ERIC Number: ED348674
Record Type: RIE
Publication Date: 1992-Mar
Reference Count: N/A
To Have or Have Not: The Foucauldian Quandary of Control in Teacher-Training.
Kelly, Kathleen Ann; And Others
Michel Foucault's theories provide a way to understand the power dynamics often present in teacher-training, in which teaching assistants negotiate among various "knowledges" in order to develop a classroom teaching style that both honors and resists their training. In "The Archaeology of (Gendered) Knowledge" (by Scot Petersen), a graduate student discusses the difficulty of coming to terms with his own gender constructs while working within a gender-conscious writing program. In "Pop! Goes the Classroom: The History of Textuality" (by Laurie Nardone), another graduate student discusses how introducing popular culture as a serious subject of discussion into the classroom has the potential to subvert what the Department of English recognizes as textuality. Finally, in "Underlife and Teacher-Training: The Paradox of Leaving Room for Anarchy" (by Kathleen Ann Kelly), a writing program administrator reads the relationship between new teaching assistants and their supervisor through Robert Brooke's concept of "underlife." (SR)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Foucault (Michel)
Note: Revised version of a roundtable presented at the Annual Meeting of the Conference on College Composition and Communication (43rd, Cincinnati, OH, March 19-21, 1992).