John T Warren
Biographic Data
| ID | 211620 |
|---|---|
| NAME | John T Warren |
| GIVEN NAMES | John T |
| FAMILY NAME | Warren |
| SIGNATURE | WARREN J T |
| AFFILIATIONS | Bowling Green State University |
| VERIFIED | No |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 151 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 7 |
How Much Do You Have to Publish to Get a Job in a Top Sociology Department? Or to Get Tenure? Trends over a Generation
Many sociologists suspect that publication expectations have risen over time—that how much graduate students have published to get assistant professor jobs and how much assistant professors have published to be promoted have gone up. Using information about faculty in 21 top sociology departments from the American Sociological Association’s Guide to Graduate Departments of Sociology, online curricula vitae, and other public records, I provide emp…
Social Justice and Critical/Performative Communicative Pedagogy: A Storied Account of Research, Teaching, Love, Identity, Desire, and Loss
Through narratives and critical interrogations of classroom interactions, I sketch an argument for a co-constitutive relationship between qualitative research and pedagogy that imagines a more reflexive and socially just world. Through story, one comes to see an interplay between one's own experiences, one's own desires and one's community — I seek to focus that potential into an embodied pedagogy that highlights power and, as a result, holds all…
SomeBodies(') in School: Introduction
Reflexive Teaching: Toward Critical Autoethnographic Practices of/in/on Pedagogy
In this autoethnographically informed article, I propose an ethic of reflexive practice that teachers might/should engage in; such practice moves from 'what I believe about teaching' to 'why I believe what I believe about teaching.' Here, reflexive autoethnography serves not only as the method of my article but also as a potential method for developing reflexive pedagogical practices. Such work, I would argue, enables more critically informed ped…
Performance Is: Performance Metaphors as Method
Cultural Studies and the Politics of Representation: Experience ↔ Subjectivity ↔ Research
This essay examines Joan W. Scott's (1991) essay 'The Evidence of Experience' in light of cultural studies scholarship that uses personal, experiential evidence, and/or innovative/critical methodologies. The authors argue that the situated, (inter)subjective, and complex nature of this inquiry conscientiously has brought to life Scott's call for historicizing experience, rather than blindly using it as foundational, and enthusiastically continues…
Introduction: The Evidence of Experience, Cultural Studies, and Personal(ized) Scholarship
On the Impossibility of (Some) Critical Pedagogies: Critical Positionalities within a Binary
In teaching, our teacherly bodies are always available for the interpretation and evaluation of others. Indeed, it was a first lesson for many: entering the classroom the first time and feeling those eyes reading your performance of self, deciding what kind of class (and what kind of teacher) this experience was going to offer. However, our students' reading are never theirs alone- they are produced and made possible by larger ideological struggl…
Performing Difference: Repetition in Context
In this essay, I sketch a performative, constitutive theory of difference that avoids the major trappings of this discussion in current communication scholarship. Building from Gilles Deleuze and Judith Butler, I argue that by focusing on difference in intercultural communication scholarship we can, as a discipline, create more complex understandings of people in cultural contexts. I first examine how difference has been written in communication …
Performing Trauma: Witnessing Ball and the Implications for Autoperformance
Naming Our Sexual and Sexualized Bodies in the Classroom: And the Important Stuff That Comes After the Colon
This is an essay about what teachers come to know as they struggle to name their historically minoritized, non-normatively sexual and sexualized bodies as teachers in a variety of educational contexts. Regardless of one's opinion on the efficacy of “coming out” in the classroom—and the authors ask the readers to kindly consider the possibility that one might “come out” as heterosexual— it is certain that teachers' bodies are sexual and sexualized…
Introduction: Performance Ethnography: A TPQ Symposium
The Strategic Rhetoric of an “At-Risk” Educational Identity: Interviewing Jane
