Teachers, Discourses, and Authority in the Postmodern Composition Classroom [NOOK Book]

Overview

This book is a sophisticated analysis of the teacher's role and authority in postmodern academic settings. Xin Liu Gale argues that the teacher's authority is inevitable and indispensable in effective teaching, and that, furthermore, it is necessary for "symbolic imposition." The author insists that teachers and scholars should explore how the teacher's authority functions in the pedagogic context and how it can help students develop critical literacy. Influenced by the works of Mikhail Bakhtin, Pierre Bourdieu, ...
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Teachers, Discourses, and Authority in the Postmodern Composition Classroom

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Overview

This book is a sophisticated analysis of the teacher's role and authority in postmodern academic settings. Xin Liu Gale argues that the teacher's authority is inevitable and indispensable in effective teaching, and that, furthermore, it is necessary for "symbolic imposition." The author insists that teachers and scholars should explore how the teacher's authority functions in the pedagogic context and how it can help students develop critical literacy. Influenced by the works of Mikhail Bakhtin, Pierre Bourdieu, Jean-Claude Passeron, Paulo Freire, Richard Rorty, and various postructuralist theorists, Gale investigates the complex relationships among the teacher's and the institution's authority, the teacher's discourses and social and pedagogic roles, and students' discourses and diverse backgrounds. She then proposes a two-level interactional model of teaching that is based on a new discourse relationship characterized by the "edifying" role of the teacher.
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Editorial Reviews

Booknews
Drawing on the ideas of the major poststructuralists, Gale (rhetoric and writing, U. of Arkansas-Little Rock) investigates the teacher's role and authority in postmodern academic settings. She untangles the complex relationships among the teacher's and the institution's authority, the teacher's discourse and social and pedagogic roles, and students' discourses and diverse backgrounds. She proposes a two-level interactional model of teaching based on an edifying role for the teacher. Annotation c. by Book News, Inc., Portland, Or.
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Product Details

  • ISBN-13: 9781438403632
  • Publisher: State University of New York Press
  • Publication date: 9/30/2009
  • Sold by: Barnes & Noble
  • Format: eBook
  • File size: 530 KB

Table of Contents

Foreword
Acknowledgments
Ch. 1 Introduction 1
Ch. 2 The New Paradigm and the Questioning of the Traditional Teacher's Authority 7
Ch. 3 Reconsidering the Teacher's Authority 33
Ch. 4 Rethinking the Relationship of Discourses In the Classroom 57
Ch. 5 Discourse as Enabling Constraints 92
Ch. 6 Edifying Teachers as Enabling Constraints 123
Notes 159
Works Cited 177
Index 195
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