Access Type
Open Access Dissertation
Date of Award
January 2024
Degree Type
Dissertation
Degree Name
Ph.D.
Department
English
First Advisor
Jeff Pruchnic
Abstract
Community Writing has emerged as a relatively new subdiscipline that spans elements of larger fields such as Rhetoric and Writing Studies, Technical and Professional Communication, and Composition Pedagogy. Despite this recent emergence, teacher-scholars are still grappling with three major problematics traditionally associated with Community Engaged Learning (CEL) writ large: (1) this work frequently fails to address the real needs and basic material realities of community partners in favor of (2) a repetitive cycle of short-lived educational “experiences” for students, often without tangible and/or sustainable results, which is further exacerbated by (3) a shortage of useful data-driven assessment conducted on curriculum, pedagogy, and other community-oriented work within the discipline. To address these problematics, this dissertation proposes a methodological approach to teaching and assessing CEL courses based in assembly, remix, space, place, story, and practices from the Detroit Geographical Expedition and Institute. A pedagogical heuristic is described and then tested in an experimental course against a control. Student outcomes are assessed using mixed methods and discussed in relation to the heuristic's efficacy and future directions for research.
Recommended Citation
Susak, Christopher W., "Remixing Community Cartographies: Mapping Community Engagement, New Media, And The Composition Classroom" (2024). Wayne State University Dissertations. 4005.
https://digitalcommons.wayne.edu/oa_dissertations/4005