This essay explores how communication research on “at-risk” students relies on under-theorized understandings of identity as seemingly stable traits and characteristics. In this sense, “at-riskness,” as a cultural identity, is dangerous precisely because it encourages researchers to link identity difference with failure, rather than to explore the presence and perpetuation of particular ideologies. We illuminate such ideological tensions through …
War and the Cultural Heritage of Iraq: A sadly mismanaged affair
The irony of the invasion and occupation of Iraq is that nations that believe they represent the acme of human progress have, by their own ignorance and incompetence, wreaked havoc in one of the oldest lands of human civilisation in response to a perceived threat that simply did not exist. With all the current rhetoric that the imposition of a Western model of reconstruction upon Iraq implies, it is useful to remind ourselves that Iraq has a cult…
Articulating Contact in the Classroom: Towards a Constitutive Focus in Critical Pedagogy
In this paper we call into question the ontological assumptions within prominent, foundational critical pedagogy literature – particularly the work of Paulo Freire. We suggest that these ontological assumptions may limit critical educational efforts within multicultural communities, because they tacitly reduce our complex, contested classroom interactions to preparatory or subsidiary events within transformative pedagogy. We contend that ongoing …
Engaging whiteness: How racial power gets reified in education
The central question addressed in this essay is how students engage in a class that focuses on the political and social power of whiteness. Specifically, it looks at how whiteness gets inscribed and reified in our education practices, even as we try to disrupt its normative influence. The essay is based upon an in-depth qualitative study of a graduate seminar dedicated to addressing diversity issues critically. We conclude that despite students' …
Negative Returns to Seniority: New Evidence in Academic Markets
Recent research has suggested that the long-observed negative association between seniority and pay among college faculty largely reflects below-average research productivity of senior faculty—a possibility that most earlier studies did not examine. Overlooked in both waves of studies, however, is match quality. Because the higher quality of the faculty/institutional match implied by higher seniority should, all else equal, result in higher salar…
(Re)Constituting Ethnographic Identities
In this essay, the authors sketch out a dialogic consideration of how identity is constituted in qualitative research. They call into question the role of the researcher, asking how he or she not only helps construct his or her own identity in and through the research project but also how the researcher works to maintain the very identities and phenomena he or she thinks he or she is working to deconstruct. The authors put these issues into play …
Staging Stain Upon the Snow: Performance as a critical enfleshment of whiteness
Scholars in the emerging field of critical white studies maintain that as a result of the naturalization of whiteness, the vast majority of whites are blind to the power and privilege afforded by whiteness. This essay reflects on a production that attempted to put the spotlight on whiteness. Written from the points of view of the director and a performer, this essay reflects on the process of using reiterative stagings of Nathaniel Hawthorne's "T…
Absence for Whom? An Autoethnography of White Subjectivity
This autoethnography explores the role of absence for the White subject, locating that absence within the perceiving Self. In this article, the author articulates a gradual process of coming to see his own Whiteness through evocative writing to make space for Others to move toward locating their own social position. This article understands the Self not as fixed, but rather as an agent in a constant process of subject formation as narrated by tha…
The body politic: Performance, pedagogy, and the power of enfleshment
EDUCATION AND CULTURAL STUDIES: TOWARD A PERFORMATIVE PRACTICE. Ed. Henry A. Giroux and Patrick Shannon. New York: Routledge, 1997; pp. x‐272; $75; paper $18.95. PEDAGOGY: THE QUESTION OF IMPERSONATION. Ed. Jane Gallop. Bloomington: Indiana University Press, 1995; pp. xiv‐170; $24.95; paper $12.95. TEACHING POSITIONS: DIFFERENCE, PEDAGOGY, AND THE POWER OF ADDRESS. By Elizabeth Ellsworth. New York: Teachers College Press, 1997. xii‐199; $50; pape…
Whiteness and Cultural Theory: Perspectives on Research and Education
Books in review
DISPLACING WHITENESS: ESSAYS IN SOCIAL AND CULTURAL CRITICISM. Edited by Ruth Frankenberg. Durham: Duke University Press, 1997; pp.vi‐360; $49.95; paper $17.95. AIDS, SOCIAL CHANGE, AND THEATER: PERFORMANCE AS PROTEST. By Cindy J. Kistenberg. New York: Garland, 1995; pp. v‐208; $40.00. JOHN BARRYMORE: SHAKESPEAREAN ACTOR. By Michael A. Morrison. Cambridge, England; New York: Cambridge University Press, 1997; pp. xvi‐398; $29.95
