Shared Landscapes, Contested Borders: Locating Disciplinarity in an MA Program Revision

Whitney Douglas; Heidi Estrem; Kelly Myers; Dawn Shepherd

Shared Landscapes, Contested Borders: Locating Disciplinarity in an MA Program Revision

Boise State University

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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Abstract

It is not unusual to consider a discipline spatially as a "space defined or touched by a particular characteristic or force" (Wardle and Downs, this collection, emphasis added). This conceptualization makes visible the metaphor at play here: territories are demarcated and differentiated from neighboring environments by borders that can be more or less visible. In this chapter, we use our experience as faculty members invested in a substantive revision of an MA program revision to explore how that process of delineation opens up new questions about disciplinarity. We sought to create a generous curricular space within an MA degree, one that accounted for our own disciplinary expertise, the needs and interests of our students, and the vision of our university. As we did so, we were also constructing a curricular map of what Rhetoric and Composition looks like in the "locus of situated, locally responsive, socially productive, problem-oriented knowledge production" that MA-granting institutions might provide (Vandenberg and Clary-Lemon 2010, 258).

Original language	American English
Title of host publication	Composition, Rhetoric, and Disciplinarity
Subtitle of host publication	Traces of the Past, Issues of the Moment, and Prospects for the Future
Editors	Rita Malenczyk, Susan Miller-Cochran, Elizabeth Wardle, Kathleen Blake Yancey
Chapter	11
Pages	225-242
Number of pages	18
State	Published - 2018

EGS Disciplines

Curriculum and Instruction
English Language and Literature
Higher Education
Rhetoric and Composition

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https://scholarworks.boisestate.edu/english_facpubs/333/License: Other

Cite this

Douglas, W., Estrem, H., Myers, K., & Shepherd, D. (2018). Shared Landscapes, Contested Borders: Locating Disciplinarity in an MA Program Revision. In R. Malenczyk, S. Miller-Cochran, E. Wardle, & K. Blake Yancey (Eds.), Composition, Rhetoric, and Disciplinarity: Traces of the Past, Issues of the Moment, and Prospects for the Future (pp. 225-242) https://scholarworks.boisestate.edu/english_facpubs/333/

Douglas, Whitney ; Estrem, Heidi ; Myers, Kelly et al. / Shared Landscapes, Contested Borders : Locating Disciplinarity in an MA Program Revision. Composition, Rhetoric, and Disciplinarity: Traces of the Past, Issues of the Moment, and Prospects for the Future. editor / Rita Malenczyk ; Susan Miller-Cochran ; Elizabeth Wardle ; Kathleen Blake Yancey. 2018. pp. 225-242

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title = "Shared Landscapes, Contested Borders: Locating Disciplinarity in an MA Program Revision",

abstract = "It is not unusual to consider a discipline spatially as a {"}space defined or touched by a particular characteristic or force{"} (Wardle and Downs, this collection, emphasis added). This conceptualization makes visible the metaphor at play here: territories are demarcated and differentiated from neighboring environments by borders that can be more or less visible. In this chapter, we use our experience as faculty members invested in a substantive revision of an MA program revision to explore how that process of delineation opens up new questions about disciplinarity. We sought to create a generous curricular space within an MA degree, one that accounted for our own disciplinary expertise, the needs and interests of our students, and the vision of our university. As we did so, we were also constructing a curricular map of what Rhetoric and Composition looks like in the {"}locus of situated, locally responsive, socially productive, problem-oriented knowledge production{"} that MA-granting institutions might provide (Vandenberg and Clary-Lemon 2010, 258).",

author = "Whitney Douglas and Heidi Estrem and Kelly Myers and Dawn Shepherd",

year = "2018",

language = "American English",

pages = "225--242",

editor = "Rita Malenczyk and Susan Miller-Cochran and Elizabeth Wardle and \{Blake Yancey\}, Kathleen",

booktitle = "Composition, Rhetoric, and Disciplinarity",

}

Douglas, W, Estrem, H, Myers, K & Shepherd, D 2018, Shared Landscapes, Contested Borders: Locating Disciplinarity in an MA Program Revision. in R Malenczyk, S Miller-Cochran, E Wardle & K Blake Yancey (eds), Composition, Rhetoric, and Disciplinarity: Traces of the Past, Issues of the Moment, and Prospects for the Future. pp. 225-242. <https://scholarworks.boisestate.edu/english_facpubs/333/>

Shared Landscapes, Contested Borders: Locating Disciplinarity in an MA Program Revision. / Douglas, Whitney; Estrem, Heidi; Myers, Kelly et al.
Composition, Rhetoric, and Disciplinarity: Traces of the Past, Issues of the Moment, and Prospects for the Future. ed. / Rita Malenczyk; Susan Miller-Cochran; Elizabeth Wardle; Kathleen Blake Yancey. 2018. p. 225-242.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

T1 - Shared Landscapes, Contested Borders

T2 - Locating Disciplinarity in an MA Program Revision

AU - Douglas, Whitney

AU - Estrem, Heidi

AU - Myers, Kelly

AU - Shepherd, Dawn

PY - 2018

Y1 - 2018

N2 - It is not unusual to consider a discipline spatially as a "space defined or touched by a particular characteristic or force" (Wardle and Downs, this collection, emphasis added). This conceptualization makes visible the metaphor at play here: territories are demarcated and differentiated from neighboring environments by borders that can be more or less visible. In this chapter, we use our experience as faculty members invested in a substantive revision of an MA program revision to explore how that process of delineation opens up new questions about disciplinarity. We sought to create a generous curricular space within an MA degree, one that accounted for our own disciplinary expertise, the needs and interests of our students, and the vision of our university. As we did so, we were also constructing a curricular map of what Rhetoric and Composition looks like in the "locus of situated, locally responsive, socially productive, problem-oriented knowledge production" that MA-granting institutions might provide (Vandenberg and Clary-Lemon 2010, 258).

AB - It is not unusual to consider a discipline spatially as a "space defined or touched by a particular characteristic or force" (Wardle and Downs, this collection, emphasis added). This conceptualization makes visible the metaphor at play here: territories are demarcated and differentiated from neighboring environments by borders that can be more or less visible. In this chapter, we use our experience as faculty members invested in a substantive revision of an MA program revision to explore how that process of delineation opens up new questions about disciplinarity. We sought to create a generous curricular space within an MA degree, one that accounted for our own disciplinary expertise, the needs and interests of our students, and the vision of our university. As we did so, we were also constructing a curricular map of what Rhetoric and Composition looks like in the "locus of situated, locally responsive, socially productive, problem-oriented knowledge production" that MA-granting institutions might provide (Vandenberg and Clary-Lemon 2010, 258).

M3 - Chapter

SP - 225

EP - 242

BT - Composition, Rhetoric, and Disciplinarity

A2 - Malenczyk, Rita

A2 - Miller-Cochran, Susan

A2 - Wardle, Elizabeth

A2 - Blake Yancey, Kathleen

ER -

Shared Landscapes, Contested Borders: Locating Disciplinarity in an MA Program Revision

Abstract

EGS Disciplines

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