Wow! eBook
Negotiating a Meta-Pedagogy: Learning from Other Disciplines
Author(s): Toni Glover (Author, Editor), Emily Golson (Author, Editor)
- Publisher: Cambridge Scholars Publishing
- Publication Date: 25 Mar. 2009
- Edition: 1st
- Language: English
- Print length: 200 pages
- ISBN-10: 1443805017
- ISBN-13: 9781443805018
Book Description
“A vital new resource for rhetoric and composition teachers and writing program administrators has arrived. In the twenty years I have been training teachers and tutors of writing, there have been few collections that specifically address the training of teachers of composition. While excellent, such collections are often not updated to reflect the most current research in rhetoric and composition, especially those theoretical and pedagogical influences that Negotiating a Meta-Pedagogy includes. It is not surprising, then, that training composition teachers is often dependent upon cobbled-together course packs and anecdotal pedagogy. The field needs this book, and each contribution the editors have chosen significantly helps ratchet-up the pedagogy of pedagogy―and now rhetoric, long considered a meta-discipline by those of us in the field, has an official meta-pedagogy resource to call its own.” — Cynthia Haynes, Clemson University
Editorial Reviews
Review
‘A vital new resource for rhetoric and composition teachers and writing program administrators has arrived. In the twenty years I have been training teachers and tutors of writing, there have been few collections that specifically address the training of teachers of composition. While excellent, such collections are often not updated to reflect the most current research in rhetoric and composition, especially those theoretical and pedagogical influences thatNegotiating a Meta-Pedagogy includes. It is not surprising, then, that training composition teachers is often dependent upon cobbled-together coursepacks and anecdotal pedagogy.. The field needs this book, and each contribution the editors have chosen significantly helps ratchet-up the pedagogy of pedagogy―and now rhetoric, long considered a meta-discipline by those of us in the field, has an official meta-pedagogy resource to call its own.’ ―Cynthia Haynes, Clemson University”Negotiating a Meta-Pedagogy is a book that licenses us to put off our disciplinary togas and engage in a kind of saturnalia―an upending of the intellectual and historical constraints on the construction of composition theory. In the heat of defining a discipline, we in rhetoric-composition may have tended to the purist, though, of course, there has always been a healthy interest in cross-curricular, interdisciplinary, multifaceted learning approaches; this book is an outcome of that sustained and sustaining intellectual curiosity. Collected here are many refreshing, challenging, innovative, creative forays into the extracurriculum of composition pedagogy, showing us that sometimes there is something new under the sun.” Jeanne Gunner, Chapman University
About the Author
Emily Golson is a Professor of Rhetoric and Composition at the American University in Cairo. She has published articles and book chapters on teaching first year and advanced composition, computers and composition, assessment, and TA training in works such as the Journal of General Education, Journal of Advanced Composition, Computers and Composition, Kairos, Comp Tales, and Strategies for Teaching First-Year Composition. She has worked as both a Writing Center and Writing Program Director and is currently on leave from the University of Northern Colorado to build the first Department of Rhetoric and Composition in North Africa and the Middle Est. Toni Glover received her Ph.D. from the University of Texas at Dallas. She is an Associate Professor of English and Director of Composition at The University of Scranton in Pennsylvania. She has researched and written about affect and cognition as complimentary components of rhetorical theory, linguistic theory, educational theory and curriculum design. Her latest articles address how today’s evolving educational paradigm allows us to develop affective pedagogies in an effort to ‘teach the whole student.’ Her ability to unite the strands of administrative work and scholarship remains the cornerstone of an always expanding meta-pedagogy.
