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ERIC Number: ED371349
Record Type: Non-Journal
Publication Date: 1994-Mar-17
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Role of Dissent in Current Composition Theories: Implications for Collaboration.
Baker, Lori
James Berlin has idenitified three common ideological approaches in rhetoric in composition courses crucial to an understanding of how collaborative learning works in writing courses: the expressivist, cognitivist, and social-epistemic. One of the primary distinctions among these rhetorics is how the subject is perceived. In an expressionist or cognitive rhetoric, the subject is always autonomous, but in a social-epistemic rhetoric, the constructedness of the subject by social, political, and economic elements is acknowledged. The role of collaboration in a composition classroom too often may work to enforce a dominant ideology rather than question it. Even in a course driven by social-epistemic rhetoric, in which every activity that takes place is theoretically collaborative in nature, conformity and consensus to master social forces can keep recognition of diversity and multiplicity from taking place. However, this is not to say that traditional collaborative activities should not be allowed. The nature of these activities allows for the de-centering of the classroom, a first and primary step in empowering students to be aware of their own conflicting subjectivity. The very act of collaboration in expressionist and cognitivist classrooms gives the students the opportunity to resist the ideology of those rhetorics. (TB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A