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Showing 1 - 18 of 18 matches in All Departments
In the probing interviews in this vibrant new book, eminent scholars struggle with some of the most crucial issues facing contemporary intellectuals. Poststructuralist philosopher Judith Butler discusses the "pain" of rigorous intellectual work, saying that it is "necessarily extremely hard labor," as she examines the intersection of discourse and political action. Award-winning filmmaker, philosopher, and social theorist David Theo Goldberg reviews his life's work, especially on issues of racism. Literary critic and feminist philosopher Avital Ronell sets out to disrupt the standard logic of signification, to force readers into fresh ways of perceiving a subject at hand. Postcolonial theorist Homi Bhabha discusses how critical literacy is intimately connected to the question of democratic representation, and he elaborates on how cultural difference can lead to a politics of discrimination. And neo-Marxist cultural critic Slavoj Zižek takes readers on an exhilarating journey through a wide range of critical subjects.
This special issue contains essays regarding the CHI '95 conference, which featured a panel titled, Discount or Disservice? Discount Usability Analysis: Evaluation at a Bargain Price or Simply Damaged Merchandise? Wayne Gray, who organized the panel, presented a controversial critique of studies that had evaluated various usability evaluation methods (UEMs). The level of interest in this discussion led Gray to propose a review article that dealt with the issues in a more systematic fashion. The resulting essay, written by Gray and his collaborator Marilyn Salzman, conducted an in-depth review of a series of influential studies that used experimental methods to compare a variety of UEMs. Gray and Salzman's analysis was framed using Cook and Campbell's (1979) well-known discussion of various forms of validity. They used this to evaluate numerous details of these comparative studies, and they concluded that the studies fell short on the criteria by which good experimental studies are designed and interpreted.
In the probing interviews in this vibrant new book, eminent scholars struggle with some of the most crucial issues facing contemporary intellectuals. Poststructuralist philosopher Judith Butler discusses the "pain" of rigorous intellectual work, saying that it is "necessarily extremely hard labor," as she examines the intersection of discourse and political action. Award-winning filmmaker, philosopher, and social theorist David Theo Goldberg reviews his life's work, especially on issues of racism. Literary critic and feminist philosopher Avital Ronell sets out to disrupt the standard logic of signification, to force readers into fresh ways of perceiving a subject at hand. Postcolonial theorist Homi Bhabha discusses how critical literacy is intimately connected to the question of democratic representation, and he elaborates on how cultural difference can lead to a politics of discrimination. And neo-Marxist cultural critic Slavoj Zižek takes readers on an exhilarating journey through a wide range of critical subjects.
This special issue contains essays regarding the CHI '95 conference, which featured a panel titled, Discount or Disservice? Discount Usability Analysis: Evaluation at a Bargain Price or Simply Damaged Merchandise? Wayne Gray, who organized the panel, presented a controversial critique of studies that had evaluated various usability evaluation methods (UEMs). The level of interest in this discussion led Gray to propose a review article that dealt with the issues in a more systematic fashion. The resulting essay, written by Gray and his collaborator Marilyn Salzman, conducted an in-depth review of a series of influential studies that used experimental methods to compare a variety of UEMs. Gray and Salzman's analysis was framed using Cook and Campbell's (1979) well-known discussion of various forms of validity. They used this to evaluate numerous details of these comparative studies, and they concluded that the studies fell short on the criteria by which good experimental studies are designed and interpreted.
As advanced composition continues to grow as an important sub-area of rhetoric and composition, it becomes increasingly more important for scholars and teachers to have access to key studies produced in the field. Providing a comprehensive overview of significant work on the theory and pedagogy of advanced composition generated between 1980 and 1995, this collection contains 24 essays and articles previously published in major scholarly books and journals. Divided into four major areas, this book: * explores how individuals and institutions over the last 15 years have constructed advanced composition courses and programs, * attempts to articulate what distinguishes advanced composition courses, students, and pedagogies from those commonly encountered in first-year composition, * outlines specific pedagogies for advanced composition, and * investigates how scholarship can inform advanced composition and examines several political and ethical issues. The essays presented here chronicle composition's struggle to define and construct an appropriate writing course on the advanced level. Although these essays have clear historical value -- in that together they trace attempts to come to terms with advanced composition -- they also have implications for future work in the area. They suggest how educators might continue to draw on scholarship both within and outside of composition to investigate relevant theoretical issues and to construct effective advanced pedagogies.
Written by leading education experts and by university presidents, provosts, and other leaders nationally recognized for their innovations, the 22 original and provocative chapters in this new book comprise a wide-ranging examination of the many challenges faced in fashioning the university of tomorrow. Authors offer their research, predictions, concerns, and advice on topics ranging from university finances, student access, changing technologies, and the philosophical underpinnings of college education. They address the multiple challenges facing higher education today, offering ideas and solutions. Contributors include Warren Arbogast, Gretchen Bataille, Lee Benson, Rita Bornstein , Sally Clausen , Reed Way Dasenbrock, John A. Dossey, Jean Dowdall, James L. Fisher, Judy L. Genshaft , Henry A. Giroux, Ira Harkavy , Michael Hoad, Freeman A. Hrabowski, Stephen K. Klasko, James V. Koch, George Mehaffy , J. Hillis Miller, Gary A. Olson , John W. Presley, John Puckett , Michael Rao, Charles B. Reed, Rollin C. Richmond, Roseann Runte, Neil J. Smelser , Sheila M. Stearns, and Randy L. Swing.
