The author suggests that attending to the publishing history of Larsen’s novel and the resulting indeterminacy of its ending(s) offers a concrete example of a materially oriented pedagogy that can illuminate the racial politics behind textual production and its relation to particular historical and cultural moments. He suggests that such a pedagogy offers both another way of understanding the textual contingency emphasized in contemporary theory and a way of further opening up questions of textuality and meaning for students.

ella Larsen's Passing has become one of the most widely read New Negro Renaissance novels in recent years, but no one really knows how it ends. By this I do not mean critics have not determined how much guilt to assign Irene Redfield in Clare Kendry's fatal fall, or to what extent the narrative is actually a lesbian story as a racial one. I mean the ending is actually unknowable, because the original last paragraph disappeared from the first edition's third printing, and no extant evidence can explain this change. There is no conclusive answer to the question of presenting this textual crux correctly-despite assumptions to the contrary by Larsen's editors-but I argue this textual problem itself bears an important lesson: the best response to a gap in textual knowledge is to acknowledge the absence and its causes, not to produce editions and teach classes gloss over such gaps, thereby passing on the social and cultural elements of these textual histories. More generally, I argue students and teachers can always benefit from attention to textual scholarship, and minority texts particularly need such study for what it reveals of the social and cultural interactions between minority writers and predominantly white, male publishers. The unbalanced power dynamics of this relationship produce what Gilles Deleuze terms a literature: that which a minority constructs within a major language (152). By focusing on the production history of the texts themselves, we can study the material evidence of this minor language.

Several information systems and computer-mediated communication studies in the literature measure user's perceptions of E-mail. The user's perceptions of E-mail were used to develop and validate the Technology Acceptance Model (TAM). While a user's perceptions of E-mail play an important role in the literature, very few studies have focused solely on developing a construct for measuring these perceptions. In this paper, we develop a construct to measure an individual's perceptions of E-mail as a medium for electronic communication in organizations. Using a survey of management and nonmanagement employees in northeastern USA, we empirically test our theoretical construct. The results of our research indicate that an individual's perceptions of E-mail are a multidimensional construct with two dimensions: the individual level dimension and the organizational level. At an individual level, a person's perceptions may be impacted by E-mail's role in improving productivity, supporting team work, and providing global reach. At an organizational level a person's perceptions may be impacted by E-mail's role in making an organization vulnerable to viruses, exposing proprietary information, and/or encouraging unprofessional and illegal behavior.