The professional journal for the college teacher-scholar
Vol. 81, No. 1, September 2018
Kathryn Johnson Gindlesparger
The genre of the study-abroad blog prompts students who are studying abroad to identify with marginalized populations they encounter during the travel experience, a practice that is particularly exigent amid the increasing commercialization of the study-abroad industry. To understand the conventions and ethical implications of the genre, the author examines an advice column on blogging abroad and students’ reflections on their own writing from a recent study-abroad course. The blog conventions show that students are encouraged to use the misfortune of others to affirm their own privilege, while the interviews suggest that students need more support in responding to the complex cultural conditions of study abroad. To challenge the conventions of the study-abroad blog and ultimately the ideologies that contribute to the genre, faculty members leading students abroad should undertake pedagogical practices that encourage “empathic unsettlement.”
This article extends methods for transnational literacy research by addressing the affective dynamics of migrant labor. It explores conditions for literacy not visible in the logics of accumulation and claims that one place for affects in literacy studies may be in the spatial and temporal locations of loss. Drawing on ethnographic research with Filipino labor migrants participating in brain drain migration, the article examines literacy remains: affective responses to the losses experienced in the pursuit of transnational literacy. In doing so, the article highlights the possibilities for literacy in accounting for the failures of the nation-state to provide for the welfare of its citizens.
Elizabeth Ellis Miller
This essay explores the rhetorical depreciation of a key Civil Rights genre, the freedom song. When many activists rallied around Black Power in the mid 1960s, the freedom song genre depreciated in value as a mode of direct action. Studying this moment in the genre's history reveals that some genre users recognized this depreciation and sought to intervene, working to repurpose the freedom song for new actions suitable for the changes in context and exigency. This essay examines one of these responses, a 1968 songbook titled Freedom Is a Constant Struggle, collected by Guy and Candie Carawan. I argue that the Carawans turned to the available genre of the songbook in an effort to shift the songs toward memory and, in so doing, circulated arguments about how to use the songs to remember and the kinds of Civil Rights Era memories these songs should be used to cultivate.