







































Education, Society and Human Studies 
ISSN 2690-3679 (Print) ISSN 2690-3687 (Online) 

Vol. 4, No. 3, 2023 
www.scholink.org/ojs/index.php/eshs 

18 

Original Paper 

Writing Trauma: Rita Dove, Willa Cather, and Toni Morrison 
Dr. Maryann P. DiEdwardo1* 

1 Lehigh University, English, Bethlehem, PA, USA; University of Maryland Global Campus, English, 

Adelphi, MD, USA 
* Maryann P. DiEdwardo, Lehigh University, English, Bethlehem, PA, USA; University of Maryland 

Global Campus, English, Adelphi, MD, USA 

 

Received: September 7, 2023   Accepted: September 17, 2023   Online Published: September 26, 2023 

doi:10.22158/eshs.v4n3p18                       URL: http://dx.doi.org/10.22158/eshs.v4n3p18 

 

Abstract 

Case Study Research 

Cultural Poetics identifies literature as a social text or discourse. My paper argues the significance of 

the works of Cather, Morrison and Ehrenreich as models for cultural change. Literature is a social text 

or discourse which dynamically interweaves multiple strands. My creative approach to teaching blends 

metacognition and hermeneutics with a concentration on social justice as a paradigm for the English 

classroom which resounds with tension and resolution dependent upon the silent resilience of the 

individual. Through student-directed pedagogical model, writing class fuses into a learning community 

for reflection, discovery, and peer editing for student motivation and success. We actively engage 

students to explore archetypical universes created by current imaginative writers. Mythological 

Literary Criticism and Film Theory as a lens into archetypes. We also engage in analysis of personal 

essays on identity. Metacognition and a student-directed pedagogical model. Through the paradigm of 

active learning, we engage in reading key articles by scholars in the field in blogs, wikis, web sites, 

books, pamphlets, newsletters, or journals or other material demonstrating techniques of close reading 

in order to explicate a text with terms of the literary scholar that apply to writing across the curriculum 

and differentiating among major literary genres to converse, to analyze, and to use cultural heritage. 

Students possess qualities of memory based upon human every day experiences similar to those 

experiences within literary works they read. I play pod casts of sample student essays that show how 

students recall events or conditions based upon the relationship of reading to memory. One of my 

students recalls her own beliefs in mercy killing and relates her heritage based upon family and 

cultural beliefs in the right to life. Students use life story writing next to recount experiences that may 

help them find thesis. We write for a global multiethnic and ageless audience. Stories can indeed reach 

all readers. To write, we engage memories of readings, life experiences and imagination. Accordingly, 



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these three patterns compose voice on the written page. But, writing is an essential skill needed for 

human dignity. 

My claim emphasizes the importance of reading, writing, and analysis of short stories by Toni Morrison 

and Willa Cather as well as poetry by Rita Dove as a doorway to practicing social justice in your 

community and to developing a consciousness and awareness of social justice praxis. I perform case 

study research on a single subject, myself. Dove was born in 1952. She is an American poet and fiction 

writer. My model in writing is Hélène Cixous. A visionary, Hélène Cixous (“The Laugh of the Medusa”) 

realized that we are writing to find ourselves. Applicable to the study of Willa Cather, Toni Morrison, 

and Barbara Ehrenreich, the writing of oneself represents our search for words to describe situations. 

Based on the study of Aristotle’s Poetics (free online text), a good companion work to interpret “art as 

imitation”, I argue that Cather, Morrison, and Ehrenreich use language in specific modes of discourse, 

such as fiction, essay, and dialogue, for the purpose of reaching readers. In doing so, they absolutely 

attempt to motivate and to teach us. In fact, through the art of poetics as a practice, they capture 

emotions or actions. Then they apply language as metaphors of our actions, ethics, and attitudes. The 

works portray the human condition. Cather, Morrison, and Ehrenreich create the poetics of language 

essential to the significance of the messages. In this context, all three writers portray actions and 

indicators that are significant to us as readers 

First, the significance of the message of Willa Cather is suffering, in her book, My Mortal Enemy. My 

readings signify the message of Cather as a writer who designs poetics as the cause of the work. Recent 

research in the area of stylometrics…explores the ways in which the voice of Cather, in her 

correspondence, differs from the voice she used in her public writing. Conclusions point to similarities 

between Cather’s novel, My Mortal Enemy, a work noted for both its economy of style and 

autobiographical features, and her recently published letters (Dimmit et al.). The researchers 

acknowledge that Cather was very private. She did not want her letters shared with the public. Only 

recently have her letters finally been published. Arguably, in the model of Hélène Cixous, we suggest 

that the writing of the work certainly brings a new voice that carries the message of the feminine myth. 

