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  • Contributors

Fadi Akhtar teaches composition, drama, and cultural studies at the University of South Florida, where he is helping to construct and provides instruction for an interdisciplinary-studies pilot program. He is working on a study of the use of humor in English studies pedagogy.

Barry Alford is professor of English and humanities at Mid-Michigan Community College, where he has taught composition for more than twenty years. With Keith Kroll, he is editor of The Politics of Writing in the Two-Year College (2001).

Michael Bérubé is Paterno Family Professor in Literature at Pennsylvania State University, where he teaches twentieth-century American and African American literature.

Diane DuBose Brunner is professor of English at Michigan State University, where she teaches critical pedagogy with a focus on the intersections of language and culture. Her research interests include culture and pedagogy using narrative and performance theories.

Gina Cervetti is a doctoral candidate in the College of Education at Michigan State University, where she serves as a research assistant at the Center for the Improvement of Early Reading Achievement and teaches graduate and undergraduate courses in learning and teacher inquiry. Her research interests include critical pedagogy and emergent literacy.

Piya Chatterjee is assistant professor of women’s studies at the University of California, Riverside, where she teaches international women’s issues within comparative frames and has a particular interest in women’s social movements. Her research concerns primarily women, labor, and colonialism in South Asia. Combining internship programs with classroom teaching is her next goal for implementing innovative feminist pedagogy in the curriculum. Her book A Time for Tea: Women, Labor, and Post/Colonial Politics is forthcoming from Duke University Press.

Kristin Czarnecki is a doctoral student in English and associate director of English composition at the University of Cincinnati. Her research interests include modern British and Irish fiction, Ethnic American literature, and literary theory and criticism. She has taught English composition, African American literature, and adult literacy.

Dànielle N. DeVoss is assistant professor in the Department of American Thought and Language at Michigan State University. Her work has appeared in the Writing Center Journal, the journal CyberPsychology and Behavior, and the collections Taking Flight with OWLs: Examining Electronic Writing Center Work (2000) and Moving a Mountain: Transforming the Role of Contingent Faculty in Composition Studies and Higher Education (2001). She teaches composition, and her research interests include computer literacies and women’s interactions with and resistances to computer technologies.

Kate Duffy lectures in English at Indiana University–Purdue University in Indianapolis (IUPUI). A teacher consultant with the National Writing Project and vice president of Indiana Teachers of Writing, she is also a teacher-researcher for the PorTrait Project, sponsored by the University of Georgia and funded by the Arthur Vining Davis Foundation. She has worked with the Indiana Department of Education in developing lesson plans for the new state standards and is a member of IUPUI’s Diversity Inquiry Group, a cross-cultural, cross-curricular body with a three-year mission to increase IUPUI’s accessibility to minority students.

Julia Flanders is a doctoral candidate in English at Brown University and director of the Women Writers Project. Her research interests are electronic textuality and the complex relationship between text and data. She has spoken and written widely on text encoding, electronic editing, and the uses of electronic texts in research and teaching.

Mary Theresa Hall is associate professor of English at Thiel College. She teaches linguistics, British literature, and composition. She is author of Country Parsons, Country Poets: George Herbert and Gerard Manley Hopkins as Spiritual Autobiographers (1992). Her article on St. Thérèse of Lisieux appears in Catholic Women Writers: A Bio-Bibliographical Sourcebook (2001).

Ned Laff is director for new academic programs at Barat College of DePaul University. He has taught in both English and honors programs and has broad interests in liberal arts education and the quality of undergraduate education. He has been a guest editor for Language and Literature and a review editor for the Nacada Journal and the Journal of the Freshman Year Experience. He is a founder of the Association of Advisors in English, an affiliate of the College English Association.



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pp. 155-158
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