Navigating Cultural Memory
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Navigating Cultural Memory
"A friend of mine asked me to accompany him to visit a young woman in her twenties named Kayitesi. At the time, in April 2007, Kayitesi lived in rural Kigali with two siblings. Kayitesi's parents and many of her relatives were killed during the genocide perpetrated against the Tutsi in Rwanda in 1994. The genocide took place in the central and eastern African country of Rwanda when radical Hutu youth militias and Hutu political elites targeted and killed the Tutsi for about three months, between April and July. The Hutus and some foreigners who protected the Tutsi or opposed the genocidal violence were also killed"--
Navigating Landscapes of Mediated Memory
This volume was first published by Inter-Disciplinary Press in 2011.
Language, Culture, Identity and Citizenship in College Classrooms and Communities
Language, Culture, Identity and Citizenship in College Classrooms and Communities examines what takes place in writing classrooms beyond academic analytical and argumentative writing to include forms that engage students in navigating the civic, political, social and cultural spheres they inhabit. It presents a conceptual framework for imagining how writing instructors can institute campus-wide initiatives, such as Writing Across Communities, that attempt to connect the classroom and the campus to the students’ various communities of belonging, especially students who have been historically underserved. This framework reflects an emerging perspective—writing across difference—that challenges the argument that the best writing instructors can do is develop the skills and knowledge students need to make a successful transition from their home discourses to academic discourses. Instead, the value inherent in the full repertoire of linguistic, cultural and semiotic resources students use in their varied communities of belonging needs to be acknowledged and students need to be encouraged to call on these to the fullest extent possible in the course of learning what they are being taught in the writing classroom. Pedagogically, this book provides educators with the rhetorical, discursive and literacy tools needed to implement this approach.