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Full-Text Articles in English Language and Literature
Wounds And Writing : Building Trauma-Informed Approaches To Writing Pedagogy., Michelle L. Day
Wounds And Writing : Building Trauma-Informed Approaches To Writing Pedagogy., Michelle L. Day
Electronic Theses and Dissertations
This dissertation builds a trauma-informed approach to writing pedagogy informed by writing studies scholarship about trauma and inclusive pedagogy, clinical social work literature on trauma-informed care, and interviews with nine current University of Louisville writing faculty about their experiences academically supporting distressed students. I identify three central touchstones—“students are coddled,” “teacher’s aren’t therapists,” and “institutions don’t support trauma-informed teaching”—in scholarly and public debates regarding what to do about student trauma/distress in higher education. After exploring the valid concerns and misconceptions underpinning these touchstones, I illustrate how clinical research offers a way forward to help writing instructors develop more complex understandings …
From Pound To Olson: The Avant-Garde Poet As Pedagogue, Alan Golding
From Pound To Olson: The Avant-Garde Poet As Pedagogue, Alan Golding
Faculty Scholarship
Ezra Pound’s sense of himself as poet-pedagogue—including his insistent desire to reform American higher education—is inseparable from his literary avant-gardism and his commitment to the principle of “discovery” or “newness.” This connection between experimental poetics and pedagogy forms a central part both of Pound’s significance as a writer and of his influence on a later avant-gardist and didact like Charles Olson, and anticipates the complexities of the subsequent relationship between American poetic avant-gardes and the academy. Olson was both a teacher at and rector of Black Mountain College, and in an unlikely conjunction, the forms of his institutional life enter …