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Canadian Cultural Studies
A Reader
Sourayan Mookerjea, Imre Szeman, and Gail Faurschou, eds.
Duke University Press, 2009
Canada is situated geographically, historically, and culturally between old empires (Great Britain and France) and a more recent one (the United States), as well as on the terrain of First Nations communities. Poised between historical and metaphorical empires and operating within the conditions of incomplete modernity and economic and cultural dependency, Canada has generated a body of cultural criticism and theory, which offers unique insights into the dynamics of both center and periphery. The reader brings together for the first time in one volume recent writing in Canadian cultural studies and work by significant Canadian cultural analysts of the postwar era.

Including essays by anglophone, francophone, and First Nations writers, the reader is divided into three parts, the first of which features essays by scholars who helped set the agenda for cultural and social analysis in Canada and remain important to contemporary intellectual formations: Harold Innis, Marshall McLuhan, and Anthony Wilden in communications theory; Northrop Frye in literary studies; George Grant and Harold Innis in a left-nationalist tradition of critical political economy; Fernand Dumont and Paul-Émile Borduas in Quebecois national and political culture; and Harold Cardinal in native studies.

The volume’s second section showcases work in which contemporary authors address Canada’s problematic and incomplete nationalism; race, difference, and multiculturalism; and modernity and contemporary culture. The final section includes excerpts from federal policy documents that are especially important to Canadians’ conceptions of their social, political, and cultural circumstances. The reader opens with a foreword by Fredric Jameson and concludes with an afterword in which the Quebecois scholar Yves Laberge explores the differences between English-Canadian cultural studies and the prevailing forms of cultural analysis in francophone Canada.

Contributors. Ian Angus, Himani Bannerji, Jody Berland, Paul-Émile Borduas, Harold Cardinal, Maurice Charland, Stephen Crocker, Ioan Davies, Fernand Dumont, Kristina Fagan, Gail Faurschou, Len Findlay, Northrop Frye, George Grant, Rick Gruneau, Harold Innis, Fredric Jameson, Yves Laberge, Jocelyn Létourneau, Eva Mackey, Lee Maracle, Marshall McLuhan, Katharyne Mitchell, Sourayan Mookerjea, Kevin Pask, Rob Shields, Will Straw, Imre Szeman, Serra Tinic, David Whitson, Tony Wilden

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The Case for Critical Literacy
A History of Reading in Writing Studies
Alice S. Horning
Utah State University Press, 2024
The Case for Critical Literacy explores the history of reading within writing studies and lays the foundation for understanding the impact of this critical, yet often untaught, skill. Every measure of students’ reading comprehension, whether digital or analog, demonstrates that between 50 and 80 percent of students are unable to capture the substance of a full discussion or evaluate material for authority, accuracy, currency, relevancy, appropriateness, and bias.
 
This book examines how college-level instruction reached this point and provides pedagogical strategies that writing instructors and teachers can use to address the problem. Alice Horning makes the case for the importance of critical reading in the teaching of writing with intentionality and imagination, while sharing glimpses of her own personal history with reading and writing. Horning provides the context for understanding what college faculty face in their classrooms and offers a history of critical literacy that explains why, to date, it has mostly neglected or ignored the diverse statuses of students’ reading challenges.
 
The Case for Critical Literacy explores actionable options to better meet students’ literacy needs. College and university faculty, especially writing instructors, will benefit from an understanding of what has happened in the field and what needs to change.
 
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A Casebook for Second Language Teacher Education
Reflecting on the Language Classroom
Amy B. Gooden and Maria N. Zlateva
University of Michigan Press, 2018
This volume offers a series of actual dilemmas within language classrooms that are designed to promote reflection and discussion.  It applies the case-based pedagogy often used in business and other fields to that of second language teacher education to encourage pre- and in-service teachers to grapple with the types of dilemmas and decisions teachers confront every day. Case-based pedagogy resists simple resolutions and easy answers; the activities that precede and follow each case are designed to stimulate analysis and discussion and allow users to draw on theoretical foundations while making critical practical connections.
 
The cases represent a range of classroom contexts: K–12 ESL/sheltered English immersion, modern foreign language, and post-secondary EAP; private, charter, and public schools; and urban and suburban settings.  The book is ideally suited to College/School of Education and MA TESOL courses but will also be useful in professional development workshops for all types of language teachers.
 
 
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Center Will Hold
edited by Michael A. Pemberton & Joyce Kinkead
Utah State University Press, 2003

In The Center Will Hold, Pemberton and Kinkead have compiled a major volume of essays on the signal issues of scholarship that have established the writing center field and that the field must successfully address in the coming decade. The new century opens with new institutional, demographic, and financial challenges, and writing centers, in order to hold and extend their contribution to research, teaching, and service, must continuously engage those challenges.

Appropriately, the editors offer the work of Muriel Harris as a key pivot point in the emergence of writing centers as sites of pedagogy and research. The volume develops themes that Harris first brought to the field, and contributors here offer explicit recognition of the role that Harris has played in the development of writing center theory and practice. But they also use her work as a springboard from which to provide reflective, descriptive, and predictive looks at the field.

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Centros y Programas de Escritura en América Latina
Opciones teóricas y pedagógicas para la enseñanza de la escritura disciplinar
Estela Inés Moyano
University Press of Colorado, 2023
Emerging from more than two decades of work in Latin America, this edited collection explores the implementation of reading and writing programs and centers in Central and South America. Reflecting the multiplicity of theories and gazes that underlies research and practice in teaching and learning to read and write in academic contexts, the contributors to this volume consider how these theoretical and methodological alternatives have contributed to the design and implementation of teaching and learning strategies that address the needs of students, faculty, and institutions while also working with (and around) the resources available in each institutional setting. Centros y Programas de Escritura en América Latina offers insights for those concerned with contributing to students’ education to improve their academic reading and writing, and, ultimately, to a more equitable university experience for all.
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A Century of Church History
The Legacy of Philip Schaff
Edited by Henry Warner Bowden. Foreword by Jaroslav Pelikan
Southern Illinois University Press, 1988

In commemoration of the hundredth anniversary of the American Society of Church History, this monumental compilation of historiographical scholarship calls on 10 eminent specialists to review significant achievements that over the past century have shaped current understanding of the multifaceted church.

The book inevitably honors the memory of Philip Schaff, the great 19th century church historian who laid the foundations of the discipline in America and in 1888 founded the ASCH. In examining the major subfields of church history, many of which Schaff pioneered himself in the U.S., the essayists explore such topics as early Christianity, the medieval church, the Reformation, American religious liberty, creeds and liturgies, and ecumenism.

The anthology includes David W. Lotz, "Philip Schaff and the Idea of Church History"; Robert M. Kingdon, "Reformation Studies"; John F. Wilson, "Civil Authority and Religious Freedom in America: Philip Schaff on the United States as a Christian Nation"; and Aidan Kavanagh, "Liturgical and Credal Studies"; Henry W. Bowden, "The First Century: Institutional Development and Ideas about the Profession"; Glenn F. Chesnut, "A Century of Patristic Studies, 1888–1988"; Bernard McGinn, "The Gold of Catholicity": Reflections on a Century of American Study of Medieval Church History"; Jay P. Dolan, "Immigration and American Christianity: A History of Their Histories"; Gerald H. Anderson, "To the Ends of the Earth: American Protestants in Pursuit of Mission"; and John T. Ford, "Ecumenical Studies."

The topics addressed in this book are the major concerns of church history today. The essays provide a critical survey of major developments in the different fields over the past century, discussing the scholars and publications that brought new information to light or changed the general understanding of church history by contributing fresh interpretations. In bringing readers up to date in church history by surveying benchmark contributions in each of the special areas surveyed, the contributors seek to orient historians and stimulate colleagues toward further investigation of a common past.

A common thread running through all of these essays, Bowden notes, "is the recognition that we are heirs to a major change in historical self-understanding. Over the course of a century we have moved from views where history taught lessons of exclusivist rectitude to an appreciation of shared heritage and mutual development." Two appendixes provide extensive historical data about the society itself.

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Changing of Knowledge in Composition
Contemporary Perspectives
Lance Massey and Richard C Gephardt
Utah State University Press, 2011

Lance Massey and Richard Gebhardt offer in this collection many signs that composition again faces a moment of precariousness, even as it did in the 1980s—the years of the great divorce from literary studies. The contours of writing in the university again are rapidly changing, making the objects of scholarship in composition again unstable. Composition is poised to move not from modern to postmodern but from process to postprocess, from a service-oriented "field" to a research-driven "discipline." Some would say we are already there. Momentum is building to replace "composition" and the pedagogical imperative long implied in that term with a "writing studies" model devoted to the study of composition as a fundamental tool of, and force within, all areas of human activity.

Appropriately, contributors here use Stephen M. North's 1987 book The Making of Knowledge in Composition to frame and background their discussion, as they look at both the present state of the field and its potential futures. As in North's volume, The Changing of Knowledge in Composition describes a body of research and pedagogy brimming with conflicting claims, methodologies, and politics, and with little consensus regarding the proper subjects and modes of inquiry.

The deep ambivalence within the field itself is evident in this collection. Contributors here envision composition both as retaining its commitment to broad-based, generalized writing instruction and as heading toward content-based vertical writing programs in departments and programs of writing studies. They both challenge and affirm composition's pedagogical heritage. And they sound both sanguine and pessimistic notes about composition's future.

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Changing the Subject in English Class
Discourse and the Constructions of Desires
Marshall W. Alcorn Jr.
Southern Illinois University Press, 2002

Drawing on the theoretical work of Jacques Lacan, Marshall W. Alcorn Jr. formulates a systematic explanation of the function and value of desire in writing instruction.

Alcorn argues that in changing the subject matter of writing instruction in order to change student opinions, composition instructors have come to adopt an insufficiently complex understanding of subjectivity. This oversimplification hinders attempts to foster cultural change. Alcorn proposes an alternative mode of instruction that makes effective use of students’ knowledge and desire. The resulting freedom in expression—personal as well as political—engenders the recognition, circulation, and elaboration of desire necessary for both human communication and effective politics.

Responding to James Berlin’s reconception of praxis in the classroom, Theresa Ebert’s espousal of disciplined instructions, and Lester Faigley’s introduction of a postmodern theory of subjectivity, Alcorn follows both Lacan and Slavoj Žižek in insisting desire be given free voice and serious recognition. In composition as in politics, desire is the ground of agency. Competing expressions of desire should generate a dialectic in social-epistemic discourse that encourages enlightenment over cynicism and social development over authoritarian demands.

With clarity and personal voice, Alcorn explains how discourse is rooted in primitive psychological functions of desire and responds to complex cultural needs. In its theoretical scope this book describes a new pedagogy that links thought to emotion and the personal to the social.

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The Chican@ Hip Hop Nation
Politics of a New Millennial Mestizaje
Pancho McFarland
Michigan State University Press, 2013
The population of Mexican-origin peoples in the United States is a diverse one, as reflected by age, class, gender, sexuality, and religion. Far from antiquated concepts of mestizaje, recent scholarship has shown that Mexican@/Chican@ culture is a mixture of indigenous, African, and Spanish and other European peoples and cultures. No one reflects this rich blend of cultures better than Chican@ rappers, whose lyrics and iconography can help to deepen our understanding of what it means to be Chican@ or Mexican@ today. While some identify as Mexican mestizos, others identify as indigenous people or base their identities on their class and racial/ethnic makeup. No less significant is the intimate level of contact between Chican@s and black Americans. Via a firm theoretical foundation, Pancho McFarland explores the language and ethos of Chican@/Mexican@ hip hop and sheds new light on three distinct identities reflected in the music: indigenous/Mexica, Mexican nationalist/immigrant, and street hopper. With particular attention to the intersection of black and Chicano cultures, the author places exciting recent developments in music forms within the context of progressive social change, social justice, identity, and a new transnational, polycultural America.
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Chicano Studies
The Genesis of a Discipline
Michael Soldatenko
University of Arizona Press, 2009

Chicano Studies is a comparatively new academic discipline. Unlike well-established fields of study that long ago codified their canons and curricula, the departments of Chicano Studies that exist today on U.S. college and university campuses are less than four decades old. In this edifying and frequently eye-opening book, a career member of the discipline examines its foundations and early years. Based on an extraordinary range of sources and cognizant of infighting and the importance of personalities, Chicano Studies is the first history of the discipline.

