Using a case study of a Christian college student, this article develops a framework for understanding when and why students may choose to perform neutrality. The author argues that students may choose this form of “invisible” resistance in an effort to mitigate perceived power imbalances within an educational ecology.
“Just to Get the Grade”: Learning Ecologies and Invisible Student Resistance
Melody Pugh is a civilian assistant professor of English at the US Air Force Academy, where she serves as the director of first-year composition and supports efforts to develop the school’s writing across the curriculum program. Her research explores the ways that students transfer literacy learning among curricular and extracurricular environments; she is currently examining the reading, writing, and speaking practices of prior-enlisted cadets. Her work has appeared in Composition Studies and College Composition and Communication.
Melody Pugh; “Just to Get the Grade”: Learning Ecologies and Invisible Student Resistance. Pedagogy 1 January 2020; 20 (1): 59–71. doi: https://doi.org/10.1215/15314200-7879035
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