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Title: Failure Pedagogies

Failure Pedagogies

Learning and Unlearning What It Means to Fail

by Allison D. Carr (Volume editor) Laura R. Micciche (Volume editor)
©2020 Textbook XX, 276 Pages
Education

Summary

Can we all learn from failure equally? Failure Pedagogies examines the ways failure is often appropriated to advantage those most likely to be insulated from the risks associated with pursuing it as a creative strategy._Contributors ask questions that examine what happens when failures do not necessarily lead to progress or innovation: How is risk distributed? For whom is failure "safe" and why? For whom is failure a real end rather than an opening to generative possibilities? To address these questions, we focus largely on pedagogical settings—classrooms, universities, and the conventions that reign there—but also confi gure pedagogy as a broad cultural practice that teaches acceptable and unacceptable forms of resistance, subversion, and risk. Contributors focus on a range of topics, including teaching and failure, language failures, fake news, disaster response failures, academic racism, sexual harassment and gender bias, queer failure, intersectionality and infertility activism, and institutional failures to imagine disabled bodies. Failure Pedagogies will be of interest to scholars, students, and teachers of writing, rhetoric, and popular culture.

Table Of Contents

  • Cover
  • Title
  • Copyright
  • About the author
  • About the book
  • This eBook can be cited
  • Contents
  • List of Figures
  • Foreword: Failure, Fear, and Alternate Routes (Chris Hay)
  • Acknowledgments
  • Introduction: Failure’s Sweat (Allison D. Carr and Laura R. Micciche)
  • Section I Embodied Failures
  • Chapter One When One Door Closes, Another Opens; Or, Appreciating Clichés (Caddie Alford)
  • Chapter Two The Costs of Clarity (Alba Newmann Holmes and Kara Wittman)
  • Chapter Three After the Accusation: The Lasting Impact of Plagiarism Trauma on Student Writing Behaviors (Kate Pantelides)
  • Chapter Four Failure Potential: Using Failure as Feedback (Darci L. Thoune)
  • Chapter Five Rhetorical Velocity and Fake News (Jim Ridolfo)
  • Chapter Six Failure as Exigence: Accusation and Apology as Opportunities for (Re)invention (R. J. Lambert)
  • Interchapter One Redefining Failure: Controlling a Sense of Self (Nancy G. Barrón and Sibylle Gruber)
  • Section II Palpable Failures
  • Chapter Seven A Force of Disruption: Refusing the Success/Failure Complex (Anne Dalke)
  • Chapter Eight Who Survives the Witch Hunt? Supporting Our Students in a Process We Know Will Fail Them (Shari J. Stenberg and Stacey Waite)
  • Chapter Nine The Uses of Queer Failure: Navigating the Pedagogical Mandate of Happiness (Gavin P. Johnson and Ryan Sheehan)
  • Chapter Ten Committing to Failure: Critical Pedagogy and Failure in Classroom Teaching (Jeanette Lehn)
  • Chapter Eleven Messy Processes Into and Out of Failure: Professional Identities and Open-Access Writers (Cassandra Phillips and Joanne Baird Giordano)
  • Interchapter Two Failure to Wake? What #WPAListservFeministRevolution Tells Us About a “Feminist” Writing Studies (Michelle LaFrance)
  • Section III Pushy Failures
  • Chapter Twelve Persevering Even When “We Are All Full of Mad”: A Lesson in the Value of Incremental Progress (Julie Myatt)
  • Chapter Thirteen “You Google Infertility and You Don’t See Me”: Towards an Intersectional Framework Resisting the Rhetorical Slippages of Reproductive Activism (Maria Novotny with Juliette Givhan)
  • Chapter Fourteen Embracing the Ugly (Kara Taczak and Debbie Gale Mitchell)
  • Chapter Fifteen Narrativizing Dis/Ability: Deconstructing Institutional Uses of Disability Narratives (Adam Hubrig)
  • Interchapter Three Papelitos Guardados, Part I: On Collegiality and Failure (Aja Y. Martinez)
  • Afterword: Failure and Letting Go (Asao B. Inoue)
  • Contributors
  • Index

cover

About the author

Allison D. Carr, Assistant Professor of Rhetoric at Coe College (IA), earned her Ph.D. from the University of Cincinnati in 2014. Her work has appeared in Composition Forum, Pedagogy, Computers & Composition Online, and multiple edited volumes.

Laura R. Micciche, Professor of English at the University of Cincinnati, earned her Ph.D. from the University of Wisconsin-Milwaukee in 1999. She has published three books on writing and emotion and recently completed a six-year term editing Composition Studies.

