Black Rock & Sage is a journal of creative works published annually through the Department of English and Philosophy of Idaho State University with assistance from the Art and Music Departments. Our journal features only the work of ISU graduate and undergraduate students.
On Thursday, February 6, Creative Writing at ISU will host fiction writer Stephen Tuttle. Tuttle will give a reading and then take questions at 5:30 p.m. in Idaho State University’s Bengal Café, inside of the Pond Student Union Building. The event is free and the public is encouraged to attend.
Stephen Tuttle’s fiction and prose poetry have appeared in such national literary magazines as The Threepenny Review, The Southern Review, The Gettysburg Review, and The Normal School. His fabulist short stories combine tremendous appeal with exciting approaches to form.
Tuttle received his PhD in literature and creative writing from the University of Utah and teaches courses in fiction writing and American Literature at Brigham Young University in Provo, Utah, where he is an associate professor.
Hello BR&S Community! An interesting opportunity for student work has come across my desk that I wanted to bring to all y’all: FutureScapes at Utah Valley University.
This competitive annual workshop features leading literary lights, agents, and editors from the realm of speculative fiction. There is also the potential to earn a professional certificate in creative writing as part of the program.
As part of our editors’ (questionably successful) attempt to bring something new and/or interesting to our community every once in a while, Kristen has read this year’s award winner, Jews in Medieval England: Teaching Representations of the Other. Check out her comments here!
Kristen W. –
Jews in Medieval England: Teaching Representations of the Other, edited by Miriamne Ara Krummel (University of Dayton) and Tison Pugh (University of Central Florida) won this year’s Teaching Literature Book Award, an international award presented by English faculty of ISU for the best book for the teaching of literature at the collegiate level.
The collection explores actionable methods for bringing critical discussions of otherness, as specifically experienced by Jews in Medieval England, into the literature classroom. It intentionally interrogates motivations behind the design of literature courses, attaching pedagogy to praxis. In doing so, this collection moves to show how the classroom can be a space for students to connect the history of Othering to their own current realities.
As someone who is just starting to teach, and is trying to find a way to attach my own moral preoccupations to teaching as practice, I find this potential intriguing and the collection provides models of various productive approaches. I am especially impressed with the explicit interdisciplinary elements of the texts and with how it negotiates teaching literature as a lens for such a wide range of disciplines. Throughout, there is a clear attention being paid to providing students with both procedural knowledge as well as conceptual knowledge, giving them the tools to explain both how and why Othering is enacted in texts and (as an extension) in reality. Though literature is not my focus, this dualist approach (which very much seems to be grounded in rhetoric and composition) makes the ideas accessible to me and others from various disciplines.
The texts addressed within the collection are also impressive; the cannon is represented – but not unquestionably – as is some (re)discovered diamonds. Further, the text isn’t limited to narratives as the collection explicitly includes images and performances. While analysis is obviously central to the various approaches, even more interesting is the repeated idea of student driven production and performance (drawing, acting, and other methods are discussed at various points).
I highly recommend educators (both experienced and newbs like me) pick this up. Jews in Medieval England: Teaching Representations of the Other not only provides a model for how to approach the concept of Othering in the classroom, it reminds us why doing so matters.