Berthoff, Ann E. “Paulo Freire’s Liberation Pedagogy.” Language Arts, vol. 67, Apr. 1990, pp. 362-369.
Berthoff’s “Sapir and the Two Tasks of Language” (part 6)
“Boas and Sapir” (20)
**Franz Boas (The Mind of Primitive Man, 1938; Handbook of American Indian Languages, 1969)
“Sapir was a follower of Boas…Sapir was faithful to the principles and methodology of Boas, though he seems to have been bolder than his master” (20).
Preface to Rickert’s Ambient Rhetoric: The Attunements of Rhetorical Being (pt. I)
Okay… my fellow students… I’m telling you now that there is no way you can know what you need to know before you need to know it. In a meeting with Fearless Leader One, talking about how I have the seeds of three different chapters in my first chapter draft, they drop the name of Thomas Rickert, as though I’ve read Rickert, which I haven’t. Like, we’re talking introduction material—Why Berthoff now?—and they’re like… When we’re turning to Rickert and conversations about object oriented ontology…as though this theory and perspective is new… we are missing a gem from our own theorist/practitioner, AEB, whose praxis accounts for much of what Rickert argues is a “new rhetoric” (well, new as of 2003). So I’m reading Ambient Rhetoric and smacking my palm against my forehead. There is Montessori. There is Berthoff. There. And there. How had I not known about this book? I’ve read Latour. I’ve read Thinking with Bruno Latour in Rhetoric and Composition, and Rickert has a chapter in that interesting volume (“The Whole of the Moon: Latour, Context, and the Problem of Holism”). And yet… I didn’t make the connections. Until now. Now watch me read the preface and intro of Ambient Rhetoric and Berthoffize it…
Berthoff’s “From Dialogue to Dialectic to Dialogue”
Berthoff, Ann. “From Dialogue to Dialectic to Dialogue.”Reclaiming the Classroom: teacher research as an agency for change. Dixie Goswami and Peter Stillman, eds. Portsmouth, NH: Boynton/Cook Publishers, 1987, pp. 75-86.
This is an incredibly important essay, I think, because it communicates Berthoff’s identity as a teacher, and her evolution as a teacher-scholar.