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This volume examines the role of writing, rhetoric, and literacy programs and approaches in the practice of civic engagement in global contexts. Writing programs have experience in civic engagement and service learning projects in their local communities, and their work is central to developing students’ literacy practices. Further, writing programs compel student writers to attend to audience needs and rhetorical exigencies as well as reflect on their own subject positions. Thus, they are particularly situated to partner with other units on college campuses engaged in global partnerships.
Civic Engagement in Global Contexts provides examples and evidence of the critical self-reflection and iteration with community partners that make these projects important and valuable. Throughout its thirteen chapters, this collection provides practical pedagogical and administrative approaches for writing studies faculty engaging with global learning projects, as well as nuanced insight into how to navigate contact zones from the planning stages of projects to the hard work of self-reflection and change.
Partnerships and projects across national borders compel the field of rhetoric and composition to think through the ethics of writing studies program design and teaching practices. Doing this difficult work can disrupt presumptive notions of ownership that faculty and administrators hold concerning the fields involved in these projects and can even lead to decentering rhetoric/composition and other assumptions held by US-based institutions of higher education. Civic Engagement in GlobalContexts will be useful to instructors, advisors, and project managers of students in faculty-led project learning in overseas settings, international service learning through foreign study programs, and foreign study itself and to faculty members introducing civic engagement and community-based learning projects with foreign students in overseas institutions.
Contributors: Olga Aksakalova, James Austin, Maria de Lourdes Caudillo Zambrano, Rebecca Charry Roje, Patricia M. Dyer, Tara E. Friedman, Bruce Horner, Kathryn Johnson Gindlesparger, Adela C. Licona, Ian Mauer, Joyce Meier, Susan V. Meyers, Sadia Mir, Stephen T. Russell
About the Author
Jim Bowman is associate professor of rhetoric and writing at St. John Fisher College in Rochester, New York. He has led federally funded cultural tours in Turkey and Cyprus and received awards for his work in civic engagement, student life, and advising.
Jennifer deWinter is director of the Japan Project Center, where she brings together US university students with community groups in Kyoto,Japan,to work on projects around sustainability, urban resilience, and cultural preservation. She directs the Interactive Media and Game Development program and is an associate in research at Harvard University’s Reischauer Institute of Japanese Studies. She is the series coeditor of the Influential Game Designer series and has written extensively on Japanese media culture in circulation, technical communication and video games, and game studies.
“This book will make a valuable and significant contribution to the fields of writing studies and writing program administration, especially to those who focus their attention on the issues of community literacy, service learning, civic engagement, and transnational writing program administration. . . . an important addition to the growing number of books focused on one of the most important, and ever more timely, constellations of issues faced by higher education today.”
—David Martins, Rochester Institute of Technology
“This collection makes a strong case for attention to the transnational nature of all school-sponsored civic engagement, whether global or local. It also provides many compelling examples of thoughtful and critical engagements on the parts of students, teachers, administrators, and community partners.”
—Brice Nordquist, Syracuse University