Marc D Rich
Biographic Data
| ID | 165533 |
|---|---|
| NAME | Marc D Rich |
| GIVEN NAMES | Marc D |
| FAMILY NAME | Rich |
| SIGNATURE | RICH M D |
| AFFILIATIONS | California State University, Long Beach |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 82 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 6 |
Inviting the Breach: Confronting Homophobia in the Name of Social Justice
In 2008 California was divided over Proposition 8, a measure designed to prohibit same-sex marriage. In this article, we focus on a university classroom setting to explore how discussions about Proposition 8 and homophobia led to what Turner (1986) termed a social drama. Drawing on student personal narratives as they moved through the stages of social drama, we provide a poignant example of the conflict that may erupt when homophobia and heterono…
Seeing, Channeling, and Weaving: Coming to Christie Logan
Three texts by individual authors, each created about unique experiences, are offered as a polyvocal, diversely textured collection to be read alongside, with, and through each other. Our aim is to render a multi-faceted view of one particular moment in the pedagogical history of our discipline. We were members of the same cohort of graduate students at California State University, Northridge, and this collection charts how we each came to perfor…
Rehearsing for Real Life: The Impact of the InterACT Sexual Assault Prevention Program on Self-Reported Likelihood of Engaging in Bystander Interventions
The interACT Sexual Assault Prevention Program is an interactive, skill-building performance based on the pedagogy of Augusto Boal's Theatre of the Oppressed. A longitudinal evaluation of this program compared pretest, posttest, and 3-month follow-up data from 509 university student participants. Results suggested that the interACT performance was successful in increasing participants' beliefs about the effectiveness of bystander interventions an…
Sacked for the Sabbath: Narrative, Trauma, and the (Jewish) Body
Although performance studies scholars have considered enactments of race and gender, there has been less focus on the ways that religion is embodied and hidden in educational settings. By using an auto-ethnographic and performative writing approach, I link my personal experiences as a Jewish student and professor to anti-Semitism. I conclude the essay by considering the difficulties of connecting personal stories to somatic experiences and challe…
Oh, You Speak English So Well: U.S. American Listeners' Perceptions of "Foreignness" among Nonnative Speakers
Oh, You Speak English So Well!":U.S. American Listeners' Perceptions of "Foreignness" among Nonnative Speakers Aaron Castelán Cargile (bio), Eriko Maeda (bio), Jose Rodriguez (bio), and Marc Rich (bio) I work in a bank and I'm constantly helping customers. Most of the time I can just tell by the way that they look at me, that they don't expect me to have very good English skills. They probably think I speak with an accent, because when I do talk …
I'd Rather Be Doing Something Else: ” Male Resistance to Rape Prevention Programs
Although scholars have argued that sexual assault is a growing crisis on college campuses, there are few studies that highlight the ways in which college men communicate their feelings about sexual assault education. This pilot study fills that void by highlighting college male students' voices. Using open-ended questions and thematic analysis, the authors noted how respondents confirmed and contradicted earlier findings. The authors conclude by …
The interACT model: Considering rape prevention from a performance activism and social justice perspective
Although a number of rape prevention programs exist, the interACT Troupe is distinguished by their commitment to social justice pedagogy and proactive performance. Influenced by critical pedagogy and Theatre of the Oppressed, interACT uses embodied techniques aligned with feminist pedagogies to raise awareness, promote empathic responses, challenge (hyper)masculinity and encourage bystander interventions
Why Are You Shoving This Stuff Down Our Throats?”: Preparing Intercultural Educators to Challenge Performances of White Racism
In general, white students respond intensely to explorations of racism. Intercultural educators are often unprepared for the challenges white students assert during conversations about racism and are unsure how to reply appropriately. Herein, we offer examples of student responses to critical race pedagogy in order to assist teachers in addressing similar stories told in their own classrooms.
