ethanporcaro/eric-fulltext-meta huggingface dataset:
An Unnecessary Divorce: Integrating the Study of Affect and Emotion in New Media
Author: Nelson, Julie D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Media,Rhetoric,Writing (Composition),Psychological Patterns,Emotional Response,Affective Behavior,Discourse Analysis,Law Enforcement,African Americans,Violence,Racial Bias,Fear,Personal Narratives

Rhetoric and composition scholars' almost exclusive reliance on Brian Massumi's definition of affect has spurred a theoretical and practical divorce between &quot;affect&quot; and &quot;emotion&quot; in our field. This article returns to Lynn Worsham's &quot;Going Postal&quot; and argues that to fully scrutinize and respond to what she calls &quot;pedagogic violence,&quot; affects and emotions must be theorized in tandem, especially as violent rhetorics increasingly spread through new media. Through a close reading of Massumi's work, consideration of alternate affect theories, and discussion of Aristotle's systematic theory of emotions, I illustrate how inseparable affects are from emotions. I examine the affects and emotions at work in a contemporary example of pedagogic violence--police brutality toward African Americans--and suggest new media not just contributes to but also disrupts violent rhetorics, damaging emotional educations, and negative affective relations, which I explore through a brief analysis of Twitter.
The Real/Ideal Research Project: Fostering Students' Emotional Literacy
Author: Martorana, Christine
Date: 2016-00-00
Type: Journal Articles
Subjects: Writing Assignments,Personal Narratives,Psychological Patterns,Emotional Response,Social Justice,Student Experience,Writing Strategies,Visualization,Writing Processes,Writing Instruction,Concept Teaching,Emotional Intelligence

The Real/Ideal Research Project is comprised of three components, ordered in purposeful succession, designed to emphasize the interconnectedness of emotion, reason, and action. In the first component, students compose a personal narrative focused on a specific inequity they (have) experience(d) or witnessed. Here, students are encouraged to spotlight their personal connections and emotional ties to the inequity. In the second component, students continue exploring the inequity from component one; however, they supplement their emotional reflections with researched claims, researching the specific ideologies that allow the inequity to persist. Finally, in the third component, students reflect on the first two components of the research project--what we can think of as the &quot;Real&quot; components--in order to identify at least one tangible action they could take to construct a more &quot;Ideal&quot; space.
Writing Pedagogies of Empathy: As Rhetoric and Disposition
Author: Leake, Eric
Date: 2016-00-00
Type: Journal Articles
Subjects: Writing Instruction,Empathy,Theories,Writing (Composition),Teaching Methods,Rhetoric,Higher Education

Empathy is attracting increased attention within and beyond the academy. In this essay I review relevant theories of empathy and their place within rhetoric and composition. I propose two approaches to teaching empathy: as rhetoric and as disposition. A rhetorical approach incorporates a necessary critical awareness of empathy's enticements and limitations, while a dispositional approach cultivates empathy as a habit of mind. I argue that writing pedagogies of empathy as rhetoric and disposition are ideally suited to combine the cognitive and affective, critical awareness and practice, to inform not only our engagements with texts but also with one another.
Engaging a &quot;Pedagogy of Discomfort&quot;: Emotion as Critical Inquiry in Community-Based Writing Courses
Author: Prebel, Julie
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Writing Instruction,Educational Theories,Educational Strategies,Writing (Composition),Emotional Response,Self Concept,Psychological Patterns,Essays,Student Attitudes,Reflection,Course Descriptions,Community Organizations,Critical Theory,Service Learning,Nonprofit Organizations,College Students

This article revisits the scholarship on emotion in composition studies and extends this work through a consideration of emotion in community-based writing courses. With examples from student reflection essays from one such course, Writing With the Community, I explore emotion as a generative aspect of the students' semester writing projects for community organizations. In particular, I examine students' emotional responses to their community work, which include empathy, shame, anger, and unease, as I argue that students' emotions were an effective means of attaining their writing goals and a necessary component of their desire for social action and justice. I also offer three concepts from education theorists--emotional scaffolding, encouraging students to inhabit an ambiguous self, and emotion as a mode of critical inquiry--which I develop as strategies for achieving common goals in community-based writing courses.
Textbook Pathos: Tracing a Through-Line of Emotion in Composition Textbooks
Author: Jensen, Tim
Date: 2016-00-00
Type: Journal Articles
Subjects: Textbooks,Writing (Composition),Emotional Response,Textbook Content,Writing Instruction,Philosophy,Textbook Evaluation,Essays,Affective Behavior