About the book

Can we all learn from failure equally? Failure Pedagogies examines the ways failure is often appropriated to advantage those most likely to be insulated from the risks associated with pursuing it as a creative strategy. Contributors ask questions that examine what happens when failures do not necessarily lead to progress or innovation: How is risk distributed? For whom is failure “safe” and why? For whom is failure a real end rather than an opening to generative possibilities? To address these questions, we focus largely on pedagogical settings—classrooms, universities, and the conventions that reign there—but also confi gure pedagogy as a broad cultural practice that teaches acceptable and unacceptable forms of resistance, subversion, and risk. Contributors focus on a range of topics, including teaching and failure, language failures, fake news, disaster response failures, academic racism, sexual harassment and gender bias, queer failure, intersectionality and infertility activism, and institutional failures to imagine disabled bodies. Failure Pedagogies will be of interest to scholars, students, and teachers of writing, rhetoric, and popular culture.

This eBook can be cited

This edition of the eBook can be cited. To enable this we have marked the start and end of a page. In cases where a word straddles a page break, the marker is placed inside the word at exactly the same position as in the physical book. This means that occasionally a word might be bifurcated by this marker.

 

Table of Contents

List of Figures

Foreword: Failure, Fear, and Alternate Routes

Chris Hay

Acknowledgments

Introduction: Failure’s Sweat

Allison D. Carr and Laura R. Micciche

Section I  Embodied Failures

Chapter One   When One Door Closes, Another Opens; Or, Appreciating Clichés

Caddie Alford

Chapter Two   The Costs of Clarity

Alba Newmann Holmes and Kara Wittman

Chapter Three   After the Accusation: The Lasting Impact of Plagiarism Trauma on Student Writing Behaviors

Kate Pantelides

Chapter Four   Failure Potential: Using Failure as Feedback

Darci L. Thoune

Chapter Five   Rhetorical Velocity and Fake News

Jim Ridolfo

Chapter Six   Failure as Exigence: Accusation and Apology as Opportunities for (Re)invention

R. J. Lambert

Interchapter One   Redefining Failure: Controlling a Sense of Self

Nancy G. Barrón and Sibylle Gruber

Section II  Palpable Failures

Chapter Seven   A Force of Disruption: Refusing the Success/Failure Complex

Anne Dalke

Chapter Eight   Who Survives the Witch Hunt? Supporting Our Students in a Process We Know Will Fail Them

Shari J. Stenberg and Stacey Waite

Chapter Nine   The Uses of Queer Failure: Navigating the Pedagogical Mandate of Happiness

Gavin P. Johnson and Ryan Sheehan

Chapter Ten   Committing to Failure: Critical Pedagogy and Failure in Classroom Teaching

Jeanette Lehn

Chapter Eleven   Messy Processes Into and Out of Failure: Professional Identities and Open-Access Writers

Cassandra Phillips and Joanne Baird Giordano

Interchapter Two   Failure to Wake? What #WPAListservFeministRevolution Tells Us About a “Feminist” Writing Studies

Michelle LaFrance

Section III  Pushy Failures

Chapter Twelve   Persevering Even When “We Are All Full of Mad”: A Lesson in the Value of Incremental Progress

Julie Myatt

Chapter Thirteen   “You Google Infertility and You Don’t See Me”: Towards an Intersectional Framework Resisting the Rhetorical Slippages of Reproductive Activism

Maria Novotny with Juliette Givhan

Chapter Fourteen   Embracing the Ugly

Kara Taczak and Debbie Gale Mitchell

Chapter Fifteen   Narrativizing Dis/Ability: Deconstructing Institutional Uses of Disability Narratives

Adam Hubrig

Interchapter Three   Papelitos Guardados, Part I: On Collegiality and Failure

Aja Y. Martinez

Afterword: Failure and Letting Go

Asao B. Inoue

Contributors

Index

Details

Pages
XX, 276
Publication Year
2020
ISBN (PDF)
9781433174889
ISBN (ePUB)
9781433174896
ISBN (MOBI)
9781433174902
ISBN (Softcover)
9781433174872
ISBN (Hardcover)
9781433174865
DOI
10.3726/b16255
Language
English
Publication date
2020 (June)
Published
New York, Bern, Berlin, Bruxelles, Oxford, Wien, 2020. XX, 276 pp., 31 b/w ill.

Biographical notes

Allison D. Carr (Volume editor) Laura R. Micciche (Volume editor)

Allison D. Carr, Assistant Professor of Rhetoric at Coe College (IA), earned her Ph.D. from the University of Cincinnati in 2014. Her work has appeared in Composition Forum, Pedagogy, Computers & Composition Online, and multiple edited volumes. Laura R. Micciche, Professor of English at the University of Cincinnati, earned her Ph.D. from the University of Wisconsin-Milwaukee in 1999. She has published three books on writing and emotion and recently completed a six-year term editing Composition Studies.

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Title: Failure Pedagogies