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Articles 1 - 18 of 18
Full-Text Articles in Education
Trigger Warnings And A Pedagogy Of Trust, Morgan Read-Davidson
Trigger Warnings And A Pedagogy Of Trust, Morgan Read-Davidson
English Faculty Articles and Research
"As the director of both the creative writing and rhetoric and composition programs at Chapman University, a mid-sized private university serving 150+ majors as well as 1000+ general education students, it has now become a common and expected occurrence to have both students and contingent faculty come to my office expressing anxiety over course content. While the larger conversation about difficult content and trigger warnings is not new, the sudden need for urgently scheduled meetings with me did not begin until the COVID-19 Pandemic and our move to remote instruction. This seems to coincide with the increase of online and …
Review: Unwell Writing Centers: Searching For Wellness In Neoliberal Educational Institutions And Beyond, Aurora Matzke
Review: Unwell Writing Centers: Searching For Wellness In Neoliberal Educational Institutions And Beyond, Aurora Matzke
English Faculty Articles and Research
“Unwell Writing Centers: Searching for Wellness in Neoliberal Educational Institutions and Beyond” blends narrative, mixed methods research, and rhetorical analysis to make a case for the possibilities inherent in homegrown wellness practices that are “communal, political, and rooted in defiance of white supremacy.”
Fail Forward! Perspectives On Failure In The Writing Classroom, Brandie Bohney, Missy Springsteen-Haupt, Stacy Stosich, Nora K. Rivera
Fail Forward! Perspectives On Failure In The Writing Classroom, Brandie Bohney, Missy Springsteen-Haupt, Stacy Stosich, Nora K. Rivera
English Faculty Articles and Research
"In this inaugural Teacher-to-Teacher column, three classroom teachers discuss how they approach failure to normalize it and help students work toward problem solving rather than answer getting in their own classrooms. Missy Springsteen-Haupt explains how sharing her own authentic writing failures helps students see the natural emotional connection to their writing as normal and also to prove to them, as Shirley Rose notes, that 'all writers always have more to learn about writing' (59). Framing student writing in terms of growth mindsets, Stacy Stosich discusses a practical strategy for allowing for ugly drafts and redefining success and failure. Finally, Nora …
Flipping The Jane Austen Classroom, Lynda A. Hall
Flipping The Jane Austen Classroom, Lynda A. Hall
English Faculty Articles and Research
The contemporary Austen classroom might appreciate cultural and racial diversity, examine popular culture’s distortions of the original texts, and consider multimodal ways of reading. This paper reflects on a course that “flipped” the research process in order to “find” Austen and her works in the popular culture and to evaluate our understanding in the twenty-first century. Students discovered the commodification and distortion of “Jane Austen” and conducted research for creative projects to learn more about the social, cultural, and historical contexts of the written texts.
Possibility And Play: Ludonarratology As Liberating Praxis, Morgan Read-Davidson
Possibility And Play: Ludonarratology As Liberating Praxis, Morgan Read-Davidson
English Faculty Articles and Research
Studying and composing ergodic media like interactive fiction can be one way of liberating students from the constraints of linear textual composition, encouraging them to explore and experiment with multimodality and remediation. A pedagogy that incorporates narratology and ludology teaches awareness of the remediation of narrative into digital, ludic media, and creates opportunities for the transfer of nonlinear, interactive writing practices back into more conventional writing. This paper describes an example of this pedagogical approach in a Writing for Video Games course, and the preliminary steps toward understanding how such praxis might transfer to writing in new contexts.
Epistemology Shock: English Professors Confront Science, Ian Barnard, Jan Osborn
Epistemology Shock: English Professors Confront Science, Ian Barnard, Jan Osborn
English Faculty Articles and Research
This article raises questions and concerns regarding students from the sciences working with faculty in the humanities in interdisciplinary settings. It explores the experience of two English professors facing the privileging of "facts" and a science-based understanding of the world in their own classrooms. It poses both questions and pedagogical possibilities for addressing conflicts around epistemologies, scholarship, and teaching and learning.
