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Can we all learn from failure equally? Failure Pedagogies examines the ways failure is often appropriated to advantage those most likely to be insulated from the risks associated with pursuing it as a creative strategy._Contributors ask questions that examine what happens when failures do not necessarily lead to progress or innovation: How is risk distributed? For whom is failure "safe" and why? For whom is failure a real end rather than an opening to generative possibilities? To address these questions, we focus largely on pedagogical settings-classrooms, universities, and the conventions that reign there-but also confi gure pedagogy as a broad cultural practice that teaches acceptable and unacceptable forms of resistance, subversion, and risk. Contributors focus on a range of topics, including teaching and failure, language failures, fake news, disaster response failures, academic racism, sexual harassment and gender bias, queer failure, intersectionality and infertility activism, and institutional failures to imagine disabled bodies. Failure Pedagogies will be of interest to scholars, students, and teachers of writing, rhetoric, and popular culture.
Table des matières
List of Figures - Chris Hay: Foreword: Failure, Fear, and Alternate Routes - Acknowledgments - Allison D. Carr/Laura R. Micciche: Introduction: Failure's Sweat - Caddie Alford: When One Door Closes, Another Opens; Or, Appreciating Clichés - Alba Newmann Holmes/Kara Wittman: The Costs of Clarity - Kate Pantelides: After the Accusation: The Lasting Impact of Plagiarism Trauma on Student Writing Behaviors - Darci L. Thoune: Failure Potential: Using Failure as Feedback - Jim Ridolfo: Rhetorical Velocity and Fake News - R.J. Lambert: Failure as Exigence: Accusation and Apology as Opportunities for (Re)invention - Nancy G. Barrón/Sibylle Gruber: Redefining Failure: Controlling a Sense of Self - Anne Dalke: A Force of Disruption: Refusing the Success/Failure Complex - Shari J. Stenberg/Stacey Waite: Who Survives the Witch Hunt? Supporting Our Students in a Process We Know Will Fail Them - Gavin P. Johnson/Ryan Sheehan: The Uses of Queer Failure: Navigating the Pedagogical Mandate of Happiness - Jeanette Lehn: Committing to Failure: Critical Pedagogy and Failure in Classroom Teaching - Cassandra Phillips/Joanne Baird Giordano: Messy Processes Into and Out of Failure: Professional Identities and Open-Access Writers - Michelle LaFrance: Failure to Wake? What #WPAListservFeministRevolution Tells Us About a "Feminist" Writing Studies - Julie Myatt: Persevering Even When "We Are All Full of Mad": A Lesson in the Value of Incremental Progress - Maria Novotny/Juliette Givhan: "You Google Infertility and You Don't See Me": Towards an Intersectional Framework Resisting the Rhetorical Slippages of Reproductive Activism - Kara Taczak/Debbie Gale Mitchell: Embracing the Ugly - Adam Hubrig: Narrativizing Dis/Ability: Deconstructing Institutional Uses of Disability Narratives - Aja Y Martinez: Papelitos Guardados, Part I: On Collegiality and Failure - Asao B. Inoue: Afterword: Failure and Letting Go - Contributors - Index.
A propos de l'auteur
Allison D. Carr, Assistant Professor of Rhetoric at Coe College (IA), earned her Ph.D. from the University of Cincinnati in 2014. Her work has appeared in Composition Forum, Pedagogy, Computers & Composition Online, and multiple edited volumes.
Laura R. Micciche, Professor of English at the University of Cincinnati, earned her Ph.D. from the University of Wisconsin-Milwaukee in 1999. She has published three books on writing and emotion and recently completed a six-year term editing Composition Studies.
Résumé
Failure Pedagogies examines how failure has been wittingly and unwittingly appropriated to advantage those most likely to be insulated from risks associated with pursuing or embracing failure as a creative strategy.
