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Editor(s): Patricia A. Sullivan, Donna J. Qualley
Contributors discuss how our evolving awareness of the social forces of gender, race, class, and culture may be taken from the level of abstract discussion into our day-to-day interactions with our students and colleagues.
Stock No.: 58900
Writing at a time of "intense institutional examination and social critique," the authors in this important volume address how our teaching practices might productively respond to these challenges. Maxine Greene, David Bleich, Robert Scholes, and eighteen others discuss how our evolving awareness of the social forces of gender, race, class, and culture may be taken from the level of abstract discussion into our day-to-day interactions with our students and colleagues.
Contributors offer new perspectives on such issues as feminism in the classroom, the shifts in power brought about by computers in the writing class, approaches to literatures from various regions and cultures, and new ways of looking at genres such as the journal and the academic autobiography. Especially stimulating is the historical focus of several essays. They reveal how some of our assumptions (about pedagogy, or about literacy, for example) and our classroom genres (e.g., the thesis-driven essay) gained a hold on our current thinking, and they suggest alternative ways of viewing instruction.
256 pp. 1994. College. ISBN 10: 0-8141-5890-0; ISBN 13: 978-0-8141-5890-6.
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