Next Advancing the Agenda Session–Linking Communities: Connections between Archival Research and Community-Engaged Writing Pedagogies
Linking Communities: Connections between Archival Research and Community-Engaged Writing Pedagogies
Join Coalition colleagues for our third and final webinar of the Advancing the Agenda series, Linking Communities: Connections between Archival Research and Community-Engaged Writing Pedagogies.
In this webinar, Jeanne Law-bohannon (Kennesaw State University) and Michael-John DePalma (Baylor University) will share approaches to teaching community-based archival projects in undergraduate writing courses. Jeanne and Michael-John will open the webinar with presentations about generative possibilities for linking archival research and community-engaged writing in undergraduate courses, and they will discuss the pedagogical practices they have leveraged to foster students’ rhetorical knowledge and writing abilities in their respective contexts.
Following these presentations, webinar participants will have an opportunity to engage with one another in break-out rooms to discuss possibilities for integrating archival research and community-engaged writing projects, pedagogies, and practices in the courses they teach. During the webinar and breakout sessions, students will also be invited to give their unique perspectives on the benefits and challenges of conducting archival research in the context of community-based writing.
We’ll convene on Friday, April 28 from 2:00-3:30pm Eastern Time/11:00am-12:30pm Pacific Time. Please register here: https://us02web.zoom.us/webinar/register/WN_-3JwwItpTiSvX0MUQQq7uw
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Michael-John DePalma (he/him) is Professor and Undergraduate Program Director of Professional Writing and Rhetoric at Baylor University. He is the author of Sacred Rhetorical Education in 19th Century America: Austin Phelps at Andover Theological Seminary (Routledge, 2020). With Jeff Ringer, he edited Mapping Christian Rhetorics: Connecting Conversations, Charting New Territories (Routledge, 2015), which was awarded the 2015 Book of the Year by the Religious Communication Association. His work has appeared in journals such as College Composition and Communication, College English, Rhetoric Review, Rhetoric Society Quarterly, Computers and Composition, and several edited collections. His forthcoming book, co-edited with Paul Lynch and Jeff Ringer, is Rhetoric and Religion in the Twenty-First Century: Pluralism in a Postsecular Age (SIUP, 2023).
Jeanne Law-bohannon (she/her) is Associate Professor of English and Director of Composition at Kennesaw State University in Georgia. Her research interests include digital literacies; community-engaged learning; and localized civil and human rights rhetorics. Her passion is helping students make connections between themselves and our larger cultural environment using these three frameworks as heuristics. She is also a strong advocate for balancing the cost of college for students and is active in OER curriculum development that leverages these heuristics as primary sources. Dr. Law-bohannon teaches courses in rhetorical grammar, research methods, and digital, community rhetorics and mentors both undergraduate and graduate students in their research. She has published chapters with Southern Illinois University Press, Routledge, and Purdue Press, and co-authored numerous articles with students. With Dr. Lauren Ingraham she co-authored a first-year writing book using community-engaged praxis. Dr. Law-bohannon is the Chief P.I. for the #ATLStudentMovement project, which seeks to document the significant impacts that protests, boycotts, and sit-ins conducted by Atlanta University Center students in the 1960s had on the larger civil rights successes of America’s national freedom movements.
The Coalition thanks Kate Tirabassi (Director, Center for Research & Writing and Professor of Communication/English, Keene State College) and Déirdre Carney (Adjunct Instructor, Kean University and Idaho State University) and the Advancing the Agenda committee for organizing this event! We also thank Cheryl Glenn for her support for the Advancing the Agenda Series!
Griffin explores the literacy abilities and practices of early modern working women, paying attention to the ways that ideologies of patriarchy and labor, as well as the institutionalization of poor relief, mediated their engagements with literacy. Analyzing the often-overlooked literacy artifacts of economically disadvantaged groups, Griffin deftly explains how that evidence sheds light on the literacy of working women of the time period at different points in their lives. This work illuminates the complex ideological interconnections of gender, labor, and literacy to energize conversations about women and labor as well as histories of literacy and rhetorical education.
