Teaching Methods and Implications
Cultural studies composition instructors can use a variety of genres for students to work within and between. They include:
-- Production-based studies (emphasizes the producer; the "political organization of the conditions of production")
-- Text-based studies (i.e. literary criticism)
-- Studies of lived culture (ethnographic, historic, semiotic looks at how people are enculturated or contextualized)
Classroom methods include using pop culture and media studies into composition classrooms. Often these sources tend to allow students to write about what they know and to close-read and interpret texts about culture instead of literature. It helps students contextualize their own experiences. Teachers use multicultural texts that introduce and encourage discussions of multiple literacies, the implications of power, and the "contact zones" where cultures overlap and potentially collide.
When it comes to the personal essay, students from different multicultural backgrounds will bring different approaches, from the way the begin their stories to the information they choose to address. This means that workshopping the personal narrative (or, perhaps, any writing) in a classroom full of diversity can bring challenges, not just with understanding each other's words, but also with understanding meaning.
Read more about this topic: Cultural Studies Theory Of Composition
Famous quotes containing the words teaching, methods and/or implications:
“This teaching is not practical in the sense in which the New Testament is. It is not always sound sense in practice. The Brahman never proposes courageously to assault evil, but patiently to starve it out. His active faculties are paralyzed by the idea of caste, of impassable limits of destiny and the tyranny of time.”
—Henry David Thoreau (1817–1862)
“I believe in women; and in their right to their own best possibilities in every department of life. I believe that the methods of dress practiced among women are a marked hindrance to the realization of these possibilities, and should be scorned or persuaded out of society.”
—Elizabeth Stuart Phelps (1844–1911)
“Philosophical questions are not by their nature insoluble. They are, indeed, radically different from scientific questions, because they concern the implications and other interrelations of ideas, not the order of physical events; their answers are interpretations instead of factual reports, and their function is to increase not our knowledge of nature, but our understanding of what we know.”
—Susanne K. Langer (1895–1985)