[Teaching_Composition] Re: Teaching_Composition digest, Vol 1 #1115 - 4 msgs
Mink, Phil
teaching_composition@mailman.eppg.com
Tue, 3 Oct 2006 11:12:44 -0400
Please remove me from this list.
----- Original Message -----
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Sent: Tuesday, October 03, 2006 8:41 AM
Subject: Teaching_Composition digest, Vol 1 #1115 - 4 msgs
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> Today's Topics:
>
> 1. RE: RE: [Teaching_Composition] Re: Teaching_Composition digest,Vol 1
> #1110 - 2 msgs (Kathy Fitch)
> 2. RE: RE: [Teaching_Composition] Re: Teaching_Composition digest,Vol 1
> #1110 - 2 msgs (Ambrose, Jennifer)
> 3. Critical Pedagogy and Politics (Thelin,William)
> 4. RE: Critical Pedagogy and Politics (Kathy Fitch)
>
> --__--__--
>
> Message: 1
> From: "Kathy Fitch" <kfitch@kafkaz.net>
> To: <teaching_composition@mailman.eppg.com>
> Subject: RE: RE: [Teaching_Composition] Re: Teaching_Composition
> digest,Vol 1 #1110 - 2 msgs
> Date: Mon, 2 Oct 2006 12:57:43 -0500
> Reply-To: teaching_composition@mailman.eppg.com
>
> <<2) Extremist right-wingers have taken over education. We feel it most
> in K-12 education>>
>
> Here's a thing that seems true on some levels (standardized testing run
> amok!--though I don't think I'd point to "extremist right-wingers" as
> entirely responsible for that), and just really not at all true on others.
> There is, to give one example, nothing the least bit conservative about
> the
> typical line up of readings in elementary level lit courses (e.g. The
> Giver;
> Bless Me, Ultima, Bridge to Terabithia; Ender's Game, The Lion, The Witch,
> and The Wardrobe; Hatchet; Holes, Catcher in the Rye, etc.). Also,
> teachers
> can still claim quite a bit of freedom to shape their approaches to the
> material. My seventh grader is currently taking Social Studies (which
> encompasses History, Psychology, Sociology, and Geography, a combination
> that makes me tired on behalf of the teacher every time I think of it)
> with
> an emphasis on the African American experience. It's far and away his
> favorite class. In Science, they're doing "Stream Studies," which
> basically
> involves environmental (conservationist!) study of the Western Branch of
> the
> DuPage river, which is located near enough to their school that they can
> walk there, put on their hip waders, and have at it. That's his other
> favorite class. (Because of that teacher, my seventh grader is also
> running
> cross-country, which is a thing I attribute almost entirely to how
> compelling and inspiring he finds the Science teacher/Cross Country
> coach.)
>
>
> Anyway, I just don't find the "everything is ideological" argument
> particularly compelling when it comes to effectively addressing the
> concerns
> raised by the Academic Bill of Rights. If what is meant by that is that
> we
> have a responsibility to think hard about how ideologies play themselves
> out
> in classrooms (along the lines Laura suggests), that's fine--and is
> actually
> pretty much in line with what the ABR says, it would seem), but if it
> means
> promoting a specific ideological agenda in composition (one that would
> have,
> for instance, *all* hierarchies being bad, and allow no room for the idea
> that some are benign, or that some are necessary,) then that doesn't seem
> fine to me at all.
>
> I don't find the idea of shooting for balance terribly frightening, I
> guess.
> No, I don't want to take a drill and kill approach to grammar, but then
> again I'm not averse to the idea of talking with students about why so
> many
> people are in favor of that. I can quite easily envision a student
> writing
> an excellent essay in favor of direct instruction of grammar (and I've had
> more than a few students who quite decidedly would have come down on that
> side of it). I don't think it would be that hard for me to teach about it
> in a way that both made my view toward it (not so enthusiastic!) clear,
> while still allowing plenty of room for--and even inviting--alternate
> views
> and experiences. (I might even model an argument in favor of--a thing I
> think I could do a pretty good job of--and certainly, I could very
> comfortably assist a student in shoring up that argument.) Oh, students
> shift positions all the time as they encounter new views, and new
> evidence,
> and that's as it should be. I can think of very few things I'd write
> about
> in exactly the same way now as I did even as little as five years ago.
>
> Sometimes, I worry that we make things harder than they have to be.