What are the assumptions, models, theories, and practices of the academic discipline now known as Chicano Studies? Like most scholars working in the field, Michael Soldatenko didn't know the answers to these questions even though he had been teaching for many years. Intensely curious, he set out to find the answers, and this book is the result of his labors. Here readers will discover how the discipline came into existence in the late 1960s and how it matured during the next fifteen years-from an often confrontational protest of dissatisfied Chicana/o college students into a univocal scholarly voice (or so it appears to outsiders).

Part intellectual history, part social criticism, and part personal meditation, Chicano Studies attempts to make sense of the collision (and occasional wreckage) of politics, culture, scholarship, ideology, and philosophy that created a new academic discipline. Along the way, it identifies a remarkable cast of scholars and administrators who added considerable zest to the drama.


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Christian Hebraists and Dutch Rabbis
Seventeenth Century Apologetics and the Study of Maimonides’ Mishneh Torah
Aaron L. Katchen
Harvard University Press, 1984
Maimonides’ Mishneh Torah was a widely studied work in the seventeenth century, especially for apologetic purposes. Christian Hebraists and Dutch Rabbis deals with the impact of its study on Jewish–Christian relations. Dionysius Vossius (1612–1633), Guglielmus Vorstius (c. 1610–1652), and Georgius Gentius (1618–1687) constitute a major focus of the present study and attention is given to their attitudes to and opinions of Judaism and, especially, their relations with members of the Jewish community. Their study of Maimonides’ code was not without issue, and the present work ultimately turns on the instruction that Rabbis Menasseh ben Israel, Isaac Aboab, and Moses Raphael d’Aguilar provided these Christians, and on the repercussions of the Hebraists’ study of the Mishneh Torah on the life of the Jewish communities of Amsterdam, Hamburg, and London.
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Ciardi Himself
Fifteen Essays in the Reading, Writing, and Teaching of Poetry
John Ciardi
University of Arkansas Press, 1989
An excellent introduction to the man and his thoughts on the painstaking craftsmanship involved in the art of writing poetry, Ciardi Himself includes some hard lessons, but in the hands of this master teacher, the going is easy.
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Circulating Literacy
Writing Instruction in American Periodicals, 1880-1910
Alicia Brazeau
Southern Illinois University Press, 2016
Near the dawn of the twentieth century, more than a million Americans had subscriptions to popular magazines, and many who did not subscribe read the periodicals. Far more men and women were learning advanced literacy through reading these magazines than by attending college. Yet this form of popular literacy has been relatively ignored by scholars, who have focused mainly on academic institutions and formal educational experiences. In Circulating Literacy: Writing Instruction in American Periodicals, 1880–1910, author Alicia Brazeau concentrates on the format, circulation, and function of popular and influential periodicals published between 1880 and 1910, including the farming magazines Michigan Farmer, Ohio Farmer, and Maine Farmer, which catered to rural residents, and two women’s magazines, Harper’s Bazar and the Ladies’ Home Journal, that catered to very different populations of women.

Brazeau establishes how these magazines shared a common strategy in the construction of literacy identities by connecting a specific identity with a particular set of reading and writing practices. She explores how farm journals were preoccupied with the value of literacy as a tool for shaping community; considers how the Journal and the Bazar deployed distinctly different illustrations of literacy values for women; shows how the Journal and editor Edward Bok cast women as consumers and sellers of literacy; and looks at the ways in which Bazar editors urged readers to adopt habits of reading and writing that emphasized communal relationships among women. In Circulating Literacy, Brazeau speaks to, and connects, the important topics of rural studies, gender, professionalization, and literacy sponsorship and identity, arguing for the value of the study of periodicals as literacy education tools.
 
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Civic Labors
Scholar Activism and Working-Class Studies
Edited by Dennis Deslippe, Eric Fure-Slocum, and John W. McKerley
University of Illinois Press, 2016
Labor studies scholars and working-class historians have long worked at the crossroads of academia and activism. The essays in this collection examine the challenges and opportunities for engaged scholarship in the United States and abroad. A diverse roster of contributors discuss how participation in current labor and social struggles guides their campus and community organizing, public history initiatives, teaching, mentoring, and other activities. They also explore the role of research and scholarship in social change, while acknowledging that intellectual labor complements but never replaces collective action and movement building. Contributors: Kristen Anderson, Daniel E. Atkinson, James R. Barrett, Susan Roth Breitzer, Susan Chandler, Sam Davies, Dennis Deslippe, Eric Fure-Slocum, Colin Gordon, Michael Innis-Jiménez, Stephanie Luce, Joseph A. McCartin, John W. McKerley, Matthew M. Mettler, Stephen Meyer, David Montgomery, Kim E. Nielsen, Peter Rachleff, Ralph Scharnau, Jennifer Sherer, Shelton Stromquist, Emily E. LB. Twarog, and John Williams-Searle.
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Civics in a Digital Republic
A Transformative Curriculum
Robert A. Waterson
West Virginia University Press, 2012

This innovative curriculum book provides key materials, resources, and tools to help secondary educators prepare their students to be engaged citizens of their community, state, nation and world. Five complete units of instruction, based on West Virginia Content Standards and Objectives, provide meaningful lessons while being mindful of the transition from tangible text to more digital curricula:

•Rights of the Individual 
•Freedoms of the Individual
•Responsibilities of the Individual
•Beliefs Concerning Societal Conditions 
•Financial Literacy
 Additional features of the curriculum include:
•24 lessons that provide specific teaching and learning strategies
•4 culminating activities for enrichment opportunities  
•A matrix illustrating the West Virginia Content Standards and Objectives covered
•A matrix illustrating compliance with the National Council for the Social Studies Standards  
•A curriculum toolbox that provides over 70 engaging web sites to visit and explore.
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Class in the Composition Classroom
Pedagogy and the Working Class
Genesea M. Carter
Utah State University Press, 2017

Class in the Composition Classroom considers what college writing instructors should know about their working-class students—their backgrounds, experiences, identities, learning styles, and skills—in order to support them in the classroom, across campus, and beyond. In this volume, contributors explore the nuanced and complex meaning of “working class” and the particular values these college writers bring to the classroom.

The real college experiences of veterans, rural Midwesterners, and trade unionists show that what it means to be working class is not obvious or easily definable. Resisting outdated characterizations of these students as underprepared and dispensing with a one-size-fits-all pedagogical approach, contributors address how region and education impact students, explore working-class pedagogy and the ways in which it can reify social class in teaching settings, and give voice to students’ lived experiences.

As community colleges and universities seek more effective ways to serve working-class students, and as educators, parents, and politicians continue to emphasize the value of higher education for students of all financial and social backgrounds, conversations must take place among writing instructors and administrators about how best to serve and support working-class college writers. Class in the Composition Classroom will help writing instructors inside and outside the classroom prepare all their students for personal, academic, and professional communication.

Contributors: Aaron Barlow, ​Cori Brewster, ​Patrick Corbett, ​Harry Denny, Cassandra Dulin, ​Miriam Eisenstein Ebsworth, ​Mike Edwards, ​Rebecca Fraser, ​Brett Griffiths, ​Anna Knutson, ​Liberty Kohn, ​Nancy Mack, ​Holly Middleton, ​Robert Mundy, ​Missy Nieveen Phegley, ​Jacqueline Preston, ​James E. Romesburg, ​Edie-Marie Roper, Aubrey Schiavone, Christie Toth, ​Gail G. Verdi

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Cleanth Brooks and Allen Tate
Collected Letters, 1933-1976
Edited by Alphonse Vinh & Intro by Louis D. Rubin, Jr.
University of Missouri Press, 1998

Offering all of the extant letters exchanged by two of the twentieth century's most distinguished literary figures, Cleanth Brooks and Allen Tate: Collected Letters, 1933-1976 vividly depicts the remarkable relationship, both professional and personal, between Brooks and Tate over the course of their lifelong friendship.

An accomplished poet, critic, biographer, and teacher, Allen Tate had a powerful influence on the literary world of his era. Editor of the Fugitive and the Sewanee Review, Tate greatly affected the lives and careers of his fellow literati, including Cleanth Brooks. Esteemed coeditor of An Approach to Literature and Understanding Poetry, Brooks was one of the principal creators of the New Criticism. His Modern Poetry and the Tradition and The Well Wrought Urn, as well as his two-volume study of Faulkner, remain among the classics read by any serious student of literature. The correspondence between these two gentlemen-scholars, which began in the 1930s, extended over five decades and covered a vast amount of twentieth-century literary history.

In the more than 250 letters collected here, the reader will encounter their shared concerns for and responses to the work of their numerous friends and many prominent writers, including T. S. Eliot, William Faulkner, and Robert Lowell. Their letters offer details about their own developing careers and also provide striking insight into the group dynamics of the Agrarians, the noteworthy community of southern writers who played so influential a role in the literature of modernism.

Brooks once said that Tate treated him like a younger brother, and despite great differences between their personalities and characters, these two figures each felt deep brotherly affection for the other. Whether they contain warm invitations for the one to visit the other, genteel or honest commentaries on their families and friends, or descriptions of the vast array of social, professional, and even political activities each experienced, the letters of Brooks and Tate clearly reveal the personalities of both men and the powerful ties of their strong camaraderie.

Invaluable to both students and teachers of literature, Cleanth Brooks and Allen Tate provides a substantial contribution to the study of twentieth-century American, and particularly southern, literary history.

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Code Name Puritan
Norman Holmes Pearson at the Nexus of Poetry, Espionage, and American Power
Greg Barnhisel
University of Chicago Press, 2024
An insightful biography of an unassuming literary scholar—and spy—who transformed postwar American culture.
 
Although his impact on twentieth-century American cultural life was profound, few people know the story of Norman Holmes Pearson. His life embodies the Cold War alliances among US artists, scholars, and the national-security state that coalesced after World War II. As a Yale professor and editor, he helped legitimize the study of American culture and shaped the public’s understanding of literary modernism—significantly, the work of women poets such as Hilda Doolittle and Gertrude Stein. At the same time, as a spy, recruiter, and cultural diplomat, he connected the academy, the State Department, and even the CIA.

In Code Name Puritan, Greg Barnhisel maps Pearson’s life, from his youthful injury that led to a visible, permanent disability; to his wartime counterespionage work neutralizing the Nazis’ spy network; to his powerful role in the cultural and political heyday sometimes called the American Century. Written with clarity and informed by meticulous research, Barnhisel’s revelatory portrait of Pearson details how his unique experiences shaped his beliefs about American character, from the Puritans onward.
 
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Collaborating at the Trowel's Edge
Teaching and Learning in Indigenous Archaeology
Edited by Stephen W. Silliman
University of Arizona Press, 2008
A fundamental issue for twenty-first century archaeologists is the need to better direct their efforts toward supporting rather than harming indigenous peoples. Collaborative indigenous archaeology has already begun to stress the importance of cooperative, community-based research; this book now offers an up-to-date assessment of how Native American and non-native archaeologists have jointly undertaken research that is not only politically aware and historically minded but fundamentally better as well.