Greater and Lesser Gorhic Roofs: A Study of the Crown-Post Roof and its Antecedents
Previous investigations point to France as the original source of crown-post construction. Structural behaviour of vaults under Romanesque roofs reveals the logic of the central post. The Gothic roof of northern Europe is defined and its impact upon England is illustrated, leading to conclusions which reinforce earlier deductions
Engaging whiteness: How racial power gets reified in education
The central question addressed in this essay is how students engage in a class that focuses on the political and social power of whiteness. Specifically, it looks at how whiteness gets inscribed and reified in our education practices, even as we try to disrupt its normative influence. The essay is based upon an in-depth qualitative study of a graduate seminar dedicated to addressing diversity issues critically. We conclude that despite students' …
How Much Do You Have to Publish to Get a Job in a Top Sociology Department? Or to Get Tenure? Trends over a Generation
Many sociologists suspect that publication expectations have risen over time—that how much graduate students have published to get assistant professor jobs and how much assistant professors have published to be promoted have gone up. Using information about faculty in 21 top sociology departments from the American Sociological Association’s Guide to Graduate Departments of Sociology, online curricula vitae, and other public records, I provide emp…
Reflexive Teaching: Toward Critical Autoethnographic Practices of/in/on Pedagogy
In this autoethnographically informed article, I propose an ethic of reflexive practice that teachers might/should engage in; such practice moves from 'what I believe about teaching' to 'why I believe what I believe about teaching.' Here, reflexive autoethnography serves not only as the method of my article but also as a potential method for developing reflexive pedagogical practices. Such work, I would argue, enables more critically informed ped…
(Re)Constituting Ethnographic Identities
In this essay, the authors sketch out a dialogic consideration of how identity is constituted in qualitative research. They call into question the role of the researcher, asking how he or she not only helps construct his or her own identity in and through the research project but also how the researcher works to maintain the very identities and phenomena he or she thinks he or she is working to deconstruct. The authors put these issues into play …
Performing Difference: Repetition in Context
In this essay, I sketch a performative, constitutive theory of difference that avoids the major trappings of this discussion in current communication scholarship. Building from Gilles Deleuze and Judith Butler, I argue that by focusing on difference in intercultural communication scholarship we can, as a discipline, create more complex understandings of people in cultural contexts. I first examine how difference has been written in communication …
Introduction: Performance Ethnography: A TPQ Symposium
Absence for Whom? An Autoethnography of White Subjectivity
This autoethnography explores the role of absence for the White subject, locating that absence within the perceiving Self. In this article, the author articulates a gradual process of coming to see his own Whiteness through evocative writing to make space for Others to move toward locating their own social position. This article understands the Self not as fixed, but rather as an agent in a constant process of subject formation as narrated by tha…
Naming Our Sexual and Sexualized Bodies in the Classroom: And the Important Stuff That Comes After the Colon
This is an essay about what teachers come to know as they struggle to name their historically minoritized, non-normatively sexual and sexualized bodies as teachers in a variety of educational contexts. Regardless of one's opinion on the efficacy of “coming out” in the classroom—and the authors ask the readers to kindly consider the possibility that one might “come out” as heterosexual— it is certain that teachers' bodies are sexual and sexualized…
Cultural Studies and the Politics of Representation: Experience ↔ Subjectivity ↔ Research
This essay examines Joan W. Scott's (1991) essay 'The Evidence of Experience' in light of cultural studies scholarship that uses personal, experiential evidence, and/or innovative/critical methodologies. The authors argue that the situated, (inter)subjective, and complex nature of this inquiry conscientiously has brought to life Scott's call for historicizing experience, rather than blindly using it as foundational, and enthusiastically continues…
