Learning, Unlearning, and the Teaching of Writing: Educational Turns in Postcoloniality  

Oleh:

Tolman, Janice

Jenis: Article from Journal - e-Journal
Dalam koleksi: Critical Inquiry in Language Studies vol. 3 no. 2-3 (2006), page 189-200.
Fulltext: Vol 3, no 2&3, p 189-200.pdf (273.7KB)

Isi artikel

Seeking renewed articulation of praxis in cross-linguistic contexts, I turn to postcolonality, social theory, and feminism to illuminate and critique common practices with language—learning, teaching, and writing. Additionally drawing on my experience teaching immigrant youth and adults in the US, I reiterate and attempt to answer Gayatri Spivak’s questions: What is it to learn, to unlearn, and can the subaltern speak? Contrary to poststructuralist and critical discourses that can turn misanthropic, praxis grounded in response to the lives of students can develop humility and respect. A teacher’s fundamental commitment is also the place from which to critique humanism and other self-legitimating intellectual policies and practices. Beyond self-critiques that reinforce dichotomies, alternative dynamics are offered by de Certeau, Spivak, Baudrillard, Blanchot, and Djebar. Often drawing from non-dual wisdom traditions, their theories can be applied to the teaching of writing. They suggest ways that allow for the necessary witnessing of students’ lives and for teachers learning again.

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