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.

Review Article| October 01 2015 The Trouble with an Airtight Case: The Rhetoric of Method or the Rhetoric of Urgency The Value of the Humanities. By Small, Helen. Oxford: Oxford University Press, 2013. Kurt Spellmeyer Kurt Spellmeyer Search for other works by this author on: This Site Google Pedagogy (2015) 15 (3): 569–576. https://doi.org/10.1215/15314200-2917201 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Kurt Spellmeyer; The Trouble with an Airtight Case: The Rhetoric of Method or the Rhetoric of Urgency. Pedagogy 1 October 2015; 15 (3): 569–576. doi: https://doi.org/10.1215/15314200-2917201 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 discusses a collaborative course at Davidson College titled Representations of HIV/AIDS. With students, the authors look at the over thirty-year-old history of HIV/AIDS and the interwoven scientific and artistic responses to it. Not simply analyzing representations of HIV/AIDS from their disciplinary perspectives, however, they each interrogate the other's knowledge from their own position, both informing and learning as coteachers and fellow students. Their strategies also include organizing the course by issues salient to HIV/AIDS rather than major scientific/historical landmark events as might be traditionally defined; continually interrogating the historiography of HIV/AIDS; emphasizing the diverse identities and lived experiences of HIV/AIDS; exploring how stigma can thwart science and oppress others and how that has been answered by the arts; discussing concepts (such as patient zero) that, while useful for the scientist or artist, can still be problematic; and understanding how economics impacts both the art and science of HIV/AIDS. In the course students take on a prominent role as active critical thinkers, and their critical explorations of HIV/AIDS always occur at the intersection of art and science. This course imparts to students vital lessons in a world where complex global problems will increasingly demand interdisciplinary, collaborative solutions.

This article attempts to extract a few lessons from two years in my life with a “difficult” foster son and to share the effects of these lessons on one's professional life. It addresses issues surrounding the acquisition of language, culture, and identity. The overarching lesson is that learning occurs within a relational setting. Teachers and students share roles and simultaneously question their identities through a process that involves resistance and distraction in order to understand the purpose underlying their participation within this game of learning. Rather than offering a set of insights or practices that can simply transfer into a classroom plan, this article outlines my caretaking experience to stress the pedagogical need for fundamental attitudinal shifts that force us to incorporate spontaneity into our plans and to appreciate the value of others' perspectives, no matter how different they might be from mainstream thinking.

Introduction| April 01 2015 Introduction: Developing a Dialogue about Language and Politics Christina Ortmeier-Hooper; Christina Ortmeier-Hooper Search for other works by this author on: This Site Google Meaghan Elliott Meaghan Elliott Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 383–386. https://doi.org/10.1215/15314200-2845193 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Christina Ortmeier-Hooper, Meaghan Elliott; Introduction: Developing a Dialogue about Language and Politics. Pedagogy 1 April 2015; 15 (2): 383–386. doi: https://doi.org/10.1215/15314200-2845193 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.

Barwick uses Wallace Thurman’s The Blacker the Berry: A Novel of Negro Life (1929) to introduce students to the concept of colorism. Barwick’s essay outlines a strategy for integrating technology into the classroom, which helps facilitate discussions of the United States as a postracial society. In addition, his essay explores ways that Thurman’s novel can be used to examine the commodification of the black female body and the relationship between the visual and literary production during the Harlem Renaissance.

This essay, focusing on Zora Neale Hurston and Langston Hughes’s 1930 play and infamous literary collaboration, explores the possibilities of combining new digital tools with traditional scholarly approaches to better understand how the multilayered racial discourse of African American literature in the early twentieth century informs this signal collaboration. Moreover, Christian outlines the benefits of including African American literature in digital humanities projects.

Review Article| April 01 2015 Admitting Speech into the Writing Classroom Vernacular Eloquence: What Speech Can Bring to Writing. By Elbow, Peter. Oxford University Press, 2012. 456 pages. Adam Parker Cogbill Adam Parker Cogbill Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 403–407. https://doi.org/10.1215/15314200-2845257 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Adam Parker Cogbill; Admitting Speech into the Writing Classroom. Pedagogy 1 April 2015; 15 (2): 403–407. doi: https://doi.org/10.1215/15314200-2845257 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 study exposed a major author studies class to both a reading community modeled after those popular in Charles Dickens’s own time and a digital reading community. Students gravitated toward the more traditional oral reading community over the digital project, indicating an unexpected interest in older forms of communication.

