Teachin' Books

On the agenda today is true masterpiece of reality television, Below Deck: Mediterranean! Specifically: Season 6 Episode 16, "Sleepless in Croatia," which I've happily taught a few times now in my first-year cultural studies courses. Topics today include: surveying the realities of the superyachting industry, teaching emotional and affective labour, and cringing hard at the talent show the guests forcibly instruct the crew to put on. Come talk tv with me! interview in The Atlantic@âpihtawikosisânwebsite"believing" the firesUrban Indigenous Collectivelink to donateFollow Teachin' Books on Twitter and Instagram @TeachinBooksPod or get in touch at teachinbookspod@gmail.com. I'd love to hear from you about this or any other episode in the back catalogue! Please do share the podcast with someone who might like it, and rate and review in your podcasting app. Reviews especially help get the word out about the pod! The podcast music is by Dyalla Swain and the graphics are by @muskrathands. **The transcript for this episode, once available , will be here.**

Heeeey y'all: Teachin' Books is back to production after a longer-than-expected hiatus, and today I'm talkin' about REST. More specifically: how an enforced rest-by-injury shaped my teaching practices in the last six months, including newly grappling with the "pace" of sound teaching and confronting the ableist dimensions of teaching and learning. I also share a bit about my Labour, Justice, and the Cultural Lives of Working People class, including a labour inventory exercise that I'm thinking about turning into a... rest inventory?! Hit play on the episode to hear more, then get in touch with me to tell me your thoughts and practices around ~rest~ in teaching and learning! The Nap Ministry Rest is Resistance A Burst of Light and Other Essays / The Selected Works of Audre Lorde The Nap MinistryRest is ResistanceWork Won't Love You BackIndigenous Climate Action"Equitable Action Needed for Indigenous Communities Impacted by Alberta and Saskatchewan Wildfires"donations of suppliesEast Prairie Métis Settlement Fire Relief donation fundFox Lake Fire Evacuees donation fund2023 Alberta Fires AppealFollow Teachin' Books on Twitter and Instagram @TeachinBooksPod or get in touch at teachinbookspod@gmail.com. I'd love to hear from you about this or any other episode in the back catalogue! And it would be so lovely if you shared the podcast with someone you think might like it, and rate and review in your podcasting app. Reviews especially help get the word out about the pod! The podcast music is by Dyalla Swain and the graphics are by @muskrathands. **The transcript for this episode, once available , will be here.**

Today's episode involves our first ever comic on Teachin' Books! I'm excited to share with you how I teach Kate Beaton's webcomic Ducks, which you should definitely read right now, if you haven't already. Topics of the episode include: confronting environmental and social justice through literature, i.e. through visual and textual analysis; teaching within and around public narratives about Fort McMurray; reading text alongside paratext; and celebrating the effectiveness of a discussion forum prompt that was actually successful (!!). Listen in and tell me what you think! Ducks: Two Years in the Oil Sands / original five-part series Hark! A Vagrant"There’s more to Fort McMurray than oil sands – It’s a real community"Anti-Racism on the Prairies: A Workbook for Canadian Settlers SURJ #yxe If you're interested in getting your hands on a Teachin' Books tidbits zine as part of my ongoing fundraiser to ensure I can keep providing honoraria for students and precariously or under-employed folks who come chat on the podcast, e-transfer to teachinbookspod@gmail.com or paypal.me/jambermcd or just drop me a line wherever you can find me :) The zines are pay-what-you-can, and I'll need your mailing address to get the zine to you. The podcast music is by Dyalla Swain and the graphics are by @muskrathands. Follow the podcast on Twitter and Instagram @TeachinBooksPod. You can also get in touch at teachinbookspod@gmail.com. Please share the pod with someone you think might like it, and rate and review if you have the option to in your podcasting app! :) **The transcript for this episode, once available , will be here.**

