College English - Volume 59, Issue 3, 1997

Locates postcolonial pedagogy within the context of institutional circuits of production and consumption, finding that instead of expanding the student’s experience with difference and diversity, it contains them through a managed encounter with otherness.

Examines assumptions underlying the ubiquitous distaste for gatekeeping evident in composition studies scholarship: namely, that the matter of gatekeeping can be settled by writing teachers themselves; and that students themselves need not be consulted about gatekeeping.