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Recognizing Our Wounds, Reconciling Our Pain: Teaching amid the Tensions (JAEPL, Winter 2007-2008)

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Editor(s): Kristie S. Fleckenstein, Linda T. Calendrillo

JAEPL provides a forum for research, theory, and classroom practices that extend beyond traditional approaches to language. This issue explores the need for rapprochement in teaching and in writing.

ISBN/ISSN: n/a

Stock No.: 39620

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JAEPL: Journal of the Assembly for Expanded Perspectives on Learning provides a forum for research, theory, and classroom practices that extend beyond traditional approaches to language.

This featured issue explores the need for rapprochement in teaching and in writing.

The issue opens with a poignant plea by bell hooks for the work of reconciliation, a necessary prelude, she says, for writing and healing.

The six other essays enact different forms of reconciliation with different tensions.

Devan Cook turns to one of the most contentious sites in composition studies: the first-year writing program.

Elizabeth B. Gardner, Patricia E. Calderwood, and Roben Torosyan explore techniques designed to bring together students’ personal and intellectual lives.

Karen Surman Paley secularizes cura personalis, “men and women for others,” by examining moments of reconciliation experienced by members of an archeology class unearthing the remains of a state orphanage.

Elizabeth Oakes and her students play stereotypes in Othello against their own stereotyped Kentuckian identity.

Rachel Forrester seeks to reconcile the tensions within writing by balancing hard work with faith in “not trying.”

Finally, Eudora Watson, Jennifer Mitchell, and Victoria Levitt use the metaphor of a kaleidoscope to reflect on and reconsider convention in academic discourse.

No. 39620

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