 

Introduction 

Cultural poetics, intersectionality, intertextuality, modernism and semiotics, function to decipher clues 

about multiple strands of complexity in the works of Willa Cather who migrated to Nebraska from 

Virginia as a child and Toni Morrison. My presentation focuses on a chapter from my new book 

entitled American Women Writers, Poetics and the nature of gender study. I am editor and contributor 

as well. Applicable to the study of Cather and Morrison, the writing of oneself, the lonely island of 

the self, represents our search for words to describe situations. Based on the study of Aristotle’s 

Poetics (free online text), a good companion work to interpret “art as imitation”, I argue that Cather 

and Morrison apply poetics as a methodology to capture and apply feminine myth as an island of 



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selfhood in creation of works of fiction and non-fiction to create the poetics of language, essential to 

the significance of the messages. First, the significance of the message of Cather is suffering in her 

book My Mortal Enemy. My readings signify the message of Cather as a writer who designs poetics 

as the cause of the work. Island of lonely voice and female selfhood are components to the work of 

Cather. Recent research in the area of stylometrics…explore the ways in which the voice Cather… in 

her correspondence differs from the voice she used in her public writing. Morrison’s Beloved is a 

signifier of the importance of the spiritual in writing and language. In fact, Morrison creates the voice 

of a dead child to represent spirituality through myth. Ultimately, writing is a personal journey 

determined by the Baby Sugg’s room becomes an island place of worship. Through the lens of 

Cultural Poetics or New Historicism, a text has meaning residing in a cultural system composed 

of interlocking discourses. Cultural Poetics and archival study of primary sources is the center of my 

research and argumentation technique. 

The philosophical theory of the functions of signs and symbols of literary texts gives meaning to the 

literary work and particularly to its least apparent and deepest significance, which would presumably 

be missed by most readers without the help from the critic, and which explains the work as a totality: 

a presentation that will be delivered to an international conference emphasizes the importance of 

reading and writing analysis of poetry as a doorway to practicing social justice in your community. 

Moving forward toward the goal of praxis, I argue that hermeneutic arcs are useful to organize and to 

interpret information to prepare critiques. Through the arc which employs case study methodology of 

research questions, record keeping, reading, writing reflections, and analysis, I offer my reader the 

chance to experience, with me, as I journey into the efforts of poetic literary space. 

 

Method 

Rita Dove was the Poet Laureate of the United States. Viewing the poet’s works as a social discourse, 

we attend to the ultimate vision of cultural poetics, which looks at cultural signs. Arthur F. Kinney 

suggests that to obtain the fullest possible reading “we first attend closely to all we can recover of the 

originary moment itself” (Kinney, 221). This researcher intends to redefine herself through reading 

the poetry of Rita Dove. The goal of gender studies is to challenge and to reflect, to grow and to 

change. I apply gender studies, Feminist Theory, and Cultural Poetics as I build an argument based on 

case study research techniques. I argue that examination of social and historical conditions under 

which the reader lives also make understanding possible.  

Considering the impact that researchers make on their readers, we can change the researcher by 

studying cultural landscape as praxis. Place is essential to a cultural vision. Poetry cracks through a 

mental block and revisits the past to bring new insight. Dove is often home. She resides in a home that 

she builds for herself as a narrator. Based on truth, the poet invites us to enter mythic imaginative 

imagery. She teaches us to live with ourselves and to be the social change we seek by sharing our 



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truths. She uses poetics of human dignity related to identity. The poet creates poetic language of truth 

and beauty. The poetics verify the melodious nature of poetics of social justice and integrate 

community and ancestral memory. 

Presence of history, autobiography, and myth reveals poetics of respect for life. We gain hope from 

Dove’s deep love that resides in her language and poetics. Dove creates poetry of social change to 

bridge the common with the uncommon, the dead with the living, the past with the present. I’m 

seeking to share my writing during the pandemic that I shared with my students to inspire them. Lack 

of socialization during a pandemic changes us. My studies include letters, documents, social media, 

and acknowledge a methodology to teach peace and to initiate hope for survival. 

