. Long; On Becoming a Teacher. Pedagogy 1 January 2002; 2 (1): 135–142. doi: https://doi.org/10.1215/15314200-2-1-135 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. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Commentary| October 01 2001 Teaching in Public: A Modest Proposal Elaine Showalter Elaine Showalter Search for other works by this author on: This Site Google Pedagogy (2001) 1 (3): 449–456. https://doi.org/10.1215/15314200-1-3-449 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Elaine Showalter; Teaching in Public: A Modest Proposal. Pedagogy 1 October 2001; 1 (3): 449–456. doi: https://doi.org/10.1215/15314200-1-3-449 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Commentaries You do not currently have access to this content.

Research Article| October 01 2001 On Teaching Critical Arguments: A Matrix of Understanding James Phelan James Phelan Search for other works by this author on: This Site Google Pedagogy (2001) 1 (3): 527–538. https://doi.org/10.1215/15314200-1-3-527 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation James Phelan; On Teaching Critical Arguments: A Matrix of Understanding. Pedagogy 1 October 2001; 1 (3): 527–538. doi: https://doi.org/10.1215/15314200-1-3-527 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

Research Article| April 01 2001 Reading Fiction/Teaching Fiction/Reading Teaching Jeffrey Skoblow Jeffrey Skoblow Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 399–404. https://doi.org/10.1215/15314200-1-2-399 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jeffrey Skoblow; Reading Fiction/Teaching Fiction/Reading Teaching. Pedagogy 1 April 2001; 1 (2): 399–404. doi: https://doi.org/10.1215/15314200-1-2-399 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| April 01 2001 “Befriending” Other Teachers: Communities of Teaching and the Ethos of Curricular Leadership Kate Ronald Kate Ronald Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 317–326. https://doi.org/10.1215/15314200-1-2-317 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Kate Ronald; “Befriending” Other Teachers: Communities of Teaching and the Ethos of Curricular Leadership. Pedagogy 1 April 2001; 1 (2): 317–326. doi: https://doi.org/10.1215/15314200-1-2-317 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| April 01 2001 Teaching Our Mutual Friends Kathy Overhulse Smith Kathy Overhulse Smith Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 327–336. https://doi.org/10.1215/15314200-1-2-327 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Kathy Overhulse Smith; Teaching Our Mutual Friends. Pedagogy 1 April 2001; 1 (2): 327–336. doi: https://doi.org/10.1215/15314200-1-2-327 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| April 01 2001 Fish Stories: Teaching Children's Literature in a Postmodern World Karen Coats Karen Coats Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 405–409. https://doi.org/10.1215/15314200-1-2-405 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Karen Coats; Fish Stories: Teaching Children's Literature in a Postmodern World. Pedagogy 1 April 2001; 1 (2): 405–409. doi: https://doi.org/10.1215/15314200-1-2-405 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

In considering how curriculum and teaching influence education, it is revealing to note that most faculty members treat curriculum the way bankers treat investments. They generally spend much time, planning, and careful thought on curricular matters-reasoning here, analyzing there, relying on experience, and carefully considering both the long-term and short-term dividends of knowledge - but when it comes to teaching, many faculty members operate less like bankers and more like barnstormers, flying by the seat of their pants and guiding themselves primarily by instinct or by repeating whatever worked yesterday.

Pedagogy - Volume 1, Issue 1, Winter 2001

Research Article| January 01 2001 How It Is: Teaching Women's Poetry in British Romanticism Classes Harriet Kramer Linkin Harriet Kramer Linkin Search for other works by this author on: This Site Google Pedagogy (2001) 1 (1): 91–116. https://doi.org/10.1215/15314200-1-1-91 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Harriet Kramer Linkin; How It Is: Teaching Women's Poetry in British Romanticism Classes. Pedagogy 1 January 2001; 1 (1): 91–116. doi: https://doi.org/10.1215/15314200-1-1-91 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. © 2001 Duke University Press2001 Article PDF first page preview Close Modal You do not currently have access to this content.