Friday, April 6, 2012

Excerpt from "Post-Colonial Composition Pedagogy"

In honor of Dr. Monique Leslie Akassi's recent appearance at the College of Language Association conference in Atlanta, Georgia, here is an excerpt from the preface of Post-Colonial Composition Pedagogy: Using the Cultures of Marginalized Students to Teach Writing:

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.

For more information about Dr. Akassi and Post-Colonial Composition Pedagogyjust click here.

1 comment:

  1. I like the direction in which this work is going towards. There sre so many instances in life where minorities are choked off from their culture. Whether they are oppressed or just a minority, they all share the same problem.Having teachers implement specially designed studies in order to meet the needs of these students is a great idea. Althou gh one problem may arise, or should I say continue to be present. Sometimes as programs arise in order to keep back oppression, all it ends up creating is along lasting oppression, created by tose doing the oppressing. It just adds fuel to the fie. That only occurs in some situations.this situation I believe it will work