College Composition and Communication
Sep 2003
Rhetoric on the Edge of Cunning; Or, The Performance of Neutrality (Re)Considered As a Composition Pedagogy for Student Resistance
Abstract
In today’s classroom and larger cultural climate, overtly politicized “critical” composition pedagogies may only exacerbate student resistance to issues and identities of difference, especially if the teacher is marked or read as different her/himself. I therefore suggest that the marginalized teacher-subject look to contemporary theoretical notions of the “radical resignification” of power as well as to the neglected rhetorical concept of mêtis, or “cunning,” to engage difference more efficaciously, if more sneakily. Specifically, I argue that one possible praxis for better negotiating student resistance is the performance of the very neutrality that students expect of teachers.
- Journal
- College Composition and Communication
- Published
- 2003-09-01
- DOI
- 10.58680/ccc20032739
- CompPile
- Open Access
- Closed
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Citation context
Cited by in this index (4)
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Hill (2026)Computers and Composition
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Edwards (2025)College Composition and Communication
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Carlson (2019)Computers and Composition
-
Bessette (2016)Computers and Composition
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