Teaching during a pandemic is also a suffering state, because humans need social contact. I 

begin to heal with the poetry of trauma. Trauma. 

It was a sudden opening in a burst of spiritual awakening. This surge of healing only comes 

from insight, but the words of poets change us, offering us a way to focus on memory and 

metaphor that reminds us of all the years that we lived without a pandemic. 

 

Case Study 

The case study begins on March 8, 2020 upon finishing the NeMLA conference presentation in 

Boston, Massachusetts and ends on March 10, 2021. The one year case study on a single subject, 

myself, uses a journal to record my reflections. I anticipate healing and growth as this is my eighth 

case study during the period of high researches commencing with my Doctor of Education 

Dissertation ‘Pairing Music and Linguistic Intelligences” in 2003. Other case studies include healing 

from Vertigo through the study and practice of QiGong, studying works by Thomas Merton to heal, 

healing from grief through reading the works of Emily Dickinson, researching through case study 

research to prepare to write literary critiques for my monograph titled Spatializing Social Justice, 

creating videos to practice Blended Learning Pedagogy during the pandemic in 2020, and a year of 

case study research about teaching during a pandemic that results in a new monograph Ebook 

published in the United Kingdom in 2021 Teaching Radiantly. The reason we heal in the reading of 

poets such as Rita Dove centers within our own relationship with love; love comes in the heart 

through contemplation with the words of poet to respect life. Crafting our own visions of telling our 

social justice stories through poetry may enhance our understanding of the concepts. Using the poetry 

of Rita Dove has engaged my students in activities that create a context to allow issues of race, class 

gender, and sexuality to be freely questioned and affirmed. 

 

Results 

I have been teaching poetry to my students K-12 weekly for the entire pandemic year where I have 

been teaching online for tutoring services to enhance English Language Arts curriculums. According 



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to David Stovall, author of “Urban Poetics: Poetry, Social Justice and Critical Pedagogy in Education” 

young people need means to analyze and make changes in their realities. He studies four poetry 

educators to “encapsulate their philosophies through researcher observation and participation.” He 

also suggests that teaching social justice through poetry is conscious-raising and helps young people 

to develop understandings of their world to engage as agents of change. She creates tragic plots which 

are a reversal of situations and recognize human suffering.  

“In the Old Neighborhood” Rita Dove writes imagery of the “suds bath of worries” of her mother and 

the “reticent glory”of her father. We feel these metaphors which offer social commentary. Going back 

with the poetic vision remains, because the poem was a sudden opening, a magnificent vision into a 

number of things about the house, the people of the past as metaphorical signs of our aging and our 

intimate personal pain that we gather from the memories similar to my own experience. I relate to the 

views of home as a baron wasteland of dissociated memories that are juxtaposed with scenes of home 

that are dissonant. 

Investigating the useful social functionality of literature as well as the theoretical processes of the 

literary scholar regards the power of writing for cultural change. Consider participants’ views and 

knowledge. We discuss civic values through the hermeneutic arc and prepare to study through 

metacognitive activities. The most important outcome of hermeneutics and metacognition in writing 

is cultural poetics which seeks to identify literary works as social discourse. What is Metacognition? 

Metacognition is thinking about thinking. Flavell coined the term metacognition in the seventies of 

the last century (Flavell). We combine hermeneutic and metacognitive models to ask how a particular 

effect is achieved or why an ending seems right but also what a particular line means and what a 

literary work tells us about the human condition. In 2017, I published her article titled “Implementing 

Learning Strategies Based on Metacognition” in the Journal of Modern Education Review. I present 

strategies based on metacognition. To write, we engage memories of readings, life experiences, and 

imagination. Accordingly, these three patterns compose voice. 

 

Discussion  

As I approach the work of Willa Cather, I reveal the ways that she uses the poetics of mythic 

language patterns to share the pain of the main character in My Mortal Enemy. Poetics in the context 

of Myra’s last sentence: “Why must I die like this alone with my mortal enemy!” We may envision a 

mimetic view of the language of Cather. The final words of her main character, who dies alone, claim 

that she is her own enemy. Death becomes the condition or quality that is transferred with aesthetic 

action and nature. From poetic theory, we find the words of Cather as the signifier of the message of 

hopelessness. 

