{"title":"Editor’s Comments about the Cover Photograph: Brier Patch by Hugh Hayden","authors":"Jeraldine R. Kraver","doi":"10.1353/cea.2022.0010","DOIUrl":"https://doi.org/10.1353/cea.2022.0010","url":null,"abstract":"","PeriodicalId":41558,"journal":{"name":"CEA CRITIC","volume":"84 1","pages":"xi - xii"},"PeriodicalIF":0.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42042963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:The students who arrive to our college classrooms are in many ways a mystery. They come from different places, with unique experiences and varied abilities. They have skills, strengths, and struggles we cannot know from examining a list of names on a roster. And we must teach them all. Nonetheless, there are some things we do know about them. We know that they are, for the most part, adolescents, and we know that the adolescent brain is a complicated machine. Although we tend to think that with adolescence comes challenges that impede classroom success—for example, unpredictable moods and poor time management—the adolescent brain does not need to be an impediment. Rather, by understanding some of the unique features of that brain, we can garner tangible and meaningful ways to prepare for what we do know about our students.
{"title":"Clearing the Hurdles: Concrete Steps To Helping Students Overcome Academic Struggles","authors":"Stacy Bailey","doi":"10.1353/cea.2022.0012","DOIUrl":"https://doi.org/10.1353/cea.2022.0012","url":null,"abstract":"Abstract:The students who arrive to our college classrooms are in many ways a mystery. They come from different places, with unique experiences and varied abilities. They have skills, strengths, and struggles we cannot know from examining a list of names on a roster. And we must teach them all. Nonetheless, there are some things we do know about them. We know that they are, for the most part, adolescents, and we know that the adolescent brain is a complicated machine. Although we tend to think that with adolescence comes challenges that impede classroom success—for example, unpredictable moods and poor time management—the adolescent brain does not need to be an impediment. Rather, by understanding some of the unique features of that brain, we can garner tangible and meaningful ways to prepare for what we do know about our students.","PeriodicalId":41558,"journal":{"name":"CEA CRITIC","volume":"84 1","pages":"83 - 93"},"PeriodicalIF":0.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48890168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Given our duties as teachers, risking relational vulnerability is an important aspect of the profession. Parker Palmer writes in The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life, “teaching is a daily exercise in vulnerability” and “To reduce our vulnerability, we disconnect from students, from subjects, and even from ourselves. . . . We distance ourselves from students and subject to minimize the danger—forgetting that distance makes life more dangerous still by isolating the self” (17, 18). However, to date, no one has investigated what vulnerability looks like in practice within the general university context and the specific university learning environment. In other words, no one has investigated how educators practice relational vulnerability and model this practice for students or how that practice improves student success and empowerment.
{"title":"Contemplations on Relational Vulnerability and Student Success","authors":"Shane A. McCoy","doi":"10.1353/cea.2022.0013","DOIUrl":"https://doi.org/10.1353/cea.2022.0013","url":null,"abstract":"Abstract:Given our duties as teachers, risking relational vulnerability is an important aspect of the profession. Parker Palmer writes in The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life, “teaching is a daily exercise in vulnerability” and “To reduce our vulnerability, we disconnect from students, from subjects, and even from ourselves. . . . We distance ourselves from students and subject to minimize the danger—forgetting that distance makes life more dangerous still by isolating the self” (17, 18). However, to date, no one has investigated what vulnerability looks like in practice within the general university context and the specific university learning environment. In other words, no one has investigated how educators practice relational vulnerability and model this practice for students or how that practice improves student success and empowerment.","PeriodicalId":41558,"journal":{"name":"CEA CRITIC","volume":"84 1","pages":"94 - 99"},"PeriodicalIF":0.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44780311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:In this era of immediate access to an immense amount of data, asking students to follow a traditional method just will not work. Rather, students need heuristics to examine their sources and then the arguments to which those sources will be applied. We want students to learn to speak with agency about the data gathered and converted into information as well as the steps required to generate real knowledge. The process is profoundly social. Thus, teachers and students must work as co-agents, as genuine collaborators in the classroom to examine the validity and truth of information and to apply the results. In doing so, we as teachers can give students a space for them to challenge and examine data free from the solipsism and relativism that can creep in through algorithms and remote
