2025-10-07
Anna Kurian
This teaching note demonstrates how John Webster's Duchess of Malfi continues to resonate in an Indian classroom of the 21st century. It focuses on the patriarchal systems within which the Duchess is embedded which make it impossible for her to do justice to either her personal or her princely duties, and in doing so it illumines the situation in which many 21st century Indian middle class women find themselves.
2025-10-07
Sarah E. Chinn
Review of Margaret Price's Crip Spacetime: Access, Failure, and Accountability in Academic Life by Sarah E. Chinn
2025-10-07
Len von Morzé
This essay argues that teaching ChatGPT and other generative AI technologies in writing-intensive courses should not merely attempt to offer students guidance on responsible use of this transformative technology. Instead, the essay outlines a Marxist approach for teaching AI as a phase in the expropriation of labor. It then turns to pedagogical strategies for contextualizing a novel by Pauline Hopkins, as well as the recent controversy around it, that can put AI into historical perspective. The Afrofuturist novel, the essay shows, can demonstrate ways that labor expropriation, as well as the definition of plagiarism as theft of propertym have been racialized.
2025-10-07
Jake D. Mattox
Jake Mattox's review of Schoolishness: Alienated Education and the Quest for Authentic, Joyful Learning by Susan D. Blum
2025-10-07
Laboni Mukherjee
This teaching note proposes the teaching of Gilles Deleuze and Felix Guattari’s concept of the rhizome in conversation with the marginalization of certain communities and their liberation from oppressive narratives and structures. It focuses on the rhizome’s relation to blackness and black people. It argues that anti-black society’s narration of blackness corresponds with a “root-book” and fixes blackness in a closed, interiorized narrative of slavery and racism only. It then presents black people’s escape from this anti-black narrative and their act of connecting “blackness” to other assemblages like entertainment, sports, science and technology, everyday life, food, and so on. The teaching note illustrates the above argument by placing the rhizome in conversation with Toni Morrison’s “Preface” to The Black Book in the literary theory classroom. It introduces blackness as being in a state of “in-betweenness” as opposed to having a linear narrative trajectory with slavery as its beginning. It also studies the scrapbook form of The Black Book, and states how this form is ideal for the study of the rhizome’s formal characteristics of exteriority and lacking specific beginnings and endings. It concludes with the physical book’s limitations in encapsulating the entire rhizome of blackness and champions the need for multitextuality in an anti-racist classroom.
2025-10-07
Hannah Edber
In this piece, I describe a critical analysis of the content, language, and tone of my former school site's daily morning announcements to examine how dominant narratives about the "who" and "what" of schooling are upheld and/or challenged. I then focus my discussion on an ongoing project I undertook alongside my high school students to "write back" to the school's priorities by composing and sharing their own announcements with the school community. I examine my students' announcements for their use of community cultural wealth (Yosso, 2005) and discuss the possibilities of engaging with student-generated announcements on a wider scale at the school to shed light on student identities and experiences that are too often missed in discourse in and about the school.
2025-10-07
Beatrice Dias
When we occupy the streets for justice, we use collective power to take up space, both physically and ideologically. In this paper, I theorize protest as a construct of pedagogy through mirrored dimensions of protests in the streets. Within the context of a co-facilitated, online graduate course, I explore taking up epistemological space through intentionally complicating, questioning and expanding ways of knowing and building knowledge. This work draws from the rich lineage of counter-hegemonic narratives and collective power in Moraga & Anzaldúa’s This Bridge Called My Back , which epitomizes freedom possibilities unleashed when we speak the unspeakable as a pedagogy of protest.
2025-10-07
MEH
Two poems by MEH
2025-10-07
Jake Mattox
This essay explores, in the context of the “dark times” facing public education at all levels in the United States, alternative approaches to and locations of teaching and learning, such as the weekly “Friday Night Comics” series hosted on Zoom. Drawing upon conversations with organizers and participants, plus research in comics, DIY, and critical university studies, I argue for the increasing importance of non-institutional spaces and forms of learning.