Summary

How well do we really know Pearl S. Buck? Many think of Buck solely as the Nobel laureate and Pulitzer Prize–winning author of The Good Earth, the novel that explained China to Americans in the 1930s. But Buck was more than a novelist and interpreter of China. As the essays in Beyond The Good Earth show, she possessed other passions and projects, some of which are just now coming into focus.

Who knew, for example, that Buck imagined and helped define multiculturalism long before it became a widely known concept? Or that she founded an adoption agency to locate homes for biracial children from Asia? Indeed, few are aware that she advocated successfully for a genocide convention after World War II and was ahead of her time in envisioning a place for human rights in American foreign policy. Buck’s literary works, often dismissed as simple portrayals of Chinese life, carried a surprising degree of innovation as she experimented with the styles and strategies of modernist artists.

In Beyond The Good Earth, scholars and writers from the United States and China explore these and other often overlooked topics from the life of Pearl S. Buck, positioning her career in the context of recent scholarship on transnational humanitarian activism, women’s rights activism, and civil rights activism.

Contents

Introduction    
Jay Cole and John Rogers Haddad
1. Pearl Buck, Raphael Lemkin, and the Struggle for the Genocide Convention      
David M. Crowe
2. Pearl Buck and the Evolution of American Foreign Policy: Reflections and Speculations of Her Film Biographer        
Donn Rogosin
3. Pearl Buck’s Strategic Vision: Decolonization, Desegregation, and Second World War Imperatives      
Charles Kupfer
4. Chinese Culture “Going Global”: Pearl S. Buck’s Methodological Inspiration    
Junwei Yao
5. Pearl S. Buck’s Promising Legacy in South Korea: The Pearl S. Buck Foundation and the Rise of Korean Multiculturalism    
T.J. Park
6. “Always in Love with Great Ends”: Pearl S. Buck on Sun Yatsen and His Nationalist Revolution         
David Gordon
7. China’s Recent Realization: The Real Peasant Life Portrayed by Pearl S. Buck  
Kang Liao
8. Gateways into The Good Earth: Myth, Archetype and Symbol in Pearl S. Buck’s Classic Novel           
Carol Breslin
9. “Not Having to Be Alone Is Happiness”: The Cal Price Writing Workshops at the Pearl Buck Birthplace as Catalysts for a Glocal Writing Community     
Rob Merritt
Contributors    
Index   

Author

Jay Cole serves as senior advisor to the president of West Virginia University. He teaches courses about Pearl S. Buck as part of the WVU Osher Lifelong Learning Institute, and he is a member of the Pearl S. Buck Birthplace Foundation board of directors.

John R. Haddad chairs the American studies program at Penn State Harrisburg. He is the author of The Romance of China: Excursions to China in U.S. Culture, 1776–1876 and America’s First Adventure in China: Trade, Treaties, Opium, and Salvation.

Reviews

“The strength of this collection lies in the breadth and variety of the subjects discussed, from US foreign policy to literary and political controversies in China to Pearl Buck’s accomplishments and influence as a writer and as a social and political activist. Taken collectively, these essays provide a rewarding survey.”
Peter Conn, author of Pearl S. Buck: A Cultural Biography

Summary

On Petrocultures brings together key essays by Imre Szeman, a leading scholar in the field of energy humanities and a critical voice in debates about globalization and neoliberalism. Szeman’s most important and influential essays, in dialogue with exciting new pieces written for the book, investigate ever-evolving circuits of power in the contemporary world, as manifested in struggles over space and belonging, redefinitions of work and individual autonomy, and the deep links between energy use and climate change.

These essays explore life lived in the twenty-first century by examining critically the vocabulary through which capitalism makes sense of itself, focusing on concepts like the nation, globalization, neoliberalism, creativity, and entrepreneurship. At the heart of the volume is the concept of “petrocultures,” which demands that we understand a fundamental fact of modern life: we are shaped by and through fossil fuels. Szeman argues that we cannot take steps to address global warming without fundamentally changing the social, cultural, and political norms and expectations developed in conjunction with the energy riches of the past century. On Petrocultures maps the significant challenge of our dependence on fossil fuels and probes ways we might begin to leave petrocultures behind.

