Document Type
Article
Publication Date
2006
Abstract
"Many of the ongoing difficulties teachers face revolve around the 'translation' of disciplinary knowledge—especially critical theory—into pedagogical praxis. It often seems that our teaching lags behind our theoretical knowledge by about two decades, and sometimes we wonder if it will ever catch up. This sense of disjunction has been compounded by the difficulty of teaching postmodern understandings of subjectivity, truth, and epistemology in an increasingly commodified teaching context, where consumers expect to purchase a clear, identifiable, and literally usable product, and where 'knowledge' often means easily digestible and repeatable content rather than analytic skills, critical understandings, or complex world views. Prescriptive standards, standardized testing, common syllabi, assessment, and outcomes become more important than ideas."
Recommended Citation
Barnard, Ian. "Anti-Ethnography?" Composition Studies 34.1 (2006): 95-107. Print.
Peer Reviewed
1
Copyright
The author
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Other Education Commons, Other Rhetoric and Composition Commons
Comments
This article was originally published in Composition Studies, volume 34, issue 1, in 2006.