On today's episode, I'm chattin' with the fabulous Namrata Mitra, who is an Associate Professor at Iona College in the Department of English. Her research areas are feminist philosophy, queer theory, and postcolonial studies. We talk about Namrata's Postcolonial Literatures courses, and we discuss a wide range of teaching-related topics, such as: how students' material conditions shape their learning, and in turn should shape our teaching; uncertainty as pedagogical method and practice, plus its possibilities and limitations; learning outcomes/objectives and the questions they raise; the matter of WHAT vs HOW we read in a postcolonial lit context; and more! Dissonant Methods: Undoing Discipline in the Humanities ClassroomEngaged Scholar JournalJody Mason's "Make Them Up and Ignore Them"? Learning Outcomes and Literary Studies in CanadaShowing Up for Racial JusticeFacebook InstagramJessica DeWittIf you're interested in getting your hands on a Teachin' Books tidbits zine as part of my ongoing fundraiser to ensure I can keep providing honoraria for students and precariously or under-employed folks who come chat on the podcast, e-transfer to teachinbookspod@gmail.com or paypal.me/jambermcd or just drop me a line wherever you can find me :) The zines are pay-what-you-can, and I'll need your mailing address to get the zine to you. The podcast music is by Dyalla Swain and the graphics are by @muskrathands. Follow the podcast on Twitter and Instagram @TeachinBooksPod. You can also get in touch at teachinbookspod@gmail.com. Please share the pod with someone you think might like it, and rate and review if you have the option to in your podcasting app! :) **The transcript for this episode, once available , will be here.**

Wow, things have chaaaanged and are still a-changin'! Teachin' and learnin' things, that is. On this first solo episode of 2022, I talk about how I've come face-to-face, in the last few weeks of full-time teaching, with how teaching and learning has changed in the year and a half+ that I was away from teaching for my full-time postdoctoral fellowship. Topics include: uncertainty and flexibility; questioning attendance and participation practices; deciding not to assign any late deductions (extensions only!); negotiating synchronous vs. asynchronous teaching; coming back to teaching as a podcaster; and more! Listen in and tell me what your experiences with teaching in 2022 have been :) attendance policies"The Attendance Conundrum"not having attendance policiesKaitlin Blanchard sarah madoka currieLouise Bernice HalfeTenille Campbell"'Freedom' protests are white supremacy in all its glory"Cornerstone: Housing for WomenIf you're interested in getting your hands on a Teachin' Books tidbits zine as part of my ongoing fundraiser to ensure I can keep providing honoraria for students and precariously or under-employed folks who come chat on the podcast, e-transfer to teachinbookspod@gmail.com or paypal.me/jambermcd or just drop me a line wherever you can find me :) The zines are pay-what-you-can, and I'll need your mailing address to get the zine to you. The podcast music is by Dyalla Swain and the graphics are by @muskrathands. Follow the podcast on Twitter and Instagram @TeachinBooksPod. You can also get in touch at teachinbookspod@gmail.com. Please share the pod with someone you think might like it! **The transcript for this episode, once available , will be here.**

In this first episode of 2022 (!!!), I'm delighted to be joined by Brent Ryan Bellamy, Moritz Ingwersen, and Rachel Webb Jekanowski, co-instructors of a course on "North American Petrocultures," taught collaboratively and online through TU Dresden in Germany. The core of this episode: How do you talk about oil in a Humanities classroom? What can studying arts and literature teach us about oil, energy, and environmental justice? How can we imagine different futures through the skills and creative capacities we build in Humanities classrooms? Hit play to find out more! "Teaching North American Petrocultures in Germany: Experiments in Collaborative Pedagogy,"An Ecotopian Lexiconteaching guideRemainders of the American Century: Post-Apocalyptic Novels in the Age of U.S. Declinemore about his work herewebsiteTwitterCold Water Oil: Offshore Petroleum Cultures"Energy Amphitheatre: St. John's Harbour""From Labrador to Leipzig: Film and Infrastructures along the Fur Trail."How to Survive the End of the World The Shore Line educator's guide to the project, on "speculative futures,"Indigenous Climate Action websiteIndigenous Climate Action Youth Wellness Honorarium and ToolkitThe podcast music is by Dyalla Swain and the graphics are by @muskrathands. Follow the podcast on Twitter and Instagram @TeachinBooksPod. You can also get in touch at teachinbookspod@gmail.com. **The transcript for this episode, once available, will be here.*

