Teachers, Discourses, and Authority in the Postmodern Composition Classroom

Teachers, Discourses, and Authority in the Postmodern Composition Classroom

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Description

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 poststructuralist 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.
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Product details

  • Paperback | 201 pages
  • 148.34 x 229.11 x 12.95mm | 299g
  • Albany, NY, United States
  • English
  • New.
  • Total Illustrations: 0
  • 0791427668
  • 9780791427668

Review quote

"One of the interesting and revealing features ofTeachers, Discourses, and Authority in the Postmodern Composition Classroom is that the author uses her personal experience as an English teacher in China and her extensive knowledge of educational movements during the Cultural Revolution to support her theoretical philosophical discussions. This personal dimension adds flesh and blood to an already insightful, intelligent, and revealing analysis. The work represents composition scholarship at its most mature and sophisticated." -- Gary A. Olson, From the Foreword
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About Xin Liu Gale

Xin Liu Gale is Professor in the Department of Rhetoric and Writing at the University of Arkansas, Little Rock.
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