The Assembled Self: Performative Authenticity and the College Admissions Essay
This project examines the complex assemblage of texts and voices (the Common Application, college essay how-to books, admissions blogs, university admissions websites, etc) that shape how students understand the peculiar rhetorical situation of the college admissions essay. It argues the rhetorical situation itself interpellates the subject position of “applicant," complicating the seemingly benign expectation that writers present an "authentic" self through their essay. This research critically investigates and complicates a space where the products of writing directly shape access to institutions of higher education.
Project Directions: Data collection, analysis, and drafting.
Project Directions: Data collection, analysis, and drafting.
Survivor Agency and the Mandatory Reporter
This project provides recommendations for Writing Program Administrators (WPAs) who oversee the training and professional development of First Year Writing (FYW) instructors on the Title IX mandatory reporter status. It points to the need to include in mandatory reporter training the voices, experiences, and perspectives of survivors and survivor advocates, along with the more common institutional perspectives.
Project directions: Part of a proposed panel for the 2018 Watson Conference with Lauren Bretnell and Elise Page Dixon; article draft in progress.
Project directions: Part of a proposed panel for the 2018 Watson Conference with Lauren Bretnell and Elise Page Dixon; article draft in progress.
Complicating the Canon: The Works of Simone de Beauvoir
This project seeks to problematize the processes of canonization by looking at the sociocultural contexts that shaped Simone de Beauvoir into the feminist we know her as today, arguing that, ironically, this construction as feminist has limited the impact of the vast body of her work.
Project directions: Article draft in progress.
This project seeks to problematize the processes of canonization by looking at the sociocultural contexts that shaped Simone de Beauvoir into the feminist we know her as today, arguing that, ironically, this construction as feminist has limited the impact of the vast body of her work.
Project directions: Article draft in progress.
Beauvoir and New Materialism
This project seeks to expand emerging attempts to write Simone de Beauvoir's intellectual genealogy into new and generative futurities. Following the revisionist works of key Beauvoir scholars such as Toril Moi, Margaret A. Simons, and Sonja Kruks and building on work by New Materialists such as Rosi Braidotti, Jane Bennett, and Karan Barad, we seek to show the ways in which an expanded reading of Beauvoir, particularly of The Ethics of Ambiguity, might provide new potentials for critical engagement with her work.
Project directions: Part of a presentation proposal for the 2018 Simone de Beauvoir Society Conference with Derek Mkhaiel.
A Pedagogy of Imagination: Speculative and Materialist Approaches to the Writing Classroom
This project seeks to build on critical pedagogical approaches by applying Maxine Greene's existentialist, imaginative pedagogy to theoretical frameworks of speculative and materialist feminisms. It sees the use of imagination, speculative futurity, and materially-oriented social justice approaches to classroom practices and curriculum construction as being particularly kairotic given the urgency of critically thinking about and addressing social and environmental problems in the 21st century.
Project directions: Part of a panel proposal for CCCCs 2019 with Derek Mkhaiel; article draft in progress.
Project directions: Part of a panel proposal for CCCCs 2019 with Derek Mkhaiel; article draft in progress.