NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ829318
Record Type: Journal
Publication Date: 2006-Mar
Pages: 12
Abstractor: As Provided
Reference Count: 20
ISSN: ISSN-1542-7587
Learning, Unlearning, and the Teaching of Writing: Educational Turns in Postcoloniality
Tolman, Janice
Critical Inquiry in Language Studies, v3 n2-3 p189-200 Mar 2006
Seeking renewed articulation of praxis in cross-linguistic on texts, I turn to postcolonality, social theory, and feminism to illuminate and critique common practices with language--learning, teaching, and writing. Additionally drawing on my experience teaching immigrant youth and adults in the US, I reiterate and attempt to answer Gayatri Spivak's questions: What is it to learn, to unlearn, and can the subaltern speak? Contrary to poststructuralist and critical discourses that can turn misanthropic, praxis grounded in response to the lives of students can develop humility and respect. A teacher's fundamental commitment is also the place from which to critique humanism and other self-legitimating intellectual policies and practices. Beyond self-critiques that reinforce dichotomies, alternative dynamics are offered by de Certeau, Spivak, Baudrillard, Blanchot, and Djebar. Often drawing from non-dual wisdom traditions, their theories can be applied to the teaching of writing. They suggest ways that allow for the necessary witnessing of students' lives and for teachers learning again. (Contains 3 notes.)
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; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A