Elisabeth Daumer | Eastern Michigan University (original) (raw)
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Papers by Elisabeth Daumer
Clemson University Press eBooks, Jul 8, 2021
The T.S. Eliot studies annual, 2018
Comparative Literature Studies, 2006
The T.S. Eliot studies annual, 2018
The T.S. Eliot studies annual, Jul 1, 2021
Routledge eBooks, Feb 1, 2019
ABSTRACT This article presents a “telling case” of an interdisciplinary, team-teaching experience... more ABSTRACT This article presents a “telling case” of an interdisciplinary, team-teaching experience that explores how participants eschewed ethnocentricism of their fields of study in order to learn from each other, while providing instruction to students and analysing data collected from the class (a graduate course on literature and pedagogy). Through the process, the participants (a professor of English education and a professor of literature) ground the perspectives of literary interpretation in their field of study and languaculture, and developed a conceptual framework that guided their interactions and analysis of the discursive actions of the class. An ethnographic perspective served as the conceptual frame and informed how the participants observed, described, and developed claims about classroom interactions. Through this study, the participants answer calls for more examples of how faculty in higher education engage in interdisciplinary teaching and research and the need for faculty to develop conceptual ethnographic frameworks for their collaborations.
The T.S. Eliot studies annual, 2018
The T. S. Eliot Studies Annual, 2017
Chinitz/A Companion to T. S. Eliot, 2011
Journal of Narrative Theory, 2013
Gender, Desire, and Sexuality in T. S. Eliot, 2004
Http Dx Doi Org 10 1080 1554480x 2014 999776, Jan 28, 2015
ABSTRACT This article presents a “telling case” of an interdisciplinary, team-teaching experience... more ABSTRACT This article presents a “telling case” of an interdisciplinary, team-teaching experience that explores how participants eschewed ethnocentricism of their fields of study in order to learn from each other, while providing instruction to students and analysing data collected from the class (a graduate course on literature and pedagogy). Through the process, the participants (a professor of English education and a professor of literature) ground the perspectives of literary interpretation in their field of study and languaculture, and developed a conceptual framework that guided their interactions and analysis of the discursive actions of the class. An ethnographic perspective served as the conceptual frame and informed how the participants observed, described, and developed claims about classroom interactions. Through this study, the participants answer calls for more examples of how faculty in higher education engage in interdisciplinary teaching and research and the need for faculty to develop conceptual ethnographic frameworks for their collaborations.
English Literature in Transition 1880 1920, 2010
... Equally instructive are Giovanni Cianci's and Michael Hollington's essays illuminat... more ... Equally instructive are Giovanni Cianci's and Michael Hollington's essays illuminating the extent to which Eliot's essay on tradition was alert to ... In Jewel Spears Brooker's and Clive Wilmer's instructive essays, moreover, Eliot's endorsement of impersonality is part of an "overall ...
Language Arts Journal of Michigan, 2015
Clemson University Press eBooks, Jul 8, 2021
The T.S. Eliot studies annual, 2018
Comparative Literature Studies, 2006
The T.S. Eliot studies annual, 2018
The T.S. Eliot studies annual, Jul 1, 2021
Routledge eBooks, Feb 1, 2019
ABSTRACT This article presents a “telling case” of an interdisciplinary, team-teaching experience... more ABSTRACT This article presents a “telling case” of an interdisciplinary, team-teaching experience that explores how participants eschewed ethnocentricism of their fields of study in order to learn from each other, while providing instruction to students and analysing data collected from the class (a graduate course on literature and pedagogy). Through the process, the participants (a professor of English education and a professor of literature) ground the perspectives of literary interpretation in their field of study and languaculture, and developed a conceptual framework that guided their interactions and analysis of the discursive actions of the class. An ethnographic perspective served as the conceptual frame and informed how the participants observed, described, and developed claims about classroom interactions. Through this study, the participants answer calls for more examples of how faculty in higher education engage in interdisciplinary teaching and research and the need for faculty to develop conceptual ethnographic frameworks for their collaborations.
The T.S. Eliot studies annual, 2018
The T. S. Eliot Studies Annual, 2017
Chinitz/A Companion to T. S. Eliot, 2011
Journal of Narrative Theory, 2013
Gender, Desire, and Sexuality in T. S. Eliot, 2004
Http Dx Doi Org 10 1080 1554480x 2014 999776, Jan 28, 2015
ABSTRACT This article presents a “telling case” of an interdisciplinary, team-teaching experience... more ABSTRACT This article presents a “telling case” of an interdisciplinary, team-teaching experience that explores how participants eschewed ethnocentricism of their fields of study in order to learn from each other, while providing instruction to students and analysing data collected from the class (a graduate course on literature and pedagogy). Through the process, the participants (a professor of English education and a professor of literature) ground the perspectives of literary interpretation in their field of study and languaculture, and developed a conceptual framework that guided their interactions and analysis of the discursive actions of the class. An ethnographic perspective served as the conceptual frame and informed how the participants observed, described, and developed claims about classroom interactions. Through this study, the participants answer calls for more examples of how faculty in higher education engage in interdisciplinary teaching and research and the need for faculty to develop conceptual ethnographic frameworks for their collaborations.
English Literature in Transition 1880 1920, 2010
... Equally instructive are Giovanni Cianci's and Michael Hollington's essays illuminat... more ... Equally instructive are Giovanni Cianci's and Michael Hollington's essays illuminating the extent to which Eliot's essay on tradition was alert to ... In Jewel Spears Brooker's and Clive Wilmer's instructive essays, moreover, Eliot's endorsement of impersonality is part of an "overall ...
Language Arts Journal of Michigan, 2015