{"title":"The New American Modernists in English Studies: Using Heuristic Tools to Convert Data to Information","authors":"E. Stone Meredith","doi":"10.1353/cea.2022.0014","DOIUrl":"https://doi.org/10.1353/cea.2022.0014","url":null,"abstract":"Abstract:In this era of immediate access to an immense amount of data, asking students to follow a traditional method just will not work. Rather, students need heuristics to examine their sources and then the arguments to which those sources will be applied. We want students to learn to speak with agency about the data gathered and converted into information as well as the steps required to generate real knowledge. The process is profoundly social. Thus, teachers and students must work as co-agents, as genuine collaborators in the classroom to examine the validity and truth of information and to apply the results. In doing so, we as teachers can give students a space for them to challenge and examine data free from the solipsism and relativism that can creep in through algorithms and remote","PeriodicalId":41558,"journal":{"name":"CEA CRITIC","volume":"84 1","pages":"100 - 108"},"PeriodicalIF":0.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49509431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:In recent years, trauma-informed pedagogy has begun to grapple with the ways in which structural oppressions such as racism and colonialism are themselves reproduced through the neoliberal university, greatly impacting student learning. Through this lens, the denigration of Black Language within discourses of standardized English or the absence of Black academics on a syllabus are shown to be much more than mere symptoms of bias or oversight. Alvarez and colleagues explain that such factors actively reproduce an environment in which racial trauma risks being triggered for students of color, who may then find it much more difficult to learn. In my own field of composition, this situation has long been recognized by anti-racist academics calling for the celebration of Black Language as a matter of both racial justice and pedagogical necessity
{"title":"Human and Professor: Using Trauma-Informed Pedagogy to Reimagine Teaching in the Wake of COVID-19","authors":"Brittany Munro","doi":"10.1353/cea.2022.0017","DOIUrl":"https://doi.org/10.1353/cea.2022.0017","url":null,"abstract":"Abstract:In recent years, trauma-informed pedagogy has begun to grapple with the ways in which structural oppressions such as racism and colonialism are themselves reproduced through the neoliberal university, greatly impacting student learning. Through this lens, the denigration of Black Language within discourses of standardized English or the absence of Black academics on a syllabus are shown to be much more than mere symptoms of bias or oversight. Alvarez and colleagues explain that such factors actively reproduce an environment in which racial trauma risks being triggered for students of color, who may then find it much more difficult to learn. In my own field of composition, this situation has long been recognized by anti-racist academics calling for the celebration of Black Language as a matter of both racial justice and pedagogical necessity","PeriodicalId":41558,"journal":{"name":"CEA CRITIC","volume":"84 1","pages":"130 - 146"},"PeriodicalIF":0.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42454192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:In this era of immediate access to an immense amount of data, asking students to follow a traditional method just will not work. Rather, students need heuristics to examine their sources and then the arguments to which those sources will be applied. We want students to learn to speak with agency about the data gathered and converted into information as well as the steps required to generate real knowledge. The process is profoundly social. Thus, teachers and students must work as co-agents, as genuine collaborators in the classroom to examine the validity and truth of information and to apply the results. In doing so, we as teachers can give students a space for them to challenge and examine data free from the solipsism and relativism that can creep in through algorithms and remote quantity of their general education program and requirements, and English Studies should always play a major role. In essence, what is good for English Studies is good for the whole online institution—and vice versa.