Author

Imre Szeman is University Research Chair of Communication Arts at the University of Waterloo. His recent books include After Oil (West Virginia University Press, 2016), Energy Humanities: An Anthology (Johns Hopkins University Press, co-ed, 2017) and Fueling Culture: 101 Words on Energy and Environment (Fordham University Press, co-ed, 2017). 

Reviews

“Every essay in On Petrocultures is a gem. Szeman is making real arguments about policy’s relationship to culture around energy and environment, and in that sense he is modeling a collaborative public humanities practice. This is what the field of environmental humanities will and should be doing in the coming decades, and Szeman is doing it now." 
Stephanie Foote, editor of Histories of the Dustheap: Waste, Material Cultures, Social Justice

"The 'crisis in the humanities' has become a refrain in the media and in academia, but Imre Szeman is more concerned in his work with what the humanities can do to address a much larger crisis: nothing less than the future of the planet. The essays in On Petrocultures represent the remarkable range of an innovative scholar whose insights into how we live in the world are fueled at once by a sense of urgency and deep compassion. This work illustrates what the humanities can contribute to a cross-disciplinary conversation that is long overdue."
Priscilla Wald, Duke University

“Excellent and provocative.”
ariel: A Review of International English Literature

Summary

What's wrong with the contemporary American medical system? What does it mean when a state’s democratic presidential primary casts 40% of its votes for a felon incarcerated in another state? What’s so bad about teaching by PowerPoint? What is truly the dirtiest word in America?

These are just a few of the engaging and controversial issues that Michael Blumenthal, poet, novelist, essayist, and law professor, tackles in this collection of poignant essays commissioned by West Virginia Public Radio. 

In these brief essays, Blumenthal provides unconventional insights into our contemporary political, educational, and social systems, challenging us to look beyond the headlines to the psychological and sociological realities that underlie our conventional thinking. 

As a widely published poet and novelist, Blumenthal brings along a lawyer’s analytical ability with his literary sensibility, effortlessly facilitating a distinction between the clichés of today’s pallid political discourse and the deeper realities that lie beneath. This collection will captivate and provoke those with an interest in literature, politics, law, and the unwritten rules of our social and political engagements.

Contents

Introduction

I. ACHES AND PAINS

The Unkindest Cut of All

The Quality of Our Mercy

Sum of Its Parts

Vote With Your Feet! 

The Lame of the Earth

II. ALMOST HEAVEN

The Wild, Not-So-Wonderful Whites of West Virginia 

Tale of Two Countries

Voting, In Black and White

Foul Play!

III. COUNTRY OF THE SECOND CHANCE

Unwired

Country of the Second Chance

Immigration Nation

Some Truly Affirmative Action: A Farmer on the Supreme Court  

The Business of America

BP And Our Human Shadow

Change We Don’t Believe In

Taking Back the Saddle

Right to Bear Harms

The Dirtiest Word in America

Gay Marriage and the Pursuit of Happiness

The Sweetest Dream That Labor Knows

Heroes with a Thousand Faces

A Modest Proposal

Encore!

Lynched

IV. OF MINDS AND MINDFULNESS

A Mind of Winter

College Days, Danger Days

On-Line & On Point, But Way Off Course

None of Your Business

In Praise of Doing Nothing

Author

Michael Blumenthal is a Visiting Professor of Law and Co-Director of the Immigration Clinic at West Virginia University College of Law. A former Director of Creative Writing at Harvard University, he is the author of eight books of poetry, as well as All My Mothers and Fathers, a memoir; Weinstock Among The Dying, a novel; When History Enters the House, a collection of essays; and “Because They Needed Me”: The Incredible Struggle of Rita Miljo To Save The Baboons of South Africa, a book-length account of his work with orphaned infant chacma baboons in South Africa. His first collection of short stories, The Greatest Jewish-American Lover in Hungarian History, is forthcoming.

