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Volume 20, Issue 1
January 1, 2020
Pedagogy Cover Image for Volume 20, Issue 1
Issue Editors
Daniel P. Richards
Daniel P. Richards
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Louise Wetherbee Phelps
Louise Wetherbee Phelps
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ISSN 1531-4200
EISSN 1533-6255
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On Ideological Transparency

A Note from the Founding Coeditors
Jennifer L. Holberg; Marcy Taylor
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Articles

Guest Editors’ Introduction: Ideological Transparency across Landscapes of Learning
Daniel P. Richards; Louise Wetherbee Phelps
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Rhetoric on the Edge of Cunning Revisited: Of Truth and Lies in an Extra Urgent Sense
Karen L. Kopelson
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From Cow Paths to Conversation: Rethinking the Argumentative Essay
Laura Aull; Valerie Ross
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Looking for Middle Ground at Middlebury College: Campus Controversies, Local Exigencies, and the English Classroom
Shawna Shapiro; James Chase Sanchez
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The Limitations of Liberation in the Classroom: Lessons from Minnie Bruce Pratt
Kate Navickas
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“Just to Get the Grade”: Learning Ecologies and Invisible Student Resistance
Melody Pugh
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Containing Multitudes: Empathy, Contradictions, and Opaque Ideologies
Kristopher M. Lotier
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Threat Assessment: Women of Color Teaching Ideological Critique in the Neoliberal Classroom
Gena E. Chandler; Jennifer Sano-Franchini
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Rethinking Student Resistance from a Developmental Perspective: A Case Study Based on a 2016 Ballot Initiative Portfolio Project
Dana Harrington; Anne C. Wheeler
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How to Teach Gender to Students Who Didn’t Know They Had One
Glenn Michael Gordon
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Cripping Neutrality: Student Resistance, Pedagogical Audiences, and Teachers’ Accommodations
Ai Binh T. Ho; Stephanie L. Kerschbaum; Rebecca Sanchez; Melanie Yergeau
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The Possibilities of Uncertainty: Digital Archives as Cunning Texts in a First-Year Composition Curriculum
Joshua Daniel-Wariya; Lynn C. Lewis
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Thinking Critically, Thinking Again in Core Literature
Miriam Marty Clark
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Predicting Futures, Performing Feminisms: Chronology and Ideology in Composition Classrooms
Eric Detweiler; Kate Lisbeth Pantelides
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From Commonplaces to Consciousness: Threshold Concepts, Conceded Authority, and the Critical Potential of Rhetorical Writing Instruction
Jerry Stinnett
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Review

Why Johnny Can (and Should) Write Essays: A Case for an Essay-centric Writing Curriculum
Jenny Spinner
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Contributors

Contributors
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