Bøger udgivet af Wac Clearinghouse

In spring 2018, a wave of rank-and-file rebellion swept schools across the south and southwest United States, among other places. Educators in West Virginia, Oklahoma, Kentucky, and Arizona pushed their trade unions, school boards, and school administrations to shut schools down to increase wages, halt rising healthcare costs, and restore public education funding. Despite stringent anti-union labor laws, rank-and-file educators organized on the periphery and sometimes beyond their reticent state unions to take direct action, contributing to a resurgence in educator uprisings across the US and the globe. Rank-and-File Rebels explores and historicizes the spring 2018 "red" state strikes, offering insights into the racial, gendered, and political contexts of educators' organizing in the lead-up to, during, and soon after the strikes. Through interviews with strike organizers across four states as well as the authors' own experiences in education labor organizing, this book analyzes theories of power and change, approaches to unionism, and the significance of solidarity and social justice union approaches in contemporary educator labor movements.

Developed from presentations at the Fifteenth International Writing Across the Curriculum Conference, this edited collection celebrates the 50th anniversary of the WAC movement while also identifying innovative directions for writing pedagogies, program building and impact, and program mobilization. Contributors reflect on the evolution of WAC as an educational movement as well as the challenges and possibilities facing WAC programs as they respond to the shifting contexts of higher education. The chapters in this collection--found in sections on faculty development, classroom implications, and institutional considerations--offer a range of practices, pedagogies, frameworks, and models for readers who are invested in building and sustaining WAC programs that impact their college and university campuses through cultures of writing. Adapting the Past to Reimagine Possible Futures engages topics such as program assessment, professionalization, and interdisciplinary collaborations, and connections with creative writing. Its 17 chapters testify to WAC's persistence, resilience, and impact in a dynamic educational landscape.

In his exploration of his development as one of the most prolific and thoughtful writers in the field of writing studies, Charles Bazerman considers how, like all writers, he has been shaped in distinctive and unique ways by his literate experiences. "Each of our stories is particular," he writes, calling this book "my experiment in saying what I can from my perspective about my development as a writer." How I Became the Kind of Writer I Became poses questions about the lifespan development of writing and, in particular, how writing emerges within the "conditions, relations, and needs of life." Observing that his autoethnography does not offer a norm or an ideal, Bazerman calls attention to the need for more of these kinds of reflections. "We need many such stories from many kinds of writers," he notes, "reflecting on what opportunities, needs, experiences, and resources came their way and how they iteratively solved the problem of what to write and how to write it, as they saw it." As the first book in the Lifespan Writing Research book series, Bazerman's work serves as both a model for reflective inquiry and a call for additional work in this area.

Rethinking Peer Review: Critical Reflections on a Pedagogical Practice interrogates peer review, a foundational practice of writing instruction, from both practical and theoretical perspectives, provoking discussion and re-examination of this practice in light of changing demographics, new technologies, and changing goals and priorities among teachers and institutions. Though long considered an essential element in writing and writing-intensive courses, peer review continues to provoke questions and provide challenges for instructors and students. By questioning and clarifying the goals of peer review, the contributors to this edited collection demonstrate how peer review can inform and enhance student writing and learning. In doing so, Rethinking Peer Review offers a roadmap for revitalizing this critical practice for the 21st century classroom.

In this archival investigation, Michael J. Michaud examines the life and work of Donald M. Murray, an important disciplinary and educational reformer who has for too long been misunderstood, caricatured, and dismissed by many writing studies theorists and historians. Focusing on Murray's work at the University of New Hampshire from the 1960s to the 1980s, Michaud offers a corrective intended to establish a new legacy for Murray. Grounded in an understanding of the significance of his personal backstory to his reform efforts and narrated through the lens of a close reading of the day-to-day details of his work during the heady years of the writing process movement, A Writer Reforms (the Teaching of) Writing recounts the numerous innovations Murray contributed to composition pedagogy and traces the impact of his work on the growth of the field during a critical period in its development.

The editors and contributors to this collection offer insights into the use of institutional ethnography for three primary purposes: to investigate and interrogate the cultures of work that are of interest to writing studies researchers, to understand more deeply what constitutes this work, and to consider how work takes shape within institutional contexts. Building on prior conversations about institutional ethnography, critical ethnography, and the complexities of writing programs, the editors and chapter authors consider their application to sites of writing and writing instruction. In doing so, they reveal the power of material conditions, institutional and field-based values, and the cultures of writing to shape how people carry out their everyday work in writing programs and other venues in which writing plays a central role. The findings shared in this edited collection provide insights into how institutional ethnography as a form of inquiry can make important contributions to the fields' many ongoing conversations about the nature of our work, labor, and other writing-related interests.

Writing As a Human Activity offers a collection of original essays that attempt to account for Charles Bazerman's shaping influence on the field of writing studies. Through scholarly engagement with his ideas, the 16 chapters--written by authors from Asia, Europe, North America, and South America--address Bazerman's foundational scholarship on academic and scientific writing, genre theory, activity theory, writing research, writing across the curriculum, writing pedagogy, the sociology of knowledge, new media and technology, and international aspects of writing. Collectively, the authors use Bazerman's work as a touchstone to consider contemporary contexts of writing as a human activity.