Abstract

This essay theorizes a pedagogy of responsibility as an alternative to place-based and critical pedagogies that offers to ground students in deep ethical obligation. Using Emmanuel Levinas’s ethics, I suggest that place may function as a trace of the Other that reminds the self of her responsibility. By analyzing a case study of a place-based college writing assignment, I demonstrate how a pedagogy of responsibility cultivates students’ responsibility for engaging others in ethical, rhetorical response.

Journal
Reflections: A Journal of Community-Engaged Writing and Rhetoric
Published
2016-09-01
DOI
10.59236/rjv16i1pp126-139
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