This response to the articles by Diana Wallace and Samantha Pinto seeks to locate the negotiation of gendered identities in the classroom within the larger study of the dialogic relations between texts, teachers, and students. Teaching, it proposes, is not a second-order derivative of scholarship, but a cultural form in its own right. The article…

This article seeks to illuminate a crossover area between subject research and "scholarship of teaching". It proposes that a strategic bridge between discipline as body of knowledge and discipline as pedagogy is the formation and socialization of the student through practices that are at once social, rhetorical, and intellectual. While…