By Gail Hawisher
Gail Hawisher and Cynthia Selfe created a quantity that set the time table within the box of pcs and composition scholarship for a decade. The expertise adjustments that students of composition experiences confronted because the new century opened could not were extra deserving of passionate examine. whereas we have now constantly used applied sciences (e.g., the pencil) to speak with one another, the digital applied sciences we now use have replaced the area in ways in which we now have but to spot or savor absolutely. Likewise, the examine of language and literate trade, even our realizing of phrases like literacy, textual content, and visible, has replaced past reputation, not easy even our potential to articulate them. As Hawisher, Selfe, and their participants interact those demanding situations and discover their value, they "find themselves engaged within the messy, contradictory, and engaging paintings of realizing how one can stay in a brand new international and a brand new century." the result's a large, deep, and profitable anthology of labor nonetheless one of the commonplace works of desktops and composition research.
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Additional resources for Passions Pedagogies And 21St Century Technologies
Sample text
The prefigurative cultural style, Mead argues, prevails in a world where the "past, the culture that had shaped [young adults'] understanding their thoughts, their feelings, and their conceptions of the world[is] no sure guide to the present. And the elders among them, bound to the past, [can] provide no models for the future" (70). Mead traces these broad patterns of cultural change particularly in terms of American culture, all the while setting her analysis within a global context. She claims that the prefigurative culture characteristic of America in the 1960s and ensuing yearsand, we maintain, in the new millenniumis symptomatic of a world changing so fast that it exists "without models and without precedent" a culture in which "neither parents nor teachers, lawyers, doctors, skilled workers, inventors, preachers, or prophets" (xx) can teach children what they need to know about the world.
Although the issues they raise about income disparities, irregularity of employment, access issues, and moral responsibilities are ones that should not be ignored, they tend to fall outside acceptable academic discourse that seeks the neutral and analyzable, avoiding at all costs the passion so evident in these essays. When we as editors were asked which essay prompted us to lead off the title of this book with "passions," we had no ready answer. Many of the essays in this collection speak passionately about what should matter todayabout the ethical dimensions of everyday teaching and livingand not a few are in this section.
Following fast upon Romano's inquiry, in chapter fifteen, Hawisher and Sullivan look to the World Wide Web and its representation of women. In scrutinizing how women visually represent themselves on home pages and how they get represented, the authors begin to describe how women write, authorize, and control the electronic spaces of the Web pages. Their overarching argument is that although feminists in computers and composition have focused almost exclusively on the textual environments of computer-mediated communication, the heightened possibilities for self-representation brought about by the Web suggest that a simple transfer of arguments about women's verbal online lives is inadequate as a strategy for exploring visual representations.