Using a sprinkle of Queer Theory, their on-the-job experiences, and writing center scholarship that challenges disciplinary orthodoxies, two intersectionally queer and contingent writing center researcher-administrators examine the constraints of contingency; discuss the underlife of queer labor; and point to queer labor nuances and possibilities alongside contingent writing center work.

This article showcases interviews with lesbian, gay, bisexual, transgender, and queer (LGBTQ) writing center directors about their administrative work. In it, findings reveal that participant work distinctly departs from recent empirical writing center research about labor (Geller & Denny, 2013; Caswell, Grutsch McKinney, & Jackson, 2016), particularly in ways that practitioners’ invisible administrative work is informed and complicated by their LGBTQ identities. Across 20 interviews, participants communicated that their work extends to making queer activist space through their writing centers; to supporting tutors, students, and colleagues of all orientations with issues central to queer communities and mental health; and to navigating tense interpersonal terrain, especially bullying. In closing, the article calls for disciplinary responses and resources to make for more equitable labor landscapes for LGBTQ writing center practitioners.

Framed in three guiding claims about relationships between Writing Across the Curriculum and queer theories, this article offers Jasbir Puar’s theory of “queer assemblage” as a model for rearticulating WAC administration.

Background: A content-management project that proceeds with an incomplete understanding of the views, reservations, agendas, and attitudes held by stakeholders could likely encounter problems in implementation. The vast majority of content-management implementation projects proceed with very little visibility into the cultural dynamics that will eventually play such a central role in determining the success or failure of the projects. This case study examines the usefulness of deploying a needs assessment questionnaire to gather qualitative data that could help content-management project leaders understand participant needs, attitudes, and perceptions, and that could potentially improve the implementation of content-management projects. Research questions: How might previously published research questions for assessing cultural dynamics be adapted for a questionnaire intended to gather input from participants in the early stages of the implementation of two separate content-management projects? What kinds of issues does the questionnaire elicit from participants? To what extent is the questionnaire useful in assessing content-management project participant needs and how might it be revised and adapted for other organizational contexts? Situating the case: Implementing a content-management project results in a change to organizational processes; careful attention to managing this change is essential to the success of the project. Specific change-management issues emphasized in literature that addresses organizational and technological change include organizational readiness, stakeholder input, communication of project goals and plans with stakeholders, and training and time to learn and practice new approaches to operations. Organizational culture-a set of beliefs and values that members of an company share in common-plays a role in implementations of technology. Assessing organizational climate and stakeholder values and attitudes-characteristics of organizational culture-as part of a change-management plan can ensure that the culture is addressed when implementing a content-management project. Methodology: This project consisted of three parts: designing a pilot questionnaire based on a previous published methodology for assessing cultural dynamics, conducting the questionnaire within two organizations implementing content-management systems, and assessing the extent to which the questionnaire was useful in the context of the content-management projects. Responses were analyzed using a Grounded Theory approach. About the case: We developed a cultural dynamics needs assessment questionnaire and deployed it within two organizations with the purpose of gathering data about the attitudes and perceptions of project participants toward the impending content-management system implementation. The questionnaires informed the implementations of content management as anticipated. Conclusions: A questionnaire can help understand the cultural dynamics impacting the adoption of new technologies and processes; this method can be included as part of an overall needs assessment for a content-management project. This study also confirms the merit of the research methodology followed; the questionnaire design elicited thoughtful responses from participants and the analysis approach illuminated insights that were then used to engage participants and modify project implementation plans. The constructive outcome of this study suggests the need for more empirical studies and field evaluation studies that build on this one.

Two noteworthy and successful vernacular rhetoric manuals printed in sixteenth-century England are actually writing manuals, books on how to compose letters: William Fulwood’s The Enimie of Idlenesse (1568), and Angel Day’s The English Secretorie (1586). Both works reflected and sought to influence literacy habits in the bookreading public, and reveal a wider range of cultural engagement than has previously been thought. In particular, three aspects are likely to have stirred reader interest: a connection for vernacular learners with both the humanist and dictaminal epistolary traditions that formed the core of prestige education; a focus on practical letter exchanges that carry familial and social significance; and a large collection of model letters, in which readers would have found exemplary discourse coupled with proto-fictional and amatory elements that could be enjoyed as entertainment. Understanding the varied appeals of these two books helps us fill out the larger picture relating to how vernacular literacy was valued, developed, and applied.

William Irmscher, past president of NCTE (1983) and past chair of CCCC (1979), passed away just before Christamas.

Review Article| January 01 2006 Engaging Literature: Difficulty as an Entry to Reading and Writing John Webster John Webster Search for other works by this author on: This Site Google Pedagogy (2006) 6 (1): 155–159. https://doi.org/10.1215/15314200-6-1-155 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation John Webster; Engaging Literature: Difficulty as an Entry to Reading and Writing. Pedagogy 1 January 2006; 6 (1): 155–159. doi: https://doi.org/10.1215/15314200-6-1-155 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search 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. © 2006 Duke University Press2006 Article PDF first page preview Close Modal Issue Section: Roundtable: Reviews of the Elements (and Pleasures) of Difficulty You do not currently have access to this content.

In this archaeological investigation of the work of Louise Rosenblatt, we read and highlighted all text-level differences between the 1st (1938) and 5th (1995) editions of Literature as Exploration. We categorized each type of revision, traced a sample of each to the edition in which the change was made, and then extended our analysis to 70 passages.

Introduction Multicultural Education: Definitions, Development, Variants, and Controversies Multiculturalism: Egalitarian Social Reconstruction through Educational Reform Multiculturalism: An Assessment of Variations, Basic Arguments, and Concepts The Multicultural Agenda and Critical Thinking Compared Bibliography Index

This study investigated Piagetian measures of concrete operations in relation to specific school-type tasks in an attempt to link cognitive development and school learning. We predicted that the ability to sequence (seriation) would make a unique contributiont o gradef ive childrens’ comprehensiono f a narrativec ompositiont hey read and to the organization of a narrative they wrote. We also predicted that the ability to classify would make a unique contribution to childrens’ comprehension of a comparative exposition and to the organization of their own written comparisons. Two group sessions were conducted to collect narrative and comparative compositions from 65 children. Results indicated that seriation ability was especially relevant to the organization of temporal and causal relationships in their reading and writing of narratives and that classification ability was especially relevant to the organization of similarities and differences in their reading and writing of comparisons. However, analysis also suggested that development of the theoretically relevant cognitive abilities is a necessary but not a sufficient condition for high levels of performance in reading and writing. Moreover, relatively low correlations between reading and writing within the two genres studied suggested support for the view that reading and writing represent somewhat different sets of skills and that there are still other important skills specific to reading or writing.

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