Toni Morrison’s Beloved is a signifier of the importance of the spiritual in writing and language. In 

fact, Morrison creates the voice of a dead child to represent spirituality through myth. Ultimately, 



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Baby Suggs’s room becomes a place of worship. Therefore the writer’s mind is symbolic within the 

message of the words of the spirit. Morrison has an emotional ability to find a voice and hear the 

inner voice and listen. Writers listen to their own voices first. We touch upon different types of 

writing in the book. Of course, the healing process comes through words. Our poetics that generate 

the most healing are usually those coming from our inner core, which we think through in plain 

English or in our native language. The essence of the passages by Baby Suggs, who has been killed 

by her mother, is spiritual in nature. Plus, in the nature of the creative methodology of Morrison, we 

find the nature of gender study transcends time and space in context. As we learn from the analysis by 

Weir-Soley, the baby’s ghost disappears after an exorcism. Baby Suggs may be the representation of 

the mythic realization that words cannot make a baby come back; words are not enough. No matter 

how many words we write, we are always at a loss after death. So, the writings of Morrison are a 

tribute to the poetic methodology that seems to give us a way to recall, remember, and never forget 

our tragedies. 

Barbara Ehrenreich’s article, “What a Cute Universe You Have!” demonstrates the poetics of truth. 

Through nonfiction, her prose uses poetics as a basic set of principles. We mythically create messages 

to imagine. Writing about the poetics of myth may work with our imaginations. We may think that we 

are free or humanitarians on a mission of truth, but Ehrenreich tells us to be cautious of myths. 

Interestingly, let us apply the message of the work of Susan Levine, who offers us a lens into the past 

to re-create the future through analysis of language. Levine’s literary criticism of the book, The 

Feminine Mystique, by Betty Friedan, discusses discontentment among middle-class American 

women, gender roles, and the author’s insights on looking at the past. We may not know that we make 

assumptions. I agree with Levine. Linguistic tone often manipulates us. We must be determined to 

find our own truths based on our own experiences. 

Perhaps our overview of such second-wave feminists as Zora Neale Hurston (the beginnings of 

second-wave feminism), Marjorie Shostak (second-wave feminist), and Jean Louise Briggs (the ebb 

of second-wave feminism) connects the determination of Cather, Morrison, and Hurston and 

Ehrenreich to engage human dignity for all women. 

Amy Ahearn, for the Willa Cather Archive, in a biographical sketch of Willa Cather, remarks that 

“most serious readers of Cather will appreciate the judgment made of herby Wallace Stevens toward 

the end of her life: ‘We have nothing better than who she is. She takes so much pain to conceal her 

sophistication that it is easy to miss her quality. It is in this area of appreciation Cather’s 

sophistication that current scholarship continues to develop” (Ahearn). In fact, the Willa Cather 

Archive also features pages such as the Rediscovering Serena’s Album. “In February 1887, Serena 

White of Nuckolls County, Nebraska, received a friendship album entitled Mental Portraits, probably 

as a 16th birthday gift. These books, also known as autograph albums or confession albums, were 

enduringly popular in the late 19th century, usually purchased in stationery stores rather than 



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bookstores, and widely given as gifts to women and girls. Serena’s album has long been an object of 

curiosity because one of its more colorful entries was made by a precocious 14-year-old signing 

herself ‘Wm. Cather M.D’. This entry by Serena’s classmate Willa Cather was first published in 1951 

in The World of Willa Cather by Mildred Bennett, founder of the Willa Cather Foundation. For its 

fascinating look at the writer in adolescence—and her world—Serena’s album is a treasure; the full 

scope of that treasure grows clearer when we consider this extraordinary album in its entirety.” Willa 

Cather is remembered for her depiction of pioneer life in Nebraska. She established a reputation for 

giving breath to the landscapes of her fiction.  