>
> In the classroom hierarchy, no matter how student-centered, the teacher is
> still at the top, setting assignments and due dates, giving grades, laying
> out classroom expectations. Because I *do* believe there are some
> absolutes, I cannot envision myself helping a student write in favor of
> racism, or of sexual abuse, or of murdering bothersome people, etc. (Yes,
> the classroom is political. Yes the teacher has power there. Yes, that
> comes with a great deal of responsibility.)
>
> But I'm quite willing to allow that there's a reasonable variety of
> stances
> to take on most every other sort of issue--a whole universe of things
> under
> contention and worth exploring. To me, a writing teacher helps equip
> students with the reading, writing, critical thinking, and research skills
> they will need to explore those over a lifetime, and this is a thing that
> can be quite readily accomplished without declaring that there's no such
> thing as an a priori moral absolute that exists beyond language, and just
> as
> readily accomplished without declaring the opposite. (I like Kant, but I
> think I'll not assign Critique of Pure Reason in FYC.)
>
> Kathy
>
>
> --__--__--
>
> Message: 2
> Subject: RE: RE: [Teaching_Composition] Re: Teaching_Composition
> digest,Vol 1 #1110 - 2 msgs
> Date: Mon, 2 Oct 2006 14:43:37 -0500
> From: "Ambrose, Jennifer" <jennifer.ambrose@uwc.edu>
> To: <teaching_composition@mailman.eppg.com>
> Reply-To: teaching_composition@mailman.eppg.com
>
> Of course our ideology influences our teaching. I used to be fierce
> about my political beliefs in the classroom--as grad student TA, I
> argued a lot with students about issues in hopes they would come to
> agree with my anti-status quo, pro-feminism, anti-war view (I felt that
> much of the composition theory I read encouraged such an approach).
> However, the outcome wasn't always productive; in one instance, I
> greatly alienated a student when I scolded about her paper that compared
> homosexuals to perverted animals. So, now I try to stick to the text
> more, and question it of course, without letting on where I stand,
> because I don't want my views/personality to take over the classroom.
>
> My question is this: Can those of you who are open about your political
> beliefs in the classroom describe the tone/context in which you discuss
> them and how effective you think you've been? Clearly, the approach is
> very important, and that is where I failed the most, I think, as a grad
> student. I always think of bell hooks in Teaching to Transgress--she
> talks about instances where she thinks she succeeded, but she didn't
> detail her approach, or mention any instances where she may have failed.
>
>
> And, those who are willing, could you mention your status--tenured,
> adjunct, associate prof, etc? I am curious whether your status affects
> your approach. For me, I'm a new, full time, academic staff employee on
> a nine-month contract (I work primarily out of our Study Center and
> teach one comp class basically as an adjunct), so that also makes me
> cautious about what I say...
>
> Thanks,
>
> Jennifer Ambrose
> UW-Waukesha Campus Writing Specialist
> Writing Tutor Coordinator
> 262-521-5549
>
> -----Original Message-----
> From: teaching_composition-admin@mailman.eppg.com
> [mailto:teaching_composition-admin@mailman.eppg.com] On Behalf Of Kathy
> Fitch
> Sent: Monday, October 02, 2006 12:58 PM
> To: teaching_composition@mailman.eppg.com
> Subject: RE: RE: [Teaching_Composition] Re: Teaching_Composition
> digest,Vol 1 #1110 - 2 msgs
>
> <<2) Extremist right-wingers have taken over education. We feel it most
> in K-12 education>>
>
> Here's a thing that seems true on some levels (standardized testing run
> amok!--though I don't think I'd point to "extremist right-wingers" as
> entirely responsible for that), and just really not at all true on
> others.
> There is, to give one example, nothing the least bit conservative about
> the typical line up of readings in elementary level lit courses (e.g.
> The Giver; Bless Me, Ultima, Bridge to Terabithia; Ender's Game, The
> Lion, The Witch, and The Wardrobe; Hatchet; Holes, Catcher in the Rye,
> etc.). Also, teachers can still claim quite a bit of freedom to shape
> their approaches to the material. My seventh grader is currently taking
> Social Studies (which encompasses History, Psychology, Sociology, and
> Geography, a combination that makes me tired on behalf of the teacher
> every time I think of it) with an emphasis on the African American
> experience. It's far and away his favorite class. In Science, they're
> doing "Stream Studies," which basically involves environmental
> (conservationist!) study of the Western Branch of the DuPage river,
> which is located near enough to their school that they can walk there,
> put on their hip waders, and have at it. That's his other favorite
> class. (Because of that teacher, my seventh grader is also running
> cross-country, which is a thing I attribute almost entirely to how
> compelling and inspiring he finds the Science teacher/Cross Country
> coach.)
