blogs
Submitted by wkzanders on Wed, 2006-12-06 22:33. questions posed by Karen
1) Think of an educational experience in which diversity played a cruicial role. What was it like? How did you feel about it? What did you gain? What was risked?
2) What do you think of when you hear the word "diversity" in a university setting? Be honest.
3) Do you think that the issues in this 680M are central/organic to all 106 instructors? Why or why not?
4) Is there an issue that you would consider to be under the unbrella of "diversity" but you feel is overlooked?
Submitted by lsoderlu on Wed, 2006-11-29 23:06. What It Takes To Be A Student
This is an excerpt from Paul Tough's article on 11/26/06
On the morning of Oct. 5, President Bush and his education secretary, Margaret Spellings, paid a visit, along with camera crews from CNN and Fox News, to Friendship-Woodridge Elementary and Middle Campus, a charter public school in Washington. The president dropped in on two classrooms, where he asked the students, almost all of whom were African-American and poor, if they were planning to go to college. Every hand went up. “See, that’s a good sign,” the president told the students when they assembled later in the gym. “Going to college is an important goal for the future of the United States of America.” He singled out one student, a black eighth grader named Asia Goode, who came to Woodridge four years earlier reading “well below grade level.” But things had changed for Asia, according to the president. “Her teachers stayed after school to tutor her, and she caught up,” he said. “Asia is now an honors student. She loves reading, and she sings in the school choir.”
Submitted by wkzanders on Tue, 2006-11-07 14:26. Speech/Oral Performance Content in ENGL106
As I've been preparing a possible presentation topic for this week's class, I have been wondering about a few things: Is oral performance (in-class discussion/participation, presentations, etc.) approached/handled/taught in ENGL106? If so, what are some ways that oral performance is approached/handled/taught in ENGL106? How are student "voices"/styles addressed? How do ENGL106 teachers approach students who struggle with writing?
I recognize that there is not a monolithic answer for this-I would appreciate any personal approaches you take concerning your ENGL106 or any foundational English writing courses.
Submitted by wkzanders on Tue, 2006-10-31 18:16. poem by Antonin Artaud
Who am I?
Where do I come from?
I am Antonin Artaud
and if I say it
as I know how to say it
immediately
you will see my present body
fly into pieces
and under ten thousand
notorious aspects
a new body
will be assembled
in which you will never again
be able
to forget me.
Submitted by wkzanders on Wed, 2006-10-25 21:59. discussions in the classroom
http://www.blogger.com/comment.g?blogID=15447835&postID=1127325904898745...
This link accesses a blog discussion from a COM320 (Small Group Communication class). The class was primarily made up of Engineering (Mechanical, Electrical, etc.) students and contained only one Communication student. Many of the students were also from small towns in Indiana.
In the class before this blog question, the "drag show" came into our discussion concerning individual values and group identity.
Submitted by alice on Wed, 2006-10-18 22:06. Veils and such
I brought this up to my students the other day. Speaking of veils...Ellison's narrator IM asks whether the veil is being lifted by Washington or lowered:
Submitted by Bangaroo on Wed, 2006-10-04 21:01. Shakespeare in prison
If anyone has NOT heard this This American Life show about Shakespeare in prisons, you should. It will turn even the most committed commie into a humanist. Go to the this american life website and type "Shakespeare, prison."
Here's the official description of the show:
Today's show is devoted to just one story. Over the course of six months, reporter and This American Life contributor Jack Hitt followed a group of inmates in a high security prison, as they rehearsed and staged a production of the last act--Act V--of Shakespeare's Hamlet. Shakespeare may seem an odd match for a group of hardened criminals, but he found that they understand the bard on a level most of us might not.
Submitted by dr. b. on Tue, 2006-09-26 11:29. Schedule Changes
I told ya'll last week that I was cancelling class week 8. Take a look at the course, presenter, and refreshment schedules. For the most part everyone has just been moved to the next week with the exception of Alice on the refreshment schedule.
Alice, if this doesn't work for me let me know!
Submitted by Bangaroo on Wed, 2006-09-20 21:32. Hunger of Privacy
*I don't usually post my responses, but I welcome any comments you might have on this one because questions of public/private and essentialism are interesting to me and might end up in my diss. Enjoi:
I find Rodriguez’s emphasis of the interplay of public and private discourse to be the most interesting facet of Hunger of Memory because it troubles and adds complexity to the term “minority.” The idea of conflict between home and school language and culture is certainly nothing new in composition studies. What I find most intriguing is not Rodriguez’s sentiments—that schooling necessitates a harsh but necessary reformation of identity, the replacement of home language and values with those of the school (dominant culture/gringos)—what was interesting to me was Rodrigez’s unflinching explanation of the position of the scholarship boy, and eventually, the minority scholar held up against his will as a spokesman for all latinos.
Submitted by dr. b. on Mon, 2006-09-11 12:18. On the Monolithic Experience
See also George Schuyler's Negro-Art Hokem Or another Schuyler satrical favorite (for me anyway) is "Our Greatest Gift to America" (which is unfortunately not available online and I refuse to try to get something else photocopied!). I'll see if I can find the time to scan it.