Intersectionality 

As a scholar, my passionate devotion to the writing of Zora Neale Hurston, for example, has driven 

me to share the importance of her works. I have presented papers on Zora Neale Hurston for 

International Conferences since 2000 and have used her works to teach Freshman English at three 

major Universities: Penn State University Lehigh Valley campus during writing classes in 2006; 

University of Maryland University College Online classes from 2010 to the present, and Lehigh 

University from 2007 to the present. I used the works of Zora Neale Hurston, based on her studies in 

Haiti, to teach civil rights ideas at the Northampton Community College (2003 to 2007) and Lehigh 

Carbon Community College (2005 to 2007). 

Zora Neale Hurston’s mythic representation of the second wave feminist and the theme of domestic 

abuse is the center of my newest work entitled: Domestic Abuse and The Lonely Island of the Self, 

breaking down interior interpersonal borders through the study and practice of writing. Zora was born 

on Wednesday, January 7, 1891, in Notasulga, Alabama, and died on Thursday, January 28, 1960, in 

Fort Pierce, Florida. In the essay “Characteristics of Negro Expression” (1934), she describes her rich 

and flexible uses of folk expression. My first paper on Hurston—which I presented at the College 

English Association conference in 2012 in Richmond, Virginia—featured a statement on her story, 

“Magnolia Flower,” in which I found the use of the river as redemptive.  

Yet, I am now experiencing the third wave. However, in texts from Third Wave Agenda to Colonize 

This! grapples with women’s intersectional identities, and demands an end to all the forms of 

oppression that keep women from achieving their full humanity. Post feminism and the third wave are 

entirely different entities. Rebecca Walker’s 1992 essay, “Becoming the Third Wave,” articulates 

these differences powerfully; the essay documents the virulent and persistent sexism of the early 

1990s and calls young feminists to rally to the cause. Intersectionality has received increased attention 

in part due to the Women’s March on Washington. The march’s platform is called “Unity Principles” 

which include the belief that “gender justice is racial justice and economic justice” (Dastagir, Alia. 

USA Today. January 19, 2017).  

Modernity 



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“Morrison is one of the great portraitists of the orphan in world literature” (Conner). Postcolonial 

theorist Homi Bhabha finds Morrison as the epitome of the postnational, postcolonial, ethnic writer. 

Modernity views the work of art as the new location of the sacred (Conner). Morrison crafts 

“theology of narrative” as Conner points out in his chapter Modernity and the Homeless, Toni 

Morrison and  

Fictions of Modernism in the 2014 book Toni Morrison: Memory and Meaning, by Seward, Adrienne 

Lanier, Tally, Justine, Denard, Carolyn, Published by University of Mississippi Press August 2014. 

Moreover, central to the study of modernism is “grasping the sacred in the work of art: Morrison’s art 

brings the sacred into this world” (Conner). Modernism means that period of the early twentieth 

century connected to the first world war, when Morrison states that “alienation is a definition of this 

century” (Thesis 1-2). “Her novels give eloquent and heartrending representations of this 

alienation…the figure of the outcast, the exile…” (Conner). Further, we find the writing of 

Zandition-Selassie, K. in her book entitled African Spiritual Traditions in the Novels of Toni 

Morrison, as a support to the use of complexity and metanarratives in episodic installments useful to 

understanding the intricate portrait of self.  

My writing in the area of semiotics and intertextuality continues about the cultural poetics of Zora 

Neale Hurston. The short story “Black Death” which pre-dates second wave feminism, is a prelude to 

Zora Neale Hurston’s Haitian folklore: Mules and Men (1935) and Tell My Horse (1938). Hurston’s 

identity as a “literary Anthropologist” and her thematic messages rooted in folklore are based in 

expressions of space and language. Zora was writing about cultural contextual clues to decipher clues 

about multiple strands of complexity. Imaginative literature uses often, the spirituality of the author. 

Zora certainly used her powerful imaginative language to speak of cultural change. Through my own 

writing and imagination, I seek to prove that concentration on the art of writing is a mirror into 

cultural changes necessary for all humanity. 

Hermeneutics 

What is Hermeneutics? Hermeneutics is the practice and theory of interpretation and understanding of 

science, art, education, and philosophy. “A Hermeneutic Approach for Conducting Literature Reviews 

and Literature Searches” by Sebastian K. Boeil and Dubravka Cecez-Kecmnanoc inspires us to use 

the hermeneutic approach. The authors propose a hermeneutic framework that integrates analysis and 

interpretation of literature and the search for literature. Furthermore, the authors explain two 

hermeneutic circles: the search and acquisition circle and analysis and interpretation circle (Boeil et 

al.). Moving toward the goal of poetic praxis, teaching tolerance, we incorporate hermeneutic arcs 

into the curriculum to organize and to interpret information.  

