Skip to content
2018
Volume 67, Issue 3
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006

Abstract

Drawing from cultural studies and social justice education, this essay argues for the productive potential of racial inquiry in composition scholarship and pedagogy. Ethical imperatives facing rhetoric and composition are also pedagogical opportunities:to rethink multiculturalism, politicize student affect, and develop student-centered writing processes predicated upon deliberative critical inquiry.

Loading

Article metrics loading...

/content/journals/10.58680/ccc201628066
2016-02-01
2024-05-21
Loading full text...

Full text loading...

http://instance.metastore.ingenta.com/content/journals/10.58680/ccc201628066
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