Exploring the Civilian-Military Divide and How My Role as Displaced Graduate Student Turned into a Search for Self

Erin D. Hadlock

doi:10.1215/15314200-3600861

Pedagogy Oct 2016

Exploring the Civilian-Military Divide and How My Role as Displaced Graduate Student Turned into a Search for Self

Erin D. Hadlock United States Department of the Army

Abstract

This essay follows an active duty Army officer from her first day in graduate school until a year after graduation, when she is able to situate her role as military student within the context of a civilian university. This essay argues that some of the boundaries surrounding those associated with the military can be of their own making and that a composition class, specifically, equips its military members and student veterans with the tools to recognize, name, and negotiate those boundaries.

Journal: Pedagogy
Published: 2016-10-01
DOI: 10.1215/15314200-3600861
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Open Access: Closed
Topics: writing pedagogy graduate education
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Exploring the Civilian-Military Divide and How My Role as Displaced Graduate Student Turned into a Search for Self

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