Applying hermeneutical approaches constitutes a text, a respect for history of the author of the text 

and the significance of the text, and understanding approaches to writing about the text. The 

hermeneutic arc offers us methodology for interpretation. “Hermeneutics, in France as elsewhere 



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abroad, is frequently associated with the work of Paul Ricer” (Frey, viii.). In 2011, in World Applied 

Science Journal 15(11): 1623-1629, Ghasemi et al. defined Hermeneutics as the science of 

interpretation. “In the field of education, hermeneutics has played a relatively important role in 

understanding text” (Ghasemi et al.). The authors site the hermeneutic method according to Paul 

Ricoeur. We accomplish understanding by explanation, understanding, and appropriation which 

Ricoeur called “hermeneutic arc”. Explanation explores the nature of the text; understanding explores 

the question which the text presents; and appropriation expands knowledge and perception. Jeff 

Malpas and Hans-Helmuth Gander, editors of The Routledge Companion to Hermeneutics, establish 

Hermeneutic origins, explain Hermeneutic thinkers, ask Hermeneutic questions, describe 

Hermeneutic engagements, challenges and dialogues, and conclude with the future of hermeneutics. 

Interpret literature as a social discourse. Rooted in the principles of the Aristotelian philosophy, she 

incorporates the theoretical basis of art as imitation. Her pedagogy results in teaching themes that 

enliven the 21st century student to create imaginative meta-fiction and to enhance classes with 

projects that are alternatives to essay, to inspire students. She advocates readings the Poetics by 

Aristotle. In doing so, she sets criterion for interpretation which reflects and questions fundamental 

assumption. “Poetry Festival Pedagogocial Project” assigns a writing process journal format with 

drafting, reflections on music lyrics as poetry, and the three attributes of hermeneutical arc including 

text, explanation of the text, understanding in reflections, and her original musicality contextual 

framework based on her case study research. Argument summary captures the use of the hermeneutic 

arc and metacognitive pedagogy. Her students participated in think, pair, share in a blog to introduce a 

themed unit of writing. Summary writing as a metacognitive writing pre-writing exercise allows 

students to use critical reading skills to enhance their next writing activity. Reading to doubt or 

exploratory writing in separate blogs with one theme offers reflective writing practices to discover 

style and personal voice or alternative topics. Thinking about literature through the lens of the 

hermeneutic arc and with metacognitive activities may enlighten us to better writing. In fact, we 

promote the use of metacognition to begin the outlines and purpose, hermeneutics to approach the 

research, and finally, cultural poetics to see the literary work as a social discourse.  

 

References 

Ahearn, A. (n.d.). A Longer Biographical Sketch. The Willa Cather Archive. Retrieved from 

http://cather.unl.edu/life.longbio.html 

Cather, W. (2015). My Mortal Enemy. Online. E-book. Retrieved July 2, 2015, from 

http://gutenberg.net.au/ebooks05/0500321h.html 

Conner, M. C. (2014). Modernity and the Homeless, Toni Morrison and the Fictions of Modernism. 

Part I. Toni Morison: Memory and Meaning. This is Where I Belong. University of Mississippi 

Press.  



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Cixous, H. (1981). The Laugh of the Medusa. In E. Marks & I. de Courtivron (Eds), New French 

Feminisms (pp. 245-264). Cambridge, MA: University of Massachusetts Press. 

Dastagir, A. (2017). USA Today. January 19, 2017. 

Dimmit, K., Warner, & Wehrwein. (2015). Digital Scholarship in the Humanities, 30, 36-42. The Willa 

Cather Archive. University of Nebraska-Lincoln, 2004-2013. Web. 

Ehrenreich, B. (1997). What a Cute Universe You Have! Time International (Canada Edition), 150(8), 

54. 

Friedan, B. (1963). The Feminine Mystique. New York: Norton. 

Hutcheon, L. (1988). A Poetics of Postmodernism: History, Theory, Fiction. New York and London: 

Routledge. 

