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  • Contributors

Carla Arnell is associate professor of English at Lake Forest College in Lake Forest, Illinois, where she teaches courses in ancient and medieval literature and history of the novel. Her work has previously appeared in Studies in Medievalism, Christianity and Literature, and the Chronicle of Higher Education, among other places.

Adam Ellwanger is associate professor of English at the University of Houston — Downtown, where he directs the MA program in rhetoric and composition. His scholarly interests include rhetorical theory and criticism, political philosophy, pedagogy, composition, pop culture, and the history of the university. In his free time he plays and listens to music, watches football and hockey, and spends time with family.

Gregory Laski earned his PhD from Northwestern University and is a civilian assistant professor of English at the U.S. Air Force Academy, where he also directs the core literature course. He is cofounder of the Democratic Dialogue Project, a Mellon grant–funded exchange between U.S. Air Force Academy and Colorado College students that seeks to bridge the military-civilian divide. His writing appears in Callaloo, African American Review, J19, and Approaches to Teaching Charles W. Chesnutt (forthcoming). His book Untimely Democracy: The Politics of Progress after Slavery will be published in spring 2017.

Kristin Lucas is assistant professor of English studies at Nipissing University, Ontario. Her teaching areas include Shakespeare, drama, and short fiction. She is interested in the junction of literature and activism, and coordinates Shakespeare after School, a drama workshop for children.

Matthew Newcomb is associate professor of English at the State University of New York at New Paltz, where he teaches rhetoric, first-year composition, and literature courses. He also coordinates the composition program. His main areas of research include argument theory, affective rhetoric, design and rhetoric, [End Page 149] and theories of composition. His previous publications include articles in College Composition and Communication, JAC, and Rhetoric Review. He is currently working on projects relating design to rhetoric and on the place of composition studies in general education curricula.

Ersula Ore is Lincoln Professor of Ethics in African and African American studies and rhetoric at Arizona State University’s School of Social Transformation where she teaches courses in rhetorical theory, critical theories of race and culture, and black women’s history and intellectual tradition. She has published in Rhetoric and Public Affairs, Reflections: A Journal of Public Rhetoric, Civic Writing, and Service-Learning, the Journal of Language, Identity, and Education, and Present-Tense: A Journal of Rhetoric in Society.

Pavlina Radia is associate dean of arts and science at Nipissing University, Ontario. She is also the director of the Centre for Interdisciplinary Collaboration in the Arts and Sciences at Nipissing University. Her teaching interests include transdisciplinary pedagogies, literature, and media studies. She has two books forthcoming: Nomadic Modernisms and Diasporic Journeys of Djuna Barnes and Jane Bowles: “Two Very Serious Ladies” (2016) and Ecstatic Consumption: The Spectacle of Global Dystopia in Contemporary American Literature (2016).

Samantha Sabalis is a PhD candidate at Fordham University, where she teaches courses in composition and literature. She is also a museum educator with experience at the Morgan Library, the Rubin Museum of Art, and the Metropolitan Museum of Art.

Amanda Wray is assistant professor of English at the University of North Carolina at Asheville, where she teaches writing and rhetoric classes, as well as women, gender, and sexuality studies. As an oral historian and language specialist, she focuses her pedagogy primarily on experiences of resistance, coalition building, and antioppression rhetorics. [End Page 150]

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 149-150
Launched on MUSE
2016-12-15
Open Access
No
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