Reviews

 “The intellect of a scholar, the sensitivity of a poet, the objectivity of a professor of law: it hardly seems possible that so many virtues can be embodied in one book of short talks.”
C.K. Williams, American poet, critic and translator, and recipient of the Pulitzer Prize for poetry.

“Engaging, astute, and eloquent.”
Meenakshi Gigi Durham, author of The Lolita Effect and Professor and Collegiate Scholar at University of Iowa

 "David Sedaris and Ira Glass have a brother from another mother, and his name is Michael Blumenthal. His soulful NPR essays are profound thought-clouds from one of America's finest poets."
Dalton Delan is an Executive Producer of In Performance at the White House for PBS

“Michael  Blumenthal has had many professions—lawyer, psychotherapist, poet, professor, travel writer, novelist—and somehow these different  professional  perspectives blend together perfectly in his latest incarnation as a commentator for NPR. He writes with prickly piquancy and gleeful eclecticism  over a broad range of topics—but is always, in the tradition of our  best essayists, speaking from the  baseline of his own humanity.“
Ross McElwee, Professor of Visual and Environmental Studies at Harvard University

“An enjoyable and liberating read.”
Craig Manning, Independent Publisher

Summary

As children, two sisters make homes for their toys out of matchboxes and shoeboxes, trying to create safe places after the loss of their mother to psychosis.

Grace, now a schoolteacher married to a doctor, appears to have a conventional life but has a breakdown during an undesired move from her beloved cottage to another house. Dinah has married a self-ordained preacher with a troubled past and tries to keep her children safely separate from the world. Meanwhile, a childhood friend is linked to a militia’s abortive attempt to blow up the FBI’s fingerprint records facility in West Virginia, and later builds an isolated survivalist compound in the mountains.

These three adults, closely bonded in childhood, are reunited on this acreage once owned by a white supremacist group, where they discover in various ways that there is no final protection, no matter how hard they strive to find it or make it.

Author

Meredith Sue Willis teaches novel writing at New York University’s School of Professional Studies. She is the author of twenty-two books, including A Space Apart, Love Palace, Out of the Mountains: Appalachian Stories, and Oradell at Sea (West Virginia University Press). She has received literary fellowships from the National Endowment for the Arts and the New Jersey State Council on the Arts and has won awards such as the PEN Syndicated Fiction Award, the West Virginia Library Association Literary Merit Award, and the Appalachian Heritage Denny C. Plattner Prize for both fiction and nonfiction.

Reviews

“Full of surprising twists and turns, this sharp, tough-minded, compelling novel takes us deeply into its high-low milieus and conflicted characters. A cross between noir and redemption, it’s a terrific read.”
Phillip Lopate, author of Portrait Inside My Head

 “A timely story.”
Kirkus Reviews

 “A surprisingly tender portrait of the bonds that keep friends and families afloat.”
Foreword Reviews

"Their Houses gives its readers many of the best elements one could want from a novel: flawed characters portrayed generously, well-balanced plots, and a clear, conversational narrative voice that guides the reader along. With an entertaining blend of high-action farce and moving interpersonal drama, Their Houses both entertains in the moment and lingers after the last page."
American Book Review

"A timely, relatable read."
Appalachian Heritage

“Every move in this jolt-filled tale—told in the sweet, slyly humorous cadences of West Virginia—is perfect. Willis has the stuff from beginning to end.”
Diane Simmons, author of The Courtship of Eva Eldridge

“With deep sympathy for her characters, Willis writes in lucid and compelling prose about one of the dark undersides of American life. Their Houses reads fast, as a compelling series of mysteries, and reminds us of how much legacy we all carry, not only in our bodies and our genes but in our stories.”
Jane Lazarre, author of The Communist and the Communist’s Daughter  and Beyond the Whiteness of Whiteness: Memoir of a White Mother of Black Sons

Summary

College and university faculty in the arts (visual, studio, language, music, design, and others) regularly grade and assess undergraduate student work but often with little guidance or support. As a result, many arts faculty, especially new faculty, adjunct faculty, and graduate student instructors, feel bewildered and must “reinvent the wheel” when grappling with the challenges and responsibilities of grading and assessing student work.

