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| Autor/in | LeCourt, Donna |
|---|---|
| Titel | Performing Working-Class Identity in Composition: Toward a Pedagogy of Textual Practice |
| Quelle | In: College English, 69 (2006) 1, S.30-51 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0010-0994 |
| Schlagwörter | Stellungnahme; Autobiographies; Working Class; Academic Discourse; Social Differences; College Environment; Higher Education; Social Mobility; Writing (Composition); Self Concept; College English; Student Attitudes; Discourse Communities |
| Abstract | Drawing on students' literacy autobiographies, this article critiques the premise that academic discourse and working-class identity are not only static but also in complete opposition. The author argues for a more performative theory of class, a theory that would, she explains, recognize that academic discourse creates social class distinctions through processes that can be critiqued and reshaped. (Author). |
| 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 | 2017/4/10 |
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