[ Introduction ] Qualley ] Nichols ] Bernhagen ] Arthur ] Patterson ] Olson ] Winans ]

Class, Classrooms, and Community Base:
How Does Who We Are and Where We Teach Influence How We Teach Writing?
Conference on College Composition and Communication Convention, 17 March 2001

Introduction

In response to Elaine Fredericksen's "Letter Writing in the College Classroom," Gregory Shafer returns us to Frank Smith's The Book of Learning and Forgetting (1998): "All learning, contends Smith, pivots on who we think we are and who we see ourselves as capable of becoming" (Shafer, TETYC, March 2000).   While Shafer applies this idea to student identity, the purpose of our panel is to turn this critical eye back on ourselves to ask: who are we and how do we teach?   More specifically, when we teach, does where we teach influence what we teach and what we expect from our students?  To what extent do our assignments conform to the institution and community from which our students come?

Bringing together academic voices with varying backgrounds and experiences, this panel explores how we put theory next to practice as writing instructors.  We speak to how, like our students, we negotiate the academic spaces we occupy, and acknowledge our own--sometimes conflicting--subjecthoods.  We seek to contextualize the teaching of writing within our lived experiences.

To Qualley
 

 

Funded through the U.S. Dept. of Education, Title III Grant PO31A980143
Sherri Winans, Whatcom Community College, Bellingham, WA
1999-2015