Beschreibung:
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
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.
IntroductionMary P. SheridanSection 1: Taking Positions1. Taking Action in the Age of Reaction: Constructing Architectures of Participation Linda Adler-Kassner2. Engage, Respond, Advocate: Copyright in ContextDànielle DeVoss3. The Figured Worlds of Digital Mediation in SchoolsRachel Gramer4. Witnessing Learning: Building Relationships between Past, Present, and Future SelvesBump Halbritter and Julie Lindquist5. Imagining Pedagogical Engagement: On the Rhetorical Limits of VulnerabilityKellie Sharp-Hoskins6. Police Use-of-Force Policy: Engagement and the Mediation/Negotiation of Responsibility in a Public Institutional GenreMichael Knievel7. From Public Writing to Writing-in-Common: Community Literacy after the Public SphereStephen SchneiderAfterword for Section 1: Taking PositionsDrew HolladaySection 2: Building Relationships8. The Rhetoric of Outrage: Responding through Memoir and Public HistoryShannon Carter and Donna Dunbar-Odom9. Remixed Literacies and Radical Cooperation at Play in a Youth-Directed Media ProjectLondie T. Martin and Adela C. Licona10. Enacting Confianza: Responsive Community Literacy Learning Research in Mexington, KentuckySteven Alvarez11. From the Center to the Sidelines: Responsive Leadership in a High School-College Writing PartnershipHeather Lindenman12. The SISTA Project: Literacy Outreach in Response to Community NeedsDavid A. Jolliffe, Julia Paganelli-Martin, Daniele Cunningham, andShiloh PetersAfterword for Section 2: Building RelationshipsMegan Faver HartlineSection 3: Crossing Boundaries13. Writing, Democracy, Activism: Palestine, Israel, and Community PublishingSteve Parks14. Carceral Windows and the Promise of LiteracyPatrick W. Berry15. Habitus, Disposition, and Disruption in MOOCs: Developing Responsive Pedagogy at ScaleBen McCorkle, Cynthia L. Selfe, Kaitlin Clinnin, and Kay Halasek16. Meeting Students Where They Are: Practicing Responsive PedagogyKaitlin Clinnin, Kay Halasek, Ben McCorkle, and Cynthia L. Selfe17. Refugee Literacy Learning and Liminal Belonging: A Neoliberal Context of DiversityStephanie Rae Larson18. “Responsive Understanding” and Receptivity to Global Writing ResearchChristiane DonahueAfterword for Section 3: Crossing BoundariesMegan J. Bardolph