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ERIC Number: ED307617
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 11
Abstractor: N/A
Reference Count: N/A
A Pedagogy of Critical and Cultural Empowerment: What We Talk about in Graduate Teaching Seminars.
Smith, Philip E., II
For the past five years it has been an ongoing programmatic concern at the University of Pittsburgh to provide a location in the graduate curriculum for discussion of professional and pedagogical issues that relate directly to the teaching, writing, and research projects of the teaching assistants and teaching fellows. The program was constituted according to the following commitments: (1) to ground teaching and research on a continuing process of self-scrutiny; (2) to understand literary texts as historical productions; and (3) to bring together areas of scholarly inquiry which have been kept apart, primarily composition research and pedagogy dealing with the social constitution of writing. The 20-25 first-year teaching assistants and teaching fellows are assigned to teach General Writing, and along with their teaching assignments, they pursue a year-long training program including a summer workshop, weekly staff meetings, several observations of their teaching with follow-up conferences, and a two-semester sequence of required seminars. The students in the seminars read, discuss, and revise their attempts to define a dialectic and empower an individual stance towards teaching, reading, and writing. (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A