Reimagining Popular Notions of American Intellectualism: Literacy, Education, and Class

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Project MUSE - Reimagining Popular Notions of American Intellectualism

Content Types still image text Carrier Types volume online resource Physical Description x, pages ; 23 cm. Subjects United States -- Intellectual life. Learning and scholarship -- United States -- History. Learning and scholarship -- Social aspects -- United States. Adult education -- United States -- History. Literacy -- United States -- History. Education -- Social aspects -- United States. Adult education. Education -- Social aspects. Intellectual life. Learning and scholarship.

Learning and scholarship -- Social aspects. United States. Summary "The image of the lazy, media-obsessed American, preoccupied with vanity and consumerism, permeates popular culture and fuels critiques of American education.

in·tel·lec·tu·al·ism

In Reimagining Popular Notions of American Intellectualism, Kelly Susan Bradbury challenges this image by examining and reimagining widespread conceptions of American intellectualism that assume intellectual activity is situated solely in elite institutions of higher education. Bradbury begins by tracing the origins and evolution of the narrow views of intellectualism that are common in the United States today.

VIAF ID: 153672966 (Corporate)

Then, applying a more inclusive and egalitarian definition of intellectualism, she examines the literacy and learning practices of three non-elite sites of adult public education in the U. Bradbury argues that together these three case studies teach us much about literacy, learning, and intellectualism in the United States over time and place. She concludes the book with a reflection on her own efforts to aid students in recognizing and resisting the rhetoric of anti-intellectualism that surrounds them and that influences their attitudes and actions.

Drawing on case studies as well as Bradbury's own experiences with students, Reimagining Popular Notions of American Intellectualism demonstrates that Americans have engaged and do engage in the process and exercise of intellectual inquiry, contrary to what many people believe.

Addressing a topic often overlooked by rhetoric, composition, and literacy studies scholars, it offers methods for helping students reimagine what it means to be intellectual in the twenty-first century. It surveys the evolution of contemporary limited notions of intellectualism and then reexamines the literacy and learning practices of three nonelite sites of adult public education in light of a more inclusive definition of intellectualism"-- Contents Calls of Crisis and Decline in U.

The Rich Want To Keep You Dumb

Notes Formerly CIP. Includes bibliographical references pages and index. ProQuest Ebook Central Rental. Other Form Print version Bradbury, Kelly.

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View online Borrow Buy Freely available Show 0 more links Set up My libraries How do I set up "My libraries"? Edith Cowan University Library. May not be open to the public Held. Not for ILL. Bradbury teaches writing and rhetoric at Colorado State University. Her research focuses on disability rhetorics, accessible composition pedagogies, and writing program administration. His research interests include digital composition, mixed L1-L2 classrooms, genre analysis and learning, and issues surrounding plagiarism.

Kathryn Comer is an assistant professor of English and Associate Director of Composition at Portland State University, where she teaches courses in writing pedagogy and rhetorical theory.

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She is a founding editor of Harlot: A Revealing Look at the Arts of Persuasion , an experiment designed to bridge the gap between academic and public discourses about rhetoric in everyday life. Her work has appeared in Computers and Composition , Composition Studies , and edited collections.

Abby M. Her research has been published in edited collections, the Community Literacy Journal , Rhetoric Review , and Computers and Composition. Eodice works extensively with faculty and graduate-student writers and facilitates writing groups, camps, and retreats across the country. Michael Harker is an associate professor of English and teaches courses in literacy studies, composition, and rhetoric at Georgia State University. He currently serves as codirector of the Digital Archive of Literacy Narratives.

Mary Hocks is an associate professor of English at Georgia State University in downtown Atlanta, where she teaches undergraduate and graduate courses in composition theory and practice, digital rhetoric and multimodal composition. She is currently working on a book about sonic rhetorics. Lynn C. She teaches courses in new literacy and digital studies, visual rhetorics and design, professional writing, and dissent rhetorics.

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He makes beautiful Web sites, loves his chickens, and is a gentleman farmer. Recently, Jason has been working with fellow writing teachers at Miami to implement a weekly participation-journal assignment that engages students in documenting and assessing the diverse forms of participation that enable their own learning as well as the learning of their peers. Donna Qualley is a professor of English at Western Washington University where she teaches courses in writing studies, literacy, pedagogy, and young adult literature.

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