College English - Volume 60, Issue 3, 1998

Explores the convergence between projects in ethnographic research and composition pedagogy that emphasize the critical power of experience. Argues that critical ethnography and pedagogy need to redefine “experience” and its function for research and teaching and that composition can help this redefinition by looking for ways to build and constructively use a tension between teaching and research practices.

Focuses on images of teachers (particularly English teachers) in films. Argues that understanding how society views teachers through the prism of cultural imagination can productively challenge the profession to create its own pedagogical images. Suggests that, although these films depict the teacher’s sexuality to define its proper limits, the drama of eroticized teaching obscures larger concerns over classroom politics.

Discusses common-sense and immediate measures (and attendant difficulties) to deal with ethical issues raised by students’ personal writing. Advocates giving more attention to the increasing complexities of teachers’ roles; to the complicated and thoroughly nontraditional lives led by most students; to the increasingly personal interaction that takes place with students; and to issues of trust and ethical responsibilities.