Meaningful Grading: A Guide for Faculty in the Arts enables faculty to create and implement effective assessment methodologies—research based and field tested—in traditional and online classrooms. In doing so, the book reveals how the daunting challenges of grading in the arts can be turned into opportunities for deeper student learning, increased student engagement, and an enlivened pedagogy.

Contents

Introduction

Part I: Course Design and Preparation

Examining Your Own Beliefs and Biases

1.         Quantifying the Qualitative       

2.         Examining Aesthetic Sensibility 

3.         The Apprenticeship of Observation      

Knowing Your Context

4.         Novices and Experts     

5.         Getting Involved          

6.         Implications of Grades  

Defining Success in Your Course

7.         Course Design: An Overview    

8.         Course Design: Defining Goals  

9.         Course Design: Teaching and Learning Activities           

10.       Course Design: Assessment Criteria       

11.       Your Grading System: Math Matters      

12.       Ungraded Assignments 

13.       Scaffolding Learning Tasks       

14.       Soliciting Feedback      

Part I Supplementary Resources 

Part II: During the Semester

Communicating Goals

15.       Making Grading Expectations Clear      

16.       A Mutual Understanding of Progress     

17.       Clarifying Teaching Methods    

18.       Choice of Graded Projects         

19.       Office Hours    

Emphasizing Process over Results

20.       Making Creative Process Explicit          

21.       Redefining Effort         

22.       Problem Finding           

23.       Generating Ideas and Brainstorming      

24.       Aha! Moments 

25.       Grading and Mistakes   

26.       Contemplative Practice 

27.       Famous Artists’ Early Work      

28.       The Artist-Apprentice Dynamic 

29.       Grading Participation    

30.       Grading Discussions     

31.       Self-Assessment and Creative Process    

Teaching Content and Skills

32.       The Language of the Discipline 

33.       Assessing Research      

34.       Skills-Based Assignments          

Rubrics

35.       Creating Rubrics           

36.       Using Rubrics   

37.       When to Introduce a Rubric      

38.       Student-Generated Rubrics       

39.       Rubrics for Peer and Self-Assessment    

40.       Common Rubric Pitfalls 

The Critique

41.       Structuring the Critique 

42.       Critiquing in the Online Environment    

43.       Peer Critique    

44.       Art Directing vs. Critiquing       

45.       Critique Journals          

Part II Supplementary Resources           

Part III: Post-semester

46.       Requesting Feedback on Your Grading  

47.       Post-semester Community: Moving Beyond Assessment 

48.       Reflecting and Planning for Next Semester        

49.       End-of-Semester Evaluations    

50.       Norming Your Grades  

Part III Supplementary Resources         

Notes   

Author

Natasha Haugnes, currently at the Academy of Art University and California College of the Arts, has worked in art and design university settings for twenty-three years and has authored two ESL textbooks.

Hoag Holmgren has worked in the field of faculty and educational development for over twenty years. A former creative writing instructor, he is the author of the poetry collection p a l e o s  and No Better Place: A New Zen Primer, both published in 2018.

Martin Springborg is a faculty member in the Minnesota State system of colleges and universities, where he teaches photography and art history.

