The Function of English in Wartime: A Symposium

Shattuck, Marquis E.; Jewett, Ida A.; Anderson, Harold A.; Weeks, Ruth Mary; Cross, E. A.; Camenisch, Sophia C.; Cook, Luella B.; Green, Ward H.; Sheridan, Mark A.; Cross, Neal; Roberts, Holland D.; Smith, Dora V.; Barnes, Walter; Herzberg, Max J.; Monroe, Eason; Rand, Helen; Tressler, J. C.; Domincovich, H. A.; LaBrant, Lou; Appy, Nellie

doi:10.2307/805334

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…First, we see conversations among disciplines (especially psychology and education) prescribing a new educational approach, one that "engages." Additionally, seeing the fascist, propagandabased machine in Europe as Hitler and Mussolini rose to power, it became a way of differentiate the US education system from that of the Nazis (Beck, 1944;Brunauer, 1935;Fountain, 1940;Ogden, 1944;Shattuck et al, 1942;Tilley, 1940). Moreover, interest became a way to more meticulously surveil students via their coursework.…”

Section: Resultsmentioning

confidence: 99%

Previously Engaged: A Foucauldian Genealogy of Student Engagement in College-Level Writing

Cruz¹

2019

Proceedings of the 2019 AERA Annual Meeting

View full text Add to dashboard Cite

ObjectivesIn "What our Present is," Foucault describes barbarous words, words which may have become so familiar to us that they "say many things at once or they say nothing at all" (1989, p. 413). One such barbarous term that has taken center stage in the educational landscape is "student engagement." It has been described as "an overarching educational ethos" (Quin, 2017, p. 345); however, it has also been suggested that engagement can be used to explain almost everything that students do (or do not do) in school, and by explaining everything, it truly explains nothing at all (Fredericks, Filsecker, & Lawson, 2016). A genealogy problematizes and denaturalizes those practices which are taken for granted, those practices most barbarous to us (Foucault, 1995(Foucault, /1977Foucault, 1984;Koopman, 2013). It also examines the power structures present in the taken for granted (Dreyfus & Rabinow, 1983;Foucault, 1980;Foucault, 1982; O' Farrell, 2005), exploring who benefits from a certain practice becoming naturalized in the first place. This genealogy confronts student engagement in higher education, building upon its problematic nature as identified by Fredericks et al. ( 2016), but also those observations raised by Eccles (2016) and Trowler (2011), namely that there seems to be no unifying concept of what student engagement is or should be.

show abstract

Section: Resultsmentioning

confidence: 99%

Previously Engaged: A Foucauldian Genealogy of Student Engagement in College-Level Writing

Cruz¹

2019

Proceedings of the 2019 AERA Annual Meeting

View full text Add to dashboard Cite

show abstract

The Function of English in Wartime: A Symposium

Cited by 1 publication

References 0 publications

Previously Engaged: A Foucauldian Genealogy of Student Engagement in College-Level Writing

Previously Engaged: A Foucauldian Genealogy of Student Engagement in College-Level Writing

Contact Info

Product

Resources

About