Radical Departures: Composition and Progressive PedagogyThis book addresses some big questions: the current political climate, with its calls for standardized testing and accountability; the uneasy relationships between faculty in English and English education departments; and the (lack of) cooperation between postsecondary compositionists and P-12 language arts teachers. These issues are covered in the book as the ways are traced in which "progressive politics" of one kind or another have played an integral role in how writing has been taught and studied in United States secondary and postsecondary schools. The three chapters in Part I explore competing versions of "progressivism" in composition and rhetoric's past and present: the pedagogical and administrative progressivism of composition's early years (during the Progressive Era of the early 20th century); the recent "conservative restoration"; and contemporary critical pedagogy. Building on these discussions of progressivism, the three chapters in Part II work to reframe and reclaim Deweyan pedagogical progressivism for composition and rhetoric's future, showing how this strand of progressive thinking might help the field develop new, pedagogy-centered understandings and practices of disciplinarity, curriculum, and outreach. Woven in with the main chapters are "intraludes," narrative accounts of the author/educator's work as a writing teacher, scholar, and public school advocate. These narratives illustrate and connect the issues highlighted in each chapter, grounding them in the reality of everyday contexts. (Each chapter includes notes; contains an extensive list of works cited.) (NKA). |
From inside the book
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Page 135
... experience with writing , it was that I read it . I had never tried to write anything in addition to the assignments I was given in school . These assignments required little thought or creativity . It didn't occur to me that my experience ...
... experience with writing , it was that I read it . I had never tried to write anything in addition to the assignments I was given in school . These assignments required little thought or creativity . It didn't occur to me that my experience ...
Page 136
... experience . ... Describe it in detail : What were your expec- tations prior to this experience and how did they relate to this experience ? What were the results and what was your response ? Did you attempt to alter the situation ? Why ...
... experience . ... Describe it in detail : What were your expec- tations prior to this experience and how did they relate to this experience ? What were the results and what was your response ? Did you attempt to alter the situation ? Why ...
Page 193
... experienced teachers , not university faculty or outside " experts . " The two facilitators who conducted the lion's share of the training during our first workshop had fifty years of teaching experience between them . Of the six ...
... experienced teachers , not university faculty or outside " experts . " The two facilitators who conducted the lion's share of the training during our first workshop had fifty years of teaching experience between them . Of the six ...
Contents
Composition as a Progressive Enterprise | 10 |
The Conservative Restoration as Administrative | 40 |
On Institutional Literacy | 62 |
Copyright | |
11 other sections not shown
Common terms and phrases
academic administrative progressivism African American American Amy Lee assessment calls Chapter claims classroom College Composition committee Composition and Communication Composition and Rhetoric compositionists critical pedagogy critique cultural curriculum Daiker democratic dents develop Dewey's disciplinary discipline discourse educa educational progressivism educational reform efficiency engage English Journal English studies experience fact faculty field first-year composition first-year writing function glish goals graduate high school ideas instance institutional critique institutional literacy Intralude John Dewey Krista learning ment modern composition narrative National NCTE participate peda pedagogical progressivism pedagogy-centered curricula political position postsecondary practice professional professors progres progressive education Progressive Era public schools readers Refiguring reflexive inquiry response Schindler's List social standardized tests story suggests teachers and students teaching writing tell texts tion tional traditional transformative intellectual vision workshop writing courses writing programs Writing Project Writing Sequence writing teachers York