Eighteen contributors—many with tribal ties—cover the current state of collaborative indigenous archaeology in North America to show where the discipline is headed. Continent-wide cases, from the Northeast to the Southwest, demonstrate the situated nature of local practice alongside the global significance of further decolonizing archaeology. And by probing issues of indigenous participation with an eye toward method, theory, and pedagogy, many show how the archaeological field school can be retailored to address politics, ethics, and critical practice alongside traditional teaching and research methods.

These chapters reflect the strong link between politics and research, showing what can be achieved when indigenous values, perspectives, and knowledge are placed at the center of the research process. They not only draw on experiences at specific field schools but also examine advances in indigenous cultural resource management and in training Native American and non-native students.

Theoretically informed and practically grounded, Collaborating at the Trowel’s Edge is a virtual guide for rethinking field schools and is an essential volume for anyone involved in North American archaeology—professionals, students, tribal scholars, or avocationalists—as well as those working with indigenous peoples in other parts of the world. It both reflects the rapidly changing landscape of archaeology and charts new directions to ensure the ongoing vitality of the discipline.
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Collaborative Imagination
Earning Activism through Literacy Education
Paul Feigenbaum
Southern Illinois University Press, 2015

Processes of fighting unequal citizenship have historically prioritized literacy education, through which people envision universal first-class citizenship and devise practical methods for enacting this vision. In this important volume, literacy scholar Paul Feigenbaum explores how literacy education can facilitate activism in contemporary contexts in which underserved populations often remain consigned to second-class status despite official guarantees of equal citizenship. By conceiving of education as, in part, a process of understanding and grappling with adaptive and activist rhetorics, Feigenbaum explains, educators can direct people’s imaginations toward activism without running up against the conceptual problems so many scholars associate with critical pedagogy. Over time, this model of education expands people’s imaginations about what it means to be a good citizen, facilitates increased civic participation, and encourages collective destabilization of, rather than adaptation to, the structural inequalities of mainstream civic institutions. Feigenbaum offers detailed analyses of various locations and time periods inside, outside, and across the walls of formal education, including the Citizenship Schools and Freedom Schools rooted in the Civil Rights Movement of the 1950s and 1960s; the Algebra Project, a current practical-literacy network; and the Imagination Federation, a South Florida–based Earth-Literacy network. Considering both the history and the future of community literacy, Collaborative Imagination offers educators a powerful mechanism for promoting activism through their teaching and scholarship, while providing practical ideas for greater civic engagement among students.

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Collaborative Strategies for Teaching Reading Comprehension
Judi Moreillon
American Library Association, 2007

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College Writing and Beyond
A New Framework for University Writing Instruction
Anne Beaufort
Utah State University Press, 2007

Composition research consistently demonstrates that the social context of writing determines the majority of conventions any writer must observe. Still, most universities organize the required first-year composition course as if there were an intuitive set of general writing "skills" usable across academic and work-world settings.

In College Writing and Beyond: A New Framework for University Writing Instruction, Anne Beaufort reports on a longitudinal study comparing one student’s experience in FYC, in history, in engineering, and in his post-college writing. Her data illuminate the struggle of college students to transfer what they learn about "general writing" from one context to another. Her findings suggest ultimately not that we must abolish FYC, but that we must go beyond even genre theory in reconceiving it.

Accordingly, Beaufort would argue that the FYC course should abandon its hope to teach a sort of general academic discourse, and instead should systematically teach strategies of responding to contextual elements that impinge on the writing situation. Her data urge attention to issues of learning transfer, and to developmentally sound linkages in writing instruction within and across disciplines. Beaufort advocates special attention to discourse community theory, for its power to help students perceive and understand the context of writing.

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Come and Hear
What I Saw in My Seven-and-a-Half-Year Journey through the Talmud
Adam Kirsch
Brandeis University Press, 2021
A literary critic’s journey through the Talmud.
 
Spurred by a curiosity about Daf Yomi—a study program launched in the 1920s in which Jews around the world read one page of the Talmud every day for 2,711 days, or about seven and a half years—Adam Kirsch approached Tablet magazine to write a weekly column about his own Daf Yomi experience. An avowedly secular Jew, Kirsch did not have a religious source for his interest in the Talmud; rather, as a student of Jewish literature and history, he came to realize that he couldn’t fully explore these subjects without some knowledge of the Talmud. This book is perfect for readers who are in a similar position. Most people have little sense of what the Talmud actually is—how the text moves, its preoccupations and insights, and its moments of strangeness and profundity. As a critic and journalist Kirsch has experience in exploring difficult texts, discussing what he finds there, and why it matters. His exploration into the Talmud is best described as a kind of travel writing—a report on what he saw during his seven-and-a-half-year journey through the Talmud. For readers who want to travel that same path, there is no better guide.
 
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The Comity and Grace of Method
Essays in Honor of Edmund F. Perry
Thomas Ryba
Northwestern University Press, 2004
A work that at once celebrates and extends the formidable contributions of the late Edmund Perry to the study of religions, this comprehensive collection brings together three generations of distinguished scholars to consider the history, theory, and applications of the comparative method in religious study. Both the title and the content of this volume reflect Perry's conviction that the comparative religionist is morally bound to contribute to a comity of religions-the voluntary and courteous recognition of the dignity and truth present in all religions. Following the general framework advocated by Perry for this pursuit, the volume reveals the strengths of such a framework-and of Perry's lifelong interest in theory and method--for religious understanding,

The essays in the first section—"Theory and Method in the History and Study of Religion"—clarify the role of scientific, phenomenological, and comparative approaches within the history of the study of religion; collectively, they represent a multifaceted statement about recurring and subtle problems in the field. In the second section—"Theories and Methods in Application"—the authors move from overarching theoretical concerns to the application of these methods in specific religious traditions, Western and Eastern. The third section demonstrates the effectiveness of these theories and methods as guidelines for promoting global inter-religious comity.

More than a fitting tribute to a revered and highly influential scholar, this book gives even those who knew nothing of Perry and his work much to learn from and ponder about the study of religion.
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Communication Incompetencies
A Theory of Training Oral Performance Behavior
Gerald M. Phillips
Southern Illinois University Press, 1991

Gerald M. Phillips draws on his twenty-five-year, five-thousand-client experience with the Pennsylvania State University Reticence Program to present a new theory of modification of “inept” communication behavior.

That experience has convinced Phillips that communication is arbitrary and rulebound rather than a process of inspiration. He demonstrates that communication problems can be described as errors that can be detected and classified in order to fit a remediation pattern. Regardless of the source of error, the remedy is to train the individual to avoid or eliminate errors—thus, orderly procedure will result in competent performance.

Inept communicators must be made aware of the obligations and constraints imposed by deep structures that require us to achieve a degree of formal order in our language, without which our discourse becomes incomprehensible.

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Communication, Pedagogy, and the Gospel of Mark
Elizabeth E. Shively
SBL Press, 2016
Reflections on the relationship between research and teaching

Using Mark as a test case, scholars address questions like: How should my research and my approach to the text play out in the classroom? What differences should my academic context and my students' expectations make? How should new approaches and innovations inform interpretation and teaching? This resource enables biblical studies instructors to explore various interpretative approaches and to begin to engage pedagogical issues in our changing world.

Features:

  • Ideas that may be adapted for teaching any biblical text
  • Diverse perspectives from nine experts in their fields
  • Essays include tips, ideas, and lesson plans for the classroom
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A Communion of Friendship
Literacy, Spiritual Practice, and Women in Recovery
Beth Daniell
Southern Illinois University Press, 2003

Drawing on interviews and an array of scholarly work, Beth Daniell maps out the relations of literacy and spirituality in A Communion of Friendship: Literacy, Spiritual Practice, and Women in Recovery. Daniell tells the story of a group of women in “Mountain City” who use reading and writing in their search for spiritual growth. Diverse in socioeconomic status, the Mountain City women are, or have been, married to alcoholics. In Al-Anon, they use literacy to practice the Twelve Steps of Alcoholics Anonymous in order to find spiritual solutions to their problems.

In addition, Daniell demonstrates that in the lives of these women, reading, writing, and speaking are intertwined, embedded in one another in rich and complex ways. For the women, private literate practice is of the utmost importance because it aids the development and empowerment of the self. These women engage in literate practices in order to grow spiritually and emotionally, to live more self-aware lives, to attain personal power, to find or make meaning for themselves, and to create community. By looking at the changes in the women’s reading, Daniell shows that Al-Anon doctrine, particularly its oral instruction, serves as an interpretive tool. This discussion points out the subtle but profound transformations in these women’s lives in order to call for an inclusive notion of politics.

Foregrounding the women’s voices, A Communion of Friendship addresses a number of issues important in composition studies and reading instruction. This study examines the meaning of literacy within one specific community, with implications both for pedagogy and for empirical research in composition inside and outside the academy.

[more]

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Communities of Practice
An Alaskan Native Model for Language Teaching and Learning
Edited by Patrick E. Marlow and Sabine Siekmann
University of Arizona Press, 2013
Educators, scholars, and community activists recognize that immersion education is a key means to restoring Indigenous and other heritage languages. But language maintenance and revitalization involve many complex issues, foremost may be the lack of local professional development opportunities for potential language teachers.

In Alaska, the Second Language Acquisition Teacher Education (SLATE) project was designed to enable Indigenous communities and schools to improve the quality of native-language and English-language instruction and assessment by focusing on the elimination of barriers that have historically hindered degree completion for Indigenous and rural teachers. The Guided Research Collaborative (GRC) model, was employed to support the development of communities of practice through near-peer mentoring and mutual scaffolding. Through this important new model, teachers of both the heritage language, in this case Central Yup’ik, and English were able to situate their professional development into a larger global context based on current notions of multilingualism.

In Communities of Practice contributors show how the SLATE program was developed and implemented, providing an important model for improving second-language instruction and assessment. Through an in-depth analysis of the program, contributors show how this project can be successfully adapted in other communities via its commitment to local control in language programming and a model based on community-driven research.

Communities of Practice demonstrates how an initial cohort of Yup’ik- and English-language teachers collaborated to negotiate and ultimately completed the SLATE program. In so doing, these educators enhanced the program and their own effectiveness as teachers through a greater understanding of language learning. It is these understandings that will ultimately allow heritage- and English-language teachers to work together to foster their students’ success in any language.

 

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The Community College Writer
Exceeding Expectations
Howard Tinberg and Jean-Paul Nadeau
Southern Illinois University Press, 2010

While there have been several studies of writing programs at larger, baccalaureate institutions, the community college classroom has often been overlooked. Authors Howard Tinberg and Jean-Paul Nadeau fill this gap with The Community College Writer, a systematic and unique case study of first semester writing students at a community college. Drawing on surveys, interviews, and samples of classroom assignments, Tinberg and Nadeau use their research at one community college to reach out to instructors throughout the nation, fostering communication between community college faculty members in the effort to establish full-fledged writing programs geared toward student success.

At the heart of the book are the voices of the students themselves, as they discuss both their teachers’ expectations and their own. Through a series of case studies, the authors reveal the challenges students face as budding writers, and their firsthand experiences with writing programs at the community college level.

With this informative study, Tinberg and Nadeau seek not only to encourage dialogue between student and teacher or community college instructors, but to expand the conversation about program improvement to include both two- and four-year colleges, bringing composition faculty together in an effort to improve writing programs in all schools. Included in the volume are seven appendices, including surveys and interviews with faculty and students, making The Community College Writer a comprehensive and practical guide to tackling the issues facing writing programs and instructors.