Assessing the Impact of Augusto Boal's “Proactive Performance”: An Embodied Approach for Cultivating Prosocial Responses to Sexual Assault
Although performance studies practitioners remain committed to body-centered pedagogy and sociopolitical issues such as racism, homophobia, and sexism, there is little empirical evidence to suggest the efficacy of this work. This essay presents a comparative assessment of a sexual assault intervention model influenced by Augusto Boal's work to a more traditional, didactic lecture and a standard control condition in the college classroom. After di…
Beyond the breach: Transforming White identities in the classroom
Efforts aimed at promoting multiculturalism in the classroom are often pedestrian and ineffectual. When instructors do succeed at facilitating honest discourse, they frequently fail to anticipate the great deal of pain, frustration and anger that is invoked. Rather than sustain a false sense of community, we argue that a dialogic, multicultural community can only be achieved by fostering breach of mainstream norms. Using cultural anthropologist V…
Memory Circles: The Implications of (Not) Grieving at Cancer Camps
Each summer, Camp Anuenue is in session. Billed as an opportunity for young people with cancer to have a "normal" camping experience, this camp provides a sense of community and a needed break from hospital stays. Despite increasing survival rates for young people with cancer, a number of children and teenagers die each year. However, because Camp Anuenue is designed as a place to have fun, discussions of death and dying are often marginalized. F…
Painful stories from camp anuenue: Enactment and reenactment
This essay draws on narratives collected from young people with cancer and ethnographic observations at cancer camps to challenge medical definitions of pain and to explore the distinction between narrative reenactment to performative enactment. While health care professionals consistently define cancer pain as minimal or manageable, stories from young people with cancer provide a different interpretation. Because the performer in an enactment of…
Beyond the breach: Transforming White identities in the classroom
Efforts aimed at promoting multiculturalism in the classroom are often pedestrian and ineffectual. When instructors do succeed at facilitating honest discourse, they frequently fail to anticipate the great deal of pain, frustration and anger that is invoked. Rather than sustain a false sense of community, we argue that a dialogic, multicultural community can only be achieved by fostering breach of mainstream norms. Using cultural anthropologist V…
I'd Rather Be Doing Something Else: ” Male Resistance to Rape Prevention Programs
Although scholars have argued that sexual assault is a growing crisis on college campuses, there are few studies that highlight the ways in which college men communicate their feelings about sexual assault education. This pilot study fills that void by highlighting college male students' voices. Using open-ended questions and thematic analysis, the authors noted how respondents confirmed and contradicted earlier findings. The authors conclude by …
Oh, You Speak English So Well: U.S. American Listeners' Perceptions of "Foreignness" among Nonnative Speakers
Oh, You Speak English So Well!":U.S. American Listeners' Perceptions of "Foreignness" among Nonnative Speakers Aaron Castelán Cargile (bio), Eriko Maeda (bio), Jose Rodriguez (bio), and Marc Rich (bio) I work in a bank and I'm constantly helping customers. Most of the time I can just tell by the way that they look at me, that they don't expect me to have very good English skills. They probably think I speak with an accent, because when I do talk …
Assessing the Impact of Augusto Boal's “Proactive Performance”: An Embodied Approach for Cultivating Prosocial Responses to Sexual Assault
Although performance studies practitioners remain committed to body-centered pedagogy and sociopolitical issues such as racism, homophobia, and sexism, there is little empirical evidence to suggest the efficacy of this work. This essay presents a comparative assessment of a sexual assault intervention model influenced by Augusto Boal's work to a more traditional, didactic lecture and a standard control condition in the college classroom. After di…
Rehearsing for Real Life: The Impact of the InterACT Sexual Assault Prevention Program on Self-Reported Likelihood of Engaging in Bystander Interventions
The interACT Sexual Assault Prevention Program is an interactive, skill-building performance based on the pedagogy of Augusto Boal's Theatre of the Oppressed. A longitudinal evaluation of this program compared pretest, posttest, and 3-month follow-up data from 509 university student participants. Results suggested that the interACT performance was successful in increasing participants' beliefs about the effectiveness of bystander interventions an…
Why Are You Shoving This Stuff Down Our Throats?”: Preparing Intercultural Educators to Challenge Performances of White Racism
In general, white students respond intensely to explorations of racism. Intercultural educators are often unprepared for the challenges white students assert during conversations about racism and are unsure how to reply appropriately. Herein, we offer examples of student responses to critical race pedagogy in order to assist teachers in addressing similar stories told in their own classrooms.
The interACT model: Considering rape prevention from a performance activism and social justice perspective
Although a number of rape prevention programs exist, the interACT Troupe is distinguished by their commitment to social justice pedagogy and proactive performance. Influenced by critical pedagogy and Theatre of the Oppressed, interACT uses embodied techniques aligned with feminist pedagogies to raise awareness, promote empathic responses, challenge (hyper)masculinity and encourage bystander interventions
Painful stories from camp anuenue: Enactment and reenactment
This essay draws on narratives collected from young people with cancer and ethnographic observations at cancer camps to challenge medical definitions of pain and to explore the distinction between narrative reenactment to performative enactment. While health care professionals consistently define cancer pain as minimal or manageable, stories from young people with cancer provide a different interpretation. Because the performer in an enactment of…
Inviting the Breach: Confronting Homophobia in the Name of Social Justice
In 2008 California was divided over Proposition 8, a measure designed to prohibit same-sex marriage. In this article, we focus on a university classroom setting to explore how discussions about Proposition 8 and homophobia led to what Turner (1986) termed a social drama. Drawing on student personal narratives as they moved through the stages of social drama, we provide a poignant example of the conflict that may erupt when homophobia and heterono…
Memory Circles: The Implications of (Not) Grieving at Cancer Camps
