This article describes how contemporary psychoanalytic and poststructuralist theories inform my teaching of writing. It suggests that the psychological and academic challenges confronting freshmen recently placed in a new social/academic environment may be abated by a pedagogy that highlights a poststructuralist understanding of identity as multiple and performative.
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Sheldon George; The Performed Self in College Writing: From Personal Narratives to Analytic and Research Essays. Pedagogy 1 April 2012; 12 (2): 319–341. doi: https://doi.org/10.1215/15314200-1503613
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