NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED465176
Record Type: Non-Journal
Publication Date: 2002-Mar
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Resistance, Responsibility, or Whatever: The "Work" of a Post-Critical Pedagogy.
Arroyo, Sarah J.
Following the lead of James Berlin, the trend in rhetoric and composition for the past two decades has been to develop pedagogies that not only affirm the social construction of knowledge, but also interrogate the ideological structures of power in which students are always and already embedded. Since Berlin and others of the "political turn" in the field conceptualized the practice, social epistemic rhetoric has become the driving force in theory and pedagogy. Social epistemic rhetoric moves composition out of the realm of both the current-traditional course as well as the "process" course based on writing as self expression. Through it, students would gain not only literacy skills, but more importantly literate "power." Social epistemic rhetoric connects cultural studies and composition; in fact, cultural studies has helped in the discipline's legitimization process. This paper redescribes how cultural studies and composition can work together post-critically. The paper points out that, despite the popularity of social epistemic practices, many advocates have recently expressed frustration over students' resistance not to the dominant culture in which they live, but to critical pedagogy itself and to critical teachers themselves. It also notes that in the wake of this resistance, articles and books reflecting on the discipline, and especially individual practices, have flooded recent rhetoric and composition publications. The paper considers what is the "object" of post-criticism and concentrates on explaining it, working from Gregory Ulmer, Giorgio Agamben, Roland Barthes, and Diane Davis. (Contains 23 references.) (NKA)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A