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Community Literacy and the Rhetoric of Public Engagement
Linda Flower
Southern Illinois University Press, 2008

Community Literacy and the Rhetoric of Public Engagement explores the critical practice of intercultural inquiry and rhetorical problem-solving that encourages urban writers and college mentors alike to take literate action. Author Linda Flower documents an innovative experiment in community literacy, the Community Literacy Center in Pittsburgh, and posits a powerful and distinctively rhetorical model of community engagement and pedagogy for both marginalized and privileged writers and speakers. In addition, she articulates a theory of local publics and explores the transformative potential of alternative discourses and counter-public performances.  

In presenting a comprehensive pedagogy for literate action, the volume offers strategies for talking and collaborating across difference, forconducting an intercultural inquiry that draws out situated knowledge and rival interpretations of shared problems, and for writing and speaking to advocate for personal and public transformation. Flower describes the competing scripts for social engagement, empowerment, public deliberation, and agency that characterize the interdisciplinary debate over models of social engagement.

Extending the Community Literacy Center’s initial vision of community literacy first published a decade ago, Community Literacy and the Rhetoric of Public Engagement makes an important contribution to theoretical conversations about the nature of the public sphere while providing practical instruction in how all people can speak publicly for values and visions of change.

Winner, 2009 Rhetoric Society of America Book Award 

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Community-Based Language Learning
A Framework for Educators
Joan Clifford and Deborah S. Reisinger
Georgetown University Press, 2019

Community-based Language Learning offers a new framework for world language educators interested in integrating community-based language learning (CBLL) into their teaching and curricula. CBLL connects academic learning objectives with experiential learning, ranging from reciprocal partnerships with the community (e.g., community engagement, service learning) to one-directional learning situations such as community service and site visits.

This resource prepares teachers to implement CBLL by offering solid theoretical frameworks alongside real-world case studies and engaging exercises, all designed to help students build both language skills and authentic relationships as they engage with world language communities in the US. Making the case that language learning can be a tool for social change as well, Community-based Language Learning serves as a valuable resource for language educators at all levels, as well as students of language teaching methodology and community organizations working with immigrant populations.

[more]

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The Complete Guide to Personal Digital Archiving
Brianna H. Marshall
American Library Association, 2017

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Composing Feminist Interventions
Activism, Engagement, Praxis
Kristine L. Blair
University Press of Colorado, 2018
This edited collection offers self-reflexive, critical accounts of how feminist writing studies scholars variously situated within rhetoric, composition, and literacy studies plan, implement, examine, and represent community-based inquiry and pedagogy. Readers will gain insight into the hows and whys involved with this important disciplinary work. Sharing a commitment to social change, the twenty-one chapter discussions and five course designs complicate and continue to evolve possibilities for how we conceptualize writing research and teaching as deeply collaborative, inclusive, and reciprocal practices.
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Composing Media Composing Embodiment
Kristin L. Arola and Anne Frances Wysocki
Utah State University Press, 2012

“What any body is—and is able to do—cannot be disentangled from the media we use to consume and produce texts.” ---from the Introduction.

Kristin Arola and Anne Wysocki argue that composing in new media is composing the body—is embodiment. In Composing (Media) = Composing (Embodiment), they havebrought together a powerful set of essays that agree on the need for compositionists—and their students—to engage with a wide range of new media texts. These chapters explore how texts of all varieties mediate and thereby contribute to the human experiences of communication, of self, the body, and composing. Sample assignments and activities exemplify how this exploration might proceed in the writing classroom.

Contributors here articulate ways to understand how writing enables the experience of our bodies as selves, and at the same time to see the work of (our) writing in mediating selves to make them accessible to institutional perceptions and constraints. These writers argue that what a body does, and can do, cannot be disentangled from the media we use, nor from the times and cultures and technologies with which we engage.

To the discipline of composition, this is an important discussion because it clarifies the impact/s of literacy on citizens, freedoms, and societies. To the classroom, it is important because it helps compositionists to support their students as they enact, learn, and reflect upon their own embodied and embodying writing.

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Composing Research
A Contextualist Paradigm for Rhetoric and Composition
Cindy Johanek
Utah State University Press, 2000

Cindy Johanek offers a new perspective on the ideological conflict between qualitative and quantitative research approaches, and the theories of knowledge that inform them. With a paradigm that is sensitive to the context of one's research questions, she argues, scholars can develop less dichotomous forms that invoke the strengths of both research traditions. Context-oriented approaches can lift the narrative from beneath the numbers in an experimental study, for example, or bring the useful clarity of numbers to an ethnographic study.

A pragmatic scholar, Johanek moves easily across the boundaries that divide the field, and argues for contextualist theory as a lens through which to view composition research. This approach brings with it a new focus, she writes. "This new focus will call us to attend to the contexts in which rhetorical issues and research issues converge, producing varied forms, many voices, and new knowledge, indeed reconstructing a discipline that will be simultaneously focused on its tasks, its knowledge-makers, and its students."

Composing Research is a work full of personal voice and professional commitment and will be a welcome addition to the research methods classroom and to the composition researcher's own bookshelf.

2000 Outstanding Scholarship Award from the International Writing Centers Association.

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Composition and Big Data
Amanda Licastro, Benjamin Miller
University of Pittsburgh Press, 2021

In a data-driven world, anything can be data. As the techniques and scale of data analysis advance, the need for a response from rhetoric and composition grows ever more pronounced. It is increasingly possible to examine thousands of documents and peer-review comments, labor-hours, and citation networks in composition courses and beyond. Composition and Big Data brings together a range of scholars, teachers, and administrators already working with big-data methods and datasets to kickstart a collective reckoning with the role that algorithmic and computational approaches can, or should, play in research and teaching in the field. Their work takes place in various contexts, including programmatic assessment, first-year pedagogy, stylistics, and learning transfer across the curriculum. From ethical reflections to database design, from corpus linguistics to quantitative autoethnography, these chapters implement and interpret the drive toward data in diverse ways. 

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Composition and Literature
Bridging the Gap
Edited by Winifred Bryan Horner
University of Chicago Press, 1983

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Composition and the Rhetoric of Science
Engaging the Dominant Discourse
Michael J. Zerbe
Southern Illinois University Press, 2007
Composition and the Rhetoric of Science: Engaging the Dominant Discourse calls for instructors of first-year writing courses to employ primary scientific discourse in their teaching and for rhetoricians of science to think about teaching scientific discourse as a literacy skill. Author Michael J. Zerbe argues that inclusion of scientific discourse is crucial because of this rhetoric’s status as the dominant discourse in western culture.
The volume draws on Lyotard, Žižek, Foucault, and Althusser to argue that while important theorists such as these have recognized the dominance of scientific discourse, rhetoric and composition has not—to its detriment. The textillustrates that scientific discourse remains a miniscule part of the enterprise of rhetoric and composition and thus the field is not fulfilling its mission of providing students with the writing and reading skills they need to live and work in a science- and technology-dependent society.
Zerbe provides an analysis of science popularizations and demonstrates how these works can be used to contextualize primary scientific research. He also presents three pedagogical scenarios, each built around a carefully chosen, accessible example of scientific discourse, that demonstrate how articles from scientific journals can be used in writing courses.
Only by gaining a meaningful fluency in this discourse—one that is not offered by science textbooks—can a more sophisticated scientific literacy be assured. Composition and the Rhetoric of Science effectively explores the relatively limited amount of work done in rhetoric and composition on scientific discourse and questions this state of affairs. Zerbe presents for the first time cultural studies and science literacy as gateways for incorporating scientific discourse into first-year writing courses.
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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 In The University
Historical and Polemical Essays
Sharon Crowley
University of Pittsburgh Press, 1998

Composition in the University examines the required introductory course in composition within American colleges and universities. Crowley argues that due to its association with literary studies in English departments, composition instruction has been inappropriately influenced by humanist pedagogy and that modern humanism is not a satisfactory rationale for the study of writing.  Crowley envisions possible nonhumanist rationales that could be developed for vertical curricula in writing instruction, were the universal requirement not in place.

Composition in the University examines the required introductory course in composition within American colleges and universities. According to Sharon Crowley, the required composition course has never been conceived in the way that other introductory courses have been—as an introduction to the principles and practices of a field of study. Rather it has been constructed throughout much of its history as a site from which larger educational and ideological agendas could be advanced, and such agendas have not always served the interests of students or teachers, even though they are usually touted as programs of study  that students “need.”
 
If there is a master narrative of the history of composition, it is told in the institutional attitude that has governed administration, design, and staffing of the course from its beginnings—the attitude that the universal requirement is in place in order to construct docile academic subjects.

Crowley argues that due to its association with literary studies in English departments, composition instruction has been inappropriately influenced by humanist pedagogy and that modern humanism is not a satisfactory rationale for the study of writing. She examines historical attempts to reconfigure the required course in nonhumanist terms, such as the advent of communications studies during the 1940s. Crowley devotes two essays to this phenomenon, concentrating on the furor caused by the adoption of a communications program at the University of Iowa. 
 
Composition in the University concludes with a pair of essays that argue against maintenance of the universal requirement. In the last of these, Crowley envisions possible nonhumanist rationales that could be developed for vertical curricula in writing instruction, were the universal requirement not in place.
 
Crowley presents her findings in a series of essays because she feels the history of the required composition course cannot easily be understood as a coherent narrative since understandings of the purpose of the required course have altered rapidly from decade to decade, sometimes in shockingly sudden and erratic fashion.
 
The essays in this book are informed by Crowley’s long career of teaching composition, administering a composition program, and training teachers of the required introductory course. The book also draw on experience she gained while working with committees formed by the Conference on College Composition and Communication toward implementation of the Wyoming Resolution, an attempt to better the working conditions of post-secondary teachers of writing.

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Composition, Rhetoric, and Disciplinarity
Rita Malenczyk
Utah State University Press, 2018

Edited by four nationally recognized leaders of composition scholarship, Composition, Rhetoric, and Disciplinarity asks a fundamental question: can Composition and Rhetoric, as a discipline, continue its historical commitment to pedagogy without sacrificing equal attention to other areas, such as research and theory? In response, contributors to the volume address disagreements about what it means to be called a discipline rather than a profession or a field; elucidate tensions over the defined breadth of Composition and Rhetoric; and consider the roles of research and responsibility as Composition and Rhetoric shifts from field to discipline.

Outlining a field with a complex and unusual formation story, Composition, Rhetoric, and Disciplinarity employs several lenses for understanding disciplinarity—theory, history, labor, and pedagogy—and for teasing out the implications of disciplinarity for students, faculty, institutions, and Composition and Rhetoric itself. Collectively, the chapters speak to the intellectual and embodied history leading to this point; to questions about how disciplinarity is, and might be, understood, especially with regard to Composition and Rhetoric; to the curricular, conceptual, labor, and other sites of tension inherent in thinking about Composition and Rhetoric as a discipline; and to the implications of Composition and Rhetoric’s disciplinarity for the future.

