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In May 2019, Pedagogue started! Here's a small recap of our year:
So what about 2020!? Here's a short list of contributors in 2020 (listed alphabetical order): Chris Anson, Brian Bailie, Frankie Condon, Douglas Dowland, Jennifer Grouling, Anna Hensley, Emma Kostopolus, Jason Luther, Paula Mathieu, Sharon Mitchler, Kristi Prins, Shawna Ross, Ira Shor, Deb Young, and more! In 2020, Pedagogue is going to stay committed to facilitating conversations across institutions and positions. Pedagogue is going to stay committed to fostering community and collaboration among teachers of writing. In 2020, Pedagogue is going to keep being a podcast for teachers, about teachers. Every episode: open access. Every episode: transcribed. Keep listening and following along. And please keep sharing. This podcast exists for you, because of you. Happy new year, -S
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Pedagogue Bonus: Who Says What (And What Gets Told) About Higher Education? (w/Mike Rose)12/29/2019 In this bonus episode, Mike Rose talks about what gets covered about higher education and brings attention to issues concerning representation, or who is and who isn't writing about education in mass media.
Listen on Apple Podcasts, Google Podcasts, iHeartRadio, SoundCloud, Spotify, or Stitcher We have a special gift for you! We're going to release a new bonus episode, but there's a catch. It's winter break so let's have some fun. You have to guess who's on the episode before we release it. We'll be sending clues on Twitter, so be sure to follow along and use the hashtag #PedagogueGiveaway. Here are the rules: (1) 10 different people have to guess the right name, and (2) multiple guesses are okay. Since you are one of our loyal blog followers, here's the first clue being sent later today: NCTE David H. Russell Award winner.
Yours, -S In this episode, Chuck Bazerman talks about what surprises him the most about teaching, he reflects on rhetorical genre studies and the impact genre has on teaching writing, and he talks about the importance of writing across the curriculum.
Listen on Apple Podcasts, Google Podcasts, iHeartRadio, SoundCloud, Spotify, or Stitcher Hi all, we're releasing Episode 13 on Thursday, 12/19!
Episode 13: Chuck Bazerman In this episode, Chuck Bazerman talks about what surprises him the most about teaching, he reflects on rhetorical genre studies and the impact genre has on teaching writing, and he talks about the importance of writing across the curriculum. Chuck Bazerman is a Distinguished Professor at the UC Santa Barbara Gevirtz Graduate School of Education. His research interests are in the practice and teaching of writing, understood in a socio-historic context. Using socially based theories of genre, activity system, interaction, intertextuality, and cognitive development, he investigates the history of scientific writing, other forms of writing used in advancing technological projects, and the relation of writing to the development of disciplines of knowledge. His Handbook of Research on Writing: Society, School, Individual, Text won the 2009 Conference on College Composition and Communication Outstanding Book Award. His other work includes Reference Guides to Rhetoric and Composition: Writing Across the Curriculum and Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science. Here's one of my favorite quotes from the episode: "Writing is having a voice. If you don't write, you don't have a voice." Excited for you all to hear it, -S Hi, and happy Monday! I've been thinking about how to use Instagram and create content connected to the podcast that isn't already on Twitter and isn't on our blog/site. So, I created an Instagram account: @pedagoguepodcast (be sure to click the link and follow us!). I'm going to post quotes from episodes, more specifically, moments from conversations that:
My hope is our Instagram handle will provide an opportunity for writing teachers to engage with the podcast, connect with our content in a different way, and be a space for more conversation to be generated about teaching and writing (thus, another chance for teachers across institutions and positions to interact and connect with one another). Thanks for following along, -S In this episode, Asao B. Inoue talks about classroom writing assessment, whether labor is a more equitable measure than traditional classroom assessment standards, and students’ perception on labor-based grading contracts.
Listen on Apple Podcasts, Google Podcasts, iHeartRadio, SoundCloud, Spotify, or Stitcher Hello, friends! We're releasing Episode 12 this Friday, 12/06.
Episode 12: Asao B. Inoue In this episode, Asao B. Inoue talks about classroom writing assessment, whether labor is a more equitable measure than traditional classroom assessment standards, and students’ perception on labor-based grading contracts. Asao B. Inoue is a professor and the associate dean of the College of Integrative Sciences and Arts at Arizona State University. His research focuses on antiracist and social justice theory and practices in writing assessments. He is the 2019 Chair of the Conference on College Composition and Communication, and has been a past member of the CCCC Executive Committee, and the Executive Board of the Council of Writing Program Administrators. Among his many articles and chapters on writing assessment, race, and racism, his article, “Theorizing Failure in U.S. Writing Assessments” in Research in the Teaching of English, won the 2014 CWPA Outstanding Scholarship Award. His co-edited collection, "Race and Writing Assessment" (2012), won the 2014 NCTE/CCCC Outstanding Book Award for an edited collection. His book, "Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future" (2015) won the 2017 NCTE/CCCC Outstanding Book Award for a monograph and the 2015 CWPA Outstanding Book Award. He also has published a co-edited collection, Writing Assessment, Social Justice, and The Advancement of Opportunity (2018), and a book, "Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom" (2019). If you're interested in writing assessment, or want to know more about an alternative assessment model based on labor, or curious about how writing assessment practices can complement social justice aims, or want to reflect on how your classroom assessment is reflecting your values as a teacher, then this is a great episode for you. Excited for you to hear it, -S |
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