Overview

How many of us have difficulty remembering specific moments of learning in classrooms but vividly recall gaining knowledge through experiences outside our college or university walls? In the long term, how distinctive and memorable are the courses that remain within traditional spaces and follow a well-worn path toward teaching and learning? Public Pedagogy in Composition Studies demonstrates how theories of public pedagogy can help composition specialists relocate teaching and learning within local public contexts beyond the classroom or campus, where true learning and transformation take place through the dissonances between people and places. Ashley J. Holmes argues for public approaches to pedagogy and administration based on comparative analyses of three case studies conducted within the writing programs at Oberlin College, Syracuse University, and the University of Arizona. After analyzing competing theories of public pedagogy, she highlights specific composition pedagogies that invite students to go public, provides administrative strategies for going public in writing programs, demonstrates the value of drawing on institutional histories to support public pedagogies, and addresses some of the affective responses that may arise for students, community partners, and teachers when we situate our pedagogies in public sites beyond the classroom, suggesting a model of reciprocal care. In a cultural context that questions the relevance of much college instruction, Holmes recognizes that “we need to demonstrate our worth in material ways that positively impact our communities and that publicly document our efforts.”

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Ashley J. Holmes is an Associate Professor of English in the Rhetoric and Composition Program and Director of the Writing Across the Curriculum program at Georgia State University in downtown Atlanta. She teaches undergraduate and graduate courses in composition theory and pedagogy, public and visual rhetoric, and digital writing and production. Her book Public Pedagogy in Composition Studies was published through the Conference on College Composition and Communication's Studies in Writing and Rhetoric Series in 2016. She also has published peer-reviewed essays in English Journal, Community Literacy Journal, Reflections, Kairos, and Ubiquity, as well as several edited collections, and is currently Topoi Section Co-Editor of the journal Kairos. Prior to starting at GSU in August 2012, She graduated with my Ph.D. in Rhetoric, Composition, and the Teaching of English from the University of Arizona. After earning her B.A. and M.A. in English at North Carolina State University in Raleigh, she worked for three years as a lecturer in the English Department at Elon University in central North Carolina.

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