{"title":"The Post-9/11 University and the Project of Democracy","authors":"Henry A. Giroux, S. S. Giroux","doi":"10.1057/9781403982667_2","DOIUrl":"https://doi.org/10.1057/9781403982667_2","url":null,"abstract":"","PeriodicalId":131306,"journal":{"name":"JAC: A Journal of Composition Theory","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124764094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Class Consciousness and the Junior College Movement: Creating a Docile Workforce","authors":"William E. Degenaro","doi":"10.1057/9781137021052_4","DOIUrl":"https://doi.org/10.1057/9781137021052_4","url":null,"abstract":"","PeriodicalId":131306,"journal":{"name":"JAC: A Journal of Composition Theory","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130956675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
reasoning and an assertion of self, the later on mutual benefit. This content downloaded from 207.46.13.159 on Tue, 17 May 2016 05:17:30 UTC All use subject to http://about.jstor.org/terms Encountering the Other 53 2This position is particularly associated with the work of Emmanuel Levinas and is elaborated in the work of Luce Irigaray (see Hirsh and Olson). 3One of the finest works I know on the subject is Evelyn Ashton-Jones' "Collaboration, Conversation, and the Politics of Gender." 4This is not to deny the power of ideology in formingthe choices we make. At the same time that postmodern theory illustrates the need to participate actively in our ethical decision-making, it also reveals the extent to which our ideological frameworks can work to limit the very choices we make or are able to make. 5Of course, direct discussion of ethics is becoming more common, as indicated, for example, by the work of James Porter. Also see Moore and Kleine. interestingly, Patricia Bizzell has even argued that the contact zone can be used as a way to reorganize literary study: "This concept can aid us both because it emphasizes the conditions of difficulty and struggle under which literatures from different cultures come together (thus forestalling the disrespectful glossing over of differences), and because it gives us a conceptual base for bringing these literatures together, namely, when they occur in or are brought to the same site of struggle or 'contact zone'" (166). 7 A revised version of Pratt's "Arts of the Contact Zone" serves as the introduction of her book ImperialEyes:Studiesin Travel WritingandTransculturation. 8Giroux makes a similar point about how compositionists and literacy scholars have appropriated the work of Freire: "What has been increasingly lost in the North American and Western appropriation of Freire's work is the profound and radical nature of its theory and practice as an anti-colonial and postcolonial discourse" (193). 9 A telling indication of the deradicalizingof a potent concept like contact zone is that textbooks are beginningto emerge that attempt to "apply" contact zone theory in their overall pedagogy. If, as Kathleen Welch argues, textbooks are the most conservative repositories of our knowledge at any given moment, then one wonders what the implications are of contact zone theory being packaged in textbooks. I'm reminded, too, of CH. Knoblauch's observation about social construction: "One can be quite sure, however, that when roving, and normally warring, bands of cognitive psychologists, text linguists, philosophers of composition, historians of rhetoric, Marxist critics, poststructuralists, and reader response theorists all wax equally enthusiastic about 'the social construction of reality,' there is a good chance that the expression has long since lost its capacity to name anything important or even very interesting" (54). 10There are, of course, notable exceptions, but few if any draw on the kind of postcolonial theory
