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ERIC Number: ED429300
Record Type: Non-Journal
Publication Date: 1999-Mar-25
Pages: 7
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Double-Bind of "Voice": Complicating the Reading of Minority Student Writing.
Huff, Linda
Some of the most prominent aspects of an ethnographic study of six black undergraduate women at the University of Pittsburgh have been the questions of authenticity and visibility that have emerged while the ethnographer watched the ways students' voices challenged their various composition and writing intensive course instructors' expectations. As she observed the students' written negotiations with their predominantly white audiences, and particularly with their white instructors, the ethnographer noticed that one of the white instructors did not seem to consider her black students' voices "authentic" unless they were articulating black racial issues. At this juncture of the research, the ethnographer would generally argue that, based on observed specifics, when instructors bring their conjectures about the features of a racially "authentic" voice to their readings of minority student writing, it can obstruct their view of the student as a whole student writer. When they ignore race, however, it can render them unable to see the difference that the students' race can make to their writing. Examples of the first pedagogic approach and of the second pedagogic approach help illustrate the issue. The upside of the two examples is that each of the two students' voices emerged in response to each of their instructors' pedagogical approaches in ways that turned their instructors' ideas about authenticity (the first case) and visibility (the second case) upside down. But perhaps a less obstructive middle ground exists. (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A