Disciplinary containment: whiteness and the academic scarcity narrative

ABSTRACT

Amid rising controversy around the alleged distinctions between merit and excellence lies a familiar refrain, scarcity. The narrative of academic scarcity, proclaiming the insufficient numbers of scholars and academics of color, permeates conversations in higher education. We suggest that the academic scarcity narrative, a remnant of stagnant logics of diversity, circulates as a contemporary mechanism of what we name disciplinary containment. Extending disciplinary conversations around rhetorical containment, we argue that disciplinary containment perpetuates whiteness.     

Effects of Multimedia versus Live Professional Development on Teachers’ and Students’ Performance Related to the Question Exploration Routine

In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face-to-face professional development, including discussion, feedback, and collaboration. In both studies, teachers’ posttest scores related to their knowledge of the Question Exploration Routine and their plans for using it were significantly higher than their pretest scores. In Study 2, both groups’ posttest scores with regard to implementation and planning of the routine were significantly greater than their pretest scores. There were no significant differences between the groups at posttesting on any measure. The posttest knowledge scores of the whole groups of students and the subgroups of students with LD being taught by both groups of teachers were significantly higher than their pretest scores. All teachers indicated that they were satisfied with the training and the routine. VW teachers in both studies indicated that they were satisfied with the software program.     

Correction to: Feedback-seeking behavior in second language writing: motivational mechanisms

Reading and Writing - The original publication of the article contained errors in the tables.     

Comics and the Modern Library Catalog: New Rules for Breaking the Rules

Scholarly and curricular uses of comics extend to many disciplines in higher education, resulting in increased demand for institutional access to such materials. Despite nearly twenty years of justification in the literature for inclusion of such materials in libraries, there are not widely adopted conventions or models for engaging in the business of a comics collection. At San Diego State University, this presented an opportunity to pioneer new modes of access, from cataloging and organization to storage and retrieval. This article explores the process of making a collection of floppy comics accessible alongside a theoretical discussion of cataloging shortcomings and opportunities.