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Undecidability: An ethics of languag...

Laditka, James N.

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Undecidability: An ethics of language, judgment, power and voice in the discourses of feminism, postmodernity, and teaching.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Undecidability: An ethics of language, judgment, power and voice in the discourses of feminism, postmodernity, and teaching./
Author:	Laditka, James N.
Description:	745 p.
Notes:	Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3189.
Contained By:	Dissertation Abstracts International53-09A.
Subject:	Language, Rhetoric and Composition. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9300294

Undecidability: An ethics of language, judgment, power and voice in the discourses of feminism, postmodernity, and teaching.
Laditka, James N.

Undecidability: An ethics of language, judgment, power and voice in the discourses of feminism, postmodernity, and teaching. - 745 p.

Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3189.

Thesis (D.A.)--State University of New York at Albany, 1992.

This study of undecidability joins current debates in literary theory and in the teaching of composition and literature. It explores axiology, epistemology, discourse, and teaching authority in a frame of feminism, postmodernism, poststructuralism, deconstruction and difference. It examines the ethics of critical teaching and cultural studies, and asks how feminism might inform teaching responsibly.Subjects--Topical Terms:

1019205
Language, Rhetoric and Composition.

Undecidability: An ethics of language, judgment, power and voice in the discourses of feminism, postmodernity, and teaching.
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035 $a (UnM)AAI9300294
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040 $a UnM $c UnM
100 1 $a Laditka, James N. $3 1953344
245 1 0 $a Undecidability: An ethics of language, judgment, power and voice in the discourses of feminism, postmodernity, and teaching.
300 $a 745 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3189.
500 $a Director: Lil Brannon.
502 $a Thesis (D.A.)--State University of New York at Albany, 1992.
520 $a This study of undecidability joins current debates in literary theory and in the teaching of composition and literature. It explores axiology, epistemology, discourse, and teaching authority in a frame of feminism, postmodernism, poststructuralism, deconstruction and difference. It examines the ethics of critical teaching and cultural studies, and asks how feminism might inform teaching responsibly.
520 $a Part One argues the advantages of a sociological and textual rhetoric of undecidability, which may nurture an ethically responsible agency, judgment, and voice. Various rhetorical constructions of knowledge and value are critiqued. A postmodern ethics is modelled on a reading of deconstruction that recognizes continuing (though problematized) values of reason and objectivity. Hermeneutics, ideology, and subjectivity are examined.
520 $a Part Two argues the ethics of a teaching practice informed by undecidability, cultural criticism, and feminism. This practice examines ideology, materiality, and power, particularly as they might interpellate the subject through language. It also nurtures the agency of the "individual" student's responsible authority, thus avoiding the manipulation which is common in much teaching, both"radical" and traditional. Part Two concludes with a theoretical study of gendered speech and silence in classroom discourse, illustrating that undecidability recognizes the values of multiple rhetorical constructions of knowledge and value, even as it problematizes their claims.
520 $a Part Three interprets student voices as they construct significance from literary texts (British Literature) and classroom interactions. First, gendered roles of reticence, silence, and speech are examined. Deconstructing these roles may nurture discourse styles that respond to the ethical imperatives inscribed by otherness. The text then explores ways in which students may typically construct gender, arguing that gender constructions are important in any discourse process, and therefore for any study and teaching of English. A final chapter studies ways in which students may construe their roles and responsibilities vis-a-vis literary and other texts in a literature classroom informed by the discourses of cultural criticism, feminism, and undecidability.
520 $a Authors discussed at length include Adorno, Aristotle, Bakhtin, Belenky, Brannon, Burke, Cassirer, De Man, Derrida, Ebert, Fetterley, Foucault, Freire, Gadamer, Giroux, Gramsci, Knoblauch, Lacan, Locke, Lyotard, Merod, Miller, Noddings, Plato, Rich, Tannen, Trinh, Volosinov, Wollstonecraft, and Zizek.
590 $a School code: 0668.
650 4 $a Language, Rhetoric and Composition. $3 1019205
650 4 $a Education, Philosophy of. $3 783746
690 $a 0681
690 $a 0998
710 2 0 $a State University of New York at Albany. $3 769258
773 0 $t Dissertation Abstracts International $g 53-09A.
790 1 0 $a Brannon, Lil, $e advisor
790 $a 0668
791 $a D.A.
792 $a 1992
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9300294