Writing for Engagement

Responsive Practice for Social Action

Edited by Mary P. Sheridan; Megan J. Bardolph; Megan Faver Hartline and Drew Holladay - Contributions by Linda Adler-Kassner; Steven Alvarez; Patrick W. Berry; Shannon Carter; Kaitlin Clinnin; Daniele Cunningham; Dànielle DeVoss; Christiane Donahue; Donna Dunbar-Odom; Rachel Gramer; Kay Halasek; Bump Halbritter; David A. Jolliffe; Michael Knievel; Stephanie Rae Larson; Adela C. Licona; Heather Lindenman; Julie Lindquist; Londie T. Martin; Ben McCorkle; Julia Paganelli-Martin; Steve Parks; Shiloh Peters; Stephen Schneider; Cynthia L. Selfe and Kellie Sharp-Hoskins

Engagement is trendy. Although paired most often with community, diverse invocations of engagement have gained cache, capturing longstanding shifts toward new practices of knowledge making that both reflect and facilitate multiple ways of being an academic. Engagement functions as a gloss for these shifts—addressing more expansive understandings of where, how, and with whom we research, teach, and partner. This book examines these shifts, locating them within socio-economic trends within and beyond the higher educational landscape, with particular focus on how they have been enacted within the diverse subfields of writing studies. In so doing, this book provides concrete models for enacting these new responsive practices, thereby encouraging scholars to examine how they can facilitate writing for social action through taking positions, building relationships, and crossing boundaries.

Lexington Books

Pages: 314 • Trim: 6½ x 9⅛

978-1-4985-6556-1 • Hardback • May 2018 • $129.00 • (£99.00)

978-1-4985-6557-8 • eBook • May 2018 • $122.50 • (£95.00)

Series: Cultural Studies/Pedagogy/Activism

Subjects: Literary Criticism / Books & Reading, Education / Teaching Methods & Materials / General, Education / Teaching Methods & Materials / Language Arts

Writing for Engagement

Responsive Practice for Social Action

Hardback

eBook

Summary

Engagement is trendy. Although paired most often with community, diverse invocations of engagement have gained cache, capturing longstanding shifts toward new practices of knowledge making that both reflect and facilitate multiple ways of being an academic. Engagement functions as a gloss for these shifts—addressing more expansive understandings of where, how, and with whom we research, teach, and partner. This book examines these shifts, locating them within socio-economic trends within and beyond the higher educational landscape, with particular focus on how they have been enacted within the diverse subfields of writing studies. In so doing, this book provides concrete models for enacting these new responsive practices, thereby encouraging scholars to examine how they can facilitate writing for social action through taking positions, building relationships, and crossing boundaries.

Details

Lexington Books

Pages: 314 • Trim: 6½ x 9⅛

978-1-4985-6556-1 • Hardback • May 2018 • $129.00 • (£99.00)

978-1-4985-6557-8 • eBook • May 2018 • $122.50 • (£95.00)

Series: Cultural Studies/Pedagogy/Activism

Subjects: Literary Criticism / Books & Reading, Education / Teaching Methods & Materials / General, Education / Teaching Methods & Materials / Language Arts

Author

Mary P. Sheridan is professor of English at University of Louisville.
Megan J. Bardolph is assistant professor of English at Penn State New Kensington.
Megan Faver Hartline is the associate director of Community Learning at Trinity College.
Drew Holladay is assistant professor of digital humanities at University of Maryland, Baltimore County.

Table of Contents

Introduction
Mary P. Sheridan

Section 1: Taking Positions

1. Taking Action in the Age of Reaction: Constructing Architectures of Participation
Linda Adler-Kassner

2. Engage, Respond, Advocate: Copyright in Context
Dànielle DeVoss

3. The Figured Worlds of Digital Mediation in Schools
Rachel Gramer

4. Witnessing Learning: Building Relationships between Past, Present, and Future Selves
Bump Halbritter and Julie Lindquist

5. Imagining Pedagogical Engagement: On the Rhetorical Limits of Vulnerability
Kellie Sharp-Hoskins

6. Police Use-of-Force Policy: Engagement and the Mediation/Negotiation of Responsibility in a Public Institutional Genre
Michael Knievel

7. From Public Writing to Writing-in-Common: Community Literacy after the Public Sphere
Stephen Schneider

Afterword for Section 1: Taking Positions
Drew Holladay

Section 2: Building Relationships

8. The Rhetoric of Outrage: Responding through Memoir and Public History
Shannon Carter and Donna Dunbar-Odom

9. Remixed Literacies and Radical Cooperation at Play in a Youth-Directed Media Project
Londie T. Martin and Adela C. Licona

10. Enacting Confianza: Responsive Community Literacy Learning Research in Mexington, Kentucky
Steven Alvarez

11. From the Center to the Sidelines: Responsive Leadership in a High School-College Writing Partnership
Heather Lindenman

12. The SISTA Project: Literacy Outreach in Response to Community Needs
David A. Jolliffe, Julia Paganelli-Martin, Daniele Cunningham, andShiloh Peters

Afterword for Section 2: Building Relationships
Megan Faver Hartline

Section 3: Crossing Boundaries

13. Writing, Democracy, Activism: Palestine, Israel, and Community Publishing
Steve Parks

14. Carceral Windows and the Promise of Literacy
Patrick W. Berry

15. Habitus, Disposition, and Disruption in MOOCs: Developing Responsive Pedagogy at Scale
Ben McCorkle, Cynthia L. Selfe, Kaitlin Clinnin, and Kay Halasek

16. Meeting Students Where They Are: Practicing Responsive Pedagogy
Kaitlin Clinnin, Kay Halasek, Ben McCorkle, and Cynthia L. Selfe

17. Refugee Literacy Learning and Liminal Belonging: A Neoliberal Context of Diversity
Stephanie Rae Larson

18. “Responsive Understanding” and Receptivity to Global Writing Research
Christiane Donahue

Afterword for Section 3: Crossing Boundaries
Megan J. Bardolph

Reviews

I foresee scholars in rhetoric and composition drawing on these essays in their scholarship, particularly those working on issues of community literacy and community-engaged writing projects.
— Scott Andrew Wible, University of Maryland

Writing for Engagement

Responsive Practice for Social Action

Writing for Engagement

Responsive Practice for Social Action

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