Abstract

This article describes how contemporary psychoanalytic and poststructuralist theories inform my teaching of writing. It suggests that the psychological and academic challenges confronting freshmen recently placed in a new social/academic environment may be abated by a pedagogy that highlights a poststructuralist understanding of identity as multiple and performative.

Journal
Pedagogy
Published
2012-04-01
DOI
10.1215/15314200-1503613
Open Access
Closed

Citation Context

Cited by in this index (1)

  1. College English

Cites in this index (2)

  1. College Composition and Communication
  2. College Composition and Communication
Also cites 1 work outside this index ↓
  1. Composing Texts, Composing Lives
    Harvard Educational Review  
CrossRef global citation count: 5 View in citation network →