This year's Holiday Special episode (whoop whoooop!) is an audio essay I produced for the Future Horizons summer project series. The series was organized by the fabulous Sarah Roger and Paul Barrett, and my essay was produced with generous support and feedback from Myra Bloom. The audio essay is "Feeling My Way through Walmart," and it spans my experiences from growing up in a Walmart, to my time working in retail, navigating the company in present day, and researching Walmart and other chain stores and sites of retail and travel. The audio essay features clips from an interview with my mom (hi mom!) and stories from my family and childhood, which I thought made it an especially appropriate piece to share with you during this holiday season. <3 I hope you enjoy! Thank you, Sarah and Paul, for giving me the go-ahead to share this essay on Teachin' Books! And to everyone who may be listening in real time: I hope you have a restful holiday season and can find some moments of joy at the end of another difficult year. Future Horizons: A John Douglas Taylor Conference"Feeling My Way through Walmart"If you're interested in getting your hands on a Teachin' Books tidbits zine as part of my ongoing fundraiser to ensure I can keep providing honoraria for students and precariously or under-employed folks who come chat on the podcast, e-transfer to teachinbookspod@gmail.com or paypal.me/jambermcd or just drop me a line wherever you can find me :) The zines are pay-what-you-can, and I'll need your mailing address to get the zine to you. The podcast music is by Dyalla Swain and the graphics are by @muskrathands. Follow the podcast on Twitter and Instagram @TeachinBooksPod. You can also get in touch at teachinbookspod@gmail.com. Please share the pod with someone you think might like it! **The transcript for this episode, once available on the Teachin' Books site, will be here, but you can also find the transcript on the original audio essay page here.**

I'm so pleased to share today's interview with you, featuring Karrie Auger and Nancy Van Styvendale, all about the Inspired Minds: All Nations Creative Writing Program, which is facilitated in prisons in Saskatchewan and Alberta. In addition to talking about how they've approached Gregory Scofield's poem "Heart Food" in Inspired Minds classes, Karrie and Nancy get into: relationship as the core of Inspired Minds and their facilitation of creative writing classes; the material conditions of prison programming; the Inspired Minds philosophy, which includes welcoming diversions, informal chat, and laughter; responding to texts through the senses, licking tables (!!), and more. Listen above or on most podcasting apps! I Knew Two Métis Women"'Against Improvement,' Toward Relations: Meditations on a Prison Writing Program"A Really Good Brown GirlSherry Farrell-Racette's faculty pageEmbers: One Ojibway's Meditations"Prisons are built on our backs" The Prison Abolition Issue of briarpatch magazineInmates 4 Humane ConditionsBeyond Prison Walls Canadanoprisons.caIf you're interested in getting your hands on a Teachin' Books tidbits zine as part of my ongoing fundraiser to ensure I can keep providing honoraria for students and precariously or under-employed folks who come chat on the podcast, e-transfer to teachinbookspod@gmail.com or paypal.me/jambermcd or just drop me a line wherever you can find me :) The zines are pay-what-you-can, and I'll need your mailing address to get the zine to you. The podcast music is by Dyalla Swain and the graphics are by @muskrathands. Follow the podcast on Twitter and Instagram @TeachinBooksPod. You can also get in touch at teachinbookspod@gmail.com. Please share the pod with those you think might like it! *Today's episode art comes to you from the inside of my makeshift podcast-recording blanket fort. Welcome! **The transcript for this episode, once available, will be here.**

