front cover of The Backcountry and the City
The Backcountry and the City
Colonization and Conflict in Early America
Ed White
University of Minnesota Press, 2005
What would an account of early America look like if it were based on examining rural insurrections or Native American politics instead of urban republican literature? Offering a new interpretation of eighteenth-century America, The Backcountry and the City focuses on the agrarian majority as distinct from the elite urban minority. 

Ed White explores the backcountry-city divide as well as the dynamics of indigenous peoples, bringing together two distinct bodies of scholarship: one stressing the political culture of the Revolutionary era, the other taking an ethnohistorical view of white–Native American contact. White concentrates his study in Pennsylvania, a state in which the majority of the population was rural, and in Philadelphia, a city that was a center of publishing and politics and the national capital for a decade. Against this backdrop, White reads classic political texts such as Crèvecoeur’s Letters from an American Farmer, Franklin’s Autobiography, and Paine’s “Agrarian Justice,” alongside missionary and captivity narratives, farmers’ petitions, and Native American treaties. Using historical and ethnographic sources to enrich familiar texts, White demonstrates the importance of rural areas in the study of U.S. nation formation and finds unexpected continuities between the early colonial period and the federal ascendancy of the 1790s. 

Ed White is associate professor of English at the University of Florida.
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Composition in the Twenty-First Century
Crisis and Change
Edited by Lynn Z. Bloom, Donald A. Daiker, and Edward M. White
Southern Illinois University Press, 1997
The essays in this book, stemming from a national conference of the same name, focus on the single subject required of nearly all college students—composition.

Despite its pervasiveness and its significance, composition has an unstable status within the curriculum. Writing programs and writing faculty are besieged by academic, political, and financial concerns that have not been well understood or addressed.

At many institutions, composition functions paradoxically as both the gateway to academic success and as the gatekeeper, reducing access to academic work and opportunity for those with limited facility in English. Although writing programs are expected to provide services that range from instruction in correct grammar to assisting—or resisting—political correctness, expanding programs and shrinking faculty get caught in the crossfire. The bottom line becomes the firing line as forces outside the classroom determine funding and seek to define what composition should do.

In search of that definition, the contributors ask and answer a series of specific and salient questions: What implications—intellectual, political, and institutional—will forces outside the classroom have on the quality and delivery of composition in the twenty-first century? How will faculty and administrators identify and address these issues? What policies and practices ought we propose for the century to come?

This book features sixteen position papers by distinguished scholars and researchers in composition and rhetoric; most of the papers are followed by invited responses by other notable compositionists. In all, twenty-five contributors approach composition from a wide variety of contemporary perspectives: rhetorical, historical, social, cultural, political, intellectual, economic, structural, administrative, and developmental. They propose solutions applicable to pedagogy, research, graduate training of composition teachers, academic administration, and public and social policy. In a very real sense, then, this is the only book to offer a map to the future of composition.

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Composition Studies in the New Millennium
Rereading the Past, Rewriting the Future
Edited by Lynn Z. Bloom, Donald A. Daiker, and Edward M. White
Southern Illinois University Press, 2003

A collection of twenty-four essays assessing and challenging the current state of writing instruction, Composition Studies in the New Millennium: Rereading the Past, Rewriting the Future emerges from presentations given at the national Writing Program Administrators conference held at Miami University in Oxford, Ohio, in 2001. Like its acclaimed and widely-used predecessor, Composition in the Twenty-First Century: Crisis and Change, this timely collection by leading scholars in composition studies responds to concerns about the evolution and future of this field of study.

Charting new directions, the contributors grapple with seven distinct questions: What do we mean by composition studies—past, present, and future? What do and should we teach when we teach composition? Where will composition be taught, and who will teach it? What theories and philosophies will undergird our research paradigms, and what will those paradigms be? How will new technologies change composition studies? What languages will our students write, and what will they write about? What political and social issues have shaped composition studies in the past and will shape this field in the future?

In addressing these queries, the essayists approach composition studies from perspectives ranging from rhetorical to cultural, political to economic, administrative to technological; and they do so with a style and organization appropriate for composition instructors, scholars, and administrators at all levels, from teaching assistants to college presidents. The result is an invaluable vision of the future of composition studies in the new millennium.

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Jean Genet
Stephen Barber
Reaktion Books, 2004
An engaging and challenging introduction to Jean Genet, this concise biography of the French writer and his work cuts directly to the intersection of thought and life that was essential to Genet's creativity. Arguing that Genet's life was an extraordinary spectacle in which the themes of his most revolutionary works were played out, Stephen Barber gives both the work and its singular inspiration in Genet's life their full due.

Abandoned, arrested, and repeatedly incarcerated, Genet, who died in 1986, led a life that could best be described as a tour of the underworld of the twentieth century.

Similarly, Genet's work is recognized by its nearly obsessive and often savage treatment of certain recurring themes. Sex, desire, death, oppression, domination-these ideas, central to Genet's artistic project, can be seen as preoccupations that arose directly from the artist's travels, imprisonments, sexual and emotional relationships, and political engagements and protests. This trenchant volume focuses directly on the moments in Genet's life in which those preoccupations are vividly projected in his novels, theater works, and film projects.

