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Full-Text Articles in English Language and Literature
Banned Or Grand?: Why Graphic Novels Maus And Persepolis Belong In The Classroom, Lauren Volk
Banned Or Grand?: Why Graphic Novels Maus And Persepolis Belong In The Classroom, Lauren Volk
Munn Scholars Awards
My capstone essay, “Banned or Grand?: Why Graphic Novels Maus and Persepolis Belong in The Classroom,” seeks to research both the objections to oft-banned memoir graphic novels being incorporated in the secondary school curriculum and the reasons why these graphic novels should not only be incorporated into the curriculum, but also why they assist students in developing necessary skills, such as higher-level critical thinking, a deeper understanding of complicated historical events, and the analysis of form and structure in literature, rather than just content. To enhance my research, I connected my main points to the pedagogical theory of learning transfer.
"And Gladly Wolde He Lerne": Facilitating Discussion Based Learning About Medieval And Regency Literature Through Interactive Technologies, Emma Vallandingham
"And Gladly Wolde He Lerne": Facilitating Discussion Based Learning About Medieval And Regency Literature Through Interactive Technologies, Emma Vallandingham
Honors Projects
A series of reading guides for Beowulf, The Canterbury Tales, and Frankenstein, that utilize interactive technologies to facilitate student engagement with and discussion of the texts. Each reading guide consists of an overview of the text, relevant historical context, and reading and discussion questions for students to answer. Some reading guides also have corresponding answer guides that provides sample answers as well as hints and tips for answering the questions.
Disrupting Narratives And Narrators: A Case For Anna Deavere Smith's Work In The High School Classroom, Amy Hale
Dissertations, Masters Theses, Capstones, and Culminating Projects
Anna Deavere Smith, American actress, writer, and professor, explores racial conflicts and the nuances that contribute to dissonance and identity politics through her one- woman plays. Employing a journalistic dramatic format of her own, Smith interviews a panoply of people who play major and minor roles involving conflicts. She then brings these interviews to life on the stage. As a high English teacher, I incorporate Smith’s plays Fires in the Mirror and Twilight: Los Angeles, 1992 into my eleventh grade American literature class. In this paper, I explain why Smith’s plays help facilitate and nurture important conversations about race for …
Insurgent Knowledge: The Poetics And Pedagogy Of Toni Cade Bambara, June Jordan, Audre Lorde, And Adrienne Rich In The Era Of Open Admissions, Danica B. Savonick
Insurgent Knowledge: The Poetics And Pedagogy Of Toni Cade Bambara, June Jordan, Audre Lorde, And Adrienne Rich In The Era Of Open Admissions, Danica B. Savonick
Dissertations, Theses, and Capstone Projects
Insurgent Knowledge analyzes the reciprocal relations between teaching and literature in the work of Audre Lorde, June Jordan, Toni Cade Bambara, and Adrienne Rich, all of whom taught in the Search for Education, Elevation, and Knowledge (SEEK) educational opportunity program at the City University of New York in the late 1960s and early 1970s. Drawing on archival research and analysis of their published work, I show how feminist aesthetics have shaped U.S. education (especially student-centered pedagogical practices) and how classroom encounters with students had a lasting impact on our postwar literary landscape and theories of difference. My project demonstrates how, …