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Bennett et al Carpenter (2014)
Feces on the Philosophy of History! A Manifesto of the MLA SubconferencePedagogy, 14.3
Jennifer L. Holberg and Marcy Taylor In some ways, this issue has been over twenty years in the making. When we had our first thoughts of a journal, we were both graduate students, helping to administer our university’s writing program — and we lamented the dearth of attention to the scholarship of teaching, particularly that concerned with graduate preparation. As we were finishing graduate school, Pedagog y was born— a product of our experience in the 1990s and an emblem of our desire to see the profession transformed. The journal has always been committed to hearing voices from across the discipline — and at every professional level. That is certainly the case in this issue. In other ways, the cluster on graduate education in this issue is abso - lutely of the moment. The very week we went to press with this issue, the Modern Language Association published its “Report of the MLA Task Force on Doctoral Study in Modern Language and Literature” to much fanfare. The report’s executive summary could have been written by our authors: We are faced with an unsustainable reality: a median time to degree of around nine years for language and literature doctoral recipients
Pedagogy – Duke University Press
Published: Jan 1, 2015
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