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Bradbury Kelly Susan - Reimagining popular notions of American intellectualism : literacy, education, and class

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Bradbury Kelly Susan Reimagining popular notions of American intellectualism : literacy, education, and class
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The image of the lazy, media-obsessed American, preoccupied with vanity and consumerism, permeates popular culture and fuels critiques of American education. In Reimagining Popular Notions of American Intellectualism, Kelly Susan Bradbury challenges this image by examining and reimagining widespread conceptions of American intellectualism that assume intellectual activity is situated solely in elite institutions of higher education. Bradbury begins by tracing the origins and evolution of the narrow views of intellectualism that are common in the United States today. Then, applying a more inclusive and egalitarian definition of intellectualism, she examines the literacy and learning practices of three non-elite sites of adult public education in the U.S.: the nineteenth-century lyceum, a twentieth-century labor college, and a twenty-first-century GED writing workshop. Bradbury argues that together these three case studies teach us much about literacy, learning, and intellectualism in the United States over time and place. She concludes the book with a reflection on her own efforts to aid students in recognizing and resisting the rhetoric of anti-intellectualism that surrounds them and that influences their attitudes and actions. Drawing on case studies as well as Bradburys own experiences with students, Reimagining Popular Notions of American Intellectualism demonstrates that Americans have engaged and do engage in the process and exercise of intellectual inquiry, contrary to what many people believe. Addressing a topic often overlooked by rhetoric, composition, and literacy studies scholars, it offers methods for helping students reimagine what it means to be intellectual in the twenty-first century.--

This book calls us to rethink what it means to practice intellectualism in the twenty-first century. It surveys the evolution of contemporary limited notions of intellectualism and then reexamines the literacy and learning practices of three nonelite sites of adult public education in light of a more inclusive definition of intellectualism-- Read more...
Abstract: The image of the lazy, media-obsessed American, preoccupied with vanity and consumerism, permeates popular culture and fuels critiques of American education. In Reimagining Popular Notions of American Intellectualism, Kelly Susan Bradbury challenges this image by examining and reimagining widespread conceptions of American intellectualism that assume intellectual activity is situated solely in elite institutions of higher education. Bradbury begins by tracing the origins and evolution of the narrow views of intellectualism that are common in the United States today. Then, applying a more inclusive and egalitarian definition of intellectualism, she examines the literacy and learning practices of three non-elite sites of adult public education in the U.S.: the nineteenth-century lyceum, a twentieth-century labor college, and a twenty-first-century GED writing workshop. Bradbury argues that together these three case studies teach us much about literacy, learning, and intellectualism in the United States over time and place. She concludes the book with a reflection on her own efforts to aid students in recognizing and resisting the rhetoric of anti-intellectualism that surrounds them and that influences their attitudes and actions. Drawing on case studies as well as Bradburys own experiences with students, Reimagining Popular Notions of American Intellectualism demonstrates that Americans have engaged and do engage in the process and exercise of intellectual inquiry, contrary to what many people believe. Addressing a topic often overlooked by rhetoric, composition, and literacy studies scholars, it offers methods for helping students reimagine what it means to be intellectual in the twenty-first century.--

This book calls us to rethink what it means to practice intellectualism in the twenty-first century. It surveys the evolution of contemporary limited notions of intellectualism and then reexamines the literacy and learning practices of three nonelite sites of adult public education in light of a more inclusive definition of intellectualism

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KELLY SUSAN BRADBURY TEACHES WRITING and rhetoric at the University of Colorado - photo 1

KELLY SUSAN BRADBURY TEACHES WRITING and rhetoric at the University of Colorado Boulder. Her work has appeared in The Best of the Independent Rhetoric and Composition Journals 2012, Community Literacy Journal, Computers and Composition, and Journal of Teaching Writing.

Acknowledgments

THE INSPIRATION FOR THIS BOOK has always been my students. I have been lucky enough to work with many over the years, and to work with them in both college and community classrooms. It is their brilliance, their passion, and their stories that have motivated and guided me in my work. I am thankful for them and for all they have taught me. I am grateful, in particular, for the students who have allowed me to share their thoughts and their stories in this book, including those at the Lindberg Center and those at the College of Staten Island, especially Dhiwya, Gina, Kawsar, Joseph, and Lucinda.

Writing this book has been among the hardest and most humbling of my accomplishments, and it would not have been possible were it not for my mentors and peers. Michael Keller deserves special thanks for being my first intellectual mentor and for encouraging me to pursue a thesis project on anti-intellectualism that greatly informed this work. I owe much, also, to Kay Halasek and Beverly Moss, who offered meaningful feedback, support, and encouragement, and who continue to serve as personal as well as professional mentors. I am most indebted to Harvey J. Graff for introducing me to literacy studies, believing in this project from the start, and patiently guiding me through its development. As my advisor and mentor, he gave generously of his time and challenged me as a scholar, and for that I am eternally grateful. I cannot thank enough my Ohio State cohort, who not only supported me in the writing of this project, but who also have helped me grow personally and professionally. For their time, support, generosity, and friendship, I thank in particular Sheila Bock Alarid, Katie Comer, Michael Harker, Wendy Wolters Hinshaw, and Kate White.

My work on this project has been supported, in part, by several research grants. For giving me time and money to research and write, I thank Ohio States Graduate School and Center for the Study and Teaching of Writing, the American Association of University Women, and the Professional Staff Congress of the City University of New York (CUNY). For his editorial guidance and support I thank Karl Kageff of Southern Illinois University Press. I am indebted, also, to the reviewers who read my work carefully and generously and provided feedback that helped shape and strengthen the project.

I give thanks, too, to my family. Together, my parents and siblings are my foundation. They have loved me unconditionally, supported me generously,and demonstrated genuine faith in me. They have always been my biggestand loudestcheerleaders.

And finally, I give thanks for the loves of my life. Scot and I met as graduate students pursuing our individual intellectual interests; since then, we have partnered on a new journey, one for which we challenge and support each other in the most meaningful ways. Our children, Jack and Evelyn, have opened our hearts and our minds and truly inspired us to reimagine our lives. We wish for them a life full of exploration and opportunity.

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