The DOI matches its Crossref record.
And Gladly Teach: The Archival Turn’s Pedagogical Turn
Abstract
This essay explores how undergraduate rhetoric and composition courses incorporate archival research. It reviews a number of assignments described in recent publications where students undertake archival research to recover lost voices, (re)read the archive as a source of public memory, and create their own archives. These assignments demonstrate a feminist pedagogy of undergraduate archival literacy in emphasizing the feminist values of collaboration, invitation, and activism in local contexts. Finally, this essay shows how students who develop the kind of archival literacy discussed in this essay often transform their definitions and practice of academic research, while professors who teach such assignments often transform their definitions and practice of undergraduate research.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Hayden (2017) notes that archival assignments often trouble public memory.
“Wendy Hayden (2017) notes that archival assignments often trouble public memory, and students commented that the materials challenged what they had been told about the Black Panther Party, which they had seen portrayed as singularly violent and dangerous.”
From Archives at the Margins: Toward a Liberatory Pedagogy in Anthropology (2022) · cites this paper as Hayden 2017
Teaching with archival materials can support inquiry-based learning.
“Teaching with archival materials can support inquiry-based learning (Hayden 2017), and the SCL packet supported my efforts to shift this large-enrollment course away from a conventional lecture-plus-exam format and offer opportunities for student-directed learning.”
From Archives at the Margins: Toward a Liberatory Pedagogy in Anthropology (2022) · cites this paper as Hayden 2017
Citations
Cited by
Sorted by citations
Archives at the Margins: Toward a Liberatory Pedagogy in Anthropology
Jenks, A. (2022) · Cultural Anthropology · doi:10.14506/ca37.3.02 · Cited by 5
Metadata
- Authors
- Hayden, W.
- Venue
- College English
- Published
- 2017-11-01
- Volume
- 80
- Issue
- 2
- Pages
- 133-158
- ISSN
- 0010-0994
- 2161-8178
- Cited by
- 18
- References
- 0
- Language
- en
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
