Teaching trouble. Performativity and composition pedagogy: Composing connections

The 1990 publication of Judith Butler\u27s Gender Trouble was arguably the last decade\u27s shot heard \u27round the theorizing world, disrupting feminist and other identity-based paradigms for politics and theorizing across disciplines, and helping to found queer theory itself in that process. Yet, despite the first-order theoretical interventions wrought by Gender Trouble, and, most notably, by the text\u27s central concept, performativity, Butler\u27s work has been slow to enter composition studies, and remains especially underexplored in composition scholarship that is expressly pedagogical in focus. This project demonstrates the vital relevance of the theory of performativity to composition\u27s pedagogical scholarship, and illustrates the particular contributions it can make to that body of work that takes issues of identity, difference, and resistance to difference to be a central pedagogical concern. Yet, the project also problematizes and complicates appropriations of performativity that are already circulating in composition studies and closely related fields, ultimately suggesting, through discrete though overlapping engagements with various texts, that, conceived in and as pedagogy, performativity both needs, and inherently bears traces of, the identity-based politico-theoretical paradigms that preceded and gave rise to it

Reworking English in Rhetoric and Composition Global Interrogations, Local Interventions

Cover -- Title Page -- Copyright -- CONTENTS -- ACKNOWLEDGMENTS -- INTRODUCTION. Reworking English in Rhetoric and Composition-Global Interrogations, Local Interventions by Bruce Horner -- I. REWORKING LANGUAGE -- 1. THE BEING OF LANGUAGE by Marilyn M. Cooper -- 2. MULTILINGUALITY IS THE MAINSTREAM by Jonathan Hall -- 3. ENGLISH ONLY THROUGH DISAVOWAL: Linguistic Violence in Politics and Pedagogy by Brice Nordquist -- 4. CRITICAL LITERACY AND WRITING IN ENGLISH: Teaching English in a Cross-Cultural Context by Weiguo Qu -- II. LOCATIONS AND MIGRATIONS: GLOBAL/LOCAL INTERROGATIONS -- 5. FROM THE SPREAD OF ENGLISH TO THE FORMATION OF AN INDIGENOUS RHETORIC by LuMing Mao -- 6. THE PEOPLE WHO LIVE HERE: Localizing Transrhetorical Texts in Gl/Oklahoma Classrooms by Rachel C. Jackson -- 7. WORKING ENGLISH THROUGH CODE-MESHING: Implications for Denigrated Language Varieties and Their Users by Vivette Milson-Whyte -- 8. U.S. TRANSLINGUALISM THROUGH A CROSS-NATIONAL AND CROSS-LINGUISTIC LENS by Nancy Bou Ayash -- III. PEDAGOGICAL/INSTITUTIONAL INTERVENTIONS -- 9. TOWARD "TRANSCULTURAL LITERACY" AT A LIBERAL ARTS COLLEGE by Patricia Bizzell -- 10. IMPORT/EXPORT WORK?: Using Cross-Cultural Theories to Rethink Englishes, Identities, and Genres in Writing Centers by Joan Mullin, Carol Peterson Haviland, and Amy Zenger -- 11. THE ARKANSAS DELTA ORAL HISTORY PROJECT: Youth Culture, Literacy, and Critical Pedagogy "in Place" by David A. Jolliffe -- 12. RETHINKING MARKEDNESS: Grammaticality Judgments of Korean ESL Students' Writing by Junghyun Hwag and Joel Hardman -- 13. RELOCALIZED LISTENING: Responding to All Student Texts from a Translingual Starting Point by Vanessa Kraemer Sohan -- AFTERWORD: On the Politics of Not Paying Attention (and the Resistance of Resistance) by Karen Kopelson -- APPENDIX: SURVEY -- WORKS CITED -- CONTRIBUTORS -- INDEX -- Back CoverDescription based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries