Composing Narratives in the Borderlands
Drawing upon critical theory this paper examines the current-traditionalist perception of 'academic discourse.' Current-traditionalist understanding measures student writing efforts against a set of rules and conventions that have become monolithic.
||Critical Theory, Border Pedagogy, Composition Studies, Cultural Studies
International Journal of Learning, Volume 13, Issue 3, pp.57-64.
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Kerr has taught courses in basic reading/writing, freshman composition and American literature at the State University of New York for 27 years. Previous to this experience he taught courses in language arts in the New York public school system. He has published several articles related to issues concerning critical literacy, cultural studies, educational theory and composition studies. As a practitioner he has used his classroom experiences as a resource to examine pedagogical practices that will lead to a better understanding of effective literacy practices in the public school system. A particular focus of his work has examined the teaching practices and educational policies that have been highly influential in the design of literacy curriculums used in educational institutions at all levels of learning. His work as a teacher/researcher has been especially concerned with those public sites of learning where there exist a diverse and rich mix of socially and culturally diverse populations of students.
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