Gretchen Flesher Moon's 2003 analysis of emotion's treatment in composition textbooks revealed that pathos &quot;gets very short shrift&quot; or none at all. Since then, however, conversations regarding affect and emotion have advanced in both scope and sophistication. This proliferation of scholarly activity has brought the passions of persuasion to a new level of prominence. This essay asks to what extent and in what ways these developments have manifested in representations of pathos in composition textbooks. In doing so, the article traces a through-line from Moon's essay to now in order to provide a broader perspective of pathos in composition studies, and concludes with three recommendations for moving forward: 1) define emotion; 2) specify emotions; and 3) replace warnings and limits with complexity and curiosity.
Why Well-Being, Why Now?: Tracing an Alternate Genealogy of Emotion in Composition
Author: Belli, Jill
Date: 2016-00-00
Type: Journal Articles
Subjects: Well Being,Higher Education,Freshman Composition,Writing Instruction,Psychology,Ideology,Interdisciplinary Approach,Attitude Change,Educational Trends,Rhetoric,Educational Change

This article critically analyzes under-acknowledged influences on the recent turn toward emotions, happiness, and well-being in higher education generally and in writing studies specifically: positive psychology (the science of happiness) and positive education (teaching well-being). I provide an overview of their primary features and complicate their assumptions, values, and goals. I also highlight their overlap with and implications for writing studies, including connections and shared concepts between writing and well-being, the central role of writing in positive psychology and positive education pedagogies, and the potential for writing studies to critique and influence well-being education. I argue that embracing emotion as a key component of our pedagogy and scholarship introduces ideological commitments that may challenge and even undermine our personal and professional beliefs. Positive psychology and positive education deserve our sustained attention, and any consideration about emotions in composition will need to confront these movements' influential version of teaching well-being.
Challenging &quot;Size Matters&quot; Messages: An Exploration of the Experiences of Critical Obesity Scholars in Higher Education
Author: Cameron, Erin
Date: 2016-00-00
Type: Journal Articles
Subjects: Obesity,Scholarship,Health Promotion,Higher Education,Semi Structured Interviews,Human Body,Foreign Countries,Stereotypes,College Faculty,Teaching Methods,Communities of Practice,Social Attitudes,Social Justice,Consciousness Raising,Social Discrimination,Resistance (Psychology),Intellectual Disciplines,Interdisciplinary Approach,Sciences,Social Sciences,Humanities

Given that postsecondary institutions are increasingly seen as sites to promote health, critical scholars are calling attention to how the contemporary Western weight-centred health paradigm reinforces a &quot;size matters&quot; message that is fueling harmful attitudes towards and judgments of bodies. As such, research that highlights strategies to promote safe teaching and learning environments for students and faculty, regardless of body shape and size, is of utmost importance. Through 26 participant interviews, this study examines the experiences of critical obesity scholars who teach courses that engage critical approaches to obesity, fatness, and body size. The findings of this study shed light on the developing field of critical obesity scholarship, the types of challenges faced by critical obesity scholars in higher education, and how these scholars are building community as a way of coping with challenges facing the emerging field.
Performing Internationalization of Higher Education in Canadian National Policy
Author: Viczko, Melody
Date: 2016-00-00
Type: Journal Articles
Subjects: International Education,Educational Policy,Higher Education,Foreign Countries,Strategic Planning,National Organizations,Policy Analysis,Educational Strategies,Qualitative Research

Internationalization processes are at the fore of university strategic plans on a global scale. However, the work of internationalization is being performed through the connections between many actors at different policy levels. Our purpose here is to ask, what is happening with internationalization of higher education at the Canadian national policy level? To do so, we suggest that we must look at policies at the national level not as individual entities but rather as these policies exist in relation to each other. We examine three recent policy statements from different organizations at the national level in Canada: a federal governmental agency, a pan-Canadian provincial organization and a national educational association. Our approach involved mapping the actors, knowledges and spaces that are discursively produced through these texts and engaging a relational approach to policy analysis that questions what comes to be assembled as these policies co-exist in the national landscape.
Supporting Success: Aboriginal Students in Higher Education
Author: Gallop, Cynthia J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Achievement,Indigenous Populations,Canada Natives,Higher Education,Correlation,Acculturation,Self Determination,Qualitative Research,School Holding Power,Peer Relationship,Teacher Student Relationship,Foreign Countries,American Indians,Eskimos,Self Efficacy,Action Research,Participatory Research,Semi Structured Interviews,Focus Groups,Teaching Methods,Educational Strategies,Feedback (Response)