“I Can’T Relate”: Refusing Identification Demands In Teaching And Learning, Ian Barnard
“I Can’T Relate”: Refusing Identification Demands In Teaching And Learning, Ian Barnard
English Faculty Articles and Research
In literature, composition, and other areas of English Studies, relateability can be an important tool to inscribe marginalized subjects as academic citizens. However, its larger arc reproduces ethnocentric and individualistic ideologies at the national and personal levels that foreclose the true understanding of and engagement with Otherness that defines learning. What are the particular intellectual and other challenges, pleasures, and rewards of refusing the pedagogical imperative to engage and understand through identification? I conclude the article by deploying theorists of difference to ask what it means to understand difference as difference, how this understanding might be facilitated, and what the …
Write For Your Life: Developing Digital Literacies And Writing Pedagogy In Teacher Education, Shartriya Collier, Brian Foley, David Moguel, Ian Barnard
Write For Your Life: Developing Digital Literacies And Writing Pedagogy In Teacher Education, Shartriya Collier, Brian Foley, David Moguel, Ian Barnard
English Faculty Articles and Research
The need for the effective development of digital literacies pervades every aspect of instruction in contemporary classrooms. As a result, teacher candidates must be equipped to draw upon a variety of literacies in order to tap into the complex social worlds of their future pupils. The Write for Your Life Project was designed to strengthen teacher candidates’ skills in both traditional and digital writing literacies through the use of social networks, blogging, texting, online modules and other social media. The project, to a large degree, was structured according to Calkins’ (1994) Writing Workshop Approach. This process encourages teacher candidates to …
Authorial Intent In The Composition Classroom, Ian Barnard
Authorial Intent In The Composition Classroom, Ian Barnard
English Faculty Articles and Research
This article examines the disjunction between, on the one hand, critical theory’s critique of the privileging of authorial intent in protocols of textual interpretation, and, on the other hand, continued obeisance to authorial intent in composition textbooks and pedagogy. By unpacking the implications of this disjunction, I show the limitations that the reification of authorial intent creates for composition pedagogy and student writing. I conclude by suggesting how bracketing authorial intent in the composition classroom might enhance composition pedagogy and student writing, while also challenging fundamental epistemologies of the field.
Forum On Identity, Angela Bilia, Christopher Dean, Judith Hebb, Monica F. Jacobe, Doug Sweet, Sue Doe, Mike Palmquist
Forum On Identity, Angela Bilia, Christopher Dean, Judith Hebb, Monica F. Jacobe, Doug Sweet, Sue Doe, Mike Palmquist
English Faculty Articles and Research
The forum contributors draw on their personal experiences and insights to put forth ideas about contingent faculty's relations with other faculty and with the academic institution as a whole.
The Difficulties Of Teaching Non-Western Literature In The United States, Ian Barnard
The Difficulties Of Teaching Non-Western Literature In The United States, Ian Barnard
English Faculty Articles and Research
"My goal in this article is to build on Priya Kandaswamy’s discussion of students’ response to difference in Radical Teacher #80 by unfolding the pitfalls of teaching and responding to “non-Western” literature in the United States as embodied in my own experience teaching non-Western literature to a group of racially and ethnically diverse, mainly working-class students at a large urban comprehensive public university."
