Writing with blood: The transformative pedagogy of teaching students to write manifestos

Breanne Fahs

doi:10.5195/rt.2019.639

Writing with blood: The transformative pedagogy of teaching students to write manifestos

Breanne Fahs

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

Abstract

Given that manifestos are an understudied genre of writing, few undergraduate students learn about their history, style, and potential political impact. This essay reviews the history of manifestos, followed by descriptions of teaching students to write their own manifesto in an upper-division women and gender studies course I teach on radical writings. The rewards and possibilities of manifesto writing, alongside the hazards of teaching manifesto writing in a formalized institutional setting like academia, are explored.

Original language	English (US)
Pages (from-to)	33-38
Number of pages	6
Journal	Radical Teacher
Volume	115
DOIs	https://doi.org/10.5195/rt.2019.639
State	Published - Sep 1 2019
Externally published	Yes

ASJC Scopus subject areas

Education

Access to Document

10.5195/rt.2019.639

Cite this

@article{ee79ca7b6a89419ca36c3a4cf7d359f6,

title = "Writing with blood: The transformative pedagogy of teaching students to write manifestos",

abstract = "Given that manifestos are an understudied genre of writing, few undergraduate students learn about their history, style, and potential political impact. This essay reviews the history of manifestos, followed by descriptions of teaching students to write their own manifesto in an upper-division women and gender studies course I teach on radical writings. The rewards and possibilities of manifesto writing, alongside the hazards of teaching manifesto writing in a formalized institutional setting like academia, are explored.",

author = "Breanne Fahs",

year = "2019",

month = sep,

day = "1",

doi = "10.5195/rt.2019.639",

language = "English (US)",

volume = "115",

pages = "33--38",

journal = "Radical Teacher",

issn = "1941-0832",

publisher = "University Library System, University of Pittsburgh",

}

TY - JOUR

T1 - Writing with blood

T2 - The transformative pedagogy of teaching students to write manifestos

AU - Fahs, Breanne

PY - 2019/9/1

Y1 - 2019/9/1

N2 - Given that manifestos are an understudied genre of writing, few undergraduate students learn about their history, style, and potential political impact. This essay reviews the history of manifestos, followed by descriptions of teaching students to write their own manifesto in an upper-division women and gender studies course I teach on radical writings. The rewards and possibilities of manifesto writing, alongside the hazards of teaching manifesto writing in a formalized institutional setting like academia, are explored.

AB - Given that manifestos are an understudied genre of writing, few undergraduate students learn about their history, style, and potential political impact. This essay reviews the history of manifestos, followed by descriptions of teaching students to write their own manifesto in an upper-division women and gender studies course I teach on radical writings. The rewards and possibilities of manifesto writing, alongside the hazards of teaching manifesto writing in a formalized institutional setting like academia, are explored.

UR - http://www.scopus.com/inward/record.url?scp=85078333951&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85078333951&partnerID=8YFLogxK

U2 - 10.5195/rt.2019.639

DO - 10.5195/rt.2019.639

M3 - Article

AN - SCOPUS:85078333951

SN - 1941-0832

VL - 115

SP - 33

EP - 38

JO - Radical Teacher

JF - Radical Teacher

ER -

Writing with blood: The transformative pedagogy of teaching students to write manifestos

Abstract

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this