From Parks and Pollard

"We believe that our classrooms and programs should form writing projects with local and international worker-writer collectives, collectives that are attempting to gain both the literacy and the occupational skills that support larger struggles for representation and rights" (478).

Reading List

This is a draft for picking through and adding to. I went back to my first email with Tim and picked up all the names he mentioned. This list is healthy, but it could still be filled out in places.

1. Keith Gilyard's Composition and Cornell West: Notes Towards a Deep Democracy
2. Derek Owen's Composition and Sustainability: Teaching for a Threatened Generation.
3. Nancy Welch's Living Room: Teaching Public Writing in a Privatized World
4. Gramsci's Prison Notebooks
5. Freire's Teachers as Cultural Workers: Letters to those who dare teach
6. Selections from Rhetorics of the Americas edited by Baca and Villanueva
7. Sandy Grande's Red Pedagogy: Native American Social and Political Thought
8. David Graeber's Direct Action: An Ethnography
9. Plato's The Apology
10. Cornell West's American Evasion of Philosophy (and more?)
11. Myles Horton and Paulo Freire- We Make the Road by Walking
12. Linda Flower's Learning to Rival
13. Rosenblatt's The Reader, The Text, The Poem: The Transactional Theory of the Literary Work
14. Anthony Scott's Dangerous Writing
15. Paula Mathieu's Tactics of Hope
16. Jame C. Scott's Weapons of the Weak
17. Gabriella Modan's Turf Wars
18. Jason Del Gandio's Rhetoric for Radicals
19. Some Dewey-Exp. and Nature, Art and Experience, Public and Its Problems, Human Nature and Conduct, Individualism Old and New. (?)
20. Steve Park's Class Politics: The Movement for the Student's Right to Their Own Language
21. Emma Goldman's Living My Life
22. Race and Language Rights: Smitherman, Richardson, Gilyard, Pough, etc.
23. Myles Horton's The Long Haul (changed my life)
24. Saul Alinsky's Rules for Radicals
25. Laclau and Mouffe- Hegemony and Socialist Strategy (?)
    
26. Bruno Latour-(?)
    
27. Jeff Rice- The Rhetoric of Cool: Composition Studies and New Media (?)
28. Paul Feyerabend's Against Method
29. Ira Shor's Critical Teaching and Everyday Life and When Students Have the Power
    
30. Iris Marion Young-
    
31. Some Marx-
32. More Rhetorical Theory-

Defining 'radical' and 'critical pedagogy'

Ben,
I thought I might twin those two themes because of their proximity. Firstly - I think I am with you on the self-defining 'radical'. What does it suggest? In what sense is the word being used and understood? I can't help but think of it in terms of the 60's, and Shor (not to overuse the interview but they touch, candidly, on such a wide spectrum of the rhet/comp field) was one. So I think in looking at how he has evolved, how this active radical now defines himself, is interesting. Like to me the questions are of constraints and conditions. What is possible? And how do we know that?

Shor: The last thing I'll say is that sometimes we think of transforming pedagogy in an historical vacuum and don't consider that the political climate has been hostile and conservative for twenty years now. What's possible in such a political climate is less than what's possible in a more insurgent or progressive era. I'd like us to blame ourselves less for some of the restrictions or limits that we discover in experimenting and transforming, and understand that we're pushing against some powerful limits set by the climate. What we can do, we accomplish inside a specific setting in a real history.

I really really dig your friend's thoughtful response: I'm a political liberal but an educational conservative. Ben I think your thought that it is a state of mind, a "deep state of solidarity with the students and their struggle to find meaning/voice/access/understanding/purpose. i think it is also an acknowledgment that the teacher is not ordained to be the only expert in the classroom."Spot on! I'm open to describing myself as a radical as long as I'm committed to that term's meaning as open and requiring constant interrogation.

So to me the next interesting question is, can this "deep state of solidarity" be achieved in a mode that doesn't exactly resemble critical pedagogy. Like if I were to discuss what my class looks like, in this composition/lit course, it looks like the following: the students are in groups and i'm standing or sitting not in a circle (the power actually feels too centered for me in that mode, and all that empty space in the middle) but close almost'within' their groups. Not necessarily at the front of the room, but trying to be among them. What I try to create is a discussion of literature that is situated, deeply, within their own experiences, and one of the risks I take is that I try to bring my own odd and out there life experiences and their connection to the text, in such a way that it lets them feel free to do so. I'll say something ridiculous in the hope that they might start to make really interesting, and unconventional connections to the text. Make them feel that their thoughts aren't odd but compelling and rich and worth weaving into the text. This, however, might be a romantic idea.

And the way I'll respond to a student's reading attempts to be really open and inquisitive, like "tell me more", and respond within a vocabulary that draws, loosely from pragmatism, but is also, hopefully, explicitly empathetic. So - like "I find that really persuasive", "That is a very cool connection you've made", and if I don't think it's persuasive I'll try and say "Hmmnn I'm not sure I'm completely convinced but I'm open to the idea, definitely". Is this 'frontloading' student discourse? I'm not sure.

And then it brings up this question (and all of its perils): How did I learn best? And if I can figure out how I've learned best, can/should/what are the risks of applying that to my students? I learned by seeing profs engage the texts in ways that I thought were alive, and cool, and interesting, and I tried to model them. So if that means in my class the "student discourse" wasn't frontloaded, it worked for me, regardless, and allowed me to find my voice.

radical?

So, in the little description in the sidebar, I labeled the future writers of this blog as "a few radicals in rhet comp." But I have my reservations for radical as a description of what I think I do, and I'm wondering what your reactions are to the term or if you use it to describe yourself or not (right now this question is out to Tim and A.J., but also to anyone else who joins--a few more invitations have been sent out and I'm waiting for a return).

The penultimate week of classes

As we approach the end of this spring semester I realize how much I'm looking forward to reading within the spheres of rhet-comp that I find most compelling. I'm envious of Ben and Tim's future in the fall and am stoked to hear from them what the experience is like. In the meantime, I think this forum will be a really cool space to test out ideas and see what seems to take hold and what doesn't. As an extension of the discussions that Ben and I have in person, I'm just stoked to have a place to bring and unravel these thoughts and notions. I think it's likely that we'll all be bringing our own diverse backgrounds and out approaches will be idiosyncratic and unique, and were that not the case I think we'd learn less. Allright - enough bluster from me. Here's Shor in 1997 interview with Graff in JAC. So I have to be honest and say that I'm more unsure than comfortable with some critical pedagogy, only in the sense that I don't know if it work for me. What Shor posits here though I find really strong:

"Here's what I have in mind: instead of this vast, subordinated enterprise called "freshman comp," we would recover writing as a rhetorical and social act of making meaning, constructing the self in society, producing culture. Concretely, when students come to campus, their writing requirement is to affiliate with a project."

summer reading group blog

I had some free time today, so I decided to mess around with this summer reading blog. I'm also excited and that's why I built this on April 20 when we probably won't really get down to business until June. After two years in the university defined as teacher instead of student, I can't wait to get into some more focused dialogue over ideas I care about.