Research Catalog
Teachers, discourses, and authority in the postmodern composition classroom
- Title
- Teachers, discourses, and authority in the postmodern composition classroom / Xin Liu Gale.
- Author
- Gale, Xin Liu, 1952-
- Publication
- Albany : State University of New York Press, ©1996.
Items in the Library & Off-site
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1 Item
| Status | Format | Access | Call Number | Item Location |
|---|---|---|---|---|
| Book/Text | Use in library | PE1404 .G35 1996 | Off-site |
Details
- Description
- x, 201 pages : illustrations; 24 cm
- Summary
- This book is a sophisticated analysis of the teacher's role and authority in postmodern academic settings. Xin Liu Gale argues that the teacher's authority is inevitable and indispensable in effective teaching, and that, furthermore, it is necessary for "symbolic imposition." The author insists that teachers and scholars should explore how the teacher's authority functions in the pedagogic context and how it can help students develop critical literacy. Influenced by the works of Mikhail Bakhtin, Pierre Bourdieu, Jean-Claude Passeron, Paulo Freire, Richard Rorty, and various postructuralist theorists, Gale investigates the complex relationships among the teacher's and the institution's authority, the teacher's discourse(s) and social and pedagogic roles, and students' discourse(s) and diverse backgrounds. She then proposes a two-level interactional model of teaching that is based on a new discourse relationship characterized by the "edifying" role of the teacher.
- Subject
- English language > Rhetoric > Study and teaching
- English language > Discourse analysis
- Report writing > Study and teaching
- English teachers > Training of
- Postmodernism
- Authority
- Authority
- English language > Discourse analysis
- English language > Rhetoric > Study and teaching
- English teachers > Training of
- Postmodernism
- Report writing > Study and teaching
- Aufsatz
- College
- Englischunterricht
- USA
- Bibliography (note)
- Includes bibliographical references (p. 177-193) and index.
- Contents
- The new paradigm and the questioning of the traditional teacher's authority -- Reconsidering the teacher's authority -- Rethinking the relationship of discourses in the classroom -- Discourse as enabling constraints -- Edifying teachers as enabling constraints.
- ISBN
- 079142765X
- 9780791427651
- 0791427668
- 9780791427668
- LCCN
- 95010268
- OCLC
- ocm32201660
- 32201660
- SCSB-2078952
- Owning Institutions
- Princeton University Library