{"title":"The Top-Down, Upside-Down World of Online Education","authors":"J. H. Meredith","doi":"10.1353/cea.2022.0015","DOIUrl":"https://doi.org/10.1353/cea.2022.0015","url":null,"abstract":"Abstract:In this era of immediate access to an immense amount of data, asking students to follow a traditional method just will not work. Rather, students need heuristics to examine their sources and then the arguments to which those sources will be applied. We want students to learn to speak with agency about the data gathered and converted into information as well as the steps required to generate real knowledge. The process is profoundly social. Thus, teachers and students must work as co-agents, as genuine collaborators in the classroom to examine the validity and truth of information and to apply the results. In doing so, we as teachers can give students a space for them to challenge and examine data free from the solipsism and relativism that can creep in through algorithms and remote quantity of their general education program and requirements, and English Studies should always play a major role. In essence, what is good for English Studies is good for the whole online institution—and vice versa.","PeriodicalId":41558,"journal":{"name":"CEA CRITIC","volume":"84 1","pages":"109 - 115"},"PeriodicalIF":0.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47123301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:In our response as teachers to the changing way students engage with media, we must rethink our pedagogical “best practices” at the general-education level. For example, students can develop scripts to underpin video delivery of their ideas; likewise, they can prepare brief video-based presentations of their written work. Leon Cruickshank and Martyn Evans comment that these kinds of options also provide students a peer-review experience based on verbal and visual texts (83). The overall approach would thus put students through a process that involves multiple types of texts and offer substantive, real-world ways of evaluating one’s own work and the work of one’s peers by considering how one’s thoughts are communicated in traditional and less-traditional formats.
{"title":"A World Bound by Language: General-Education Requirements and English Courses","authors":"A. Spicer","doi":"10.1353/cea.2022.0020","DOIUrl":"https://doi.org/10.1353/cea.2022.0020","url":null,"abstract":"Abstract:In our response as teachers to the changing way students engage with media, we must rethink our pedagogical “best practices” at the general-education level. For example, students can develop scripts to underpin video delivery of their ideas; likewise, they can prepare brief video-based presentations of their written work. Leon Cruickshank and Martyn Evans comment that these kinds of options also provide students a peer-review experience based on verbal and visual texts (83). The overall approach would thus put students through a process that involves multiple types of texts and offer substantive, real-world ways of evaluating one’s own work and the work of one’s peers by considering how one’s thoughts are communicated in traditional and less-traditional formats.","PeriodicalId":41558,"journal":{"name":"CEA CRITIC","volume":"84 1","pages":"180 - 183"},"PeriodicalIF":0.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48846639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
[...]the affiliate moved to a Zoom-delivered "pop-up conference” for its June annual event. Rather than fully realized arguments, these call-them kernels would be a chance to try out with a live audience (other than oneself or one's dog) a notion one thinks worthy of exploration. Because in the pop-up conference there would be ample time for conversation after each three-paper panel, presenters would have the opportunity to hear from their colleagues about the viability of their ideas, to discover other resources, or to begin to imagine the next best steps towards developing their idea into longer, more typical conference papers or even articles. [...]what are the effects of class size, course scheduling, advising, or other institutional practices? [...]are there current pedagogical practices working to form obstacles to student success as well?
{"title":"Editor’s Introduction: The Rocky Mountain CEA’s Pop-Up Conference","authors":"Jeraldine R. Kraver","doi":"10.1353/cea.2022.0009","DOIUrl":"https://doi.org/10.1353/cea.2022.0009","url":null,"abstract":"[...]the affiliate moved to a Zoom-delivered \"pop-up conference” for its June annual event. Rather than fully realized arguments, these call-them kernels would be a chance to try out with a live audience (other than oneself or one's dog) a notion one thinks worthy of exploration. Because in the pop-up conference there would be ample time for conversation after each three-paper panel, presenters would have the opportunity to hear from their colleagues about the viability of their ideas, to discover other resources, or to begin to imagine the next best steps towards developing their idea into longer, more typical conference papers or even articles. [...]what are the effects of class size, course scheduling, advising, or other institutional practices? [...]are there current pedagogical practices working to form obstacles to student success as well?","PeriodicalId":41558,"journal":{"name":"CEA CRITIC","volume":"84 1","pages":"ix - x"},"PeriodicalIF":0.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44816998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:In response to Inoue’s data, I see two important implications. First, Inoue’s antiracist assessment initiatives, specifically in this case labor-based grading, improve learning for all students. Adopting a labor-based grading system decreased failure rates for all racial demographics. Second, antiracist assessment initiatives reduce but do not eliminate outcome differences between White and non-White students.2 As Inoue notes, antiracist approaches to pedagogy and assessment offered are not sufficient to eradicate the unequal distribution of resources and opportunities in our students lives; the divergent experiences with SEAE (Standard Edited American English) or DAD (Dominant Academic Discourses); and the divergent support, comfort, and treatment students have received from a structurally White education system. These issues offer us starting points for dismantling an assessment system that continually produces these structurally racist outcomes.
