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116 pages

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Description

In this sequel to English Studies: An Introduction to the Discipline(s), editor Bruce McComiskey and contributors from a range of disciplines propose seven principles to reimagine English studies for increased relevance in an increasingly diverse and globalized world.

While social values outside of academia are changing from nationalism to globalization, much of English studies remains entrenched in nationalist discourses.

From literature and theory to linguistics, writing, and rhetoric, English Studies Reimagined argues that English studies must shift from a limited national orientation to a more global and cosmopolitan one in order to remain culturally and academically relevant to students today.

McComiskey introduces seven principles to reimagine English Studies for increased relevance:

Conceive the discipline as a process
Seek difference
Expand what counts as literature
Promote adaptive practices
Value technology
Embrace collaboration
Take a public turn

Each chapter explores a different discipline within English studies from the perspective of difference: linguistics by Jacquelyn Rahman, rhetoric and composition by Victor Villanueva, creative writing by Sarah Sandman, literature and literary criticism by Richard C. Taylor, critical theory and cultural studies by Jeffrey J. Williams, and English education by Tonya B. Perry. All play vital and distinct but interrelated roles in this proposed shift toward a globally oriented English studies.

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Scholarly

Academic

Writting

Disciplines

Language Arts

Subjects

Teaching

EDUCATION

Sciences de l'éducation

Higher

Level

Subject

Writing

School

Informations

Publié par	National Council of Teachers of English (NCTE)
Date de parution	02 mars 2022
Nombre de lectures	15
EAN13	9780814100028
Langue	English

Informations légales : prix de location à la page 0,1500€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Refiguring English Studies provides a forum for scholarship on English studies as a discipline, a profession, and a vocation. To that end, the series publishes historical work that considers the ways in which English studies has constructed itself and its objects of study; investigations of the relationships among its constituent parts as conceived in both disciplinary and institutional terms; and examinations of the role the discipline has played or should play in the larger society and public policy. In addition, the series seeks to feature studies which, by their form or focus, challenge our notions about how the written “work” of English can or should be done; and to feature writings that represent the professional lives of the discipline's members in both traditional and nontraditional settings. The series also includes scholarship that considers the discipline's possible futures or that draws upon work in other disciplines to shed light on developments in English studies.
Volumes in the Series
Bruce McComiskey, editor, English Studies Reimagined: A New Context for Linguistics, Rhetoric and Composition, Creative Writing, Literature, Cultural Studies, and English Education (2022)
Laurie Grobman and Joyce Kinkead, Undergraduate Research in English Studies (2010)
John A. Staunton, Deranging English/Education: Teacher Inquiry, Literary Studies, and Hybrid Visions of “English” for 21st Century Schools (2008)
Laurie Grobman, Multicultural Hybridity: Transforming American Literary Scholarship and Pedagogy (2007)
Linda S. Bergmann and Edith M. Baker, editors, Composition and/ or Literature: The End(s) of Education (2006)
Bruce McComiskey, editor, English Studies: An Introduction to the Discipline(s) (2006)
Ray Misson and Wendy Morgan, Critical Literacy and the Aesthetic: Transforming the English Classroom (2006)
Shari J. Stenberg, Professing and Pedagogy: Learning the Teaching of English (2005)
Chris W. Gallagher, Radical Departures: Composition and Progressive Pedagogy (2002)
Robert P. Yagelski and Scott A. Leonard, The Relevance of English: Teaching That Matters in Students’ Lives (2002)
Derek Owens, Composition and Sustain ability: Teaching for a Threatened Generation (2001)
Charles M. Anderson and Marian M. MacCurdy, editors, Writing and Healing: Toward an Informed Practice (2000)
Anne J. Herrington and Marcia Curtis, Persons in Process: Pour Stories of Writing and Personal Development in College ( 2000 )
Amy Lee, Composing Critical Pedagogies: Teaching Writing as Revision (2000)
Stephen M. North, with Barbara A. Chepaitis, David Coogan, Lâle Davidson, Ron MacLean, Cindy L. Parrish, Jonathan Post, and Beth Weatherby, Refiguring the Ph.D. in English Studies: Writing, Doctoral Education, and the Fusion-Based Curriculum (2000)
Stephen Parks, Class Politics: The Movement for the Students’ Right to Their Own Language (2000)
Michael Blitz and C. Mark Hurlbert, Letters for the Living: Teaching Writing in a Violent Age (1998)
Bruce Horner and Min-Zhan Lu, Representing the “Other”: Basic Writers and the Teaching of Basic Writing (1998)
Jane Maher, Mina P. Shaughnessy: Her Life and Work (1997)
James A. Berlin, Rhetorics, Poetics, and Cultures: Refiguring College English Studies (1996)
Robin Varnum, Fencing with Words: A History of Writing Instruction at Amherst College during the Era of Theodore Baird, 1938-1966(1996)
Jed Rasula, The American Poetry Wax Museum: Reality Effects, 1940-1990(1995)
David B. Downing, editor, Changing Classroom Practices: Resources for Literary and Cultural Studies (1994)

