... Survey .” In Alberti 1995, 119 -207. Dangarembga, Tsitsi. 1989 . Nervous Conditions . Seattle: Seal Press. ———. 1992 . Interview by Jane Wilkinson. In Talking with African Writers , ed. Jane Wilkinson, 188 -98. London: James Currey. Goebel, Bruce A. 1995 . “ Imagining Difference: Textual...

... Shohat, 420 -44. Minneapolis: University of Minnesota Press. Arac, Jonathan. 1999 . “Why Does No One Care about the Aesthetic Value of Huckleberry Finn?” New Literary History 30 : 769 -84. Dangarembga, Tsitsi. 1988 . Nervous Conditions . London: Women's. Gallagher, Susan VanZanten. 2001...

... Stories . New York: Penguin. Dangarembga, Tsitsi. 1988 . Nervous Conditions . London: Women's. Delbanco, Andrew. 1999 . “The Decline and Fall of Literature.” New York Review of Books , 4 November 1999, 32 -38. Gallagher, Susan VanZanten. 2001 . “Contingencies and Intersections...

... Sully all published major texts on the sciences of the mind that year, and the important Journal of Nervous and Mental Disease was also founded in 1874. On the other hand, articles in periodicals also reported that 1874 had been a good year for certain flowers to flourish, that roses had...

... to be experiencing no trouble at all. The peer tutor, Sara, who was circulating around the room, saw that Max was having trouble. “I noticed Max looking nervous over in his seat so I went over to see what I could help him with. His partners, Kim and Adrianne, already had their computers set up and were...

... room for only one female Harlem Renaissance writer — should it be Zora Neale Hurston or Nella Larsen? Over a decade ago, one scholar commented: “Anxious to put the exclusions of the past behind, we practice a nervous politics of proportional representation” (Dasenbrock 1999: 692). Surely...

... Dangarembga s Nervous Conditions (1988) raises in light of multiculturalism and postcolonial theory. Kate Ronald and Kathy Overhulse Smith take up Marshall Gregory s notion of teacherly ethos, particularly his notion of befriending. Whereas Ronald attempts to stretch his concepts to include the necessity...

... “a good deal of autonomy and control over their teaching and research.” Otherwise, he warns, “academic quality will decline” (16). Because I am easily made nervous by intelligent analyses of scary international situations, I was somewhat surprised at my optimistic response to Professor...

.... Lytle Clifford M. . 1998 . The Nations Within: The Past and Future of American Indian Sovereignty . Austin : University of Texas Press . Eck Lisa . 2008 . “ Thinking Globally, Teaching Locally: The ‘Nervous Conditions’ of Cross-Cultural Literacy .” College English 70 : 578 – 97...

... piece “The Nervous System” (45). 548  pedagogy Yet, Jung warns, disruption is not enough. Without sufficient physical and psychological space to investigate the silences and gaps in our writing, disruptions can remain “unexplored revisionary moments” (57). Students are particularly...

... Nervous Con- ditions, Gallagher effectively demonstrates how material conditions, acci- dental encounters, pragmatic needs, and ethical commitments all influence the formation of pedagogical canons (54). But even more important for Gallagher, the case of Nervous Conditions illustrates how pedagogy...

... much they are responsi- ble for coverage. They get especially nervous when faced with teaching a Beowulf to Virginia Woolf survey, for the corpus to be covered seems impossibly large. In recent years the pedagogical aim of coverage has been severely questioned, and rightly so. After all, it may...

... to be twice that long. I was nervous and sweating. I had a notepad in front of me that was void of notes. I was unclear about practically everything the professor had said, so when he dismissed the dense horde of students, I quickly walked up the stairs to the podium, thinking the professor surely...

... nervous about introduc- ing somaesthetics into their open classroom may find it easier to introduce it to the class student by student. Alternatively, instead of proposing somaes- thetic composition to all students, during one-­on-­one conferences, instruc- tors may propose somaesthetic techniques...

... beginning of his or her teaching career, coming into a class session so nervous, so insecure, clinging so desperately to the teaching plan that he or she was up late working on the night before that a sort of glass wall descends and the teacher and the students remain as remote from each other...

... nervous about sharing their writ- ing beyond the classroom, but nine students agreed to join. We were ready for the next step soliciting faculty feedback. At our monthly department meeting, faculty received packets with student drafts, my draft, optional rubrics, and a survey. As I d done with my...

...: “We don’t have a lot of experience, so we’re a little nervous about the outcome, and we want to represent the students and we want to represent the subject the best we can. But at the same time, we don’t feel like we totally know where we’re going or what we’re doing, so it’s a process...

... proposed an interpretation of a passage and a few other students had jumped in and built on your idea. I remember my heart thumping because I had this other idea based on the fact that I felt it to be an allusion to a biblical passage and I felt nervous Rochelson...

... their knowledge of a given subject? (113). End each class by telling your students what to think about for next time, thus generating one or two questions with which to open your subsequent class. Somewhat nervous about the political classroom, Parini addresses this subject ambivalently, briefly toward the end...

... their knowledge of a given subject? (113). End each class by telling your students what to think about for next time, thus generating one or two questions with which to open your subsequent class. Somewhat nervous about the political classroom, Parini addresses this subject ambivalently, briefly toward the end...