Providing an intellectual interpretation to the work of Edwidge Danticat, this new edited collection provides a pedagogical approach to teach and interpret her body of work in undergraduate and graduate classrooms.
Providing an intellectual interpretation to the work of Edwidge Danticat, this new edited collection provides a pedagogical approach to teach and interpret her body of work in undergraduate and graduate classrooms.
Introduction: Edwidge Danticat in a Global Classroom and Transnational Context Part I. Critical Literary, Historical Narrative, and Transformative Pedagogy Chapter 1. From Duvalierism to Dechoukal in The Dew Breaker: The Frame of Evil Chapter 2. "We are the Haitian Think Tank" Chapter 3. Genre Theory and Teaching the Work of Edwidge Danticat Chapter 4. StoryCorps: Incorporating Local Oral History Collections in the Classroom Part II. Gender Alliance, Pedagogy, and Engaged Learning Chapter 5. (Re) Writing the Black Female Body or Cleansing Body or Cleansing Her Soul Chapter 6. Teaching Krik? Krak! Female Mentorship Chapter 7. Teaching Inclusiveness & Understanding: Edwidge Danticat's Breath, Eyes, Memory Part III. The Global Classroom, Transnational Community, and Cross-Cultural Communication Chapter 8. Teaching through Resistance: Reading Danticat's Brother, I'm Dying in American Classrooms Chapter 9. Brother, I'm Dying as a Community Text Chapter 10. Teaching Edwidge Danticat's Brother, I'm Dying and The Farming of Bones Chapter 11. Teaching Edwidge Danticat's Krik? Krak! Through Global Learning Classrooms Part IV. Citizen-Artist and Teaching as Activism Chapter 12. Citizen-Artist and the Public Sphere Chapter 13. Teaching Edwidge Danticat's Create Dangerously: The Immigrant Artist at Work Chapter 14. Dangerous Creations: College Writing Using Danticat's Create Dangerously as a Force for Activism in the World Chapter 15. When the Periphery Comes to the Center: From Writing Across the Curriculum to Public Sphere Pedagogy Chapter 16. Human Suffering and Social Evil, and the Possibility of Hope and Peace in Edwidge Danticat's The Dew Breaker and The Farming of Bones
Introduction: Edwidge Danticat in a Global Classroom and Transnational Context Part I. Critical Literary, Historical Narrative, and Transformative Pedagogy Chapter 1. From Duvalierism to Dechoukal in The Dew Breaker: The Frame of Evil Chapter 2. "We are the Haitian Think Tank" Chapter 3. Genre Theory and Teaching the Work of Edwidge Danticat Chapter 4. StoryCorps: Incorporating Local Oral History Collections in the Classroom Part II. Gender Alliance, Pedagogy, and Engaged Learning Chapter 5. (Re) Writing the Black Female Body or Cleansing Body or Cleansing Her Soul Chapter 6. Teaching Krik? Krak! Female Mentorship Chapter 7. Teaching Inclusiveness & Understanding: Edwidge Danticat's Breath, Eyes, Memory Part III. The Global Classroom, Transnational Community, and Cross-Cultural Communication Chapter 8. Teaching through Resistance: Reading Danticat's Brother, I'm Dying in American Classrooms Chapter 9. Brother, I'm Dying as a Community Text Chapter 10. Teaching Edwidge Danticat's Brother, I'm Dying and The Farming of Bones Chapter 11. Teaching Edwidge Danticat's Krik? Krak! Through Global Learning Classrooms Part IV. Citizen-Artist and Teaching as Activism Chapter 12. Citizen-Artist and the Public Sphere Chapter 13. Teaching Edwidge Danticat's Create Dangerously: The Immigrant Artist at Work Chapter 14. Dangerous Creations: College Writing Using Danticat's Create Dangerously as a Force for Activism in the World Chapter 15. When the Periphery Comes to the Center: From Writing Across the Curriculum to Public Sphere Pedagogy Chapter 16. Human Suffering and Social Evil, and the Possibility of Hope and Peace in Edwidge Danticat's The Dew Breaker and The Farming of Bones
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