College Composition and Communication
Dec 2006
Acknowledging the Rough Edges of Resistance: Negotiation of Identities for First-Year Composition
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
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Citation Context
Cited by in this index (4)
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Harrington et al. (2020)Pedagogy
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Sutherland (2014)Pedagogy
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Basgier (2011)Computers and Composition
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Lillis (2008)Written Communication
References (0)
No references on file for this article.
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