Written by leading education experts and by university presidents, provosts, and other leaders nationally recognized for their innovations, the 22 original and provocative chapters in this new book comprise a wide-ranging examination of the many challenges faced in fashioning the university of tomorrow. Authors offer their research, predictions, concerns, and advice on topics ranging from university finances, student access, changing technologies, and the philosophical underpinnings of college education. They address the multiple challenges facing higher education today, offering ideas and solutions. Contributors include Warren Arbogast, Gretchen Bataille, Lee Benson, Rita Bornstein , Sally Clausen , Reed Way Dasenbrock, John A. Dossey, Jean Dowdall, James L. Fisher, Judy L. Genshaft , Henry A. Giroux, Ira Harkavy , Michael Hoad, Freeman A. Hrabowski, Stephen K. Klasko, James V. Koch, George Mehaffy , J. Hillis Miller, Gary A. Olson , John W. Presley, John Puckett , Michael Rao, Charles B. Reed, Rollin C. Richmond, Roseann Runte, Neil J. Smelser , Sheila M. Stearns, and Randy L. Swing.
As advanced composition continues to grow as an important sub-area
of rhetoric and composition, it becomes increasingly more important
for scholars and teachers to have access to key studies produced in
the field. Providing a comprehensive overview of significant work
on the theory and pedagogy of advanced composition generated
between 1980 and 1995, this collection contains 24 essays and
articles previously published in major scholarly books and
journals.
One of the twentieth century’s most original and influential literary theorists, Stanley Fish is also known as a fascinatingly atypical, polarizing public intellectual; a loud, cigar-smoking contrarian; and a lightning rod for both the political right and left. The truth and the limitations of this reputation are explored in Stanley Fish, America’s Enfant Terrible by Gary A. Olson. At once a literary biography and a traditional life story, this engrossing volume details Fish’s vibrant personal life and his remarkably versatile career. Born into a tumultuous family, Fish survived life with an emotionally absent father and a headstrong mother through street sports and troublemaking as much as through his success at a rigorous prep school. As Olson shows, Fish’s escape from the working-class neighborhoods of 1940s and 1950s Providence, Rhode Island, came with his departure for the university life at Penn and then Yale. His meteoric rise through the academic ranks at a troubled Vietnam-era UC-Berkeley was complemented by a 1966 romp through Europe that included drag racing through the streets of Seville in his Alfa Romeo. He went on to become an internationally prominent scholar at Johns Hopkins before moving to Duke, where he built a star-studded academic department that became a key site in the culture and theory wars of the 1980s and 1990s. Olson discusses Fish’s tenure as a highly visible dean at the University of Illinois at Chicago who clashed publicly with the state legislature. He also covers Fish’s most remarkable and controversial books, including Fish’s masterpiece, Surprised by Sin: The Reader in Paradise Lost, which was a critical sensation and forever changed the craft of literary criticism, as well as Professional Correctness and Save the World on Your Own Time, two books that alienated Fish from most liberal-minded professors in English studies. Olson concludes his biography of Fish with an in-depth analysis of the contradictions between Fish’s public persona and his private personality, examining how impulses and events from Fish’s childhood shaped his lifelong practices and personality traits. Also included are a chronology of the major events of Fish’s life and never-before-published photos. Based on hundreds of hours of recorded interviews with friends, enemies, colleagues, former students, family members, and Fish himself, along with material from the Stanley Fish archive, Stanley Fish, America’s Enfant Terrible is a clearly written narrative of the life of an important and controversial scholar.
Moving student writing beyond academic discourse and into larger public spheres is a difficult task, but Christian R. Weisser's study challenges composition instructors to do just that. This highly accessible book does what no other study has attempted to do: place the most current, cutting-edge theories and pedagogies in rhetoric and composition in their intellectual and historical contexts, while at the same time offering a unique, practical theory and pedagogy of public writing for use both inside and outside of the classroom. By positing a theory of the public for composition studies, one which envisions the public sphere as a highly contested, historically textured, multilayered, and sometimes contradictory site, Weisser offers a new approach to the roles that compositionists might assume in their attempts to initiate progressive political and social change. After first providing a historical context that situates composition's recent interest in public writing, Weisser next examines recent theories in composition studies that consider writing an act of social engagement before outlining a more complex theory of the public based on the work of Jurgen Habermas. The resulting re-envisioning of the public sphere expands current conversations in rhetoric and composition concerning the public. Weisser concludes with a holistic vision that places greater political and social import on addressing public issues and conversations in the composition classroom and that elucidates the role of the public intellectual as it relates specifically to compositionists in postmodern society.
In response to those who insist that rhetoric and composition should remain only a service discipline, editor Gary A. Olson's "Rhetoric and Composition as Intellectual Work "demonstrates that it "already is" an intellectual discipline, that for at least a quarter of a century the field has developed an impressive tradition of intellectual work in a remarkable assortment of subject areas. "Rhetoric and Composition as Intellectual Work "suggests the diversity of intellectual projects that have and will continue to make rhetoric and composition more than a service to the university, more than a field devoted solely to improving writing pedagogy, and more than a preliminary to literary studies. This collection of nineteen essays by some of the most distinguished scholars in the discipline illustrates that rhetoric and composition has much to contribute to the intellectual milieu of the contemporary university, as the field continues to push its disciplinary borders and discover new sites of investigation.
Drawing on more than three decades of experience as a scholar,
teacher, and administrator, Gary A. Olson, a keen observer of
higher education and a monthly columnist for the "Chronicle of
Higher Education," explores the intricacies of life in academe.
These meditations, which appeared as columns in the "Chronicle"
over a six-year span, explore a rich tapestry of subjects from the
craft of academic administration to how institutions are reforming
their operations. Also included are topics germane to faculty and
their work, such as how to network within your discipline, how to
report faculty accomplishments accurately, how to navigate the
tenure and promotion system, and how to create a culture of
recognition and reward for faculty, staff, and students.
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