Research Article| January 01 2007 The Unbroken Continuum: Booth/Gregory on Teaching and Ethical Criticism Marshall Gregory Marshall Gregory Search for other works by this author on: This Site Google Pedagogy (2007) 7 (1): 49–60. https://doi.org/10.1215/15314200-2006-018 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Marshall Gregory; The Unbroken Continuum: Booth/Gregory on Teaching and Ethical Criticism. Pedagogy 1 January 2007; 7 (1): 49–60. doi: https://doi.org/10.1215/15314200-2006-018 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Commentary| April 01 2006 From Shakespeare on the Page to Shakespeare on the Stage: What I Learned About Teaching in Acting Class Marshall Gregory Marshall Gregory Search for other works by this author on: This Site Google Pedagogy (2006) 6 (2): 309–325. https://doi.org/10.1215/15314200-2005-006 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Marshall Gregory; From Shakespeare on the Page to Shakespeare on the Stage: What I Learned About Teaching in Acting Class. Pedagogy 1 April 2006; 6 (2): 309–325. doi: https://doi.org/10.1215/15314200-2005-006 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2006 Article PDF first page preview Close Modal You do not currently have access to this content.

In considering how curriculum and teaching influence education, it is revealing to note that most faculty members treat curriculum the way bankers treat investments. They generally spend much time, planning, and careful thought on curricular matters-reasoning here, analyzing there, relying on experience, and carefully considering both the long-term and short-term dividends of knowledge - but when it comes to teaching, many faculty members operate less like bankers and more like barnstormers, flying by the seat of their pants and guiding themselves primarily by instinct or by repeating whatever worked yesterday.

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Rehearses some 20th-century narratives as they have appeared in United States history and as they have been represented in African-American literature. Suggests that some of these narratives are insufficiently critical in their construction of stereotypes or in their over-romanticized notions of racial memory, which mask the complications of color and racial identity in the United States.