In Who Says?, scholars of rhetoric, composition, and communications seek to revise the elitist "rhetorical tradition" by analyzing diverse topics such as settlement house movements and hip-hop culture to uncover how communities use discourse to construct working-class identity. The contributors examine the language of workers at a concrete pour, depictions of long-haul truckers, a comic book series published by the CIO, the transgressive "fat" bodies of Roseanne and Anna Nicole Smith, and even reality television to provide rich insights into working-class rhetorics. The chapters identify working-class tropes and discursive strategies, and connect working-class identity to issues of race, gender, and sexuality. Using a variety of approaches including ethnography, research in historic archives, and analysis of case studies, Who Says? assembles an original and comprehensive collection that is accessible to both students and scholars of class studies and rhetoric.

This textbook explains comprehensively and in rigorous detail not only mainstream microeconomics, but also why many economists are dissatisfied with major aspects of it, and the alternative that they are exploring in response: the Classical-Keynesian-Kaleckian approach. This advanced yet user-friendly book allows readers to grasp the standard theory of consumers, firms, imperfect competition, general equilibrium, uncertainty, games and asymmetric information. Furthermore, it examines the classical approaches to value and income distribution advocated by Adam Smith, David Ricardo and Karl Marx, as well as Post-Keynesian pricing theory, and the microeconomics of variable capacity utilization. Using simple models, it highlights the analytical roots of the important differences between the marginal/neoclassical approach and the classical-Keynesian, critically examining the plausibility and reciprocal consistency of their assumptions. The book also addresses various microeconomic issues not generally included in advanced microeconomics textbooks, including differential land rent, joint-production long-period pricing, capital theory from Walras to the Cambridge debates, the foundations of aggregate production functions, the microeconomics of labor markets, and the long-period theory of wages. Lastly, it presents a unique re-evaluation of welfare economics. Intended for advanced undergraduate and graduate microeconomics courses, this textbook offers a comprehensive introduction to the various approaches and different schools of thought currently competing in the context of economic theory. It can also be used in courses on value and distribution, heterodox economics, and the history of economic analysis. In the present situation, characterized by scientific uncertainty and the co-existence of competing approaches, it will stimulate students to form their own opinion as to which approach appears more promising from a scientific standpoint.

Critical Expressivism is an ambitious attempt to re-appropriate intelletual territory that has more often been charted by its detractors than by its proponents. Indeed, as Peter Elbow observes in his contribution to this volume, “As far as I can tell, the term ‘expressivist’ was coined and used only by people who wanted a word for people they disapproved of and wanted to discredit.” The editors and contributors to this collection invite readers to join them in a new conversation, one informed by “a belief that the term expressivism continues to have a vitally important function in our field.”

Keywords in Writing Studies is an exploration of the principal ideas and ideals of an emerging academic field as they are constituted by its specialized vocabulary. A sequel to the 1996 work Keywords in Composition Studies, this new volume traces the evolution of the field’s lexicon, taking into account the wide variety of theoretical, educational, professional, and institutional developments that have redefined it over the past two decades. Contributors address the development, transformation, and interconnections among thirty-six of the most critical terms that make up writing studies. Looking beyond basic definitions or explanations, they explore the multiple layers of meaning within the terms that writing scholars currently use, exchange, and question. Each term featured is a part of the general disciplinary parlance, and each is a highly contested focal point of significant debates about matters of power, identity, and values. Each essay begins with the assumption that its central term is important precisely because its meaning is open and multiplex. Keywords in Writing Studies reveals how the key concepts in the field are used and even challenged, rather than advocating particular usages and the particular vision of the field that they imply. The volume will be of great interest to both graduate students and established scholars.

