Assigning whole books
Carlin Romano writes in the Chronicle of Higher Education about his fear that by 2020 professors will stop assigning full books. The tendency when developing syllabi is to cram as much as possible into them. This means trimming longer pieces down to manageable chunks. Romano opposes this movement into twitterature.
Oddly, I find myself inclining in the same direction. As I start to put syllabi together, I find myself more willing to cut out many additional perspectives and readings one might also consider and focus in on a narrower set of concerns. To some extent, every syllabus requires this kind of editing, of course, but I’m beginning to think that students might understand more by covering less material more deeply. And this semester I will be experimenting with that. My students will read the entirety of Piven and Cloward’s Regulating the Poor over three weeks. I want to give them a longer historical view over poverty policy in the US and am yet sufficiently unfamiliar with the book to know what can be cut (if anything). So we’ll be exploring the whole darn thing.
I’ll have to be sure to poll the students on their experience.