Review Article| April 01 2015 Living Literacies of the Mountain Woman Whistlin’ and Crowin’ Women of Appalachia: Literacy Practices since College. By Sohn, Katherine Kelleher. Southern Illinois University Press, 2006. 224 pages. Meaghan Elliott Meaghan Elliott Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 397–402. https://doi.org/10.1215/15314200-2845241 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Meaghan Elliott; Living Literacies of the Mountain Woman. Pedagogy 1 April 2015; 15 (2): 397–402. doi: https://doi.org/10.1215/15314200-2845241 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.

The article outlines the use of contemporary hip-hop lyrics to access the literature of the Harlem Renaissance. Lassiter’s essay outlines a strategy for tracing the progression and evolution of African American political and social resistance in literature and music. Furthermore, it offers instructors an opportunity to introduce students to forgotten or overlooked texts of the Harlem Renaissance by exploring the connection between political/social protest and artistic expression.

Review Article| April 01 2015 Unlocking the Secrets of Communication in Science and Engineering Learning to Communicate in Science and Engineering: Case Studies from MIT. By Poe, Mya, Lerner, Neal, and Craig, Jennifer. MIT Press, 2010. 256 pages. Xiaoqiong You Xiaoqiong You Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 391–395. https://doi.org/10.1215/15314200-2845225 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Xiaoqiong You; Unlocking the Secrets of Communication in Science and Engineering. Pedagogy 1 April 2015; 15 (2): 391–395. doi: https://doi.org/10.1215/15314200-2845225 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.

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 examines a central pedagogical dilemma within queer studies: with an increase in public attention to LGBT concerns (and an investment in the categories that comprise the LGBT rubric), how might we prioritize the complexities of queerness within a social context that tends to privilege discrete designations for identity?

The article shows how Harold Jackman’s personal correspondence and his status as an insider can be used to gain a deeper understanding of key events and figures of the Harlem Renaissance. Furthermore, Compaore’s essay identifies Jackman’s correspondence and his archive as important resources in preserving the history of the Harlem Renaissance.

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.

English studies must confront and develop strategies to account for scholars’ and students’ unfamiliarity with geography and its precepts, or “immappancy.” This article explores the problems presented by immappancy, traces its consequences for scholarly rhetoric, and proposes two pedagogical models that can help us develop our students’ geographical knowledge.

Review Article| April 01 2015 (Writing) Centers and Margins Facing the Center: Toward an Identity Politics of One-to-One Mentoring. By Denny, Harry C.. Utah State University Press, 2010. 180 pages. Matt Switliski Matt Switliski Search for other works by this author on: This Site Google Pedagogy (2015) 15 (2): 387–390. https://doi.org/10.1215/15314200-2845209 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Matt Switliski; (Writing) Centers and Margins. Pedagogy 1 April 2015; 15 (2): 387–390. doi: https://doi.org/10.1215/15314200-2845209 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 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.

Now that “world literature” has become a theoretical problem as much as a body of texts, the small-college classroom faces new challenges and new opportunities. Resource limitations and other constraints combine with advantages of scale and ethos to make the small college a special proving ground for world-literature pedagogy.

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.

Gilliams pairs the works of James Weldon Johnson and August Wilson in an interdisciplinary course on the Harlem Renaissance. Gilliams’s essay explores Johnson’s Autobiography of an Ex-Colored Man as an exemplar of the Harlem Renaissance writer’s need for artistic freedom. In pairing Johnson’s and Wilson’s texts, she offers a unique approach for exploring thematic concerns, cultural traditions, and artistic expressions during the Harlem Renaissance.

This commentary is an afterword and response to a cluster of essays on graduate education edited by Leonard Cassuto. Arguing for reform of the academic job system in which most PhDs will become contingent faculty members, the commentary engages principally with the work of David Downing and Marc Bousquet.