推理和自我的断言，后者就互惠互利。此内容下载自207.46.13.159,2016年5月17日星期二05:17:30 UTC所有使用须遵守http://about.jstor.org/terms遇到其他53 .这一立场与Emmanuel Levinas的工作特别相关，并在Luce Irigaray的工作中进行了详细阐述(见Hirsh和Olson)。伊芙琳·阿什顿-琼斯(Evelyn Ashton-Jones)的《合作、对话和性别政治》(Collaboration, Conversation, and Politics of Gender)是我所知道的这方面最好的著作之一。这并不是否认意识形态在我们做出选择时的力量。与此同时，后现代理论说明了积极参与我们的道德决策的必要性，它也揭示了我们的意识形态框架可以在多大程度上限制我们做出或能够做出的选择。当然，对伦理学的直接讨论正变得越来越普遍，例如詹姆斯·波特的著作就表明了这一点。参见Moore和Kleine。有趣的是，帕特里夏·比泽尔甚至认为，接触区可以作为一种重组文学研究的方式:“这个概念可以帮助我们，因为它强调了困难和斗争的条件，在这些条件下，来自不同文化的文学聚集在一起(从而防止对差异的不尊重的掩饰)，因为它给了我们一个概念基础，使这些文学聚集在一起，即，当它们发生在或被带到同一个斗争地点或‘接触区’时”(166)。普拉特的《接触地带的艺术》的修订版作为她的书《帝国之眼:旅行写作和跨文化研究》的介绍。关于作曲家和文学学者如何挪用弗莱雷的作品，吉鲁也提出了类似的观点:“在北美和西方对弗莱雷作品的挪用中，越来越少的是其作为反殖民和后殖民话语的理论和实践的深刻和激进的本质”(193)。一个明显的迹象表明，像接触区这样一个强有力的概念正在去极端化，那就是教科书开始出现，试图将接触区理论“应用”到它们的整体教学中。正如凯瑟琳•韦尔奇(Kathleen Welch)所言，如果教科书是我们在任何特定时刻最保守的知识宝库，那么人们就会想，接触区理论被打包进教科书意味着什么。我也想起了CH. Knoblauch关于社会建构的观察:“然而，可以肯定的是，当一群认知心理学家、文本语言学家、写作哲学家、修辞学史学家、马克思主义批评家、后结构主义者和读者反应理论家对‘现实的社会建构’同样充满热情时，这种表达方式很可能早已失去了命名任何重要甚至非常有趣的东西的能力”(54)。当然，也有值得注意的例外，但很少有人借鉴了我即将讨论的那种后殖民理论。在《被压迫者的教育学》一书中，弗莱雷讨论了被压迫者渴望变得像压迫者的动力，他警告扫盲工作者要为这种渴望做好准备，因为被压迫者获得了批判意识(第1章，第29章)。普拉特讲述的瓜曼·波马的《新编年史》的故事正好说明了这一点，因为波马提供了一个修正主义的历史，“用盖丘亚语和不符合语法的、富有表达力的西班牙语混合书写”，模仿和恶搞官方话语:“瓜曼·波马通过挪用和改编侵略者的代表性作品来构建他的文本”(“艺术”33,36)。在最近的一次采访中，Freire谈到了对他在教师权威和教师行使其权威的道德义务方面的立场的误读(Olson)。最近关于这一主题的一部著名著作是刘欣·盖尔的《后现代课堂中的教师权威》，这本书因其在作曲理论方面最杰出的著作而获得了w·罗斯·温特沃德奖。一个令人鼓舞的发展是《JA Con后殖民理论与写作》的特刊。我要感谢Evelyn Ashton-Jones、Julie Drew、Debrajacobs和todd Taylor对本文初稿的阅读和评论。
{"title":"Encountering the Other: Postcolonial Theory and Composition Scholarship.","authors":"Gary A. Olson","doi":"10.2307/j.ctt5vkh0w.7","DOIUrl":"https://doi.org/10.2307/j.ctt5vkh0w.7","url":null,"abstract":"reasoning and an assertion of self, the later on mutual benefit. This content downloaded from 207.46.13.159 on Tue, 17 May 2016 05:17:30 UTC All use subject to http://about.jstor.org/terms Encountering the Other 53 2This position is particularly associated with the work of Emmanuel Levinas and is elaborated in the work of Luce Irigaray (see Hirsh and Olson). 3One of the finest works I know on the subject is Evelyn Ashton-Jones' \"Collaboration, Conversation, and the Politics of Gender.\" 4This is not to deny the power of ideology in formingthe choices we make. At the same time that postmodern theory illustrates the need to participate actively in our ethical decision-making, it also reveals the extent to which our ideological frameworks can work to limit the very choices we make or are able to make. 5Of course, direct discussion of ethics is becoming more common, as indicated, for example, by the work of James Porter. Also see Moore and Kleine. interestingly, Patricia Bizzell has even argued that the contact zone can be used as a way to reorganize literary study: \"This concept can aid us both because it emphasizes the conditions of difficulty and struggle under which literatures from different cultures come together (thus forestalling the disrespectful glossing over of differences), and because it gives us a conceptual base for bringing these literatures together, namely, when they occur in or are brought to the same site of struggle or 'contact zone'\" (166). 7 A revised version of Pratt's \"Arts of the Contact Zone\" serves as the introduction of her book ImperialEyes:Studiesin Travel WritingandTransculturation. 8Giroux makes a similar point about how compositionists and literacy scholars have appropriated the work of Freire: \"What has been increasingly lost in the North American and Western appropriation of Freire's work is the profound and radical nature of its theory and practice as an anti-colonial and postcolonial discourse\" (193). 9 A telling indication of the deradicalizingof a potent concept like contact zone is that textbooks are beginningto emerge that attempt to \"apply\" contact zone theory in their overall pedagogy. If, as Kathleen Welch argues, textbooks are the most conservative repositories of our knowledge at any given moment, then one wonders what the implications are of contact zone theory being packaged in textbooks. I'm reminded, too, of CH. Knoblauch's observation about social construction: \"One can be quite sure, however, that when roving, and normally warring, bands of cognitive psychologists, text linguists, philosophers of composition, historians of rhetoric, Marxist critics, poststructuralists, and reader response theorists all wax equally enthusiastic about 'the social construction of reality,' there is a good chance that the expression has long since lost its capacity to name anything important or even very interesting\" (54). 