![]() ![]() The editors of the collection have carefully compiled works that show how Danticat’s writings may help in building more compassionate and relational human communities that are grounded on the imperative of human dignity, respect, inclusion, and peace. Approaches to Teaching the Works of Edwidge Danticat starts out by exploring diasporic categories and postcolonial themes such as gender constructs, cultural nationalism, cultural and communal identity, and moves to investigate Danticat’s human rights activism, the immigrant experience, the relationship between the particular and the universal, and the violence of hegemony and imperialism in relationship with society, family, and community. Providing an intellectual interpretation to the work of Edwidge Danticat, this new edited collection provides a pedagogical approach to teach and interpret her body of work in undergraduate and graduate classrooms. ![]() PART IV: Citizen-Artist and Teaching as Activismġ2 Edwidge Danticat’s “Citizen-Artist Curriculum with Columbia College Freshmen”ġ3 The Exigency of the Floating Homeland and Engaging Postnationalisms in the Classroom: Approaches to Teaching Edwidge Danticat’s Create Dangerously: The Immigrant Artist at Workġ4 Creating Cultural Sensitivity in the Writing Classroom with Edwidge Danticat’s Create Dangerouslyġ5 When the Periphery Comes to the Center: From Writing Across the Curriculum to Public Sphere PedagogyĪpproaches to Teaching the Works of Edwidge Danticat PART III: The Global Classroom, Transnational Community, and Cross-Cultural Communicationħ Out of the Classroom and Into the CommunityĨ Teaching Edwidge Danticat’s Brother, I’m Dying and The Farming of Bones: Experiences from a Class in Ghanaĩ Teaching Edwidge Danticat’s Krik? Krak! Through Global Learning Classroomsġ0 A Comprehensive Resource Guide to Reading and Teaching Brother, I’m Dying: Background, History, and Context: Part Aġ1 A Comprehensive Resource Guide to Reading and Teaching Brother, I’m Dying: Criticisms, Thematic Analysis, & An Eight-Week Teaching Model: Part B PART II: Gender Alliance, Pedagogy, and Engaged Learningĥ (Re) Writing the Black Female Body or Cleansing Her Soul: Narratives of Generational Traumas and Healing in Edwidge Danticat’s Breath, Eyes, MemoryĦ Female Mentorship in Krik? Krak! Recovering History through the Silent Canvas PART I: Critical Literary, Historical Narrative, and Transformative Pedagogyġ From Duvalierism to Dechoukaj in The Dew BreakerĢ “We are the Haitian Think Tank”: Cultivating Perspectives in Haitian Youth: Using Danticat’s Krik? Krak!ģ Teaching Genre as Method in The Dew BreakerĤ Stor圜orps: Incorporating Local Oral History Collections in the Classroom ![]() Introduction: Edwidge Danticat in a Global Classroom and Transnational Context: Rethinking Pedagogy, Transcultural Community, and Engaged Learning ![]()
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