In this Issue
Pedagogy is an innovative journal that aims to build a new discourse around teaching in English studies. Reversing the long history of marginalization of teaching and the scholarship produced around it, it offers a forum for critical reflection and spirited debate. The journal publishes articles by senior scholars as well as more junior members of the profession, featuring voices from many subdisciplines and institutions. Pedagogy promises to stimulate new and exciting developments for undergraduate and graduate instruction in English studies.
published by
Duke University Pressviewing issue
Volume 24, Issue 1, January 2024Table of Contents
pp. 1-20
pp. 21-45
pp. 71-94
-
View Breaking the Taboo: How Anonymous Student Feedback Empowers Students to Learn about Race in World Indigenous Literatures
-
Download
Breaking the Taboo: How Anonymous Student Feedback Empowers Students to Learn about Race in World Indigenous Literatures
- Save Breaking the Taboo: How Anonymous Student Feedback Empowers Students to Learn about Race in World Indigenous Literatures
pp. 95-115
-
View The "Knocking Heart": Performed Personal Narrative toward Mutual Identification in First-Year Writing
-
Download
The "Knocking Heart": Performed Personal Narrative toward Mutual Identification in First-Year Writing
- Save The "Knocking Heart": Performed Personal Narrative toward Mutual Identification in First-Year Writing
A No-Size-Fits-All Label: The Conundrum of Defining and Supporting First-Generation College Students
pp. 137-142
-
View A No-Size-Fits-All Label: The Conundrum of Defining and Supporting First-Generation College Students
-
Download
A No-Size-Fits-All Label: The Conundrum of Defining and Supporting First-Generation College Students
- Save A No-Size-Fits-All Label: The Conundrum of Defining and Supporting First-Generation College Students
Previous Issue
Next Issue
| ISSN | 1533-6255 |
|---|---|
| Print ISSN | 1531-4200 |
| Launched on MUSE | 2024-07-24 |
| Open Access | No |