>
>
> Anyway, I just don't find the "everything is ideological" argument
> particularly compelling when it comes to effectively addressing the
> concerns raised by the Academic Bill of Rights. If what is meant by
> that is that we have a responsibility to think hard about how ideologies
> play themselves out in classrooms (along the lines Laura suggests),
> that's fine--and is actually pretty much in line with what the ABR says,
> it would seem), but if it means promoting a specific ideological agenda
> in composition (one that would have, for instance, *all* hierarchies
> being bad, and allow no room for the idea that some are benign, or that
> some are necessary,) then that doesn't seem fine to me at all.
>
> I don't find the idea of shooting for balance terribly frightening, I
> guess.
> No, I don't want to take a drill and kill approach to grammar, but then
> again I'm not averse to the idea of talking with students about why so
> many people are in favor of that. I can quite easily envision a student
> writing an excellent essay in favor of direct instruction of grammar
> (and I've had more than a few students who quite decidedly would have
> come down on that side of it). I don't think it would be that hard for
> me to teach about it in a way that both made my view toward it (not so
> enthusiastic!) clear, while still allowing plenty of room for--and even
> inviting--alternate views and experiences. (I might even model an
> argument in favor of--a thing I think I could do a pretty good job
> of--and certainly, I could very comfortably assist a student in shoring
> up that argument.) Oh, students shift positions all the time as they
> encounter new views, and new evidence, and that's as it should be. I
> can think of very few things I'd write about in exactly the same way now
> as I did even as little as five years ago.
>
> Sometimes, I worry that we make things harder than they have to be.
>
> In the classroom hierarchy, no matter how student-centered, the teacher
> is still at the top, setting assignments and due dates, giving grades,
> laying out classroom expectations. Because I *do* believe there are
> some absolutes, I cannot envision myself helping a student write in
> favor of racism, or of sexual abuse, or of murdering bothersome people,
> etc. (Yes, the classroom is political. Yes the teacher has power
> there. Yes, that comes with a great deal of responsibility.)
>
> But I'm quite willing to allow that there's a reasonable variety of
> stances to take on most every other sort of issue--a whole universe of
> things under contention and worth exploring. To me, a writing teacher
> helps equip students with the reading, writing, critical thinking, and
> research skills they will need to explore those over a lifetime, and
> this is a thing that can be quite readily accomplished without declaring
> that there's no such thing as an a priori moral absolute that exists
> beyond language, and just as readily accomplished without declaring the
> opposite. (I like Kant, but I think I'll not assign Critique of Pure
> Reason in FYC.)
>
> Kathy
>
> _______________________________________________
> Teaching_Composition maillist - Teaching_Composition@mailman.eppg.com
> http://mailman.eppg.com/mailman/listinfo/teaching_composition
>
> To unsubscribe, please visit
> http://mailman.eppg.com/mailman/listinfo/teaching_composition and update
> your information.
>
>
> --__--__--
>
> Message: 3
> Date: Mon, 2 Oct 2006 18:56:56 -0400
> From: "Thelin,William" <wthelin@uakron.edu>
> To: <teaching_composition@mailman.eppg.com>
> Subject: [Teaching_Composition] Critical Pedagogy and Politics
> Reply-To: teaching_composition@mailman.eppg.com
>
> This is a multi-part message in MIME format.
>
> ------_=_NextPart_001_01C6E676.0FA3454F
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>
> Hello again:
>
> =20
>
> I appreciate the posts by both Jennifer and Kathy. I'm wondering,
> though, based on what they said, if we might be operating off of a
> caricature of the "politicized" teacher. I'll grant from the start that
> some teachers abuse their authority. There's no question about that.
> But is being dogmatic and pushing our views on students the only way we
> can interpret politicized teaching?
>
> =20
>
> Critical pedagogy believes in problem posing. A critical classroom
> starts with the students' collective interests and helps the students
> forge a connection to larger ideology through analysis, facts and
> statistics, logic, and plain old questioning. A critical pedagogue, for
> example, would not assert that all hierarchies are wrong, as Kathy
> mentioned. Rather, he or she might generate a theme around hierarchy
> for the students or pose it as a theme that students are invited to
> accept or reject. The classroom is not so de-centralized as to lack
> rigor. Rather, the instructor is sharing authority with the students
> and making them responsible for their education. Frequently, a critical
> pedagogue will make the topic of the course a theme or a starting point,
> what Ira Shor calls an "academic theme." In a writing classroom, then,
> students would study the topic of good writing or maybe writing
> processes or what the students have learned previously about the rules
> of writing. Again, the instructor poses questions and problematizes
> major issues for the students.
