in the discursive circulation of hand wringing regarding the future of English Studies, what is seldom discussed is the networked makeup of the field’s identity and how it can be traced to the field’s advantage. Instead of doing such a tracing, English Studies argues that its ethos depends on shifts in perception regarding individualized moments such as labor (Marc Bousquet), textual reading (Franco Moretti), or digital computing (Cathy Davidson). These ethos-driven moments, however, are treated separately, as nodes without any network to belong within. When the recent 10th anniversary issue of the journal Pedagogy posed the question of “the most pressing pedagogical issues facing teachers and university citizens in 2010 and beyond,” the responses published reflect the fixed perspective I have been arguing here against.
via ydog.net