Abstract

Reform efforts undertaken in the name of the college- and career-readiness agenda reflect a different understanding of a balance between liberal learning, professional training, and disciplinarity that has long existed in general education programs. This article examines the different interpretations of this balance in general education and contemporary reform efforts, considering the implications of these reforms by examining their possible effects on writing education. It concludes by positing that “remodeling” (not restructuring) general education through a framework that draws on the idea of “communities of practice” (Etienne Wenger, Communities of Practice, Cambridge, Cambridge University Press, 1998) might represent a strategy for rethinking the balance between liberal learning, professional training, and disciplinarity.