1. On Not Following Freire: Foucault and the Critique of Human Capital
  2. Kristopher M. Lotier
  3. pp. 151-175
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  1. Exploding Rhetorics of 9/11: An Approach for Studying the Role That Affect and Emotion Play in Constructing Historical Events
  2. Melissa Ames
  3. pp. 177-202
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  1. Wine, Poems, and Song: Lateral Reading and the Pedagogy of Appreciation
  2. Aaron Rosenfeld
  3. pp. 203-234
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  1. Digital Reading: Genre Awareness as a Tool for Reading Comprehension
  2. Tanya K. Rodrigue
  3. pp. 235-257
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  1. Literacy, Culture, and Creativity in a Digital Era
  2. Martha C. Pennington
  3. pp. 259-287
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  1. Loosening Our Tongues: Toward a Critical Race Practice in Fiction Writing Workshops
  2. Maimuna Islam
  3. pp. 289-319
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  1. Pivoting: 1874 in the Classroom
  2. Timothy Alborn
  3. pp. 323-333
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  1. Go Deep, Go Wide: A Personal History
  2. Anne Humpherys
  3. pp. 333-342
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  1. Blank Spaces, Full of Mourning: Against Compressing, Excerpting, and Anthologizing In Memoriam for Classroom Use
  2. Vincent A. Lankewish
  3. pp. 343-350
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  1. The Crisis of Composition: Teaching and Resistance in the Neoliberal Era
  2. Phillip Goodwin
  3. pp. 351-358
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  1. Composing at the Threshold: Collaborative Composition and Innovative Form
  2. Rebecca C. Conklin
  3. pp. 359-365
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  1. Erratum for Pedagogy 17, no. 1 (January 2017)
  2. p. 371
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  1. Introduction: A Roundtable on “Teaching 1874”
  2. Suzy Anger
  3. pp. 321-322
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  1. Contributors
  2. pp. 367-369
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