Genet's works have been hugely influential for a vast array of writers, filmmakers, choreographers, and directors, especially at moments of social crisis; thus Genet's life is not only at the root of his own work but also that of many important artists of the twentieth century. With its frank and illuminating introduction by Edmund White, Jean Genet gives readers access to this brilliant and brutal mind.
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front cover of Loss within Loss
Loss within Loss
Artists in the Age of AIDS
Edited by Edmund White; In Cooperation with the Estate Project for Artists with AIDS, a project of the Alliance for the Arts
University of Wisconsin Press, 2002
When an artist dies we face two great losses: the person and the work he did not live to do. Loss within Loss  is a moving collaboration by some of America's most eloquent writers, who supply wry, raging, sorrowful, and buoyant accounts of artist friends and lovers struck down by AIDS. These essayists include Maya Angelou, Alan Gurganus, Brad Gooch, John Berendt, Craig Lucas, Robert Rosenblum, and eighteen others. Many of the subjects of the essays were already prominent—James Merrill, Paul Monette, David Wojnarowicz—but many others died young, before they were able to fulfil the promise of their lives and art. Loss within Loss spans all of the arts and includes portraits of choreographers, painters, poets, actors, playwrights, sculptors, editors, composers, and architects.

This landmark book is published in association with the Estate Project for Artists with AIDS, a national organization that preserves art works created by artists living with HIV or lost to AIDS. Loss within Loss stands as a powerful reminder of the devastating impact of the AIDS epidemic on the arts community and as the first real survey of that devastation. Though these accounts are often intensely sad, Loss within Loss is an invigorating, sometimes even exuberant, testimony to the sheer joy of being an artist . . . and being alive.

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front cover of Scarlet and Black, Volume Three
Scarlet and Black, Volume Three
Making Black Lives Matter at Rutgers, 1945-2020
Miya Carey
Rutgers University Press, 2021
The 250th anniversary of the founding of Rutgers University is a perfect moment for the Rutgers community to reconcile its past, and acknowledge its role in the enslavement and debasement of African Americans and the disfranchisement and elimination of Native American people and culture. Scarlet and Black, Volume Three, concludes this groundbreaking documentation of the history of Rutgers’s connection to slavery, which was neither casual nor accidental—nor unusual. Like most early American colleges, Rutgers depended on slaves to build its campuses and serve its students and faculty; it depended on the sale of black people to fund its very existence. This final of three volumes concludes the work of the Committee on Enslaved and Disenfranchised Population in Rutgers History. This latest volume includes essays about Black and Puerto Rican students' experiences; the development of the Black Unity League; the Conklin Hall takeover; the divestment movement against South African apartheid; anti-racism struggles during the 1990s; and the Don Imus controversy and the 2007 Scarlet Knights women's basketball team. To learn more about the work of the Committee on Enslaved and Disenfranchised Population in Rutgers History, visit the project's website at http://scarletandblack.rutgers.edu.
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front cover of States of Desire Revisited
States of Desire Revisited
Travels in Gay America
Edmund White
University of Wisconsin Press, 2014
States of Desire Revisited looks back from the twenty-first century at a pivotal moment in the late 1970s: Gay Liberation was a new and flourishing movement of creative culture, political activism, and sexual freedom, just before the 1980s devastation of AIDS. Edmund White traveled America, recording impressions of gay individuals and communities that remain perceptive and captivating today. He noted politicos in D.C. working the system, in-fighting radicals in New York and San Francisco, butch guys in Houston and self-loathing but courteous gentlemen in Memphis, the "Fifties in Deep Freeze" in Kansas City, progressive thinkers with conservative style in Minneapolis and Portland, wealth and beauty in Los Angeles, and, in Santa Fe, a desert retreat for older gays and lesbians since the 1920s.
            White frames those past travels with a brief, bracing review of gay America since the 1970s ("now we were all supposed to settle down with a partner in the suburbs and adopt a Korean daughter"), and a reflection on how Internet culture has diminished unique gay places and scenes but brought isolated individuals into a global GLBTQ community.
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front cover of Teaching with Digital Humanities
Teaching with Digital Humanities
Tools and Methods for Nineteenth-Century American Literature
Jennifer Travis, Jessica DeSpain
University of Illinois Press, 2018
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front cover of Very Like a Whale
Very Like a Whale
The Assessment of Writing Programs
Edward M. White
Utah State University Press, 2015

Winner of the 2015 CPTSC Award for Excellence in Program Assessment


Written for those who design, redesign, and assess writing programs, Very Like a Whale is an intensive discussion of writing program assessment issues. Taking its title from Hamlet, the book explores the multifaceted forces that shape writing programs and the central role these programs can and should play in defining college education.

Given the new era of assessment in higher education, writing programs must provide valid evidence that they are serving students, instructors, administrators, alumni, accreditors, and policymakers. This book introduces new conceptualizations associated with assessment, making them clear and available to those in the profession of rhetoric and composition/writing studies. It also offers strategies that aid in gathering information about the relative success of a writing program in achieving its identified goals.

Philosophically and historically aligned with quantitative approaches, White, Elliot, and Peckham use case study and best-practice scholarship to demonstrate the applicability of their innovative approach, termed Design for Assessment (DFA). Well grounded in assessment theory, Very Like a Whale will be of practical use to new and seasoned writing program administrators alike, as well as to any educator involved with the accreditation process.


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