Identity Matters: Schooling the Student Body in Academic DiscourseState University of New York Press, 2012 M02 1 - 255 pages Identity Matters explores the question that consistently plagues composition teachers: why do their pedagogies so often fail? Donna LeCourt suggests that the answer may lie with the very identities, values, and modes of expression higher education cultivates. In a book that does precisely what it theorizes, LeCourt analyzes student-written literacy autobiographies to examine how students interact with and challenge cultural theories of identity. This analysis demonstrates that writing instruction does, indeed, matter and has a significant influence on how students imagine their potential in both academic and cultural realms. LeCourt paints not only a compelling and vexing picture of how students interact with academic discourse as both mind and body, but also offers hope for a reconceived pedagogy of social-material writing practice. |
Contents
1 Material Conditions of Identity Politics or How Identity Matters in Public and Academic Discourses | 13 |
Toward a Technology of Power | 37 |
Identification Power and Desire | 73 |
Structural Limitations on Composing Identities | 105 |
Multiplicity and Agency within Material Relations of Power | 143 |
Revitalizing Agency | 193 |
Appendix | 223 |
Notes | 225 |
229 | |
239 | |
Other editions - View all
Identity Matters: Schooling the Student Body in Academic Discourse Donna LeCourt Limited preview - 2004 |
Identity Matters: Schooling the Student Body in Academic Discourse Donna LeCourt No preview available - 2004 |
Common terms and phrases
ability academic discourse African American agency attempt autoethnographies basic writers becomes binary binary relation body capital capitalist categorical classroom composition composition's connection context critical critique cultural studies Denzel desire différance difference discourse communities discourse’s discursive formation diversity economic effects enact ensure enunciative modalities epistemology example experience favor feel Foucault function gaze gender graduate students Heterosexual highlight hybridity iden identification with academic identity construction identity formation identity politics ideology implies influence institution interactions Janet knowledge linked literacy autobiographies literacy practices lived meritocracy multiple narrative offer one’s oppressive orchestrated particular pedagogies perceive perspective postcolonial poststructural potential power relations presumed produce public rhetorics race Rajiv realms recognize relationship result rhetorical situation role schooled language seek seemingly seems self/Other relations sense sexuality Sheila social relations speak status structural subject positions subjectification success suggest Tanya teachers texts theory tions transparency understand voice working-class writing space