Teachers, Discourses, and Authority in the Postmodern Composition Classroom
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|Format: ||Hardback, 201 pages|
|Other Information: ||Total Illustrations: 0|
|Published In: ||United States, 10 January 1996|
Examines the teacher's role and the teacher's authority in postmodern academic settings.
Table of Contents
Foreword by Gary A. Olson Acknowledgments Chapter 1: Introduction Chapter 2: The New Paradigm and the Questioning of the Traditional Teacher's Authority Bourdieu and Passeron's Theory of the Traditional Teacher's Authority The Changing Classroom and the Questioning of the Traditional Teacher's Authority A Perplexing Dimension of the Teacher's Authority Chapter 3: Reconsidering the Teacher's Authority The Institutional Authority as Necessary Evil The Ambiguity of Authority of Expertise and Personal Authority Chapter 4: Rethinking the Relationship of Discourses In the Classroom Discourse as the Site of Struggle Rorty's Notion of Normal and Abnormal Discourse Responsive Abnormal Discourse and Nonresponsive Abnormal Discourse Differences Between Responsive Abnormal Discourse and Nonresponsive Abnormal Discourse Reconceiving the Discourse Relationships in the Classroom Chapter 5: Discourse as Enabling Constraints Lena's Story as an Indication of the Need for Primary Interaction in the Writing Class Changing the "Stabilized Social Audience" Through Primary Interaction Stories about "Outsiders": Critical Consciousness versus Critical Literacy The Two-Level Interaction as Means to Critical Literacy Chapter 6: Edifying Teachers as Enabling Constraints The Concept of the Edifying Teacher Edifying Teachers' Edifying Roles The Nurturing Mother and the Edifying Teacher The Emancipator and the Edifying Teacher The Mediator and the Edifying Teacher Edifying Teachers as Enabling Constraints Conclusion, or a New Beginning Notes Works Cited Index
About the Author
Xin Liu Gale is Professor in the Department of Rhetoric and Writing at the University of Arkansas, Little Rock.
"One of the interesting and revealing features ofTeachers, Discourses, and Authority in the Postmodern Composition Classroom is that the author uses her personal experience as an English teacher in China and her extensive knowledge of educational movements during the Cultural Revolution to support her theoretical philosophical discussions. This personal dimension adds flesh and blood to an already insightful, intelligent, and revealing analysis. The work represents composition scholarship at its most mature and sophisticated." - Gary A. Olson, From the Foreword
State University of New York Press|
15+ years |