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Articles 31 - 60 of 369
Full-Text Articles in Education
Spring Break In Chernobyl: Urbex, Apocalypse, And Materiality In Writing Classrooms, K Shannon Howard
Spring Break In Chernobyl: Urbex, Apocalypse, And Materiality In Writing Classrooms, K Shannon Howard
The Journal of the Assembly for Expanded Perspectives on Learning
The practice of urban exploration, or urbex—an activity in which we confront and document landscapes of ruin and make meaning from them—acts as a focal point through which students may investigate and write about the world surrounding them by gaining new perspectives of physical spaces and objects that often go ignored in daily living. More importantly, urbex inspires writing that responds to existing problems in our world (resource scarcity, lack of sustainability, and environmental trauma) while also helping students to conceptualize a better one.
Toward A Decolonial Creative Writing Workshop: Mbari As A Case Study In Examining Intercultural Models For Arts Education, James W. Ryan, Steve Westbrook
Toward A Decolonial Creative Writing Workshop: Mbari As A Case Study In Examining Intercultural Models For Arts Education, James W. Ryan, Steve Westbrook
The Journal of the Assembly for Expanded Perspectives on Learning
The creative writing workshop has been the subject of sustained critique for its tendency to reproduce dominant cultural norms, especially in spaces where admissions to the workshop do not reflect local ethnic and cultural diversity. In an effort to aid the search for alternate models/foundations for creative writing instructions, the authors turn to the history of mbari, a cultural practice among the Owerri Igbo of Nigeria, which was briefly adapted into the pedagogical foundation for a visual arts workshop conducted between the time of Nigeria’s independence and the onset of its civil war. In its original form, mbari was a …
An Encomium For Community College Students In Five Scenes, James Gallagher
An Encomium For Community College Students In Five Scenes, James Gallagher
The Journal of the Assembly for Expanded Perspectives on Learning
Books start arriving at my apartment by the boxful. As part of the committee judging the CCCC Outstanding Book Contest, I am inundated with books, and I am excited to get down to reading them. I feel like a graduate student all over again, reading things I would never read if I weren’t “made” to (New Materialisms, anyone?). Most of the books excite me and make me think about how I can move forward as a teacher of first year writing. Some of them hurt my brain. Some of them annoy me.
Can We Flourish?, Christy Wenger
Can We Flourish?, Christy Wenger
The Journal of the Assembly for Expanded Perspectives on Learning
Teachers and students alike can agree on one shared truth of this past academic year: it was tough. Even though many of us found our way back into classrooms, sometimes masked and sometimes not, Covid continued to present new hurdles to our tried-and-true active teaching methods. Students struggled to keep up with the social and emotional demands of the face-to-face classroom after so many pandemic interruptions over the past two years, and teachers struggled to foster engagement and make meaningful learning gains in their classes. I met weekly with the instructors in my writing program to talk through classroom engagement …
Dear Search Applicant Committee, Naomi C. Gades
Dear Search Applicant Committee, Naomi C. Gades
The Journal of the Assembly for Expanded Perspectives on Learning
Poem
The Pandemic Forces Us Back To Our Roots: Book Reviews Introduction, Irene Papoulis
The Pandemic Forces Us Back To Our Roots: Book Reviews Introduction, Irene Papoulis
The Journal of the Assembly for Expanded Perspectives on Learning
Book Reviews Introduction
Grading, Naomi C. Gades
Grading, Naomi C. Gades
The Journal of the Assembly for Expanded Perspectives on Learning
Poem
Review Of Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy By Christy Wenger, Matthew Overstreet
Review Of Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy By Christy Wenger, Matthew Overstreet
The Journal of the Assembly for Expanded Perspectives on Learning
When given the chance to review a book for JAEPL, I immediately suggested Christy Wenger’s Yoga Minds, Writing Bodies. Not only is this a book I highly respect, but one of its themes is perhaps more relevant than ever today, some six years after its publication.
Review Of On The End Of Privacy: Dissolving Boundaries In A Screen- Centric World By Richard E. Miller, Kandace Knudson
Review Of On The End Of Privacy: Dissolving Boundaries In A Screen- Centric World By Richard E. Miller, Kandace Knudson
The Journal of the Assembly for Expanded Perspectives on Learning
Although I no longer grade student papers, I work closely with students and my faculty colleagues in support of the online learning environment. Need some advice about how to design your online course to increase student engagement? Need to know what the institution’s rules are as they relate to online teaching? Yes, I’m that person: accessibility laws, copyright laws, college policy, how to get this photocopied article into the learning management system, where to click to do this or that.
