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Writing, History, and Power in the Classroom
Author(s) -
Lance C. Thurner
Publication year - 2021
Publication title -
radical teacher
Language(s) - English
Resource type - Journals
eISSN - 1941-0832
pISSN - 0191-4847
DOI - 10.5195/rt.2021.975
Subject(s) - reflexivity , standardization , power (physics) , vernacular , pedagogy , sociology , mathematics education , linguistics , psychology , computer science , social science , philosophy , physics , quantum mechanics , operating system
Many students experience difficulty with the tensions and disjunctures between their vernacular ways of communication and standardized college English.  The history of linguistic standardization in European imperialism, however, provides a pedagogically helpful critical heuristic for examining with students the power relations inherent in college writing instruction.  By historicizing the entanglements of language and power, students are empowered to choose how and what they want to learn based on an awareness of their educational situatedness and with the support of a open and reflexive instructor.   

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