Document Type
Article
Abstract
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.
Disciplines
Arts and Humanities
Recommended Citation
Working Boundaries: From Student Resistance to Student Agency
Gwen Gorzelsky
College Composition and Communication, Vol. 61, No. 1 (SEPTEMBER 2009), pp. 64-84
Comments
This is the publisher's version (National Council of Teachers of English), previously appearing published as:
Gorzelsky, Gwen. “Working Boundaries: From Student Resistance to Student Agency.” College Composition and Communication. 61 (2009): 64-84.
Copyright 2009 National Council of Teachers of English.