Reprivileging Reading

Pedagogy Jan 2012

Ira James Allen

Abstract

This essay explores intersections between reading and privilege and moves out from a survey of faculty reading practices to consider what is at stake in distinguishing between “real” and “instrumental” reading. Allen argues that, as privileged subjects, teachers can best help students approach reading as the negotiation of uncertainty when teachers themselves undertake such negotiation. That is, instructors do well to consciously inhabit and emotionally integrate their own contradictory desires for reading—the desire for institutional viability associated with instrumental reading, on the one hand, and the desire for the leisured thought of real reading, on the other.

Journal: Pedagogy
Published: 2012-01-01
DOI: 10.1215/15314200-1416540
Open Access: Closed
Topics: multilingual writers

Citation Context

Cited by in this index (5)

Sutherland (2016)

Timely, Impure Reading

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The Line That Should Not Be Drawn

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<i>Imitatio</i>Reconsidered

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Lockhart et al. (2016)

The Critical Place of Reading in Writing Transfer (and Beyond)

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Raymond (2014)

Considering Claims and Finding One’s Place

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Cites in this index (3)

Chick et al. (2009)

“Pressing an Ear against the Hive”

Pedagogy
Flynn (2007)

Reconsiderations: Louise Rosenblatt and the Ethical Turn in Literary Theory

College English
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The Reader's Apprentice: Making Critical Cultural Reading Visible

Pedagogy

Also cites 5 works outside this index ↓

Bourdieu (1977)

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↗
Flower (1980)

The Cognition of Discovery: Defining a Rhetorical Problem

College Composition and Communication ↗
Haas (1988)

Rhetorical Reading Strategies and the Construction of Meaning

College Composition and Communication ↗
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↗
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Can the Subaltern Speak?

↗

CrossRef global citation count: 14 View in citation network →