Toward Deprivatized Pedagogy (Becky Nugent, Diana Calhoun Bell)
	Quantity in Basket:none Code: 1-57273-583-X Price:$24.95 Title: Toward Deprivatized Pedagogy Author(s): Becky Nugent, Diana Calhoun Bell Publish Date: April 2006 Pages: 258 Affiliation: Governor's State University, University of Alabama-Huntsville Format: Paper
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This book discusses a toll for shaping classroom practice--deprivatized pedagogy. Deprivatized pedagogy draws on postmodern critical theory and experiences at the university and in the writing classroom. The purpose of this text is neither to fan the smoldering embers of theory wars, nor to offer step-by-step instructions for teaching. Rather, it is to demonstrate the times, places, and situations in which theory and practice can and will intersect. The terms deprivatized pedagogy carries with it a conceptual model that will not fit into existing language. Although it is fraught with problems, the authors have selected the terms deprivatized for highly specific reasons. Deprivatized pedagogy may be briefly defined as a way to interrogate classroom practices which are traditionally and inexplicably privatized. A deprivatized pedagogy is a conscious effort to work against traditional, often invisible classroom practices that privilege the construct of the autonomous individual, whether that individual is a teacher or a particular student. In short, it is a strategy for bumping against and breaking down transparent barriers of unthinkingly ritualized practices in the classroom. The authors hope to provide a space to raise questions, evoke critiques, and embark on the path to self-reflexivity in the practice of teaching and learning. Contents: INTRODUCTION TO DEPRIVATIZED PEDAGOGY. The Foundations of Deprivatized Pedagogy. Deprivatization as Praxis. An Example of Deprivatized Pedagogy: Texts and the Writing Classroom. APRE-HISTORY: FEMALE SPACES AND THE PERFORMANCE OF GENDER. Feminisms andPedagogy. Reconfiguring Teaching Objectives. DEPRIVATIZED PEDAGOGY AND RESPONSETO STUDENT WRITING. Act I: Socially Constructing the Classroom. Act II: PublicTeacher Response to Student Writing. Act III: What Did They Learn? The Fixers.The Discourse ofDeprivatization. Coda: A Problem with Public Teacher Response to Student Writing. STUDENTS, DEPRIVATIZATION AND GRADING. Part I: Peeking in the Grade Book. Part II: Grading as Deliberative Action. Some Conclusions on Grading and the Deprivatized Classroom. WRITING CENTER PEDAGOGY AND THE PROJECT OF DEPRIVATIZATION. Record Keeping. Outreach. Evaluations, Part II: A Caution. Consultant Education. Conclusion: Reflecting on the Reflections of Reflections. RESISTING TRADITION: DEPRIVATIZING WRITING PROGRAM ADMINISTRATION AT A SMALL NEW ENGLAND COLLEGE, Kirsti Sandi. Deprivatizing versus "Decentering" The WPA. "Excuse Me, Your Program is Showing." Making Writing Programs Visible. Writing Program Administration as Vigilant Praxis. Interrogating the Personnel. Deprivatizing Pedagogy. The Politics of Place. Where's the "Real Work?" Faculty Development and Deprivatization. DEPRIVATIZATION AT WORK: MEDIATING TECHNOLOGIES OF WRITING REVIEW, Jason Swarts. Motivations for Deprivatized Writing Practices. Engineers and Writing Review. The Reviewers' Strategies. Deprivatization Requires New Mediating Artifacts. Deprivatization Requires New Writing Environments. PRIVACY AND THE EVALUATION PROCESS, Mohomodou Houssaba. THE DECLINE OF PRIVILEGE AND THE RISE OF PRIVATIZATION IN PUBLIC HIGHER EDUCATION, Ronald Strickland. From the Student as Hero to the Student as Consumer. The Academic Division of Labor. A DEPRIVATIZED SPACE: STUDENT RESPONSES TO CHAPTER 1. References. Author Index. Subject Index.