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Reclaiming composition for Chicano/as and other ethnic minorities = a critical history and pedagogy /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Reclaiming composition for Chicano/as and other ethnic minorities/ by Iris D. Ruiz.
Reminder of title:	a critical history and pedagogy /
Author:	Ruiz, Iris D.
Published:	New York :Palgrave Macmillan US : : 2016.,
Description:	ix, 227 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
Subject:	Rhetoric - Political aspects - United States -
Online resource:	http://dx.doi.org/10.1057/978-1-137-53673-0
ISBN:	9781137536730

Reclaiming composition for Chicano/as and other ethnic minorities = a critical history and pedagogy /
Ruiz, Iris D.

Reclaiming composition for Chicano/as and other ethnic minoritiesa critical history and pedagogy /[electronic resource] :by Iris D. Ruiz. - New York :Palgrave Macmillan US :2016. - ix, 227 p. :ill., digital ;24 cm.

1 Post Structuralism, Historical Theory and Critical Race Theory: A Pyramid for Critical Historical Analysis -- 2 Introduction to the Field of Composition: Politics from the Start -- 3 A History Untold: Composition's Connected Past to the Educational Reforms of the Reconstructive Era -- 4 Chicanos and African-Americans: In/Visibility in Composition -- 5 The Second Reconstruction: The Civil Rights Era and Composition's Response to the New "Egalitarian" University -- 6 Multiculturalism's Conflict: A Nation's Quest for Accommodation and Excellence in Education -- 7 Historiography in the Writing Classroom: A Case for Teaching Chicano/Chicana-Latino/Latina history -- 8 Guatemala as a Site for Critical Historiography -- 9 Conclusion.

This book examines the history of ethnic minorities--particularly Chicano/as and Latino/as--in the field of composition and rhetoric; the connections between composition and major US historical movements toward inclusiveness in education; the ways our histories of that inclusiveness have overlooked Chicano/as; and how this history can inform the teaching of composition and writing to Chicano/a and Latino/a students in the present day. Bridging the gap between Ethnic Studies, Critical History, and Composition Studies, Ruiz creates a new model of the practice of critical historiography and shows how that can be developed into a critical writing pedagogy for students who live in an increasingly multicultural, multilingual society.

ISBN: 9781137536730

Standard No.: 10.1057/978-1-137-53673-0doiSubjects--Topical Terms:

664537
Rhetoric
--Political aspects--United States

LC Class. No.: P301.5.P67 / R85 2016

Dewey Class. No.: 808.042

Reclaiming composition for Chicano/as and other ethnic minorities = a critical history and pedagogy /
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505 0 $a 1 Post Structuralism, Historical Theory and Critical Race Theory: A Pyramid for Critical Historical Analysis -- 2 Introduction to the Field of Composition: Politics from the Start -- 3 A History Untold: Composition's Connected Past to the Educational Reforms of the Reconstructive Era -- 4 Chicanos and African-Americans: In/Visibility in Composition -- 5 The Second Reconstruction: The Civil Rights Era and Composition's Response to the New "Egalitarian" University -- 6 Multiculturalism's Conflict: A Nation's Quest for Accommodation and Excellence in Education -- 7 Historiography in the Writing Classroom: A Case for Teaching Chicano/Chicana-Latino/Latina history -- 8 Guatemala as a Site for Critical Historiography -- 9 Conclusion.
520 $a This book examines the history of ethnic minorities--particularly Chicano/as and Latino/as--in the field of composition and rhetoric; the connections between composition and major US historical movements toward inclusiveness in education; the ways our histories of that inclusiveness have overlooked Chicano/as; and how this history can inform the teaching of composition and writing to Chicano/a and Latino/a students in the present day. Bridging the gap between Ethnic Studies, Critical History, and Composition Studies, Ruiz creates a new model of the practice of critical historiography and shows how that can be developed into a critical writing pedagogy for students who live in an increasingly multicultural, multilingual society.
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