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作者 Ilyasova, Ksenia Alex
書名 Writing, identity, and practice: The role of sexual identity in the composition classroom
說明 194 p
附註 Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0985
Adviser: Nancy Grimm
Thesis (Ph.D.)--Michigan Technological University, 2007
Within the composition field sexual identity issues have often been overlooked, in spite of the increasing attention the composition field has paid to other identity issues such as race, gender and socio-economic class as factors that shape writing practices. In contrast, queer sexual identity issues have tended to be ignored and heterosexual identities taken, uncritically, for granted. With this in mind, the central purpose of this dissertation, Writing, Identity, and Practice: The Role of Sexual Identity in the Composition Classroom , is to examine the influence of sexual identity issues on the writing practices of students and the teaching practices of instructors in the composition classroom
This research is informed by data gathered over a yearlong period at a mid-western engineering university, located in a rural area, and is framed by Etienne Wenger's (Communities of Practice, 1998) social theory of learning, Brian Street's (Literacy in Theory and Practice , 1984) ideological model of literacy, and Harriett Malinowitz's (Textual Orientations, 1993) approaches to incorporating gay and lesbian studies in the writing classroom. In particular, the framework for my analysis reflects the idea that learning and writing are social activities constructed by and against the multiple identities individuals construct and value, including their sexual identities
The data gathered for this project is based on classroom observations, interviews with queer- and straight-identified students, and interviews with queer- and straight identified instructors. Based on the data and research, it became clear that both students and instructors lack practice in addressing and scrutinizing how sexual identity issues inform writing, learning, and teaching. Additionally, it became evident, that the composition field in general has yet to recognize the heterosexism and heteronormative practices that continue to shape and inform it. For both queer- and straight-identified students this lack of recognition tacitly implies that sexual identities do not and should not inform writing practices, and thus do not belong in the public space of the composition classroom. However, in spite of this tacit assumption, the data gathered indicates that students are interested in discussing sexual identity issues and in learning to negotiate how their sexual identities construct meaning for them. As a result, the central argument in this dissertation is that the inclusion of sexual identity issues in learning and writing can create opportunities for students and instructors to practice recognizing and negotiating meanings that have been naturalized, neutralized, and overlooked, and thus offer opportunities for both students and instructors to be more critical learners, writers, and instructors
School code: 0129
Host Item Dissertation Abstracts International 68-03A
主題 Language, Rhetoric and Composition
Alt Author Michigan Technological University
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