Drawing on nearly a decade of experience at the University of Washington, the authors argue for a reorientation of graduate curricula and pedagogy through publicly engaged forms of scholarship. Recognizing that the claims mobilized around public scholarship are necessarily local and situational, they suggest that public scholarship is best understood as organizing language that can align and articulate convergent interests rather than standardize or normalize them. This approach to public scholarship cuts against the disciplinary-professional mandates of most graduate curriculum since it requires both diversified forms of professionalization and pragmatic commitments to institutional change.
graduate curriculum, public scholarship, professional development, community-based learning, portfolios, interdisciplinarity, institutional change, diversity
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© 2014 by Duke University Press
Issue Section:Cluster on Graduate Education in English Studies