Acknowledging the Rough Edges of Resistance: Negotiation of Identities for First-Year Composition

College Composition and Communication Dec 2006

Acknowledging the Rough Edges of Resistance: Negotiation of Identities for First-Year Composition

Melanie Kill

Abstract

In the interest of better understanding the challenges of enacting new pedagogies in the classroom, the following essay focuses on the role of genre and uptake in the relational negotiation of self-presentation. I argue that to bring our teaching practices in line with our best intentions and most progressive pedagogies we need to be aware not only that reliance on the legibility associated with familiar subject positions motivates student resistance in the composition classroom but, moreover, that our interest in securing self-presentations as teachers may motivate everyday interactions that work to maintain the status quo.

Journal: College Composition and Communication
Published: 2006-12-01
DOI: 10.58680/ccc20065895
Topics: first-year composition genre theory

Citation Context

Cited by in this index (4)

Harrington et al. (2020)

Rethinking Student Resistance from a Developmental Perspective

Pedagogy
Sutherland (2014)

Reading Yourself

Pedagogy
Basgier (2011)

The Author-Function, The Genre Function, and The Rhetoric of Scholarly Webtexts

Computers and Composition
Lillis (2008)

Ethnography as Method, Methodology, and “Deep Theorizing”

Written Communication

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