Contributors: Linda Adler-Kassner, Elizabeth H. Boquet, Christiane Donahue, Whitney Douglas, Doug Downs, Heidi Estrem, Kristine Hansen, Doug Hesse, Sandra Jamieson, Neal Lerner, Jennifer Helene Maher, Barry Maid, Jaime Armin Mejía, Carolyn R. Miller, Kelly Myers, Gwendolynne Reid, Liane Robertson, Rochelle Rodrigo, Dawn Shepherd, Kara Taczak

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Composition Studies As A Creative Art
Lynn Z. Bloom
Utah State University Press, 1998
Bloom gathers twenty of her most recent essays (some previously unpublished) on critical issues in teaching writing. She addresses matters of philosophy and pedagogy, class and marginality and gender, and textual terror transformed to textual power. Yet the body of her work and this representative collection of it remains centered, coherent, and personal. This work focuses on the creative dynamics that arise from the interrelation of writing, teaching writing, and ways of reading—and the scholarship and administrative issues engendered by it. To regard composition studies as a creative art is to engage in a process of intellectual or aesthetic free play, and then to translate the results of this play into serious work that yet retains the freedom and playfulness of its origins. The book is fueled by a mixture of faith in the fields that compose composition studies, hope that efforts of composition teachers can make a difference, and a sense of community in its broadest meaning. Included are Bloom's well-known essays "Teaching College English as a Woman," "Freshman Composition as a Middle Class Enterprise," and many more recent works, equally provocative and insightful.
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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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Compositional Subjects
Enfiguring Asian/American Women
Laura Hyun Yi Kang
Duke University Press, 2002
In Compositional Subjects Laura Hyun Yi Kang explores the ways that Asian/American women have been figured by mutually imbricated modes of identity formation, representation, and knowledge production. Kang’s project is simultaneously interdisciplinary scholarship at its best and a critique of the very disciplinary formations she draws upon.
The book opens by tracking the jagged emergence of “Asian American women” as a distinct social identity over the past three decades. Kang then directs critical attention to how the attempts to compose them as discrete subjects of consciousness, visibility, and action demonstrate a broader, ongoing tension between socially particularized subjects and disciplinary knowledges. In addition to the shifting meanings and alignments of “Asian,” “American,” and “women,”  the book examines the discourses, political and economic conditions, and institutional formations that have produced Asian/American women as generic authors, as visibly desirable and desiring bodies, as excludable aliens and admissible citizens of the United States, and as the proper labor for transnational capitalism. In analyzing how these enfigurations are constructed and apprehended through a range of modes including autobiography, cinematography, historiography, photography, and ethnography, Kang directs comparative attention to the very terms of their emergence as Asian/American women in specific disciplines.
Finally, Kang concludes with a detailed examination of selected literary and visual works by Korean women artists located in the United States and Canada, works that creatively and critically contend with the problematics of identification and representation that are explored throughout the book. By underscoring the forceful and contentious struggles that animate all of these compositional gestures, Kang proffers Asian/American women as a vexing and productive figure for cultural, political and epistemological critique.
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Composition-Rhetoric
Backgrounds, Theory, and Pedagogy
Robert Connors
University of Pittsburgh Press, 1997

Connors provides a history of composition and its pedagogical approaches to form, genre, and correctness. He shows where many of the today’s practices and assumptions about writing come from, and he translates what our techniques and theories of teaching have said over time about our attitudes toward students, language and life.

Connors locates the beginning of a new rhetorical tradition in the mid-nineteenth century, and from there, he discusses the theoretical and pedagogical innovations of the last two centuries as the result of historical forces, social needs, and cultural shifts.

This important book proves that American composition-rhetoric is a genuine, rhetorical tradition with its own evolving theria and praxis. As such it is an essential reference for all teachers of English and students of American education.

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Conceding Composition
A Crooked History of Composition's Institutional Fortunes
Ryan Skinnell
Utah State University Press, 2016
First-year composition became the most common course in American higher education not because it could “fix” underprepared student writers, but because it has historically served significant institutional interests. That is, it can be “conceded” in multiple ways to help institutions solve political, promotional, and financial problems. Conceding Composition is a wide-ranging historical examination of composition’s evolving institutional value in American higher education over the course of nearly a century.
 
Based on extensive archival research conducted at six American universities and using the specific cases of institutional mission, regional accreditation, and federal funding, this study demonstrates that administrators and faculty have introduced, reformed, maintained, threatened, or eliminated composition as part of negotiations related to nondisciplinary institutional exigencies. Viewing composition from this perspective, author Ryan Skinnell raises new questions about why composition exists in the university, how it exists, and how teachers and scholars might productively reconceive first-year composition in light of its institutional functions.
 
The book considers the rhetorical, political, organizational, institutional, and promotional options conceding composition opened up for institutions of higher education and considers what the first-year course and the discipline might look like with composition’s transience reimagined not as a barrier but as a consummate institutional value.
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Conceptions of Literacy
Graduate Instructors and the Teaching of First-Year Composition
Meaghan Brewer
Utah State University Press, 2020
Addressing the often fraught and truncated nature of educating new writing instructors, Conceptions of Literacy proposes a theoretical framework for examining new graduate student instructors’ preexisting attitudes and beliefs about literacy. Based on an empirical study author Meaghan Brewer conducted with graduate students teaching first-year composition for the first time, Conceptions of Literacy draws on narratives, interviews, and classroom observations to describe the conceptions of literacy they have already unknowingly established and how these conceptions impact the way they teach in their own classrooms.
 
Brewer argues that conceptions of literacy undergird the work of writing instructors and that many of the anxieties around composition studies’ disciplinary status are related to the differences perceived between the field’s conceptions of literacy and those of the graduate instructors and adjuncts who teach the majority of composition courses. Conceptions of Literacy makes practical recommendations for how new graduate instructors can begin to perceive and interrogate their conceptions of literacy, which, while influential, are often too personal to recognize.

 
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Conflict Zone, Comfort Zone
Ethics, Pedagogy, and Effecting Change in Field-Based Courses
Agnieszka Paczynska
Ohio University Press, 2019

By taking students out of their comfort zone, field-based courses—which are increasingly popular in secondary and postsecondary education—have the potential to be deep, transformative learning experiences. But what happens when the field in question is a site of active or recent conflict? In Conflict Zone, Comfort Zone, editors Agnieszka Paczyńska and Susan F. Hirsch highlight new approaches to field-based learning in conflict zones worldwide. As the contributors demonstrate, instructors must leave the comfort zone of traditional pedagogy to meet the challenges of field-based education.

Drawing on case studies in the United States and abroad, the contributors address the ethical considerations of learning in conflict zones, evaluate the effectiveness of various approaches to teaching these courses, and provide guidelines for effecting change. They also explore how the challenges of field-based classes are magnified in conflict and postconflict settings, and outline the dilemmas faced by those seeking to resolve those challenges. Finally, filling a crucial gap in existing literature, the contributors identify best practices that will assist aspiring instructors in developing successful field-based courses in conflict zones.

Contributors: Daniel R. Brunstetter, Alison Castel, Gina M. Cerasani, Alexander Cromwell, Maryam Z. Deloffre, Sandi DiMola, Leslie Dwyer, Eric Hartman, Pushpa Iyer, Allyson M. Lowe, Patricia A. Maulden, rj nickels, Anthony C. Ogden, Jennifer M. Ramos, Lisa E. Shaw, Daniel Wehrenfennig

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Confronting AIDS through Literature
THE RESPONSIBILITIES OF REPRESENTATION
Edited by Judith Laurence Pastore
University of Illinois Press, 1993
This anthology offers readers an
  array of viewpoints on the use of literature to confront AIDS as a social, literary,
  and medical phenomenon. A substantial annotated bibliography allows readers
  to pursue other fictional, biographical, poetic, and dramatic works on AIDS,
  as well as criticism and analysis of AIDS writing.
 
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Connecting Continents
Archaeology and History in the Indian Ocean World
Krish Seetah
Ohio University Press, 2018
In recent decades, the vast and culturally diverse Indian Ocean region has increasingly attracted the attention of anthropologists, historians, political scientists, sociologists, and other researchers. Largely missing from this growing body of scholarship, however, are significant contributions by archaeologists and consciously interdisciplinary approaches to studying the region’s past and present. Connecting Continents addresses two important issues: how best to promote collaborative research on the Indian Ocean world, and how to shape the research agenda for a region that has only recently begun to attract serious interest from historical archaeologists. The archaeologists, historians, and other scholars who have contributed to this volume tackle important topics such as the nature and dynamics of migration, colonization, and cultural syncretism that are central to understanding the human experience in the Indian Ocean basin. This groundbreaking work also deepens our understanding of topics of increasing scholarly and popular interest, such as the ways in which people construct and understand their heritage and can make use of exciting new technologies like DNA and environmental analysis. Because it adopts such an explicitly comparative approach to the Indian Ocean, Connecting Continents provides a compelling model for multidisciplinary approaches to studying other parts of the globe. Contributors: Richard B. Allen, Edward A. Alpers, Atholl Anderson, Nicole Boivin, Diego Calaon, Aaron Camens, Saša Caval, Geoffrey Clark, Alison Crowther, Corinne Forest, Simon Haberle, Diana Heise, Mark Horton, Paul Lane, Martin Mhando, and Alistair Patterson.
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Connecting Reading & Writing in Second Language Writing Instruction
Alan Hirvela
University of Michigan Press, 2004
Academic writing often requires students to incorporate material from outside sources (like statistics, ideas, quotations, paraphrases) into their own written texts-a particular obstacle for students who lack strong reading skills. In Connecting Reading and Writing in SecondLanguage Instruction, Alan Hirvela contends that second language writing students should be considered as readers first and advocates the integration of reading and writing instruction with a survey of theory, research, and pedagogy in the subject area.

Although the integrated reading-writing model has gained popularity in recent years, many teachers have little more than an intuitive sense of the connections between these skills. As part of the popular Michigan Series on Teaching Multilingual Writers, Connecting Reading and Writing in Second Language Instruction will provide invaluable background knowledge on this issue to ESL teachers in training, as well as teachers who are already practicing.
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front cover of Connecting Reading & Writing in Second Language Writing Instruction, Second Edition
Connecting Reading & Writing in Second Language Writing Instruction, Second Edition
Alan R. Hirvela
University of Michigan Press, 2016
In this substantively revised new edition, Hirvela moves beyond the argument he made in the first edition of the value of connecting reading and writing. This new edition explains various dimensions of those connections and offers a fresh look at how to implement them in L2 writing instruction. It also provides both new and experienced teachers of writing with a solid grounding in the theoretical foundations and pedagogical possibilities associated with reading-writing connections.
 
The new edition features two new chapters. The first is a chapter on assessment because students are now being asked to connect reading and writing in the classroom and on formal assessments like the TOEFL®. The second new chapter is an argument for accounting for transfer elements in the teaching and researching of reading-writing connections.
 
The goals of this revised volume are to provide: resources for those wishing to pursue reading-writing connections, summaries of the beliefs underlying those connections, ideas for teaching the connections in the classroom, and information about the work others have done to develop this domain of L2 writing.
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Constructing Rhetorical Education
Edited by Marie Secor and Davida Charney
Southern Illinois University Press, 1992

In nineteen essays illustrating its many aspects, this book offers an argument for what it takes to construct a complete rhetorical education.

The editors take an approach that is pragmatic and pluralistic, based as it is on the assumptions that a rhetorical education is not limited to teaching freshman composition (or any specific writing course) and that the contexts in which such an education occurs are not limited to classrooms. This thought-provoking volume stresses that while a rhetorical education results in the growth of writing skills, its larger goal is to foster critical thinking.

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Content-Based Instruction in Foreign Language Education
Models and Methods
Stephen Stryker and Betty Lou Leaver, Editors
Georgetown University Press, 1997

This book offers concrete and practical ideas for implementing content-based instruction—using subject matter rather than grammar—through eleven case studies of cutting-edge models in a broad variety of languages, academic settings, and levels of proficiency.