For most Aboriginal students in Canada, the term &quot;success&quot; in postsecondary education is more complicated than the mainstream notions of higher socioeconomic status and career advancement. Historically, &quot;success&quot; for Aboriginal peoples in postsecondary education was linked to issues of assimilation, since to be successful meant Aboriginal students had to completely adapt to the mainstream values and behaviours of the postsecondary institutions. Today, higher education is recognized as an important tool for capacity building and assisting Aboriginal communities to achieve their goals of self-determination and self-government. This paper presents some of the findings of a qualitative study conducted in a midsized Canadian postsecondary institution. Findings from the study suggest that if Canadian postsecondary institutions are committed to retaining Aboriginal students, these institutions need to better understand how to create positive and supportive relationships between Aboriginal students and their peers and instructors. The development of these positive relationships then needs to be formalized and incorporated into both institutional planning and faculty instructional support.
International Students Attending Canadian Universities: Their Experiences with Housing, Finances, and Other Issues
Author: Calder, Moira J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Universities,College Housing,Student Experience,Tuition,Enrollment,Graduate Students,Content Analysis,Interviews,Online Surveys,Foreign Countries,Undergraduate Students,Semi Structured Interviews,Paying for College,Educational Finance,Student Costs,Statistical Analysis

Universities recruit international students for a number of reasons, including enhancement of global contacts and reputation, to increase enrolment, and to generate revenue from tuition. These students face unique challenges as compared with domestic students, but no published studies or reports exist on this issue. In this article we report our findings from a survey and interviews with international graduate students, university personnel, and service providers assisting students. Students reported difficulties with finding affordable, adequate, and suitable housing; with finances, stemming from their ability to work or find employment, and from currency fluctuations; and with integration into a new university and an unfamiliar society. Administrators described limits to the assistance they could provide. Both groups suggested changes to address international students' housing and financial issues. This study is part of a larger research project exploring housing and related issues among post-secondary students in a western Canadian city.
Mapping Trends in Pedagogical Approaches and Learning Technologies: Perspectives from the Canadian, International, and Military Education Contexts
Author: Scoppio, Grazia
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Trends,Educational Technology,Technological Advancement,Higher Education,Educational Innovation,Military Training,Armed Forces,Educational Practices,Distance Education,Blended Learning,Open Education,Academic Achievement,Outcomes of Education,Teacher Role,School Role,Technology Integration,Student Needs,Educational Change,Resistance to Change,Qualitative Research

Increased technological advances, coupled with new learners' needs, have created new realities for higher education contexts. This study explored and mapped trends in pedagogical approaches and learning technologies in postsecondary education and identified how these innovations are affecting teaching and learning practices in higher education settings, particularly for the Canadian Armed Forces education system. A qualitative research methodology was employed including a comprehensive review of Canadian and international literature, an environmental scan of Canadian Armed Forces educational institutions, and consultations with experts and practitioners in the field of military education. The research findings shed light on trends in pedagogies and learning technologies in higher education as well as on the presence of these trends in the military educational system. In addition, the findings consider the necessity for a corresponding level of preparedness to meet the needs of diverse learners in the future. This study informs both the field of higher education and the field of military education.
What Are Good Universities?
Author: Connell, Raewyn
Date: 2016-00-00
Type: Journal Articles
Subjects: Universities,Definitions,College Role,Educational Practices,Institutional Characteristics,Labor Force Development,Concept Formation,Foreign Countries

This paper considers how we can arrive at a concept of the good university. It begins with ideas expressed by Australian Vice-Chancellors and in the &quot;league tables&quot; for universities, which essentially reproduce existing privilege. It then considers definitions of the good university via wish lists, classic texts, horror lists, structural analysis, and shining examples from history. None of these approaches is enough by itself; but in combination they can be fruitful. The best place to start in defining a good university is by considering the work universities do. This leads to issues about the conditions of the workforce as a whole, the global economy of knowledge, and the innovations bubbling up around the edges of this economy.
Reframing Internationalization
Author: Garson, Kyra
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,International Education,Foreign Students,Global Approach,Citizenship Education,Partnerships in Education,Research and Development

