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 118
is likely to sink these kinds of resources into this kind of program . But while Miller
reads this as evidence that people in his field are making impracticable
proposals , I read it as evidence that Rutgers runs too many sections of required
first ...
is likely to sink these kinds of resources into this kind of program . But while Miller
reads this as evidence that people in his field are making impracticable
proposals , I read it as evidence that Rutgers runs too many sections of required
first ...
Page 159
Some teachers , in fact , could not — or would not - engage in this different kind of
conversation and dropped out of the group . Those of us who stayed , on the
other hand , learned how to enact the kind of community Amy discusses . We had
to ...
Some teachers , in fact , could not — or would not - engage in this different kind of
conversation and dropped out of the group . Those of us who stayed , on the
other hand , learned how to enact the kind of community Amy discusses . We had
to ...
Page 184
... suggested a second possible explanation for Composition and Rhetoric ' s
apparent retreat from alliance building with schoolteachers : that this kind of work
does not fit neatly into the field ' s evolving disciplinary and institutional identity .
... suggested a second possible explanation for Composition and Rhetoric ' s
apparent retreat from alliance building with schoolteachers : that this kind of work
does not fit neatly into the field ' s evolving disciplinary and institutional identity .
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Contents
On Doing History | 3 |
Composition as a Progressive Enterprise | 10 |
The Conservative Restoration as Administrative | 40 |
Copyright | |
11 other sections not shown
Common terms and phrases
academic active administrative aims assessment become begin believe calls Chapter claims classroom Composition and Rhetoric compositionists consider construction continue conversation course critical pedagogy cultural curriculum departments develop Dewey disciplinary discipline discourse effect efficiency engage English English studies experience fact faculty field first-year function graduate high school hope ideas imagination important inquiry instance institutional intellectual interested Journal kind knowledge learning literacy look means ment move North offer organized participate perhaps political position possibilities practice present produce professors progressive progressivism questions readers reform response schools sequence shared skills social standardized story studies suggests talk teachers teachers and students teaching tell term tests texts tion traditional transformative turn understanding writing
Bibliographic information
| Title | Radical Departures: Composition and Progressive Pedagogy Refiguring English studies, ISSN 1073-9637 Ripley P. Bullen Series |
| Author | Chris W. Gallagher |
| Publisher | National Council of Teachers of English, 2002 |
| Original from | the University of California |
| Digitized | 5 Mar 2008 |
| ISBN | 0814138160, 9780814138168 |
| Length | 247 pages |
| Subjects | › Language Arts & Disciplines / Composition & Creative Writing |
| Export Citation | BiBTeX EndNote RefMan |