This article reports on the findings of a pilot study conducted in 2011 that investigated technology-pedagogy preparation for graduate students in PhD-granting rhetoric and composition programs in the United States. The study aimed to answer two questions: (1) Are rhetoric/composition doctoral programs preparing their students to teach with technology?; and (2) If so, how? Based on our findings, we believe it is futile to prescribe one approach to techno-pedagogy preparation and insist that techno-pedagogy needs to be both dispersed and integrated throughout English studies graduate curricula.

This article explores how one writing initiative—ESQ’s “The Year in Conferences”—draws on the best practices of the writing classroom to train emerging PhDs in new ways to contribute to a profession that values depth and precision by developing a greater degree of collaboration.

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.

Drawing on nearly a decade of experience at the University of Washington, the authors argue for a reorientation of graduate curricula and pedagogy through publicly engaged forms of scholarship. Recognizing that the claims mobilized around public scholarship are necessarily local and situational, they suggest that public scholarship is best understood as organizing language that can align and articulate convergent interests rather than standardize or normalize them. This approach to public scholarship cuts against the disciplinary-professional mandates of most graduate curriculum since it requires both diversified forms of professionalization and pragmatic commitments to institutional change.

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.

This is an economist’s consideration of the PhD job market in English and comparative literature. It provides data about the job market at schools in various tiers, demonstrating that supply of new English PhDs far exceeds demand for English PhDs in tenure-track academic jobs. It suggests a number of policies to improve the situation, including that the MLA strongly encourage programs to provide better job placement data to applying students, programs be tailored to prepare students for the jobs they actually have a chance of getting, and the culminating research focus of the program be rethought.

The authors call for more flexible dissertation projects but also argue that problems with graduate education range far wider than the doctoral dissertation. Many faculty resist the idea that the humanities can train students in skills that are useful, even marketable, outside of higher education. Graduate programs must find ways to stress these transferable skills and do better at preparing students for nonprofessorial jobs within and outside academia—including taking new approaches to the dissertation requirement. Humanists who take refuge in the seemingly high-minded idea that the humanities are only valuable for their own sake, or because they lack utility, make it harder to address these issues.

This informed opinion piece discusses the author’s dispiriting experience filing the first hybrid dissertation at Ohio University. “Document Format Checklist” guidelines enforced a “rhetoric of distance” between pictures and words—compulsory logos-centrism. Specifications for projects like the author’s that blend images with text did not exist, and staff responsible for document approval at her graduate college insisted that she follow their guidelines. While her advisers’ communications with the graduate college and council eventually resulted in revised guidelines that included two new options for filing multimodal dissertations, her project continued to meet resistance when she tried to file it following these new options.

This response to the articles collected in this cluster observes that many analysts have constructed a “survivor” discourse surrounding graduate education, offering solutions at the level of individual choice and agency. The author argues instead for the critical importance of addressing academic employment structurally.

This article argues that graduate education often does not fully prepare students to take on the role of faculty member after graduation because it does not make students aware of the importance of faculty responsibilities such as service. It also suggests that the increasing importance of assessment in education indicates that assessment should be an essential part of training future faculty. This argument is explored through a graduate-level assessment course that required students to conduct assessment research for their department and university not only to give students real experience with assessment but also to make them aware of faculty responsibilities beyond the classroom. These students were interviewed twice during the course and reported that they felt that learning and applying assessment research allowed them to develop practical professional skills and broadened their knowledge of academic opportunities for conference presentations and publication.

This essay takes the contrarian point of view that graduate study in the humanities should be thought of as an avocation rather than as a vocation. While we have a responsibility to professionalize our graduate students, it is also incumbent on us to continue to redefine what we mean by professionalization so that it both refers to a variety of employment outcomes and addresses that most old-fashioned of subjects: the pleasures of intellectual labor.

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.

