Based on an ethnographic study of a writing course taught by a talented instructor who integrated process and critical pedagogy approaches, I argue that many students actively engage with the concerns of critical pedagogy when the classroom ethos strongly sup- ports their agency—their ownership of their developing ideas and texts.
Arts and Humanities
Working Boundaries: From Student Resistance to Student Agency
College Composition and Communication, Vol. 61, No. 1 (SEPTEMBER 2009), pp. 64-84