10There are, of course, notable exceptions, but few if any draw on the kind of postcolonial theory","PeriodicalId":131306,"journal":{"name":"JAC: A Journal of Composition Theory","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130428390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The fact is that theories about the nature of writing, writing development, the uses of writing, and the process of writing, cannot be said to correspond to external reality broadly if these theories do not account for the experiences of over half of the world's population, the half that can be placed along the bilingual continuum and classified as fluent and functional in two languages. Guadalupe Valdes
{"title":"Tejano Arts of the U.S.-Mexico Contact Zone.","authors":"Jaime Armin Mejía","doi":"10.2307/j.ctt5vkh0w.13","DOIUrl":"https://doi.org/10.2307/j.ctt5vkh0w.13","url":null,"abstract":"The fact is that theories about the nature of writing, writing development, the uses of writing, and the process of writing, cannot be said to correspond to external reality broadly if these theories do not account for the experiences of over half of the world's population, the half that can be placed along the bilingual continuum and classified as fluent and functional in two languages. Guadalupe Valdes","PeriodicalId":131306,"journal":{"name":"JAC: A Journal of Composition Theory","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134553022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Deweyan Hopefulness in a Time of Despair","authors":"S. Fishman","doi":"10.1057/9781137021052_9","DOIUrl":"https://doi.org/10.1057/9781137021052_9","url":null,"abstract":"","PeriodicalId":131306,"journal":{"name":"JAC: A Journal of Composition Theory","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126166243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
read and write. Maybe earlier?I can remember trying to teach my baby sister how to crawl, and my younger brother how to dial the telephone. That my pretty flapper mother had taught eight grades concurrently as a one-room country schoolteacher did not escape my notice, even though she had hated the job because every day she had to chop wood for the school's potbellied stove and scrub its manure-caked floor and put up with the sass of the pupils bigger than she was, hulking on the back bench. That I grew up in a college town where my father was a chemistry professor was heaven on earth. There was lab glassware to be used as doll dishes. There were giant, dripping 5-cent ice cream cones from the college creamery to be devoured after our daily swimming lessons in the college pool. There were music lessons, piano first (I learned to read music before I learned to read words), then violin. There were enticing stacks of books to bring home from weekly trips to the university library. With a mixture of delight and trepidation I often tried to linger as long as possible in the children's room before they turned out the lights, in hopes that I might get locked in overnight and, undetected, could read the whole night through. But, ever obedient to the rules, I always wimped out when the austere librarian hissed, "Closing time." That we lived across a large field from the elementary school was a bonus. With the welcoming, red-brick Georgian building itself ever in my field of vision, what went on inside was perpetually on my mind. I loved to play school. As the oldest child of three in my family, I was a Lucy long before Peanuts immortalized this juvenile scold and nag. Before I began first grade I was so fearful that I'd misspell a word and flunk out that I asked my mother to teach me a hard word as a security blanket. She came up with a-n-t-i-c-i-p-a-t-e, which I memorized. Thus armed, I knew it all.