>
> =20
>
> Now obviously, a critical pedagogue will pose problems based on his or
> her knowledge and beliefs. The -isms of society are examined. Is this
> the bashing of students we are worried about? Is this a confrontation
> that the student is destined to lose because of lack of power? Or is
> this teaching that will challenge the student and help him or her become
> a better writer and thinker? I hope I am getting to Jennifer's question
> here about how to let your political beliefs be known. In assuming that
> the students have knowledge and becoming a co-investigator with them, I
> teach my politics. That's the most political thing I do. Still, to
> counter the status quo, I bring in materials that are leftist and let
> students wrangle with them. But the problems I pose are ones that I
> don't necessarily have the answers to. Students might try to mimic my
> beliefs, but if they are smart and attentive enough to know the
> complexity behind my decision-making and to regurgitate it, they are
> also smart and attentive enough to extend or limit or disagree all
> together with my position. The students who pay lip service to my
> beliefs are not rewarded with a good grade, so they soon stop trying.
>
> =20
>
> Certainly, a current-traditional instructor teaching controversial
> subject matter in which he or she has a vested interest is not doing the
> students or our discipline any favors. I made such a point a few years
> ago in a chapter of Michael Pemberton's The Ethics of Writing
> Instruction. There's a conflict between the rhetorical underpinnings
> and the notion of truth. In any case, in any discipline,
> authoritarianism is a problem in the classroom. But I hate to have the
> current-traditionalist continue to represent the discipline. TAs in
> addressing their own authority in the classroom might silence students
> occasionally. Other inexperienced instructors will make mistakes in
> grading or in constructing assignments. Experienced instructors will
> inadvertently try to find short cuts and become preachy instead of
> dialogic. Experienced instructors from marginalized groups might become
> very offended by certain student comments and react harshly. I just
> don't think we should judge a whole genre of teaching by these bad
> moments and determine that politics do not belong in the classroom.
>
> =20
>
> Sorry for the length of this post.
>
> =20
>
> Bill
>
>
> ------_=_NextPart_001_01C6E676.0FA3454F
> Content-Type: text/html;
> charset="us-ascii"
> Content-Transfer-Encoding: quoted-printable
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>
> <p class=3DMsoNormal><font size=3D2 face=3DArial><span =
> style=3D'font-size:10.0pt;
> font-family:Arial'>Hello again:<o:p></o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 face=3DArial><span =
> style=3D'font-size:10.0pt;
> font-family:Arial'><o:p> </o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 face=3DArial><span =
> style=3D'font-size:10.0pt;
> font-family:Arial'>I appreciate the posts by both Jennifer and =
> Kathy. I’m
> wondering, though, based on what they said, if we might be operating off =
> of a
> caricature of the “politicized” teacher. I’ll =
> grant
> from the start that some teachers abuse their authority. =
> There’s no
> question about that. But is being dogmatic and pushing our views =
> on
> students the only way we can interpret politicized =
> teaching?<o:p></o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 face=3DArial><span =
> style=3D'font-size:10.0pt;
> font-family:Arial'><o:p> </o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 face=3DArial><span =
> style=3D'font-size:10.0pt;
> font-family:Arial'>Critical pedagogy believes in problem posing. A
> critical classroom starts with the students’ collective interests =
> and helps
> the students forge a connection to larger ideology through analysis, =
> facts and
> statistics, logic, and plain old questioning. A critical =
> pedagogue, for
> example, would not assert that all hierarchies are wrong, as Kathy
> mentioned. Rather, he or she might generate a theme around =
> hierarchy for
> the students or pose it as a theme that students are invited to accept =
> or
> reject. The classroom is not so de-centralized as to lack =
> rigor.
