When students look at a particular text in the classroom (a poem, a novel, a sculpture, a document, a film), how do we orient that act of looking and reading toward public-facing questions? What concrete strategies can we use to ensure that the texts and artifacts we teach carry and retain the lines of relevance and reach we carve out for them?
I’ll give a talk titled “Outward Turns: Teaching Like a Public Intellectual” at the Humanities Pedagogy Collective Conference that takes up these questions.
https://sites.google.com/view/humanities-pedagogy-collective/home
