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ERIC Number: ED465173
Record Type: Non-Journal
Publication Date: 2002-Mar
Pages: 16
Abstractor: N/A
Reference Count: N/A
Traumatic Histories, Transforming Futures: Students Writing for the Public Sphere.
Amy, Lori E.
The literature of the contact zone has done an excellent job of elucidating the ethical demands of the classroom as a hybrid space of variously raced, classed, and gendered subjects discursively engaging across multiple identity boundaries. But a chief concern of one writing teacher is whether and how writing teachers can revise the symbol systems mobilizing the attitudes, beliefs, and actions that structure cultural violence. She wants to extend the discussions of language and identity to ask how teachers might move beyond the classroom space and bring their students' work with refiguring the symbol systems mobilizing cultural violence into the public sphere. However, taking up the challenge to structure the writing classroom as a space that might refigure the symbol systems mobilizing violence is no small task. This paper argues for the transformative potential of critical writing and for the writing classroom as a space of sustained reflection and critical interrogation of and writing about cultural master narratives. According to the paper, M. Bracher's and H. Nelson's theories of language and identity inform the teacher's classroom practice and structure a successful writing project she assigns her students: an analysis of a cultural master narrative and its effects on cultural groups. The paper details how the course functions and discusses some of the student projects. (Contains 13 references and 4 notes.) (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A