> Rather, the instructor is sharing authority with the students and making =
> them
> responsible for their education. Frequently, a critical pedagogue =
> will
> make the topic of the course a theme or a starting point, what Ira Shor =
> calls
> an “academic theme.” In a writing classroom, then, =
> students
> would study the topic of good writing or maybe writing processes or what =
> the
> students have learned previously about the rules of writing. =
> Again, the
> instructor poses questions and problematizes major issues for the =
> students.<o:p></o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 face=3DArial><span =
> style=3D'font-size:10.0pt;
> font-family:Arial'><o:p> </o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 face=3DArial><span =
> style=3D'font-size:10.0pt;
> font-family:Arial'>Now obviously, a critical pedagogue will pose =
> problems based
> on his or her knowledge and beliefs. The –isms of society =
> are
> examined. Is this the bashing of students we are worried =
> about? Is
> this a confrontation that the student is destined to lose because of =
> lack of
> power? Or is this teaching that will challenge the student and =
> help him
> or her become a better writer and thinker? I hope I am getting to
> Jennifer’s question here about how to let your political beliefs =
> be known.
> In assuming that the students have knowledge and becoming a =
> co-investigator
> with them, I teach my politics. That’s the most political =
> thing I
> do. Still, to counter the status quo, I bring in materials that =
> are
> leftist and let students wrangle with them. But the problems I =
> pose are
> ones that I don’t necessarily have the answers to. Students =
> might
> try to mimic my beliefs, but if they are smart and attentive enough to =
> know the
> complexity behind my decision-making and to regurgitate it, they are =
> also smart
> and attentive enough to extend or limit or disagree all together with my
> position. The students who pay lip service to my beliefs are not =
> rewarded
> with a good grade, so they soon stop =
> trying.<o:p></o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 face=3DArial><span =
> style=3D'font-size:10.0pt;
> font-family:Arial'><o:p> </o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 face=3DArial><span =
> style=3D'font-size:10.0pt;
> font-family:Arial'>Certainly, a current-traditional instructor teaching
> controversial subject matter in which he or she has a vested interest is =
> not
> doing the students or our discipline any favors. I made such a =
> point a
> few years ago in a chapter of Michael Pemberton’s <u>The Ethics of
> Writing Instruction</u>. There’s a conflict between the =
> rhetorical
> underpinnings and the notion of truth. In any case, in any =
> discipline, authoritarianism
> is a problem in the classroom. But I hate to have the
> current-traditionalist continue to represent the discipline. TAs =
> in
> addressing their own authority in the classroom might silence students
> occasionally. Other inexperienced instructors will make mistakes =
> in
> grading or in constructing assignments. Experienced instructors =
> will
> inadvertently try to find short cuts and become preachy instead of
> dialogic. Experienced instructors from marginalized groups might =
> become
> very offended by certain student comments and react harshly. I =
> just don’t
> think we should judge a whole genre of teaching by these bad moments and
> determine that politics do not belong in the =
> classroom.<o:p></o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 face=3DArial><span =
> style=3D'font-size:10.0pt;
> font-family:Arial'><o:p> </o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 face=3DArial><span =
> style=3D'font-size:10.0pt;
> font-family:Arial'>Sorry for the length of this =
> post.<o:p></o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 face=3DArial><span =
> style=3D'font-size:10.0pt;
> font-family:Arial'><o:p> </o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 face=3DArial><span =
> style=3D'font-size:10.0pt;
> font-family:Arial'>Bill<o:p></o:p></span></font></p>
>
> </div>
>
> </body>
>
> </html>
>
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>
> --__--__--
>
> Message: 4
> From: "Kathy Fitch" <kfitch@kafkaz.net>
> To: <teaching_composition@mailman.eppg.com>
> Subject: RE: [Teaching_Composition] Critical Pedagogy and Politics
> Date: Tue, 3 Oct 2006 07:38:09 -0500
> Reply-To: teaching_composition@mailman.eppg.com
>
> This is a multi-part message in MIME format.
>
> ------=_NextPart_000_0012_01C6E6BE.E000C780
> Content-Type: text/plain;
> charset="iso-8859-1"
> Content-Transfer-Encoding: quoted-printable
>
> <<Critical pedagogy believes in problem posing. A critical classroom =
> starts
> with the students=92 collective interests and helps the students forge a
> connection to larger ideology through analysis, facts and statistics, =
> logic,
> and plain old questioning. A critical pedagogue, for example, would not
> assert that all hierarchies are wrong, as Kathy mentioned. Rather, he =
> or
> she might generate a theme around hierarchy for the students or pose it =
> as a
> theme that students are invited to accept or reject. The classroom is =
> not
> so de-centralized as to lack rigor. Rather, the instructor is sharing
> authority with the students and making them responsible for their =
> education.
