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Pedagogy
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Pedagogy
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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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Pedagogy
Volume 17, Issue 2, April 2017
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