Class Presentation

What have I learned about this class? What do I have to say about what I've learned?

1. Wht does Ecofeminism/Ecocriticism have to do with this class?
   I wanted to explore what teaching feminism/ecology/ecocriticism in a composition classroom would entail and why one would need to teach it?
   Pertinent Questions:What are the politics and policies that kept/keep women and minorities suppressed and how does that relate to how the environment is often subjugated?
   I see things like women's suffrage and and Civil Rights to be similar to the avenue taken to form the EPA. What are the politics of something intended to be liberatory and how does that relate to literacy? What are those politics? And what the dynamic before and after the change occurred?
   Too bad the environment is an inanimate object; otherwise, more legislation would be in effect to liberate something that is so oppressed.
   THE GOVERNMENT DOESN'T WANT THE ENVIRONMENT TO BE ABLE TO READ
   GEORGE BUSH HATES BLACK PEOPLE AND THE ENVIROMNET. (SEE BELOW)
2. Pop Culture/Film/Advertising: What does that have to do with the class?

I wanted to identify what rhetoric is and how it is defined now.

I think that Aristotle would see Rhetoric completely different if he were alive today.

I see TV/Film/Music/Advertising as definitive forms of contemporary rhetoric.

I say this due to the dynamic in which they operate (orator/audience/message form is

predominantly seen in advertising) as opposed to the rhetoric seen in something composed on

paper.

Film/Television also have product placement.

To tie it with the above, most people are subject to this rhetoric of consumerism which has

often been at the expense and exploitation of the Environment.

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Finally, I wish to tie both of the above issues together with Eco composition.

Exploring practical ways to green the process of literacy. Is literacy going green?

Things like socioeconomic play a role in almost anything and definitely the politics of greening literacy

What are the pros and cons that teachers face when attempting to incorporate sustainable pedagogies?

What is the inherent rhetoric in going “green?”

Whose interest is really at hand?

What would one, ideally, wish to achieve from a no-impact sustainable English Department?

Would this improve learning?

Books:

Owens, Derek. Composition and Sustainability: Teaching For a Threatened Generation. NCTE, 2001. Print

Weisser, Christian J., Sidney J, Dobrin (eds): Ecocomposition: Theoretical and Pedagogical Approaches. Albany, NY: State University of New York, 2001. Print.

Duffy, John, Martin Nystrand. Towards a Rhetoric of Everyday Life: New Directions in Research On Writing, Text, and Discourse. Madison, WI: University of Wisconsin Press, 2003. Print.