Critical Rhetoric and Pedagogy: (Re)Considering Student-Centered Dialogue [12]
论文作者:Cathy B. Glenn 论文属性:短文 essay登出时间:2009-04-07编辑:刘宝玲点击率:30963
论文字数:6000论文编号:org200904070950182936语种:中文 Chinese地区:中国价格:$ 33
关键词:Critical Rhetoric and PedagogyStudent-Centered Dialoguemaster narrativesdemocratic cultureprinciple aim
is left out of those images and the effects of that discursive erasure. In the context of the participation assignment in this section (along with that in the previous section), the critique served to help her students develop a more sophisticated, critical level of awareness--a critical consciousness--when viewing mediated images of cultures constructed as deviant from USAmerican norms. At the same time, Dr. Wolf's performance of that critique allowed for the development of critical consciousness without the benefit of student-centered dialogue.
Closing Thoughts
Without question, Dr. Wolf's pedagogical strategies are risky and, as the anonymous reviewers pointed out, the approach she takes may not be suitable for some teachers. Diverse student populations, various classroom limitations, and institutional constraints are but a few of the contingencies with which individual teachers must contend when choosing pedagogical strategies, risky or not. Moreover, utilizing intentionally provocative media, personal self- disclosure, and seemingly confrontational participation assignments requires sober consideration of possible student responses to such stimulation. Certainly, Dr. Wolf's 25 years of experience with this approach assists her in facilitating critical engagement with her students and, by her own account, having “lots of confidence” and “knowing what you're doing”8 are crucial in fostering the kinds of positive experiences she reports with students. She also understands that sometimes her students' responses are seemingly negative at first, but that the affective response marks a connection with them that can grow in positive, productive directions throughout the semester. Referring to the unit on censorship, she points out that “After today, like I know a lot of them left not liking me. [. . .] I know that if I get them upset with me (I don't like them to not like me, I hate it) but if I can get them to go home and rag on me [. . .] they go home and talk about that. That means they take the classroom out of the classroom [and] if my class gets out into their life, that's my objective.” Clearly, the possibility that students may initially respond negatively can be uncomfortable for others with less experience or, perhaps, less of a tolerance for risk, vulnerability, and uncertainty. However, every teacher takes risks when critically engaging students and, explicit or not, those risks make each one of us vulnerable and render the “outcome” of our pedagogical strategies uncertain. And, it is within the fertile liminal spaces of that uncertainty that those teachers and students willing to risk create the lush conditions for the possibility of transformation.
My own pedagogical style has benefited from Dr. Wolf's approach in a number of ways, particularly given my own inclinations for risk-taking and the level of comfort I find in the stimulation of uncertainty. Although my teaching experience constitutes only a fraction of Dr. Wolf's, I've had ample opportunity to employ the specific strategies9 explored in this study and have found them to be especially useful in enlivening course concepts, inviting students to make connections to their own lifeworlds, and filling up sometimes emptied and dried out theoretical spaces with rich, affectively-informed student readings. For instance, during a unit on perception, stereotyping, and hate speech, we watched a scene from American History X in which a family's struggles with race issues ar
本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。