NotesFAQContact Us
Search Tips
ERIC Number: ED422579
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 11
Abstractor: N/A
Reference Count: N/A
Redefining "Authority" for the Postmodern Writing Classroom: Making a Case for an Ethics of Instruction.
Ryan, Dennis
There has been much debate in composition studies about authority in the postmodern writing classroom. A redefinition of "authority" for the postmodern writing classroom necessitates a careful analysis of all those sets of relations which factor into the teacher-student relationship, and an awareness that authority is contingent, reprocessing itself daily based on teacher-student interaction. "Authority" is a relation, a locus of continuous revisitation of the teacher-student relationship, and this revisitation is in itself inherently ethical and should compel the teacher of writing to use a variety of pedagogical discourse models to enhance this relation. A comprehensive approach based upon a combination of discourse models--including ethical, feminist, and masculine-authoritative, among others--will best serve the composition instructor in regard to classroom teaching practice. If a comprehensive approach is adopted--it already has been in the best composition classrooms--the term "authority" will come to signify a locus, a relation of mutual respect and shared responsibility involving student and teacher. Hopefully, teachers of college composition will not compromise their students' education to meet the dubious exigencies of personal and/or institutional bias. English teachers should be helping students change their lives for the better--in an ethical as well as a materialistic sense. (Contains 12 references.) (RS)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A