Resistance narratives in composition studies often focus on how students resist pedagogies that challenge their received values and identities. These narratives ignore the complex developmental trajectory that students face in the writing classroom. The authors apply a developmental framework to this resistance and argue that helping students work through these challenges is essential to developing complex ways of seeing themselves as writers and citizens.
Rethinking Student Resistance from a Developmental Perspective: A Case Study Based on a 2016 Ballot Initiative Portfolio Project
Dana Harrington has taught writing and rhetoric courses at Illinois State University, Syracuse University, East Carolina University, Springfield College, and, most recently, Old Dominion University. She has published articles in Rhetoric Review, Rhetoric Society Quarterly, and Rhetorica.
Anne C. Wheeler is assistant professor of composition and rhetoric and the writing program director at Springfield College. Her primary research explores the intersections among visual rhetoric, public memory, and Asian American rhetorical practices. Other research areas include pedagogical practices for politically engaged composition classes and the emotional labor of teaching during fraught times. Her most recent work has appeared in Enculturation.
Dana Harrington, Anne C. Wheeler; Rethinking Student Resistance from a Developmental Perspective: A Case Study Based on a 2016 Ballot Initiative Portfolio Project. Pedagogy 1 January 2020; 20 (1): 101–114. doi: https://doi.org/10.1215/15314200-7879086
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