Writing for Engagement
Responsive Practice for Social Action
Lexington Books (Publisher)
1st Edition
Published on 7. May 2018
314 pages
978-1-4985-6557-8 (ISBN)
Description
Engagement is trendy. Although paired most often with community, diverse invocations of engagement have gained cache, capturing longstanding shifts toward new practices of knowledge making that both reflect and facilitate multiple ways of being an academic. Engagement functions as a gloss for these shifts-addressing more expansive understandings of where, how, and with whom we research, teach, and partner. This book examines these shifts, locating them within socio-economic trends within and beyond the higher educational landscape, with particular focus on how they have been enacted within the diverse subfields of writing studies. In so doing, this book provides concrete models for enacting these new responsive practices, thereby encouraging scholars to examine how they can facilitate writing for social action through taking positions, building relationships, and crossing boundaries.
More details
Series
Edition
1. Auflage
Language
English
Place of publication
New York
United States
Publishing group
Bloomsbury Publishing Plc
Target group
Professional and scholarly
Illustrations
3 b/w illustrations; 1 tables;
ISBN-13
978-1-4985-6557-8 (9781498565578)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Mary P. Sheridan | Megan J. Bardolph | Megan Faver Hartline
Writing for Engagement
Responsive Practice for Social Action
Book
05/2018
Lexington Books
€141.70
Shipment within 15-20 days
Persons
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.
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.
Content
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
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
