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ERIC Number: ED344235
Record Type: RIE
Publication Date: 1992-Mar-19
Pages: 13
Abstractor: N/A
Reference Count: N/A
Labels We Use To Describe Ourselves: What Do They Mean in Terms of Classroom Practice?
Aber, John
Radical composition teachers see a need for democratic learning methods such as classroom dialogue and collaborative research, but ultimately the constraints of classroom life prevent the use of such methods. As a result, many leftist teachers end up practicing strategies that seem to be taken from traditional rhetorics. Donald Lazere, one leftist professor, invites other writing instructors to join him in a back to basics movement which is unavoidable if students are to become truly empowered. Other leftist professors espouse completely opposite views, resulting in confusion and a loss of respect for the profession. To determine whether there is a discernible connection between theory and practice, classroom activities of three professors who all hold strong theoretical beliefs were examined and compared. The three teachers espoused respectively theories of writing based on the social-epistemic approach, the expressionistic approach, and traditional approaches. Frequently, teachers' classroom practices are at odds with their views as theorists. This tension between theory and practice is sometimes openly acknowledged by scholars in the field, and further work should be carried out in this area. Until the methods and strategies actually used by teachers with different perspectives are detailed extensively, all that can be stated precisely are the myriad assumptions about teaching practice, based on the theoretical labels used to describe them. (HB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Composition Theory; Lazere (Donald)
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (43rd, Cincinnati, OH, March 19-21, 1992).