Reviews

"A rich resource for educational developers.”
 International Journal for Academic Development 

“Fills a significant gap in the teaching and learning literature. I am particularly impressed with the ability of the volume to serve simultaneously as text, guide, and reference, and suspect that artist-teachers will find the same utility.”
David Chase, coauthor of Assessment in Creative Disciplines: Quantifying and Qualifying the Aesthetic

Summary

Even on good days, teaching is a challenging profession. One way to make the job of college instructors easier, however, is to know more about the ways students learn. How Humans Learn aims to do just that by peering behind the curtain and surveying research in fields as diverse as developmental psychology, anthropology, and cognitive neuroscience for insight into the science behind learning.

The result is a story that ranges from investigations of the evolutionary record to studies of infants discovering the world for the first time, and from a look into how our brains respond to fear to a reckoning with the importance of gestures and language. Joshua R. Eyler identifies five broad themes running through recent scientific inquiry—curiosity, sociality, emotion, authenticity, and failure—devoting a chapter to each and providing practical takeaways for busy teachers. He also interviews and observes college instructors across the country, placing theoretical insight in dialogue with classroom experience.
 

Receive a 30% discount on orders of 10 or more copies of this title with code HIGHEREDBULK30 at checkout.

Contents

Acknowledgments      

Introduction     

1. Curiosity     

2. Sociality     

3. Emotion      

4. Authenticity                        

5. Failure         

Epilogue         

Notes   

Bibliography   

Index   

Author

Joshua R. Eyler is the director of the Center for Teaching Excellence and adjunct associate professor of humanities at Rice University. He has a PhD in medieval studies from the University of Connecticut and has published on a range of topics, including evidence-based pedagogy, technology in the classroom, and disability studies.

Reviews

“Unique and compelling. Eyler brings lyrical prose and a truly fresh perspective to problems that have stubbornly persisted.”
Michelle D. Miller, author of Minds Online: Teaching Effectively with Technology

"A warm, humane little book—a scientifically informed reminder that even in college, students and teachers are really driven by emotion, anxiety, curiosity, and care." 
Daniel F. Chambliss, coauthor of How College Works

Summary

Advocates for the rights of people with disabilities have worked hard to make universal design in the built environment “just part of what we do.” We no longer see curb cuts, for instance, as accommodations for people with disabilities, but perceive their usefulness every time we ride our bikes or push our strollers through crosswalks.

This is also a perfect model for Universal Design for Learning (UDL), a framework grounded in the neuroscience of why, what, and how people learn. Tobin and Behling show that, although it is often associated with students with disabilities, UDL can be profitably broadened toward a larger ease-of-use and general diversity framework. Captioned instructional videos, for example, benefit learners with hearing impairments but also the student who worries about waking her young children at night or those studying on a noisy team bus.

Reach Everyone, Teach Everyone is aimed at faculty members, faculty-service staff, disability support providers, student-service staff, campus leaders, and graduate students who want to strengthen the engagement, interaction, and performance of all college students. It includes resources for readers who want to become UDL experts and advocates: real-world case studies, active-learning techniques, UDL coaching skills, micro- and macro-level UDL-adoption guidance, and use-them-now resources.
 

Receive a 30% discount on orders of 10 or more copies of this title with code HIGHEREDBULK30 at checkout.

Contents

Acknowledgments

Introduction

Part 1   Where We Are Now

1. How Universal Design for Learning Got to Higher Education      

2. It’s the Law . . . Except When It Isn’t        

Part 2   Reframing UDL

3. Meet the Mobile Learners   

4. Engage Digital Learners     

5. Adopt the Plus-One Approach        

6. Coach the Coaches and the Players           

Part 3   Adopt UDL on Your Campus    

7. Expand One Assignment    

8. Enhance One Program: UDL across the Curriculum         

9. Extend to One Modality: The Online Environment            

10. Embrace One Mind-Set: Campuswide UDL        

11. Engage! The UDL Life Cycle      

Coda    

References       

Index   

About the Authors      

Author

Thomas J. Tobin is the conference programming chair at the University of Wisconsin–Madison and the author of Evaluating Online Teaching and Copyright Ninja #1: Rise of the Ninja.