Whiteness and Cultural Theory: Perspectives on Research and Education
War and the Cultural Heritage of Iraq: A sadly mismanaged affair
The irony of the invasion and occupation of Iraq is that nations that believe they represent the acme of human progress have, by their own ignorance and incompetence, wreaked havoc in one of the oldest lands of human civilisation in response to a perceived threat that simply did not exist. With all the current rhetoric that the imposition of a Western model of reconstruction upon Iraq implies, it is useful to remind ourselves that Iraq has a cult…
Staging Stain Upon the Snow: Performance as a critical enfleshment of whiteness
Scholars in the emerging field of critical white studies maintain that as a result of the naturalization of whiteness, the vast majority of whites are blind to the power and privilege afforded by whiteness. This essay reflects on a production that attempted to put the spotlight on whiteness. Written from the points of view of the director and a performer, this essay reflects on the process of using reiterative stagings of Nathaniel Hawthorne's "T…
The body politic: Performance, pedagogy, and the power of enfleshment
EDUCATION AND CULTURAL STUDIES: TOWARD A PERFORMATIVE PRACTICE. Ed. Henry A. Giroux and Patrick Shannon. New York: Routledge, 1997; pp. x‐272; $75; paper $18.95. PEDAGOGY: THE QUESTION OF IMPERSONATION. Ed. Jane Gallop. Bloomington: Indiana University Press, 1995; pp. xiv‐170; $24.95; paper $12.95. TEACHING POSITIONS: DIFFERENCE, PEDAGOGY, AND THE POWER OF ADDRESS. By Elizabeth Ellsworth. New York: Teachers College Press, 1997. xii‐199; $50; pape…
SomeBodies(') in School: Introduction
Introduction: The Evidence of Experience, Cultural Studies, and Personal(ized) Scholarship
On the Impossibility of (Some) Critical Pedagogies: Critical Positionalities within a Binary
In teaching, our teacherly bodies are always available for the interpretation and evaluation of others. Indeed, it was a first lesson for many: entering the classroom the first time and feeling those eyes reading your performance of self, deciding what kind of class (and what kind of teacher) this experience was going to offer. However, our students' reading are never theirs alone- they are produced and made possible by larger ideological struggl…
The Strategic Rhetoric of an “At-Risk” Educational Identity: Interviewing Jane
This essay explores how communication research on “at-risk” students relies on under-theorized understandings of identity as seemingly stable traits and characteristics. In this sense, “at-riskness,” as a cultural identity, is dangerous precisely because it encourages researchers to link identity difference with failure, rather than to explore the presence and perpetuation of particular ideologies. We illuminate such ideological tensions through …
Negative Returns to Seniority: New Evidence in Academic Markets
Recent research has suggested that the long-observed negative association between seniority and pay among college faculty largely reflects below-average research productivity of senior faculty—a possibility that most earlier studies did not examine. Overlooked in both waves of studies, however, is match quality. Because the higher quality of the faculty/institutional match implied by higher seniority should, all else equal, result in higher salar…
Performing Trauma: Witnessing Ball and the Implications for Autoperformance
Articulating Contact in the Classroom: Towards a Constitutive Focus in Critical Pedagogy
In this paper we call into question the ontological assumptions within prominent, foundational critical pedagogy literature – particularly the work of Paulo Freire. We suggest that these ontological assumptions may limit critical educational efforts within multicultural communities, because they tacitly reduce our complex, contested classroom interactions to preparatory or subsidiary events within transformative pedagogy. We contend that ongoing …
Greater and Lesser Gorhic Roofs: A Study of the Crown-Post Roof and its Antecedents
Previous investigations point to France as the original source of crown-post construction. Structural behaviour of vaults under Romanesque roofs reveals the logic of the central post. The Gothic roof of northern Europe is defined and its impact upon England is illustrated, leading to conclusions which reinforce earlier deductions
Greater and Lesser Gorhic Roofs: A Study of the Crown-Post Roof and its Antecedents
Previous investigations point to France as the original source of crown-post construction. Structural behaviour of vaults under Romanesque roofs reveals the logic of the central post. The Gothic roof of northern Europe is defined and its impact upon England is illustrated, leading to conclusions which reinforce earlier deductions
