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Stenberg, Shari J.; Whealy, Darby Arant – College Composition and Communication, 2009
This article argues for approaching pedagogical outcomes as ends-in-view that guide, but do not determine or limit, pedagogical possibilities. In this article, the authors draw from their experience in a senior-level, interdisciplinary service-learning course called Literacy and Community to demonstrate that the moments of conflict generated by…
Descriptors: Outcomes of Education, Service Learning, Writing Instruction, Inquiry
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Stenberg, Shari J. – College English, 2006
In this essay, the author argues that the potential for achieving the goals of critical pedagogy would be enriched if teachers had a fuller understanding of the ties between critical pedagogy and Christian liberation theology. While many are familiar with Paulo Freire's roots in Marxism, the fact that his vision of praxis and conscientization…
Descriptors: Critical Theory, Philosophy, Religious Factors, Beliefs
Stenberg, Shari J. – National Council of Teachers of English, 2005
The recent pedagogical "boom" in English studies and the seeming omnipresence of the term pedagogy have not been matched by a correspondingly radical shift in how educators prepare professors of English. Instead, Shari J. Stenberg argues, "professing" remains primarily defined by conceptions of research. Stenberg insists that pedagogy will not be…
Descriptors: Teaching Methods, Curriculum Development, Teacher Education, English Teachers
Stenberg, Shari J. – Composition Studies, 2002
Explores the tendency to deny embodiment in scholarly and pedagogical sites and the related tendency to conflate disembodiment with authority and freedom. Argues that while feminism has a long tradition of examining the body as a material, political site, "new" postmodernist scholarship has tended to "textualize" the body. Examines critical…
Descriptors: Classroom Communication, Cultural Differences, English Instruction, Feminism