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ERIC Number: ED424587
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Bearing Witness to Differends: Virginia Woolf and Postmodern Composition Pedagogies.
Hill, Lisa L.
Borrowing from Heidegger and following Pamela Caughie and Victor Vitanza, the work of Virginia Woolf can be linked to composition pedagogies to ask: "What are composition instructors still not thinking in relation to the postmodern?" An answer may be found through postmodern rereadings of Woolf's "A Room of One's Own" and postmodern rereadings of rhetoric and composition theory and pedagogy. These rereadings of Woolf and the questions that such rereadings raise will then help argue for and valorize postmodern composition pedagogies that turn (trope) against "teaching composition" and allow for an ethical "letting learn." Caughie's rereading of Woolf tacitly explores the ethical dimension of Woolf's work, located in her deconstructive style of writing. Like Caughie, Vitanza, too, is interested in paratactic linking and postmodern thinking, and he argues that it is through an understanding of language games that participants can figure out which games play to win and which games play to keep the game going. Vitanza's project has much in common with the work of Woolf, whose "A Room of One's Own" saw as its project a desire to create a space for the women writers who had been left out of prose histories. In this work she lays out her desire, and it is in her "ways of proceeding," her aesthetic politics, as she puts this desire before readers that her paraethics (or libidinized ethics) are revealed. A current that can be figured as the metonymy of an affirmative desire runs through the book, and it is this current that allows for "letting learn." (Contains 11 notes and 16 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