Approaches to Resistance in Composition Studies

Edited by Andrea Greenbaum
Foreword by Gary A. Olson

Subjects: Critical Pedagogy
Paperback : 9780791449240, 216 pages, February 2001
Hardcover : 9780791449233, 216 pages, February 2001

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Table of contents


Gary A. Olson

Andrea Greenbaum

PART 1. Theorizing Resistance

1. Resistance as a Tragic Trope
John Trimbur

2. Strategic, Counter-Strategic, and Reactive Resistance in the Feminist Classroom
Elizabeth Flynn

PART 2. Race and Politics of Literacy

3. Students' Right to Possibility: Basic Writing and African American Rhetoric
Keith Gilyard and Elaine Richardson

4. Orphans of Oppression: The Passive Resistance of Bicultural Alienation
Stephen Brown

5. Race and Collective Resistance
Tom Fox

PART 3. Technology and Rhetoric

6. Fa(c)ulty Wiring? Energy, Power, Work and Resistance
Ellen Strenski

7. Resisting Resistance: Power and Control in the Technologized Classroom
Janice Walker

PART 4. Toward a Pedagogy of Resistance

8. The Literalization of Metaphor and the Boundaries of Resistance
Susan Wells

9. "Bitch" Pedagogy: Agonistic Discourse and the Politics of Resistance
Andrea Greenbaum

10. Resisting Academics
Bruce Horner

Dale Bauer



Explores theoretical and pedagogical approaches to "resistance," showing how this concept plays out in the college writing classroom.


A provocative collaboration by some of the foremost scholars in composition studies, this book explores both the theoretical and pedagogical approaches to "resistance. " The contributors clarify not only the meaning(s) of resistance, through both a political and historical framework, but also demonstrate how the manifestation of resistance plays out in the writing classroom.

Andrea Greenbaum is Assistant Professor at Barry University.


"Strikes a sound balance between discussions of theory and discussions of pedagogy. " — Nels P. Highberg, Assistant Director of Composition, University of Illinois at Chicago

"This is not a small safe collection of scholarly minutiae—it is intellectually rigorous work that matters. Every one of the essays has important consequences either for the field and discipline of comp-rhet or for teachers of comp-rhet or (most often) both. " — James Zebroski, author of Thinking Through Theory: Vygotskian Perspectives on the Teaching of Writing