...Alisa Russell This article proposes that writing instructors can present genre innovation as a strategy for asserting class (and other) identities within academic discourses. Drawing on sample student innovations of integrating emotions, expanding modes, and reconstructing audiences...

...Nancy Mack Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture Volume 6, Number 1, © 2006 Duke University Press 53 Ethical Representation of Working-Class Lives: Multiple Genres, Voices, and Identities Nancy Mack Vivyan Adair and Sandra Dahlberg (2001) advocate...

... experiments with form and content, remains a niche category targeted mostly at an urban, upper-class, elite audience and is not necessarily representative of popular modes of imagining a national identity. Watching the film in early 2019, when tensions between India and Pakistan had flared up yet again...

...Jane Mathison Fife This article describes an assignment that involves students in an exploration of the rhetorical practices common in Facebook, making use of rhetorical savvy that they have—but generally are not aware of—to teach the often-challenging skill of rhetorical analysis. The class...

... their skills of critical thinking and careful analysis of global feminist literature and issues and have helped my classes understand the importance of open and honest discussions pertaining to issues of identity and diversity. Although there are numerous challenges to the teaching of global diversity...

... that resulted in him earning a Combat Action Ribbon and a Purple Heart. After his active service, he decided to start another venture: college. Though his resolve had been tested many times before, attending a university, where the halls were filled with unfamiliar college students and the classes were led...

... in Culture and Society 27 : 451 – 71. Bauman, Richard, and Charles L. Briggs. 1990 . “Poetics and Performance as Critical Perspectives on Language and Social Life.” Annual Review of Anthropology 19 : 59 – 88. Bettie, Julie. 2003 . Women without Class: Girls, Race, and Identity . Berkeley...

... University, where she teaches courses in writing, rhetoric, composition studies, and literacy theory. Her recently published work, A Place to Stand: Politics and Persuasion in a Working Class Bar (2002), explores the rhetorical invention of working-class identity, and she has published articles and book...

... . “ Antecedent Genre as Rhetorical Constraint .” Quarterly Journal of Speech 61 : 406 – 15 . LeCourt Donna . 2006 . “ Performing Working Class Identity in Composition: Toward a Pedagogy of Textual Practice .” College English 69 . 1 : 30 – 51 . McCrary Donald M. 2005 . “ Represent...

... into the housekeeping aspects of the first class — syllabus, attendance policy, major writing projects. I outlined classroom expectations and learning objectives, which included increased awareness about racisms and racial identity (at which point I gestured appropriately to the board). With the few minutes...

... Working-Class Identity in Composition; Towards a Pedagogy of Textual Practice .” College English 69.1 : 30 – 50 . LeCourt Donna Barnes Luann . 2003 . “ Writing Multiplicity: Hypertexts and Feminist Textual Politics .” In Feminism and Composition: A Critical Sourcebook , ed. Kirsch...

... . This Fine Place So Far from Home: Voices of Academics from the Working Class . Philadelphia: Temple University Press. Eckert, Penelope. 1989 . Jocks and Burnouts: Social Categories and Identity in High School . New York: Teachers College, Columbia University. Foley, Douglas E. 1990 . Learning...

... years as a preventive measure, on the first day of class, I would tell the students, I am not a text for you to read. Recogniz- ing that her declaration would inevitably fail, King also formulated a method of strategic disclosure, which entails revealing elements of her identity in accordance...

... and race work to erase class and other differences among us. As a result, as Childers responds, students of different classes are sup- pressed in the tale of identity and development (79). As instructors at urban institutions with substantial working-class and poverty-class enrollments, as former...

... and race work to erase class and other differences among us. As a result, as Childers responds, students of different classes are sup- pressed in the tale of identity and development (79). As instructors at urban institutions with substantial working-class and poverty-class enrollments, as former...

... and race work to erase class and other differences among us. As a result, as Childers responds, students of different classes are sup- pressed in the tale of identity and development (79). As instructors at urban institutions with substantial working-class and poverty-class enrollments, as former...

... and race work to erase class and other differences among us. As a result, as Childers responds, students of different classes are sup- pressed in the tale of identity and development (79). As instructors at urban institutions with substantial working-class and poverty-class enrollments, as former...

... and race work to erase class and other differences among us. As a result, as Childers responds, students of different classes are sup- pressed in the tale of identity and development (79). As instructors at urban institutions with substantial working-class and poverty-class enrollments, as former...

..., as Childers responds, students of different classes are sup- pressed in the tale of identity and development (79). As instructors at urban institutions with substantial working-class and poverty-class enrollments, as former poverty-class students ourselves, and as educators committed to fostering complex...

... and student identities (which are themselves constructed from a multiplicity of identities affected by such things as race, class, and gender) and Freire would be the last person to claim (as Elbow and Miller seem to imagine him claiming) that teachers walk value-free into their classrooms. Obviously...