Teachers, Discourses, and Authority in the Postmodern Composition ClassroomSUNY Press, 1996 M01 1 - 201 páginas This book is a sophisticated analysis of the teacher's role and authority in postmodern academic settings. Xin Liu Gale argues that the teacher's authority is inevitable and indispensable in effective teaching, and that, furthermore, it is necessary for "symbolic imposition." The author insists that teachers and scholars should explore how the teacher's authority functions in the pedagogic context and how it can help students develop critical literacy. Influenced by the works of Mikhail Bakhtin, Pierre Bourdieu, Jean-Claude Passeron, Paulo Freire, Richard Rorty, and various poststructuralist theorists, Gale investigates the complex relationships among the teacher's and the institution's authority, the teacher's discourse(s) and social and pedagogic roles, and students' discourse(s) and diverse backgrounds. She then proposes a two-level interactional model of teaching that is based on a new discourse relationship characterized by the "edifying" role of the teacher. |
Contenido
The New Paradigm and the Questioning | 7 |
Reconsidering the Teachers Authority | 33 |
Rethinking the Relationship of Discourses | 57 |
Discourse as Enabling Constraints | 92 |
Edifying Teachers as Enabling Constraints | 123 |
8 | 159 |
27 | 165 |
Works Cited | 177 |
72 | 184 |
64 | 191 |
| 195 | |
| 201 | |
Otras ediciones - Ver todas
Teachers, Discourses, and Authority in the Postmodern Composition Classroom Xin Liu Gale Vista previa limitada - 1996 |
Teachers, Discourses, and Authority in the Postmodern Composition Classroom Xin Liu Gale Vista previa limitada - 1996 |
Términos y frases comunes
academic community academic institution Anti-Foundationalism antifoundationalist argues argument Aronowitz and Giroux assumptions Bakhtin Basic Writing beliefs Bizzell Bourdieu and Passeron Boynton/Cook Bruffee Bruffee's canon classroom cognitivism cognitivists collaborative learning College Composition College English composition studies compositionists constraints context conventions conversation critical consciousness Critical Pedagogy critique deconstruction Derrida dialogic discourse community dominant class dominant culture dominant discourse edifying philosophers edifying teachers emancipatory experiences expressivism expressivists feminist first-year Freire gender goal Graff Hairston help students Henricksen hermeneutic home cultures I-experience institutional authority intellectual knowledge language mainstream culture Nonresponsive Abnormal Discourse normal discourse notion nurturing oppressive philosophy political position Postmodern practice primary interaction questions radical educationists radical teacher relationship resistance Responsive Abnormal Discourse Rhetoric role Rorty Rorty's schools secondary interaction Shaughnessy social constructionism social constructionists society student writing teacher's discourse teaching writing texts thinking tion traditional teacher's authority two-level interaction University Press Urbana values voices words writing class