Today's episode is all about the ways we teach, learn, and work with... Instagraaaaaaaaam! I'm so excited to share with you this conversation I had with Shana MacDonald, who is an Associate Professor in Communication Arts at the University of Waterloo and the current President of the Film Studies Association of Canada. On today's episode, Shana talks about her funded, collaborative, interdisciplinary research-creation project Feminist Think Tank, @aesthetic.resistance on Instagram, and we get into: turning Instagram into an activist tool; collaborative editing, learning, and peer-to-peer mentorship models; teaching with/and social media; securing funding for awesome feminist research-creation projects like Shana's; centring rest and care for ourselves and each other as a core part of research and teaching projects; and so much more. Listen and enjoy! Reach out to them via DM on their accountChesapeake Digital Humanities Consortium: Social Justice and Online ActivismNot Influencers, But Amplifiers: @aesthetic.resistance as Feminist IG HackMaterializing Data: New Research Methods for Feminist Digital HumanitiesLiving whose best life? An intersectional feminist interrogation of postfeminist #solidarity in #selfcare@theindigenousnarchist@indigenousfeminisms@decolonizemyself@theindigenousfoundationIf you didn't hear my announcement from previous episodes: We have MERCH! If you're interested in getting your hands on a Teachin' Books tidbits zine as part of my ongoing fundraiser to ensure I can keep providing honoraria for students and precariously or under-employed folks who come chat on the podcast, e-transfer to teachinbookspod@gmail.com or paypal.me/jambermcd or just drop me a line wherever you can find me :) The zines are pay-what-you-can, and I'll need your mailing address to get the zine to you. The podcast music is by Dyalla Swain and the graphics are by @muskrathands. Follow the podcast on Twitter and Instagram @TeachinBooksPod. You can also get in touch at teachinbookspod@gmail.com. It's super helpful to me if you share the pod with a friend, rate it, review it, tell your folks tell your family tell your neighbours your cats and anyone who will listen! **The transcript for this episode, once available, will be here.**

If you enjoy thinking, learning, and hearing about the nuts and bolts of classroom practice, this one's for you! In today's episode, I talk about three methods / exercises / approaches I've used to teach Emily Dickinson's poem "A narrow Fellow in the Grass." And I get downright detailed, y'all: close-reading, concept-mapping, riddle poems, assembling textual evidence, and practicing poem annotation. And: hear my breadmaker bangin' up a storm in the background -- whoops! Listen in and let me know how *you* teach, or read, this poem. I'm curious to know! "A narrow Fellow in the Grass"English 1G03: Emily Dickinson With Magda Zapędowskafaculty pageTwitterfaculty pageI Pass the Talking Stick to You: Sharing, Reading, Teaching Residential School Stories conferenceframes Dissonant Methods: Undoing Discipline in the Humanities Classroom Namrata MitraIf you didn't hear my announcement from the last episode: We have MERCH! If you're interested in getting your hands on a Teachin' Books tidbits zine as part of my ongoing fundraiser to ensure I can keep providing honoraria for students and precariously or under-employed folks who come chat on the podcast, e-transfer to teachinbookspod@gmail.com or paypal.me/jambermcd or just drop me a line wherever you can find me :) The zines are pay-what-you-can, and I'll need your mailing address to get the zine to you. The podcast music is by Dyalla Swain and the graphics are by @muskrathands. Follow the podcast on Twitter and Instagram @TeachinBooksPod. You can also get in touch at teachinbookspod@gmail.com. In this kick-off to Season Two, I'd so appreciate if you'd share the pod with a friend, rate it, review it, tell your folks tell your family tell your neighbours and anyone who will listen! **The transcript for this episode, once available, will be here.**

Listen in to part TWO of my conversation with expert TAs and all-around excellent humans Megan Solberg and Ian Moy, Ph.D. candidates in English at the University of Saskatchewan who have lots of wisdom to share about navigating the unique context of team-teaching environments. In this second and final part of our conversation, we cover: student-TA dynamics, including setting boundaries and handling challenging situations; dealing with difficult or controversial course content as a TA; and the nitty-gritty realities of TAing in remote and in-person teaching environments. Along the way, we answer more listener questions. paypal.me/jambermcdSecret Feminist Agenda 4.26 Becoming "The Man" with Lily ChoUniversity of Saskatchewan's Access and Equity ServicesGoogle Jamboard"I Pass the Talking Stick to You": Sharing, Reading, Teaching Residential School Stories conferenceIndigenous Voices AwardsThe podcast music is by Dyalla Swain and the graphics are by @muskrathands. Follow the podcast on Twitter and Instagram @TeachinBooksPod. You can also get in touch at teachinbookspod@gmail.com. In this kick-off to Season Two, I'd so appreciate if you'd share the pod with a friend, rate it, review it, tell your folks tell your family tell your neighbours and anyone who will listen! **The transcript for this episode, once available, will be here.**

