ERIC Number: ED332220
Record Type: RIE
Publication Date: 1991-Mar
Reference Count: N/A
Effecting Institutional Change through Writing across the Curriculum: Ideology and Inner Dialogue.
A writing consultant to a biology department at first sought to re-empower students by granting them access to their own language and meaning-making capabilities and to relocate students as the locus of knowledge. However, by the end of the fifth semester, the consultant came to value the process of change itself more than initial commitments and their particular effects. The consultant initially focused on the problematic dimension of the tenuousness of curriculum changes rather than their significance. Eventually, the consultant came to value potential change, rooted in the interplay of apparent contradictions, as a generative chaos. The real issue is ultimately not whether a consultant effects institutional change, but rather how he or she views the institution and its relationship with his/her own agenda, and how he or she negotiates these often dissonant perceptions to shape writing-across-the-curriculum practices. It is the inner dialogue between a consultant's perception of an institution's constraints and his/her own ideology where institutional change begins. (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Consultant Role; Writing Contexts
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (42nd, Boston, MA, March 21-23, 1991).