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ERIC Number: EJ1110504
Record Type: Journal
Publication Date: 2011
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1358-684X
From the Boundaries: Rhetoric and Knowledge in Secondary English Classrooms
Golsby-Smith, Sarah
Changing English: Studies in Culture and Education, v18 n3 p309-318 2011
This article describes the stance that a rhetorical English teacher adopts, in order to respond more flexibly to the student who operates from the boundaries of our classrooms, our pedagogy and our theoretical investments. It is suggested that when we welcome these boundary dwellers, far from disrupting our practice, we prompt civic discourse and so we constitute the unique practice of English teachers. The article pursues a question from one such boundary dweller--a 14-year-old boy--who asks, "why should I study English?"--and suggests that if teachers can use the rhetorical posture of "mêtis" and the power of a student question, we can generate new knowledge and so more effectively answer this question.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A