15 Rethinking Epistemologically Inclusive Teaching

Chapters in this book

1. Front Matter i
2. Contents vii
3. Acknowledgments xi
4. Editors’ Introduction 3
5. Part 1 Challenges, Critiques, and New Conceptions
6. 1 Recognizing The Limits Of Threshold Concept Theory 15
7. 2 Literacy Is A Sociohi Storic Phenomenon With The Potential To Liberate And Oppress 36
8. 3 Thinking Like A Writer 56
9. 4 Writing A S Practiced And Studi Ed Beyond “Writing Studies ” 76
10. 5 Rhetoric As Persistently “Trouble Some Knowledge ” 94
11. 6 The World Confronts Us With Uncertainty 113
12. 7 Expanding The Inquiry 135
13. Part 2 Using Threshold Concepts to Engage with Writing Teachers and Students
14. 8 Doors Between Disciplines 161
15. 9 Extending What We Know 175
16. 10 Threshold Concepts And Curriculum Redesign In First- Year Writing 194
17. 11 Framing Graduate Teaching Assistant Preparation Around Threshold Concepts Of Writing Studies 208
18. 12 Threshold Concepts And The Phenomenal Forms 227
19. 13 Grappling With Threshold Concepts Overtime 244
20. 14 “I Can’t Go On, I’ll Go On”: Liminality in Undergraduate Writing 261
21. Part 3 Threshold Concepts and Writing
22. 15 Rethinking Epistemologically Inclusive Teaching 281
23. 16 Using A Threshold Concepts Framework To Facilitate An Expertise - Based Wac Model For Faculty Development 297
24. 17 Using A Threshold Concepts Framework To Facilitate An Expertise - Based Wac Model For Faculty Development 313
25. Editors’ Conclusion Expanding And Examining What We (Think We) Know 328
26. About The Authors 333