ERIC Number: ED343151
Record Type: RIE
Publication Date: 1992-Mar
Reference Count: 0
Gestures? We Don't Need Your Stinking Gestures!: Empowerment through Radical Teachers and Cultural Action for Freedom.
Hindman, Jane E.
College writing instructors' approaches may exacerbate students' problems in adopting academic discourse style by failing to consider that for basic writers the problem of writing in the university is the problem of appropriating power through a particular way of writing. Educators cannot afford to ignore such realities. David Bartholomae and Anthony Petrosky created and implemented a curriculum designed to enable basic writing students to authorize and locate themselves in the university. However, that curriculum does not enable students to seek out actively the margins of academic discourse in the way that the curriculum intends. Furthermore, "remedial" or basic writing programs cling to decontextualized, atomistic pedagogies that disable the move to the margins that Bartholomae and Petrosky propose. The next progression from their curriculum is a course model whose subject material is discourse itself. Beginning from personal experience, students could examine the language used by their families, peer groups, or subcultures. They could examine such questions as: Who is authorized to speak in the discourse of any particular group?; or How is such authority recognized and practiced? Students could compare their theories with those of professionals. Such a model would enable students to examine the process by which educators authorize some types of discourse as "good" and de-authorize others. (SG)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Bartholomae (David); Basic Writers; Empowerment; Petrosky (Anthony R)
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (43rd, Cincinnati, OH, March 19-21, 1992).