Twenty-First-Century Writing/Twentieth Century Teachers?, Ian Barnard
Twenty-First-Century Writing/Twentieth Century Teachers?, Ian Barnard
English Faculty Articles and Research
"My students are writing in their everyday lives—indeed, their everyday lives are written—but we (teachers—writing teachers, in particular--and education administrators, no doubt nudged by politicians and “the public”) have to a large extent failed miserably in embracing and capitalizing on that writing: email, text messaging, instant messaging, blogging, twittering, responding, video gaming, Second Lifeing. Andrea and Karen Lunsford’s recent longitudinal study of Stanford students has shown the lie to the given that students today don’t write as much as they used to (they are writing much more). Are we becoming the stodgy, ungenerous, rigid English teachers that we ourselves were …
Disciplining Queer, Ian Barnard
Disciplining Queer, Ian Barnard
English Faculty Articles and Research
This article analyzes a particular set of disciplinings by students and colleagues that coalesced around my teaching of a university course in ‘Queer Theory.’ I use these regulatory discourses and practices as a springboard to investigate how academic and other disciplines (English, in particular) enable and reproduce certain stylizations, epistemologies, and methodologies, and what they implicitly and violently conceal and demonize; how style functions as politics and what the politics of style are; how queerness—queer inquiry and intervention, queer methodologies and epistemologies, queer activisms and insubordinations—might activate, exacerbate, and expose some of these questions and mechanisms. The form of the …
The Politics Of Persuasion Versus The Construction Of Alternative Communities: Zines In The Writing Classroom, Aneil Rallin, Ian Barnard
The Politics Of Persuasion Versus The Construction Of Alternative Communities: Zines In The Writing Classroom, Aneil Rallin, Ian Barnard
English Faculty Articles and Research
We discuss how studying and creating zines in our composition classes allows our students to negotiate and explore the complexities of writing without the compulsions of many of the politically problematic commonplaces of composition pedagogy. We use zines to examine the unique ways in which their rhetorical devices address conflicts around questions of audience and diversity, as well as the particular questions that the zines raise about the politics of persuasion, our own writing practices, writing strategies that the zines suggest to us, and the construction of alternative communities.
An Emic View Of Student Writing And The Writing Process, Michael Hass, Jan Osborn
An Emic View Of Student Writing And The Writing Process, Michael Hass, Jan Osborn
English Faculty Articles and Research
This study uses student reflections of previous success in academic writing to guide instructors as they design writing assignments. Seventy-one students in five classes responded to a questionnaire designed to help them identify particularly successful writing experiences and reflect on the circumstances, strategies, and methods they believed impacted their success. Student responses to these questions were analyzed to identify broad categories or themes. This process produced an "emic" or insider's view of what constitutes successful writing assignments and writing process. The findings suggest that students self report their writing as successful when the writing assignment engenders engagement, commitment, collaboration, a …
Anti-Ethnography?, Ian Barnard
Anti-Ethnography?, Ian Barnard
English Faculty Articles and Research
"Many of the ongoing difficulties teachers face revolve around the 'translation' of disciplinary knowledge—especially critical theory—into pedagogical praxis. It often seems that our teaching lags behind our theoretical knowledge by about two decades, and sometimes we wonder if it will ever catch up. This sense of disjunction has been compounded by the difficulty of teaching postmodern understandings of subjectivity, truth, and epistemology in an increasingly commodified teaching context, where consumers expect to purchase a clear, identifiable, and literally usable product, and where 'knowledge' often means easily digestible and repeatable content rather than analytic skills, critical understandings, or complex world views. …
Antihomophobic Pedagogy: Some Suggestions For Teachers, Ian Barnard
Antihomophobic Pedagogy: Some Suggestions For Teachers, Ian Barnard
English Faculty Articles and Research
Too often as teachers we feel that we are doing the right thing by assigning our students "open-ended" essay topics or by inviting students to argue "both" sides of a controversial current event. The ideologies and institutions of liberal pluralism tell us that this is the way to promote "free speech," "democratic" argument, etc. But these kinds of topics and discussions have the effect of privileging dominant power relations and of further silencing our queer students. For example, if we ask our students to debate whether homosexuality is "wrong" or not, we are expecting our queer students to justify their …
Studies In African Literature: An Annual Annotated Bibliography, 1989, Robert Cancel, Ian Barnard, Richard Lepine, Suzanne Houyoux, Gerald M. Moser, Noêl Ortega, David Westley, Winifred Woodhull
Studies In African Literature: An Annual Annotated Bibliography, 1989, Robert Cancel, Ian Barnard, Richard Lepine, Suzanne Houyoux, Gerald M. Moser, Noêl Ortega, David Westley, Winifred Woodhull
English Faculty Articles and Research
A bibliography of new and key releases of African literature in 1989.