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Can we all learn from failure equally? Failure Pedagogies examines
the ways failure is often appropriated to advantage those most
likely to be insulated from the risks associated with pursuing it
as a creative strategy._Contributors ask questions that examine
what happens when failures do not necessarily lead to progress or
innovation: How is risk distributed? For whom is failure "safe" and
why? For whom is failure a real end rather than an opening to
generative possibilities? To address these questions, we focus
largely on pedagogical settings-classrooms, universities, and the
conventions that reign there-but also confi gure pedagogy as a
broad cultural practice that teaches acceptable and unacceptable
forms of resistance, subversion, and risk. Contributors focus on a
range of topics, including teaching and failure, language failures,
fake news, disaster response failures, academic racism, sexual
harassment and gender bias, queer failure, intersectionality and
infertility activism, and institutional failures to imagine
disabled bodies. Failure Pedagogies will be of interest to
scholars, students, and teachers of writing, rhetoric, and popular
culture.
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