The norms of professionalization, viewed through a queer lens, are seen as a means to regulate affect and to banish queer forms of pleasure—much to the detriment of the academic profession. A queer, medievalist approach may help us with the project of building happier doctoral student selves. By looking at the indeterminancies and contradictions within medieval theories about “professions,” and by examining the queer valences of the first recorded use of the word professionalism (1856), we might open up spaces within our doctoral programs for productively “unprofessional” behavior.

This introduction positions the essays in this special cluster as early entries in a necessary conversation about how to teach graduate school better and more attentively during these straitened and changing times. It is a conversation we need to begin.

This article makes the case for expanding our conception of what it means to provide “professional training” to PhD students in departments of English. Rather than focus exclusively on placing students in tenure-track academic appointments, departments should prepare them simultaneously for careers both inside and outside the academy by focusing on the broad range of skills inherent to doctoral training. Such an approach not only will empower graduate students but also may transform the academy itself.

In Walden, Henry David Thoreau famously confronts nature and selfhood in solitary retreat from society. Readers who confront Thoreau usually do so in solitude as well, but on the Internet they can do so socially, discussing as they read. The authors, who teach on different liberal arts campuses, describe their experiences putting their two classes into conversation in the margins of a new, electronic Walden embedded in an online social network. They find that reading Walden this way usefully exposes tensions between self and other, individual and community, that inform both Thoreau’s narrative and the activity of reading itself, and they argue that such online engagement can be a valuable addition to traditional, face-to-face discussion.

Through a series of theses about the current academic landscape, this manifesto rejects the naturalized assumption that such phenomena as administrative bloat, student debt, segregation, and privatization in higher education are an inexorable fact of involuntary market forces. In closing, the authors encourage readers to transform higher education through collective action.

Review Article| October 01 2014 A Cognitive Route to Social Justice: Mark Bracher’s Radical Pedagogies Literature and Social Justice: Protest Novels, Cognitive Politics, and Schema Criticism. By Bracher, Mark. Austin: University of Texas Press, 2013. Eric Leake Eric Leake Search for other works by this author on: This Site Google Pedagogy (2014) 14 (3): 553–559. https://doi.org/10.1215/15314200-2715850 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Eric Leake; A Cognitive Route to Social Justice: Mark Bracher’s Radical Pedagogies. Pedagogy 1 October 2014; 14 (3): 553–559. doi: https://doi.org/10.1215/15314200-2715850 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2014 by Eric Leake2014 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Review Article| October 01 2014 What We Value but Cannot Name The Centrality of Style. Edited by Duncan, Mike and Vanguri, Star Medzerian. Fort Collins, Colorado: WAC Clearinghouse/Parlor Press, 2013. Gretchen L. Dietz Gretchen L. Dietz Search for other works by this author on: This Site Google Pedagogy (2014) 14 (3): 569–575. https://doi.org/10.1215/15314200-2716963 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Gretchen L. Dietz; What We Value but Cannot Name. Pedagogy 1 October 2014; 14 (3): 569–575. doi: https://doi.org/10.1215/15314200-2716963 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2014 by Duke University Press2014 Article PDF first page preview Close Modal Issue Section: Reviews You do not currently have access to this content.

Judith Butler’s Gender Trouble has the reputation of being a difficult book to read and teach. This project shows how compositionists may help theory teachers approach Butler from a rhetorical lens. This lens calls attention to the conversational moves in Butler’s writing and how those create productive dialogue among scholars.

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.

This article discusses using Madame Bovary in the critical reading classroom. Madame Bovary is one of many texts assigned in Unruly Women and Iron Men, the author’s course introducing first-year students to college-level academic study with emphasis on critical reading and discussion. In the course students examine relationships between men and women at home, in the workplace, and in the media while honing their skills of comprehension, summary, synthesis, and engagement. Semester after semester the author found that Flaubert’s nineteenth-century French work appealed to students, especially to male students, who liked it and talked about it, often without prompting. The article details several pedagogical strategies using Madame Bovary to develop students’ critical reading and help them understand the still very contemporary issues at the heart of Flaubert’s novel.

Margaret Atwood’s recent dystopian fiction depicts a troubled food system that calls into question our own patterns of production and consumption. These matters of food politics provide fertile ground for a pedagogy that is both critical and grounded in real-world pragmatics.