Skip to content
2018
Volume 58, Issue 2
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006

Abstract

In the interest of better understanding the challenges of enacting new pedagogies in the classroom, the following essay focuses on the role of genre and uptake in the relational negotiation of self-presentation. I argue that to bring our teaching practices in line with our best intentions and most progressive pedagogies we need to be aware not only that reliance on the legibility associated with familiar subject positions motivates student resistance in the composition classroom but, moreover, that our interest in securing self-presentations as teachers may motivate everyday interactions that work to maintain the status quo.

Loading

Article metrics loading...

/content/journals/10.58680/ccc20065895
2006-12-01
2024-06-22
Loading full text...

Full text loading...

http://instance.metastore.ingenta.com/content/journals/10.58680/ccc20065895
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error