Teachin' Books is back for Season Twoooooo, and I'm excited, y'all! ...especially because this first episode is part of a special two-part series to kick off Season Two, and it features a couple of my dearest friends, Megan Solberg and Ian Moy, Ph.D. candidates at the University of Saskatchewan who have a combined variety of experiences as Teaching Assistants. In Part One of this two-parter on Teaching Assistantships, we talk about: protecting your mental health as a TA; working in good ways with lead instructors; solidarity, friendship, community-building (!!!); handling challenging dynamics in a team-teaching context; anchoring in compassion and self-compassion; embracing uncertainty; learning how science works (my bad lol); and more! We also answer listener questions along the way, with more answers coming in Part Two. Hit play, enjoy, and get in touch if you have more to add, or to ask, about teachin' assistin' (too much?). Joanne LeowWendy RoyWriting Help CentreTruth and Reconciliation Commission of Canada's 94 Calls to ActionTwitter thread by @cedarsageskodenPrairie Sage Protectors Grocery RegistryThe podcast music is by Dyalla Swain and the graphics are by @muskrathands. Follow the podcast on Twitter and Instagram @TeachinBooksPod. You can also get in touch at teachinbookspod@gmail.com. In this kick-off to Season Two, I'd so appreciate if you'd share the pod with a friend, rate it, review it, tell your folks tell your family tell your neighbours and anyone who will listen! **The transcript for this episode, once available, will be here.**

Today I'm talkin' FAILURE. With contributions from friends, colleagues, listeners who shared their stories and thoughts about failure, as well as my own experiences and ideas, this episode gets into: the "meta" experience of failing to read enough about failure to do an episode on it; learning in theory versus learning through practice; sharing failures with students as "parting gifts," as icebreakers, as a lesson in self-reflexivity, as a practice of vulnerability, of transparency, or just to knock over the performative bullshit of "excellence" in teaching and learning. I hope you enjoy! Get in touch with me if you have more thoughts about failure in/and teaching. (PS Carl, widely adored podcast mascot, research assistant, and longtime Build-a-Bear friend of my adult life, is pictured here because he never fails. He's a nonstop WINNER.) Journal of Interactive Technology & Pedagogy Teaching Fails section"When Wikipedia Fought Back"episode of Teachin' BooksFifteen DogsJack Halberstam's The Queer Art of Failure Digital Pedagogy in the Humanities: Concepts, Models, and ExperimentsKeyword: Failure "Flogging Reflection"Dorothea Salo's "Failure Assessment""In Support of Failure"Cory Cardinal's obituaryInmates 4 Humane ConditionsBeyond Prison Walls CanadaFuneral and Support Fund for Cory CardinalThe podcast music is by Dyalla Swain and the graphics are by @muskrathands. Follow the podcast on Twitter and Instagram @TeachinBooksPod. You can also get in touch at teachinbookspod@gmail.com. It really helps me out if you rate and review the podcast, so please do that if you like what you're hearing and wanna share the good word! ;) **The transcript for this episode, once available, will be here.**

On today's solo episode of Teachin' Books, I'm talking about the work of acclaimed poet Louise Bernice Halfe, whose Cree name is Sky Dancer. In particular, I'm talking about an excerpt from Blue Marrow and a short poem called "Body Politics" from Bear Bones & Feathers. For the former: I get into the topic of prairie poetry, prairie literature, and prairie identity, complicated as these formations are, and for the latter, I discuss gender, "womanhood," and "real" versus "artificial" bodies. Content warning: In my discussion of Halfe's work, I address issues such as settler-colonialism and its attendant violences, abuse by colonial institutions and the Catholic Church, and residential schools. Please take care. Turning the TideMcNally Robinsonpoem that Halfe gave permission to the Saskatchewan Ânskohk Writers’ Circle Inc. (SAWCI) on their websiteessay on Blue MarrowSôhkêyihta: The Poetry of Sky Dancer Louise Bernice HalfeThe Black Prairie Archives: An Anthology,their tweet The podcast music is by Dyalla Swain and the graphics are by @muskrathands. Follow the podcast on Twitter and Instagram @TeachinBooksPod. You can also get in touch at teachinbookspod@gmail.com. **The transcript for this episode, once available, will be here.**

