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ERIC Number: ED354535
Record Type: Non-Journal
Publication Date: 1992-Nov
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Dissonance and Difference: Invention Strategies for a Feminist Composition Classroom.
Langstraat, Lisa R.
A feminist composition classroom concentrates on undermining the Platonic view of invention as the private act of an atomistic individual and replacing it with inventional strategies that heighten students' awareness of the social, political, and economic factors which make writing and reading a gendered activity. These alternate strategies allow students to enter into public discourse and prompt them toward an active, cogent means of changing social inequities. Since theories of writing are always predicated on theories of subjectivity, the question of which notions of subjectivity best facilitate the teaching of writing as an act of resistance and as a way of finding a unique voice are crucial. Elizabeth Flynn's and Linda Peterson's important work on the narratives of male and female students calls upon Nancy Chodorow's theory of deep selves to determine that women's writing exhibits a relational identification process while male students' writing exhibits a process of differentiating themselves from others. Teaching strategies must enable students to recognize that their experiences and the way they read them are laden with ideology. The teaching of invention strategies must not only stress how women are silenced and repressed by patriarchal restraints and hegemonic forms of language, it must also outline the ways in which language forms their subjectivity. The real challenge lies in helping students realize that gender inequities are not natural--that they do not exist just because "that is the way men and women are." (Contains 21 references.) (SAM)
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A