The highly innovative models illustrate content-based instruction programs for both commonly and less-commonly taught languages—Arabic, Croatian, French, German, Indonesian, Italian, Russian, Serbian, and Spanish—and for proficiency levels ranging from beginners to fluent speakers. They include single-teacher and multi-teacher contexts and such settings as typical language department classrooms, specialty schools, intensive language programs, and university programs in foreign languages across the curriculum.

All of the contributors are pioneers and practitioners of content-based instruction, and the methods they present are based on actual classroom experiences. Each describes the rationale, curriculum design, materials, and evaluation procedures used in an actual curriculum and discusses the implications of the approach for adult language acquisition.

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Continuing Cooperative Development
A Discourse Framework for Individuals as Colleagues
Julian Edge
University of Michigan Press, 2002
In Continuing Cooperative Development, a series of guided tasks helps the reader acquire specific skills of listening and responding that, in turn, help a speaker to express and articulate thoughts and plans that lie just beyond what they knew that they knew.
By adopting a certain style of speaking and listening to colleagues for agreed periods of time, motivated professionals can take individual control of their own development and increase the feeling of collegiality in their workplace. Continuing Cooperative Development draws on Edge's experience of more than ten years using this framework worldwide and provides authentic examples to guide the reader. This interactive framework is demonstrated in the book as part of a reflective teaching approach in response to everyday classroom problems, and also as part of a more formal, action-research approach to the formulation of local educational theory.
The key theme of this book is the power of non-judgmental discourse to facilitate the development of ideas and action, accessing both cognitive and emotional intelligence. The transcribed and interpreted data of authentic interactions from the Americas, Europe, and Asia serve as evidence for the argument and as guidelines for implementation.
The work is set in the field of TESOL, although its relevance reaches across discipline boundaries. The teachers featured in the book have duties ranging from the instruction of young learners to the supervision of doctoral research. The common denominator is that these people are motivated educators, committed to extending their own understanding and developing their own style of being an aware professional.
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Controversies in Second Language Writing
Dilemmas and Decisions in Research and Instruction
Christine Pearson Casanave
University of Michigan Press, 2003
Controversies in Second Language Writing is not a how-to book, but one that focuses on how teachers in L2 writing can be helped to make reasoned decisions by understanding some of the key issues and conflicting opinions about L2 writing research and pedagogy. This book will assist teachers in making informed decisions about teaching writing in the ESL classroom.
To counteract some of the debates, Casanave explores the different sides of the arguments and provides examples of how other teachers have dealt with these issues. The book presents novice and seasoned teachers with thought-provoking issues and questions to consider when determining and reflecting on their own teaching strategies and criteria.
Topics discussed include:
contrastive rhetoric
product vs. process
fluency and accuracy
assessment of student work
audience
plagiarism
politics and ideology.
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Controversies in Second Language Writing, Second Edition
Dilemmas and Decisions in Research and Instruction
Christine Pearson Casanave
University of Michigan Press, 2017
In the years since the first edition of Controversies in Second Language Writing was published, there been little to no clear resolution of the controversies Casanave so accessibly and fair-mindedly laid out. In fact, many of them have become far more complex and intertwined with many other 21st century issues that teachers of L2 writing cannot help but be affected by in their classrooms. Therefore, this second edition has set out to address: What issues if any have been resolved? What issues have had lasting power from the past, either because people are resistant to change or because the issues continue to be unresolved ones that writing teachers and scholars need to keep discussing?

The second edition is a thorough revision with all chapters updated to refer to works written since the first edition was published. A few chapters have been added: one devoted to writing in a digital era (Chapter 3); one devoted to the debates about English as a lingua franca, "translingual literacy practices," and other hybrid uses of English that have been ongoing in the last ten years (Chapter 4); and one giving special attention to issues related to writing from sources and plagiarism (Chapter 6).

As with the first edition, the second edition of Controversies is not a book that will teach readers how to do things. Rather, it is a book designed to help readers think and to wrestle with issues in L2 writing that are not easily resolved by how-to prescriptions.
 
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Conversations with Interpreter Educators
Exploring Best Practices
Christine Monikowski
Gallaudet University Press, 2017
Sign language interpreter education is a relatively young field that is moving toward more theory-based and research-oriented approaches. The concept of sharing research, which is strongly encouraged in this academic community, inspired Christine Monikowski to develop a volume that collects and distills the best teaching practices of leading academics in the interpreting field.
       In Conversations with Interpreter Educators, Monikowski assembles a group of 17 professors in the field of sign language interpretation. Through individual interviews conducted via Skype, Monikowski engages them in informal conversations about their teaching experiences and the professional publications that have influenced their teaching philosophies. She guides each conversation by asking these experts to share a scholarly publication that they assign to their students. They discuss the merits of the text and its role in the classroom, which serves to highlight the varying goals each professor sets for students. The complexity of the interpreting task, self-reflection, critical thinking, linguistics, backchannel feedback, and cultural understanding are a sampling of topics explored in these exchanges. Engaging and accessible, Monikowski’s conversations offer evidence-based practices that will inform and inspire her fellow educators.
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Copyright Conversations
Rights Literacy in a Digital World
Sara Benson
Assoc of College & Research Libraries, 2019

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Core Tech Competencies for Librarians and Library Staff
American Library Association
American Library Association, 2009

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Cosmopolitan English and Transliteracy
Xiaoye You
Southern Illinois University Press, 2016
Winner, CCCC Research Impact Award, 2018

Despite the vast number of multilingual speakers in the United States and the pervasive influence of globalization, writing studies in this country is still inextricably linked to a nationalistic, monolingual English ideology. In Cosmopolitan English and Transliteracy, Xiaoye You addresses this issue by proposing that writing studies programs adopt a cosmopolitan perspective. Emphasizing local and global forms of citizenship and identification, You merges a humanistic vision with the rigor of social science, arguing that linguistic and cultural differences can be explored to recover human connections normally severed by geographical and semiotic borders.

You examines several areas of writing affected by globalization. He then turns to the composition classroom, highlighting the challenges and possibilities of crossing cultural boundaries in academic discourse before introducing a pedagogy aimed at fostering American students’ translingual and transcultural sensibilities. Included is a model for training writing teachers in the context of globalization, which aims to help instructors gain practical knowledge about the needs and resources of multilingual writers through communication technologies and cross-cultural partnerships.

By introducing cosmopolitan perspectives into the composition classroom, You challenges traditional assumptions about language, identity, and literacy as they relate to writing studies. Innovative and provocative, Cosmopolitan English and Transliteracy charts a new way forward for writing programs, with a call to focus on global rather than national identity.
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The Courtiers' Anatomists
Animals and Humans in Louis XIV's Paris
Anita Guerrini
University of Chicago Press, 2015
The Courtiers' Anatomists is about dead bodies and live animals in Louis XIV's Paris--and the surprising links between them. Examining the practice of seventeenth-century anatomy, Anita Guerrini reveals how anatomy and natural history were connected through animal dissection and vivisection. Driven by an insatiable curiosity, Parisian scientists, with the support of the king, dissected hundreds of animals from the royal menageries and the streets of Paris. Guerrini is the first to tell the story of Joseph-Guichard Duverney, who performed violent, riot-inducing dissections of both animal and human bodies before the king at Versailles and in front of hundreds of spectators at the King's Garden in Paris. At the Paris Academy of Sciences, meanwhile, Claude Perrault, with the help of Duverney’s dissections, edited two folios in the 1670s filled with lavish illustrations by court artists of exotic royal animals.

Through the stories of Duverney and Perrault, as well as those of Marin Cureau de la Chambre, Jean Pecquet, and Louis Gayant, The Courtiers' Anatomists explores the relationships between empiricism and theory, human and animal, as well as the origins of the natural history museum and the relationship between science and other cultural activities, including art, music, and literature.
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The Craft Of Librarian Instruct Tion
Using Acting Techniques
Julie Artman
Assoc of College & Research Libraries, 2016

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Craft of Old-Master Drawings
James Watrous
University of Wisconsin Press, 1967

A comprehensive study of the techniques of drawing, this is both a historical work, covering the period from the late Middle Ages to the present, and a useful manual for contemporary artists. It presents the old masters’ techniques by means of a thorough study of the historical and written evidence of the tools and materials used.  The author also includes a series of workshop procedures he has developed with which the contemporary artist may produce the equivalents of the techniques of earlier draughtsmen.  This book comprises a body of knowledge that is essential to students of art history, curators, collectors and artists, and is a significant addition to the literature on drawing.
    In addition to his scholarly investigation of earlier practices, the author identifies materials and processes used by such important artists as Rembrandt, Van Gogh, Romney, Picasso, Michelangelo, Watteau, Holbein, Tiepolo, and Delacroix.  For the artist interested in reproducing the effects achieved by these and many other acknowledged masters, there are full discussions and specific directions concerning the making of inks, styluses, reed and quill pens, fabricated chalks, and instructions for preparing grounds for metalpoint drawings.  At every step, the discussion is supplemented with illustrations from laboratory experiments and from drawings by both old and contemporary artists.  Of the more than sixty illustrations included, thirty-six are reproductions of master works, and among the others there are microphotographic enlargements of detail showing the differences in density and texture produced by various tools on different papers or grounds.  Thus, as a collection of master drawings, the book is worthy of the art lover’s library; as a technical study, it is an indispensable aid to the art student and practicing artist.

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Crafting Science
A Sociohistory of the Quest for the Genetics of Cancer
Joan H. Fujimura
Harvard University Press, 1996

During the late 1970s and 1980s, "cancer" underwent a remarkable transformation. In one short decade, what had long been a set of heterogeneous diseases marked by uncontrolled cell growth became a disease of our genes. How this happened and what it means is the story Joan Fujimura tells in a rare inside look at the way science works and knowledge is created. A dramatic study of a new species of scientific revolution, this book combines a detailed ethnography of scientific thought, an in-depth account of science practiced and produced, a history of one branch of science as it entered the limelight, and a view of the impact of new genetic technologies on science and society.

The scientific enterprise that Fujimura unfolds for us is proto-oncogene cancer research--the study of those segments of DNA now thought to make normal cells cancerous. Within this framework, she describes the processes of knowledge construction as a social enterprise, an endless series of negotiations in which theories, material technologies, and practices are co-constructed, incorporated, and refashioned. Along the way, Fujimura addresses long-standing questions in the history and philosophy of science, culture theory, and sociology of science: How do scientists create "good" problems, experiments, and solutions? What are the cultural, institutional, and material technologies that have to be in place for new truths and new practices to succeed?

Portraying the development of knowledge as a multidimensional process conducted through multiple cultures, institutions, actors, objects, and practices, this book disrupts divisions among sociology, history, anthropology, and the philosophy of science, technology, and medicine.

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Creating American Civilization
A Genealogy of American Literature as an Academic Discipline
David Shumway
University of Minnesota Press, 1994

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Creative Writing Pedagogies for the Twenty-First Century
Edited by Alexandria Peary and Tom C. Hunley
Southern Illinois University Press, 2015
The creative writing workshop: beloved by some, dreaded by others, and ubiquitous in writing programs across the nation. For decades, the workshop has been entrenched as the primary pedagogy of creative writing. While the field of creative writing studies has sometimes myopically focused on this single method, the related discipline of composition studies has made use of numerous pedagogical models. In Creative Writing Pedagogies for the Twenty-First Century, editors Alexandria Peary and Tom C. Hunley gather experts from both creative writing and composition studies to offer innovative alternatives to the traditional creative writing workshop.
 
Drawing primarily from the field of composition studies—a discipline rich with a wide range of established pedagogies—the contributors in this volume build on previous models to present fresh and inventive methods for the teaching of creative writing. Each chapter offers both a theoretical and a historical background for its respective pedagogical ideas, as well as practical applications for use in the classroom. This myriad of methods can be used either as a supplement to the customary workshop model or as stand-alone roadmaps to engage and reinvigorate the creative process for both students and teachers alike.
 
