Teaching Through the Archives

Text, Collaboration, and Activism
Argues for the critical, intellectual, and social value of archival instruction. Contributors examine how undergraduate and graduate courses in rhetoric, history, community literacy, and professional writing can successfully engage students in archival research in its many forms, and successfully model mutually beneficial relationships.
Disruptive pedagogies for archival research

In a cultural moment when institutional repositories carry valuable secrets to the present and past, this collection argues for the critical, intellectual, and social value of archival instruction. Graban and Hayden and 37 other contributors examine how undergraduate and graduate courses in rhetoric, history, community literacy, and professional writing can successfully engage students in archival research in its many forms, and successfully model mutually beneficial relationships between archivists, instructors, and community organizations.

Combining new and established voices from related fields, each of the book’s three sections includes a range of form-disrupting pedagogies. Section I focuses on how approaching the archive primarily as textfosters habits of mind essential for creating and using archives, for critiquing or inventing knowledge-making practices, and for being good stewards of private and public collections. Section II argues for conducting archival projects as collaboration through experiential learning and for developing a preservationist consciousness through disciplined research. Section III details praxis for revealing, critiquing, and intervening in historic racial omissions and gaps in the archives in which we all work.

Ultimately, contributors explore archives as sites of activism while also raising important questions that persist in rhetoric and composition scholarship, such as how to decolonize research methodologies, how to conduct teaching and research that promote social justice, and how to shift archival consciousness toward more engaged notions of democracy. This collection highlights innovative classroom and curricular course models for teaching with and through the archives in rhetoric and composition and beyond.

Contributor: Tarez Samra Graban (Edited by), Wendy Hayden (Edited by), Jennifer Enoch (Contributions by), Michael-John DePalma (Contributions by), Beth L. Goldstein (Contributions by), Jane Greer (Contributions by), Jeanne Law Bohannon (Contributions by), Tiffany Atwater (Contributions by), Andrea Jackson Gavin (Contributions by), Megan Keaton (Contributions by), Ellen Cecil-Lemkin (Contributions by), Glenn Newman (Contributions by), Lynée Lewis Gaillet (Contributions by), Michelle McMullin (Contributions by), Courtney Rivard (Contributions by), James P. Beasley (Contributions by), Michelle S. Hite (Contributions by), Robert Spindler (Contributions by), Tamar Chute (Contributions by), Patricia A. Sullivan (Contributions by), Ellen Cushman (Contributions by), Laura Proszak (Contributions by), Laura Kissel (Contributions by), Katherine H. Adams (Contributions by), Lisa Mastrangelo (Contributions by), Robert A. Schwegler (Contributions by), Ryan Skinnell (Foreword by), Holly A. Smith (Contributions by), Shirley K Rose (Contributions by), Jenna Morton-Aiken (Contributions by), Sarah M. Dorpinghaus (Contributions by), Travis Maynard (Contributions by), Shiloh Gill Garcia (Contributions by), Lisa Shaver (Contributions by), Erin Brock Carlson (Contributions by), Jonathan Buehl (Contributions by), Janice W. Fernheimer (Contributions by), Douglas A. Boyd (Contributions by), Katherine E. Tirabassi (Contributions by)

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