D Holdstein | Columbia College Chicago (original) (raw)
Papers by D Holdstein
Recherche, 2000
... The Mark on the Wall. Susan Glaspell (1882-1948). Trifles. Mina Loy (1882-1966). Moreover, Th... more ... The Mark on the Wall. Susan Glaspell (1882-1948). Trifles. Mina Loy (1882-1966). Moreover, The Moon. Lunar Baedeker. ... Dorothy Parker (1893-1967). Indian Summer. The Little Old Lady in Lavender Silk. Marita Bonner (1899-1971). On Being Young A Woman And Colored. ...
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 2001
articulated the two greatest public misconceptions about universities and about university facult... more articulated the two greatest public misconceptions about universities and about university faculty: "There are two great cliches about the University.. .. One pictures it as a radical institution when in fact it is most conservative in its institutional conduct. The other pictures it as autonomous, a cloister, when the historical fact is that it has always responded. .. to the desires and demands of external groups.. .. The external reality is that [the university] is governed by history" (94-95). As Michael Bérubé (1998: 188) points out, students during Kerr's presidency protested the nature of Kerr's vision. He quotes members of the Free Speech Movement, who charged that Kerr's "multiversity" amounted to little more than a "public utility serving the purely technical needs of a society" (qtd. in Bérubé 1998: 188), taking history narrowly to mean "a particular stage of American society" (Mario Savio, qtd. in Bérubé 1998: 188). As the new century begins, both Kerr and his critics prove correct, almost paradoxically so: the institution is conservative, resistant to change, imagining its "work" as autonomous; it is at the same time too responsive to external pressures, to forces that, ironically, impede rather than promote educational processes. Jean-François Lyotard's Postmodern Condition (1984: 48) delineates this "narrowness," in which "the desired goal becomes the optimal
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 2011
In this article, Deborah Holdstein exhorts scholars of rhetoric and composition to break new grou... more In this article, Deborah Holdstein exhorts scholars of rhetoric and composition to break new ground by searching for absences — missing topics, little-known but influential scholars, alternative canons — that would enhance the work in the field. Noting that certain topics or scholarly movements take root as original scholarship when in fact others had earlier tilled that scholarly ground, Holdstein uses the specific examples of Wallace W. Douglas and Jewish rhetoric to suggest that there is unique work yet to be done. Holdstein’s perspective is shaped by her five-year term as editor of College Composition and Communication and her concern about derivative scholarship rather than work that truly challenges our assumptions.
Recherche, 2000
... The Mark on the Wall. Susan Glaspell (1882-1948). Trifles. Mina Loy (1882-1966). Moreover, Th... more ... The Mark on the Wall. Susan Glaspell (1882-1948). Trifles. Mina Loy (1882-1966). Moreover, The Moon. Lunar Baedeker. ... Dorothy Parker (1893-1967). Indian Summer. The Little Old Lady in Lavender Silk. Marita Bonner (1899-1971). On Being Young A Woman And Colored. ...
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 2001
articulated the two greatest public misconceptions about universities and about university facult... more articulated the two greatest public misconceptions about universities and about university faculty: "There are two great cliches about the University.. .. One pictures it as a radical institution when in fact it is most conservative in its institutional conduct. The other pictures it as autonomous, a cloister, when the historical fact is that it has always responded. .. to the desires and demands of external groups.. .. The external reality is that [the university] is governed by history" (94-95). As Michael Bérubé (1998: 188) points out, students during Kerr's presidency protested the nature of Kerr's vision. He quotes members of the Free Speech Movement, who charged that Kerr's "multiversity" amounted to little more than a "public utility serving the purely technical needs of a society" (qtd. in Bérubé 1998: 188), taking history narrowly to mean "a particular stage of American society" (Mario Savio, qtd. in Bérubé 1998: 188). As the new century begins, both Kerr and his critics prove correct, almost paradoxically so: the institution is conservative, resistant to change, imagining its "work" as autonomous; it is at the same time too responsive to external pressures, to forces that, ironically, impede rather than promote educational processes. Jean-François Lyotard's Postmodern Condition (1984: 48) delineates this "narrowness," in which "the desired goal becomes the optimal
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 2011
In this article, Deborah Holdstein exhorts scholars of rhetoric and composition to break new grou... more In this article, Deborah Holdstein exhorts scholars of rhetoric and composition to break new ground by searching for absences — missing topics, little-known but influential scholars, alternative canons — that would enhance the work in the field. Noting that certain topics or scholarly movements take root as original scholarship when in fact others had earlier tilled that scholarly ground, Holdstein uses the specific examples of Wallace W. Douglas and Jewish rhetoric to suggest that there is unique work yet to be done. Holdstein’s perspective is shaped by her five-year term as editor of College Composition and Communication and her concern about derivative scholarship rather than work that truly challenges our assumptions.