> Frequently, a critical pedagogue will make the topic of the course a =
> theme
> or a starting point, what Ira Shor calls an =93academic theme.=94 In a =
> writing
> classroom, then, students would study the topic of good writing or maybe
> writing processes or what the students have learned previously about the
> rules of writing. Again, the instructor poses questions and =
> problematizes
> major issues for the students.>>
>
> =20
>
> Of course, Bill=97this sounds like a course we=92d all love to be in, =
> and all
> aim to teach. But where is the great big threat against this approach? =
> As
> far as I can see, the objections are lodged and the concerns expressed =
> when
> critical pedagogy ceases to be what you describe (an idealized version =
> to
> offset what you see as a caricature of the overly politicized teacher?) =
> and
> becomes something else altogether. Something a whole lot pushier. I =
> think
> part of your concern=97and I=92d agree=97is that the line between =
> critical
> pedagogy and politics run amok isn=92t always as clear in practice as it =
> is in
> our own minds, where we know (for the most part) what we=92re up to, and =
> what
> our goals and motivations are. =20
>
> =20
>
> Unfortunately, things do get fuzzy. For instance, one could make the =
> case
> that a given theme itself (how it=92s selected and defined, which =
> readings are
> chosen to explore it, the types of assignments written around it) can
> constitute a kind of argument that really brooks no opposition by =
> students
> who find themselves--all unawares, with no forewarning, and often with =
> very
> little sense of how to get out--caught in it. I=92ve inherited a few of =
> those
> students, and can tell you it=92s a delicate thing, indeed, =
> simultaneously to
> get them back on track with FYC, and to promote respect for and good =
> will
> toward the instructor they=92ve fled. How does a student trust comp =
> after
> feeling as though he or she has been forced into reading and writing =
> about
> gender issues, say, when those readings seem not only terribly pushy and
> personal, but also essentially unrelated to what they thought would and
> should be the task at hand? (It has also sometimes been a challenge not =
> to
> have the fled from teacher ticked off at me for agreeing to adopt the
> fleeing student, but talking it through head on tends to ease things.) =
> Oh,
> and just think of how many first year students in that spot *don=92t* =
> flee!
> One approach to preventing this sort of issue is to delineate themes
> clearly and carefully ahead of time. If this course is to be all about
> hierarchies, or sustainable resources, or the philosophy of language, or
> gender studies, or the rhetoric of war, or whatever, it=92s both wise =
> and
> ethical to tag it as such in the catalogue and/or schedule, and to =
> circulate
> (online is one good way) a fairly detailed description of it in advance.
> When students are empowered to choose that way, fewer problems develop,
> which is good for everyone. If I were teaching a lab/online/hybrid =
> type
> course in a school not heavy on technology use in FYC, I=92d even want =
> *that*
> (seemingly innocuous, at least to me) course tagged and described in =
> just
> this fashion. If FYC can=92t be presumed to be pretty much the same =
> from
> section to section=97as, in many places, it can=92t (thus WPAs and or =
> Deans
> feeling the lure of the departmental text and syllabus), then we do our =
> both
> our students and ourselves a great favor by clarifying the choices ahead =
> of
> time.
>
> =20
>
> I=92d have been ticked off by (and probably pretty frightened of) a =
> professor
> or instructor trying to transform me into her particular version of a
> feminist, for sure. (It=92s brave, wonderful, and a sign of wisdom for =
> any
> teacher to see that=92s she done that, to regret it, to question how it
> happened, and to reexamine that approach.) But by the time I landed in =
> such
> a situation, it was in a feminist studies course I=92d deliberatively =
> chosen,
> where passionate exploration and disagreement were welcome all the way, =
> and
> I was free vociferously to defend or attack ideas as the spirit or the
> keyboard or the readings or classmates moved me. If I=92d landed in =
> that spot
> in FYC, it would have been a thing I=92d gone into blindly, and felt =
> trapped
> by and resentful of, and rightly so. =20
>
> =20
>
> We can demonstrate how deeply we respect both students and the =
> profession by
> taking the time not only carefully to examine our approaches, but also
> carefully to tend to student responses. I learned this lesson very =
> early on
> when I was using a reader one department demanded=97a reader that =
> included a
> section on abortion. Couldn=92t get a lick of conversation or a spark =
> of
> interest going about that section (such interesting readings, too, =
> na=EFve me
> thought), so I finally did the only thing a teacher really can do when =
> in
> that spot, which is to ask the students why. They said, pretty much to =
> a
> person, that this was a hugely personal thing, and that whether they =
> were
> still thinking it through, or had already come down=97temporarily or =
> no=97on one
> side or the other was, essentially, none of anyone=92s beeswax unless =
> *they*
> opted freely to explore it with others (teachers or peers) for, say, a
> research paper, or in a creative writing class, or in a class on Human
> Sexuality or Contemporary Ethics, and so forth.
