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From: Pedagogy

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restricted access   Volume 17, Issue 2, April 2017

Table of Contents

Articles

On Not Following Freire: Foucault and the Critique of Human Capital

pp. 151-175
Kristopher M. Lotier
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Exploding Rhetorics of 9/11: An Approach for Studying the Role That Affect and Emotion Play in Constructing Historical Events

pp. 177-202
Melissa Ames
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Wine, Poems, and Song: Lateral Reading and the Pedagogy of Appreciation

pp. 203-234
Aaron Rosenfeld
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Digital Reading: Genre Awareness as a Tool for Reading Comprehension

pp. 235-257
Tanya K. Rodrigue
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Literacy, Culture, and Creativity in a Digital Era

pp. 259-287
Martha C. Pennington
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Loosening Our Tongues: Toward a Critical Race Practice in Fiction Writing Workshops

pp. 289-319
Maimuna Islam
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From the Classroom

Introduction: A Roundtable on “Teaching 1874”

pp. 321-322
Suzy Anger
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Pivoting: 1874 in the Classroom

pp. 323-333
Timothy Alborn
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Go Deep, Go Wide: A Personal History

pp. 333-342
Anne Humpherys
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Blank Spaces, Full of Mourning: Against Compressing, Excerpting, and Anthologizing In Memoriam for Classroom Use

pp. 343-350
Vincent A. Lankewish
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Reviews

The Crisis of Composition: Teaching and Resistance in the Neoliberal Era

pp. 351-358
Phillip Goodwin
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Composing at the Threshold: Collaborative Composition and Innovative Form

pp. 359-365
Rebecca C. Conklin
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Contributors

pp. 367-369
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Erratum for Pedagogy 17, no. 1 (January 2017)

p. 371
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