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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:	Language materials, manuscript : Monograph/item
Title/Author:	Approaches to Teaching Language, Knowledge, and Power in a Composition Program :/
Reminder of title:	A Participatory Action Research Project Applying Critical Race Theory, Queer Theory, and Decolonial Scholarship.
Author:	Buyserie, Beth Renee.
Description:	1 online resource (242 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
Subject:	Language. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (242 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438103825Subjects--Topical Terms:

571568
Language.
Index Terms--Genre/Form:

554714
Electronic books.

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.
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502 $a Thesis (Ph.D.)--Washington State University, 2018.
504 $a Includes bibliographical references
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.
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