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The Mind's Eye
In the post-September 11 world, therapeutic writing has become a topic of heightened interest in both academic circles and the popular press, reflecting a growing awareness that writing can have a beneficial effect on the emotional and cognitive lives of survivors of traumatic experiences. Yet teachers and others who encounter such writing often are unsure how to deal with it. In The Mind's Eye: Image and Memory in Writing about Trauma, Marian Mesrobian MacCurdy investigates the relationship between writing and trauma, examines how we process difficult experiences and how writing can help us to integrate them, and provides a pedagogy to deal with the difficult life stories that often surface...
Writing and Healing
Provides a unique occasion for teachers, scholars, and other professional to begin an open, serious conversation about the healing power of writing.
Mad at School
Explores the contested boundaries between disability, illness, and mental illness in higher education
Rwanda Since 1994
Over the past 25 years, Rwanda has undergone remarkable shifts and transitions: culturally, economically, and educationally the country has gone from strength to strength. While much scholarship has understandably been retrospective, seeking to understand, document and commemorate the Genocide against the Tutsi, this volume gathers diverse perspectives on the changing social and cultural fabric of Rwanda since 1994.
Embodied Literacies
Embodied Literacies: Imageword and a Poetics of Teaching is a response to calls to enlarge the purview of literacy to include imagery in its many modalities and various facets. Kristie S. Fleckenstein asserts that all meaning, linguistic or otherwise, is a result of the transaction between image and word. She implements the concept of imageword—a mutually constitutive fusion of image and word—to reassess language arts education and promote a double vision of reading and writing. Utilizing an accessible fourfold structure, she then applies the concept to the classroom, reconfiguring what teachers do when they teach, how they teach, what they teach with, and how they teach ethically. Fleck...
The Ethics of Nonfiction
This book explores issues of identity, ethics and epistemology that arise around the writing and reception of creative nonfiction. It examines a range of different nonfiction forms – including the personal essay and memoir – and ethical questions that arise in relation to them, such as truth claims, the confessional mode, counter-narratives. Drawing on the ideas of Bakhtin, Nietzsche and Foucault; examples from creative non-fiction writers such as Strayed and Knausgaard; and the founding principles of the originators of the genre, Seneca, Augustine and Montaigne, George Jensen argues that a limited conception of nonfiction leads to a limited view of its ethics. Writing about the truth in an authentic way is more important than ever before – and essential to this is the creation of the ethical subject.
Identity and Form in Contemporary Literature
This ambitious and wide-ranging essay collection analyses how identity and form intersect in twentieth- and twenty-first century literature. It revises and deconstructs the binary oppositions identity-form, content-form and body-mind through discussions of the role of the author in the interpretation of literary texts, the ways in which writers bypass or embrace identity politics and the function of identity and the body in form. Essays tackle these issues from a number of positions, including identity categories such as (dis)ability, gender, race and sexuality, as well as questioning these categories themselves. Essayists look at both identity as form and form as identity. Although identity...
Trauma and the Teaching of Writing
Deepening and broadening our understanding of what it means to teach in times of trauma, writing teachers analyze their own responses to national traumas ranging from the Japanese attack on Pearl Harbor to the various appropriations of 9/11. Offering personal, historical, and cultural perspectives, they question both the purposes and pedagogies of teaching writing.
Narrative in Social Work Practice
Narrative in Social Work Practice features first-person accounts by social workers who have successfully integrated narrative theory and approaches into their practice. Contributors describe innovative and effective interventions with a wide range of individuals, families, and groups facing a variety of life challenges. One author describes a family in crisis when a promising teenage girl suddenly takes to her bed for several years; another brings narrative practice to a Bronx trauma center; and another finds that poetry writing can enrich the lives of people living with dementia. In some chapters, the authors turn narrative techniques inward and use them as vehicles of self-discovery. Settings range from hospitals and clinics to a graduate school and a case management agency. Throughout, Narrative in Social Work Practice showcases the flexibility and appeal of narrative methods and demonstrates how they can be empowering and fulfilling for clients and social workers alike. The differential use of narrative techniques fulfills the mission and core competencies of the social work profession in creative and surprising ways. Stories of clients and workers are, indeed, powerful.