Levine, S. (2015). The Feminine Mystique at Fifty. Frontiers: A Journal of Women Studies, 36(2), 

41-46 (6 pages). database: SocINDEX with full text. 

Walker, R.(2002). Becoming the Third wave. Ms. Magazine. 

Weir-Soley, D. (2009). Eroticism, Spirituality, and Resistance in Black Women’s Writing. Gainesville: 

University of Florida Press. 

Zauditu-Selassie, K. (2009). African Spiritual Traditions in the Novels of Toni Morrison. Gainesville: 

University Press of Florida. 

 

More References 

Hermeneutics 

Sebastian K. Boeil and Dubravka Cecez-Kecmanovic. “A Hermeneutic Approach for Conducting 

Literature Reviews and Literature Searches” Communications of the Association for Information 

Systems. Volume 34. Article 12. pp. 57-286. January 2014. 

Maryann DiEdwardo. Diigo. https://www.diigo.com/user/diedwardo7 

Implementing Learning Strategies Based on Metacognition. (2017). Journal of Modern Education 

Review, 7(6), pp. 380-388. New York: Academic Start. 

A. Ghasemi, M. Taghinejad, A. Kabriri & M. Imani. Ricoeur’s “Theory of Interpretation: A Method for 

Understanding Text (Course Text)”. World Applied Science Journal, 15(11), 1623-1629. IDOSI 

Publications, 2011.  

J. H. Flavell. and cognitive monitoring: A new area of cognitive-developmental inquiry. American 

Psychologist, 34(10), 1987. 906-911. 

J. H. Flavell. Speculation about the nature and development of metacognition. Chapter in F.E. Weinert 

and R.H. Kluwe (Eds.) Metacognition, Motivation, and Understanding. 1987 (pp. 21-22).  

Daniel Frey.” Preface”. Paul Ricoeur. Hermeneutics, Writings and Lectures, Volume 2. Trans. David 

Pellauer. Massachusetts: Malden, 2016. 

Kinney, Arthur F. “Cultural Poetics.” Ben Jonson Journal 2: 199-221. Jeff Malpas and Hans-Helmuth 



www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 4, No. 3, 2023 

 
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Gander, eds. The Routledge Companion to Hermeneutics. New York: Routledge, 2015. 

Stoval, D. “Urban Poetics: Poetry, Social Justice and Critical Pedagogy in Education.” Urban Rev 38, 

63-80 (2006). 

Publications by Maryann P. DiEdwardo 2021. Ebook. DiEdwardo,Maryann P. Teaching Radiantly. 

https://scholarpublishing.org/sse/eb116/ 

DiEdwardo, Maryann. “Case Study Research, Critical Learning to Enhance Maximum. Retention 

through Original Videos.” Scholink, 2021.http://www.scholink.org/ojs/index.php/csm/article/view/3457 

Conferences Chapter Publication. 2020. “Final admission confirmation of the chapter—Human 

Rights CongressSeville, Spain. 

We confirm that your chapter will be part of the Dykinson digital volume, having finally been approved 

after review.” II International Conference on Human Rights and Globalization. 

Ihttps://www.onlineconferencesevilla.comII International Conference on Human Rights and 

Globalization. Your article was one of the works I selected due to its relevance and, of course, your 

professional-academic journey, Published as a chapter in the book about the conference (Email 2020) 

DiEdwardo. 2021. https://scholarpublishing.org/sse/eb116/. Issue Vol 7 No 7 (2020): Advances in 

Social Sciences Research Journal Published 2020-07-13 

DiEdwardo, M. P. (2020). Hermeneutics and Metacognition. Advances in Social Sciences Research 

Journal, 7(7), 12-16.  

More Citation Formats 

Issue 

Vol 7 No 7 (2020): Advances in Social Sciences Research Journal Section 

https://journals.scholarpublishing.org/index.php/ASSRJ/article/view/8497 

DiEdwardo, Maryann. “Student Voices.” The Educational Forum. 27, June 2012. Vol. 76. Issue 3. July 

2012, pages 398-399. 

DiEdwardo, Maryann. Department of English. Lehigh University. The Pocahontas Archive, History on 

Trial. “Pocahontas as Christy Girl.” 2008. 

