Craig Dworkin
2 articles-
Abstract
Taking the reader on a stroll through the woods to look for the elusive and unclassifiable mushroom, this essay suggests that avant-gardes can present a challenge to our familiar modes of communication in the classroom. The author argues that a truly radical pedagogic practice, corresponding to the theoretical critiques offered by recent trends in the study of rhetoric and teaching, might forestall the real danger represented by teaching the avant-garde, namely that it be domesticated and its radical potential neutralized.