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Basic Writing, Binaries, and Bridges: Difference and Power in the Production and Reception of Representations of Students

dc.contributor.advisorLogan, Shirleyen_US
dc.contributor.authorChampagne, Maurice Cen_US
dc.date.accessioned2008-10-11T05:42:55Z
dc.date.available2008-10-11T05:42:55Z
dc.date.issued2008-05-30en_US
dc.identifier.urihttp://hdl.handle.net/1903/8493
dc.description.abstractDifference and power produce powerful, damaging representations of students. Those representations of students affect representations of teachers, writing instruction, and English studies as a whole. Damaging representations of students come from competing definitions of literacy. Because literacy definitions vary, representations of students vary with some students perceived as the "Other." This study analyzes difference and power in the production and reception of representations of students, especially writing students. It also analyzes competing definitions of literacy, connecting them to conflicting representations of students. Furthermore, this study promotes alternative representations of students through interview with six variously situated teachers and program administrators. This study concludes that before writing teachers can improve the field, they must critically assess the ways in which its least prepared students are represented.en_US
dc.format.extent576908 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.titleBasic Writing, Binaries, and Bridges: Difference and Power in the Production and Reception of Representations of Studentsen_US
dc.typeDissertationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentEnglish Language and Literatureen_US
dc.subject.pqcontrolledLanguage, Rhetoric and Compositionen_US


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