College English Sep 2006

Performing Working-Class Identity in Composition: Toward a Pedagogy of Textual Practice

Donna LeCourt

Abstract

Drawing on students’ literacy autobiographies, this article critiques the premise that academic discourse and working-class identity are not only static but also in complete opposition. The author argues for a more performative theory of class, a theory that would, she explains, recognize that academic discourse creates social class distinctions through processes that can be critiqued and reshaped.

Journal
College English
Published
2006-09-01
DOI
10.58680/ce20065831
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Open Access
Closed
Topics
discourse analysis writing pedagogy literacy studies
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Citation Context

Cited by in this index (2)

  1. Loe (2024)
    “What it is exactly that circulates”: Affective value, re/production, and rheto…
    Computers and Composition
  2. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies

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