Teachers, discourses, and authority in the postmodern composition classroom /
Annotation
| Autor principal: | |
|---|---|
| Formato: | Licensed eBooks |
| Idioma: | inglês |
| Publicado em: |
Albany :
State University of New York Press,
©1996.
|
| Acesso em linha: | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=5299 |
Sumário:
- Foreword by Gary A. Olson
- Acknowledgments
- 1. Introduction
- 2. The New Paradigm and the Questioning of the Traditional Teacher's Authority
- Bourdieu and Passeron's Theory of the Traditional Teacher's Authority
- The Changing Classroom and the Questioning of the Traditional Teacher's Authority
- A Perplexing Dimension of The Teacher's Authority
- 3. Reconsidering the Teacher's Authority
- The Institutional Authority As Necessary Evil
- The Ambiguity of the Authority of Expertise and Personal Authority
- 4. Rethinking the Relationship of Discourses in the Classroom.
- Discourse As The Site Of Struggle
- Rorty's Notion of Normal and Abnormal Discourse
- Responsive Abnormal Discourse and Nonresponsive Abnormal Discourse
- Differences Between Responsive Abnormal Discourse And Nonresponsive Abnormal Discourse
- Reconceiving the Discourse Relationships in the Classroom
- 5. Discourse as Enabling Constraints
- Lena's Story As An Indication Of The Need For Primary Interaction In The Writing Class
- Changing The "Stabilized Social Audience" Through Primary Interaction
- Stories About "Outsiders": Critical Consciousness Versus Critical Literacy.
- The Two-Level Interaction As Means To Critical Literacy
- 6. Edifying Teachers as Enabling Constraints
- The Concept of the Edifying Teacher
- Edifying Teachers' Edifying Roles
- The Nurturing Mother and the Edifying Teacher
- The Emancipator and the Edifying Teacher
- The Mediator And The Edifying Teacher
- Edifying Teachers as Enabling Constraints
- Conclusion, or a New Beginning
- Notes
- Works Cited
- Index
- A
- B
- C
- D
- E
- F
- G
- H
- I
- J
- K
- L
- M
- N
- O
- P
- R
- S
- T
- U
- V
- W
- Y.