{"title":"How I Implemented Asao B. Inoue’s Labor-Based Grading and Other Antiracist Assessment Strategies","authors":"Marc C. Santos","doi":"10.1353/cea.2022.0019","DOIUrl":"https://doi.org/10.1353/cea.2022.0019","url":null,"abstract":"Abstract:In response to Inoue’s data, I see two important implications. First, Inoue’s antiracist assessment initiatives, specifically in this case labor-based grading, improve learning for all students. Adopting a labor-based grading system decreased failure rates for all racial demographics. Second, antiracist assessment initiatives reduce but do not eliminate outcome differences between White and non-White students.2 As Inoue notes, antiracist approaches to pedagogy and assessment offered are not sufficient to eradicate the unequal distribution of resources and opportunities in our students lives; the divergent experiences with SEAE (Standard Edited American English) or DAD (Dominant Academic Discourses); and the divergent support, comfort, and treatment students have received from a structurally White education system. These issues offer us starting points for dismantling an assessment system that continually produces these structurally racist outcomes.","PeriodicalId":41558,"journal":{"name":"CEA CRITIC","volume":"84 1","pages":"160 - 179"},"PeriodicalIF":0.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43182300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:In Shakespeare's play, Lear links his daughters to British soil, making them his possessions. Seeing his daughters as owned things, Lear believes he can do what he wants to them. Subsequently, Lear crosses boundaries, namely in his "love test" where he expects competitive courtship behavior from his daughters. The father's peculiar actions and inappropriate conduct with his daughters carry incestuous resonances. These themes of ownership and incest are starker in Acres, specifically, when Larry rapes his daughters. Larry projects a wifely role onto his daughters by having sex with them. He then makes sex something daughters "owe" their fathers. This wifely role metastasizes so that, in the end, Larry's wishes transform his daughters beyond their role as surrogate wives into, collectively, a symbolic mother. With this metaphor, Smiley picks up on resonances in her Shakespearean source and extends this theme of ownership. Acres' blunt use of incest underscores the latent psychological effects suggested by Lear's possessive conception of parental roles. As a retelling, Acres posits that even the experiences of malevolent women require scrutiny through which their pernicious behavior can be understood.
{"title":"Three Daughters, Two Stories, One Tragedy: Ownership and Incest in William Shakespeare's King Lear and Jane Smiley's A Thousand Acres","authors":"Jacob C. Berger","doi":"10.1353/cea.2022.0000","DOIUrl":"https://doi.org/10.1353/cea.2022.0000","url":null,"abstract":"Abstract:In Shakespeare's play, Lear links his daughters to British soil, making them his possessions. Seeing his daughters as owned things, Lear believes he can do what he wants to them. Subsequently, Lear crosses boundaries, namely in his \"love test\" where he expects competitive courtship behavior from his daughters. The father's peculiar actions and inappropriate conduct with his daughters carry incestuous resonances. These themes of ownership and incest are starker in Acres, specifically, when Larry rapes his daughters. Larry projects a wifely role onto his daughters by having sex with them. He then makes sex something daughters \"owe\" their fathers. This wifely role metastasizes so that, in the end, Larry's wishes transform his daughters beyond their role as surrogate wives into, collectively, a symbolic mother. With this metaphor, Smiley picks up on resonances in her Shakespearean source and extends this theme of ownership. Acres' blunt use of incest underscores the latent psychological effects suggested by Lear's possessive conception of parental roles. As a retelling, Acres posits that even the experiences of malevolent women require scrutiny through which their pernicious behavior can be understood.","PeriodicalId":41558,"journal":{"name":"CEA CRITIC","volume":"84 1","pages":"1 - 12"},"PeriodicalIF":0.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46570905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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