This article emphasizes time’s effects on student resistance. Drawing on kairos and chronos, the authors argue that when teachers perform ideological neutrality is at least as significant as whether or how they do so. They explore their own temporal approaches to two pedagogical ecologies: first-year composition and an upper-level feminist rhetorics course.
Predicting Futures, Performing Feminisms: Chronology and Ideology in Composition Classrooms
Eric Detweiler is assistant professor in Middle Tennessee State University’s Department of English. In addition to teaching first-year writing, he teaches courses on the history of rhetoric, digital rhetoric and writing, and writing about fermentation. His research focuses on the history and ethics of rhetorical education as well as points of resonance between rhetoric and sound studies. His work has appeared in such journals as Philosophy and Rhetoric, Enculturation, and Rhetoric Review. He also runs a podcast called Rhetoricity.
Kate Lisbeth Pantelides is associate professor of English and director of general education English at Middle Tennessee State University. She is also cochair of the Conference on College Composition and Communication Feminist Caucus. Her work appears in venues such as Composition Studies, Composition Forum, Journal of Technical Writing and Communication, and Review of Communication.
Eric Detweiler, Kate Lisbeth Pantelides; Predicting Futures, Performing Feminisms: Chronology and Ideology in Composition Classrooms. Pedagogy 1 January 2020; 20 (1): 157–170. doi: https://doi.org/10.1215/15314200-7879172
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