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978-1-4985-6556-1 • Hardback • May 2018 • $116.00 • (£89.00)
978-1-4985-6557-8 • eBook • May 2018 • $110.00 • (£85.00)
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.
IntroductionMary P. SheridanSection 1: Taking Positions1. Taking Action in the Age of Reaction: Constructing Architectures of Participation Linda Adler-Kassner2. Engage, Respond, Advocate: Copyright in ContextDànielle DeVoss3. The Figured Worlds of Digital Mediation in SchoolsRachel Gramer4. Witnessing Learning: Building Relationships between Past, Present, and Future SelvesBump Halbritter and Julie Lindquist5. Imagining Pedagogical Engagement: On the Rhetorical Limits of VulnerabilityKellie Sharp-Hoskins6. Police Use-of-Force Policy: Engagement and the Mediation/Negotiation of Responsibility in a Public Institutional GenreMichael Knievel7. From Public Writing to Writing-in-Common: Community Literacy after the Public SphereStephen SchneiderAfterword for Section 1: Taking PositionsDrew HolladaySection 2: Building Relationships8. The Rhetoric of Outrage: Responding through Memoir and Public HistoryShannon Carter and Donna Dunbar-Odom9. Remixed Literacies and Radical Cooperation at Play in a Youth-Directed Media ProjectLondie T. Martin and Adela C. Licona10. Enacting Confianza: Responsive Community Literacy Learning Research in Mexington, KentuckySteven Alvarez11. From the Center to the Sidelines: Responsive Leadership in a High School-College Writing PartnershipHeather Lindenman12. The SISTA Project: Literacy Outreach in Response to Community NeedsDavid A. Jolliffe, Julia Paganelli-Martin, Daniele Cunningham, andShiloh PetersAfterword for Section 2: Building RelationshipsMegan Faver HartlineSection 3: Crossing Boundaries13. Writing, Democracy, Activism: Palestine, Israel, and Community PublishingSteve Parks14. Carceral Windows and the Promise of LiteracyPatrick W. Berry15. Habitus, Disposition, and Disruption in MOOCs: Developing Responsive Pedagogy at ScaleBen McCorkle, Cynthia L. Selfe, Kaitlin Clinnin, and Kay Halasek16. Meeting Students Where They Are: Practicing Responsive PedagogyKaitlin Clinnin, Kay Halasek, Ben McCorkle, and Cynthia L. Selfe17. Refugee Literacy Learning and Liminal Belonging: A Neoliberal Context of DiversityStephanie Rae Larson18. “Responsive Understanding” and Receptivity to Global Writing ResearchChristiane DonahueAfterword for Section 3: Crossing BoundariesMegan J. Bardolph
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