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Radical Departures: Composition and Progressive Pedagogy. Refiguring English Studies

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DOCUMENT RESUME ED 461 868 CS 217 818 AUTHOR Gallagher, Chris W. TITLE Radical Departures: Composition and Progressive Pedagogy. Refiguring English Studies. INSTITUTION National Council of Teachers of English, Urbana, IL. ISBN ISBN-0-8141-3816-0 ISSN ISSN-1073-9637 PUB DATE 2002-00-00 NOTE 267p.; Project supported by a Summer Research Grant from University of Nebraska-Lincoln Research Council. AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 38160-1659: $26.95 members, $36.95 nonmembers). Tel: 800-369-6283 (Toll Free); Web site http://www.ncte.org. PUB TYPE Books (010) Information Analyses (070) Opinion Papers (120) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS *Educational Cooperation; Educational History; Elementary Secondary Education; Higher Education; *Progressive Education; *Rhetoric; *Writing Instruction IDENTIFIERS Critical Pedagogy; Dewey (John); Progressive Era; *Progressivism ABSTRACT This book addresses some big questions: the current political climate, with its calls for standardized testing and accountability; the uneasy relationships between faculty in English and English education departments; and the (lack of) cooperation between postsecondary compositionists and P-12 language arts teachers. These issues are covered in the book as the ways are traced in which "progressive politics" of one kind or another have played an integral role in how writing has been taught and studied in United States secondary and postsecondary schools. The three chapters in Part I explore competing versions of "progressivism" in composition and rhetoric's past and present: the pedagogical and administrative progressivism of composition's early years (during the Progressive Era of the early 20th century); the recent "conservative restoration"; and contemporary critical pedagogy. Building on these discussions of progressivism, the three chapters in Part II work to reframe and reclaim Deweyan pedagogical progressivism for composition and rhetoric's future, showing how this strand of progressive thinking might help the field develop new, pedagogy-centered understandings and practices of disciplinarity, curriculum, and outreach. Woven in with the main chapters are "intraludes," narrative accounts of the author/educator's work_as a writing teacher, scholar, and public school advocate. These narratives illustrate and connect the issues highlighted in each chapter, grounding them in the reality of everyday contexts. (Each chapter includes notes; contains an extensive list of works cited.) (NKA) Reproductions supplied by EDRS are the best that can be made from the original document. 'V 7 0 n'7c) C.) 0 : _ASV WIPP- PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 aie U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it O Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy AshESTCOPYAVA1LABLE ftese 00 00 Cs1 2 CIO RefiguringRefiguring English Studies provides a forum for scholarship on English studies as a discipline, a pro- ENGLISH ,fession, and a vocation. To that end, the series pub- STUDIES I lishes historical work that considers the ways in which English studies has constructed itself and its objects of study; investigations of the relationships among its con- stituent parts as conceived in both disciplinary and institutional terms; and examinations of the role the discipline has played or should play in the larger society and public policy. In addition, the series seeks to feature studies that, by their form or focus, challenge our notions about how the written "work" of English can or should be done and to feature writings that represent the professional lives of the discipline's members in both traditional and nontraditional set- tings. The series also includes scholarship that considers the discipline's possible futures or that draws upon work in other disci- plines to shed light on developments in English studies. Volumes in the Series David B. Downing, editor, Changing Classroom Practices: Resources for Literary and Cultural Studies (1994) Jed Rasula, The American Poetry Wax Museum: Reality Effects, 1940-1990 (1995) James A. Berlin, Rhetorics, Poetics, and Cultures: Refiguring Col- lege English Studies (1996) Robin Varnum, Fencing with Words: A History of Writing Instruc- tion at Amherst College during the Era of Theodore Baird, 1938-1966 (1996) Jane Maher, Mina P. Shaughnessy: Her Life and Work (1997) Michael Blitz and C. Mark Hurlbert, Letters for the Living: Teach- ing Writing in a Violent Age (1998) Bruce Horner and Min-Zhan Lu, Representing the "Other": Basic Writers and the Teaching of Basic Writing (1999) Stephen M. North, with Barbara A. Chepaitis, David Coogan, Lile Davidson, Ron MacLean, Cindy L. Parrish, Jonathan Post, and Beth Weatherby, Refiguring the Ph.D. in English Studies: