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This collection presents a reframing of ecocomposition theory in light of catastrophic climate change, including the possibility of civilizational collapse, as well as the practical impacts this has on the classroom.
List of contents
Foreword: Weaving Words and Worlds: Ecocomposition in the Anthropocene by Christian Weisser
Acknowledgments
Introduction: Teaching Writing in the Age of Catastrophic Climate Change by Justin Everett and Russell Mayo
Part I: Storytelling and Climate Justice Pedagogies
Chapter 1: Alice in a Warmer Wonderland: Climate Rhetoric in the Ecocomp Classroom by Kimberly Rose Moekle
Chapter 2: Emphasizing the Words and Expertise of Those Most at Risk: A Decolonial Feminist Ecocomposition Pedagogy by Julie Collins Bates
Chapter 3: The Never-Ending Story: Teaching Climate Change, Research, and Interdisciplinary Narrative by Kim Freeman
Part II: Teaching Writing with Place and Space
Chapter 4: Whose Job Is It? College Composition and the Exigence of Climate Crisis by Elisa Cogbill-Seiders
Chapter 5: Mapping the Intersections of Ecocomposition and Environmental Humanities: Exploring Carbon Energy Impacts, Local Places, and Global Contexts in the Writing Classroom by Juliette Lapeyrouse-Cherry
Chapter 6: Ecocomposition in the Writing Center: A Comparative Case Study of Ecology and (Post)Sustainability by Russell Mayo and Skye Roberson
Part III: Rhetoric-Science Interchanges
Chapter 7: A Gateway Drug for Science Literacy and Moral Action: Climate Change in the Composition Classroom by Zachary Garrett
Chapter 8: Messy Plates: Using Food-Themed Writing Courses to Resist Anthropocene Disorder by Mark Houston
Chapter 9: Situated Writing Within the Transition Town Movement: Inscribing Hope in the Age of Climate Change by Justin Everett
Part IV: Emotion, Affect, and Relationality
Chapter 10: Wicked Questions: An Ecocomposition Program for the Anthropocene by Matthew Newcomb
Chapter 11: Teaching Tactics that Intervene in and Resist Matters of Climate Catastrophe by Lisa L. Phillips
Chapter 12: Addressing Climate Change Panic through Relational Practice by Yavanna M. Brownlee
About the Contributors
About the author
Justin Everett is professor of English at Saint Joseph's University.
Russell Mayo is an English Language Arts teacher at Burley School in Chicago.
Summary
This collection presents a reframing of ecocomposition theory in light of catastrophic climate change, including the possibility of civilizational collapse, as well as the practical impacts this has on the classroom.
