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This book addresses the urgent need for rigorous and creative examination of how new theoretical principles, sociocultural investments, and pedagogical technologies inform classroom teaching. Written by current and former graduate and faculty instructors of English at the University of Texas at Austin-a department that has been centrally involved in national controversies over literary multiculturalism, the politics of writing instruction, and the development of academic computer technology-this collection constitutes a uniquely situated engagement with the most pressing contemporary questions in English studies.
After historical and theoretical contextualizing by its coeditors,
Situating College English is organized in to three sections that provide conceptual analyses, practical strategies, and empirical data derived from representative classroom experiences and addressed to a range of pedagogical issues.
Sommario
Acknowledgments
IntroductionsStandard English at the University of Texas by Alan W. Friedman
Political Correctness, Principled Contextualism, Pedagogical Conscience by Evan Carton
Canonicity, Subalternity, and Literary PedagogyPedagogy and the Canon Controversy by Jacqueline Bacon
A Multicultural Curriculum: Diversity or Divisiveness? by Helena Woodard
Rereading Texas History: Cultural Impoverishment, Empowerment, and Pedagogy by Louis Mendoza
"English" Literature, the Irish, and The Norton Anthology by Rachel Jennings
The Thumb of Ekalavya: Postcolonial Studies and the "Third World" Scholar in a "First World" Academy by S. Shankar
Reclaiming the Teaching Assistant: Dissent as a Pedagogical Tool by Jean Lee Cole and Jennifer Huth
Reading, Writing, Teaching: Principles and ProvocationsWarranting a Postmodernist Literary Studies by Gordon A. Grant III
Knowledge, Power, and the Melancholy of English Studies by Robert G. Twombly
Collaborative Learning in the Postmodern Classroom by Jerome Bump
Professionalism and the Problem of the "We" in Composition Studies by Nancy Peterson
An Accidental Writing Teacher by Sara E. Kimball
Having Students Write on Moral Topics: Legal, Religious, and Pedagogical Issues by James L. Kinneavy
Bodies, Sexualities, and Computers in the ClassroomDesire and Learning: The Perversity of Pedagogy by Kathleen Kane
Learning and Desire: A Pedagogical Model by Edward Madden
Gender and Trauma in the Classroom by Margot Backus
"Type Normal Like the Rest of Us": Writing, Power, and Homophobia in the Networked Composition Classroom by Alison Regan
Rethinking Pedagogical Authority in Response to Homophobia in the Networked Classroom by Susan Claire Warshauer
Here, Queer, and Perversely Sincere: Lesbian Subjects in the English Department by Kim Emery
Works Cited
Index
Info autore
Evan Carton, Alan W. Friedman
