: Building 2S
M.A., South Dakota State University
Ph.D., The Ohio State University
Biography / Academic Interests
Professor Bradbury's areas of specialization include composition theory, history, and pedagogy; literacy studies; and community outreach. Much of her research has focused on writing pedagogy and on the complex relationship between attitudes toward education, traditional views of intellectualism/anti-intellectualism, and literacy practices.
Professor Bradbury is currently co-director of the CSI Writing Program and is on the Editorial Board for Harlot: A Revealing Look at the Arts of Persuasion (www.harlotofthearts.org). She was a special issue editor for Harlot's Spring 2011 special issue on family rhetoric with Paul Muhlhauser, Visiting Assistant Professor of English at Washington State University.
Scholarship / Publications
“Intellectualizing Adult Basic Literacy Education: A Case Study” (forthcoming in Community Literacy Journal, Spring 2012).
“Positioning the Textbook as Contestable Intellectual Space” (forthcoming in Journal of Teaching Writing, Spring 2012).
“Outsmarting Pop Culture’s ‘Be Stupid’ Pedagogy” in Academic Exchange Quarterly 15.3 (Fall 2011). [Selected as Editors' Choice Zeitgeist Essay for Fall 2011 issue.]
“Idolizing Idiocy and Ignorance: Examining Images of Anti-intellectualism in American Popular Culture” in American Popular Culture: Historical and Pedagogical Perspectives, 2nd ed. Ed. Seymour Leventman. Cambridge: Cambridge Scholars Press, 2008. 3-11.
Digital Media Text
“How Genders Work: Producing the J.CREW Catalog,” with Paul Muhlhauser. Harlot: A Revealing Look at the Arts of Persuasion 1.4 (2010). n.pag. Web. [Nominated for Kairos Best Webtext Award, Spring 2011.]
“Democracy in the Balance: The Fate of Intellectualism in Higher Ed and the Public Sphere” (a curricular unit) in Reading Popular Culture: An Anthology for Writers, 2nd ed. Ed. Michael Keller. Dubuque: Kendall/Hunt, 2007. 255-370.
“Examining the Normalizing Gaze” (an assignment sequence). Rhetorical Visions: Writing and Reading in a Visual Culture. Eds. Wendy Hesford and Brenda Brueggemann. Boston: Pearson Custom Publishing, 2006. 607-610.