Shari Stenberg

Associate Professor

Degrees & Institutions Granting the Degree:

• Drake University, B.A.
• State University of New York-Albany, Ph.D.

Professional Areas of Specialty:

• Composition and Rhetoric
• Critical and feminist pedagogies
• Literacy studies
• Teaching and writing development

Personal Teaching Statement:

Whether I am working with first-year or graduate students, we collaboratively explore how our rhetorical practices can shape the classroom, our discipline, and our culture. My hope is that students feel enabled to contribute to conversations that invigorate them as well as to critically reflect on the choices they make in doing so. I approach the discipline as a shared space in which students and teachers come together to debate, dialogue, and build knowledge. My goal is not to simply share my own knowledge, but to facilitate others´ knowledge-making. Inevitably, what I know is altered as a result.

Likewise, I work with new and developing teachers to investigate the visions and ideals that shape our pedagogies, and to approach teaching, like writing, as always in process.

Finally, my work with the Faculty Leadership for Writing Initiative allows me to combine my commitment to writing and teaching development to promote enhanced writing instruction across the university.

Selected Publications and/or Projects:

Book:

• Professing and Pedagogy: Learning the Teaching of English, NCTE 2005

Articles/Chapters:

• "Making Room for New Subjects: Feminist Interruptions of Critical Teaching." In Teaching Rhetorica: Theory, Pedagogy, Practice. Eds. Kate Ronald and Joy Ritchie. Boynton/Cook, 2006.
• "Liberation Theology and Liberatory Pedagogies: Renewing the Dialogue." College English, January 2006.
• "Developing Pedagogies: Learning the Teaching of English." College English. 64.3. (January 2002): 326-347. (Co-authored with Amy Lee)
• "Developing Pedagogies: Learning the Teaching of English." College English. 64.3. (January 2002): 326-347. (Co-authored with Amy Lee)
• "Embodied Subjects, Embodied Knowledges: Re-thinking the Mind/Body Split" Composition Studies. 30.2 (Fall 2002): 43-60.
• "Teacher Narratives as Interruptive: Toward Critical Colleagueship" symplok?, Special issue: Sites of Pedagogy. 10.1-2 (2002): 32-51. (Co-authored with Chris Gallagher and Peter Gray)
• "Learning to Change: The Development of a (Basic) Writer and Her Teacher." Journal of Basic Writing. 21.2 (Fall 2002): 37-55.
• "Why Didn´t You Speak Up?: When Public Writing Becomes Public Silencing." Going Public: Student Writing as Public Text. Eds. Emily Isaacs and Phoebe Jackson. Boynton/Cook, 2001. 18-25.