Kirsten T. Behling is the director of student accessibility services at Tufts University and an adjunct professor at Suffolk University, where she cofounded and teaches in the graduate certificate program on disability services in higher education.

Reviews

“Engaging, well researched, and accessible. The ‘UDL in 20 minutes, 20 days, and 20 months’ exercises are an especially interesting framework for the planning and implementation of UDL on campus.”
Joseph W. Madaus, University of Connecticut

“Practical and rich with strategies, this book will leave educators understanding why UDL is important for their community to adopt and how to get started implementing so that all learners can achieve high learning outcomes.”
Allison Posey, Center for Applied Special Technology

Summary

2019 Julian Minghi Distinguished Book Award winner

Scholars from a number of disciplines have, especially since the advent of the war on terror, developed critical perspectives on a cluster of related topics in contemporary life: militarization, surveillance, policing, biopolitics (the relation between state power and physical bodies), and the like. James A. Tyner, a geographer who has contributed to this literature with several highly regarded books, here turns to the bureaucratic roots of genocide, building on insight from Hannah Arendt, Zygmunt Bauman, and others to better understand the Khmer Rouge and its implications for the broader study of life, death, and power.

The Politics of Lists analyzes thousands of newly available Cambodian documents both as sources of information and as objects worthy of study in and of themselves. How, Tyner asks, is recordkeeping implicated in the creation of political authority? What is the relationship between violence and bureaucracy? How can documents, as an anonymous technology capable of conveying great force, be understood in relation to newer technologies like drones? What does data create, and what does it destroy? Through a theoretically informed, empirically grounded study of the Khmer Rouge security apparatus, Tyner shows that lists and telegrams have often proved as deadly as bullet and bombs.

Contents

Preface                        

Acknowledgments     

1. Emerging from the Shadows          

2. A Tale of Two Lists            

3. Into the Darkness   

4. Mortal Accountings            

5. Conclusions 

Notes   

Bibliography   

Index

Author

James A. Tyner is a professor in the department of geography at Kent State University and a fellow of the American Association of Geographers. He is the author of War, Violence, and Population: Making the Body Count, winner of the Meridian Book Award.

Reviews

“A well-written and engaging study of why we must grapple with the bureaucratic culture of violence. I appreciate how Tyner moves between past and present—constantly reminding the reader of why the Cambodian genocide has important resonance beyond its own horrors.”
Ian Shaw, author of Predator Empire: Drone Warfare and Full Spectrum Dominance

“Tyner has written an important book on the biopolitics of bureaucracy, archives, and lists. His novel concept of ‘necrobureaucracy’ as a descriptor of the Khmer Rouge regime offers a new way of understanding the relationship between violence and state administration. An original and far-reaching piece of scholarship.”
Oliver Belcher, Durham University

Summary

Walter F. White of Atlanta, Georgia, joined the National Association for the Advancement of Colored People (NAACP) in 1918 as an assistant to Executive Secretary James Weldon Johnson. When Johnson retired in 1929, White replaced him as head of the NAACP, a position he maintained until his death in 1955. During his long tenure, White was in the vanguard of the struggle for interracial justice. His reputation went into decline, however, in the era of grassroots activism that followed his death. White’s disagreements with the US Left, and his ambiguous racial background—he was of mixed heritage, could “pass” as white, and divorced a black woman to marry a white woman—fueled ambivalence about his legacy.

In this comprehensive biography, Zangrando and Lewis seek to provide a reassessment of White within the context of his own time, revising critical interpretations of his career. White was a promoter of and a participant in the Harlem Renaissance, a daily fixture in the halls of Congress lobbying for civil rights legislation, and a powerful figure with access to the administrations of Roosevelt (via Eleanor) and Truman. As executive secretary of the NAACP, White fought incessantly to desegregate the American military and pushed to ensure equal employment opportunities. On the international stage, White advocated for people of color in a decolonized world and for economic development aid to nations like India and Haiti, bridging the civil rights struggles at home and abroad.

