This article explores the dialectic between autonomy and mutuality within postsecondary composition programs. Grounded in a case study of writing instruction at a small, unionized, public university, the article argues that while broad workplace democracy and economic security are clearly desirable for communities of college composition teachers, their efficacy is seriously compromised absent sustained commitments to intellectual restlessness, professional deliberation, and collective action.
Bill Hendricks; Working Alone Together: Labor Agency and Professional Exchange in the Teaching of Composition. Pedagogy 1 April 2009; 9 (2): 235–260. doi: https://doi.org/10.1215/15314200-2008-031
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