Weisser (English, U. of Hawaii, Hilo) addresses the issue of how to move writing instruction into the public sphere. Coverage includes the historical background, recent progressive theories in composition studies on writing as a site of political and social engagement, existing theoretical conversations and how they are understood within contemporary social and cultural theory--with a focus on the work of Jurgen Habermas, the role of the intellectual in postmodern society, and the degree to which the material conditions of academic life allow for public intellectualism. For theorists, teachers, and writers at all levels. Annotation copyrighted by Book News, Inc., Portland, OR

Conversing with others has given insights to different perspectives, helped build ideas, and solve problems. Academic conversations push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in which students focus on a topic and explore it by building, challenging, and negotiating relevant ideas. In Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings authors Jeff Zwiers and Marie Crawford address the challenges teachers face when trying to bring thoughtful, respectful, and focused conversations into the classroom. They identify five core communications skills needed to help students hold productive academic conversation across content areas: Elaborating and Clarifying Supporting Ideas with Evidence Building On and/or Challenging Ideas Paraphrasing Synthesizing This book shows teachers how to weave the cultivation of academic conversation skills and conversations into current teaching approaches. More specifically, it describes how to use conversations to build the following: Academic vocabulary and grammar Critical thinking skills such as persuasion, interpretation, consideration of multiple perspectives, evaluation, and application Literacy skills such as questioning, predicting, connecting to prior knowledge, and summarizing An academic classroom environment brimming with respect for others' ideas, equity of voice, engagement, and mutual support The ideas in this book stem from many hours of classroom practice, research, and video analysis across grade levels and content areas. Readers will find numerous practical activities for working on each conversation skill, crafting conversation-worthy tasks, and using conversations to teach and assess. Academic Conversations offers an in-depth approach to helping students develop into the future parents, teachers, and leaders who will collaborate to build a better world.

For hundreds of years, scholars have debated the meaning of Jesus' central theological term, the 'kingdom of God'. Most of the argument has focused on its assumed eschatological connotations and Jesus' adherence or deviation from these ideas. Within the North American context, the debate is dominated by the work of Norman Perrin, whose classification of the kingdom of God as a myth-evoking symbol remains one of the fundamental assumptions of scholarship. According to Perrin, Jesus' understanding of the kingdom of God is founded upon the myth of God acting as king on behalf of Israel as described in the Hebrew Bible. Moving Beyond Symbol and Myth challenges Perrin's classification, and advocates the reclassification of the kingdom of God as metaphor. Drawing upon insights from the cognitive theory of metaphor, this study examines all the occurrences of the 'God is king' metaphor within the literary context of the Hebrew Bible. Based on this review, it is proposed that the 'God is king' metaphor functions as a true metaphor with a range of expressions and meanings. It is employed within a variety of texts and conveys images of God as the covenantal sovereign of Israel; God as the eternal suzerain of the world, and God as the king of the disadvantaged. The interaction of the semantic fields of divinity and human kingship evoke a range of metaphoric expressions that are utilized throughout the history of the Hebrew Bible in response to differing socio-historical contexts and within a range of rhetorical strategies. It is this diversity inherent in the 'God is king' metaphor that is the foundation for the diversified expressions of the kingdom of God associated with the historical Jesus and early Christianity.

Offering a comparative analysis of “community-literacy studies," Community Literacy and the Rhetoric of Local Publics traces common values in diverse accounts of “ordinary people going public.” Elenore Long offers a five-point theoretical framework. Used to review major community-literacy projects that have emerged in recent years, this local public framework uncovers profound differences, with significant consequence, within five formative perspectives: 1) the guiding metaphor behind such projects; 2) the context that defines a “local” public, shaping what is an effective, even possible performance, 3) the tenor and affective register of the discourse; 4) the literate practices that shape the discourse; and, most signficantly, 5) the nature of rhetorical invention or the generative process by which people in these accounts respond to exigencies, such as getting around gatekeepers, affirming identities, and speaking out with others across difference.

This book identifies, analyses and compares a variety of possible ‘barriers’ to the exercise of European citizenship and discusses ways to move beyond these barriers. It contributes in a multi-disciplinary way to a highly topical issue and offers new perspectives on EU citizenship in the sense that it critically analyses concepts of citizenship, the way EU citizenship is politically, legally and socially institutionalized, and elaborates alternatives to the current paths of realizing EU citizenship.

Language, Culture, Identity and Citizenship in College Classrooms and Communities examines what takes place in writing classrooms beyond academic analytical and argumentative writing to include forms that engage students in navigating the civic, political, social and cultural spheres they inhabit. It presents a conceptual framework for imagining how writing instructors can institute campus-wide initiatives, such as Writing Across Communities, that attempt to connect the classroom and the campus to the students’ various communities of belonging, especially students who have been historically underserved. This framework reflects an emerging perspective—writing across difference—that challenges the argument that the best writing instructors can do is develop the skills and knowledge students need to make a successful transition from their home discourses to academic discourses. Instead, the value inherent in the full repertoire of linguistic, cultural and semiotic resources students use in their varied communities of belonging needs to be acknowledged and students need to be encouraged to call on these to the fullest extent possible in the course of learning what they are being taught in the writing classroom. Pedagogically, this book provides educators with the rhetorical, discursive and literacy tools needed to implement this approach.

In these quickly changing times, this volume re-imagines the classroom after COVID-19. No one could have fathomed the multiple ways education would change when the country first entered into the pandemic in March, 2020. In this regard, this volume offers pedagogy that will create teaching opportunities in both virtual and physical classrooms. Ideas are meant to be shared and evolve into methods that work for both teachers and pupils.