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Resistance RevisitedResolving Gender Trouble in the First-Year Writing Classroom

Resistance RevisitedResolving Gender Trouble in the First-Year Writing Classroom Educational theorists emphasize the importance of creating a classroom environment that encourages positive or productive student resistance to dominant social discourse. This article revisits work in critical pedagogy, feminism, and composition by focusing on the challenges of teaching a first-year writing course on the theme of masculinity. The gender imbalance of this class, with a majority of male students, combined with the course theme, contributed to an environment that raised unanticipated questions, which prompted the reconsideration of the intersections of critical, feminist, and composition pedagogies. In this class, the dynamics worked against a process of critical inquiry and reflection and instead often reified dominant view-points and social positions, specifically with respect to gender. This article concludes with evidence of how practices in composition studies, especially student-instructor conferences, helped to redirect some of the reactive resistance encountered in the classroom. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Resistance RevisitedResolving Gender Trouble in the First-Year Writing Classroom

Pedagogy , Volume 14 (3) – Oct 1, 2014

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References (9)

Copyright
© 2014 by Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-2715832
Publisher site
See Article on Publisher Site

Abstract

Educational theorists emphasize the importance of creating a classroom environment that encourages positive or productive student resistance to dominant social discourse. This article revisits work in critical pedagogy, feminism, and composition by focusing on the challenges of teaching a first-year writing course on the theme of masculinity. The gender imbalance of this class, with a majority of male students, combined with the course theme, contributed to an environment that raised unanticipated questions, which prompted the reconsideration of the intersections of critical, feminist, and composition pedagogies. In this class, the dynamics worked against a process of critical inquiry and reflection and instead often reified dominant view-points and social positions, specifically with respect to gender. This article concludes with evidence of how practices in composition studies, especially student-instructor conferences, helped to redirect some of the reactive resistance encountered in the classroom.

Journal

PedagogyDuke University Press

Published: Oct 1, 2014

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