NCTE E DITORIAL B OARD : Steven Bickmore, Catherine Compton-Lilly, Deborah Dean, Antero Garcia, Jennifer Ochoa, Staci M. Perryman-Clark, Anne Elrod Whitney, Vivian Yenika-Agbaw, Kurt Austin, Chair, ex officio, Emily Kirkpatrick, ex officio
Staff Editor: Bonny Graham
Manuscript Editor: Michael Ryan
Interior Design: Jenny Jensen Greenleaf
Cover Design: Pat Mayer
Cover Image: iStock.com/filo
NCTE Stock Number: 15411; eStock Number: 15435
ISBN 978-0-8141-1541-1; elSBN 978-0-8141-1543-5
ISSN 1073-9637
©2022 by the National Council of Teachers of English.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the copyright holder. Printed in the United States of America.
It is the policy of NCTE in its journals and other publications to provide a forum for the open discussion of ideas concerning the content and the teaching of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, or the membership at large, except in announcements of policy, where such endorsement is clearly specified.
NCTE provides equal employment opportunity (EEO) to all staff members and applicants for employment without regard to race, color, religion, sex, national origin, age, physical, mental or perceived handicap/disability, sexual orientation including gender identity or expression, ancestry, genetic information, marital status, military status, unfavorable discharge from military service, pregnancy, citizenship status, personal appearance, matriculation or political affiliation, or any other protected status under applicable federal, state, and local laws.
Every effort has been made to provide current URLs and email addresses, but because of the rapidly changing nature of the web, some sites and addresses may no longer be accessible.
Library of Congress Cataloging-in-Publication Data
Names: McComiskey, Bruce, 1963- editor.
Title: English studies reimagined : a new context for linguistics, rhetoric and composition, creative writing, literature, cultural studies, and English education / edited by Bruce McComiskey.
Description: Champaign, Illinois : National Council of Teachers of English, [2022] | Series: Refiguring English studies, 1073-9637 ; 23 | Includes bibliographical references and index. | Summary: “Explores the need for a shift in the discipline of English studies from a national to a global orientation to remain relevant in the new century, focusing on the subdisciplines of linguistics, rhetoric and composition, literature and literary criticism, critical theory and cultural studies, English education, and creative writing”— Provided by publisher.
Identifiers: LCCN 2021047245 (print) | LCCN 2021047246 (ebook) | ISBN 9780814115411 (trade paperback) | ISBN 9780814115435 (adobe pdf)
Subjects: LCSH: English philology—Study and teaching—United States. Education and globalization—United States.
Classification: LCC PE68.U5 E59 2022 (print) | LCC PE68.U5 (ebook) DDC 420.71/073—dc23/eng/20211222
LC record available at https://lccn.loc.gov/2021047245
LC ebook record available at https://lccn.loc.gov/2021047246
For Helena
C ONTENTS
I NTRODUCTION
Bruce McComiskey
1   Linguistics
Jacquelyn Rahman
2   Rhetoric and Composition
Victor Villanueva
3   Creative Writing
Sarah E. Sandman
4   Literature and Literary Criticism
Richard C. Taylor
5   Critical Theory and Cultural Studies
Jeffrey J. Williams
6   English Education
Tonya B. Perry
I NDEX
E DITOR
C ONTRIBUTORS
I NTRODUCTION
B RUCE McC OMISKEY Virginia Tech University
I f you ask an English professor, “What is English studies?” you'll likely be met with a frustrated grunt and a muttered, “Oh, yikes,” or an honest, “I've spent the last twenty years trying to figure that out.” The fact is, English studies can't be boiled down to a one-word definition (grammar, writing, literature, theory, or teaching). It is the complex integration of several different disciplines that all, in their own ways, contribute to a larger project: the analysis, critique, and production of discourse in social context.
There are many different ways to talk about English studies as a complex and integrated subject. In this introduction, I focus on two foundational concepts, nationalism and difference, and each subsequent chapter carries the theme of difference (and sometimes nationalism) throughout the rest of the book. Nationalism and difference have never coexisted comfortably, yet their dissonant relationship has shaped the structures (curriculum, pedagogy, canon) and methods (analysis, critique, production) that have characterized English studies from its beginnings to the present.
The history of many aspects of modern English studies extends as far back as Classical civilization; however, what we now recognize as the academic discipline and university subject of English actually emerged from nationalist fervor following World War I. This early twentieth-century nationalism provided fertile ideological ground for the hegemony of British and American literature in English studies, and English's legitimating relationship with nationalist ideologies intensified after World War II. Although literature and literary criticism rode the wave of postwar nationalism to a place of prominence in English studies, linguistics, rhetoric and composition, creative writing, critical theory and cultural studies, and English education were also significantly influenced by nationalist ideologies.
Certain manifestations of nationalism, such as patriotism, often represent positive practices based on nonexclusionary beliefs, adaptable to many circumstances. However, like any ideology, nationalism can become overly rigid and simplified, unable to respond to the evolving contextual pressures of a changing world. Rigid and simplified nationalism can turn ugly, as it has in the United States and Europe during the past decade or so. This raw underbelly of nationalism breeds contempt for difference, fear of diversity, resentment of multiculturalism, disdain for globalization, and condescension toward cosmopolitanism. Nationalism's recent exclusionary beliefs and practices have become so rigid and s