Abstract
Sees a tendency, in the field of composition, to privilege either theory or classroom practice. Discusses theory as liberatory narrative. Draws on Michael Dorris, bell hooks, and Paulo Freire to show how the act of theorizing becomes an act of compassion and of healing. Describes how literacy narratives from the two-year college classroom demonstrate this point.
- Journal
- Teaching English in the Two-Year College
- Published
- 1997-12-01
- DOI
- 10.58680/tetyc19973834
- Open Access
- Closed
- Topics
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