Introductory essay to special issue from Guest Editors Ann E. Green, Wiley Davi, and Editorial Assistant Olivia Giannetta.

Review of Because We Live Here: Sponsoring Literacy Beyond the College Curriculum by Eli Goldblatt.Research in the Teaching of Rhetoric and Composition Series. Cresskill, NJ: Hampton Press, 2007.

This essay examines the impact of difference in the service-learning classroom and offers an overview of three approaches to creating community while engaging students in dialogues on difference. The authors reflect on the local pedagogies they create in response to the anger, tensions, and challenges that arise In the classroom and at the service learning site. By composing this essay together, the authors hope to embody the collaborative nature of service learning courses.

By addressing race and class through the stories we tell about service-learning in the classroom and in our scholarship, I argue that we can more effectively negotiate the divide between the university and the community and work toward social change.

Preview this article: Responses to "New Faculty for a New University" and to "Meet the New Boss, Same as the Old Boss", Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/53/1/collegecompositionandcommunication1446-1.gif

we read Michael Murphy's article, Faculty for a New University, we were surprised and troubled by the story about adjuncts that Murphy purports to tell. Murphy's argument, that a substructure in rhetoric and composition exists but remains invisible and that to recognize such a substructure would cost universities little, is based on a notion of universities that has not existed in most places for a very long time, if ever. Murphy's idea of a teaching track that supports full-time faculty research is based on a conception of a university at a handful of research institutions. Schools that train graduate students, produce the bulk of scholarship in the field of rhetoric and composition, and grant PhDs are about 7 percent of the total number of universities in this country (Phelan 76). To make an argument about adjunct work and adjunct labor without considering the other 93 percent of us seems to us to be thoughtless, at best, and unethical, at worst. The other aspect of adjuncting that Murphy leaves out is, of course, gender. As Theresa Enos writes, When a field has been feminized and when a disproportionate number of its workers are female, that field is devalued and is subject to both disciplinary and gender bias (43). As the latest report on Women in the Profession indicates, women are still more likely than white men ... to obtain jobs in lower-paying institutions .., and they tend to linger