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ERIC Number: ED415505
Record Type: Non-Journal
Publication Date: 1997-Mar-14
Pages: 13
Abstractor: N/A
Reference Count: N/A
Roland Barthes and Decomposing/Deterritorializing the Writing Classroom.
Richmond, Joan L.
Roland Barthes points out in his pedagogical essays that, although students have been filled with horror stories of professorial expectations, at the same time they have expectations of their own. Barthes' points should be considered as a way of examining the classroom space and common writing teaching practices and opening them up to different and differing possibilities. Students arrive in the classroom expecting to be taught "something." Gilles Deleuze and Felix Guattari's how-to manual, "Anti-Oedipus," reverberates with Barthes' descriptions of repressive teacher-student relations and the classroom situation. The roots of fascism lie, for Deleuze and Guatteri, in philosophies and systems of thought at the base of all systems of meaning: the subject, the agent, the one who wills. The two French thinkers seek plurality, multiplicity, a collective sort of subjectivity. Such a non-agent, an anti-oedipus, would be free to follow the force of its desires, desires that are the machine that drives the universe. Barthes recognizes the "territory" that he has to work with as "institutional space." There is also a "transferential" space, which is traditionally the relation between the director of the seminar and the student, but he refuses to be bound by this relation. The seminar, and also the composition classroom, is the space where this relation may find an opening in which to grow, to become. Freshman composition teachers, as instigators or facilitators, are operating deep within an established system. Decomposing the composition classroom is a perpetual process. (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A