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Who We Are, Why We Care

Who We Are, Why We Care S y m p o s i u m : R e v i s i t i n g t h e Wo r k o f A l l a n Bl o o m a n d E . D . H i r s c h J r. Mark C. Long In their forthcoming review of Local Histories: Reading the Archives of Com- position, Cinthia Gannett, John C. Brereton, and Katherine E. Tirabassi describe a shift away from generalized studies of the history of composition programs to a more complicated account of our disciplinary past. “As com - position studies has undergone its social turn(s),” they write, “we increasingly focus on the situatedness of practice, pedagogy, people, and programs, and our disciplinary attention has been drawn anew to questions of local origins and local histories: of movements, moments, mentors, and mandates.” This shift from broad accounts of the discipline to more complicated, concurrent narratives of disciplinary norms and practices parallels a shift in the dis - course of the profession at large. Such disciplinary histories help us come to terms with the constructed and contingent nature of our professional norms and practices. Moreover, by locating http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Who We Are, Why We Care

Long, Mark C.; Sewell, Jessica L; Wong, Joseph
Pedagogy , Volume 10 (1) – Jan 1, 2010
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Copyright
© 2009 by Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-2009-036
Publisher site
See Article on Publisher Site

Abstract

S y m p o s i u m : R e v i s i t i n g t h e Wo r k o f A l l a n Bl o o m a n d E . D . H i r s c h J r. Mark C. Long In their forthcoming review of Local Histories: Reading the Archives of Com- position, Cinthia Gannett, John C. Brereton, and Katherine E. Tirabassi describe a shift away from generalized studies of the history of composition programs to a more complicated account of our disciplinary past. “As com - position studies has undergone its social turn(s),” they write, “we increasingly focus on the situatedness of practice, pedagogy, people, and programs, and our disciplinary attention has been drawn anew to questions of local origins and local histories: of movements, moments, mentors, and mandates.” This shift from broad accounts of the discipline to more complicated, concurrent narratives of disciplinary norms and practices parallels a shift in the dis - course of the profession at large. Such disciplinary histories help us come to terms with the constructed and contingent nature of our professional norms and practices. Moreover, by locating

Journal

Pedagogy – Duke University Press

Published: Jan 1, 2010

References