東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Approaches to Teaching Language, Kno...

Buyserie, Beth Renee.

Linked to FindBook

Google Book

Amazon

博客來

Approaches to Teaching Language, Knowledge, and Power in a Composition Program: A Participatory Action Research Project Applying Critical Race Theory, Queer Theory, and Decolonial Scholarship.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Approaches to Teaching Language, Knowledge, and Power in a Composition Program: A Participatory Action Research Project Applying Critical Race Theory, Queer Theory, and Decolonial Scholarship./
Author:	Buyserie, Beth Renee.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	242 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
Subject:	Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10748575
ISBN:	9780438103825

Approaches to Teaching Language, Knowledge, and Power in a Composition Program: A Participatory Action Research Project Applying Critical Race Theory, Queer Theory, and Decolonial Scholarship.
Buyserie, Beth Renee.

Approaches to Teaching Language, Knowledge, and Power in a Composition Program: A Participatory Action Research Project Applying Critical Race Theory, Queer Theory, and Decolonial Scholarship. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 242 p.

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--Washington State University, 2018.

For this study, I explored how Washington State University's Composition Program might further equip faculty to address the relationships of language, knowledge, and power---specifically as connected to whiteness, normativity, and colonization---within a composition class. Much scholarship within rhetoric and composition addresses these relationships in a theoretical sense (Alexander & Rhodes, 2011; Smitherman, 2015; Villanueva, 1997, 2004). Some additional scholarship discusses how individual scholars apply these theories to their classrooms (Alexander & Rhodes, 2014; Driskill, 2015; Gubele, 2015; Perryman-Clark, 2015). However, almost no scholarship discusses how to further equip teachers to address issues of language and power at the programmatic level. This programmatic piece is crucial, as otherwise individual teachers committed to this work are potentially left to address language, knowledge, and power on their own, a task that places the largely contingent workforce of first-year composition teachers in a precarious position. This project builds on the current theoretical and pedagogical scholarship to address the preparation and professional development of composition teachers program-wide.

ISBN: 9780438103825Subjects--Topical Terms:

643551
Language.

Approaches to Teaching Language, Knowledge, and Power in a Composition Program: A Participatory Action Research Project Applying Critical Race Theory, Queer Theory, and Decolonial Scholarship.
LDR:03625nmm a2200337 4500 001 2164798
005 20181127124954.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780438103825
035 $a (MiAaPQ)AAI10748575
035 $a (MiAaPQ)wsu:12281
035 $a AAI10748575
040 $a MiAaPQ $c MiAaPQ
100 1 $a Buyserie, Beth Renee. $3 3352851
245 1 0 $a Approaches to Teaching Language, Knowledge, and Power in a Composition Program: A Participatory Action Research Project Applying Critical Race Theory, Queer Theory, and Decolonial Scholarship.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 242 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500 $a Adviser: Paula Groves Price.
502 $a Thesis (Ph.D.)--Washington State University, 2018.
520 $a For this study, I explored how Washington State University's Composition Program might further equip faculty to address the relationships of language, knowledge, and power---specifically as connected to whiteness, normativity, and colonization---within a composition class. Much scholarship within rhetoric and composition addresses these relationships in a theoretical sense (Alexander & Rhodes, 2011; Smitherman, 2015; Villanueva, 1997, 2004). Some additional scholarship discusses how individual scholars apply these theories to their classrooms (Alexander & Rhodes, 2014; Driskill, 2015; Gubele, 2015; Perryman-Clark, 2015). However, almost no scholarship discusses how to further equip teachers to address issues of language and power at the programmatic level. This programmatic piece is crucial, as otherwise individual teachers committed to this work are potentially left to address language, knowledge, and power on their own, a task that places the largely contingent workforce of first-year composition teachers in a precarious position. This project builds on the current theoretical and pedagogical scholarship to address the preparation and professional development of composition teachers program-wide.
520 $a Because there is a clear need to address the relationships between language, knowledge, and power at a programmatic level, I utilized a participatory action research methodology that allowed me to work collaboratively with experienced composition teachers at WSU. Together, we 1) studied the ways our program might further equip teachers to teach the relationships among language, knowledge, and power; and 2) took action steps toward improving this preparation at the programmatic level so all teachers may engage in this work. We therefore asked the following action research question: How can the WSU Composition Program further equip all teachers in the program to teach the relationships among language, knowledge, and power? As we examined these relationships, we were also cognizant of how writing itself can reinforce racist, colonial, and normative practices (Alexander & Rhodes, 2011; Kynard, 2015; Villanueva, 1997, 2004)---even as composition teachers attempt to enact liberatory, critical pedagogies in the classroom. Because I chose to examine---and hopefully help disrupt---composition's complicity in dominant discourse, I intentionally turned to critical race theory, decolonial scholarship, and queer theory as the theoretical framework that guided this project.
590 $a School code: 0251.
650 4 $a Language. $3 643551
650 4 $a Pedagogy. $3 2122828
650 4 $a Language arts. $3 532624
650 4 $a Higher education. $3 641065
690 $a 0679
690 $a 0456
690 $a 0279
690 $a 0745
710 2 $a Washington State University. $b Cultural Studies and Social Thought in Education. $3 3176863
773 0 $t Dissertation Abstracts International $g 79-11A(E).
790 $a 0251
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10748575