Affirming Difference: Inhabiting the WPA Otherwise

Autor/in	Street, Nathaniel
Titel	Affirming Difference: Inhabiting the WPA Otherwise
Quelle	In: Composition Studies, 48 (2020) 1, S.53-70 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-9322
Schlagwörter	Writing Instruction; Program Administration; Writing (Composition); Laboratories; Educational Attitudes; English Departments; Administrators + Suchen Sie Ihr Suchwort? Schreibunterricht; Schreibübung; Laboratory; Laboratorium; Educational attitude; Bildungsverhalten; Erziehungseinstellung
Abstract	A unique line of WPA scholarship highlights the bodily, mental, and emotional toll of administering writing programs, which has prompted analysis of the institutional mechanisms that produce frustration in WPA work. Writing programs are comprised of a wide range of (non)human institutional forces in often incoherent and unsustainable ways, which works to alienate individual administrators from their institutionalized subject-position because it prevents WPAs from recognizing themselves as good, or even coherent, administrators. In response, I argue that this multiplicity can be affirmed as a means of experimenting with the unique dynamics it makes available, but only if the recognizability of the "good WPA" is deliberately obscured. Thus, this affirmatively oriented mode of experimentation relies on, ironically enough, a careful practice of "not knowing" what it means to be a good WPA. (As Provided).
Anmerkungen	Composition Studies. Available from: UMass Boston. 100 William T. Morrissey Blvd, Boston, MA 02125; e-mail: compstudiesjournal@gmail.com; Web site: https://compstudiesjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01