Analyzing their own responses to national traumas, writing teachers question both the purposes and pedagogies of teaching 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.
Tabla de materias
Introduction
Shane Borrowman
The World Wide Agora: Negotiating Citizenship and Ownership of Response Online
Darin Payne
Presence in Absence: Discourses and Teaching (In, On, and About) Trauma
Peter N. Goggin and Maureen Daly Goggin
Here and Now: Remediating National Tragedy and the Purposes for Teaching Writing
Richard Marback
Teaching in the Wake of National Tragedy
Patricia Murphy, Ryan Muckerheide, and Duane Roen
Teaching Writing in Hawaii after Pearl Harbor and 9/11: How to ‘Make Meaning’ and ‘Heal’ Despite National Propaganda
Daphne Desser
Consumerism and the Coopting of National Trauma
Theresa Enos, Joseph Jones, Lonni Pearce, and Kenneth R. Vorndran
Discovering the Erased Feminism of the Civil Rights Movement: Beyond the Media, Male Leaders, and the 1960s Assassinations
Keith D. Miller and Kathleen Weinkauf
Writing Textbooks in/for Times of Trauma
Lynn Z. Bloom
Loss and Letter Writing
Wendy Bishop and Amy L. Hodges
How Little We Knew: Spring 1970 at the University of Washington
Dana C. Elder
‘This rhetoric paper almost killed me!’: Reflections on My Experiences in Greece During the Revolution of 1974
Richard Leo Enos
Are You Now, or Have You Ever Been, an Academic?
Shane Borrowman and Edward M. White
‘We have common cause against the night’: Voices from the WPA-1, September 11–12, 2001
Contributors
Index
Sobre el autor
Shane Borrowman is Assistant Professor of English at Gonzaga University.
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