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by Joona Smitherman Trapp (Editor), Brad Peters (Editor)
Volume 23 - Winter 2017-2018 THE JOURNAL OF THE ASSEMBLY FOR EXPANDED PERSPECTIVES ON LEARNING, JAEPL, provides a forum to encourage research, theory, and classroom practices involving expanded concepts of language. It contributes to a sense of community in which scholars and educators from preschool through the university exchange points of view and cutting-edge approaches to teaching and learning. JAEPL is especially interested in helping those teachers who experiment with new strategies for learning to share their practices and confirm their validity through publication in professional journals. CONTENTS OF VOLUME 23: ESSAYS: The Politics of Consciousness by Kurt Spellmeyer Writing, Silence, and Well-Being by Robert P. Yagelski Writing as a Liberal Art in an Age Neither Artful nor Liberal by Douglas Hesse The Tyranny of 'Best Practices' Structural Violence and Writing Programs by Roger Thompson TEACHING AND LEARNING AS BODILY ARTS: Corporal Pedagogies: An Introduction by Wendy Ryden Embodied Databases: Attending to Research 'Places' through Emotion and Movement by Kati Fargo Ahern Embodied Ethos and a Pedagogy of Presence: Reflections from a Writing Yogi by Christy I. Wenger Rhetorics of Reflection: Revisiting Listening Rhetoric through Mindfulness, Empathy, and Non-violent Communication by Renea Frey Performance and the Possible: Embodiment, Privilege, and the Politics of Teaching Writing by Lesley Erin Barlett Un/learning Habituation of Body-Mind Binary through the Teaching-Learning Body/Mind by Jeong-eun Rhee, Stephanie L. Curley & Sharon Subreenduth BOOK REVIEWS: Looking for Solace by Irene Papoulis Golub, Adam and Heather Richardson Hayton, eds. Monsters in the Classroom: Essays on Teaching What Scares Us. Jefferson, NC: McFarland and Company, Inc., 2017, reviewed by Wendy Ryden Waite, Stacey. Teaching Queer: Radical Possibilities for Writing and Knowledge. Pittsburgh: U of Pittsburgh Press, 2017, reviewed by Mark McBeth Eodice, Michele, Anne Ellen Geller, and Neal Lerner. The Meaningful Writing Project: Learning, Teaching, and Writing in Higher Education. Boulder, Utah State UP, 2016, reviewed by Mary Pigliacelli CONNECTING: The Emotional Labor of Our Work by Christy I. Wenger Interdisciplinary Dangers: A Small Caveat by W. Keith Duffy One Mindful Step by Sheila Kennedy & Jen Consilio The Way to the Falls by Carl Vandermeulen A Good Rain by Robert Randolph Conference Announcement CONTRIBUTORS
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by Joona Smitherman Trapp (Editor), Brad Peters (Editor)
Volume 23 - Winter 2017-2018 THE JOURNAL OF THE ASSEMBLY FOR EXPANDED PERSPECTIVES ON LEARNING, JAEPL, provides a forum to encourage research, theory, and classroom practices involving expanded concepts of language. It contributes to a sense of community in which scholars and educators from preschool through the university exchange points of view and cutting-edge approaches to teaching and learning. JAEPL is especially interested in helping those teachers who experiment with new strategies for learning to share their practices and confirm their validity through publication in professional journals. CONTENTS OF VOLUME 23: ESSAYS: The Politics of Consciousness by Kurt Spellmeyer Writing, Silence, and Well-Being by Robert P. Yagelski Writing as a Liberal Art in an Age Neither Artful nor Liberal by Douglas Hesse The Tyranny of 'Best Practices' Structural Violence and Writing Programs by Roger Thompson TEACHING AND LEARNING AS BODILY ARTS: Corporal Pedagogies: An Introduction by Wendy Ryden Embodied Databases: Attending to Research 'Places' through Emotion and Movement by Kati Fargo Ahern Embodied Ethos and a Pedagogy of Presence: Reflections from a Writing Yogi by Christy I. Wenger Rhetorics of Reflection: Revisiting Listening Rhetoric through Mindfulness, Empathy, and Non-violent Communication by Renea Frey Performance and the Possible: Embodiment, Privilege, and the Politics of Teaching Writing by Lesley Erin Barlett Un/learning Habituation of Body-Mind Binary through the Teaching-Learning Body/Mind by Jeong-eun Rhee, Stephanie L. Curley & Sharon Subreenduth BOOK REVIEWS: Looking for Solace by Irene Papoulis Golub, Adam and Heather Richardson Hayton, eds. Monsters in the Classroom: Essays on Teaching What Scares Us. Jefferson, NC: McFarland and Company, Inc., 2017, reviewed by Wendy Ryden Waite, Stacey. Teaching Queer: Radical Possibilities for Writing and Knowledge. Pittsburgh: U of Pittsburgh Press, 2017, reviewed by Mark McBeth Eodice, Michele, Anne Ellen Geller, and Neal Lerner. The Meaningful Writing Project: Learning, Teaching, and Writing in Higher Education. Boulder, Utah State UP, 2016, reviewed by Mary Pigliacelli CONNECTING: The Emotional Labor of Our Work by Christy I. Wenger Interdisciplinary Dangers: A Small Caveat by W. Keith Duffy One Mindful Step by Sheila Kennedy & Jen Consilio The Way to the Falls by Carl Vandermeulen A Good Rain by Robert Randolph Conference Announcement CONTRIBUTORS
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