Creating an Individual Events Judging Philosophy

What is an I.E. Judging Philosophy? It is a series of written statements concerning how the judge views Individual Events in general, variables in each events, and views concerning decision-making. It is a tool that judges, coaches, and graduate assistants can use to develop their views and attitudes concerning judging criteria. In addition, it can serve as a discussion starter for forensics classes, conferences, and graduate assistant training sessions. It is not intended to be shared with competitors ( as in debate)

Publishing Revolution: Publishing Praxis in the Classroom

Drawing on queer and feminist Digital Humanities (DH) and Indigenous, antiracist, and intersectional approaches to publishing, this pedagogy piece reflects on a course designed and taught in Fall 2018 titled “Intersectional Feminist Journal Praxis.” Students read intersectional readings on publishing while creating their own journal through Open Journal Systems Software (OJS). Employing principles of collaboration and praxis, students worked in teams around specific tasks like a call for papers, peer review, copyediting, and introduction-writing while employing critical publishing practices such as remaining reflexive about, for example, accessibility and power inequalities in processes of knowledge production. Their end product was the publication of the first issue of the journal they themselves created by the name of Intersectional Apocalypse (https://journals.lib.sfu.ca/index.php/ifj). This piece discusses this pedagogical DH experiment, grounding it in histories of anti-oppressive publishing endeavors and in students’ own words and reflections on the course

Empowered Bleeders and Cranky Menstruators: Menstrual Positivity and the “Liberated” Era of New Menstrual Product Advertisements

Przybylo and Fahs examine a series of new menstrual product advertisements, arguing that they push consumer capitalist goals of selling menstrual gear with an “empowered” message at the expense of co-opting feminist discourses of body and menstrual positivity. Drawing on feminist menstrual scholarship, they argue that menstrual positivity is thinned and transformed when commodified. They argue that “positivity”—while important to feminist menstrual activism, praxis, and theorizing—is easily co-optable within neoliberal marketing cultures. While the authors acknowledge the importance of affirmative messaging, they nevertheless develop a “menstrual crankiness” that draws on positivity but also holds it critically at bay. Aligned with queer theoretical work on the political import of negative affects, they assert the importance of menstrual crankiness in pushing at sexist, transphobic, ableist, and white discourses around bodies and embodiment, arguing that menstrual crankiness is vital to thinking about the material pains and pleasures of menstrual bleeding

Making Implicit Knowledge Explicit. The Results of the Longitudinal Study into EFL Teacher Cognition

The article presents the results of a three-year study carried out among the students of English participating in a teacher training course. The aim of the article is to indicate how teacher trainees’ cognition evolved as a result of formal training and exposure to awareness – raising tasks. Another objective is to present students’ perception of teaching/learning process and evaluation of their own professional development. Data were gathered by means of students’ written feedback in the form of short questionnaires and self-reports