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Browsing by Author "Hoegberg, David"
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Item Breathing New Life in the Classroom: Hip Hop as Critical Race Counterstories(2023-05) Raines, Brooklyn Ciara; Brooks-Gillies, Marilee; Buchenot, André; Hoegberg, DavidCritical race counterstories give people the space to share their racialized stories with the world. These stories work to expose different forms of racism like color-blind racism. Critical race counterstories originated from the work done in critical race theory (CRT). In this thesis, Brooklyn Raines makes the case for how hip hop functions as a method of critical race counterstory. Because of hip hop’s ability to reflect the social, political, and economic conditions in the world with an emphasis on the role race plays, Raines promotes the use of counterstories in their pedagogy with hip hop as a particular instance for incorporating counterstory in first-year writing courses to equip students with liberating tools. These tools include skills like critical thinking, rhetorical knowledge, and text interpretation. In this thesis there’s a literature review of how hip hop has been incorporated in classrooms as well as two chapters dedicated to units for educators that want to bring hip hop as a form of critical race counterstories into their classrooms. The first unit is based around Kendrick Lamar’s rhetorical exchange with Fox News commentator Geraldo Rivera. The second unit is created around the backlash Cardi B and Megan Thee Stallion received from their empowering record WAP. The hope for this project is educators can equip students with tools like media literacy skills, the ability to interrogate notions of White supremacy, and the ability to form their own opinions with the assistance of responsible research. Educators deserve to know there is exciting curriculum outside of the cannon of what is expected to be taught that is oftentimes rooted in White supremacy.Item Bringing the Bard Up to Date: Teaching Shakespeare in Our Current Moment(2023-08) Thomas, Adrienne Michele; Hoegberg, David; Aukerman, Jason; Musgrave, MeganThis thesis represents the written report of an action research study conducted in ENG-L433/625: Conversations with Shakespeare, a combined undergraduate/graduate course at IUPUI. The study was primarily interested in answering whether there is still value in teaching Shakespeare’s plays in modern classrooms and, if so, the best methods for teaching these plays that meet current students’ needs. Historical and modern methods of teaching Shakespeare are explored in depth to provide context for the design of the study, as well as the hosting course, as they were designed separately. The primary methods under review are utilizing adaptations, providing historical and contextual background, employing different forms of discussion, and close reading. By collecting data via surveys, classroom observations, and documentary evidence, the findings of this study show that there is not one method that works best for increasing student engagement with and understanding of Shakespeare’s plays, rather, it is necessary to use multiple methods in conjunction with one another to best meet students’ needs.Item Building new selves: identity, “Passing,” and intertextuality in Zoë Wicomb’s Playing in the Light(2018) Hoegberg, David; English, School of Liberal ArtsThis article examines Zoë Wicomb’s wide-ranging use of intertextuality in the novel Playing in the Light to explore the links between identity construction and postcolonial authorship. Focusing on the characters as intertextual agents, I argue that the three coloured women on whom the novel focuses – Helen, Marion, and Brenda – use texts in distinctive ways that illuminate their struggles to position themselves in South Africa’s complex and changing racial landscape. Racial “passing” is one form of a larger pattern in the novel of the use of citation and imitation to achieve specific ends. By embedding the citations of Helen and Marion within the citation-rich narrative of Brenda, Wicomb lays bare the mechanisms of identity construction within a work that stages and highlights its own intertextual practices.Item Dante and Islam: A Study of the Eastern Influences in the Divine Comedy(2016-07-01) McCambridge, Jeffrey B.; Hoegberg, DavidIn Dante’s Divine Comedy he makes multiple direct references to Islam and Muslims, but there is debate about the amount of influence, if any, Islam had on him while composing his masterwork. This paper attempts to show how the poet, consciously or unconsciously, responded to Islam as a theological and political threat. This is done through analysis of Saladin, the Sultan of Egypt and Crusader leader who was well respected in Europe in Dante’s era; analyzing the Prophet Muhammad’s suffering in Canto XXVIII; and comparing the Divine Comedy to the Prophet Muhammad’s own Night Journey, the al-Isrā wa al-Mi’rāj with a brief discussion on how Mi’rāj texts might have reached Dante.