I guess I am in what could be described as triage mode in terms of studying for exams. I've tossed the strict text/day study shedules and now keep referring to this map, which I keep playing with, altering, updating, etc. I am using it as a "kind of" outline to writing the second and third chapter sections of my prospectus--trying to ensure that I adequatetly provide the history of critical pedaogy and the connections between critical pedaogy and composition that will be crucial for my dissertation. I'm also using it as a guide to the texts that I need to quickly review, read through, harvest quotes from, etc.
For this revision/studying/review task I am also using a combination of what my friend Tara has dubbed "Tasks Not Time" and the use of an alarm/timer to take breaks that don't extend into long projects. 43folders has suggested this life hack called (10+2)*5. It has seemingly worked for many folk, but for me it is a little too ADHD/manic for me...or at least for this particular task. I can't possibly work on writing my prospectus in ten minutes increments and expect to produce break-through thoughts and any amount of sustained, serious inquiry, so instead I implement Tara's "TNT." I'm sure she could explain it better, but essentially it involves covering up the clock and focusing on the task at hand, getting in the "zone," and spending a seemingly unknown amount of time working on that. As I start to get tired, I set a last minute goal for myself (this is my addition to TNT)--something like getting a particular thought down on paper or reading one more paragraph or page. Then I allow myself my "break." This is where the ever-helpful timer comes in. In fact, I downloaded Pester, which has proved invaluable. My "breaks" involve still working, but not working on my prospectus--so I might deal with email for ten minutes or blog (as I'm doing now).
Exercise in mapping and classifying:
Lineage of Cultural Studies: Hoggart – Williams – (rereadings of/with/through Gramsci and Althusser) – Hall (slightly more marginal figures: Grossberg, Cary Nelson, Angela McRobbie, Jorge Larrain, Stanley Aronowitz)
Compositionists working with Cultural Studies: James Berlin, Richard Ohmann (kinda), Michael Blitz and C. Mark Hurlbert, Alan France, Mas’ud Zavarzadeh, Donald Morton, Bruce Horner (?), John Trimbur
Lineage of critical pedagogy: Freire – Shor – Giroux – Ann E. Berthoff (compositionist) – McLaren – bell hooks
Compositionists in critical pedagogy: Amy Lee, William Thelin, Michael Blitz and C. Mark Hurlbert, Andrea Greenbaum, Joe Marshall Hardin, Mas’ud Zavarzadeh, Donald Morton, Richard Miller, Russell Durst
Texts to review/read through:
Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum, 2003.
Fitts, Karen and Alan W. France. Left Margins: Cultural Studies and Composition Pedagogy. Albany: SUNY Press, 1995.
Giroux, Henry and Peter McLaren. “Radical Pedagogy as Cultural Politics: Beyond the Discourse of Critique and Anti-Utopianism.”