Abstract

In just about half of a colleague's teaching evaluations (twelve of twenty-six evaluations) from two first-year composition and introduction to literature sections, she read objections to her feminist stance, especially her discussions of feminism and pedagogy. Most of the objections came from students who insisted that the classroom ought to be an ideologically neutral space free from the instructor's interests and concerns. The following samples, copied verbatim, suggest the drift of the students' complaints:

Journal
College English
Published
1990-04-01
DOI
10.2307/377656
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