This introduction frames this special issue on ideological transparency by contextualizing the original call for papers within our sociopolitical moment and outlining how various themes emerged — or did not — from the articles included. The editors posit that more nuance is needed in the justifications for how, why, and whether or not teachers of writing and literature inflect their own politics in class.
Guest Editors’ Introduction: Ideological Transparency across Landscapes of Learning
Daniel P. Richards is associate professor of technical communication and rhetoric at Old Dominion University. He is coeditor of Posthuman Praxis in Technical Communication (2018) and editor of On Teacher Neutrality: Politics, Praxis, and Performativity (2019). His work has appeared in the Journal of Business and Technical Communication, Technical Communication Quarterly, Communication Design Quarterly, Composition Forum, and several edited collections. His current research is split between the politics of writing instruction and communicating environmental risks to the public.
Louise Wetherbee Phelps is emeritus professor of writing and rhetoric at Syracuse University and scholar-in-residence in rhetoric and writing at Old Dominion University, where she has taught and mentored doctoral students since retiring in 2009. Her publications in rhetoric and composition/writing studies range from Composition as a Human Science (1988) and numerous journal articles and chapters to the coauthored book Cross-Border Networks in Writing Studies (2017). Her most recent writing focuses on literacy and aging and the development of professional identity over the trajectory of a career. She currently works in the profession to support life-span career development and promote cross-generational communication and connections.
Daniel P. Richards, Louise Wetherbee Phelps; Guest Editors’ Introduction: Ideological Transparency across Landscapes of Learning. Pedagogy 1 January 2020; 20 (1): 3–11. doi: https://doi.org/10.1215/15314200-7878936
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