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ERIC Number: ED474967
Record Type: Non-Journal
Publication Date: 2003-Mar-22
Pages: 10
Abstractor: N/A
Reference Count: N/A
Challenges in Promoting Social Justice in the Undergraduate Composition Classroom.
Sapp, David Alan
Composition education is not only about the development of students' written literacy skills; it is also about learning new ways to think and act both inside and outside the classroom. By understanding the ideological and social elements of teaching practices, teachers can structure their undergraduate composition classrooms in ways that better facilitate social justice by helping students analyze systematic oppression and collaborate with them to build a more just, equal, and peaceable society. At most universities, it is still somewhat rare to find teachers utilizing pedagogies that relate directly and explicitly to a social justice mission in their undergraduate composition classrooms. This papers summarizes some of the challenges facing teachers who attempt to promote social justice learning in composition courses, particularly at the first-year level. These four barriers are as follows: (1) the lack of pedagogical training resulting in teachers' being under-qualified to facilitate successful social justice learning; (2) the lack of time needed for teachers to individualize instruction to meet each of their student's needs; (3) the conservative opposition, both inside and outside the academy, that believes it not in its best interest to promote such a pedagogy; and (4) untenured or part-time faculty who legitimately fear cynical administrators, faculty, and students who oppose or resist a social justice mission in the composition classroom. Contains 15 references. (Author/RS)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A