We're back to teachin' Shakespeeeeeare today! This episode features an interview with my lovely friend and brilliant human Dr. Lucy Hinnie! Lucy is currently Wikimedian-in-Residence at the British Library, and is completing her postdoctoral fellowship at the University of Saskatchewan. In the course of our convo about the second-year Shakespeare: Comedy and History class that Lucy taught in 2020, we get into: how to demystify Shakespeare for those who are intimidated by his work; attending with care to the social and political issues raised by studying Shakespeare's work, such as consent and colonialism; the problem with worrying about "anachronism" in our work on historical literature; critique is not cancellation, "Shakespeare be Shakespeare!," burn it all down (!!!), and more. It's a fun one, y'all. Twitter her websiteBannatyne Manuscript project blog for the Medieval Women course ScotichronicastCoding CodicesAskHistoriansThe Folger Shakespeare Library"A Midsummer Night's Dream and the Stolen Generation"Obscene Pedagogies: Transgressive Talk and Sexual Education in Late Medieval Britain Decolonize Palestinebecoming a patronEve Tuck's tweet "Decolonization is not a Metaphor."The podcast music is by Dyalla Swain and the graphics are by @muskrathands. Follow the podcast on Twitter and Instagram @TeachinBooksPod. You can also get in touch at teachinbookspod@gmail.com. **The transcript for this episode, once available, will be here.**

Teachin' Books is back with an exciting interview with Khodi Dill, who is author of the picture book Welcome to the Cypher (available for pre-order now!) and a Bahamian-Canadian writer, spoken word artist, and anti-racist educator living and working on Treaty 6 territory in Saskatoon. Check it out, y'all! :) Khodi and I chat about spoken word poetry (& its role in education and social justice); his poem "Grey" and how I've taught it in my undergraduate English classes; the publication of "Grey" in Karina Vernon's fantastic The Black Prairie Archives (published by the also fantastic WLU Press); and the behind-the-scenes process of writing Welcome to the Cypher, including a discussion of "children's literature" versus "picture books," the instructive qualities of writing a book, and connections between spoken word and the new picture book. performance of "Grey"The Black Prairie ArchivesThe Grey Griot@KhodiDillWelcome to the Cypher Turning the Tide Sītoskawātowinthis CBS news piece this interviewThe podcast music is by Dyalla Swain and the graphics are by @muskrathands. Follow the podcast on Twitter and Instagram @TeachinBooksPod. You can also get in touch at teachinbookspod@gmail.com. Tell me what you're thinking, y'all! Please subscribe, rate, and review, and spread the word about the podcast -- it really helps! :) **The transcript for this episode, once available, will be here.**

How do you wrap up the term in a good way? What do you do in the final days of class, whether remote or in-person? What atmosphere do you try to create? This episode includes thoughts in response to those questions, featuring fantastic tips by Ashley Gagnon-Shaw, Jocelyne Vogt, and Catherine Nygren, as well as some ideas of my own. :) Hope you enjoy! on Harold Cardinal's "A Canadian What the Hell It's All About," episode on The Stanley Parable.Hedbanz gameone version of Marianne Moore's poem "Poetry."Daniel Paul O'DonnellEmily Suzanne ClarkMarc KisselRyan CordellAndrew Gilreath-Brownwhich song won outarticle by Maia HerriotCTV news piece (by Stefanie Davis)Donate to Prairie Harm Reductionwrite a letter in supportThe podcast music is by Dyalla Swain and the graphics are by @muskrathands. Follow the podcast on Twitter and Instagram @TeachinBooksPod. I post extra content, like audiograms and behind-the-scenes stuff, on both accounts, more frequently on Insta, so follow me there for more teachin' books fun! You can also get in touch at teachinbookspod@gmail.com. Please subscribe, rate, and review, and spread the word about the podcast if you like it. :) **The transcript for this episode, once available, will be here.**