>
> =20
>
> I think they were right. Also, I expect, their response would apply in
> somewhat subtler cases. Whenever we=92re crossing into the land of the
> personal or the private in a course not specifically geared to those =
> topics
> (a course in which students can predict that those topics will make up =
> the
> content, and choose to enroll or not, accordingly), then student =
> resistance
> is not only perfectly appropriate, but downright healthy. I=92d call =
> taking
> that into account=97and letting that response shape our courses even or
> especially when it=92s an unexpected response=97a key part of critical =
> pedagogy.
>
>
> =20
>
> On a different note=97I=92ve hardly ever encountered the out and out =
> morally
> distasteful essay written by an FYC student. Thoughtfully designed =
> courses
> don=92t leave much room for them, so that=92s one thing, but the bigger =
> thing is
> that, for the most part, students are rooting for us just like we=92re =
> rooting
> for them. Mostly, in my experience, they really want to learn a thing =
> or
> two about writing, and they=92ll go a long way, indeed, to help us teach =
> them
> whatever we can in the brief time we have together.
>
> =20
>
> Kathy
>
> =20
>
> =20
>
>
> ------=_NextPart_000_0012_01C6E6BE.E000C780
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> charset="iso-8859-1"
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> <div class=3DSection1>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'><<</span></font><font =
> size=3D2
> face=3DArial><span style=3D'font-size:10.0pt;font-family:Arial'>Critical =
> pedagogy
> believes in problem posing. A critical classroom starts with the
> students’ collective interests and helps the students forge a =
> connection
> to larger ideology through analysis, facts and statistics, logic, and =
> plain old
> questioning. A critical pedagogue, for example, would not assert =
> that all
> hierarchies are wrong, as Kathy mentioned. Rather, he or she might
> generate a theme around hierarchy for the students or pose it as a theme =
> that
> students are invited to accept or reject. The classroom is not so
> de-centralized as to lack rigor. Rather, the instructor is sharing
> authority with the students and making them responsible for their
> education. Frequently, a critical pedagogue will make the topic of =
> the
> course a theme or a starting point, what Ira Shor calls an =
> “academic
> theme.” In a writing classroom, then, students would study =
> the
> topic of good writing or maybe writing processes or what the students =
> have
> learned previously about the rules of writing. Again, the =
> instructor
> poses questions and problematizes major issues for the students.<font
> color=3Dnavy><span =
> style=3D'color:navy'>>></span></font><o:p></o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'>Of course, Bill—this sounds =
> like a
> course we’d all love to be in, and all aim to teach.=A0 But where =
> is the
> great big threat against this approach?=A0 As far as I can see, the =
> objections
> are lodged and the concerns expressed when critical pedagogy ceases to =
> be what
> you describe (an idealized version to offset what you see as a =
> caricature of
> the overly politicized teacher?) and becomes something else =
> altogether.=A0
> Something a whole lot pushier.=A0 I think part of your concern—and
> I’d agree—is that the line between critical pedagogy and =
> politics
> run amok isn’t always as clear in practice as it is in our own =
> minds,
> where we know (for the most part) what we’re up to, and what our =
> goals
> and motivations are.=A0 <o:p></o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'>Unfortunately, things do get =
> fuzzy.=A0 For
> instance, one could make the case that a given theme itself (how =
> it’s
> selected and defined, which readings are chosen to explore it, the types =
> of
> assignments written around it) can constitute a kind of argument that =
> really
> brooks no opposition by students who find themselves--all unawares, with =
> no forewarning,
> and often with very little sense of how to get out--caught in it.=A0 =
> I’ve
> inherited a few of those students, and can tell you it’s a =
> delicate
> thing, indeed, simultaneously to get them back on track with FYC, and to
> promote respect for and good will toward the instructor they’ve =
> fled.=A0 How
> does a student trust comp after feeling as though he or she has been =
> forced
> into reading and writing about gender issues, say, when those readings =
> seem not
> only terribly pushy and personal, but also essentially unrelated to what =
> they
> thought would and should be the task at hand?=A0 (It has also sometimes =
> been a
> challenge not to have the fled from teacher ticked off at me for =
> agreeing to
> adopt the fleeing student, but talking it through head on tends to ease
> things.)=A0 Oh, and just think of how many first year students in that =
> spot *<b><span
> style=3D'font-weight:bold'>don’t</span></b>* flee!=A0 One approach =
