Abstract

This article examines how working-class bodies perform physically, affectively, and discursively in academic spaces. Through its conversation between a tenured professor and graduate student, the article employs performance theory to highlight how disruptive working-class teacher-bodies can be and the potential they offer for understanding the ideological work of academic social space.

Journal
Pedagogy
Published
2011-01-01
DOI
10.1215/15314200-2010-018
Open Access
Closed
Topics

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

Cites in this index (4)

  1. Pedagogy
  2. College Composition and Communication
  3. College Composition and Communication
  4. College English
Also cites 9 works outside this index ↓
  1. Adair, Vivyan C. 2001. “Branded with Infamy: Inscriptions of Poverty and Class in the United States.” Signs: …
  2. Bauman, Richard, and Charles L. Briggs. 1990. “Poetics and Performance as Critical Perspectives on Language a…
  3. Bloom, Lynn Z. 1996. “Freshman Composition as a Middle-Class Enterprise.” College English58: 654 – 75.
  4. Elliott, Mary. 1996. “Coming Out in the Classroom: A Return to the Hard Place.” College English58: 693 – 708.
  5. Johnson, Cheryl L. 1994. “Participatory Rhetoric and the Teacher as Racial/Gendered Subject.” College English…
  6. LeCourt, Donna. 2004. Identity Matters: Schooling the Student Body in Academic Discourse. Albany: State Unive…
  7. ———. 2006. “Performing Working-Class Identity in Composition: Toward a Pedagogy of Textual Practice.” College…
  8. Lindquist, Julie. 1999. “Class Ethos and the Politics of Inquiry: What the Barroom Can Teach Us about the Cla…
  9. ———. 2004. “Class Affects, Classroom Affectations: Working through the Paradoxes of Strategic Empathy.” Colle…
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