Speak for Yourself? Power and Hybridity in the Cross-Cultural Classroom

College Composition and Communication Jun 2003

Speak for Yourself? Power and Hybridity in the Cross-Cultural Classroom

Bronwyn T. Williams

Abstract

In this article I use the lens of postcolonial theory to reflect on my uses of a varied series of writing pedagogies in cross-cultural classrooms at an international college. Such reflection helps reveal how relations of power between teacher and students and underlying ideological assumptions about knowledge and discourse often resulted in hybrid responses of mimicry, frustration, incomprehension, and resistance. A pedagogy constructed against the backdrop of postcolonial theory might provide both students and their teacher in such a cross-cultural setting with a more complex and useful way of understanding issues of power, discourse, identity, and the role of writing.

Journal: College Composition and Communication
Published: 2003-06-01
DOI: 10.58680/ccc20031499
Open Access: Closed
Topics: multilingual writers

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