{"title":"Teaching My Class.","authors":"Lynn Z. Bloom","doi":"10.2307/j.ctt46nrpz.6","DOIUrl":"https://doi.org/10.2307/j.ctt46nrpz.6","url":null,"abstract":"read and write. Maybe earlier?I can remember trying to teach my baby sister how to crawl, and my younger brother how to dial the telephone. That my pretty flapper mother had taught eight grades concurrently as a one-room country schoolteacher did not escape my notice, even though she had hated the job because every day she had to chop wood for the school's potbellied stove and scrub its manure-caked floor and put up with the sass of the pupils bigger than she was, hulking on the back bench. That I grew up in a college town where my father was a chemistry professor was heaven on earth. There was lab glassware to be used as doll dishes. There were giant, dripping 5-cent ice cream cones from the college creamery to be devoured after our daily swimming lessons in the college pool. There were music lessons, piano first (I learned to read music before I learned to read words), then violin. There were enticing stacks of books to bring home from weekly trips to the university library. With a mixture of delight and trepidation I often tried to linger as long as possible in the children's room before they turned out the lights, in hopes that I might get locked in overnight and, undetected, could read the whole night through. But, ever obedient to the rules, I always wimped out when the austere librarian hissed, \"Closing time.\" That we lived across a large field from the elementary school was a bonus. With the welcoming, red-brick Georgian building itself ever in my field of vision, what went on inside was perpetually on my mind. I loved to play school. As the oldest child of three in my family, I was a Lucy long before Peanuts immortalized this juvenile scold and nag. Before I began first grade I was so fearful that I'd misspell a word and flunk out that I asked my mother to teach me a hard word as a security blanket. She came up with a-n-t-i-c-i-p-a-t-e, which I memorized. Thus armed, I knew it all.","PeriodicalId":131306,"journal":{"name":"JAC: A Journal of Composition Theory","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126079713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Race, Rhetoric, and the Contest over Civic Education","authors":"S. S. Giroux","doi":"10.1057/9781403982667_5","DOIUrl":"https://doi.org/10.1057/9781403982667_5","url":null,"abstract":"","PeriodicalId":131306,"journal":{"name":"JAC: A Journal of Composition Theory","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123867434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Terms of Engagement: Postcolonialism, Transnationalism, and Composition Studies.","authors":"Deepika Bahri","doi":"10.2307/j.ctt5vkh0w.6","DOIUrl":"https://doi.org/10.2307/j.ctt5vkh0w.6","url":null,"abstract":"","PeriodicalId":131306,"journal":{"name":"JAC: A Journal of Composition Theory","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130720789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
supporters have argued that composition instruction served the needs of the academic community, as well as those of students and the community at large, by teaching students to write error-free expository prose. Since the late nineteenth century, this instrumental ethic has provided most American colleges and universities with a rationale for requiring introductory compo sition courses of all students.
{"title":"Composition's Ethic of Service, the Universal Requirement, and the Discourse of Student Need.","authors":"S. Crowley","doi":"10.2307/j.ctt5hjpc7.16","DOIUrl":"https://doi.org/10.2307/j.ctt5hjpc7.16","url":null,"abstract":"supporters have argued that composition instruction served the needs of the academic community, as well as those of students and the community at large, by teaching students to write error-free expository prose. Since the late nineteenth century, this instrumental ethic has provided most American colleges and universities with a rationale for requiring introductory compo sition courses of all students.","PeriodicalId":131306,"journal":{"name":"JAC: A Journal of Composition Theory","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129617288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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