Abstract
This article examines the implications of service-learning educators’ commitments to community literacy for professional development in higher education. It places stories of professional development in composition studies within the context of community literacy needs and of broader debates about tenure and promotion practices. The article proposes a set of questions that challenge compositionists to draw on community-based work to redefine professional development in rhetoric and composition studies.
- Journal
- Reflections: A Journal of Community-Engaged Writing and Rhetoric
- Published
- 2000-09-01
- DOI
- 10.59236/rjv1i2pp30-34
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References (2)
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Subscription Form: Volume I (2000-2001) This work is dedicated to my father, Robert William DeJoy Sr., who ta…
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DrProfessor of Excellence in Teaching and Associate Professor
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