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College English, Vol. 65, No. 2, November 2002

Cover Art for College English, Vol. 65, No. 2, November 2002

Table of Contents

  • Resisting the Script of Indian Education: Zitkala and the Carlisle Indian School

    Jessica Enoch

    Abstract: Offers a "definition" of Zitkala Sa as an Indian teacher who, at the turn of the 20th century, challenged and countered educational norms that silenced Indian voices and erased Indian culture. Examines her autobiographical essays, "Impressions of an Indian Childhood," "The School Days of an Indian Girl," and "An Indian Teacher among Indians," in conversation with Carlisle's main venues for propaganda: the "Indian Helper" and "Red Man."

    Keywords: College

  • Bodily Pedagogies: Rhetoric, Athletics, and Sophists' Three Rs

    Debra Hawhee

    Abstract: Explores a connection that inhered in ancient practices, a connection not as apparently relevant to contemporary pedagogy, but just might be: that between rhetorical training and athletic training. Looks at two considerations that help render more salient the cultural and historical connections. Discusses how the sophists emphasized the materiality of learning, the corporeal acquisition of rhetorical movements through rhythm, repetition, and response.

    Keywords: College, Pedagogy

  • Toward a New Discourse of Assessment for College Writing Classroom

    Brian Huot

    Abstract: Focuses on the kind of assessment that takes place within a classroom context, and therefore looks at assessing, grading, or testing writing, since when educators talk about classroom assessment they talk of grades and tests, at times using all three terms interchangeably. Hopes to draw educators into new conversations about assessment and the teaching of writing.

    Keywords: College, Assessment, Writing

  • Intercultural Inquiry and the Transformation Service

    Linda Flower

    Abstract: Argues that the conflicts and contradictions of community outreach (such as service learning) call for an intercultural inquiry that not only seeks more diverse rival readings, but constructs multivoiced negotiated meanings in practice. Presents a case study in which students use the practice of intercultural inquiry to go beyond a contact zone into confronting contradictions, inviting rivals, and constructing and negotiating meaning through the eyes of difference.

    Keywords: College, Diversity

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