“http://digital.lib.lehigh.edu/trial/pocahontas/essays.php?id=2“http://digital.lib.lehigh.edu/trial/pocahon

tas/essays.php?id=2 

DiEdwardo Maryann. “Religion in Schools.” Book Review. The Educational Forum. Volume 74.  

DiEdwardo, Maryann. “The Need for Redistribution of Wealth.” Book Review. The Educational Forum. 

Volume 74. Number 2, 2010. 

DiEdwardo, Maryann.”Cultural Diversity and the Empowerment of Minorities.” The Educational 

Forum. Volume 73. Number 3, 2009. Book Review. Kappa Delta Pi, 2009. 

DiEdwardo. “Pairing Music and Linguistic Intelligences.” Record, Vol. 41, No. 3, Spring 2005. Kappa 

Delta Pi, International Education Honors Society.  

Books and E-Books 

https://www.onlineconferencesevilla.com/
https://scholarpublishing.org/sse/eb116/
http://digital.lib.lehigh.edu/trial/pocahontas/essays.php?id=2


www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 4, No. 3, 2023 

 
29 

Published by SCHOLINK INC. 

DiEdwardo, Maryann P. Hermeneutics, Metacognition, and Writing. Spain: Vernon Press, 2020. 

Publications https://vernonpress.com/file/10663/f5f7fd1190b872a0094c5fe64b0cc205/1575540046.pdf  

‘Hermeneutics, Metacognition, and Writing’ by Maryann Pasda DiEdwardo (Ed.) 

‘Hermeneutics, Metacognition, and Writing’ investigates the social functionality of actions as an 

essential criterion of study. It focuses on hermeneutics: interpretation through the lens of philosophy of 

metacognition. 

Vital contributions to the book include several chapters by Dr. Maryann P. DiEdwardo herself, which 

explore various facets of the central topic, including the intersectionality of hermeneutics, 

metacognition, and semiotics, as well as social movements.  

This collection of critiques and case studies examines the imagined cultural landscape of specific works 

and associated activities such as fine art, music, poetry, and digital humanities, which aim to initiate 

self-monitoring as metacognition, or meta-reflection, by creating interior interpersonal space to 

overcome adversity. This edited volume will be of particular interest to scholars and students of textual 

hermeneutics as it relates to prose writing and artistic works in non-verbal media.  

ISBN: 9781622738229 

DiEdwardo, Maryann P. Spatializing Social Justice: Literary Critiques Maryland: Hamilton Publishing, 

2019. DiEdwardo, Maryann P. The Significance of the Writing of Thomas Merton, Cultivating Peace. 

Philadelphia: FastPencil, 2018. The Significance of the Writing of Thomas Merton, Cultivating Peace 

https://www.amazon.com/dp/1499905289/ref=cm_sw_r_oth_api_i_0K0PDbY4SM7Y0 

The Significance of the Writing of Thomas Merton, Cultivating Peace 

DiEdwardo, Maryann. Transcending Domestic Abuse through the Study and Practice of Writing. 

Germany: Lambert Academic Publishing, 2017.  

Diedwardo, Maryann. Editor and Contributor. American Women Writers, poetics and the nature of 

gender study. England: Cambridge Scholars Press, 2016.  

Forgotten. Amazon Kindle. Ebook, 2016; Teaching Writing Based on Journaling Concepts of Thoreau. 

Amazon. Kindle. Ebook, 2015; Rhetorical Analysis and Metacognitive Pedagogy. Amazon. Kindle. 

E-Book. 2014; The White Curtain. Amazon. Kindle. E-Book. 2014; Adjunct Life. Amazon. Kindle 

E-Book. 2014; The Poetry of Landscape after War and Death. Amazon. E-Book. Kindle. 2013; 

Restorative Yoga, QiGong, and Tai Chi. Amazon. E-Book. Kindle. 2013; The Fourth “R” A Book to 

Promote the Journey through Hispanic American Literary History to Develop Language Skills. 

Bloomington, Indiana: Authorhouse, 2008. Hard copy and E-Book; Music Transforms the College 

English Classroom. Hard copy and E-Book; The Legacy of Katharine Hepburn, Fine Art as A Way of 

Life. Hard copy and E-Book; Pennsylvania Voices Book IX journaling, blog, wiki, tools for writers; 

Pennsylvania Voices Book X Writing Based on History: Techniques to Teach Writing through History. 


