9/11, Hyperreality, and the Global Body Politic: Frédéric Beigbeder’s Windows on the World

This essay argues that the success of Frédéric Beigbeder\u27s Windows on the World is due to Beigbeder\u27s use of the seemingly contradictory genres of autofiction and hyperrealism in the depiction of the terrorist attacks of September 11, 2001. By positioning himself in the text alongside his fictionalized American counterpoint, Beigbeder configures 9/11 as a lived-body experience that models the ways in which the post-9/11 subject was formed within specific political, cultural, and national conditions. The effect of the novel’s hyperrealism is such that Beigbeder simultaneously posits and deconstructs the notion of national identity within the greater contexts of postmodernism and globalization

ENG/GBS/WGS 3298: Women Writing Worldwide Global Focus Mapping Project

Curatorial note from Digital Pedagogy in the Humanities: Through the assignment “Women Writing Worldwide,” Jenn Brandt’s students explore the affordances of digital cultural mapping for understanding the relationship between transnational feminist theory and global contemporary women’s fiction. Brandt contends that mapping engages students from diverse backgrounds and connects them to the issues that affect women’s lives around the globe. Students begin by using the Tour Builder storytelling tool in Google Earth to map their own lives and tell their own stories. After connecting them to the platform through their own experiences, Brandt asks students to map the course material. In the collaborative project, each student is assigned a country and asked to research its context for women’s experiences. This assignment is significant for intersectional digital pedagogy because it challenges students to think critically about the different types of oppression experienced by women around the world and to understand the global as an assemblage of the local. Instructors who wish to connect students’ understanding of their own intersecting identities to course content can draw on Brandt’s exemplary model for class mapping assignments

9/11, Hyperreality, and the Global Body Politic: Frédéric Beigbeder’s Windows on the World

This essay argues that the success of Frédéric Beigbeder's Windows on the World is due to Beigbeder's use of the seemingly contradictory genres of autofiction and hyperrealism in the depiction of the terrorist attacks of September 11, 2001. By positioning himself in the text alongside his fictionalized American counterpoint, Beigbeder configures 9/11 as a lived-body experience that models the ways in which the post-9/11 subject was formed within specific political, cultural, and national conditions. The effect of the novel’s hyperrealism is such that Beigbeder simultaneously posits and deconstructs the notion of national identity within the greater contexts of postmodernism and globalization

Mindset and Service Learning: Community and Classroom Interventions

The presenters examine growth mindset interventions as a means to teach and position community engagement as a key aspect of students’ academic and personal development. These interventions include assignments that value process over product; surveys (including Dweck’s Implicit Theories of Intelligence Scale); and reflection activities that promote students’ understanding of how mindset impacts their service work, classroom education, and life. The interventions were implemented in service learning courses taught by English faculty. Through growth mindset activities, shared reflections, and a service learning program assessment survey, we measured the effectiveness of growth mindset interventions on student learning in service learning courses