Abstract

Abstract:

This article examines the pedagogical response of English and writing faculty to a controversy that took place at their liberal arts college. Findings from faculty interviews highlight a number of ways that instructors might engage local controversies, in keeping with their curricular goals and commitments to pedagogical transparency.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 35-48
Launched on MUSE
2020-01-14
Open Access
No
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