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The analysis examines how “domestic threats” rhetoric and popular culture treat “intellectualism” as elitist while redefining intelligence as broadly desirable and accessible. Bradbury’s central aim is to challenge exclusionary views that equate intellectualism with elite academic success, and instead frame it as engagement with learning, deliberation, critical thinking, and inquiry, supported through historical genealogy and adult public education case studies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/composition-forum-37-review/598980/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/composition-forum-37-review/598980.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the review say about popular uses of “intellectual” and “intellectualism”?","Question",{"text":112,"@type":113},"The review explains that “intellectual” is often treated as desirable and accessible, while “intellectualism” is depicted as pedantic, arrogant, exclusionary, and elitist.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does Bradbury redefine intellectualism in the book?",{"text":117,"@type":113},"Bradbury proposes a capacious definition: an interest in, appreciation for, and engagement with learning, deliberation, critical thinking, and inquiry.",{"name":119,"@type":110,"acceptedAnswer":120},"What sources and examples does the review highlight to challenge anti-intellectual assumptions?",{"text":121,"@type":113},"The review describes Bradbury’s use of historical genealogy and three case studies of adult public education, including nineteenth-century lyceums and twentieth-century labor colleges such as Brookwood Labor College.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598980,1792633892,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Current Issue  From the Editors  Weblog  Editorial Board  Editorial Policy  Submissions Archives  Accessibility  Search  \nComposition Forum 37, Fall 2017  \nReview of Kelly Susan Bradbury’s Reimagining Popular Notions of American Intellectualism: Literacy, Education, Class  \nRyan Skinnell  \nBradbury, Kelly Susan. Reimagining Popular Notions of American Intellectualism: Literacy, Education, Class. Southern Illinois UP, 2016. 171 pp.  \nIn a recent speech to gun rights advocates, executive vice president of the National Rifle Association, Wayne La Pierre, warned his audience, “It’s up to us to speak up against the three most dangerous voices in America:  \nacademic elites, political elites, and media elites. These are America’s greatest domestic threats”(Price) . La Pierre identifies these “domestic threats” in terms of elitism, which has become a floating signifier used by people across the political spectrum to designate something as corrupted and anti-American. It’s an easy enthymeme. As Kelly Susan Bradbury demonstrates in Reimagining Popular Notions of American Intellectualism: Literacy, Education, Class,“intellectual” often plays a very similar role in popular culture. As she illustrates, for many people intelligence is good, desirable, and accessible to anyone with common sense and earned wisdom. Lots of people, even people without formal educations, see themselves in terms of intelligence. By contrast, intellectualism is pedantic, arrogant, exclusionary, and even elitist. Lots of the same people who see themselves as intelligent are quick to distance themselves from intellectualism.  \nBradbury’s central goal in this book is to challenge and redefine intellectualism in ways that recuperate and reinvigorate it as a meaningful concept. Bradbury diagnoses a common presumption in the popular American imaginary that equates intellectualism to academic success in elite institutions of higher education. This view of intellectualism, by definition, excludes other educational sites, experiences, and even accomplishments of non-elite students and citizens. And for Bradbury, this view of what intellectualism is has important—negative—effects on people’s attitudes and actions with regard to learning, intelligence, and education.“Of great importance to rhetoric, composition, and literacy studies scholars,” she writes,“these views also mediate the public’s—and our students’—attitudes toward literacy; promote a powerful variant of the literacy myth that equates some literacy practices with intellectualism and others with non-or anti-intellectualism; and perpetuate problematic educational hierarchies that categorize some of our students, some of our research and teaching practices, and at times even our discipline as intellectually inferior”(4) . In short, Bradbury diagnoses the anti-intellectual enthymeme as a powerful impediment to the kinds of literacy work that rhetoric, composition, and literacy scholars would like to see happen in colleges and universities, but also as an impediment to what counts as valuable literacy work beyond the academy’s walls.  \nIn her introduction, Bradbury sets out the definitional parameters she hopes to change, and she proposes a more capacious definition of intellectualism as “an interest in, appreciation for, and engagement with learning, deliberation, critical thinking, and inquiry”(5) . This more “inclusive and egalitarian”(5) definition anchors the remainder of the book. In Chapter 1, after the introduction, she provides a brief genealogy of popular notions of intellectualism, and just as importantly, of anti-intellectualism, in American history. She documents the gradual separation of popular and academic cultural spheres over the course of approximately a century and analyzes how the separation contributed to the contemporary idea of what intellectualism is and isn’t. Bradbury works specifically through three landmark diagnoses of literacy crisis and decline from the past 60 years—Hofstadter’s Anti-I","cbCainSsHuakistM","https://ap.wps.com/l/cbCainSsHuakistM","pdf",38653,"English","# Composition Forum 37, Fall 2017\n## Review of Kelly Susan Bradbury’s Book\n## Bradbury’s Central Goal: Redefining Intellectualism\n## Anti-Intellectual Myths and Rhetorical Effects\n## Inclusive Definition and Chapter 1 Genealogy\n## Chapters 2-4 Case Studies of Adult Public Education","[{\"question\":\"What does the review say about popular uses of “intellectual” and “intellectualism”?\",\"answer\":\"The review explains that “intellectual” is often treated as desirable and accessible, while “intellectualism” is depicted as pedantic, arrogant, exclusionary, and elitist.\"},{\"question\":\"How does Bradbury redefine intellectualism in the book?\",\"answer\":\"Bradbury proposes a capacious definition: an interest in, appreciation for, and engagement with learning, deliberation, critical thinking, and inquiry.\"},{\"question\":\"What sources and examples does the review highlight to challenge anti-intellectual assumptions?\",\"answer\":\"The review describes Bradbury’s use of historical genealogy and three case studies of adult public education, including nineteenth-century lyceums and twentieth-century labor colleges such as Brookwood Labor College.\"}]","Composition Forum 37 - Review | PDF",1792087950]