|
|
|||||
|
|
|
|
|
|
|
|
|
|
|
|
||
|
|
|
|
|||
|
|
|||||
|
|
Teaching PhilosophyCritical PersonhoodFinally, my pedagogy is meant to get students to consider their personhood, considering how they and their discourses are each a part of the political aspects of the class and our material world. This means they should interrogate how their agency is validated through acts of discourse and materiality, how their identities are interpellated within the networks that construct knowledge and meaning, and how their citizenship status is articulated within various markets and arenas of daily life. Structuring reflection activities on writing-assessing processes offers lots of opportunities think about personhood. In addition to helping students construct critical writing stances, these activities also provide ways to think about how individual dispositions are constructed in communities, like our classroom. They push students to explain how they think on the page, not just why they think what they write. This then allows us as a class to consider how consubstantial our dispositions are with larger social forces, ideological and rhetorical. Building critical personhood means students consider how their actions, discourse, and impulses - their dispositions - may already be structured in certain ways, urging them to question what literacy means, what it means to go to college and "be educated." Select another link to read more about my teaching:
|