Public Memory as Community-Engaged Writing: Composing Difficult Histories on Campus

Autor/inn/en	Lueck, Amy J.; Kroot, Matthew V.; Panich, Lee M.
Titel	Public Memory as Community-Engaged Writing: Composing Difficult Histories on Campus
Quelle	In: Community Literacy Journal, 15 (2021) 2, S.9-30, Artikel 4 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-9734
DOI	10.25148/CLJ.15.2.009618
Schlagwörter	School Community Relationship; Writing (Composition); Undergraduate Students; Computer Uses in Education; Educational History; Memory; Religious Colleges; Student Projects; American Indian History; American Indian Culture; California + Suchen Sie Ihr Suchwort? Schreibübung; Computernutzung; History of education; Bildungsgeschichte; Gedächtnis; Schulprojekt; Kalifornien
Abstract	Colleges and universities across the United States are recognizing the public memory function of their campus spaces and facing difficult decisions about how to represent the ugly sides of their histories within their landscapes of remembrance. Official administrative responses to demands for greater inclusiveness are often slow and conservative in nature. Using our own institution and our work with local Indigenous community members as a case study, we argue that students and faculty can employ community-engaged, public-facing, digital composing projects to effectively challenge entrenched institutional interests that may elide or even misrepresent difficult histories in public memory works. Such projects are a nimble and accessible means of creating counter-narratives to intervene in public memory discourses. Additionally, by engaging in public discourses, such work helps promote meaningful student rhetorical learning in courses across disciplines. (As Provided).
Anmerkungen	Community Literacy Journal. Veronica House 317 UCB, University of Colorado Boulder, Boulder, CO 80309. e-mail: editorsclj@gmail.com; Web site: http://communityliteracy.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01