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ERIC Number: ED549879
Record Type: Non-Journal
Publication Date: 2012
Pages: 234
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-0982-2
Public Pedagogy and Writing Program Administration: A Comparative, Cross-Institutional Study of Going Public in Rhetoric and Composition
Holmes, Ashley J.
ProQuest LLC, Ph.D. Dissertation, The University of Arizona
In this project, I theorize public pedagogy in rhetoric and composition by examining a series of case studies within the writing programs and departments of the University of Arizona, Syracuse University, and Oberlin College. This cross-institutional study employs comparative analysis of historical, pedagogical, and institutional documents, as well as interviews I conducted with 19 faculty, administrators, and graduate teaching assistants. First, I draw on archival data to construct institutional histories that trace "town and gown" relations and institutional commitments to equality, social justice, religious and moral education, and the ideals of a land-grant mission. Then, building on these histories, I identify administrative practices that offer sustainable models for long-term public pedagogies. This research employs stakeholder theory to examine what is at stake for students and instructors engaging in public pedagogies. More specifically, I use transformative learning theory to discuss the potential rewards for students who "go public" with their writing and experiences. Finally, I examine classroom practices of instructors and argue for a theory of public pedagogy that is rhetorical, transformative, and located. I offer a model that suggests how writing program administrators might locate public pedagogies within their institution, program, and/or classrooms. I also provide instructors of rhetoric and composition with a series of questions and a graphic for usage when developing public pedagogies within their courses. This study contributes to current scholarly conversations about public writing, community outreach, and civic engagement by examining how programs and pedagogies function across different institutional contexts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona; New York; Ohio