Review Of Teaching The Way: Using The Principles Of The Art Of War To Teach Composition By Steven T. Nelson, Christian Smith
Review Of Teaching The Way: Using The Principles Of The Art Of War To Teach Composition By Steven T. Nelson, Christian Smith
The Journal of the Assembly for Expanded Perspectives on Learning
First, an admission, or perhaps a confession: my enthusiasm for teaching composition has been waning in the last year or two. I don’t know if it was the pandemic coupled with the resulting year on Zoom or the cumulative effect of teaching writing for the last decade and a half, but somewhere along the way it became a different experience. All too often after grading or having a lesson plan fall flat, I would repeat the first two lines from Geoffrey Sirc’s underappreciated review article, “Resisting Entropy,” when he says “Teaching writing is impossible. You have ten to fifteen weeks …
Review Of Creativity And The Paris Review Interviews: A Discourse Analysis Of Famous Writers’ Composing Practices By Rhonda Leathers Dively, Heidi M. Williams
Review Of Creativity And The Paris Review Interviews: A Discourse Analysis Of Famous Writers’ Composing Practices By Rhonda Leathers Dively, Heidi M. Williams
The Journal of the Assembly for Expanded Perspectives on Learning
Only by fate and fortune would an apprentice receive the opportunity to review the work of a master. Nearly 14 years after sitting as a doctoral student in her Creativity Theory course, I am pleased to review Dr. Ronda Leathers Dively’s text, Creativity and The Paris Review Interviews: A Discourse Analysis of Famous Writers’ Composing Practices. Dively has written and published on the topic of Creativity Theory since the late 90s and is notably one of the pioneers for applying Creativity Theory in the composition and expository writing classrooms.
Review Of Self+Culture+Writing: Autoethnography For/As Writing Studies, Rebecca Jackson And Jackie Grutsch Mckinney, Editors, Amanda E. Scott
Review Of Self+Culture+Writing: Autoethnography For/As Writing Studies, Rebecca Jackson And Jackie Grutsch Mckinney, Editors, Amanda E. Scott
The Journal of the Assembly for Expanded Perspectives on Learning
This volume brings together a compendium of works that explore autoethnography and its emerging applications. A qualitative approach that first appeared in the social sciences, autoethnography has recently gained traction within other disciplines over the last two decades, including rhetoric and composition studies. However, due to its theoretically and methodologically amorphous qualities, over the years researchers have struggled to firmly define autoethnography, especially as the field continues to evolve. Still, many within writing studies have championed the method and now understand it as a recursive tool for studying “the relationship between self and other and all of its dimensions” (Kafar …
Review Of Creativity And Chaos: Reflections On A Decade Of Progressive Change In Public Schools, 1967-1977 By Charles Suhor, Stan Scott
The Journal of the Assembly for Expanded Perspectives on Learning
In the title of Charles Suhor’s engaging memoir, the words progressive, change, and creativity—even chaos—will I suspect light fires of the imagination for many progressively inclined teachers and other readers. That goes all the more for those of us who lived through the upheavals and exciting breakthroughs of the late ‘60s and ‘70s, who may also have fought battles, like the ones recounted by Suhor, on behalf of our own students and children, to bring progressive changes to schools and colleges. As a former professor of English and philosophy and co-chair (with my friend and colleague Irene Papoulis) of the …
Contributors To Jaepl, Vol. 27, Wendy Ryden
Contributors To Jaepl, Vol. 27, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Contributors
Back Matter, Wendy Ryden
Back Matter, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Back Matter
A Meditation: Why Teach?, Joonna Smitherman Trapp
A Meditation: Why Teach?, Joonna Smitherman Trapp
The Journal of the Assembly for Expanded Perspectives on Learning
What makes teaching a vocation that continues to draw smart and talented people even though the pay can be less-than-great, the workload damaging, and the rewards from societal and political opinion currently nonexistent? Frederick Buechner, a presbyterian minister, talks about the notion of vocation in his well-known book, Wishful Thinking. Our English word “vocation” comes from vocare, a Latin word meaning “to call,” and Buechner further defines the word as signifying “the work” we are “called to do” (118). I’m always amazed at my university that teachers haven’t heard about this idea. To them, vocation smacks of career-mindedness and doesn’t …
Review Of Pars In Practice: More Resources And Strategies For Online Writing Instructors, Jessie Borgman And Casey Mcardle, Editors, Madeline Crozier
Review Of Pars In Practice: More Resources And Strategies For Online Writing Instructors, Jessie Borgman And Casey Mcardle, Editors, Madeline Crozier
The Journal of the Assembly for Expanded Perspectives on Learning
The charge that “we are all online writing instructors” should resonate with any composition instructor who has taught during the Covid-19 pandemic (Borgman and McArdle 3). This exigent universal truth gives rise to the compilation of this volume. The well-timed collection builds on Borgman and McArdle’s co-authored book Personal, Accessible, Responsive, Strategic: Resources and Strategies for Online Writing Instructors, which earned the 2020 Computers and Composition Distinguished Book Award and introduced the PARS approach to online writing instruction—Personal, Accessible, Responsive, Strategic.