A fresh and inspiring collection of teaching methods, Creative Writing Pedagogies for the Twenty-First Century combines both conventional and cutting-edge techniques to expand the pedagogical possibilities in creative writing studies.
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Critical Academic Writing and Multilingual Students
A. Suresh Canagarajah
University of Michigan Press, 2002
The critical approach to L2 writing is arguably one of the most significant recent developments in L2 writing pedagogy. A. Suresh Canagarajah provides a thorough discussion of this topic in Critical Academic Writing and Multilingual Students.
This volume facilitates teacher self-reflection and enables readers to better understand the motivations and pedagogical implications--especially for L2 writing--of a more openly pedagogical approach.
Critical Academic Writing and Multilingual Students explains what it means to commit to an academic pedagogy, in terms of form, self, content, and community--and what it can accomplish in the L2 writing classroom. It's a guide for writing teachers who wish to embark on a journey toward increased critical awareness of the role they play, or potentially could play, in the lives of their students.
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Critical Approaches to Young Adult Literature
American Library Association
American Library Association, 2009

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A Critical History of the New American Studies, 1970–1990
Günter H. Lenz
Dartmouth College Press, 2016
Starting in 2005, Günter H. Lenz began preparing a book-length exploration of the transformation of the field of American Studies in the crucial years between 1970 and 1990. As a commentator on, contributor to, and participant in the intellectual and institutional changes in his field, Lenz was well situated to offer a comprehensive and balanced interpretation of that seminal era. Building on essays he wrote while these changes were ongoing, he shows how the revolution in theory, the emergence of postmodern socioeconomic conditions, the increasing globalization of everyday life, and postcolonial responses to continuing and new forms of colonial domination had transformed American Studies as a discipline focused on the distinctive qualities of the United States to a field encompassing the many different “Americas” in the Western Hemisphere as well as how this complex region influenced and was interpreted by the rest of the world. In tracking the shift of American Studies from its exceptionalist bias to its unmanageable global responsibilities, Lenz shows the crucial roles played by the 1930s’ Left in the U.S., the Frankfurt School in Germany and elsewhere between 1930 and 1960, Continental post-structuralism, neo-Marxism, and post-colonialism. Lenz’s friends and colleagues, now his editors, present here his final backward glance at a critical period in American Studies and the birth of the Transnational.
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Critical Library Pedagogy Handbook Volume One
Essays and Workbooks Activities
Nicole Pagowsky
Assoc of College & Research Libraries, 2016

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Critical Library Pedagogy Handbook Volume Two
Lesson Plans
Nicole Pagowsky
Assoc of College & Research Libraries, 2016

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Critical Studies in Art and Design Education
Edited by Richard Hickman
Intellect Books, 2005
This book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others describe aspects of current and past practice which exemplify the "symbiotic" relationship between practical studio work and critical engagement with visual form.

Rod Taylor, who has done much to promote and develop critical studies in the UK, provides us with examples of classroom practice and gives us his more recent thoughts on fundamental issues – "universal themes" in art – and gives examples of how both primary and secondary schools might develop their teaching of art through attending to themes such as "identity," "myth," and "environments" to help "re-animate the practical curriculum."

Although some of the discussion in this book centres on or arises from the English National curriculum, the issues are more global, and relevant to anyone involved in developing or delivering art curricula in schools. An American perspective is given in papers by George Geahigan and Paul Duncum. Geahigan outlines an approach to teaching about visual form which begins with students' personal responses and is developed through structured instruction. In Duncum’s vision of ‘visual culture art education’ sites such as theme parks and shopping malls are the focus of students' critical attention in schools; Nick Stanley gives a lucid account of just such an enterprise, giving practical examples of ways to engage students with this particular form of visual pleasure.

This publication serves to highlight some of the more pressing issues of concern to art and design teachers in two aspects. Firstly it seeks to contextualise the development of critical studies, discussing its place in the general curriculum – possibly as a discrete subject – and secondly it examines different approaches to its teaching.
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Critical Terms for the Study of Buddhism
Edited by Donald S. Lopez Jr.
University of Chicago Press, 2005
Over the past century, Buddhism has come to be seen as a world religion, exceeding Christianity in longevity and, according to many, philosophical wisdom. Buddhism has also increasingly been described as strongly ethical, devoted to nonviolence, and dedicated to bringing an end to human suffering. And because it places such a strong emphasis on rational analysis, Buddhism is considered more compatible with science than the other great religions. As such, Buddhism has been embraced in the West, both as an alternative religion and as an alternative to religion.

This volume provides a unique introduction to Buddhism by examining categories essential for a nuanced understanding of its traditions. Each of the fifteen essays here shows students how a fundamental term—from art to word—illuminates the practice of Buddhism, both in traditional Buddhist societies and in the realms of modernity. Apart from Buddha, the list of terms in this collection deliberately includes none that are intrinsic to the religion. Instead, the contributors explore terms that are important for many fields and that invite interdisciplinary reflection. Through incisive discussions of topics ranging from practice, power, and pedagogy to ritual, history, sex, and death, the authors offer new directions for the understanding of Buddhism, taking constructive and sometimes polemical positions in an effort both to demonstrate the shortcomings of assumptions about the religion and the potential power of revisionary approaches.

Following the tradition of Critical Terms for Religious Studies, this volume is not only an invaluable resource for the classroom but one that belongs on the short list of essential books for anyone seriously interested in Buddhism and Asian religions.
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The Critical Thinking About Sources Cookbook
Sarah E. Morris
Assoc of College & Research Libraries, 2020

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Crossing Borderlands
Composition And Postcolonial Studies
Andrea Lunsford
University of Pittsburgh Press, 2004

On the surface, postcolonial studies and composition studies appear to have little in common. However, they share a strikingly similar goal: to provide power to the words and actions of those who have been marginalized or oppressed. Postcolonial studies accomplishes this goal by opening a space for the voices of “others” in traditional views of history and literature. Composition studies strives to empower students by providing equal access to higher education and validation for their writing.

For two fields that have so much in common, very little dialogue exists between them. Crossing Borderlands attempts to establish such an exchange in the hopes of creating a productive “borderland” where they can work together to realize common goals.

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Crossing the Yard
Thirty Years as a Prison Volunteer
Richard Shelton
University of Arizona Press, 2007
Ever since he was asked to critique the poetry of a convicted murderer, he has lived in two worlds.

Richard Shelton was a young English professor in 1970 when a convict named Charles Schmid—a serial killer dubbed the “Pied Piper of Tucson” in national magazines—shared his brooding verse. But for Shelton, the novelty of meeting a death-row monster became a thirty-year commitment to helping prisoners express themselves. Shelton began organizing creative writing workshops behind bars, and in this gritty memoir he offers up a chronicle of reaching out to forgotten men and women—and of creativity blossoming in a repressive environment. He tells of published students such as Paul Ashley, Greg Forker, Ken Lamberton, and Jimmy Santiago Baca who have made names for themselves through their writing instead of their crimes. Shelton also recounts the bittersweet triumph of seeing work published by men who later met with agonizing deaths, and the despair of seeing the creative strides of inmates broken by politically motivated transfers to private prisons. And his memoir bristles with hard-edged experiences, ranging from inside knowledge of prison breaks to a workshop conducted while a riot raged outside a barricaded door. Reflecting on his decision to tutor Schmid, Shelton sees that the choice “has led me through bloody tragedies and terrible disappointments to a better understanding of what it means to be human.”

Crossing the Yard is a rare story of professional fulfillment—and a testament to the transformative power of writing.
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Crossing Unmarked Snow
Further Views on the Writer's Vocation
William Stafford
University of Michigan Press, 1998
"It is this impulse to change the quality of experience that I recognize as central to creation. . . . Out of all that could be done, you choose one thing. What that one thing is, nothing else can tell you--you come at it over unmarked snow."
--William Stafford
A plain-spoken but eminently effective poet, the late William Stafford (1914-1993) has managed to shape part of the mainstream of American poetry by distancing himself from its trends and politics. Though his work has always inspired controversy, he was widely admired by students and poetry lovers as well as his own peers. His fascination with the process of writing joined with his love of the land and his faith in the teaching power of nature to produce a unique poetic voice in the last third of the twentieth century.
Crossing Unmarked Snow continues--in the tradition of Stafford's well-loved collections Writing the Australian Crawl and You Must Revise Your Life-- collecting prose and poetry on the writer's profession. The book includes reviews and reflections on poets from Theodore Roethke to Carolyn Forche, from May Sarton to Philip Levine; conversations on the making of poems; and a selection of Stafford's own poetry. The book also includes a section on the art of teaching, featuring interviews, writing exercises, and essays on the writer's vocation.
William Stafford authored more than thirty-five books of poetry and prose during his lifetime, including the highly acclaimed Writing the Australian Crawl: Views on the Writer's Vocation and You Must Revise Your Life.
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Cross-Language Relations in Composition
Edited by Bruce Horner, Min-Zhan Lu, and Paul Kei Matsuda
Southern Illinois University Press, 2010

Cross-Language Relations in Composition brings together the foremost scholars in the fields of composition, second language writing, education, and literacy studies to address the limitations of the tacit English-only policy prevalent in composition pedagogy and research and to suggest changes for the benefit of writing students and instructors throughout the United States. Recognizing the growing linguistic diversity of students and faculty, the ongoing changes in the English language as a result of globalization, and the increasingly blurred categories of native, foreign, and second language English speakers, editors Bruce Horner, Min-Zhan Lu, and Paul Kei Matsuda have compiled a groundbreaking anthology of essays that contest the dominance of English monolingualism in the study and teaching of composition and encourage the pursuit of approaches that embrace multilingualism and cross-language writing as the norm for teaching and research.

The nine chapters comprising part 1 of the collection focus on the origins of the “English only” bias dominating U.S. composition classes and present alternative methods of teaching and research that challenge this monolingualism. In part 2, nine composition teachers and scholars representing a variety of theoretical, institutional, and professional perspectives propose new, compelling, and concrete ways to understand and teach composition to students of a “global,” plural English, a language evolving in a multilingual world.

Drawing on recent theoretical work on genre, complexity, performance and identity, as well as postcolonialism, Cross-Language Relations in Composition offers a radically new approach to composition teaching and research, one that will prove invaluable to all who teach writing in today’s multilingual college classroom.

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Cruel Auteurism
Affective Digital Mediations toward Film-Composition
bonnie lenore kyburz
University Press of Colorado, 2019
bonnie lenore kyburz' reflective and deeply felt sense of (her) place in Composition creates room to consider some of the rhetorical dimensions and pedagogical implications of film work in writing classrooms and as digital scholarship. Invoking affect theorist Lauren Berlant's concept of "cruel optimism" to articulate the findings of her archival, analytical, and experiential methods, Cruel Auteurism describes a cultural shift within the discipline, from the primacy of print-based arguments, through an evolving desire to generate cinematic rhetorics, toward increasingly visible forms of textual practice currently shaping composition classrooms and digital scholarship.
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Cult Archaeology and Creationism
Understanding Pseudoscientific Beliefs about the Past
Francis B. Harrold
University of Iowa Press, 1995

UFOs and aliens, unexplained mysteries, religious cults, diffusion, creationism. We are all familiar with beliefs about human life that lie outside traditional scientific boundaries. Notions such as these are considered reasonable by vast numbers of us in the Western world, in our modern “technological” and “educated” cultures.

