As engagement becomes a trendy academic buzzword, we need sustained examinations of what this might mean in practice. This book investigates and models what writing studies scholars have found, both positive and negative, as they use writing to engage with and, ideally, better the communities in which they work
As engagement becomes a trendy academic buzzword, we need sustained examinations of what this might mean in practice. This book investigates and models what writing studies scholars have found, both positive and negative, as they use writing to engage with and, ideally, better the communities in which they work
Mary P. Sheridan is professor of English at University of Louisville. Megan J. Bardolph is assistant professor of English at Penn State New Kensington. Megan Faver Hartline is the associate director of Community Learning at Trinity College. Drew Holladay is assistant professor of digital humanities at University of Maryland, Baltimore County.
Inhaltsangabe
Introduction Mary P. Sheridan Section 1: Taking Positions 1. Taking Action in the Age of Reaction: Constructing Architectures of Participation Linda Adler-Kassner 2. Engage, Respond, Advocate: Copyright in Context Dànielle DeVoss 3. The Figured Worlds of Digital Mediation in Schools Rachel Gramer 4. Witnessing Learning: Building Relationships between Past, Present, and Future Selves Bump Halbritter and Julie Lindquist 5. Imagining Pedagogical Engagement: On the Rhetorical Limits of Vulnerability Kellie Sharp-Hoskins 6. Police Use-of-Force Policy: Engagement and the Mediation/Negotiation of Responsibility in a Public Institutional Genre Michael Knievel 7. From Public Writing to Writing-in-Common: Community Literacy after the Public Sphere Stephen Schneider Afterword for Section 1: Taking Positions Drew Holladay Section 2: Building Relationships 8. The Rhetoric of Outrage: Responding through Memoir and Public History Shannon Carter and Donna Dunbar-Odom 9. Remixed Literacies and Radical Cooperation at Play in a Youth-Directed Media Project Londie T. Martin and Adela C. Licona 10. Enacting Confianza: Responsive Community Literacy Learning Research in Mexington, Kentucky Steven Alvarez 11. From the Center to the Sidelines: Responsive Leadership in a High School-College Writing Partnership Heather Lindenman 12. The SISTA Project: Literacy Outreach in Response to Community Needs David A. Jolliffe, Julia Paganelli-Martin, Daniele Cunningham, andShiloh Peters Afterword for Section 2: Building Relationships Megan Faver Hartline Section 3: Crossing Boundaries 13. Writing, Democracy, Activism: Palestine, Israel, and Community Publishing Steve Parks 14. Carceral Windows and the Promise of Literacy Patrick W. Berry 15. Habitus, Disposition, and Disruption in MOOCs: Developing Responsive Pedagogy at Scale Ben McCorkle, Cynthia L. Selfe, Kaitlin Clinnin, and Kay Halasek 16. Meeting Students Where They Are: Practicing Responsive Pedagogy Kaitlin Clinnin, Kay Halasek, Ben McCorkle, and Cynthia L. Selfe 17. Refugee Literacy Learning and Liminal Belonging: A Neoliberal Context of Diversity Stephanie Rae Larson 18. "Responsive Understanding" and Receptivity to Global Writing Research Christiane Donahue Afterword for Section 3: Crossing Boundaries Megan J. Bardolph
Introduction Mary P. Sheridan Section 1: Taking Positions 1. Taking Action in the Age of Reaction: Constructing Architectures of Participation Linda Adler-Kassner 2. Engage, Respond, Advocate: Copyright in Context Dànielle DeVoss 3. The Figured Worlds of Digital Mediation in Schools Rachel Gramer 4. Witnessing Learning: Building Relationships between Past, Present, and Future Selves Bump Halbritter and Julie Lindquist 5. Imagining Pedagogical Engagement: On the Rhetorical Limits of Vulnerability Kellie Sharp-Hoskins 6. Police Use-of-Force Policy: Engagement and the Mediation/Negotiation of Responsibility in a Public Institutional Genre Michael Knievel 7. From Public Writing to Writing-in-Common: Community Literacy after the Public Sphere Stephen Schneider Afterword for Section 1: Taking Positions Drew Holladay Section 2: Building Relationships 8. The Rhetoric of Outrage: Responding through Memoir and Public History Shannon Carter and Donna Dunbar-Odom 9. Remixed Literacies and Radical Cooperation at Play in a Youth-Directed Media Project Londie T. Martin and Adela C. Licona 10. Enacting Confianza: Responsive Community Literacy Learning Research in Mexington, Kentucky Steven Alvarez 11. From the Center to the Sidelines: Responsive Leadership in a High School-College Writing Partnership Heather Lindenman 12. The SISTA Project: Literacy Outreach in Response to Community Needs David A. Jolliffe, Julia Paganelli-Martin, Daniele Cunningham, andShiloh Peters Afterword for Section 2: Building Relationships Megan Faver Hartline Section 3: Crossing Boundaries 13. Writing, Democracy, Activism: Palestine, Israel, and Community Publishing Steve Parks 14. Carceral Windows and the Promise of Literacy Patrick W. Berry 15. Habitus, Disposition, and Disruption in MOOCs: Developing Responsive Pedagogy at Scale Ben McCorkle, Cynthia L. Selfe, Kaitlin Clinnin, and Kay Halasek 16. Meeting Students Where They Are: Practicing Responsive Pedagogy Kaitlin Clinnin, Kay Halasek, Ben McCorkle, and Cynthia L. Selfe 17. Refugee Literacy Learning and Liminal Belonging: A Neoliberal Context of Diversity Stephanie Rae Larson 18. "Responsive Understanding" and Receptivity to Global Writing Research Christiane Donahue Afterword for Section 3: Crossing Boundaries Megan J. Bardolph
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