Front Matter - Jaepl Volume 26, Wendy Ryden
Front Matter - Jaepl Volume 26, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Front Matter - JAEPL Volume 26
Volume 26 Of The Journal Of The Assembly For Expanded Perspectives On Learning, Wendy Ryden
Volume 26 Of The Journal Of The Assembly For Expanded Perspectives On Learning, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
The Assembly for Expanded Perspectives on Learning (AEPL), an official assembly of the National Council of Teachers of English, is open to all those interested in extending the frontiers of teaching and learning beyond the traditional disciplines and methodologies. JAEPL is especially interested in helping those teachers who experiment with new strategies for learning to share their practices and confirm their validity through publication in professional journals.
Introduction To Jaepl Volume 26, Wendy Ryden
Introduction To Jaepl Volume 26, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Introduction to JAEPL Volume 26
Acting With Inscriptions: Expanding Perspectives Of Writing, Learning, And Becoming, Kevin R. Roozen
Acting With Inscriptions: Expanding Perspectives Of Writing, Learning, And Becoming, Kevin R. Roozen
The Journal of the Assembly for Expanded Perspectives on Learning
This article argues for increased attention to people’s engagements with inscriptions and inscriptional practices and the long-term implications they have for the ongoing production of persons, practices, and social worlds across heterogeneous times, places, and activities. Based on a multi-year case study, this analysis examines one microbiology major’s production and use of inscriptions at the intersections of his participation in both disciplinary science and religious worship and traces the long-term consequences those uses have for his becoming as a scientist of faith. If, as Paul Prior asserts, “ literate activity is not located in acts of reading and writing but …
Contemplative Correspondence And The Muscle Of Metaphor: An Interview With Rev. Karen Hering, Christopher Basgier
Contemplative Correspondence And The Muscle Of Metaphor: An Interview With Rev. Karen Hering, Christopher Basgier
The Journal of the Assembly for Expanded Perspectives on Learning
Karen Hering, a Unitarian Universalist minister serving Unity Church-Unitarian in St. Paul, Minnesota, is author of Writing to Wake the Soul: Opening the Sacred Conversation Within. In her book, Rev. Hering leads readers through the practice of contemplative correspondence, which she describes as “a spiritual practice of writing rooted in theology and story; drawn to the surface by questions, prompts, and ellipses; and most fully experienced when its words are accepted as invitations into conversations and relationships with others” (xx). A committed Unitarian Universalist myself, I first learned about Rev. Hering and her book from my own minister, Rev. Chris …
Responding Together And The Roots Of Resilience, Christy Wenger
Responding Together And The Roots Of Resilience, Christy Wenger
The Journal of the Assembly for Expanded Perspectives on Learning
Responding Together and the Roots of Resilience
Reflections From A Working Class, First- Generation Almost-Graduate, Sarah Heidebrink-Bruno
Reflections From A Working Class, First- Generation Almost-Graduate, Sarah Heidebrink-Bruno
The Journal of the Assembly for Expanded Perspectives on Learning
Reflections from a Working Class, First- Generation Almost-Graduate
Collaborative Writing For Publication In Undergraduate Literature Seminars, Ellen Scheible
Collaborative Writing For Publication In Undergraduate Literature Seminars, Ellen Scheible
The Journal of the Assembly for Expanded Perspectives on Learning
Collaborative Writing for Publication in Undergraduate Literature Seminars
Inserting Oneself In The Story: Queer Literacy, Comics, And An Admonition To Move, Irene Papoulis, Nicholas P. Marino
Inserting Oneself In The Story: Queer Literacy, Comics, And An Admonition To Move, Irene Papoulis, Nicholas P. Marino
The Journal of the Assembly for Expanded Perspectives on Learning
Inserting Oneself in the Story: Queer Literacy, Comics, and an Admonition to Move
Contributors, Wendy Ryden
Contributors, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Contributors
Back Matter, Wendy Ryden
Back Matter, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Back Matter
Winning Hearts, Not Arguments: An Interview With Father Greg Boyle, Christopher S. Harris, Jorge Ribeiro
Winning Hearts, Not Arguments: An Interview With Father Greg Boyle, Christopher S. Harris, Jorge Ribeiro
The Journal of the Assembly for Expanded Perspectives on Learning
Winning Hearts, Not Arguments: An Interview with Father Greg Boyle
Memes As Means: Using Popular Culture To Enhance The Study Of Literature, Pamela Hartman, Jessica Berg, Hannah R. Fulton, Brandon Schuler
Memes As Means: Using Popular Culture To Enhance The Study Of Literature, Pamela Hartman, Jessica Berg, Hannah R. Fulton, Brandon Schuler
The Journal of the Assembly for Expanded Perspectives on Learning
Artistic response is the process by which readers create concrete representations of their transactions with a text through artistic means, including visual arts (e.g. drawing, sculpture, and painting), drama, and music. Research has shown that artistic response helps students form meaningful relationships with texts, as it is a tool that encourages students to enter, explore, make connections, and enjoy stories and characters. In this article we describe an artistic response strategy that we developed and implemented. Recognizing that today’s students often know and interact with the world through social media and memes, we draw on this cultural tool to leverage …