Books in review
DISPLACING WHITENESS: ESSAYS IN SOCIAL AND CULTURAL CRITICISM. Edited by Ruth Frankenberg. Durham: Duke University Press, 1997; pp.vi‐360; $49.95; paper $17.95. AIDS, SOCIAL CHANGE, AND THEATER: PERFORMANCE AS PROTEST. By Cindy J. Kistenberg. New York: Garland, 1995; pp. v‐208; $40.00. JOHN BARRYMORE: SHAKESPEAREAN ACTOR. By Michael A. Morrison. Cambridge, England; New York: Cambridge University Press, 1997; pp. xvi‐398; $29.95
The body politic: Performance, pedagogy, and the power of enfleshment
EDUCATION AND CULTURAL STUDIES: TOWARD A PERFORMATIVE PRACTICE. Ed. Henry A. Giroux and Patrick Shannon. New York: Routledge, 1997; pp. x‐272; $75; paper $18.95. PEDAGOGY: THE QUESTION OF IMPERSONATION. Ed. Jane Gallop. Bloomington: Indiana University Press, 1995; pp. xiv‐170; $24.95; paper $12.95. TEACHING POSITIONS: DIFFERENCE, PEDAGOGY, AND THE POWER OF ADDRESS. By Elizabeth Ellsworth. New York: Teachers College Press, 1997. xii‐199; $50; pape…
Whiteness and Cultural Theory: Perspectives on Research and Education
Staging Stain Upon the Snow: Performance as a critical enfleshment of whiteness
Scholars in the emerging field of critical white studies maintain that as a result of the naturalization of whiteness, the vast majority of whites are blind to the power and privilege afforded by whiteness. This essay reflects on a production that attempted to put the spotlight on whiteness. Written from the points of view of the director and a performer, this essay reflects on the process of using reiterative stagings of Nathaniel Hawthorne's "T…
Absence for Whom? An Autoethnography of White Subjectivity
This autoethnography explores the role of absence for the White subject, locating that absence within the perceiving Self. In this article, the author articulates a gradual process of coming to see his own Whiteness through evocative writing to make space for Others to move toward locating their own social position. This article understands the Self not as fixed, but rather as an agent in a constant process of subject formation as narrated by tha…
(Re)Constituting Ethnographic Identities
In this essay, the authors sketch out a dialogic consideration of how identity is constituted in qualitative research. They call into question the role of the researcher, asking how he or she not only helps construct his or her own identity in and through the research project but also how the researcher works to maintain the very identities and phenomena he or she thinks he or she is working to deconstruct. The authors put these issues into play …
Articulating Contact in the Classroom: Towards a Constitutive Focus in Critical Pedagogy
In this paper we call into question the ontological assumptions within prominent, foundational critical pedagogy literature – particularly the work of Paulo Freire. We suggest that these ontological assumptions may limit critical educational efforts within multicultural communities, because they tacitly reduce our complex, contested classroom interactions to preparatory or subsidiary events within transformative pedagogy. We contend that ongoing …
Engaging whiteness: How racial power gets reified in education
The central question addressed in this essay is how students engage in a class that focuses on the political and social power of whiteness. Specifically, it looks at how whiteness gets inscribed and reified in our education practices, even as we try to disrupt its normative influence. The essay is based upon an in-depth qualitative study of a graduate seminar dedicated to addressing diversity issues critically. We conclude that despite students' …
Negative Returns to Seniority: New Evidence in Academic Markets
Recent research has suggested that the long-observed negative association between seniority and pay among college faculty largely reflects below-average research productivity of senior faculty—a possibility that most earlier studies did not examine. Overlooked in both waves of studies, however, is match quality. Because the higher quality of the faculty/institutional match implied by higher seniority should, all else equal, result in higher salar…
The Strategic Rhetoric of an “At-Risk” Educational Identity: Interviewing Jane
This essay explores how communication research on “at-risk” students relies on under-theorized understandings of identity as seemingly stable traits and characteristics. In this sense, “at-riskness,” as a cultural identity, is dangerous precisely because it encourages researchers to link identity difference with failure, rather than to explore the presence and perpetuation of particular ideologies. We illuminate such ideological tensions through …
War and the Cultural Heritage of Iraq: A sadly mismanaged affair
