Examining two particular texts and applying modifications of Western feminist concepts, the author argues that early twentieth-century Chinese women's writing contains feminist thoughts and textual strategies far more complex and nuanced than conventional wisdom has led one to expect. (Contains 6 notes.)

Explores a connection that inhered in ancient practices, a connection not as apparently relevant to contemporary pedagogy, but just might be: that between rhetorical training and athletic training. Looks at two considerations that help render more salient the cultural and historical connections. Discusses how the sophists emphasized the…

Offers an understanding of "class activism" that focuses less on the putative emotional needs of working-class students, of whatever ethnicity or gender, and more on the ways hierarchy and distinction are reproduced within and outside of the various institutions of higher education. Suggests that it is possible and even desirable for most people…

Discusses an attempt to work both narratively and critically, recognizing that the narratives of experience first constructed (spoken and written) represent a necessary convergence of history, tradition, politics, and interpretation, which represents sites of contest and conflict. Discusses the willingness to allow expression of cultural attitudes…

Maps out two simultaneous and mutually reinforcing phenomena: (1) the material conditions that have given rise to hierarchically arranged writing programs; and (2) the attendant cultural values that have made possible the feminization as well as the racialization of composition teaching. Argues that writing programs have emerged by way of…

Considers how in the contemporary world, queer theory mediates in culture between normative ideologies and material practices, between intellectual inquiry and social activism, between text and context, between teaching and learning. Presents an introduction for this special issue, noting that the essays collected represent pedagogical…

Examines testimonies of teachers to determine how and by whom a teacher/scholar's authority is defined in the teaching of texts of different cultures. Looks at how teachers make themselves invisible and discusses some of the ways in which pedagogy and scholarship demand or allow for this (in)visibility through concealment or disclosure of personal…

Locates postcolonial pedagogy within the context of institutional circuits of production and consumption, finding that instead of expanding the student's experience with difference and diversity, it contains them through a managed encounter with otherness. (TB)

Seeks to extend the work of Rosteck, Bazerman, Condit, and others by further elaborating what a hybrid rhetorical-cultural study might look like. Studies the rhetorics surrounding HIV and AIDS, particularly home HIV testing. Focuses on the rhetoric of science and technology because of its cross-disciplinary nature and its potential to contribute…

Notes that college English educators must beware of authoritarianism, dogmatism, and opportunistic careerism--a caution which has frequently gone unheeded by advocates of mandatory diversity. Argues that, despite the flaws of certain reformers, it should be clear that cross-cultural literary study is intellectually, aesthetically, and ethically…

Describes how the linguistic and cultural diversity among Native Americans is reflected in their literature, and provides a bibliography of and about Native American literature. (DD)

Argues that the conflicts and contradictions of community outreach (such as service learning) call for an intercultural inquiry that not only seeks more diverse rival readings, but constructs multivoiced negotiated meanings in practice. Presents a case study in which students use the practice of intercultural inquiry to go beyond a contact zone…

Argues that issues of generic hybridity embody multicultural literature while promoting another kind of multiculturalism that reflects the current debates about literary canons in general and the field of American literature in particular. Considers how a reading of texts that relies on all of their component parts allows literature to perform a…

Provides discussion and critical analysis of the critical terms "inclusivity" and "inclusion" as they are being used more and more often by colleges and administrative task forces. Analyzes the choice between inclusion and inclusivity by drawing upon the rhetorical theories of Kenneth Burke. (HB)

Argues that nonstandard dialect literature deserves more attention than it is currently getting in the classroom, even if this means additional skills on the part of teachers and students. Introduces some issues of multicultural pedagogy based on the author's experience of teaching Alice Walker's "Nineteen Fifty-Five." (TB)