Bowling Green State University

Jerome Library, Bowling Green, OH 43403

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Department of English Spring 2020 Faculty Panel Presentation
10:30 – 11:45 a.m. Monday, February 24
Pallister Room (First floor of Jerome Library)

 

Part I - Dr. Jackson Bliss, “Grey Spaces: Decentering Whiteness, Inclusive Pedagogy, & The Politics of Performative Wokeness”

A (very) brief examination of the importance, the value, and also the obstacles to inclusive, student-centered pedagogy at a white student majority university like BG. Additionally, a brief examination and interrogation of how a student-centered inclusive pedagogy connects with, relates to, and also challenges cancel culture and the concept of wokeness, which gives students and faculty very little margin for error at a time when most members of academia (students and faculty alike) are continuously evolving on social, cultural, racial, historical, gender, identity, and class issues.

 

Part 2 - Dr. Chad Iwertz Duffy, “Inventing Access: Diversity in Disability Service Transcription”

As a legally-protected right, communication access is writing that increases access to hearing/speaking environments that have historically devalued or obstructed the participation of non-hearing and/or non-speaking people. For example, Deaf people may use communication access through transcription to access pedagogical environments because education has historically used hearing and speaking as primary ways of participation and learning.

Scholars across the fields of disability studies, rhetoric, and communication studies have documented transcription and captions as a complex rhetorical object; however, the strategies professional speech-to-text writers use to create captions and transcripts when composing in real-time, and the composing methodologies and technologies that underlie them, remain severely understudied. I’ll be speaking about my work in studying two competing approaches to communication access and how these methodologies have/haven’t considered the Deaf community.

 

Part 3 - Dr. Rachel Rickard Rebellino, “’More like a gift’: Disrupting Dominant Narratives through Researching and Teaching YA Diary Books”

Recent conversations around youth literature across the disciplines of English and education have been substantively guided by online movements such as #WeNeedDiverseBooks, #OwnVoices, and #DisruptTexts. In my presentation, I’ll briefly contextualize this current discourse around youth literature, introduce how YA authors Isabel Quintero and Elizabeth Acevedo are experimenting with form as a way to disrupt understandings of youth literature, and close by discussing how I draw together these conversations in my classroom to challenge my students, a majority of whom are pre-service teachers, to think critically about how they select and introduce texts in their own classrooms.

Part 4 - Discussion

After listening to the three presentations, the audience and the presenters will join in a discussion session. 

 

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