Pedagogy Oct 2017

“Not the Stereotypical View of the South”

Casey Kayser

Abstract

This article discusses the convergence of the perspectives of literary, gender, and regional studies in the implementation of an oral history project as a service-learning requirement in an upper-level southern women's literature course, providing information about the model and examining learning outcomes as presented through the final projects and student reflections.

Journal
Pedagogy
Published
2017-10-01
DOI
10.1215/15314200-3975463
Open Access
Closed
Topics
curriculum design service learning multimodality multilingual writers

Citation Context

Cited by in this index (1)

  1. Sánchez (2025)
    Cultivating <i>Phronesis</i> through Wicked Stories
    Pedagogy

Cites in this index (4)

  1. Mangum (2012)
    Going Public
    Pedagogy
  2. Enoch et al. (2011)
    Remembering Sappho: New Perspectives on Teaching (and Writing) Women’s Rhetoric…
    College English
  3. Hansen (2011)
    “O Brave New World”
    Pedagogy
  4. Mutnick (2007)
    Inscribing the World: Lessons from an Oral History Project in Brooklyn
    College Composition and Communication
Also cites 6 works outside this index ↓
  1. Alcoff (2006)
    Visible Identities: Race, Gender and the Self
     ↗
  2. Cushman (1999)
    “The Public Intellectual, Service Learning, and Activist Research.”
    College English  ↗
  3. (2002)
    “Sustainable Service-Learning Programs.”
    College Composition and Communication  ↗
  4. Grobman (2005)
    “Is There a Place for Service-Learning in Literary Studies?”
    Profession  ↗
  5. Johannes (1997)
    “Gender Differences in Sexual Activity among Mid-Aged Adults in Massachusetts.”
    Maturitas  ↗
  6. Norris (2006)
    “Age Matters in a Feminist Classroom.”
    NWSA Journal  ↗
CrossRef global citation count: 1 View in citation network →

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