Markella Rutherford
Biographic Data
| ID | 10069577 |
|---|---|
| NAME | Markella Rutherford |
| GIVEN NAMES | Markella |
| FAMILY NAME | Rutherford |
| SIGNATURE | RUTHERFORD M |
| AFFILIATIONS | 1 Wellesley College USA Wellesley, MA |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Epistemic Decentering
To date, most post- and decolonial responses to inequality in cultural and intellectual institutions have focused on regaining control over “theory” and epistemology. Alexander’s reflection urges us to expand the boundaries of the battleground. Diversifying content is important. But that will not do the trick if it is not accompanied by a range of other shifts in how we engage with these materials and with one another—in the institutions where we…
Who’s on the Syllabus
This article examines changes in the teaching of modern and contemporary literature in the United States. As university students become more socioeconomically and ethnically diverse, and as universities claim to be offering a more global curriculum, what are students really learning? What kinds of non-Western modern and contemporary writers find their way into the classroom? To answer these questions, we examine how much The Norton Anthology of W…
Great expectations
Great expectations
Who’s on the Syllabus
This article examines changes in the teaching of modern and contemporary literature in the United States. As university students become more socioeconomically and ethnically diverse, and as universities claim to be offering a more global curriculum, what are students really learning? What kinds of non-Western modern and contemporary writers find their way into the classroom? To answer these questions, we examine how much The Norton Anthology of W…
Epistemic Decentering
To date, most post- and decolonial responses to inequality in cultural and intellectual institutions have focused on regaining control over “theory” and epistemology. Alexander’s reflection urges us to expand the boundaries of the battleground. Diversifying content is important. But that will not do the trick if it is not accompanied by a range of other shifts in how we engage with these materials and with one another—in the institutions where we…
Sociology (3 works) · Global Education and Multiculturalism (2 works) · Global Educational Policies and Reforms (2 works) · Psychology (2 works) · Art (1 work) · CONTEST (1 work) · Curriculum (1 work) · Educator Training and Historical Pedagogy (1 work) · Emotional Labor in Professions (1 work) · Epistemology (1 work)