This collection of essays traces the attempts of one writing teacher to understand theoretically - and to respond pedagogically - to what happens when students from diverse backgrounds learn to use language in college.Bizzell begins from the assumption that democratic education requires us to attempt to educate all students, including those whose social or ethnic backgrounds may have offered them little experience with academic discourse. Over the ten-year period chronicled in these essays, she has seen herself primarily as an advocate for such students, sometimes called "basic writers."Bizzell's views on education for "critical consciousness," widely discussed in the writing field, are represented in most of the essays in this volume. But in the last few chapters, and in the intellectual autobiography written as the introduction to the volume, she calls her previous work into question on the grounds that her self-appointment as an advocate for basic writers may have been presumptous, and her hopes for the politically liberating effects of academic discourse misplaced. She concludes by calling for a theory of discourse that acknowledges the need to argue for values and pedagogy that can assist these arguements to proceed more inclusively than ever before.The essays in this volume constitute the main body of work in which Bizzell developed her influential and often cited ideas. Organized chronologically, they present a picture of how she has grappled with major issues in composition studies over the past decade. In the process, she sketches a trajectory for the development of composition studies as an academic discipline.

Kelly Ritter and Paul Kei Matsuda have created an essential introduction to the field of composition studies for graduate students and instructors new to the study of writing. The book offers a careful exploration of this diverse field, focusing specifically on scholarship of writing and composing. Within this territory, the authors draw the boundaries broadly, to include allied sites of research such as professional and technical writing, writing across the curriculum programs, writing centers, and writing program administration. Importantly, they represent composition as a dynamic, eclectic field, influenced by factors both within the academy and without. The editors and their sixteen seasoned contributors have created a comprehensive and thoughtful exploration of composition studies as it stands in the early twenty-first century. Given the rapid growth of this field and the evolution of it research and pedagogical agendas over even the last ten years, this multi-vocal introduction is long overdue.

Describes how common, everyday spaces in youth's lives can be leveraged to help them recognize and fight injustice.

In this book, Bronwyn T. Williams explores how perceptions of agency—whether a person perceives and feels able to read and write successfully in a given context—are critical in terms of how people perform their literate identities. Drawing on interviews and observations with students in several countries, he examines the intersections of the social and the personal in relation to how and, crucially, why people engage successfully or struggle painfully in literacy practices and what factors and forces they regard as enabling or constraining their actions. Recognizing such moments and patterns can help teachers and researchers rethink their approaches to teaching to facilitate students’ sense of agency as writers and readers.

Equality and equity are often mischaracterized as interchangeable terms in public education. This may explain why efforts towards reform and restructure are often not met with any real measure of success. Equity, Equality, and Reform in Contemporary Public Education provides emerging research on the reformation of education curriculum to provide proportionate opportunities for marginalized students and support for student achievement in public education. While highlighting topics, such as achievement gaps, gender biases, and multicultural responsiveness, this book explores the theories and applications of different measures of reform to promote fairness among individual students. This book is an important resource for educators, professionals, school administrators, researchers, and practitioners in the field of education.

In the early twentieth century, the field of anthropology transformed itself from the "welcoming science," uniquely open to women, people of color, and amateurs, into a professional science of culture. The new field grew in rigor and prestige but excluded practitioners and methods that no longer fit a narrow standard of scientific legitimacy. In Rhetoric in American Anthropology, Risa Applegarth traces the "rhetorical archeology" of this transformation in the writings of early women anthropologists. Applegarth examines the crucial role of ethnographic genres in determining scientific status and recovers the work of marginalized anthropologists who developed alternative forms of scientific writing. Applegarth analyzes scores of ethnographic monographs to demonstrate how early anthropologists intensified the constraints of genre to define their community and limit the aims and methods of their science. But in the 1920s and 1930s, professional researchers sidelined by the academy persisted in challenging the field's boundaries, developing unique rhetorical practices and experimenting with alternative genres that in turn greatly expanded the epistemology of the field. Applegarth demonstrates how these writers' folklore collections, ethnographic novels, and autobiographies of fieldwork experiences reopened debates over how scientific knowledge was made: through what human relationships, by what bodies, and for what ends. Linking early anthropologists' ethnographic strategies to contemporary theories of rhetoric and composition, Rhetoric in American Anthropology provides a fascinating account of the emergence of a new discipline and reveals powerful intersections among gender, genre, and science.