Institutions of higher education are experiencing the largest
influx of enrolled veterans since World War II, and these student
veterans are transforming post-secondary classroom dynamics. While
many campus divisions like admissions and student services are
actively moving to accommodate the rise in this demographic, little
research about this population and their educational needs is
available, and academic departments have been slower to adjust. In
"Generation Vet," fifteen chapters offer well-researched,
pedagogically savvy recommendations for curricular and programmatic
responses to student veterans for English and writing studies
departments.
In work with veterans in writing-intensive courses and community
contexts, questions of citizenship, disability, activism,
community-campus relationships, and retention come to the fore.
Moreover, writing-intensive courses can be sites of significant
cultural exchanges--even clashes--as veterans bring military
values, rhetorical traditions, and communication styles that may
challenge the values, beliefs, and assumptions of traditional
college students and faculty.
This classroom-oriented text addresses a wide range of issues
concerning veterans, pedagogy, rhetoric, and writing program
administration. Written by diverse scholar-teachers and written in
diverse genres, the essays in this collection promise to enhance
our understanding of student veterans, composition pedagogy and
administration, and the post-9/11 university.
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