Understanding why this should be so and how we as a society might deal with these widespread pseudoscientific beliefs are the subjects at the heart of this study. The authors—specialists in anthropology, archaeology, sociology, psychology, and history—explore creationism, which claims that there is evidence to support a literal interpretation of the origins of the world and of humanity as narrated in the Book of Genesis, and cult archaeology, which encompasses a wide range of fantastic beliefs about our past.

Cult Archaeology and Creationism contains several essays on the history of pseudoscientific beliefs and their current manifestations as well as the results of a unique research project in which students at five campuses across the country were asked about their beliefs and about such background factors as their school experience and religious faith. This expanded edition also includes two new essays, one on Afrocentrism and another that views cult archaeology and creationism in the 1990s and beyond.

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Cultivating Ecologies for Digital Media Work
The Case of English Studies
Catherine C. Braun
Southern Illinois University Press, 2014
The onslaught of the digital age has rapidly redefined the parameters of virtually every aspect of daily life, and the world of academic scholarship is no exception. In English departments across American institutions of higher education, faculty members face an uphill battle in the struggle for professional recognition of their digital works. In Cultivating Ecologies for Digital Media Work, author Catherine C. Braun calls for a shift in thinking about the professional methods and digital goals of the English studies discipline and its central texts.

Braun’s in-depth study documents English professors and the challenges they face in both career and classroom as they attempt to gain appropriate value for digital teaching and creation within their field, departments, and institutions. Braun proposes that to move English studies into the future, three main questions must be addressed. First, what counts as a text? How should we approach the reading of texts? Finally, how should we approach the production of texts? In addition to reconsidering the nature of texts in English studies, she calls for crucial changes in higher-education institutional procedures themselves, including new methods of evaluating digital scholarship on an even playing field with other forms of work during the processes for promotion and tenure.

With insightful expertise, Braun analyzes how the new age of digital scholarship not only complements the traditional values of the English studies discipline but also offers constructive challenges to old ideas about texts, methods, and knowledge production. Cultivating Ecologies for Digital Media Work is the first volume to offer specific examination of the digital shift’s impact on English studies and provides the scaffold upon which productive conversations about the future of the field and digital pedagogy can be built.

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Cultural Capital
The Problem of Literary Canon Formation
John Guillory
University of Chicago Press, 2023
An enlarged edition to celebrate the thirtieth anniversary of John Guillory’s formative text on the literary canon.

Since its publication in 1993, John Guillory’s Cultural Capital has been a signal text for understanding the codification and uses of the literary canon. Cultural Capital reconsiders the social basis for aesthetic judgment and exposes the unequal distribution of symbolic and linguistic knowledge on which culture has long been based. Drawing from Pierre Bourdieu’s sociology, Guillory argues that canon formation must be understood less as a question of the representation of social groups and more as a question of the distribution of cultural capital in schools, which regulate access to literacy, to the practices of reading and writing.
 
Now, as the crisis of the canon has evolved into the so-called crisis of the humanities, Guillory’s groundbreaking, incisive work has never been more urgent. As scholar and critic Merve Emre writes in her introduction to this enlarged edition: “Exclusion, selection, reflection, representation—these are the terms on which the canon wars of the last century were fought, and the terms that continue to inform debates about, for instance, decolonizing the curriculum and the rhetoric of antiracist pedagogy.”
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Cultural Capital
The Problem of Literary Canon Formation
John Guillory
University of Chicago Press, 1993
John Guillory challenges the most fundamental premises of the canon debate by resituating the problem of canon formation in an entirely new theoretical framework. The result is a book that promises to recast not only the debate about the literary curriculum but also the controversy over "multiculturalism" and the current "crisis of the humanities." Employing concepts drawn from Pierre Bourdieu's sociology, Guillory argues that canon formation must be understood less as a question of the representation of social groups than as a question of the distribution of "cultural capital" in the schools, which regulate access to literacy, to the practices of reading and writing.
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Cultural Citizenship
Cosmopolitanism, Consumerism, and Television in a Neoliberal Age
Toby Miller
Temple University Press, 2006
What does it mean to be a "citizen" today, in an age of unbridled consumerism, terrorism, militarism, and multinationalism? In this passionate and dazzling book, Toby Miller dares to answer this question with the depth of thought it deserves. Fast-moving and far-ranging, Cultural Citizenship blends fact, theory, observation, and speculation in a way that continually startles and engages the reader. Although he is unabashedly liberal in his politics, Miller is anything but narrow minded. He looks at media coverage of September 11th and the Iraq invasion as well as "infotainment"—such as Food and Weather channels—to see how U.S. TV is serving its citizens as part of "the global commodity chain." Repeatedly revealing the crushing grip of the invisible hand of television, Miller shows us what we have given up in our drive to acquire and to "belong." For far too long, "cultural citizenship" has been a concept invoked without content. With the publication of this book, it has at last been given flesh and substance.
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Cultural Marxism in Postwar Britain
History, the New Left, and the Origins of Cultural Studies
Dennis Dworkin
Duke University Press, 1997
In this intellectual history of British cultural Marxism, Dennis Dworkin explores one of the most influential bodies of contemporary thought. Tracing its development from beginnings in postwar Britain, through its various transformations in the 1960s and 1970s, to the emergence of British cultural studies at Birmingham, and up to the advent of Thatcherism, Dworkin shows this history to be one of a coherent intellectual tradition, a tradition that represents an implicit and explicit theoretical effort to resolve the crisis of the postwar British Left.
Limited to neither a single discipline nor a particular intellectual figure, this book comprehensively views British cultural Marxism in terms of the dialogue between historians and the originators of cultural studies and in its relationship to the new left and feminist movements. From the contributions of Eric Hobsbawm, Christopher Hill, Rodney Hilton, Sheila Rowbotham, Catherine Hall, and E. P. Thompson to those of Perry Anderson, Barbara Taylor, Raymond Williams, Dick Hebdige, and Stuart Hall, Dworkin examines the debates over issues of culture and society, structure and agency, experience and ideology, and theory and practice. The rise, demise, and reorganization of journals such as The Reasoner, The New Reasoner, Universities and Left Review, New Left Review, Past and Present, are also part of the history told in this volume. In every instance, the focus of Dworkin’s attention is the intellectual work seen in its political context. Cultural Marxism in Postwar Britain captures the excitement and commitment that more than one generation of historians, literary critics, art historians, philosophers, and cultural theorists have felt about an unorthodox and critical tradition of Marxist theory.
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Cultural Studies 1983
A Theoretical History
Stuart Hall
Duke University Press, 2016
The publication of Cultural Studies 1983 is a touchstone event in the history of Cultural Studies and a testament to Stuart Hall's unparalleled contributions. The eight foundational lectures Hall delivered at the University of Illinois in 1983 introduced North American audiences to a thinker and discipline that would shift the course of critical scholarship. Unavailable until now, these lectures present Hall's original engagements with the theoretical positions that contributed to the formation of Cultural Studies. Throughout this personally guided tour of Cultural Studies' intellectual genealogy, Hall discusses the work of Richard Hoggart, Raymond Williams, and E. P. Thompson; the influence of structuralism; the limitations and possibilities of Marxist theory; and the importance of Althusser and Gramsci. Throughout these theoretical reflections, Hall insists that Cultural Studies aims to provide the means for political change.
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Cultural Studies in the Future Tense
Lawrence Grossberg
Duke University Press, 2010
Lawrence Grossberg is one of the leading figures in cultural studies internationally. In Cultural Studies in the Future Tense, he offers a powerful critique of the present state of cultural studies and, more broadly, of the intellectual left, especially in the Anglo-American academy. He develops a vision for the future of cultural studies as conjunctural analysis, a radically contingent and contextual study of the articulations of lived, discursive, and material contexts. Proposing a compelling analysis of the contemporary political problem space as a struggle over modernity, he suggests the possibility of multiple ways of being modern as an analytic and imaginative frame. He elaborates an ontology of the modern as the potentialities of multiple configurations of temporalities and spatialities, differences, territorialities, and powers, and argues that euro-modernity is a specific geohistorical realization of this complex diagram. Challenging the euro-modern fragmentation of the social formation, he discusses the rigorous conceptual and empirical work that cultural studies must do—including rethinking fundamental concepts such as economy, culture, and politics as well as modernity—to reinvent itself as an effective political intellectual project. This book offers a vision of a contemporary cultural studies that embraces complexity, rigorous interdisciplinary practice and experimental collaborations in an effort to better explain the present in the service of the imagination of other futures and the struggles for social transformation.
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Culture and Content in French
Frameworks for Innovative Curricula
Aurélie Chevant-Aksoy
Lever Press, 2022
Instructors in today’s language classrooms face the challenge of preparing globally competent and socially responsible students with transcultural aptitude. As classroom content shifts toward communication, collaboration, and problem solving across cultural, racial, and linguistic boundaries, the teaching of culture is an integral part of foreign language education. This volume offers nontraditional approaches to teaching culture in a complex time when the internet and social networks have blurred geographical, social, and political borders.The authors offer practical advice about teaching culture with kinesthetics, music, improvisation, and communication technologies for different competency levels.The chapters also explore multi-literacies, project-based learning, and discussions on teaching culture through literature, media, and film.The appendices share examples of course syllabi, specific course activities, and extracurricular projects that explore culinary practices, performing arts, pop culture, geolocation, digital literacy, journalism, and civic literacy.
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Culture and the Radical Conscience
Eugene Goodheart
Harvard University Press, 1973

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Culture Myths
Applying Second Language Research to Classroom Teaching
Andrea DeCapua
University of Michigan Press, 2018
Culture Myths is intended for all educators who work with culturally and linguistically diverse students. The book is designed to help readers observe, evaluate, and appreciate cultural differences in values, beliefs, behaviors, attitudes, and worldviews by focusing on the underlying and mostly invisible reasons for these differences. Developing an awareness of one's own cultural assumptions deepens understanding and empathy and contributes to the breaking down of the cultural barriers that can affect communication. 

A goal of this book is to help readers strike a balance between minimizing cultural differences and assuming similarities across cultures on one hand, and exoticizing other cultures or accentuating surface differences on the other.
 
The myths about culture as it relates to the classroom that are explored in this book are:
  • We are all human beings, so how different can we really be?
  • The goal of education is to develop each individual’s potential.
  • Focusing on conversational skills in the classroom is overrated.
  • Not looking at the teacher shows disrespect.
  • How something is said is not as important as what is said.
  • Everyone knows what a good instructional environment is.
  • By the time students get to middle or high school, they know how to be a student.
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Curators of the Buddha
The Study of Buddhism under Colonialism
Edited by Donald S. Lopez Jr.
University of Chicago Press, 1995
Curators of the Buddha is the first critical history of the study of Buddhism in the West and the first work to bring the insights of colonial and postcolonial cultural studies to bear on this field.

After an overview of the origins of Buddhist studies in the early nineteenth century, the essays focus on important "curators of the Buddha," such as Aurel Stein, D. T. Suzuki, and Carl Jung, who, as they created and maintained the discipline, played a significant role in disseminating knowledge about Buddhism in the West. The essays bring to life many of the important but unexamined social, political, and cultural conditions that have shaped the course of Buddhist studies for more than a century—and have frequently distorted the understanding of a complex set of traditions. Contributors Charles Hallisey, Gustavo Benavides, Stanley Abe, Luis Gómez, Robert Sharf, and Donald Lopez challenge some of the most enduring ideas in Buddhist studies: that Zen Buddhism is, above all, an experience; that Tibetan Buddhism is polluted, or pristine; that the Buddha image is of Greek or Roman origin; that the classical text supersedes the vernacular, as the manuscript supersedes the informant; and many others.
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