Each summer, Camp Anuenue is in session. Billed as an opportunity for young people with cancer to have a "normal" camping experience, this camp provides a sense of community and a needed break from hospital stays. Despite increasing survival rates for young people with cancer, a number of children and teenagers die each year. However, because Camp Anuenue is designed as a place to have fun, discussions of death and dying are often marginalized. F…
Painful stories from camp anuenue: Enactment and reenactment
This essay draws on narratives collected from young people with cancer and ethnographic observations at cancer camps to challenge medical definitions of pain and to explore the distinction between narrative reenactment to performative enactment. While health care professionals consistently define cancer pain as minimal or manageable, stories from young people with cancer provide a different interpretation. Because the performer in an enactment of…
Memory Circles: The Implications of (Not) Grieving at Cancer Camps
Each summer, Camp Anuenue is in session. Billed as an opportunity for young people with cancer to have a "normal" camping experience, this camp provides a sense of community and a needed break from hospital stays. Despite increasing survival rates for young people with cancer, a number of children and teenagers die each year. However, because Camp Anuenue is designed as a place to have fun, discussions of death and dying are often marginalized. F…
Beyond the breach: Transforming White identities in the classroom
Efforts aimed at promoting multiculturalism in the classroom are often pedestrian and ineffectual. When instructors do succeed at facilitating honest discourse, they frequently fail to anticipate the great deal of pain, frustration and anger that is invoked. Rather than sustain a false sense of community, we argue that a dialogic, multicultural community can only be achieved by fostering breach of mainstream norms. Using cultural anthropologist V…
Assessing the Impact of Augusto Boal's “Proactive Performance”: An Embodied Approach for Cultivating Prosocial Responses to Sexual Assault
Although performance studies practitioners remain committed to body-centered pedagogy and sociopolitical issues such as racism, homophobia, and sexism, there is little empirical evidence to suggest the efficacy of this work. This essay presents a comparative assessment of a sexual assault intervention model influenced by Augusto Boal's work to a more traditional, didactic lecture and a standard control condition in the college classroom. After di…
Why Are You Shoving This Stuff Down Our Throats?”: Preparing Intercultural Educators to Challenge Performances of White Racism
In general, white students respond intensely to explorations of racism. Intercultural educators are often unprepared for the challenges white students assert during conversations about racism and are unsure how to reply appropriately. Herein, we offer examples of student responses to critical race pedagogy in order to assist teachers in addressing similar stories told in their own classrooms.
Oh, You Speak English So Well: U.S. American Listeners' Perceptions of "Foreignness" among Nonnative Speakers
Oh, You Speak English So Well!":U.S. American Listeners' Perceptions of "Foreignness" among Nonnative Speakers Aaron Castelán Cargile (bio), Eriko Maeda (bio), Jose Rodriguez (bio), and Marc Rich (bio) I work in a bank and I'm constantly helping customers. Most of the time I can just tell by the way that they look at me, that they don't expect me to have very good English skills. They probably think I speak with an accent, because when I do talk …
I'd Rather Be Doing Something Else: ” Male Resistance to Rape Prevention Programs
Although scholars have argued that sexual assault is a growing crisis on college campuses, there are few studies that highlight the ways in which college men communicate their feelings about sexual assault education. This pilot study fills that void by highlighting college male students' voices. Using open-ended questions and thematic analysis, the authors noted how respondents confirmed and contradicted earlier findings. The authors conclude by …
The interACT model: Considering rape prevention from a performance activism and social justice perspective
Although a number of rape prevention programs exist, the interACT Troupe is distinguished by their commitment to social justice pedagogy and proactive performance. Influenced by critical pedagogy and Theatre of the Oppressed, interACT uses embodied techniques aligned with feminist pedagogies to raise awareness, promote empathic responses, challenge (hyper)masculinity and encourage bystander interventions
Rehearsing for Real Life: The Impact of the InterACT Sexual Assault Prevention Program on Self-Reported Likelihood of Engaging in Bystander Interventions
The interACT Sexual Assault Prevention Program is an interactive, skill-building performance based on the pedagogy of Augusto Boal's Theatre of the Oppressed. A longitudinal evaluation of this program compared pretest, posttest, and 3-month follow-up data from 509 university student participants. Results suggested that the interACT performance was successful in increasing participants' beliefs about the effectiveness of bystander interventions an…
Sacked for the Sabbath: Narrative, Trauma, and the (Jewish) Body
Although performance studies scholars have considered enactments of race and gender, there has been less focus on the ways that religion is embodied and hidden in educational settings. By using an auto-ethnographic and performative writing approach, I link my personal experiences as a Jewish student and professor to anti-Semitism. I conclude the essay by considering the difficulties of connecting personal stories to somatic experiences and challe…
Seeing, Channeling, and Weaving: Coming to Christie Logan
Three texts by individual authors, each created about unique experiences, are offered as a polyvocal, diversely textured collection to be read alongside, with, and through each other. Our aim is to render a multi-faceted view of one particular moment in the pedagogical history of our discipline. We were members of the same cohort of graduate students at California State University, Northridge, and this collection charts how we each came to perfor…
Inviting the Breach: Confronting Homophobia in the Name of Social Justice
In 2008 California was divided over Proposition 8, a measure designed to prohibit same-sex marriage. In this article, we focus on a university classroom setting to explore how discussions about Proposition 8 and homophobia led to what Turner (1986) termed a social drama. Drawing on student personal narratives as they moved through the stages of social drama, we provide a poignant example of the conflict that may erupt when homophobia and heterono…
Psychology (10 works) · Gender Studies (8 works) · Gender Studies (8 works) · Sociology (8 works) · Social Psychology (6 works) · Social Psychology (6 works) · Art (4 works) · Criminology (4 works) · Political science (4 works) · Aesthetics (3 works)