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Food Justice Activism and Pedagogies
In this edited collection, contributors analyze the literacies, rhetorics, and pedagogies needed to transform food systems and create sustainable food systems. Scholars of rhetoric, interdisciplinary food studies, and sociology will find this book of particular interest.
We Are What We Remember
Commemorative practices are revised and rebuilt based on the spirit of the time in which they are re/created. Historians sometimes imagine that commemoration captures history, but actually commemoration creates new narratives about history that allow people to interact with the past in a way that they find meaningful. As our social values change (race, gender, religion, sexuality, class), our commemorations do, too. We Are What We Remember: The American Past Through Commemoration, analyzes current trends in the study of historical memory that are particularly relevant to our own present – our biases, our politics, our contextual moment – and strive to name forgotten, overlooked, and deni...
Gravyland
In Gravyland, Parks chronicles the history of an urban university writing program and its attempt to develop politically progressive literacy partnerships with the surrounding community while having to work within and against a traditional educational and cultural landscape. He details the experience of Temple University’s New City Writing program from its beginning as a small institute with one program at a local public school to a multifaceted organization, supported by large multiyear grants and establishing partnerships across the diverse neighborhoods of Philadelphia. The author describes classrooms where the community takes a seat and becomes part of the conversation—a conversation...
The Quaker and Southern Winslows
Follows the lines of Thomas Winslow (b. 4 Apr. 1679, d. 1744/45), and of John Winslow (b. ca. 1721, d. 1801), of Massachusetts and North Carolina, respectively.
Reclaiming the Rural
Reclaiming the Rural moves beyond typical arguments for the preservation, abandonment, or modernization of rural communities, analyzing how communities in the United States, Canada, and Mexico sustain themselves--economically, environmentally, intellectually, and politically--through literate action.
The Rhetoric of Dystopia
The Rhetoric of Dystopia develops an idea of “emergent metalepsis” that describes the uncanny moments where fictive texts anticipate material events, blurring the boundary between the storyworld and the world of reception. Christopher Carter treats dystopia as rhetoric that shapes collective identities while speeding across platforms and geopolitical borders, at once critiquing and exemplifying the circulation of power relations through varied modes. This rhetoric features rampant viruses, authoritarian governments, corporate behemoths, corrupt educational and scientific institutions, and brutal policing, sometimes amplifying existing trends and sometimes merely documenting them. From Bong Joon-ho to Reed Morano, Octavia Butler to Richard McGuire, artists proffer arguments whose gravity we often fail to register, thus calling into question the uses of media literacy in an age of looming cataclysm. Carter situates this rhetoric within scholarship on literacy, built environments, border policies, global food production, and the Anthropocene.
Rural Literacies
Rural Literacies identifies the problems inherent in trying to understand rural literacy, addresses the lack of substantive research on literacy in rural areas, and reviews traditional misrepresentations of rural literacy. This innovative volume frames debates over literacy in relation to larger social, political, and economic forces, such as the impact of the No Child Left Behind Act on rural schools and the effects of out-migration, globalization, and the loss of small family farms on rural communities. Drawing upon traditional literacy and composition research and employing theory from education and sociology, the text engages compositionists in broader conversations regarding rural literacies. The authors share strategies that will help compositionists participate in pedagogies that are rooted in a richer understanding of rural literacies and work toward sustainability for all communities in a globalized age.
Incarcerated Resistance
Who would go to prison on purpose? Incarcerated Resistance tells the stories of 43 activists from the School of the America’s Watch and Plowshares movements who have chosen to commit illegal nonviolent actions against the state and endure the court trials and lengthy prison sentences that follow. Employing this high-risk tactic is one of the most extreme methods in the nonviolent toolkit and typically entails intentionally breaking the law, most often through crimes of trespass onto federal property or the destruction of federal property. Though they have knowingly broken the law and generally expect to be incarcerated, their goal is to raise awareness and to resist, not necessarily to go ...
Pedagogical Perspectives on Cognition and Writing
Pedagogical Perspectives on Cognition and Writing addresses a scholarly audience in writing studies, specifically scholars and teachers of writing, writing program administrators, and writing center scholars and administrators. Chapters focus on the place of cognition in threshold concepts, teaching for transfer, rhetorical theory, trauma theory, genre, writing centers, community writing, and applications of the Framework for Success in Postsecondary Writing. The 1980s witnessed a growing interest in writing studies on cognitive approaches to studying and teaching college-level writing. While some would argue this interest was simply of a moment, we argue that cognitive theories still have g...
Transnational Writing Program Administration
While local conditions remain at the forefront of writing program administration, transnational activities are slowly and thoroughly shifting the questions we ask about writing curricula, the space and place in which writing happens, and the cultural and linguistic issues at the heart of the relationships forged in literacy work. Transnational Writing Program Administration challenges taken-for-granted assumptions regarding program identity, curriculum and pedagogical effectiveness, logistics and quality assurance, faculty and student demographics, innovative partnerships and research, and the infrastructure needed to support writing instruction in higher education. Well-known scholars and n...
