Teachers, Discourses, and Authority in the Postmodern Composition Classroom

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SUNY Press, 1996 - Education - 201 pages
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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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Contents

The New Paradigm and the Questioning
7
A Perplexing Dimension
27
Reconsidering the Teachers Authority
33
Rethinking the Relationship of Discourses
57
Rortys Notion of Normal and Abnormal
64
Responsive Abnormal Discourse
72
Differences Between Responsive Abnormal
78
ReconceMng the Discourse Relationships
87
Edifying Teachers as Enabling Constraints
123
Notes
159
Works Cited
177
Index
195
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About the author (1996)

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

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