Book Review| December 01 2018 Assigning Blame: The Rhetoric of Education Reform Assigning Blame: The Rhetoric of Education Reform. By Mark Hlavacik. Cambridge, MA: Harvard Education Press, 2016; pp. 207. $60.00 cloth; $30.00 paper. Stephen Schneider Stephen Schneider University of Louisville Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2018) 21 (4): 717–720. https://doi.org/10.14321/rhetpublaffa.21.4.0717 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 Stephen Schneider; Assigning Blame: The Rhetoric of Education Reform. Rhetoric and Public Affairs 1 December 2018; 21 (4): 717–720. doi: https://doi.org/10.14321/rhetpublaffa.21.4.0717 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 All Scholarly Publishing CollectiveMichigan State University PressRhetoric and Public Affairs Search Advanced Search The text of this article is only available as a PDF. © 2018 Michigan State University Board of Trustees2018 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| March 01 2013 An Army of Lions: The Civil Rights Struggle before the NAACP An Army of Lions: The Civil Rights Struggle before the NAACP. By Shawn Leigh Alexander. Philadelphia: University of Pennsylvania Press, 2012; pp xviii + 382. $49.95 cloth. Stephen Schneider Stephen Schneider University of Louisville Search for other works by this author on: This Site Google Rhetoric and Public Affairs (2013) 16 (1): 185–188. https://doi.org/10.14321/rhetpublaffa.16.1.0185 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Stephen Schneider; An Army of Lions: The Civil Rights Struggle before the NAACP. Rhetoric and Public Affairs 1 March 2013; 16 (1): 185–188. doi: https://doi.org/10.14321/rhetpublaffa.16.1.0185 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 All Scholarly Publishing CollectiveMichigan State University PressRhetoric and Public Affairs Search Advanced Search The text of this article is only available as a PDF. © 2013 Michigan State University Board of Trustees2013 Article PDF first page preview Close Modal You do not currently have access to this content.

The author examines the history and rhetoric of the Slow Food movement, relating it in particular to protests against globalization.

We need to complicate current accounts of critical pedagogy by examining how educational institutions beyond traditional classrooms have served progressive movements. One example was the Sea Island Citizenship Schools. By examining the latter’s history, we also become better aware of how the education-related work of the American civil rights movement encompassed more than the desegregation prompted by the Supreme Court’s 1954 Brown decision.

“Freedom Schooling” looks at a Freedom School class taught by Black Power activist Stokely Carmichael (Kwame Ture). Specifically, this article explores the philosophies of language and education that informed this class and the organic relationship fostered between the classroom and the political goals of African American communities during the civil rights era.

Abstract This article explores the ways that the discourse of usability might support a socially oriented pedagogy within technical communication. Specifically, it explores two approaches to usability—user-centered design and distributed usability—and suggests that the conversation between these approaches can ground socially responsive discussions of technology and technical communication. As such, the discourse of usability provides a field-specific means to address increasing calls for socially situated pedagogies within the field of technical communication.