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Scholarship
March 29, 2017
To Delight and Instruct: Celebrating Ten Years of Pedagogy
- Author
- Holberg, Jennifer L. and Taylor, Marcy, eds.
- Publisher
- Duke University Press, Durham
- ISBN
- 15314200
- Table of Contents
-
Editor's Introduction: "Our Work"
Articles
ch. 1 Returning to Community and Praxis: A Circuitous Journey through Pedagogy and Literacy Studies (Martin Bickman)
ch. 2 Disappearing Acts: The Problem of the Student in Composition Studies (Marlolina Rizzi Salvatori and Patricia Donahue)
ch. 3 The Demands of the Day (Colin Jager)
ch. 4 Globalism and Multimodality in the Digitized World: Computers and Composition Studies (Gail E. Hawisher, Cynthia L. Selfe, Gorjana Kisa, Shafinaz Ahmed)
ch. 5 Can We Teach a Transnational Queer Studies? (Donald E. Hall)
ch. 6 Lore, Practice, and Social Identity in Creative Writing Pedagogy: Speaking with a Yellow Voice? (Shirley Geok-lin Lim)
ch. 7 Threat Level (Michael Berube)
ch. 8 Contexts for Canons (Paul Lauter)
ch. 9 The Figure of Writing and the Future of English Studies (Marc Bousquet)
ch. 10 Bringing Our Brains to the Humanities: Increasing the Value of Our Classes while Supporting Our Futures (Sheila T.Cavanagh)
ch. 11 The Coming Apocalypse (Richard E. Miller)
ch. 12 Why Assessment? (Gerald Graff)
ch. 13 Performing Discussion: The Dream of a Common Language in the Literature Classroom (Harriet Kramer Linkin)
ch. 14 What's the Trouble with Knowing Students? Only Time Will Tell (Julie Lindquist)
ch. 15 Paradigms, Conversation, Prayer: Liberal Arts in Christian Colleges (Donald G. Marshall)
ch. 16 English Studies and Intellectual Property: Copyright, Creativity, and the Commons (Danielle Nicole DeVoss)
ch. 17 Teaching Narrative as Rhetoric: The Example of Time's Arrow (James Phelan)
ch. 18 The English Curriculum after the Fall (Robert Scholes)
ch. 19 Taking Stock: A Decade of From the Classroom (Elizabeth Brockman)
ch. 20 Who We Are, Why We Care (Mark C. Long)
Contributors
Journal Issue.
This issue considers the sustainability of English studies and of the humanities as a whole in the context of shrinking budgets and job opportunities and of shifting resources. Exploring topics from academic freedom and globalization to digitization, diversity, and the value of a humanities-based education, “To Delight and Instruct” reexamines the work of the English professor and calls for a reassessment of the priorities and means that undergird it.
Contributors examine the faculty’s fundamental responsibilities to classroom teaching, the university, and the community. Attending to the relationship between changing technologies and literacy in a global environment, the issue not only argues for a reassertion and reimagining of the humanities in the contemporary university but, perhaps as important, helps articulate a way forward.
This issue considers the sustainability of English studies and of the humanities as a whole in the context of shrinking budgets and job opportunities and of shifting resources. Exploring topics from academic freedom and globalization to digitization, diversity, and the value of a humanities-based education, “To Delight and Instruct” reexamines the work of the English professor and calls for a reassessment of the priorities and means that undergird it.
Contributors examine the faculty’s fundamental responsibilities to classroom teaching, the university, and the community. Attending to the relationship between changing technologies and literacy in a global environment, the issue not only argues for a reassertion and reimagining of the humanities in the contemporary university but, perhaps as important, helps articulate a way forward.