The irony of the invasion and occupation of Iraq is that nations that believe they represent the acme of human progress have, by their own ignorance and incompetence, wreaked havoc in one of the oldest lands of human civilisation in response to a perceived threat that simply did not exist. With all the current rhetoric that the imposition of a Western model of reconstruction upon Iraq implies, it is useful to remind ourselves that Iraq has a cult…
Introduction: Performance Ethnography: A TPQ Symposium
Naming Our Sexual and Sexualized Bodies in the Classroom: And the Important Stuff That Comes After the Colon
This is an essay about what teachers come to know as they struggle to name their historically minoritized, non-normatively sexual and sexualized bodies as teachers in a variety of educational contexts. Regardless of one's opinion on the efficacy of “coming out” in the classroom—and the authors ask the readers to kindly consider the possibility that one might “come out” as heterosexual— it is certain that teachers' bodies are sexual and sexualized…
Performing Difference: Repetition in Context
In this essay, I sketch a performative, constitutive theory of difference that avoids the major trappings of this discussion in current communication scholarship. Building from Gilles Deleuze and Judith Butler, I argue that by focusing on difference in intercultural communication scholarship we can, as a discipline, create more complex understandings of people in cultural contexts. I first examine how difference has been written in communication …
Performing Trauma: Witnessing Ball and the Implications for Autoperformance
Cultural Studies and the Politics of Representation: Experience ↔ Subjectivity ↔ Research
This essay examines Joan W. Scott's (1991) essay 'The Evidence of Experience' in light of cultural studies scholarship that uses personal, experiential evidence, and/or innovative/critical methodologies. The authors argue that the situated, (inter)subjective, and complex nature of this inquiry conscientiously has brought to life Scott's call for historicizing experience, rather than blindly using it as foundational, and enthusiastically continues…
Introduction: The Evidence of Experience, Cultural Studies, and Personal(ized) Scholarship
On the Impossibility of (Some) Critical Pedagogies: Critical Positionalities within a Binary
In teaching, our teacherly bodies are always available for the interpretation and evaluation of others. Indeed, it was a first lesson for many: entering the classroom the first time and feeling those eyes reading your performance of self, deciding what kind of class (and what kind of teacher) this experience was going to offer. However, our students' reading are never theirs alone- they are produced and made possible by larger ideological struggl…
Performance Is: Performance Metaphors as Method
Social Justice and Critical/Performative Communicative Pedagogy: A Storied Account of Research, Teaching, Love, Identity, Desire, and Loss
Through narratives and critical interrogations of classroom interactions, I sketch an argument for a co-constitutive relationship between qualitative research and pedagogy that imagines a more reflexive and socially just world. Through story, one comes to see an interplay between one's own experiences, one's own desires and one's community — I seek to focus that potential into an embodied pedagogy that highlights power and, as a result, holds all…
SomeBodies(') in School: Introduction
Reflexive Teaching: Toward Critical Autoethnographic Practices of/in/on Pedagogy
In this autoethnographically informed article, I propose an ethic of reflexive practice that teachers might/should engage in; such practice moves from 'what I believe about teaching' to 'why I believe what I believe about teaching.' Here, reflexive autoethnography serves not only as the method of my article but also as a potential method for developing reflexive pedagogical practices. Such work, I would argue, enables more critically informed ped…
How Much Do You Have to Publish to Get a Job in a Top Sociology Department? Or to Get Tenure? Trends over a Generation
Many sociologists suspect that publication expectations have risen over time—that how much graduate students have published to get assistant professor jobs and how much assistant professors have published to be promoted have gone up. Using information about faculty in 21 top sociology departments from the American Sociological Association’s Guide to Graduate Departments of Sociology, online curricula vitae, and other public records, I provide emp…
Sociology (21 works) · Political science (13 works) · Aesthetics (10 works) · Epistemology (10 works) · Law (10 works) · Law (10 works) · Pedagogy (10 works) · Anthropology (9 works) · Philosophy (9 works) · Art (8 works)