The more we bring our work to the communities around our campuses, the more our communities will understand the value of what we teach and study.
In This Issue
I am suggesting that doctoral programs think more expansively about the concept of composition as a practice in the construction of meaning so that graduate students are prepared to recognize their ability to teach interpretive practices . . .
The kinds of questions, concerns, and projects borne out of public humanities work are, in fact, increasingly crucial for scholars and teachers of historical literary periods before the early twentieth century for two core reasons . . .
To be successful, presentism requires a change of genre from the academic articulations done in academic journals, books, and classrooms to the public articulations done through the popular press and community events.
To do meaningful public humanities work is to forge partnerships that reinforce local, public institutions and that establish clear public-public collaboration.
If we believe in the value of the humanities and want them to have a future, then more of us need to serve as ambassadors to audiences beyond these degree-attainment cohorts. We need to regularly seek public connections—to find or create them.