Speak for Yourself? Power and Hybridity in the Cross-Cultural Classroom
Abstract
In this article I use the lens of postcolonial theory to reflect on my uses of a varied series of writing pedagogies in cross-cultural classrooms at an international college. Such reflection helps reveal how relations of power between teacher and students and underlying ideological assumptions about knowledge and discourse often resulted in hybrid responses of mimicry, frustration, incomprehension, and resistance. A pedagogy constructed against the backdrop of postcolonial theory might provide both students and their teacher in such a cross-cultural setting with a more complex and useful way of understanding issues of power, discourse, identity, and the role of writing.
- Journal
- College Composition and Communication
- Published
- 2003-06-01
- DOI
- 10.58680/ccc20031499
- CompPile
- Open Access
- Closed
- Topics
-
- Export
- BibTeX RIS
Citation context
Cited by in this index (0)
No articles in this index cite this work.
References (0)
No references on file for this article.
Related articles
-
Written Communication Jul 2026Sofia Hort; Oscar Björk
-
Assessing Writing Jul 2026Examining linguistic reasoning and metalinguistic strategies in L2 writing: Insights from teacher- and AI-feedback revisions ↗Huican Huo; Lawrence Jun Zhang
-
Journal of Response to Writing Apr 2026More Than Treating Errors: Bridging the Gaps and Expanding the Agenda for Scholarship on Teacher Written Feedback for L2 Writers ↗Goldstein, Lynn; Kohls, Robert
-
Literacy in Composition Studies Feb 2026Jason Hockaday
-
Assessing Writing Jan 2026Assessing the effects of explicit coherence instruction on EFL students’ integrated writing performance ↗Xi Li; Mo Chen