Contents

Preface           
Introduction    
1. Atlanta Days         
2. Back to the South and Up to the Hill: The Antilynching Campaign         
3. Pan-Africanism and the Harlem Renaissance        
4. The Challenges of Leadership        
5. Legal Battles and Walter White’s Triumph          
6. On Haiti’s Behalf    
7. Race and Class: The Harris Challenge      
8. A Renewed Antilynching Campaign        
9. At the Top of His Game    
10. Bargaining with a President        
11. Confronting Hollywood  
12. Fighting for Jobs and Ballots        
13. Wartime Challenges          
14. Overseas in Wartime         
15. A World Awaiting                       
16. Postwar Violence and an Extraordinary Presidential Committee 
17. Poppy        
18. A Pivotal Year      
19. The Election of Truman, 1948    
20. A Final Breach with Du Bois      
21. To Paris and Berlin          
22. Months of Stress and Tension     
23. “Active When Absent”    
24. Conservative Revival in the Troubled Fifties      
25. A Global Advocacy         
26. Diminished Final Years   
Notes  
Bibliography of Primary Sources      
Index  

Author

Robert L. Zangrando is professor emeritus of history at the University of Akron. He lives in Stow, Ohio.

Ronald L. Lewis is Stuart and Joyce Robbins chair and professor emeritus of history at West Virginia University. He is the author of several books, including The Industrialist and the Mountaineer: The Eastham-Thompson Feud and the Struggle for West Virginia’s Timber Frontier, Aspiring to Greatness: West Virginia University since World War II, and Transforming the Appalachian Countryside: Railroads, Deforestation, and Social Change in West Virginia, 1880–1920.

Reviews

“A well-crafted, thoroughly researched, and persuasively argued biography of one of the foremost African American civil rights leaders of the twentieth century.”
Joe William Trotter Jr., Carnegie Mellon University

Summary

2019 College English Association of Ohio's Nancy Dasher Award winner

In exploring the ways that Appalachian people speak and write, Amanda E. Hayes raises the importance of knowing and respecting communication styles within a marginalized culture. Diving deep into the region’s historical roots—especially those of the Scotch-Irish and their influence on her own Appalachian Ohio—Hayes reveals a rhetoric with its own unique logic, utility, and poetry.

Hayes also considers the headwinds against Appalachian rhetoric, notably ideologies about poverty and the biases of the school system. She connects these to challenges that Appalachian students face in the classroom and pinpoints pedagogical and structural approaches for change. 

Throughout, Hayes blends conventional scholarship with autobiography, storytelling, and dialect, illustrating Appalachian rhetoric’s validity as a means of creating and sharing knowledge.

Contents

Acknowledgments

Introduction: Writing Takes Place     

1. Ethos       

2. Language   

3. Celtic Rhetoric      

4. Celtic Rhetoric in Appalachia        

5. Writing an Appalachian Rhetoric

6. When Rhetoric Is a Deficit

7. Categorizing Education      

8. Education and Rhetorical Identity  

9. Rhetoric and Repercussions           

Notes   

Bibliography  

Index   

Author

Amanda E. Hayes is an assistant professor of English at Kent State University–Tuscarawas.

Reviews

“In this book, Hayes takes a critical approach in her examination of traditional writing pedagogy and its tendency toward resistance to Appalachian rhetoric, which has a complex history worth exploring. Teachers of writing—particularly those in rural Appalachia—will benefit from Hayes’s important work. This exciting book fills a need for more conversation about what constitutes Appalachian rhetoric and why teachers at all levels should know more about it to better understand the diverse voices their students bring to the classroom.”
Amy D. Clark, coeditor of Talking Appalachian: Voice, Identity, and Community