I use this final portion of my article to argue that while we cannot determine how electronic texts might influence composition pedagogy, ample evidence suggests that the willingness of composition studies to evolve and incorporate the study of texts in a new medium will ultimately move composition courses to a more feminist-centered pedagogy. Doing so will undo a hierarchical relationship between print and digital texts, step away from the glorification of a lone author, and avoid universalizing writers’ approaches to composition, while promoting an understanding of rhetorical ecologies. Scroll down to leave your thoughts.
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Once again, if you cannot view the Prezi in full-screen mode from this site, please click on "Part IV: Inventing a Feminist Composition Pedagogy" (above) to be redirected to my presentation on the Prezi website.
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Please click here to see my Works Cited for my whole article.
Obviously, I am operating from a very particular position in the realm of feminism, with a distinct definition of what ‘feminist pedagogy’ is. However, feminism is a field ripe with tensions and disagreements. How might other perspectives on ‘feminist pedagogy’ regard the integration of digital writing into the composition classroom? What is your personal understanding of feminist composition pedagogy?