> to
> preventing this sort of issue=A0 is to delineate themes clearly and =
> carefully ahead
> of time.=A0 If this course is to be all about hierarchies, or =
> sustainable
> resources, or the philosophy of language, or gender studies, or the =
> rhetoric of
> war, or whatever, it’s both wise and ethical to tag it as such in =
> the
> catalogue and/or schedule, and to circulate (online is one good way) a =
> fairly
> detailed description of it in advance.=A0 When students are empowered to =
> choose
> that way, fewer problems develop, which is good for everyone.=A0=A0 If I =
> were
> teaching a lab/online/hybrid type course in a school not heavy on =
> technology
> use in FYC, I’d even want *<b><span =
> style=3D'font-weight:bold'>that</span></b>*
> (seemingly innocuous, at least to me) course tagged and described in =
> just this
> fashion.=A0 If FYC can’t be presumed to be pretty much the same =
> from
> section to section—as, in many places, it can’t (thus WPAs =
> and or
> Deans feeling the lure of the departmental text and syllabus), then we =
> do our
> both our students and ourselves a great favor by clarifying the choices =
> ahead
> of time.<o:p></o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'>I’d have been ticked off by =
> (and
> probably pretty frightened of) a professor or instructor trying to =
> transform me
> into her particular version of a feminist, for sure.=A0 (It’s =
> brave,
> wonderful, and a sign of wisdom for any teacher to see that’s she =
> done that,
> to regret it, to question how it happened, and to reexamine that =
> approach.) But
> by the time I landed in such a situation, it was in a feminist studies =
> course
> I’d deliberatively chosen, where passionate exploration and =
> disagreement
> were welcome all the way, and I was free=A0 vociferously to defend or =
> attack
> ideas as the spirit or the keyboard or the readings or classmates moved =
> me.=A0 If
> I’d landed in that spot in FYC, it would have been a thing =
> I’d gone
> into blindly, and felt trapped by and resentful of, and rightly so.=A0 =
> <o:p></o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'>We can demonstrate how deeply we =
> respect
> both students and the profession by taking the time not only carefully =
> to
> examine our approaches, but also carefully to tend to student =
> responses.=A0 I
> learned this lesson very early on when I was using a reader one =
> department
> demanded—a reader that included a section on abortion.=A0 =
> Couldn’t
> get a lick of conversation or a spark of interest going about that =
> section
> (such interesting readings, too, na=EFve me thought), so I finally did =
> the only
> thing a teacher really can do when in that spot, which is to ask the =
> students
> why.=A0 They said, pretty much to a person, that this was a hugely =
> personal
> thing,=A0 and that whether they were still thinking it through, or had =
> already
> come down—temporarily or no—on one side or the other was,
> essentially, none of anyone’s beeswax unless *<b><span =
> style=3D'font-weight:
> bold'>they</span></b>* opted freely to explore it with others (teachers =
> or
> peers) for, say, a research paper, or in a creative writing class, or in =
> a
> class on Human Sexuality or Contemporary Ethics, and so =
> forth.<o:p></o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'>I think they were right.=A0 Also, I =
> expect,
> their response would apply in somewhat subtler cases.=A0 Whenever =
> we’re
> crossing into the land of the personal or the private in a course not
> specifically geared to those topics (a course in which students can =
> predict
> that those topics will make up the content, and choose to enroll or not,
> accordingly), then student resistance is not only perfectly appropriate, =
> but
> downright healthy.=A0 I’d call taking that into account—and =
> letting
> that response shape our courses even or especially when it’s an
> unexpected response—a key part of critical pedagogy.=A0 =
> <o:p></o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'>On a different =
> note—I’ve
> hardly ever encountered the out and out morally distasteful essay =
> written by an
> FYC student.=A0 Thoughtfully designed courses don’t leave much =
> room for
> them, so that’s one thing, but the bigger thing is that, for the =
> most
> part, students are rooting for us just like we’re rooting for =
> them.=A0
> Mostly, in my experience, they really want to learn a thing or two about
> writing, and they’ll go a long way, indeed, to help us teach them
> whatever we can in the brief time we have =
> together.<o:p></o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'>Kathy<o:p></o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
>
> </div>
>
> </body>
>
> </html>
>
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>
>
>
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>
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>
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