Post-Colonial Composition Pedagogy: Using The Cultures of Marginalized Students To Teach Writing marks the beginning of a major paradigm shift in composition. It focuses on assessing current writing pedagogies/praxises and implementing more characteristics that are culturally-based for minority students and educators. By making these assessments, educators recognize and gain an appreciation for oppressed students’ culture and social discourse. And, ultimately, educators implement culturally-based literature, language, music, history, and art into the teaching methodology in order for students to gain an identity in academia consumed mostly by Colonialism and Neocolonialism literature. Influences by renowned Post-colonialist scholars should serve as theoretical frameworks for Post-colonial Composition Pedagogies (i.e. Edward Said’s Orientalism, Gayatri Spivak’s Subaltern, Homi Bhabha’s Hybridity, etc.) (qtd in. Neo Hybrid Pedagogy in Postcolonialism Composition). This book’s underpinnings, the first of its kind in the discourse, serve as a major paradigm shift in composition studies for both marginalized students and educators locally, nationally, and internationally.
Dr. Akassi is the editor of Post-Colonial Composition Pedagogy, a ground-breaking collection of essays that address and challenge every teacher of English composition who is committed to preventing a cultural underclass of writers of the English language. She is an Assistant Professor of English at Virginia Union University and the author of Neo Hybrid Pedagogy in Post Colonialism Composition: An Investigation On Writing Portfolios For African American Students.
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