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Paul Engle and the Iowa Writers' Workshop
With these words, written long before his Iowa Writers' Workshop became world famous, much imitated, and academically rich, Paul Engle captured the spirit behind his beloved workshop. Now, in this collection of essays by and about those writers who shared the energetic early years, Robert Dana presents a dynamic, informative tribute to Engle and his world.
The book's three sections mingle myth and history with style and grace and no small amount of humor. The beginning essays are given over to memories of Paul Engle in his heyday. The second group focuses particularly on those teachers—Robert Lowell, John Berryman, Kurt Vonnegut, for example—who made the workshop hum on a day-to-day basis. Finally, the third section is devoted to storytelling: tall tales, vignettes, surprises, sober and not-so-sober moments. Engle's own essay, "The Writer and the Place," describes his "simple, and yet how reckless" conviction that "the creative imagination in all of the arts is as important, as congenial, and as necessary, as the historical study of all the arts."
Today, of course, there are hundreds of writers' workshops, many of them founded and directed by graduates of the original Iowa workshop. But when Paul Engle arrived in Iowa there were exactly two. His indomitable nature and great persuasive powers, combined with his distinguished reputation as a poet, loomed large behind the enhancement of the Iowa Writers' Workshop. This volume of fine and witty essays reveals the enthusiasm and drive and sheer pleasure that went into Iowa's renowned workshop.
This unequaled collection of international programs will enable educators worldwide to investigate special education practice within its social context to enhance their own initiatives with new ideas. Comparative Studies divides into five sections, each with an introduction to the chapters within. This thorough text begins with limited special education in such venues as South Africa and Senegal. Section Two addresses emerging special education in Nigeria, Brazil, and several other locales. Segregated special education in Japan, Russia, and other countries makes up Section Three, and Section Four explores countries that are approaching integration, such as Poland and Australia. Integrated special education is described in Scandinavia, New Zealand and other nations in the final section. More than 50 noted scholars have contributed to this important work, offering an indispensable, detailed frame of reference for assessing education programs worldwide for all special populations -- blind, deaf, physically and mentally disabled, and all others.
Alternative Rhetoric in Theory and Practice
David Wallace argues that any understanding of writing studies must include the conception of discourse as an embodied force with real consequences for real people. Informed in important ways by queer theory, Wallace calls to account users of dominant discourses and at the same time articulates a theory base from which to interpret "alternative rhetoric."
“What any body is—and is able to do—cannot be disentangled from the media we use to consume and produce texts.” ---from the Introduction.
Kristin Arola and Anne Wysocki argue that composing in new media is composing the body—is embodiment. In Composing (Media) = Composing (Embodiment), they have brought together a powerful set of essays that agree on the need for compositionists—and their students—to engage with a wide range of new media texts. These chapters explore how texts of all varieties mediate and thereby contribute to the human experiences of communication, of self, the body, and composing. Sample assignments and activities exemplify how this exploration might proceed in the writing classroom.
Contributors here articulate ways to understand how writing enables the experience of our bodies as selves, and at the same time to see the work of (our) writing in mediating selves to make them accessible to institutional perceptions and constraints. These writers argue that what a body does, and can do, cannot be disentangled from the media we use, nor from the times and cultures and technologies with which we engage.
To the discipline of composition, this is an important discussion because it clarifies the impact/s of literacy on citizens, freedoms, and societies. To the classroom, it is important because it helps compositionists to support their students as they enact, learn, and reflect upon their own embodied and embodying writing.
A Contextualist Research Paradigm for Rhetoric and Composition
Cindy Johanek offers a new perspective on the ideological conflict between qualitative and quantitative research approaches, and the theories of knowledge that inform them. With a paradigm that is sensitive to the context of one's research questions, she argues, scholars can develop less dichotomous forms that invoke the strengths of both research traditions. Context-oriented approaches can lift the narrative from beneath the numbers in an experimental study, for example, or bring the useful clarity of numbers to an ethnographic study.
A pragmatic scholar, Johanek moves easily across the boundaries that divide the field, and argues for contextualist theory as a lens through which to view composition research. This approach brings with it a new focus, she writes. "This new focus will call us to attend to the contexts in which rhetorical issues and research issues converge, producing varied forms, many voices, and new knowledge, indeed reconstructing a discipline that will be simultaneously focused on its tasks, its knowledge-makers, and its students."
Composing Research is a work full of personal voice and professional commitment and will be a welcome addition to the research methods classroom and to the composition researcher's own bookshelf.
2000 Outstanding Scholarship Award from the International Writing Centers Association.
Religious and Political Bias in American Higher Education
Conservative and liberal commentators alike have long argued that social bias exists in American higher education. Yet those arguments have largely lacked much supporting evidence. In this first systematic attempt to substantiate social bias in higher education, George Yancey embarks on a quantitative and qualitative analysis of the social biases and attitudes of faculties in American universities—surveying professors in disciplines from political science to experimental biology and then examining the blogs of 42 sociology professors. In so doing, Yancey finds that politically—and, even more so, religiously—conservative academics are at a distinct disadvantage in our institutions of learning, threatening the free exchange of ideas to which our institutions aspire and leaving many scientific inquiries unexplored.
Un référentiel
Changer ou modifier ses conceptions et ses pratiques demande du temps et les personnels ont besoin d'accompagnement pour cheminer dans ce processus complexe. Le référentiel présenté dans ce livre propose huit compétences professionnelles à acquérir. Elles s'exercent en situation, en interaction avec d'autres et en fonction d'un milieu qui a sa culture et ses habitudes. Dans l'intervention, elles se manifestent de manière intégrée et complémentaire tenant compte du modèle de pratique de la personne accompagnatrice tout en considérant les adaptations que cette personne apporte à son propre modèle selon son interprétation des fondements du changement.
À partir des résultats de recherche, cet ouvrage propose des pistes d'interventions multidimensionnelles visant à modifier les croyances aussi bien des spécialistes de l'enseignement que des élèves à l'égard des mathématiques, des sciences et des technologies.
Politiques et expériences
La concertation éducation travail est devenue une condition essentielle au développement économique. Sans elle, la qualification autant que le renouvellement de la main-d'oeuvre sont compromis et les entreprises ne peuvent plus trouver les travailleurs dont ils ont besoin. Ce volume permet au lecteur de se familiariser rapidement avec les problèmes et les obstacles ainsi qu'avec les principales solutions favorisant la collaboration recherchée par les partenaires de l'éducation et du travail.
Hommage à Ernst von Glasersfeld
Plus qu'un hommage à Ernst von Glasersfeld pour ses travaux en épistémologie du développement des connaissances, voici une réflexion sur le constructivisme Les textes sélectionnés, disponibles dans certains cas pour la première fois en français, mettent en parallèle les travaux de von Glasersfeld et les réflexions de nombreux chercheurs. Ils montrent l'impact du constructivisme sur la recherche et les pratiques éducatives et décrivent son influence sur les réformes curriculaires et les choixactuels en éducation.