Writ- ing, Doctoral Education, and the Fusion-Based Curriculum (2000) 3 Stephen Parks, Class Politics: The Movement for the Students' Right to Their Own Language (2000) Charles M. Anderson and Marian M. Mac Curdy, Writing and Heal- ing: Toward an Informed Practice (2000) Anne J. Herrington and Marcia Curtis, Persons in Process: Four Stories of Writing and Personal Development in College (2000) Amy Lee, Composing Critical Pedagogies: Teaching Writing as Re- vision (2000) Derek Owens, Composition and Sustainability: Teaching for a Threatened Generation (2001) Radical Departures Composition and Progressive Pedagogy CHRIS W. GALLAGHER University of NebraskaLincoln National Council of Teachers of English 1111 W. Kenyon Road, Urbana, Illinois 61801-1096 NCTE EDITORIAL BOARD: Willie Mae Crews, Colleen Fairbanks, Cora Lee Five, Andrea Lunsford, Jaime Mejia, Kyoko Sato, Jackie Swensson, Gail Wood, Zarina M. Hock, Chair, ex officio, Kent Williamson, ex officio, Kurt Austin, ex officio An earlier version of Intralude 3 and Chapter 3 was published as "Just Give Them What They Need': Transforming the Transformative Intellec- tual." Composition Studies 28.2 (2000): 61-83. Intralude 5 was first performed as a panel at the 2000 Conference on Col- lege Composition and Communication Convention. It appears with the gen- erous permission of my fellow panelists: Amy Lee, Steve North, Shari Stenberg, and Krista Stock. Some of the ideas in Chapter .5 first appeared in "Review: Remodeling En- glish Studies." College English 63.6 (2001): 780-89. Staff Editor: Bonny Graham Interior Design: Jenny Jensen Greenleaf Cover Design: Barbara Yale-Read NCTE Stock Number: 38160-3050 ISSN 1073-9637 ©2002 by the National Council of Teachers of English. All rights reserved. No part of this publication may be reproduced or trans- mitted in any form or by any means, electronic or mechanical, including pho- tocopy, or any information storage and retrieval system, without permission from the copyright holder. Printed in the United States of America. It is the policy of NCTE in its journals and other publications to provide a forum for the open discussion of ideas concerning the content and the teach- ing of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, or the membership at large, except in announcements of policy, where such endorsement is clearly specified. Library of Congress Cataloging-in-Publication Data Gallagher, Chris W. Radical departures : composition and progressive pedagogy / Chris W. Gallagher. p. cm. (Refiguring English studies, ISSN 1073-9637) Includes bibliographical references (p. ) and index. ISBN 0-8141-3816-0 1. English languageComposition and exercisesStudy and teaching. 2. English languageRhetoricStudy and teaching. 3. Report writing Study and teaching. I. Title.II. Series. PE1404 .G355 2002 808.042'0712dc21 6 20010.56295 I dedicate this book to my literacy sponsors: To my parents, Daniel and Maureen, who offered me my first lesson in critical literacy by driving me to a courthouse, paying a fee they surely couldn't afford, and allowing me to rename myself. May they see the legacy of that lesson, as well as their love of language, re- flected in these pages. To my brother, Jamey, whose writing I find inspiring. May he find in these pages some evidence that academic writing, too, can be worth- whileand readable. To Kathy Cain and Al DeCiccio, who invited me into their writing center and into their profession. May they find nothing in these pages to make them regret it. To Cy Knoblauch and Judy Fetter ley, who taught me that some con- versations never end but only get richer. May they see in these pages a contribution to discussions begun long ago. To Lil Brannon, who knows how to support by challenging. May she find these pages supportive of and challenging to her own think- ing. To Amy Lee and Shari.Stenberg, true "critical colleagues" for whom I will always write first. May they see our ideas represented in these pages. To Debbie Minter, whose generosity as a reader and a teacher I can neither match nor repay. May she see her always-generative response work honored in this final-draft-for-now. To Peter Gray and Stephen Foley, who have supported and ener- gized my thinking about things that matter. May they see theircom- mitment to creative teaching and learning reflected in these pages. To Steve North, whose good humor (curmudgeonly reputation aside) and professional example guide me. May he find in these pages an example of "making trouble elsewhere" that he can live with. To Kurt Austin and Bonny Graham, who saw this project through the editorial process with patience and good counsel. May they see their light-handed but steady influence in these pages. To NCTE's reviewers, and especially Ellen Cushman, whose advice helped me shape and sharpen the book. May they see their wisdom reflected in changes I have made, and mine in the changes I have not.
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