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| Autor/in | Woody, Cassandra |
|---|---|
| Titel | Re-Engaging Rhetorical Education through Procedural Feminism: Designing First-Year Writing Curricula That Listen |
| Quelle | In: College Composition and Communication, 71 (2020) 3, S.481-507 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0010-096X |
| Schlagwörter | Rhetoric; Feminism; Freshman Composition; Curriculum Design; Teaching Methods; Assignments; Rhetorical Theory; College Instruction; Oklahoma |
| Abstract | This article argues that rhetoric-focused first-year composition curricula may effectively use feminist revisions to rhetoric by employing a method the author calls "procedural feminism," or the distillation of feminist rhetorical practices and theory within curricular development that does not make feminism a topic students will directly engage. The author argues that employing procedural feminism can move students to become more ethical participants in public discourse while circumventing student resistance to ideological classrooms. (As Provided). |
| Anmerkungen | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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