Canadian higher education has long been involved in international education, partnerships, and research and development projects; however, recent framing of international education as an industry generating revenues to prop up underfunded institutions is troubling. This approach is endorsed by provincial government strategies and bolstered by the federal government's recent International Education Strategy, which promotes doubling the recruitment of international students by 2022 (Canada, 2014). While it is true that international students bring economic benefits to the institutions and communities that host them, we should also consider the challenges that this numbers game potentially presents for education. Many institutions now strive to internationalize; although this can encompass a broad range of activities, for many, the focus has been on increasing international student enrolment. This paper argues that there is a need to reframe internationalization in Canada in a way that would acknowledge the economic rationales, yet balance them with the social and academic outcomes necessary for all students to develop the knowledge, attitudes, and skills necessary for effective participation as professionals and citizens in increasingly multicultural and global contexts. For internationalization to fully reach its potential, a reframing of internationalization at home, informed by critical global citizenship education, may offer a way to realize the social and academic outcomes that would support an ethical, inclusive, and equitable approach moving forward.
Examining Undergraduate Students' Conceptions of Inquiry in Terms of Epistemic Belief Differences
Author: Getahun, Dawit Asrat
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Inquiry,Epistemology,Beliefs,Student Attitudes,Questionnaires,Foreign Countries,Correlation,Science Process Skills,Scientific Concepts,Sciences

The purpose of the study was to examine undergraduate students' conceptions of inquiry and the relationship of inquiry conceptions to epistemic beliefs. Data were obtained from 107 university students (80 female, 27 male) using an open-ended questionnaire to examine their conceptions of inquiry and Schommer's Epistemological Beliefs Questionnaire to group participants as naïve or sophisticated in their epistemic beliefs. Data analyses revealed that participants with sophisticated epistemic beliefs had multidimensional conceptions of inquiry and provided conceptually rich definitions. Students with naïve beliefs, on the other hand, revealed more simplistic and indistinct conceptions of inquiry and either described it with few details or stated that they did not know about it. The study in general indicated the presence of a relationship between epistemic beliefs and inquiry conceptions, implying that any practical effort to change the way students conceptualize a phenomenon in general and inquiry in particular needs to take into account their epistemic beliefs.
Agnosis in the University Workplace
Author: Whelan, Andrew
Date: 2016-00-00
Type: Journal Articles
Subjects: Organizational Culture,Cultural Influences,Neoliberalism,Privatization,Universities,Work Environment,Barriers,Public Administration,Governance,Educational Practices,Foreign Countries

One significant, tangible and interesting challenge for the privatised university is its impedance of particular forms of effective engagement and action in teaching and research, notably with respect to inequities in the broader social context, and the position of the university within that context. In the face of significant resource constraints (themselves the outcome of complex political and economic dynamics) intersecting organisational imperatives toward competition, administrative accountability, unilateral managerial style and &quot;best foot forward&quot; promotional culture combine to produce a particular lack in socio-political epistemology, referred to here as bad faith &quot;not-knowing,&quot; or ignorance. A central paradox is that, although the university is evidently devoted to knowledge production and dissemination, and the various issues the sector faces in Australia are well documented (notably: casualisation, ever diminishing research funding, and the implications of the massification of teaching), nonetheless, the general tendency is towards acquiescence and intensification rather than contestation of the processes that give rise to these issues. This not-knowing arises at the intersection of the dissonant and incompatible voices that frame the institution as a workplace: the top-down managerial line and its commitment to control through &quot;cost neutrality,&quot; the outward-facing advertorial rhetoric of excellence, and the routine snark of the embattled workforce attempting to harmonise these discrepant formulations of the organisation. It is argued that this empty space of not-knowing is recognisable to people occupying roles in other organisations, and that it represents therefore a peculiar opportunity for those interested in the future of universities as public institutions: there is more to find out about how these organisationally produced epistemic limits are recognisable and consequential across contexts, how they are imposed, and how they contain potential.
Academics, the Humanities and the Enclosure of Knowledge: The Worm in the Fruit
Author: Riemer, Nick
Date: 2016-00-00
Type: Journal Articles
Subjects: Humanities,Neoliberalism,Privatization,Educational Change,College Administration,Universities,Higher Education,Institutional Mission,Democratic Values,Intellectual Disciplines,Marketing,Public Education,College Faculty,Foreign Countries

If we want to combat contemporary &quot;neoliberal&quot; attacks on universities, we should start by refusing the way that their pseudo-rationalities already determine so many aspects of the intellectual and institutional regimes that we consider under threat. This paper sketches an analysis of those aspects of the internal practices of academia that reinforce the interests at the origin of the attack on public education, and that make it possible, and indeed expected, for universities' leaders to oversee the betrayal of their institutions' very raison d'être. How have the physical and intellectual geographies of academic professionalism prepared the ground for &quot;neoliberal&quot; reforms? How do the varied dispensations of modern higher education work against the ideal of open, democratic universities? How would university education, especially in the humanities, still exacerbate the privatisation and enclosure of knowledge in our societies, even if it remained public and accessible to everybody?