ERIC Number: ED455522
Record Type: RIE
Publication Date: 2001-Mar
Reference Count: N/A
Reconstructing Notions of Community in Academe: The Subversive Nature of WAC.
Meagher, Eileen M.
This paper sees existing academic communities the following way: faculty centered, discipline centered, competitive in nature, static in structure, lecture based "teaching," banking concept of learning, one dominant discourse--"Standard English," narrow in research interests, and focus on individual achievement of faculty and students. The paper advances the idea of the Writing across the Curriculum (WAC) community as being different in nature: student and faculty interaction centered, a learning community, focus on pedagogy, focus on student learning and their learning needs, recognition that a student's language is the beginning point of learning, focus on the audience role in communication, focus on the necessity of social context, and willingness to allow questioning of the"givens." The paper outlines the following points: academic institutions by their nature block the kind of successful learning community necessary for WAC to thrive; negative response to faculty who do engage in WAC practices; competitive nature of Academia works against a WAC community; the ideal academic community; no true learning communities exist where faculty do not question the "givens" of their discipline; WAC forces a "contact zone" between "nominal communities" of academe and learning communities of WAC; WAC subverts "communities" based on privilege, rank, and the dominant discourse; and WAC in its 25 years of WAC theory, research, and practice has spawned a number of learning communities. (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (52nd, Denver, CO, March 14-17, 2001).