Special "Over-Reading" Issue of Inventio (new deadline for complete
papers: 12/31/02)
"inventio: a journal of creative thinking about learning and teaching"
invites articles for a special issue (Spring 2003) entitled:
"Over-Reading, Overreading, Over Reading: Implications for Teaching &
Learning"
Guest editors: Jason Snart and Dean Swinford
Students often charge that "we" (as individual educators and even as a
profession) are reading "too much into" an event, a set of ideas, a text, a
social problem, an historical moment, or a cultural formation. Aren't we
thinking too much about what 'things' mean? Aren't we over-analyzing? Aren't
we worrying too much? In short, aren't we over-reading?
A student charge of "over-reading," if left unaddressed, may translate into
self-imposed limits beyond which that student refuses to travel. As such,
the point at which students feel they are "over-reading" marks a significant
moment in the classroom. And while many educators encounter this genuine
concern from students, expressed as resistance to a certain depth or
intensity of interpretation, it receives relatively little public attention.
What, then, is over-reading?
"inventio" invites scholars from all disciplines to contribute to this
special issue. Areas of interest include (but are not limited to):
- "over-reading" strategically defined
- over-reading as real and imagined phenomenon
- over-reading and class, gender, and/or race
- over-reading as a specific moment in the classroom: when, where,
and why does it happen, and what next?
- intersections between over-reading and fields including post-structuralist
theory, composition pedagogy, reading theory, and cultural studies
- over-reading and new media teaching
- possibilities beyond the classroom
- over-reading as transgression
New deadline: 31 December 2002
http://www.doiiit.gmu.edu/inventio/
E-mail articles: inventio@gmu.edu
Queries: snartj@cdnet.cod.edu
--------
Jason Snart
College of DuPage
(630) 942 2033
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