JAC: A Journal of Composition Theory, Volume 26, Numbers 1 & 2, 2006 Page: 70
384 p. : ill. (some col.) ; 22 cm.View a full description of this periodical.
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arts, and social sciences (and in scientific and technical domains
as well). A shared premise in such courses is the importance of
educating students about relations of inequality in society with the
aim of transforming these relations. Pedagogical and curricular
stances that are critical in orientation extend beyond my ability to
categorize them here and may include African American, Chicano/
Chicana, feminist, indigenous, and working class studies; critical
discourse analysis and critical race studies; and courses in rheto-
ric. Pedagogies that are critical may include any course that takes
as its topical focus questions of knowledge formation; language
and power; and privilege, equity, justice, and social change. All of
these kinds of courses are likely to "persistently address controver-
sial issues."
Thus, courses that present composition as an institutional
practice, or that raise the questions of privilege and access to
power in literacy practices, or that offer rhetoric as analysis of
publics and counter-publics may foment an anticritical sentiment.
With the rise of anticritical sentiment in national discourses, I have
witnessed a rise of resentment in my classes, across the general
tenor of the universities where I have worked and in the publics that
I frequent. As I will explain later in this article, resentment-feelings
of ill will or anger against others-now percolates through most
national debates over social policy. It seeps through national
discussions of race, sexual orientation, immigration, and percep-
tions of inequities along the lines of generation and gender in
issues of social welfare. It therefore appears in the classes that I
and (I presume) others teach that espouse critical points of view,
whether oriented to rhetorical, feminist, or cultural studies. As
resentment appears in my classes with critical foci, students also
increasingly appear or reappear in my classes because the factory
they worked at has closed or because of some other kind of
economic and job insecurity, including being called to serve in Iraq
or another front on the War on Terror. My motivation for writing this
article arises largely from the observation that the material condi-
tions-historic, economic and social-driving students in and out
of my classrooms have appeared simultaneously with a rise in70
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Association of Teachers of Advanced Composition (U.S.). JAC: A Journal of Composition Theory, Volume 26, Numbers 1 & 2, 2006, periodical, 2006; (https://digital.library.unt.edu/ark:/67531/metadc28651/m1/68/: accessed April 19, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .