This article details how we integrate Jody Shipka’s approach to creativity and rhetorical awareness into a Professional Writing, Rhetoric, and Technology major at the University of South Florida. We situate Shipka’s pedagogy alongside postpedagogy, differentiating the latter from postcomposition. In short, we argue that postpedagogy echoes educational theory that insists upon the importance of disequilibrium. We then report how our students respond to our disequilibrating pedagogy, collecting survey responses via an IRB approved study. We hope these responses can help instructors interested in our postpedagogical notion of creativity anticipate and prepare for student discomfort and resistance—to recognize the fine distinction between productively confused and hopelessly lost. With that goal in mind, we conclude by addressing difficult questions of assessment.

ABSTRACTIn “Why Has Critique Run Out of Steam,” Bruno Latour wonders whether academia, particularly the humanities, can rethink its dedication to critique and cultivate an ethos that cares. I question whether Latour's commitment to enlightenment without modernity, particularly his allergy to transcendence, inhibits his ability to transform critique into care. For Latour, transcendence makes impossible the due process of his proposed collective and the corresponding practice of real world politics precisely because it dangles a truth beyond compromise. While Latour regards notions of a transcendence in terms of a beyond as a precursor to terror, Levinas finds terror in the practice of philosophy without the disequilibrium transcendence can bring. Thus, I argue that Levinas offers Latour a way to uncross God that posits the beyond as something other than ineffectually and debilitatingly distant, as something that can inspire us to care.

This multivocal webtext details one graduate class’s experiences creating Gregory L. Ulmer’s "mystory" projects fromInternet Invention(2003). As a result of their experiences, the authors find the mystory genre reveals to us the ways in which different discursive networks influence what we do, and do not, see both inside and outside the classroom.

This installation is a personal and cathartic engagement with my initial inability to cope with my daughter's cancer. It details events that began in August of 2008 and concluded, in a sense, in February of 2009. I offer it with hopes of helping digitally oriented rhetoric and composition scholars "determin[e] a should for a we" (Patricia Sullivan & James E. Porter, 1997, p. 103). How should we approach pedagogy in the early 21st century? My tentative answer is to approach it less with aims of "constructing knowledge" and more with hopes of "negotiating encounters.

This webtext describes a pilot course that united four first-year composition courses around shared readings and online discussion addressing the physical and virtual university. The goal of the pilot was to foster previously impossible student interactions by exploring how discrete discussion roles shaped interaction and reputations among students.Ultimately, we wanted to provide a structured environment that facilitated independent student investigation and exchange. We hope that this research testifies to the fact that forums are not naturally pedagogically sound; rather, fostering meaningful digital encounters requires careful and thoughtful pedaogical planning.