Heeey y'all! On today's episode of Teachin' Books, we're talking about something a bit different: research, writing, and publishing as forms of teaching and learning. The episode features part of the book launch for The Next Instalment: Serials, Sequels, and Adaptations of Nellie L. McClung, L.M. Montgomery, and Mazo de la Roche, written by Dr. Wendy Roy, Professor of Canadian Literature at the University of Saskatchewan. In the launch recording, Wendy reads from the book and answers questions about the book. After the book launch recording, Wendy and I circle back to chat more about some of the ways that teaching and learning intersect with the process of preparing and publishing a scholarly book. Topics include: the realities and challenges of archival work, writing as an instructive process, working with research assistants, relationships and collaboration in research, and the possibilities and perils of peer review. Hope you enjoy! Wilfrid Laurier University Press.Hannah McGregor's reviewCanadian Literature20/21 Vision: Speculating in Literature and Film in Canada conference Turning the TideMcNally Robinsonpublisher websiteThe podcast music is by Dyalla Swain and the graphics are by @muskrathands. Follow the podcast on Twitter and Instagram @TeachinBooksPod. I post extra content, like audiograms and behind-the-scenes stuff, on both accounts, more frequently on Insta, so follow me there for more teachin' books fun! You can also get in touch at teachinbookspod@gmail.com. Please subscribe, rate, and review, and spread the word about the podcast if you like it. :) **The transcript for this episode, once available, will be here.**

Today's episode is a bit of a catch-up / breather: I'm answering a few listener questions and emails and, along the way, returning to some of the podcast's ongoing topics of interest. Topics like... statue activism, book clubs (I ask: why do some last and some don't?), recording the podcast, teaching challenging texts, and the often energizing circumstance of teaching students who think English is a whole bunch of bullshit. I hope you enjoy! Tonya Davidson's work1.1 Interview with Jade McDougall 1.4 Interview with Alice Munro Book Club Members1.12 Interview with Taylor Brown1.14 Interview with Rebekah LudolphHAIM's music video for "The Steps." art project Uncensored.The podcast music is by Dyalla Swain. The podcast graphics are by @muskrathands. Email me at teachinbookspod@gmail.com. As you'll hear in this episode, I'd love to hear from you if you have been in a longstanding book club and have thoughts about why it has lasted so long, and I'd also love to hear from other folks who have taught Marian Engel's Bear. Follow the podcast on Twitter and Instagram @TeachinBooksPod. I post extra content, like audiograms and behind-the-scenes stuff, on both accounts, more frequently on Insta, so follow me there for more teachin' books fun! Please subscribe, rate, and review, and spread the word about the podcast if you like it. :) **The transcript for this episode, once available, will be here.**

It's heeeeeere! I'm so excited to share this Teachin' Books episode on Dungeons and Dragons, featuring Dr. Jordan Bolay, who is an instructor of English at Pearson College UWC. Even if you're not a DnD player, I think you'll like our chat! We get into: DnD as an experiential learning practice, and as a text to be studied in literature classes (plus, as a language-learning tool); games and play in the classroom; and roleplay as a method to teach issues around ethics, empathy, and ecological justice. And if you're an instructor who is interested in using DnD in your classes, Jordan shares his three-week plan and lays out the preparations, logistics, and challenges of teachin' with DnD. Thank you, Jordan! antilang. magazine, published by The Anti-Languorous ProjectFind out more about Pearson College UWC,Dev"Illusions of Peace,"PAVED ArtsChokecherry StudioshereThe podcast music is by Dyalla Swain, whose work you can find here. The podcast graphics are by @muskrathands. Email me at teachinbookspod@gmail.com: I'm planning a listener email / Q&A episode, so please get in touch with any questions (or comments) you'd like me to address on that episode! You can ask to be kept anonymous, or I can say your name alongside your question/comment. Follow the podcast on Twitter and Instagram @TeachinBooksPod. I post extra content, like audiograms and behind-the-scenes stuff, on both accounts, more frequently on Insta, so follow me there for more teachin' books fun! Please subscribe, rate, and review, and spread the word about the podcast if you like it. :) **The transcript for this episode is available here.**