Teachers, Discourses, and Authority in the Postmodern Composition Classroom PDF Download
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Author: Xin Liu Gale
Publisher: SUNY Press
ISBN: 9780791427651
Category : Education
Languages : en
Pages : 224
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Book Description
Examines the teacher's role and the teacher's authority in postmodern academic settings.
Author: Xin Liu Gale
Publisher: SUNY Press
ISBN: 9780791427651
Category : Education
Languages : en
Pages : 224
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Book Description
Examines the teacher's role and the teacher's authority in postmodern academic settings.
Author: Gary A. Olson
Publisher: SUNY Press
ISBN: 9780791423059
Category : Language Arts & Disciplines
Languages : en
Pages : 388
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Book Description
Composition Theory for the Postmodern Classroom is a collection of the most outstanding articles published in the Journal of Advanced Composition over the last decade. Together these essays represent the breadth and strength of composition scholarship that has fruitfully engaged with critical theory in its many manifestations. In drawing on the critical discourses of philosophers, feminists, literary theorists, African Americanists, cultural theorists, and others, these compositionists have enriched discourse in the field, broadened intellectual conceptions of the multiple roles and functions of discourse, and opened up an infinite number of questions and new possibilities for composition theory and pedagogy.
Author: Joe Marshall Hardin
Publisher: SUNY Press
ISBN: 9780791449035
Category : Language Arts & Disciplines
Languages : en
Pages : 138
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Book Description
Examines the relationship between instruction and academic culture in the college writing classroom.
Author: Christian R. Weisser
Publisher: SIU Press
ISBN: 9780809324163
Category : Education
Languages : en
Pages : 172
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Book Description
Weisser (English, U. of Hawaii, Hilo) addresses the issue of how to move writing instruction into the public sphere. Coverage includes the historical background, recent progressive theories in composition studies on writing as a site of political and social engagement, existing theoretical conversations and how they are understood within contemporary social and cultural theory--with a focus on the work of Jurgen Habermas, the role of the intellectual in postmodern society, and the degree to which the material conditions of academic life allow for public intellectualism. For theorists, teachers, and writers at all levels. Annotation copyrighted by Book News, Inc., Portland, OR
Author: Michael A. Peters
Publisher: Springer Nature
ISBN: 9811686793
Category : Education
Languages : en
Pages : 2238
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Book Description
This encyclopaedia is a dynamic and living reference that student teachers, teacher educators, researchers and professionals in the field of education with an accent on all aspects of teacher education, including: teaching practice; initial teacher education; teacher induction; teacher development; professional learning; teacher education policies; quality assurance; professional knowledge, standards and organisations; teacher ethics; and research on teacher education, among other issues. The Encyclopedia is an authoritative work by a collective of leading world scholars representing different cultures and traditions, the global policy convergence and counter-practices relating to the teacher education profession. The accent will be equally on teaching practice and practitioner knowledge, skills and understanding as well as current research, models and approaches to teacher education.
Author: David Wallace
Publisher: SIU Press
ISBN: 0809390965
Category : Language Arts & Disciplines
Languages : en
Pages : 184
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Book Description
In Mutuality in the Rhetoric and Composition Classroom, David L. Wallace and Helen Rothschild Ewald point out the centrality of rhetoric in the academy, asserting the intimate connection between language and knowledge making. They also stress the need for a change in the roles of teachers and students in today’ s classroom. Their goal is mutuality, a sharing of authority among teachers and students in the classroom that would allow everyone an equal voice in the communication of ideas. Arguing that the impetus to empower students by engaging them in liberatory and emancipatory pedagogies is simply not enough, Wallace and Ewald seek to “ help readers identify, theorize, and work through problems faced by teachers who already value alternative approaches but who are struggling to implement them in the classroom." It is not the teacher’ s job merely to convey a received body of knowledge, nor is knowledge a prepackaged commodity to be delivered by the teacher. It is “ constituted in the classroom through the dialogic interaction between teachers and students alike.” Wallace and Ewald see mutuality as potentially transformative, but they “ do not believe that the nature or that transformation can be designated in advance.” Rather it is located in the interaction between teachers and students. Wallace and Ewald look at how the transformative notion of mutuality can be effected in classrooms in three important ways: reconstituting classroom speech genres, redesigning the architecture of rhetoric and writing courses, and valuing students’ interpretive agency in classroom discourse. Mutuality in alternative pedagogy, they assert, is neither a single approach nor a specific set of valued practices; it is a continuous collaboration between teachers and students.
Author: Russel K. Durst
Publisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 216
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Book Description
This book presents an ethnographic study which examines the ways first-year college students make sense of, engage, resist, and learn from the critical literacy approach practiced in the composition program at one Midwestern college. It argues that first-year students typically enter composition classes with an idea of writing and an understanding of what they need to learn about writing that is dramatically at odds with views and approaches of the teacher. It offers a pedagogy of "reflective instrumentalism" as a solution to this conflict; an approach which accepts students' pragmatic reasons for studying composition but then attempts to add a critical, socially aware dimension to that careerist orientation. The book's 8 chapters are: (1) Introduction; (2) The Research: Contexts, Participants, and Methods; (3) The Enigma of Arrival; (4) Ground Rules in College Composition; (5) Flashpoints: Developing an Analytic Stance; (6) Persuasion, Politics, and Writing Instruction; (7) The Dangerous Intersection of Home and School (by Sherry Cook Stanforth); and (8) Conclusion: Reflective Instrumentalism and the Teaching of Composition. Contains approximately 100 references. (SR)
Author: Mary Jane Curry
Publisher:
ISBN:
Category : Community college teachers
Languages : en
Pages : 312
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Book Description
Author: Mary Kennedy
Publisher: Greenwood
ISBN:
Category : Education
Languages : en
Pages : 432
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Book Description
The last 25 years have witnessed extraordinary growth in the academic specialization variously described as composition studies or rhetoric and composition. What was noticeable about the field in its infancy was a preoccupation with practice, a lack of emphasis on theory, and an exclusive reliance on the writing process. As its disciplinary status has grown, the field has become far more theoretical. Composition studies has expanded its focus, reconceptualized the writing process, and embraced a wide range of critical perspectives. The result of this change is that terms such as poststructuralism, social construction, gender, and genre, which were largely unknown in 1965, now dominate discussion. This reference book is a guide to the multiplicity of theories that have emerged to form the disciplinary foundation of composition studies. The volume consists of 66 entries, each of which is written by an expert contributor and focuses on a particular theory or group of theories. While the entries show how various individuals have contributed to theoretical movements, very few concentrate on the work of a single theorist. Each entry first provides a critical summary of a particular theory or group of theories, including key elements, basic concepts and claims, and information about seminal or particularly influential works. It then reviews the theory's critical reception in composition studies and discusses its significance in the field. The bibliography at the end of each entry lists primary texts and major scholarship related to the theory and provides additional suggestions for further reading. The volume closes with a selected bibliography of important works.
Author:
Publisher: Best Books Incorporated
ISBN:
Category : Academic libraries
Languages : en
Pages : 1132
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Book Description
Books recommended for undergraduate and college libraries listed by Library of Congress Classification Numbers.
