Points of Praxis

My Blog Reflects on Visual Rhetorical Theory and Disability Rhetoric and their Connections to Classical and Contemporary Rhetorical Theory

From the 4C's CFP:

Representing Identities: The first emerging trend is the consideration of electronic media, the way they enhance, hinder, or silence a writer's identities and accomplishments.  The second trend is one of equity: who has (had) access to public space, public discourse, educational and workplace opportunities--and why...  What do we (teachers and students) do? Why do we do it? Why is it important?

I would probably have to examine these statements from the position of "accessibility"--in the sense of constraints based on economic, social, and political factors that can enhance, hinder, and silence writer's identities and accomplishments.  Considering experiences teaching for UB during the summer and my observations in working w/ lower income students and their writing abilities coming from places where accessibility is an issue. 

• Begin w/ Ong and discussion on from Orality and Literacy on using technology in the classroom w/out completely understanding the intended pedagogical purposes.

• David Bartholomae's "Inventing the University":  Member of university discourse community through appropriating discourse of that community.  Writer has to locate him or herself within an unfamiliar discourse community(ies).  Part of locating onself in that community in an electronic media is through discourse--inaccessibility to electronic technologies as means of writing and communication.  Difficulties in that area can lead to difficulties expressing self and establishing persona or ethos in regard to own writing.

• Ellen Barton's article "Interpreting the Discourses of Technology" in Cynthia Selfe and Susan Hilligoss's Literacy and Computers. dominant/anti-dominant discourses.

• Ann Hill Duin and Craig Hansen's article "Reading and Writing on Computer Networks as Social Construction and Social Interaction" in Cynthia Selfe and Susan Hilligoss's Computers and Literacy. social construction (concern for the community of writers and readers) and social interaction (concern for the individual interaction).  Social construction--build meaning thru ongoing process of communication, interpretation, and negotiation in larger context.  Dialogic nature of social construction. Readings reflect social constructive nature of reality.  Social interaction--exchange of ideas and interaction of individual w/ others for specific purpose. Communication is active, deliberate, ongoing, dialogic. Shapes larger social constructions.  Concerns raised in regard to distribution of power and accessibility.   LAN's promoted interaction and collaboration.  Students still recognized instructor as possessing power w/in the class.  Preserves social and political status quo.  Networks encouraged students to exchange ideas and collaborate.   Not quite as successful for Basic Writing students.

• Janis Forman's article "Literacy, Collaboration, and Technology:  New Connections and Challenges" in Cynthia Selfe and Susan Hilligoss's book notes the social, political, and economic differences amongst students that shaped their experiences w/ technology in the classroom.

How do I reconcile issues concerning accessibility and enable students to reflect their identities in the classroom?

• I try to avoid approaching composition instruction from a belletristic position, where "good," effective writing is something one can't "formally" teach and that only learn through reading "good" writing.   Such approaches seem to hinder personal identity by encouraging a style of writing that is typically representative of those of privilege and by assuming that those who "don't get it," never will.  Identity is pluralistic; therefore, I try to be dialogic in my instruction by applying different styles and approach to writing and instruction to meet the needs of individual students.
  

• Genre theory helps meet the goals of the first objective and post-process theory, the goals of the second.
  

• Incorporate technology into the classroom as a means of encouraging those disenfranchised students from further disenfrachisement.  Different writing styles necessary for asynchronous and synchronous discussion boards.  Also means not limiting students to only electronic media.  Variety of learning media available that allows students to work in media that fits w/ their needs.
  

posted by: rgregory at 22:24 | link | comments |

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