By Xin Liu Gale
This ebook is a worldly research of the teacher's position and authority in postmodern educational settings. Xin Liu Gale argues that the teacher's authority is inevitable and imperative in powerful instructing, and that, moreover, it's important for "symbolic imposition." the writer insists that lecturers and students should still discover how the teacher's authority features within the pedagogic context and the way it might aid scholars increase serious literacy.
Influenced by means of the works of Mikhail Bakhtin, Pierre Bourdieu, Jean-Claude Passeron, Paulo Freire, Richard Rorty, and diverse poststructuralist theorists, Gale investigates the advanced relationships one of the teacher's and the institution's authority, the teacher's discourse(s) and social and pedagogic roles, and scholars' discourse(s) and various backgrounds. She then proposes a two-level interactional version of educating that's in line with a brand new discourse courting characterised by means of the "edifying" position of the trainer.
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Additional resources for Teachers, Discourses, and Authority in the Postmodern Composition Classroom
Most important, perhaps both the teacher and students will obtain greater satisfaction from the realization that they have communicated with new people, experienced new feelings, gone through new adventures, and succeeded in keeping the conversation going. What more can a writing teacher ask for than this? Edifying Teachers' Edifying Roles Opposing the traditional view of teachers as gatekeepers of the academy, composition teachers and scholars have invented numerous images for the new teacher. These images invariably reflect the field's perceptions of the relationships between the Page 131 teacher and students and therefore directly influence the teacher's and students' classroom behavior and teaching approaches. I will classify some of the most popular images into three types: the nurturing mother, the emancipator, and the mediator. I will discuss how edifying teachers' perceptions and practice differ from the perceptions and practice embodied in these images of writing teachers and how these differences make edifying teachers' authority more enabling and empowering than that of other teachers. The Nurturing Mother and the Edifying Teacher The prominently feminine feature of the discipline of composition perhaps accounts for the attraction of the image of teachers as nurturing mothers who would do anything to protect entering college students from being trapped or harmed in a new world full of challenges, risks, and evils. Shaughnessy perhaps could be regarded as a pioneer nurturing mother in the field, with her exhortation for the teacher to understand the basic writers' dilemma in college, which "both beckons and threatens them," and to "learn to see below the surface of these failures the intelligence and linguistic aptitudes of his students" when "confronted by what at first appears to be a hopeless tangle of errors" (1977, 292). Shaughnessy believes that, through the teacher's understanding and patient nurturing, underprivileged students will be successfully assimilated into the culture of academia. fifty three In a more recent article, Maxine Hairston pushes the image of nurturing mother further with accusations of radical educationists, whom she describes as "chic" (1992, 184). In "Diversity, Ideology, and Teaching Writing," Hairston projects the image of a protective mother defending her naive children's interests when she, on the one hand, denounces radical educationists for putting "dogma before diversity, politics before craft, ideology before critical thinking, and the social goals of the teacher before the educational needs of the student" and, on the other hand, insists that students "do not need to be assigned essays to read so they will have something to write about—they bring their subjects with them" (180, 186). What writing teachers should do, Hairston argues, is to "stay within our area of professional expertise'' and be nurturing: "helping students to learn to write in order to learn, to explore, to communicate, to gain control over their lives" (186).