Routledge Death Education in the Writing Classroom (Death, Value and Meaning Series)

Death is often encountered in English courses―Hamlet’s death, celebrity death, death from the terrorist attacks on 9/11―but students rarely have the opportunity to write about their own experiences with death. In Death Education in the Writing Classroom, Jeffrey Berman shows how college students can write safely about dying, death, and bereavement. The book is based on an undergraduate course on love and loss that Berman taught at the University at Albany in 2008. Part 1, “Diaries,” is organized around Berman’s diary entries written immediately after each class. These entries provide a week-by-week glimpse of class discussions, highlighting his students’ writings and their developing bonds with classmates and teacher. Part 2, "Breakthroughs," focuses on several students’ important educational and psychological discoveries in their understanding of love and loss. The student writings touch on many aspects of death education, including disenfranchised grief. The book explores how students write about not only mourning and loss but also depression, cutting, and abortion―topics that occupy the ambiguous border of death-in-life. Death Education in the Writing Classroom is the first book to demonstrate how love and loss can be taught in a college writing class―and the first to describe the week-by-week changes in students’ cognitive and affective responses to death. This interdisciplinary book will be of interest to writing teachers, students, clinicians, and bereavement counselors. From the Inside Flap IN PRAISE OF "This book is a must-read for anybody interested in how science can be used to improve our livesor to undermine health protection. Dr. Richard Clapp, editor of the Scientific Solutions section of New Solutions for 17 years, has chosen wisely from the many articles published during this period. From Critical Science to Solutions provides important insights and will captivate a wide range of readersfrom students to experienced public health scientists." Les Boden, Professor of Environmental Health, Boston University School of Public Health "Work environments. Dr. Richard Clapp has assembled an outstanding collection of thought-provoking papers that examine topics such as the consequences of industry-funded science, the limitations of epidemiology and toxicology for progressive workers' health protections, and the false choice between economic growth and robust public health policies. From Critical Science to Solutions is guaranteed to generate dynamic classroom discussions about age-old occupational health and safety problems still begging for solutions." Celeste Monforton, DrPH, MPH, Professorial Lecturer, Department of Environmental & Occupational Health, School of Public Health & Health Services, George Washington University "This thought-provoking collection serves as a call for a science that is unabashedly supportive of intervening to protect the health of working people from occupational and environmental hazards in the face of scientific uncertainty. The contributions in this volume, first published in New Solutions between 1994 and 2010, illustrate how scientific research can be a foundation for action to change public policy. They call attention to the need to develop a science that embraces the precautionary principle to protect workers and the public from the toxic assaults to which they are subjected, and the need for a movement that places the health of working people as its organizing principle." Joel Shufro, Executive Director New York Committee for Occupational Safety and Health About the Author <p><strong> Jeffrey Berman</strong> is Distinguished Teaching Professor at the University at Albany. He received his Ph.D. in English at Cornell University in 1971 and served as a research scholar at the Training Institute of the National Psychological Association for Psychoanalysis in New York City from 1980 to 1983. Berman is the recipient of the President s