Overview

Examines the teacher's role and the teacher's authority in postmodern academic settings.

Full Product Details

Author:   Xin Liu Gale
Publisher:   State University of New York Press
Imprint:   State University of New York Press
Dimensions:   Width: 15.20cm , Height: 2.50cm , Length: 22.90cm
Weight:   0.299kg
ISBN:  

9780791427668

ISBN 10:   0791427668
Pages:   201
Publication Date:   04 January 1996
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Out of stock  
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Table of Contents

"Foreword by Gary A. Olson Acknowledgments Chapter 1: Introduction Chapter 2: The New Paradigm and the Questioning of the Traditional Teacher's Authority Bourdieu and Passeron's Theory of the Traditional Teacher's Authority The Changing Classroom and the Questioning of the Traditional Teacher's Authority A Perplexing Dimension of the Teacher's Authority Chapter 3: Reconsidering the Teacher's Authority The Institutional Authority as Necessary Evil The Ambiguity of Authority of Expertise and Personal Authority Chapter 4: Rethinking the Relationship of Discourses In the Classroom Discourse as the Site of Struggle Rorty's Notion of Normal and Abnormal Discourse Responsive Abnormal Discourse and Nonresponsive Abnormal Discourse Differences Between Responsive Abnormal Discourse and Nonresponsive Abnormal Discourse Reconceiving the Discourse Relationships in the Classroom Chapter 5: Discourse as Enabling Constraints Lena's Story as an Indication of the Need for Primary Interaction in the Writing Class Changing the ""Stabilized Social Audience"" Through Primary Interaction Stories about ""Outsiders"": Critical Consciousness versus Critical Literacy The Two-Level Interaction as Means to Critical Literacy Chapter 6: Edifying Teachers as Enabling Constraints The Concept of the Edifying Teacher Edifying Teachers' Edifying Roles The Nurturing Mother and the Edifying Teacher The Emancipator and the Edifying Teacher The Mediator and the Edifying Teacher Edifying Teachers as Enabling Constraints Conclusion, or a New Beginning Notes Works Cited Index"

Reviews

One of the interesting and revealing features ofTeachers, Discourses, and Authority in the Postmodern Composition Classroom is that the author uses her personal experience as an English teacher in China and her extensive knowledge of educational movements during the Cultural Revolution to support her theoretical philosophical discussions. This personal dimension adds flesh and blood to an already insightful, intelligent, and revealing analysis. The work represents composition scholarship at its most mature and sophisticated. - Gary A. Olson, From the Foreword

Author Information

Xin Liu Gale is Professor in the Department of Rhetoric and Writing at the University of Arkansas, Little Rock.

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