Looking for Middle Ground at Middlebury College
Bibliographic Data
| ID | 21740209 |
|---|---|
| Authors | Shawna Shapiro (0000-0001-7080-6649), James Chase Sanchez |
| Year | 2020 |
| Volume | 20 |
| Issue | 1 |
| Pages | 35-48 |
| Publication date | 2020-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture (JOURNAL) |
| Journal identifiers | ISSN: 1531-4200 • E-ISSN: 1533-6255 |
| Publisher | Duke University Press (PUBLISHER • US) |
| DOI | 10.1215/15314200-7879001 |
| OpenAlex | W3004308541 |
| Language | EN |
| References cited | 11 |
This article examines the pedagogical response of English and writing faculty to a controversy that took place at their liberal arts college. Findings from faculty interviews highlight a number of ways that instructors might engage local controversies, in keeping with their curricular goals and commitments to pedagogical transparency
Higher education · Liberal arts education · Pedagogy · Political science · Sociology · The arts · Communication in Education and Healthcare · Discourse Analysis in Language Studies · Law · Rhetoric and Communication Studies
| Highly cited | No |
|---|